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Balloon angioplasty is a way of opening a blocked blood vessel. Instead of using surgery to cut the blood vessel open, doctors can slide a small tube on the inside of the blood vessel and direct it to the area that is blocked using x-rays. Inflating the balloon on the end of the tube pushes the blockage out of the way and allows more blood to flow through the artery.
Balloon angioplasty treats blockages that usually occur because of atherosclerosis (hardening of the arteries). Arteries are tubes that blood flows through in order to bring oxygen and nutrients to all of the body's vital organs and muscles. When blockages occur, blood flow decreases and the organs or muscles that the artery supplies do not get enough oxygen or nutrients. This problem can cause different symptoms depending on which artery is blocked. For example, blockages in the leg arteries can cause cramps with walking while blockages in the kidney arteries can cause high blood pressure and eventual kidney failure.
No. Some blockages are best treated with surgery. The location of the blockage and the patient's symptoms often help doctors determine which treatment is better.
A stent is a strong, flexible, metal tube that can be permanently placed on the inside of a blood vessel. After balloon angioplasty stretches a blood vessel to open a blockage, doctors often use a stent to hold the blood vessel open and increase blood flow through it.
Most patients feel some pressure during angioplasty but the procedure is not usually uncomfortable. The doctor uses local anesthesia (lidocaine) to numb the skin on the upper thigh before placing a small needle into the leg artery. The needle is then removed and replaced with a flexible tube through which the doctor can complete the rest of the procedure. Injecting a substance called contrast agent (x-ray dye) helps the doctor see the blood vessels on the x-ray and direct the balloon or stent into position. After balloon angioplasty patients usually spend one night in the hospital for observation, and they can return to their full activity level 24 to 48 hours later.
Although angioplasty is possible in almost any artery, it is most commonly used to treat blockages in the coronary (heart), iliac /femoral (leg), renal (kidney), and carotid (neck) arteries.


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Mara Stern '17 will miss the four seasons she experienced at Guilford, but she gets to take her passion — standing up for children — with her.
The associate professor of political science spoke about how Trump's path to the White House has changed since he won the Republican nomination.
Here & Now, an NPR news program, aired an interview with Associate Professor of Political Science Kyle Dell on Sept. 13.
The Board of Trustees at Guilford College has approved a tuition freeze for the 2016-17 academic year.
The Department of Political Science prepares students for engaged citizenship. "Engaged citizenship" in this context means not merely to understand or to manage the effects of political events and governmental actions on society, but also to evaluate and seek to shape them. We do this by providing our students with the knowledge, intellectual and practical skills, values and experiences necessary to fulfill their responsibilities as members of an effective and diverse civil society. More specifically, the department sets the following goals for the A.B. degree in political science: to provide a skills-based education for citizenship, government employment and public service; to provide politically literate students the tools with which to influence their communities through public service and socially beneficial work; to train future governmental leaders and employees; and to prepare students for successful graduate work.
The Bachelor of Arts degree is offered in political science.
The major requires a minimum of 40 credit hours (ten courses plus the capstone experience course).
Total credit hours required for A.B. degree in political science – 40 credits
It is recommended that majors complete PSCI 101 and PSCI 103 prior to taking PSCI 230 and that all core courses be completed before taking upper level elective courses. PSCI 230 must be taken before or simultaneously with PSCI 465. Of the 16 elective credits, at least eight must be from 300-level courses or above.
Majors may want to focus their elective credits in an area of particular interest in order to provide more in-depth knowledge of one of the particular sub-disciplines of political science: American politics/public policy and administration; international relations; comparative politics or political theory/political analysis. The core courses serve as a foundation for upper-level courses within each of the four tracks.
This track focuses on governmental and policy dynamics and debates within the United States. Students are exposed to the organization and behavior of the institutions, groups and participants in the American political arena. Students in this track investigate various public policies and political behaviors from a broad array of governmental and non-governmental institutions. Study in this track equips students for graduate studies in American politics and public policy and provides a foundation for careers in American government, teaching or other public policy sectors.
Recommended elective courses: PSCI 204, PSCI 225, PSCI 265, PSCI 301, PSCI 305, PSCI 317, PSCI 318, PSCI 319, PSCI 335, PSCI 355, PSCI 389.
International relations focus on the manner in which states and other actors interact in the global arena. The track exposes students to a wide variety of methods-approaches and substantive concerns. This track equips students for graduate studies in international affairs and provides a foundation for careers in international business, diplomacy or other public policy sectors. Students interested in this track may also double-major in international studies or complete a minor in African, East Asian or Latin American studies. Language courses are essential in this regard and thus, are strongly encouraged.
Recommended elective courses: PSCI 266, PSCI 275, PSCI 330, PSCI 345, PSCI 350.
The goal of comparative politics is to equip students with the concepts and methods of research necessary for understanding the enormity of contemporary political, economic and social changes and to elucidate their significance. Students will apply practical research methods to examine policy processes and outcomes in different nations–in areas such as industry, education, health care, housing and social security. Other issues covered within the comparative politics track include political and economic development, the relationship between economic development and democratization, reform and revolution. Students interested in this track may also double-major in international studies or complete a relevant minor. Language courses are essential in this regard and thus are strongly encouraged.
Recommended elective courses: PSCI 206, PSCI 222, PSCI 350.
Political theory challenges students to confront the full history of political thought in order to sharpen and focus their analytical skills and to develop for themselves standards of judgment through which they can assess the relative merits of political systems and public policies. To this end, students in this track pursue coursework and independent study in the following areas: the history of political ideas (such as freedom, obligation, justice, power and democracy); interpretation of political texts; and normative approaches to persistent political issues and problems. This track equips students for graduate study in political science and law as well as for various careers in community service and public policy.
Recommended elective courses: PSCI 240, PSCI 305, PSCI 364, PSCI 367.
The minor requires a minimum of 16 credit hours (four courses). It is expected that students will plan their course of study with an advisor in the department. Students are encouraged to select minors related to their special interests or career plans after graduation. It is highly recommended that at least two of these courses be at the 300-level or above to ensure depth. Independent study and internship credits may not apply to the minor in political science.
The minor in political science is not available to political science majors.
Total credit hours required for political science minor – 16 credits
In addition, students are required to write a reflective paper bringing together their diverse experiences in the minor. This reflective paper must be submitted to the Department of Political Science during the semester in which a student completes her or his final course for the minor. Department faculty will grade the reflective paper credit/no-credit and a credit is necessary for successful completion of the minor.
We believe in a very simple, yet powerful mission: preparing students for engaged citizenship.
At Guilford, we equip our graduates with more than a strong foundation of knowledge and the analytical skills to understand political events, institutions and processes. Through the study of political development and problem solving our students learn to think critically and carefully.
Active engagement in a diverse range of experiences at all levels of politics–local, state, national and international—require political science majors to work collaboratively, think critically and creatively construct new approaches to solutions for real world challenges.
We also believe that political science delivers essential knowledge and skills for graduates who pursue many different careers. Our graduates are activists, congressional staffers, community organizers, Peace Corps volunteers, attorneys, journalists, pollsters, teachers, lobbyists, artists, intelligence officers, diplomats and mediators. We support students in articulating strong personal values that shape how they work as both individuals and team members, endeavoring to make a positive contribution.
Many students elect to do an internship related to their political science studies. Many students participate in local internships at private law offices and local government agencies. Students may also elect to participate in The Washington Center internship program in Washington, D.C. Some recent locations include:
"If I hadn't come to Guilford, I wouldn't be where I am today. From the moment I started this journey, Guilford has been with me every step of the way—faculty, staff and students alike."
Read more
about Kahlil's journey to justice - he will start law school at the University of North Carolina-Chapel Hill this fall.
Majors must enroll in PSCI 465 Senior Independent Project or PSCI 470 Senior Thesis. Upon completion of PSCI 470, students may petition the department to grant departmental honors (PSCI 490). Requirements for departmental honors include: a grade-point average of 3.5 or better in the discipline and a 3.0 or higher cumulative grade point average. Departmental honors requires extensive reading in a selected area of the discipline and submission of a 50-60 page thesis that includes: a) substantial scholarly literature review; b) proposed research methodology; c) type of analysis; d) schedule; and e) an explanation of how this project will contribute to the body of knowledge. The honors program culminates in an oral examination evaluated by three members of the faculty, two of whom must be from the department, and an outside examiner. Students interested in pursuing departmental honors must consult with the department in the student's junior year in order to develop an approved proposal (generally spring semester, junior year). Students pursuing a senior thesis or departmental honors will then successfully complete a PSCI 460 Independent Study in the fall semester of senior year, which will serve as a research semester in preparation for writing a senior thesis or honors thesis in spring semester of the student's senior year.
Students may apply only up to eight credits from any internship, independent study or teaching assistantship toward the major. These credits may not fulfill the two 300-level course requirements for the major. Many students elect to do an internship or independent study related to their political science studies. Students may participate in internships located in Greensboro, such as private law offices and local government agencies. Students may also elect to participate in The Washington Center or The Capitol Experience internship programs in Washington, D.C., or state-based internship programs such as the Institute of Government and the North Carolina Government programs. We strongly encourage students to engage in internships. Students interested in pursuing an internship or independent study must obtain approval of a full-time faculty member of the department to serve as a sponsor. Approval of internships or independent studies is at the discretion of the departmental faculty.
Internship requirements: In order to qualify for an internship, students must have: a) completed at least two of the five core courses; b) a 3.0 or better grade-point average within the department, and c) submitted one-page proposal for the instructor's approval to include: 1) learning objectives, 2) check points, 3) evaluation criteria and 4) schedule. Requirements for completing an internship include: five-20 pages of writing (depending upon the number of credits) of the internship that addresses the learning objectives listed in the proposal and that conforms to the standards and conventions of the discipline. Students are responsible for meeting all deadlines and submitting all paperwork for an internship on time; failure to do so will result in a failing grade for the internship.
Independent study requirements: In order to qualify for an independent study (including teaching and research assistant positions), students must have at a minimum: a) completed five core courses; b) a 3.0 or better grade-point average within the department. Requirements for completing an independent study include: five-20 pages of writing (depending upon the number of credits allowed) that conforms to the standards and conventions of the discipline or appropriate alternative work, as determined by the professor. Students are responsible for meeting all deadlines and submitting all paperwork for an independent study on time; failure to do so will result in a failing grade for the independent study.
Incoming political science majors who have a score of 4 or higher on the Advanced Placement Test for American Government or Comparative Government & Politics are given credit for having taken PSCI 101 The American Political System or PSCI 105 Comparative Politics, respectively.

subset: commoncrawl


text: So we are NOT a cover 3 team then but we had to be because of the players.Ok, now that Im out of work I can put more into this.Theres more to it than just running zone. Zone is a whole bunch of different coverages. Anyway, Perry, at least from what I could tell, has always been a tampa 2 guy. Giants ran a good amount of it, but it was not their base defense. Their base defense seemed to be cover 3. Why they ran more C3 than Tampa 2 is a couple reasons. 1. Lack of a pass rush2. Lack of linebackers who can cover. 3. Lack of trusting their safeties (Rolle) deep.4. Inability to stop the run with the front 7.C3 allowed them quite a few things.1. Took away the deep play for the most part2. Adds an extra defender to the box for run support3. Adds an extra underneath defender (in the middle of the field anyway, C2 technically has more defenders underneath, but the corners are on the outside not in the middle of the field)4. Allowed them to play Rolle down in the box where he was less of a liability in coverage and he could help against the runWhy you didnt see much press.You can not press in C3. Corners have to remain deeper than the WRs. You dont have to play man to get press. Tampa 2 is notorious for having CBs that absolutely maul receivers at the line. What the giants need to play more tampa 2.1. Better pass rush. Tampa 2 the front four HAVE to generate pressure on their own.2. Corners who can tackle and get off blocks. The corners are the contain players on a run in a C2. Prince improved on this quite a bit during the season, but both Webster and Prince are inconsistent there.3. Safeties who are disciplined. Rolle is a problem here, he free lances quite a bit, and does not take good angles. Stevie did alright for the most part, but has a lot he can improve upon as well. 4. Linebackers who can anticipate routes, and tackle.


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Volume VII, No. 8
Shooting for the Moon: A Joint Venture
What's New
- From the U.S. Department of Education
- From the Office of Innovation and Improvement
- From the Institute for Education Sciences
- American History
- Charter Schools/Choice
- Closing the Achievement Gap
- Mathematics and Science
- School Improvement
- Technology in Education
- Charter Schools/Choice
- Raising Student Achievement
- School Improvement
- Teacher Quality and Development
- Technology in Education
Shooting for the Moon: A Joint Venture
"We are on the cusp of a new era of innovation and entrepreneurship in education that was almost unimaginable a decade ago. I am convinced that every problem in education has been solved before, somewhere – and often with philanthropic support."
With these words, U.S. Department of Education Secretary Arne Duncan both praised philanthropy and ushered in a challenge to a room of more than 500 foundation leaders at the Grantmakers for Education Conference earlier this month.
The Secretary was pushing the foundation community to highlight its solutions and help take them to scale, and to continue to invest in the innovations outside of the status quo that have now become such a key part of the Administration's education reform agenda.
The Obama Administration has created the environment for education reform's moon shot – a chance to dramatically change the playing field for children and parents in this country. And this means that it is truly a moment for an "all hands on deck" approach. Past administrations have surely said that government can't do it alone. This Administration, perhaps louder and clearer than ever before, has made it a priority to work strategically with the private sector to jointly leverage each other's resources. In the field of American education, the unprecedented funding through ARRA demands no less.
"All Hands" Includes Philanthropies
The Department wants to work with philanthropic actors across the country and at every level, to catalyze engagement in a whole new way. Community, family, corporate, and institutional foundations each have a unique role to play in the ecosystem. In order to do the truly transformative – and not merely incremental – work that the Department is setting out to do in a very short period of time, everyone needs to be at the table. Foundations of course bring essential financial resources in this time of contraction across all sectors. Perhaps more importantly, education funders can offer informed out-of-the-box thinking, along with the capacity to convene, advocate, and share intellectual capital.
If the Department is successful in meeting the President's goal of becoming once again the world leader on an economic scale, the country must follow his plan to "educate our way to economic recovery." The President's goal means we must graduate 60 percent of our college students by 2020. In order to get there, the Department has taken bold steps to change the way educators do business by changing the incentives for transformation and achievement in school systems at the local and state level. This is difficult work. It requires a herculean effort of collaboration, strategic planning, resource allocation, and tough choices about priorities. Foundations need to be a part of this strategy because they are uniquely positioned in many instances to provide flexible funding and access to new tools for decision-making and strategy-building, often bringing nontraditional partners to the table.
At the Department, philanthropic engagement means providing an open door to foundations to become a part of the educational reform conversation at the highest level. Just as teachers, students, administrators, community organizations, and others are considered key stakeholders in this transformative work, foundations are now at the table, too. Because of this, the Department is challenging funders to act differently along with the rest of the education sector. All stakeholders must be innovative in order to rise above the status quo of reform. Secretary Duncan is asking everyone to think and act differently. Not only teachers and students, but universities, parents, unions, school boards, government…and now philanthropists, too.
The Benefits of Alignment—Past and Present
The Foundation Center estimates that U.S. foundations provided more than $8 billion for education in 2008. With ARRA funding as a one-time investment for recovery, government can't afford to act alone. If both sectors seize the opportunity to align their multibillion dollar investments, they can help avoid a funding cliff after the ARRA funds are allocated. The Department can co-invest with philanthropy in transformative strategies that will help make education more cost-effective and equitable.
The Department has truly embraced the foundation community by creating a position within the Office of the Secretary for the Director of Philanthropic Engagement. This dedicated role within the Secretary's Office signals to the philanthropic world that the Department is "open for business."
While the Department recognizes that government has no business controlling private sector resources, nor telling private foundations how they should invest their philanthropic dollars, the Department does believe that there is a leadership opportunity at hand. At a minimum, the Department can provide transparency around its own decisions and investments, to assist others in making the most informed choices about how to invest their limited resources. Even better, the Department can provide leadership to the field, and offer guidance as to where gaps in funding, research, and knowledge exist along the spectrum of an overall strategy for comprehensive change.
There is a long history within the social and civic sectors of partnerships to achieve shared goals. And this is not the first time that he Department has worked with foundations. In 1997, the Administration was interested in expanding afterschool and community learning programs, especially in low-income schools and communities. At the time, there was an existing federal $1 million 21st Century Community Learning Center demonstration project, but competing interests within Congress made expansion difficult. Mott Foundation President Bill White seized the opportunity and offered to become the Department's partner by using its philanthropic support to fund the roll out and implementation of an expansion, based on the success of the demonstration project.
The Mott Foundation's initial commitment of $10 million quickly grew to $50 million and then increased to $100 million. Congress was watching; by 2002, the Congressional appropriation for the 21st Century Community Learning Centers grew to almost $1 billion per year. Without a doubt, the initial funding for scalability, along with the convening of stakeholders, advocacy, and sustained investments by the Mott Foundation were critical in building consensus within the Administration for this expansion of the 21st Century Community Learning Centers.
The Department hopes to foster similar long-term, highly leveraged opportunities for scaling what works by working in close collaboration with foundations.
Building a "Better Rocket"
With respect to broad philanthropic engagement, the Department hastwo overarching goals that hopefully will not only help change the way that government works with philanthropy, but also help to change the way that the philanthropic sector does business.
If the Department of Education can catalyze a portfolio of investor collaboration tools to allow philanthropy and government to operate from shared platforms to make decisions and investments around shared goals, it will create a much more efficient and effective education sector, which will lead to greater opportunities for children, and easier access to funding for schools and districts.
"Secretary Duncan understands that the results we need to
see are compromised, diminished, and frustrated by the affection we have for
familiar silos...The Secretary is using the bully pulpit to help us figure out
how to build fewer fences and more bridges between early childhood, K-12, and higher education, between agencies and departments, and between the public, private and social sectors."
There are two foundational/fundamental tools for this work. The first is a roadmap that outlines the Department's strategies and goals, and delineates how government funding supports and invests in those particular goals. This will be complemented by an assessment of how current philanthropic investments align with the Department's strategies and funding gaps. This map will provide a comprehensive picture of how public and private dollars are flowing toward education systems and outcomes and will help identify opportunities for new investment.
The goal is to demonstrate where foundations are currently investing, where alignment already exists, and what gaps would best merit the consideration of joint or parallel investment. This concept is comparable to a wedding registry for philanthropists interested in investing in the public education system in America. This would not only help direct dollars in a systemic and strategic manner, but also allow individual grantmakers to view their investments as part of a larger and greater whole. If everyone is working from the same set of blueprints, the rocket ships needed to accomplish the moon shot challenge are far more likely to be within reach.
The second interactive tool that the Department would like to catalyze is a network platform to pool information and expertise, research, data, and evaluation results within the education sector. If someone preparing to make a grant in Ohio to improve third-grade reading knows that she can access the best and latest proven thinking and action on achieving these results in similar communities, she will have wasted fewer resources on the effort to make the grant and have made a more thoughtful and wise investment. This tool would be valuable throughout the Department of Education and the halls of foundation offices around the country, and potentially the globe.
Investing in Innovation and More
With the announcement of the Investing in Innovation (i3) Fund and the proposed priorities for grant awards, there is an unprecedented opportunity for organizations to inform government about true innovations in education. The draft priorities (see "What's New") for i3 suggest that government awards will have to be supported by a 20-percent investment of private dollars or in-kind services. This demands that philanthropic sources commit to the most scalable and proven innovations.
In addition, there is a multitude of opportunities for foundations to support i3 beyond the match requirement. As Secretary Duncan announced at the Grantmakers for Education Conference, there are multiple ways that private funders can support innovation in education. The following are just some of his examples:
- Coinvest in intermediaries to complement the i3 awards, providing support for promising, high-risk innovations not funded through the federal program;
- Collaborate in the development of college and career-ready standards;
- Collaborate across states on curriculum, learning tools, technology innovation, and teacher preparation;
- Enable states and districts to make the best use of new federal funds from ARRA by helping states put together great applications for the Race to the Top competition;
- Assist local districts with the complex planning process for school turnarounds; and
- Support rigorous evaluations of education reform. Without compelling research studies, promising innovations rarely get to scale.
The moment has come for government to work with the philanthropic sector to identify what is working and take it to scale – and for philanthropy to help nurture the next generation of solutions and innovations. The Department's ultimate goal is to create a pipeline of innovation in the education sector that mirrors the best of innovation pipelines in the private sphere, while creating a clarion call to the world that aligning investments in strategic ways is the best and perhaps only way to achieve the dream.
By working together, a high-quality education for every child in this country is within reach.
What's New
From the U.S. Department of Education
Secretary of Education Arne Duncan announced the Department's priorities for grants under the $650 million Investing in Innovation Fund (i3). The fund, which is part of the historic $5 billion investment in school reform in the American Recovery and Reinvestment Act (ARRA), will support local efforts to start or expand research-based innovative programs that help close the achievement gap and improve outcomes for students. "We're making an unprecedented investment in cutting-edge ideas that will produce the next generation of school reforms," Secretary Duncan said. "The i3 competition will provide seed money for fresh ideas, help grow promising programs with a good track record, and scale up programs with proven results to a national level." Individual school districts or groups of districts can apply for the i3 grants, and entrepreneurial nonprofits can join with school districts to submit applications. Colleges and universities, companies, and other stakeholders can be supporters of the projects. The Department of Education will collect public comment on the proposed priorities for the i3 Fund for 30 days, and then plans to publish a final notice inviting applications in early 2010 with a projected closing date in the spring. All grants funded under the program will be obligated by September 30, 2010. (October 2009)
Secretary Duncan announced 314 schools as 2009 National Blue Ribbon Schools. He made the announcement at Highland Elementary School, a 2009 Blue Ribbon School in Silver Spring, Maryland. The schools—264 public and 50 private—will be honored at an awards ceremony on November 3 in Washington, DC. "These Blue Ribbon Schools have shown that all children can learn with appropriate supports," Duncan said. "They are producing outstanding results for their students. Some have shown dramatic improvements in places where students are overcoming the challenges of poverty, and others serve as examples of consistent excellence that can be a resource for other schools." (September 2009)
"Today's teachers and aspiring teachers in our colleges of education can help transform the lives of their students by boosting student learning and helping them access higher education and new economic opportunities," Secretary Duncan told an audience of students from the University of Virginia's Curry School of Education. He assured them that they are answering a call that is as important as any career available to them now and in the future. (October 2009)
Secretary Duncan called on more than 200 leaders of major education groups to join him and the Department of Education to "build a transformative education law that guarantees every child the education they want and need—a law that recognizes and reinforces the proper role of the federal government to support and drive reform at the state and local level." In his first major speech concerning the reauthorization of the Elementary and Secondary Education Act, the Secretary said that the NCLB law has significant flaws but that he looks forward to working with Congress to address the law's problems. The session was the first of a series of forums where education stakeholders will offer input about the law. Upcoming meetings at the Department's headquarters on the reauthorization are scheduled for November 4 and 20, and December 2. The forums are part of the Department's "Listening and Learning" tour seeking public input about changes to the ESEA. (September 2009)
On October's special edition of "Education News Parents Can Use," Secretary Arne Duncan engaged teachers across the country in a town hall forum about what's working and what's not working in our nation's schools. The Secretary took comments and questions from teachers in the studio audience and via telephone. This special event is one stop on Secretary Duncan's national "Listening and Learning" tour. To watch the archived broadcast, go to http://www.connectlive.com/events/ednews. (October 2009)
From the Office of Innovation and Improvement
Assistant Deputy Secretary for Innovation and Improvement Jim Shelton hosted a webinar to discuss the notice of proposed priorities for the i3 Fund. More than 600 people across the country in school districts, foundations, postsecondary institutions, and the private sector participated in the webinar. A round of questions and answers followed on a wide range of issues. A recording of the webinar and the presentation PowerPoint Presentation-[1.6MB] is available. (October 2009)
Secretary Duncan announced the award of $43 million for 28 new Teacher Quality Partnership (TQP) grants to improve instruction in struggling schools. These grants will be used to reform traditional university teacher preparation and teacher residency programs. The partnerships include high-need school districts, their high-need schools, and institutions of higher education and their colleges or departments of education, arts, and sciences. It is a unique collaboration of the key stakeholders to improve the quality of teaching in public elementary and secondary schools where children are in greatest need of support to accelerate their learning. The TQP grants are managed by the OII Teacher Quality Programs office. (September 2009)
From the Institute for Education Sciences
ERIC, the world's largest and most frequently used digital library of education operated by the Department of Education is getting a set of enhancements over the next five years. The improvements include collaboration with the Library of Education to digitize and process archival materials related to the history of the Department, an enhanced online submission format, and Optical Character Recognition of 486,000 digitized microfiche documents to ensure universal access. (September 2009)
The latest report in a series on high school dropout and completion rates by the National Center for Education Statistics presents estimates of national and regional dropout rates for 2007, calculates the average percentage of freshmen who graduated in four years with the class of 2006, and provides data about national trends in dropout and completion rates over the last three and a half decades, from 1972 to 2007. The report also examines characteristics of dropouts and completers in these years by race, income, gender, and region. (October 2009)
A new practice guide from the What Works Clearinghouse titled "Using Student Achievement Data to Support Instructional Decision-Making," offers five recommendations to help educators effectively use data to monitor students' academic progress and evaluate instructional practices. The guide suggests schools set a clear vision for school-wide data use, develop a data-driven culture, and make data part of an ongoing cycle of instructional improvement. The guide also suggests teaching students how to use their own data to set learning goals. (September 2009)
The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report includes two parallel impact studies, a math program study ("Mathletics" developed by Harcourt School Publishers) and a reading program study ("Adventure Island" developed by the Success for All Foundation) in which students attending an afterschool program are assigned by lottery to either receive the structured academic programming or the afterschool programming regularly offered. For each academic program, the evaluation design allows for information about the one-year impact in the first and second years of operation as well as the two-year impact in which the program was offered to students for two consecutive years. The study was conducted by MDRC, a nonprofit organization known for its large-scale evaluations of social programs. (September 2009)
American History
The Gilder Lehrman Institute of American History launched History Now, a quarterly online journal for history teachers and students. The journal attempts to grapple with the ambiguities that define the historical circumstances surrounding the birth of the United States, offering thoughtful suggestions about how to teach the struggle for independence. The inaugural issue includes an interactive feature revolving around three original documentaries about the American Revolution. (October 2009)
Charter Schools/Choice
The recent closing of a number of Catholic schools that reopened as charter schools in the District of Columbia is the subject of a new case study. The study chronicles the Archdiocese of Washington as it used the chartering mechanism to save a set of its schools from permanent closure. The collective experiences of the schools provide lessons for other cities and religious communities contemplating the future of their financially struggling, inner-city, faith-based schools. (September 2009)
Closing the Achievement Gap
The Center on Education Policy (CEP) issued the latest in a series of reports analyzing the achievement gaps between low-income students and their peers, and between white and minority students. In this, the third year of a multi-year study of student achievement, testing data was reviewed from all 50 states. Among the general findings, the report showed that "achievement for minority and low-income children has gone up and achievement gaps have narrowed in most states, although gaps are still large." The narrowing was attributed to increases in achievement by low-performing subgroups, but the data also indicated that gaps are "still widening in 23 percent of cases." The good news, according to CEP, is that "states have made progress in closing achievement gaps," but the Center cautioned that "now is not the time to let up." (October 2009)
The National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) released the draft college and career-readiness standards for public input. National organizations such as the National Council of Teachers of Mathematics, the National Council of Teachers of English, the National Education Association, and others provided input to NGA and CCSSO. The standards presented were developed by Achieve Inc, the College Board, and the ACT testing program. The next phase of development involves review by a validation committee to ensure alignment with college and workforce training program expectations, as well as the rigor of the content and skills and the adherence to international benchmarks. (September 2009)
Mathematics and Science
The Nation's Report Card: Mathematics 2009 details the achievement of fourth- and eighth-grade students on the National Assessment of Educational Progress (NAEP), administered by the Department earlier this year. The report compares national results in 2009 with each prior assessment year back to 1990, and state results back to 1992 at grade 4 and 1990 at grade 8. For the first time since the assessment began, fourth-graders showed no overall increase at the national level, although they scored significantly higher in 2009 than 1990. Among eighth-graders, scores were higher when compared to both 1990 and 2007. These nationwide patterns held for most student subgroups. (October 2009)
The National Council of Teachers of Mathematics released "Focus in High School Mathematics: Reasoning and Sense Making," a follow-up to its 2006 document, "Curriculum Focal Points," which addressed grade-by-grade content standards in math for prekindergarten through 8th grade. The new document "constitutes a substantial rethinking" of the high school math curriculum, according to NCTM. "A high school mathematics curriculum based on reasoning and sense making," said NCTM President Henry Kepner, "will prepare students for higher learning, career success, and productive citizenship." (October 2009)
Involvement in 4-H, according to a new study PDF-[8.16MB] conducted by the Institute for Applied Research in Youth Development at Tufts University, helps students to perform better in science, technology, and engineering. The multiyear study involved 1,300 tenth graders who participated in 4-H as well as a control group of 800 students. The study was commissioned by the National 4-H Council and funded by corporations supportive of the organization; an independent advisory board helped to ensure the objectivity of the research.
School Improvement
The estimated cost to the U.S. economy of the students who did not graduate in 2009 is a staggering $335 billion over the course of their lifetimes, according to The HighCost of High School Dropouts: What the Nation Pays for Inadequate High Schools, an issue brief from the Alliance for Excellent Education (AEE). "The best economic stimulus is a high school diploma," noted AEE's president, Bob Wise. According to the brief, the average annual income for a high school dropout in 2005 was $17,299, compared to $26,933 for a high school graduate. (September 2009)
Another insightful analysis PDF-[32KB] about the societal costs of high school dropouts states that "nearly 23 percent of all young black men ages 16 to 24 who have dropped out of school are in jail, prison, or a juvenile justice institution." This analysis was released in Chicago by a national coalition that includes the National Urban League, the National Education Association, and the Alternative Schools Network. The Center for Labor Market Studies at Northeastern University analyzed U.S. Census Bureau data in order to "provide a detailed portrait of the employment, earnings and family income, incarceration, and parenting experiences of dropouts, ages 16 to 24, compared to their better-educated peers." (October 2009)
Technology in Education
A new study shows preschool children who participated in a media-rich literary curriculum integrating public media video content and educational games were better prepared for kindergarten than students who did not use the curriculum. The study evaluated educational video content and associated interactive games from Super Why!, Between the Lions, and Sesame Street, which are produced as part of the Ready To Learn (RTL) initiative. RTL is supported by OII's Technology in Education Program. (October 2009)
Innovations in the News
Charter Schools/Choice
The United Neighborhood Organization (UNO), a Latino advocacy group and charter management organization, received a $98 million grant from the state of Illinois to double the current number of charter schools it operates in Chicago. UNO opened its first charter in 1998, and currently oversees eight K-8 schools and one high school in Chicago. The student populations of the UNO-run schools are primarily Latino, and the schools' philosophy of assimilation into the American society is pursued by using an English-immersion approach. For the 2007-08 school year, students at each of the UNO schools met or exceeded state standards in reading, mathematics, and science in greater proportions than students in regular Chicago public schools. [More—The Education Week] (October 2) (premium article access compliments of EdWeek.org)
On the first stop of their national tour, Secretary of Education Arne Duncan, civil rights activist the Rev. Al Sharpton, and former Speaker of the House Newt Gingrich toured Mastery Charter School-Shoemaker campus and McDaniel Elementary. The Mastery approach, pioneered in Philadelphia by former local businessman Scott Gordon, employs a longer school day and year, a demanding curriculum, and an emphasis on personal responsibility to prepare all of its students for college. The trio of high-profile visitors was collectively impressed; the Rev. Sharpton calling it a "breakthrough moment," and Secretary Duncan noted that Philadelphia could take the lead in a national conversation about school improvement. [More—Philadelphia Inquirer and The Philadelphia Inquirer] (September 30 and October 1)
Raising Student Achievement
Acting on their belief that nontraditional high schools students can succeed in alternative circumstances, school leaders in Henderson, Texas, opened the PRIDE (Producing Responsible Individuals and Developing Excellence) Academy this year for juniors and seniors with a variety of needs for a different approach to the traditional school day and learning paradigm. The academy is structured around two, four-hour sessions each weekday, and students learn independently in large measure, using computers and online resources and working at their own pace. The new program, according to PRIDE Academy principal Debra Brown, is patterned on similar programs in nearby school districts. [More—The Tyler (TX) Morning Telegraph] (October 8)
In the 1990s, Mihaly Csikszentmihalyi, using a personal monitoring technique, identified a state of "flow" in adults and then distilled the conditions in life that can foster flow-like experiences. Researchers at Northern Illinois University used the same research techniques to study teens in middle and high school. In analyzing the data, teens approached a flow-like state most often during sports and extracurricular activities, and rarely when they were alone, which is not true of adults. Teens are most apt to experience it when they are with both their peers and adults. Not surprisingly, a least half of the teens reported that school classes were boring when only 15 percent of the time was interactive in nature. [More—Newsweek] (October 7)
Executive function, a set of abilities and skills that includes self-regulation and avoidance of distractions, may be increased with practice, according to some researchers. Tools of the Mind, a program for children as young as age 3, is dedicated to improving self–regulation through a prekindergarten and kindergarten curriculum rich in "dramatic play," which involves "complex, extended make-believe scenarios" that can be employed for hours and even days. The program, which currently reaches 18,000 prekindergarten and kindergarten students in 12 states, teaches children how to master their thoughts and avoid acting on impulses. Studies of Tools of the Mind, while not experimental in nature, suggest effectiveness on measures of literacy ability and executive function. [More—The New York Times Magazine] (September 27)
School Improvement
The instructional approach in the Aldine School District that helped it garner the 2009 Broad Prize for Urban Education has been steadily honed for effectiveness over the past decade. The district's system of managed instruction began in response to several strategic factors at work in the Aldine schools – more than eight of every 10 students were eligible for free or reduced-price meals, a third of students did not speak English as their first language, and the district had a very high student-mobility rate. In addition to ensuring that schools are in the same places in the curriculum throughout the year, teachers benefit from professional development that is linked to student achievement data. Moreover, the centralized approach to curriculum hasn't stifled individual schools' ability to innovate, so long as the proposed changes are backed with data. [More—Education Week] (October 5) (premium article access compliments of EdWeek.org)
New Haven schools in Connecticut are at the "forefront of a movement to build schools that are aesthetically pleasing as well as functional," but the art that enhances the buildings is more than decorative; it is an integral part of lessons in the arts, math and sciences, and the humanities. Nearly half of the public schools built or renovated in New Haven since 1999 have merged art and the buildings' architecture with the curriculum. For example, in the Christopher Columbus Family Academy, sculpture is incorporated throughout the school, and the art is accompanied by a new curriculum guide. [More—The New York Times] (October 2)
All present and accounted for – that's the hope for districts across Michigan in late September when Count Day occurs. The annual fall roll call largely determines the amount of funding each district receives under the state's per-pupil support system. In Detroit, where enrollment has shrunk by nearly 50 percent in the past decade, school leaders offered a plethora of incentives, from free meals to T-shirts to chances to win iPods and plasma-screen TVs, to students for being in the count. Leading up to Count Day, Detroit schools mounted an "I'm In" campaign that included radio and television ads featuring Bill Cosby. Private donations helped to cover the costs of the Count Day festivities. [More—The Wall Street Journal] (October 1)
Teacher Quality and Development
Incentive pay does help to attract qualified teachers to high-poverty schools, according to an evaluation of that effort to date in Hillsborough County Schools in Florida. Since 2003, when teachers were offered a five- to 10-percent bonus to teach in the county's low-income Renaissance schools, the number of teachers applying has doubled, and a majority of the applicants indicate that the incentive pay has influenced their decisions to stay. The evaluation also revealed that for a majority of the teachers who left positions despite the extra compensation, poor leadership was cited as a primary reason. [More—The St. Petersburg Times] (September 27)
Efforts to increase the percentage of black male teachers in Georgia and elsewhere may get help from such programs as Clemson University's Call Me MISTER program, which has placed more than 50 black men in classrooms and has another 165 preparing for teaching careers in colleges across South Carolina as well as in six other states, including Georgia's Albany State University. Principals like Machelle Matthews at Martin Luther King Elementary in Clayton County, Ga., who is striving to create an environment where students see male teachers, are looking to Call Me MISTER and advocacy groups like MenTeach to make their goal achievable. [More—The Atlanta Journal-Constitution] (September 25)
In Chesterfield County, Va., teachers and other instructional personnel will be developing professional development growth plans tied to student academic performance, their school improvement plan, and their individual evaluations. The plans are being developed this year and will be implemented with the 2010-11 school year. The new approach was piloted in 16 schools in the district last year and those schools are continuing the initiative. Principals will be expected to show teachers not only where they are coming up short, but what has been done to help them improve, according to Lyle Evans, the district's assistant superintendent of human resources and administrative services. The plan has the support of the Chesterfield Education Association, according to its president, Frank Cardella. [More—The Richmond (VA) Times-Dispatch] (September 24)
Technology in Education
A pair of new resources from the National Association for State Title I Directors (NASTID) and the State Educational Technology Directors Association (SETDA) offer information to school districts that want to maximize their education technology funds. The report, Leveraging Title I and Title IID: Maximizing the Impact of Technology in Education, and the guide, A Resource Guide Identifying Technology Tools for Schools, were released together by the national groups. The report notes that "classroom technology use is not limited to computers," and that "in fact, innovative technology use incorporates cell phones, MP3 players, and other mobile devices, as long as they are used to reinforce learning and not for the sake of the technology itself." The resource guide includes explanations of various school technology structures and computing forms and examples of a wide range of hardware, software, and online tools. [More—eSchool News] (September 25)
Office of Innovation and Improvement
Jim Shelton, Assistant Deputy Secretary
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Dramon Turner
Production Editor
Emily Archer
Copy Editor
Pamela Allen
Doug Herbert
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Issue Reviewers
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Article Submissions
Last Modified: 04/30/2012


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This full text database to the London times provides access to European and world (through the eyes of the colonizers) cultures and events. Keyword searching is available in both the full text of the articles as well as the citations and abstracts. Searching by type of article or for articles with images is also available. The index to the paper after 1985 is available in the King Index area at the end of the reference section. Older indexes are available in King Circulation. Microfilm of the newspaper is available by request from the Instructional Materials Center.
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New Puppy - Top Tips
1. When you first bring your new puppy home try not to overpamper it, particularly on the first night. Don\'t go rushing in every time he whimpers or whines. If you do, your puppy will think that crying brings attention.
2. Remember bonding with your puppy the first couple days are very important. Just play around and get to know each other well.
3. Puppies have to go to the toilet a lot more often than adult dogs so make frequent trips outside. Also, when going outdoors, go to a particular area of your garden and wait for the puppy to do his "business" before playing in other spots. This will help in general housebreaking and also make cleaning up a lot easier.
4. Always remain outside with your puppy until it does its business. Stay alongside him/her, and be sure to praise it when it eliminates. You may even want to occasionally give a small treat.
5. If you notice your puppy starting to eliminate indoors, make a quick, loud sound to interrupt it, and then take it outside. Remember, no scolding or rebuking.
6. When your puppy messes indoors make sure you clean the spot as thoroughly as possible. A thorough cleaning is important because it will help reduce the chance of the puppy using the same spot in the future.
7. As frequently as possible, and particularly if your puppy is not completely housebroken, clean up puppy poo while it is still fresh. This provides the opportunity to check for parasites or possible foreign materials. If you notice these, blood, mucous or an extremely foul odour, take your puppy and a stool sample to the vets as soon as possible.
8. When you are training your puppy, make sure there aren\'t any distractions such as a lot of people or other animals around. It will make it difficult for your puppy to focus.
9. If your puppy is at least 8 weeks old you may want to consider beginning crate training at this time. The crate should be large enough for the puppy to turn around in, but not so large that it can make a separate spot in a corner to do its business.
10. Put an article of your clothing in the crate with him. Your scent should help relax him and make him feel more comfortable.
11. Teach your dog as many specific commands for as many independent situations as possible. Your dog can remember a lot of words and both your lives will be considerably easier the more often your dog truly understands exactly what you expect from him.
12. Avoid overly general commands like "no" as often as you can. It\'s difficult for your dog to understand what you want from them when you use this type of general terminology. The dog just understands that you are displeased and can have huge misconceptions as to why you are actually upset.
13. Puppies are sensitive to your emotions. If you are upset or having a bad day, do not introduce new commands or objects. For example, if you\'ve had a bad day at the office and start introducing your puppy to loud noises, the pup may easily interpret the stress emanating from you to mean that loud equates to scary. Wait until you are in "neutral" and can be patient and encouraging.
14. Make sure you congratulate your puppy and praise him for doing good but correct him when he messes up. Make sure that he feels praise and gets treats for his good behaviour.
15. Dogs can be uncomfortable with a limitless range of different situations. Forcing your dog into a situation they aren\'t comfortable with can lead to fearful aggression, growling and even serious attacks.
16. Training a puppy takes a lot of time and constant repetition. You may have to say and do something consistently for a very long time before your puppy catches on.
17. Puppies learn better when you don\'t try to teach too much at one time. Make the sessions short and always end on a good note. Make sure the training is fun for the puppy and he will learn faster and will be more eager to please. If the pup is having difficulty with one exercise, end on a good note and try again another day.
18. Make sure all household members agree on the rules for the new puppy. From the minute your puppy joins the family, everyone should be using the same command, enforcing the same boundaries and rewarding positive behaviour. If one person allows the dog on the sofa and another reprimands the animal for this behaviour you will confuse the dog and can even teach him to manipulate and take advantage of certain family members.
19. Be careful what you do around your puppy. Digging up weeds from your flower bed may be a chore for you but your puppy may find it\'s a great way to learn about digging holes.
20. Feed your puppy the same kind of food every day. Unlike humans, a dog\'s digestive system cannot handle changes in food. It can cause an upset stomach.
21. When switching to a new food, gradually get him used to the new food by mixing portions of both foods until you slowly phase the old food out. Your puppy may experience tummy problems if his food is suddenly changed.
22. Don\'t be alarmed if your puppy\'s appetite changes. It is normal for your puppy to lose his appetite or experience digestive upset occasionally. If your puppy\'s upset stomach becomes severe or last longer than a day or two, contact your vet.
23. If your dog spends a lot of time outdoors you will need to keep on top of deworming them. This is as easy as giving them a pill to eat, or sprinkling some liquid on their food. This can be picked up at your local pet shop.
24. Wash your dogs ears ever week, or even more often. Keeping his ears clean will prevent ear infections, ear mites and a host of other potential problems.
25. If your puppy exhibits periodic behaviours or symptoms, begin a diary. List the day, time, symptom, what happened a few days before, etc. From skipping meals to occasional scratching, your diary can provide important information and clues to your vet.
26. Keep your puppy occupied. A bored dog can be a destructive dog. Toys are important to stimulate a puppy\'s brain activity. Choose items that won\'t confuse your puppy. Chew toys that look like shoes are not a good idea!
27. A well-exercised and worn out puppy is one less likely to get into trouble. Take lots of walks, and let your dog see the world. When you\'re ready for bed, your puppy will be too and that helps everyone sleep.
28. Puppies are little balls of energy. However, they also need plenty of rest. Don\'t set your expectations too high. Let your puppy have plenty of "down time".
29. Children and puppies can be the best of friends or the dog can learn to hate children. Supervise your children when they play with your puppy. Ensure your children never tease or torment the pup. When the puppy has had enough play, give it space and a quiet place to sleep.
30. Just remember that your dog doesn\'t think like you, they have different behavioural patterns and instincts. You may very well be training your dog not to do something that they are instinctively programmed to do like jumping, barking and digging.
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text:
Anyone else ever read it?
I like how this book is written. Setting is early 1900s England wartime. Story about Mary Russell becoming friends with retired to the country Sherlock Holmes. You can read the intro and first chapter at Amazon.com.
Does this really happen?
The Beekeepers Apprentice: A Novel (Mary Russell) by Laurie R. King
Kindle ebook, location 817
as we neared the small fenced orchard that housed his hives Holmes stopped dead and stood with his head tipped to one side. After a moment he gave a little grunt and strode rapidly across the turf to the orchard gate. I followed, and once among the trees I could hear the noise that his experienced ears had caught at the greater distance: a high, passionate sound, a tiny, endless cry of unmistakable rage coming from the hive in front of us. Holmes stood staring down at the otherwise peaceful white box, and clicked his tongue in exasperation.
What is it? I asked. Whats that noise theyre making?
That is the sound of an angry queen. This hive has already swarmed twice, but it seems determined to swarm itself into exhaustion. The new queen had her nuptial flight last week, and she is now anxious to murder her rivals in their beds. Normally the workers would encourage her, but either they know she is going to lead another swarm, or they are somehow driving her to do so. In either case, they are keeping her from doing away with the unborn queens. They cover the royal cells with thick layers of wax, you see, so she cannot reach the princesses and they cant chew their way out to answer her challenge. The noise is the queens, born and imprisoned, raging at each other through the prison walls.
What would happen if one of the unhatched queens escaped from her cell?
The first queen has the advantage, and it would almost certainly kill it.
Even though she is going to abandon the hive anyway?
The lust for murder is not a rational thing. In queens, it is an instinct response.


text:
I found Harb building services very thorough, polite & efficient . Everything seems to be satisfactory at present. Will be able to evaluate better when we get a change in the weather.
I had real value for my money with their service. I was very pleased by the result of their work. I had them do the floor laying and deck building in out home in Hampton. They made an extremely commendable job, really great job. It looks really magnificent and everyone loved it..
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Men's Journal-Lip Service
We reviewed four of the best balms on the market. THE ALL-DAYER
Avoid the waxiness of traditional sticks with MALIN+GOETZ LIP MOISTURIZER, which uses essential fatty acids that are instantly absorbed to replenish moisture. Unlike other balms that lose effectiveness as they're rubbed off, this gel doesn't need to be reapplied every five minutes ($12; malinandgoetz.com). - N.B.


text:
Size40 m²
Floor No.5(with elevator)
- Kitchen
- Balcony/terrace
- Towels
- Air conditioning
- Internet/WiFi
- Elevator in building
- Smoking allowed
- Dishwasher
Accommodation summary
|C/Teodor Canet, 07400 Puerto Alcudia, Spain
|Property type
|Private room
|Property ID
I have a 5 year golden retriever dog who is very friendly.
I work everyday.
Access to the apartment will be after 17.00 hours
Departure before 12.00 midday.
House rulesTo keep apartment clean and tidy and no excessive noise at night
|Maximum nights
|1 month
|Check-in after
|Check-in before
|Check-out before
|Cancellation Policy
Reviews of this property
Elaine is a very nice lady. She welcomed us warmly. The dog is quiet-no need to be afraid. She tried to do a lot to keep us warm but all in all if it's cold outside for a longer time this location (bathroom) is maybe not the right place for people who freeze easily. It was possible to prepare small things in the kitchen and the terrace is huge and sunny. The room is a big enough but a place for dinner is missing (just in case the weather is bad). The apartment is centrally located what's really nice and enough parking space for free in the surrounding area. It's a bit noisy in the apartment if Elaine is watching a football game ;-)
All in all we really enjoyed our stay and were happy to have such a nice and open minded host
We are very please to meet Elaine. She 's very nice. We are very lovely in her home. We'll thank her for her kind hospitality.
The apartment of Elaine has got the right position restaurants and supermarkets are next to and there a lot of parking ares around.
The terrace is quit huge, it is really nice to have breakfast there.
Elaine and her dog are quit charming.
Elaine was very helpfull and booked a trip for us and answered our questions. We have our own room, but Eliane was going into it, so that was not so positive. She said the same things twice, without saying that it was a problem.
Elaine is a very sympathetic person and everything went well with her. She recommended to us different things to do or where to go eat. She let us use the washing machine to wash our clothes and Body the dog was very nice and easy and didn't bother us at all. The room had air-condition and it was clean and we also had our own bathroom. Thanks for your hospitality, Elaine! :)
Elaine is a very nice person. She is communicative and recommended us some trips and restaurants. She was a great help because we were for the first time on the island.
The flat is clean. We were given every other day fresh towels. We could have our breakfast on the terrace.
She has a cute dog and he doesn't bark.
It was a great time and we would come back :-)
It was a wonderful time with Elaine and Buddy. Normally I´m afraid of dogs, but Buddy is so friendly and calm. I became fond of him. The Apartment is nice with a large terrace and perfectly located. And last but not least Elaine is blandly and natural woman and it was very fine to spend time with her.
Elaine is really nice, and his dog is very welcoming! The accommodation is well located. We had a good stay.
Elaine est vraiment très agréable, ainsi que son chien qui est très accueillant ! Le logement est bien situé. Nous avons passé un bon séjour.
Hello guys, my friend and I had a really good time at Elaine's appartment! Everything was clean in the flat, the kitchen fully equipped with dishes and pans and Elaine a very friendly host - thanks to her for all! The flat is straight at the habour of Port Alcudia and to the beach its not far - only a few walking minutes - and ist a very nice beach for swimming!
Elaine's dog a Golden Retriever is friendly as well and likes to play and cuddling :-)
Cheers, Doreen and Sabine
The apartment is very spacious, located in a very quiet and calm area. The nice terrace with a beautiful view on green mountains and partly of the sea allowed us to enjoy our breakfasts. The location is perfect, close to both the beach during the day and restaurants during evenings and nights.
Elaine was very friendly and open to us. Buddy, her sweet golden retriever dog, never barked and was always welcoming us when coming home.
We hope that we can stay here again next time we will visit Alcudía.
- Quality assured accommodation
- Every host is verified by telephone
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I am a hobbyist who plans to raise a few queens this spring in southwestern Montana. I intend to partition some deep hive bodies into 2 or 3 compartments for mating nuc purposes.
My question is this: as long as nectar and pollen are naturally available to the mating nucs, is it absolutely essential to feed them? If not, I can make a three-way partition out of each deep box. Thank you for your insights.
Doug Stream
Belgrade, Montana


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Kid Sister - Kiss Kiss Kiss (free mixtape!)
You know, last year, we were really jazzed on Kid Sister's debut album, Ultraviolet, and while it hasn't gotten a lot of Beastonic play in recent months, we can however, switch gears, and get 'eared up on a new mixtape that she's dropped for free. Oh, you go, grrrrrll.
Kiss Kiss Kiss is out now on Fool's Gold Records, Nick Catchdubs is on the DJ mixin' duties, and you can snag the set for the simple cost of an email address here.
Listen to this while getting your pro nails did. Or just whenever you want.
Approval of a beastly nature.
01. Kissin-tro
02. Kiss Kiss Kiss
03. Work Them
04. Green Velvet – Everybody Wants
05. Carte Blanche – Do! Do! Do! (Original / Laidback Luke Remix)
06. Daydreaming (Douster Remix)
07. Lookout Weekend f. Nina Sky
08. Gucci Rag Top f. Gucci Mane
09. Click Clack (Show It Off)
10. Don't Stop Movin
11. Right Hand Hi (Caspa Remix)
12. Paul Wall – Imma Get It
13. Jo-DE-Ci f. DJ Gant-Man
mp3: Kid Sister - Don't Stop Movin


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Price $24.00
This silky full slip provides full, hidden coverage under any garment. It's soft, smooth, and it feels great, even after a long day of wear.
- 18, 22, 24, 26 and 28-in. length available
- Adjustable straps for the perfect fit
- Pretty lace trim detail
- Nylon
- Machine washable
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Shipping your purchase is easy on belk.com. Depending on the destination of your package, you can expect it to arrive within 4-7 business days. Shipping Information
Returns are easy on belk.com. Easy returns
Vanity Fair delivers superior comfort and supportin both average and full figure bras, panties, camisoles and slips. Our styling is Beautiful, Elegant and Timeless. Comfort and Quality are central to all of our products so they can be worn all day, everyday.


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Bön, the ancient pre-Buddhist religion of Tibet, is still practiced today with a rapidly growing number of readers interested in the shamanism and magic that are part of its complete path to liberation. Full of practical and explicit instructions, this handbook for Westerners details the outer and inner fundamental Bön practices. This volume is part of a first wave of Bön books that are finding an enthusiastic North American audience.
News & Reviews
"I strongly recommend this excellent guidebook for practitioners and for anyone else who would like a window into the view and practice of Bön. The practices of ngondro are very important because they provide the firm, stable foundation one needs for engaging in any of the higher practices of the Bön Buddhist tradition, including dzogchen practice. Readers will benefit from the high level of clarity, depth, and detail that Geshe Nyima Dakpa Rinpoche offers regarding all aspects of these wonderful and essential teachings. "—Tenzin Wangyal Rinpoche, author of Healing with Form, Energy, and Light


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August 4, 1979
Stevenage, UK
Knebworth Festival
The Song Remains the Same, Celebration Day, (Out On the Tiles intro) Black Dog, Nobody's Fault But Mine, Over the Hills and Far Away, Misty Mountain Hop, Since I've Been Loving You, No Quarter, Ten Years Gone, Hot Dog, Rain Song, White Summer ~ Black Mountainside, Kashmir, Trampled Underfoot, Sick Again, Achilles Last Stand, Jimmy Page solo, In The Evening, Stairway to Heaven, Rock and Roll, Whole Lotta Love, Heartbreaker.
Click here to view the concert programme. (flipbook)
Submit your personal review of a particular show you attended, updates, corrections, etc., which will be considered for addition to the official online archive.
You may also contact the webmaster at: email@example.com
Submit your personal review of a particular show you attended, updates, corrections, etc., which will be considered for addition to the official online archive.You may also contact the webmaster at: email@example.com
4th Aug 1979 memories
Ahh what memories! went with 3 mates & remember we were stoked weeks before the gig, discussing plans to get there ect on the banks of a local river around a few spliffs, we went by train to victoria station then coach to stevenage.
Hit the town centre as soon as we arrived, buying chow, smokes & booze then, picked a spot to bed down, crowds started to really swell and the vibe was unforgetable, really mellow & good, we went to a nearby wood & grabbed some branches, sticks ect & had a fire going & scored some rocky, remember some dudes from the US coming over with these huge demijohns of moonshine whisky that they shared for a few spliffs and as the night fell, there were bonfires blazing everywhere.
Remember all piling down to the park early, hoping to get a good spot. I cant recall much of support bands, Chas & dave, fairport, Rundgren bits & pieces but, one abiding memory is Zep kicking off, it was pitch black & I suddenly could see the shadow of the twin neck gibson appear on the stage backdrop and then BLAM! Song remains started, having recently got hold of white towers DVD release of the concert, I was able to relive the moment as it was captured almost exactly as I remember it.
A truly magical few days and ones I will never forget.


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ACE Fit Share
Sweet, edible-podded peas make a bright, crisp and colorful salad, which is easily varied by substituting shallots for scallions or adding asparagus to the mix.
Nutrition Profile:
Diabetes Appropriate
Gluten Free Diet
Healthy Weight
Heart Healthy
High Fiber
Low Calorie
Low Carb
Low Cholesterol
Low Sat Fat
Low Sodium
Serves 4
Prep Time 15 min
Total Time 15 min.
Step 1
Cook peas in lightly salted boiling water in a medium saucepan until tender-crisp, 2 to 3 minutes. Drain and rinse under cold running water.
Step 2
Whisk vinegar, oil, salt and pepper in a large bowl. Add scallions, bell pepper and the peas; toss to coat. Serve within 1 hour.
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