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The Ultramarines 2nd Company, known as the "Guardians of the Temple," is the most famous and honoured Battle Company of the Ultramarines Space Marine Chapter. In the parallel Warhammer 40,000 universe in which the video game Space Marine takes place, the 2nd Company was commanded by Captain Titus, a great hero of the Ultramarines who is most well-known for the central role he played in the Liberation of Graia, a Forge World that was assaulted by the forces of both the Orks and the Chaos Space Marines. In the standard Warhammer 40,000 universe, the 2nd Company is currently commanded by Captain Cato Sicarius.
Company Order of BattleEdit
Command SquadEdit
The Ultramarines 2nd Company in 999.M41 is led by the Command Squad known as the "Lions of Macragge". This squad includes the following members:
- Captain Cato Sicarius - In addition to being captain of 2nd Company, Cato Sicarius has several other titles including Master of the Watch, Knight Champion of Macragge and Grand Duke of Talassar.
- Chaplain Elianu Trajan - Chaplain Trajan has been a member of the 2nd Company since 901.M41.
- Veteran Sergeant Daceus
- Apothecary Venatio
- Honoured Brother Gaius Prabian
- Brother Vandius - Brother Vandius is the company's Standard Bearer.
- Brother Malcian
Tactical SquadsEdit
The 2nd Company is comprised of 6 Tactical Squads:
- Squad Vandar - Also known as "The Victors", Squad Vandar is noted for having the youngest recipient for an Iron Halo. This was awarded to Veteran Sergeant Vandar for tactical brilliance during the Tamari Rebellions in 929.M41.
- Squad Octavian - Squad Octavian has earnt a total of fifteen Markman's Honour badges for their precision. They are also known as the "Swords of Judgement".
- Squad Solinus - Nicknamed "The Indomitable", squad Solinus was first into the breach after captain Sicarius at the retaking of Fort Telrendar. For this they earnt Victorex Maxima honours.
- Squad Manorian - Known as "The Shield Bearers", squad Manorian is used in the vanguard during chapter and company level assaults.
- Squad Vorolanus - Squad Vorolanus is used for reconnaissance and deep strike missions when Scout squads are unavailable. They are known as "The Thunderbolts".
- Squad Fennion - Squad Fennion is known as "The Immortals" due to the fact that they haven't taken a single loss since 829.M41.
Assault SquadsEdit
There are 2 Assault Squads in the 2nd Company:
- Squad Ixion - Squad Ixion is known for having honed their fighting skills against Hive Fleets Leviathan, Kraken and Jormungandr as they seek vengeance for the Ultramarines' losses at the Battle of Macragge. For this, they are known as "Macragge's Avengers."
- Squad Strabo - Squad Strabo is responsible for the death of Ork Warboss Bonehamma on the Hive World of Selonopolis. They are known as "The Heroes of Selonopolis."
Devastator SquadsEdit
There are two Devastator Squads in the 2nd Company:
- Squad Tirian - Also known as "Guilliman's Hammer" Squad Tirian is known for their unwavering conduct in battle.
- Squad Atavian - Squad Atavian is responsible for the destruction of the Renegade Titan Soulmauler. For this they were awarded the Principes Maxima and the nickname "The Titan Slayers"
The 2nd Company has two Dreadnoughts:
- Brother Agnathio - Agnathio was interred within Dreadnought armour in 141.M36 after the Fall of Chundrabad.
- Brother Ultracius - Ultracius was interred inside the shell of a Dreadnought after the Pyra Crusades in 453.M39.
In the animated film Ultramarines, the current commander of the 2nd Company is stated to be Captain Severus, while in the parallel Warhammer 40,000 Universe, titled Space Marine, the commander is Captain Titus. But in Games Workshop tabletop wargame and novel canon, the current Captain of the Ultramarines 2nd Company is Captain Cato Sicarius. This has led to some controversy about which captain to feature in Ultramarines armies and about the timing of each captain's leadership of the 2nd Company in the late 41st Millennium.
- Codex: Space Marines (6th Edition) (Digital Edition), pp. 50-58
- Codex: Space Marines (5th Edition), pp. 18-19
- Warhammer 40,000: Rulebook (6th Edition), pg. 394
- Warhammer 40,000: Space Marine (Video Game)


text:
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Camping can be a memorable and enriching experience for kids of all ages. Our free eBook brings you tips and ideas for planning your campout and making it a fabulously fun experience for both kids and adults! Whether you camp with Girl Scouts, Boy Scouts, Y-Adventure Guides and Explorers, your congregation youth group or a family group - VolunteerSpot's free and easy sign up tool saves time organizing your campout.
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text: Facebook Cabbage Patch Baby Wigs?!? By Jonny V June 19, 2013 Now Your Baby Can Look Like A Cabbage Patch Doll From the 80's. Read More Category: Articles Tags: Cabbage Patch Kids, Infants, Wigs Send to a friend! Share on Facebook Share on Twitter Pin it! Reddit This! Share on Tumblr!


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Home > Insurance
Students are strongly encouraged to check their health insurance plan to make sure it will provide meaningful coverage in Oregon (or wherever they are studying). The University of Oregon recommends that all students have health insurance to help cover unexpected medical expenses that may arise.
The university offers a comprehensive, platinum-rated health insurance plan to eligible UO students. The plan offers excellent benefits on campus, within the Eugene area, or wherever you're traveling to (including abroad). Select from the links below for more information:
The University Health Center currently only bills the following qualifying insurance plans:
Included in the tuition bill is a mandatory student administrative health fee that all registered students must pay. The fee allows eligible students to access University Health Center services and helps to keep costs low, so students can afford care regardless of their insurance status. In addition, it funds wellness activities, provides access to contraceptives and safer sex resources, and enables the health center to respond to campus health emergencies. The health fee is not health insurance; you are still responsible for paying for services at the health center, but those costs will be much lower than similar services off campus because of the fee.
Billing Consent Form (PDF)
UO Student Health Benefits Plan Enrollment Form for Domestic Minor Student (PDF)
For the most current documents related to your plan, go to one of the pages listed near the top of this page.
University Health Center
1590 East 13th Street
Eugene, OR 97403-1232
After Hours: 541-346-2770 / press "1"
UO prohibits discrimination on the basis of race, color, sex, national or ethnic origin, age, religion, marital status, disability, veteran status, sexual orientation, gender identity, and gender expression in all programs, activities and employment practices as required by Title IX, other applicable laws, and policies. Retaliation is prohibited by UO policy. Questions may be referred to the Title IX Coordinator, Office of Affirmative Action and Equal Opportunity, or to the Office for Civil Rights. Contact information, related policies, and complaint procedures are listed on the statement of non-discrimination.


text: Here you can find simple, easy and interactive ways to learn about HIV and AIDS. Challenge yourself to one of our quizzes or check out our fact sheets. Serodiscordant fact sheet icon HIV Fact sheets Basic information on how to prevent HIV with AVERT's downloadable fact sheets. Quizzes.jpg HIV and AIDS Quiz Challenge yourself, your friends, your family, your students to an AVERT quiz. infographics-landing-page-image.jpg Infographics and media All our infographics, videos, audio and photo galleries brought together in one searchable hub.


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The LANDSAT 7 Satellite Image Server includes all Ohio based satellite data captured by Landsat 7 since the first data sets were available in 1999. A new 'snapshot'of the state is captured every 16 days and includes images with 30% or less cloud cover. The LANDSAT 7 satellite images are available in True-Color Composite, High-Resolution Monochrome, NDVI, and Near-Infrared Composite formats. Advanced users can download images in raw GeoTIFF format via FTP.
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Carla Myers selected as OhioLINK Open Textbook Network System Leader
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#King50Reflections Social Media Campaign Wins National Award
Find your summer read!


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Play ball! King Philip Little League extends registration deadline due to winter storms
Snow and ice will soon give way to balls and strikes and Bristol's King Philip Little League is welcoming new and returning players into the league.
League officials will hold player registration for the upcoming season on Saturday, Feb. 23 from 9 a.m. to 2 p.m., and on Thursday, Feb. 28, from 6 p.m. to 8 p.m. at the Elder Care Community Room on Wood Street.
First time players to KPLL are asked to bring a copy of their birth certificate and two proofs of residency.
Parents of players are also invited to get involved with the league by volunteering as a manager, coach or other duty to help enhance the little league experience. Background checks are mandatory for all league volunteers. Anyone interested must present a valid driver's license and complete a BCI form.
Those who sign up by Feb. 28 can take advantage of the discounted registration fees as follows: T-ball, A and AA divisions - $50 per player; AAA and Major divisions - $80; Junior and Senior divisions - $100 per player. The maximum charge per family is $210.
Registration fees after Feb. 28 are: T-ball, A and AA divisions - $70 per player; AAA and Major divisions - $100; Junior and Senior divisions - $120 per player. The maximum charge per family is $230.
A $25 fund-raising fee will be charge to each family. Scholarships are considered upon request.
Checks, cash and credit cards are accepted for payment. Credit card transactions will be subject to a $3 per player processing fee. A $15 fee will be charged if a check is returned for insufficient funds.
For additional information go to www.KPLL.org.


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Ask Lois Laurel-Hawes
As you can imagine, Lois receives so many letters from Laurel & Hardy fans all over the world. She wishes she could fulfill all the requests for information, memorabilia and appearances, but that objective would require a full time staff to manage effectively! But Lois will be happy to field the most interesting questions you send in about her dad, Stan, and her "Uncle Babe." We will share her comments with everyone.
I was delighted to find out that Stan Laurel's mother was called Magaret Metcalfe and her father was called George Metcalfe. Just out of interest I am trying to work out if our family is distantly related at all to Stan Laurel, as my grandfather was called George Metcalfe and my mother was Zena Margaret Metcalfe. My grandfather was born in the same town as Stan at a similar time and I know families used to use the same names. Do you have any information about your grandmother Margaret or great grandfather George Metcalfe? With best wishes, Yvette
Dear Lois how is your health? I've written you at 2 addresses and had no reply. You gave me a call in 2008 Im Paul Todd from Hull UK you also sent me a letter and said that you were having trouble with your hands and could not write. In 2011 you mysteriously added yourself to my Facebook and then disappeared I don't know of it was really you or an imposter! This is my last resort of contacting you. All my love. Paul And family
Hello Ms. Laurel-Hawes, I sincerely hope you are well, and thank you in advance for considering my question. As many others have been mentioning here, I am a lifelong fan (50 yrs. worth!) of your father's and 'Uncle Babe'.
Dear Mrs. Laurel,


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Kretschmann, Airich, Oral win
By Alexey Sukachev
German heavyweight heavy-hitter Steffen Kretschmann (14-1, 13 KOs) didn't particularly impress in his stoppage win over no-hoper Ergim Solmaz (3-22-3, 2 KOs) on Friday night at the Gran Casino in Castellon, Spain. Kretschmann dominated the fight and at the end of the fourth round, Solmaz complained about an ear-drum injury and the action was stopped on the advice of the ring physician.
Comebacking heavyweight banger Konstantin Airich (12-2-1, 10 KOs) wasted no time in finishing hugely overmatched Russian journeyman Yuri Lunev (5-11, 2 KOs). Airich threw several probing power punches and then connected with a monstrous left hand that had Lunev down and out at 1:12 of the very first round.
Recent world title challenger Mahir Oral (26-2-2, 11 KOs), ranked #12 by the IBF at middleweight, came back into the winning column with a stoppage win over German Alexander Sipos (19-8-2, 9 KOs).
Both fighters were cautious in first two rounds with Oral being just a bit more precise. In round three, Sipos unleashed his unexpected fury and started delivering various punches, especially to the mid-section of Oral's body. Surprisingly, he was deducted a point for what was called "a low blow" after scoring several times with presumably legal punches. In round four, Sipos continued his assault and dealt Oral more heavy punishment. The next round saw Sipos changing his stance from orthodox to southpaw but to no success. The fifth stanza was even, and the sixth one was totally in Turk's favor. The end came abruptly after the sixth, when Sipos suddenly retired on his stool without any visible reason. All in all, Oral looked vulnerable in this pre-planned tune-up.
Other results
German super middleweight Christian Pawlak (13-3, 7 KOs) opened the televised Spanish fight card promoted by Arena Box-Promotion with a points victory over Latvian journeyman Ruslan Pojonisevs (7-6-1, 6 KOs) after six lackluster rounds.
Ukrainian junior welterweight Victor Postol (6-0, 4 KOs) outpointed Armenian Araik Sachbazian (12-8, 5 KOs) over six.


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Goebbert's Farm and Garden
He doesn't quite fall into any known genus or species, but
if we had to guess, we'd say this dinosaur most closely resembles a
small-scale Diplodocus, the long-necked
guy who ate an awful lot of leaves. Plus, given the 20-foot-tall
Pumpkin-Eating Dinosaur's choice in snacks, he must be an
herbivore. True, the handmade electronic creature is a bit more
dragon than dino, fashioned from fiber glass and canvas and able to
blow smoke out of its nostrils (along with growling and burping).
But either way, he certainly tops the list for originality.
Funosaurus Rex, perhaps?


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Brother Rebuts Priest Abuse ClaimAug 16, 2002 | Pittsburgh Post Gazette
One brother was paid $1.2 million and is seeking another $1 million in a long, bitter legal battle in which he claimed that he was molested by a former Altoona priest.
But his older brother said yesterday that he planned to offer a sworn statement last night that the story was complete fiction, engineered in part by their mother in an attempt to collect from the Diocese of Altoona-Johnstown.
Carl A. Eck, a Pittsburgh attorney representing the diocese, said yesterday that if he can verify the claim, he might use it not only to try to block payment of the additional $1 million but to pursue repayment of the $1.2 million already paid out.
"If we get proper verification," Eck said yesterday, "we will defend every right we have."
The salvo from the plaintiff's brother is the latest turn in a 14-year court case in which a former Altoona resident, now 35 and living in the Akron, Ohio area, says he was molested two decades ago by Francis Luddy, his godfather, a priest at his Altoona parish and an admitted pedophile whom the Vatican removed from the priesthood three years ago.
Ten months ago, seven years after a Blair County civil jury found the diocese responsible for not curbing Luddy, the diocese gave up its fight to avoid compensatory damages and paid the plaintiff $1.2 million
Next month, attorneys are to argue before the state Supreme Court whether the diocese should be forced to pay an additional $1 million in punitive damages.
If he can get confirmation for the affidavit, Eck said, he may ask for a delay in that Supreme Court hearing.
"If the information is verified, it's certainly something the court should know about," he said.
But Richard Serbin, the plaintiff's lawyer, yesterday backed his client's molestation claim.
"I can tell you categorically that I believe [his] testimony, the jury believed it, everyone who was in the courtroom believed it," Serbin said.
The Pittsburgh Post-Gazette is naming neither brother under a policy against identifying possible victims of sexual abuse.
Indeed, the plaintiff's 36-year-old brother was a victim by his account and by Luddy's. The priest molested him more than 300 times during a 3 1/2-year period that ended when he was 13 or 14, the older brother told the 1994 civil trial.
He told the court he had no desire to sue Luddy, although any claim would have been barred by the statute of limitations.
But in letters that he began sending to Serbin, Eck and others at the beginning of the year, the older brother began openly disputing the molestation claims. The brother said he learned about five years ago from another brother, the youngest of the family's three sons, that their mother coerced the youngest brother into fabricating molestation accusations against Luddy.
In a letter to Serbin, the older brother said he learned that his mother wanted abuse claims to be offered by all three of her sons to make the pending civil suit "more believable."
The youngest brother never pursued his accusations to trial, though. His mother said at the time that it was because "he wanted to get on with his life." His oldest brother said it was over fear that Eck would discover that the young man was in the service at a time that he said Luddy was molesting him.
The youngest brother could not be reached for comment. But Serbin said the man has denied his oldest brother's claims.
The oldest brother wrote in other letters to attorneys and court officials of a stormy estrangement from his mother and the plaintiff.
In an exchange of e-mails with the Post-Gazette Wednesday and yesterday, he said Serbin reassured him that "when this case is settled, there will be enough money that you will be well-compensated for the injustice that occurred to you" a claim that Serbin yesterday denied.
He said he agreed to signing an affidavit -- unsolicited by the diocese, Eck said, amid what he portrayed as betrayal.
"I feel as though all parties involved used me for financial gain and then shut me out," he said in an e-mail to the Post-Gazette. "The two most trusted people in my life, [my mother] and Richard Serbin have defaulted on all promises and turned their backs on me because I provide no further financial value to them."
"He felt he was victimized and felt that he should be compensated, apparently," Serbin said. "He's a young man who's crying out for help, and the church has some responsibility to him."


text: Wheaton College is a community of thinkers, of questioners, of searchers. We take learning seriously because it affects how we relate to ourselves, the world, and our God. Rigorous academics challenges not only our minds but our actions, as it strengthens and widens our faith. The liberal arts education at Wheaton College teaches students not simply what to learn, but how to learn. As students become exposed to art, history, literature, science, business – a wonderful variety of disciplines – they understand connections and relationships in new ways. Students can see firsthand how art history ties into politics, or how philosophy interacts with science. In the process, students become critical learners. Additionally, every class at Wheaton is integrated with spirituality and faith: not only might students pray together at the beginning of class, but they will see how faith impacts and influences everything from macroeconomics to nanotechnology. The community here is rich in intellectual debate and academic growth, and professors readily share their time outside the classroom. With a 12 to 1 student/faculty ratio, students not only know their professors, but often meet at the cafeteria or have gatherings in a professor's home. Through all of this, Wheaton forms students in order to transform the world around them.


text:
Welcome, skip to the content.
Knowing how to collective bargain can mean better contract terms tailored to your needs.
If you're a dairy farmer and thinking of forming a group to negotiate supply contracts then our how-to guide Collective bargaining for dairy farmers can help you.
Topics include:
The guide also includes case studies, governance guidelines and resources and contacts.
There are however legal considerations for collective bargaining in Australia and the Australian Competition and Consumer Commission (ACCC) assesses each application on a case by case basis.
Please contact Claire Miller at Dairy Australia on email@example.com.


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The Freedom From Religion Foundation is asking the Secretary of Veterans Affairs to change VA materials and the VA website, which currently promote "spirituality."
FFRF makes this request to support the 23.1% of men and women in the military who identify as atheist, agnostic, or as having no religious preference.
FFRF Staff Attorney Patrick Elliott sent a letter to Secretary of Veterans Affairs Eric Shinseki on July 29 requesting the VA stop promoting religion and spirituality to veterans, thereby alienating nearly one-fourth of veterans.
The "Spiritual Healing and Connection" section of the VA website violates the Constitution and pushes religion and "spirituality" on veterans FFRF charges.
"Not only are they arbitrarily told that something is wrong with them, they are prescribed 'prayer and reading scriptures' as one remedy," Elliott wrote.
The federal website endorses assertions from a VA chaplain that health providers should treat "mind, body and spirit" saying, "Holistic health is a three-legged stool. If one leg is missing, the stool isn't stable."
The website also encourages veterans to visit VA chaplains. The military has refused to accept humanist or secular chaplains.
The VA and its website imply that the nonreligious men and women serving in the military are somehow incomplete, and demonstrate the lack of resources and support available to them.
"The VA is a secular branch of a secular government and has no business interfering with the private religious views of its veterans," Elliott wrote.
FFRF sued the Department of Veterans Affairs over its integration of spirituality into healthcare in 2006. The case was lost not in its merits but on taxpayer standing in 2008.
FFRF is a national nonprofit that works for the separation of state and church and has 19,000 members, a quarter of whom are veterans.
Click here to view the letter FFRF sent to the Secretary of the Veterans Affairs
Click here to view the "Spiritual Healing and Connection" section of the VA website
Don't subject U.S. veterans to 'spiritual healing'
July 30, 2013
The Freedom From Religion Foundation is asking the Secretary of Veterans Affairs to change VA materials and the VA website, which currently promote "spirituality."
The Freedom From Religion Foundation, based in Madison, Wis., a 501(c)(3) nonprofit educational charity, is the nation's largest association of freethinkers (atheists, agnostics), and has been working since 1978 to keep religion and government separate.


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Dr. Tracey Tokuhama-Espinosa, Ph.D.
Director of IDEA (Instituto de Enseñanza y Aprendizaje or Teaching and Learning Institute), and
Professor of Education and Neuropsychology at the of the University of San Francisco in Quito, Ecuador
The following is an excerpt from Mind, Brain, and Education Science: A comprehensive guide to the new brain-based teaching (W.W. Norton) a book based on over 4,500 studies and with contributions from the world's leaders in MBE Science.
Conceptual Debates in the Discipline
One way to understand the conceptual debates in the discipline is to recognize that "neuroscience is focused on the neuron as the primary unit of study while psychology's unit of study in the mind and pedagogy's view is on society and the individual, as manifested through formal educational practice"[1] It is clear that a person who views learning through a microscope, one who concentrates on behavioral changes in animals (including humans), and one who views learning through classroom interaction all have different perspectives on learning. Mental schemas, including whom we view as key actors or mentors, and what we view as core loci for execution, are influenced by our academic formations.
In one of the first searches on "brain and learning" in academic journals I conducted, I found a surprising array of perspectives. When the key words "brain" and "learning" were inserted in a search engine, there was a myriad of interpretations of these two words ranging from the "neuro views" (how cells learn) to the pop psychology perspective. In a great number of cases these peer-reviewed journals focused on nonhuman brains and the learning of cells and very few related to kids in classrooms. In other cases, as in peer-review psychology journals, the focus was on therapy and behavioral changes, but again, with no classroom application. Curiously enough, there were few journals in education that specifically considered the brain. Though it may seem ironic, brains and classrooms were not often found in the same articles. All of this is to say that each of these disciplinary perspectives views the brain and learning in very different ways, and each perspective impacts our understanding of how the brain learns to read, and subsequently, how we should teach to maximize that performance. Cross-germination of understandings about these different topics leads to a unique vision of how knowledge is learned and can be nurtured by specific teaching interventions. To unite these different and valuable perspectives, MBE scientists combine the knowledge from each of these disciplines and synthesize the findings to develop a new approach to learning substantiated by all three parent fields.
In terms of reading, the combined approach can be seem in research such as that of Juliana Pare-Blagoev (2006), Maryanne Wolf (2007), and Stanislas Dehaene (2009), who manage to balance information from neuroscience, psychology, and education to create more powerful teaching tools than those that come from just a single discipline. In terms of math, this is seen in work conducted by Stanislaus Dehaene (1997) and colleagues, as well as analyses by Donna Coch, Kurt Fischer, and Geraldine Dawson (2007).[2] Readers are invited to read these excellent treatises on a new view of teaching.
Viewing old learning problems through the new MBE science lens will change the traditional perceptions in neuroscience, psychology, and education. For example, let's say a teacher observes that students' retention of new information is enhanced through cooperative learning activities. The teacher wonders if cooperative learning can be considered an instrument worthy of MBE science. The teacher begins with a clear definition of cooperative learning: Cooperative learning techniques are activities in which groups of students democratically share the responsibility for generating solutions to problems. In such situations, the stress level felt by students is drastically reduced as the competition level is lowered. The teacher finds that cooperative learning and peer teaching include feedback and modeling.[3] She researches the literature in psychology for evidence and finds that feedback and modeling have a great deal of evidence. Confirming the evidence in psychology, the teacher then turns to neuroscience. For educators (see Figure 3.1):
Figure 3.1 Suggested Cycle of Information Generation for Educators
Source: Tokuhama-Espinosa 2008a
Neuroscience studies show that learning is enhanced when stress levels are lowered. The release of stress hormones inhibits natural pathways for learning.[4] The documentation of such evidence provides a physiological explanation for the psychological discomfort that fear, stress, and anxiety cause in the brain. The teacher realizes that this information is evidence in favor of cooperative learning activities and determines that they fall into MBE science activities.
Let's look at another example from a psychologist's perspective. Let's say a psychologist observes that rats seem to learn in enriched environments where there are toys and other rats. The psychologist wonders if enriched environments also have an impact on human brains. To look for evidence in pedagogy and neuroscience, the psychologist must first define enriched environments and then decipher the elements that comprise such an environment. He determines that enriched environments include different types of stimulation, varying materials, manageable challenges, predictable rewards, and company. The psychologist then looks to pedagogy for evidence and finds that students who are given similar stimulation also tend to do better in school.[5] The psychologist also discovers that there is evidence showing how a lack of stimulation affects the brain negatively, the most noteworthy in research done with Romanian orphans who were often left tied to their cribs with no human contact.[6] To confirm whether or not enriched environments are supported by all sub-disciplines in MBE science (which would elevate the likelihood of success), the psychologist turns to neuroscience for final confirmation. In neuroscience he finds that enriched environments change the brain, evidencing more synaptic activity, in rat, but not in human, studies.[7] The psychologist finds that this evidence, however, is generally related only to certain aspects of enriched environments, as in rehearsal of a skill in different environments,[8] or due to socialization, but not due to increased toys or plentiful and varied activities.[9] To top it off, "there is no evidence in humans linking synaptic densities and improved learning" (Hall, 2005, p. 17). There are also criticisms that the "enriched" environments in which the original rat studies upon which this theory is based were conducted were actually more like "normal" environments for rats (sewers), meaning that the studies proved that impoverished environments cause harm, but not necessarily that enriched environments are beneficial. The psychologist determines that there is compelling evidence for the inclusion of enriched environments in general, but that the evidence does not merit complete acceptance yet. This means that the consideration of good learning environments may be important, and the evidence shows it is "probably so" or "intelligent speculation," but not "well established" at this point in time. The psychologist accepts that further compelling evidence should be offered before full acceptance.
For psychologists (see Figure 3.2):
Figure 3.2. Suggested Cycle of Information Generation for Psychologists
Source: Tokuhama-Espinosa 2008a
A final example from neuroscience helps us understand how information can and should be critiqued in the new discipline. Let's say a neuroscientist notes that a patient loses the ability to read (or interpret humorous remarks, or spell correctly) after suffering a stroke. Using this information, she makes some generalizations about how language works in the brain.[10] This neuroscientist might wonder if the particular neural pathways, which appear damaged after the stroke, can contribute to knowledge about how to teach better. First, the neuroscientist must identify exactly what stimulates this part of the brain and precisely how the neurophysiology changed after the stroke. Once the neuroscientist can determine how to measure such changes, he can look for research in education and psychology that supports evidence that reading is, indeed, triggered through such mechanisms. Have experiments investigated the effects of extra stimulation of this particular brain region, for example? Did such experiments result in improved reading abilities of children? Have others documented how damage to these brain areas caused skill loss? If and when the neuroscientist can identify such support from education and psychology, then he can be sure that his single case was not unique and begin to generalize a theory of reading and the brain.
An illustrative case in neuropsychology was that of Phineas Gage, whose accident while working on a railroad caused the destruction of his right frontal and parietal lobes. This region was later identified to be related to metaphorical expressions and interpretation of humor via language.[11] This finding, though celebrated in psychology, is rarely shared with educators, which means that we teachers have missed out on valuable information. For example, Gage's case led to the understanding that although some students might excel at some aspects of language, they may not do so in all, as different parts of language are mediated by different systems of the brain. Specifically, spelling travels through one neural network, metaphors another, vocabulary another, and syntax and grammar yet another. It should come as no surprise to teachers, then, to find that children may not be globally "good" at language, but rather they might have strengths and weaknesses. This finding also has policy implications because it means that not only should teachers differentiate their methodology, they must also differentiate their assessment of students by dividing up overall skill areas (e.g., in language) into several sub-skills (e.g., metaphors, spelling, grammar, written, spoken).
For neuroscientists (see Figure 3.3):
Figure 3.3. Suggested Cycle of Information Generation for Neuroscientists
Source: Tokuhama-Espinosa 2008a
The disciplines of neuroscience, psychology, and education can inform each other in many ways, as demonstrated in the contents of this book. Some specific examples of each of these exchanges are mentioned below as a way to summarize the findings and possible conclusions about the interdisciplinary nature of the discipline.
Neuroscience Can Inform Pedagogy
There are a myriad of ways in which neuroscience can inform pedagogy. Some of the most prominent studies can be found in math and reading. Other areas are less developed, but equally important. For example, the cognitive neuroscience of category learning[12] points to specific practices that help teachers instruct their pupils in a way that corresponds with the brain's natural categorization mechanisms. This is one of the first formal skills small children learn in school as they begin to sort out the concepts in their world. Other studies on the neuroimaging perspective of conceptual knowledge illustrate how different types of ideas are linked in different ways in the brain.[13] These neuroscience studies can help educators understand which concepts are best taught in tandem, and which create problems if taught together. For example, it has been found that it is harder if someone studies French and Spanish (which are very similar, as far as languages go) at the same time, than if they study French and Japanese (which are very different due to orthography and syntax). Other studies in neuroscience attempt to bridge the gap between our understanding of mind and brain through the study of neurobehavioral integration.[14] Such studies consider how the brain and mind work to manage all external as well as purely mental activity, which helps teachers understand the complexities of decision-making, for example. To what extent do external stimuli distract or guide thought patterns and how does this effect impact student behavior in classroom? Other neuroscientific studies explain the relationship between sleep and learning, which has huge implications for teachers. For example, we now know that sleep is vital for memory consolidation, yet many students "pull all-nighters" to study for tests, then wonder why just a few days later, they cannot remember what they thought they had studied.[15] There are literally thousands of different ways in which neuroscience can inform pedagogy, but this is only one of several paths through which information can be generated. There should be a three-directional exchange of information—for example, pedagogy can inform psychology.
Pedagogy Can Inform Psychology
There are several ways in which pedagogy can inform psychology. Teacher observations about student reactions to different methodologies as well as a measurement of their metacognitive development can inform psychology. Similarly, the study of differentiated teaching practices related to perceived learning styles can identify preferences for memory storage.[16] These studies profess to enhance memory and therefore learning. Teaching and assessing students based on their individual potential in a subject area is a basic tenet of MBE science. Students' different levels of intelligence and cognitive preferences, combined with their varying levels of knowledge and skills, justify differentiation in classroom practices. This does not mean that instruction is conducted in a one-on-one fashion, but rather that the teacher takes the time to diagnose student needs and plan learning experiences in a more personalized way. We now know that it is more effective to avoid rushing through topics to cover the material (even if in a logical order), unless those topics are anchored to the past knowledge or mental schemas (read "realities") of students.
If we can increase teachers' perceptive abilities about the different ways people learn, then they could become better in their practice. Likewise, research into how different methodologies and classroom activities impact the quality of student output within classroom settings is a valuable way of gaining insight into psychological thought processes.[17] Perhaps the most common studies are those of classroom activities that test the validity of psychological concepts, including those related to self-esteem and motivation[18] and their impact on learning. Just as pedagogy can inform psychology, psychology can also inform neuroscience.
Psychology Can Inform Neuroscience
Psychology has been, perhaps, the principle source of neuroscientific investigation. Indeed, what has been "known" for years in psychological contexts is now being "proven" in terms of brain activity through neuroscience. For example, psychologists have known for centuries that humans tend to imitate one another for social reasons; people act like their valued peers in order to "fit in" and be accepted. Such studies can be used to develop theories of brain activation during social cognition,[19] including that which occurs in classroom settings. In other instances, psychological hypotheses about certain behavior can be documented in neuroscience to determine patterns or systems of brain mechanisms during that specific behavior.[20] For example, Staumwasser (2003) demonstrated how the psychological development of the mind of a child can actually be measured within neuroscience. He sought to better define "what is truly 'unique' in the development of the [human] mind" by comparing human and chimpanzees and the mental pathways used to make decisions. He was able to show that there are "four inherent behavioral differences" demonstrable through Event-Related Potential (ERP) brain activity measurement between the species (p. 22). This is, in effect, the true mind–brain confirmation. Not only has psychology had an impact on neuroscience, it can also inform pedagogy.
Psychology Can Inform Pedagogy
Psychology has been a rich source of information for pedagogy. For example, the basic conceptual beliefs about the thinking process were contemplated first in psychology with subsequent applications in formal learning environments.[21] In other studies, psychology has demonstrated how beliefs about intelligence influence learning success[22]—such research can greatly impact the way in which we teach and our relations with our students. Students tend to live up to the expectations of their teachers: High expectations yield better results.
Some of the links between psychology and pedagogy are overt. Monitor on Psychology, a journal of the American Psychological Association (APA), considered how brain scans can turn into lesson plans, for example.[23] Other psychological research is subtler in its consideration of the hypothetical role of working memory on education,[24] or of evidence for pedagogical practices that engage the learner. For example, Sherrie Reynold's work (2000) reminds practitioners that "learning is a verb," or an active process, when considering the psychology of teaching and learning. All of these studies clearly demonstrate the major role psychology has played in designing current teaching methodologies in MBE science. In a similar fashion, pedagogy can inform neuroscience.
Pedagogy Can Inform Neuroscience
Pedagogy can inform neuroscience in a variety of ways. For example, educators have written about the need to have a better presentation of scientifically based research.[25] This evaluation informs neuroscience about education's level of understanding of scientifically based research, which can be corroborated in future neuroscientific study. In essence, neuroscientists are asking neuroscientists to find utilitarian aspects to their research that have direct applications to the classroom. In other instances, educational settings can confirm or defy findings in neuroscience labs by offering environmentally valid settings—something often missing in lab research.[26] Other educational studies have provided specific methodology for scrutiny in neuroscience and have shown that how we teach impacts what can be learned.[27] Some educational research has demonstrated how classrooms are the ultimate proving ground for neuroscience related to MBE science— which literally means that without this final "passing grade," neuroscientific research remains purely an intellectual exercise without real-life applications.[28] Finally, evidence in pedagogy should be used as the bases of confirming hypotheses in psychology that have been confirmed in neuroscience.[29]
Perhaps the most important link between pedagogy and neuroscience occurs when neuroscientists take proposals in education and put them to the test in real classrooms. For example, neuroscientists can compare the basic premises in Alfie Kohn's work (1999) (called The schools our children deserve: Moving beyond traditional classroom and tougher standards) and Kathie Nunley's layered curriculum design (2002) with information in the neurosciences. Educational claims are an underused and rich source to access in identifying new neuroscientific questions for research. Far more research in neuroscience should begin with educational premises, rather than with neuroscientific findings that are molded to fit educational settings. In a similar way, neuroscience can inform psychology.
Neuroscience Can Inform Psychology
Neuroscience can inform psychology in several ways. Perhaps the most obvious way is through the confirmation of specific claims. For example, psychology has spent centuries discussing consciousness. Neuroscientists such as Russell Poldrak and Anthony Wagner (2004) have ventured to ask "what can neuroimaging tell us about the mind?" In a similar vein, others have queried "how the emerging neurosociety is changing how we live, work, and love"[30] Others have tackled the nature versus nurture query in psychology and reframed the question as one of the combination of "genes, brain, and cognition"[31] to consider the "making of the self."[32] Neuroscience is being used to establish psychological claims about social, cognitive, and affective learning.[33] While many are enthusiastic about what neuroscience can do for psychology, there are a good number of more conservative perspectives that put parameters around the debate of "what neuroimaging and brain localization can do, cannot do, and should not do for social psychology."[34] These types of studies point to the natural interaction of neuroscience and psychology as well as their many areas of overlap. Considering how the three parent fields can successfully inform one another is exciting and points to a potentially bright future for MBE science.
Using multiple lenses and a transdisciplinary perspective, MBE science can facilitate the advancement of teaching methods through the reinterpretation of findings in neuroscience, psychology, and pedagogy. There are dozens of ways this reinterpretation can take place. For example, best-practice pedagogy can guide the focus of studies in neuroscience, as leaders in the discipline have noted: "The identification and analysis of successful pedagogy is central to research in education, but is currently a foreign field to cognitive neuroscience" (Goswami, 2004, as cited in Hall (2005, p. 3). Similarly, educational psychology can inform educational neuroscience, which in turn can inform pedagogy. Currently "it is rare to find an article written by a neuroscientist in the educational literature," (1998b, p. 9) according to John T. Bruer; educational journals should solicit articles from the neurosciences in order to inform their readership of relevant information. Likewise, neuroscientists can and should point out errors or overgeneralizations of information about the brain to the public at large and educators in particular. This type of gentle correction can elevate the quality of information used in classrooms.
Argyris, K., Stringaris, N.C., Medford, V., Giampietro, M.J., Brammer, M., & David, A.S. (2007). Deriving meaning: Distinct neural mechanisms for metaphoric, literal, and non-meaningful sentences. Brain and Language 100(2), 150–162.
Booker, K., Invernizzi, M.A. & McCormick, M. (2007). Kiss your brain: A closer look at flourishing literacy gains in impoverished elementary schools. Reading Research and Instruction, 46(4), 315–340.
Bruer, J. (1998b). Let's put brain science on the back burner. NASSP Bulletin, 82(598), 9–20.
Caprara, G.V., Fagnani, C., Alessandri, G., Steca, P., Gigantesco, A., Cavalli Sforza, L.L. & Stazi, M.A. (2009). Human optimal functioning: The genetics of positive orientation towards self, life, and the future. Behavioral Genetics, 39, 277–284.
Coch, D., Fischer, K. W. & Dawson, G. (Eds.). (2007). Human behavior, learning, and the developing brain: Typical development. New York: Guilford Press.
Dehaene, S. (1997). The number sense. Oxford Univeristy Press.
Dehaene, S. (2009). Reading in the brain. New York: Penguin Viking.
Diamond, M. (2001b). Response of the brain to enrichment. Retrieved September 16, 2007, from http://www.newhorizons.org/neuro/diamond_brain_response.htm.
Diamond, M., Krech, D., & Rosenzweig, M.R. (1964). The effects of an enriched environment on the rat cerebral cortex. Journal of Comparative Neurology, 123, 111–119.
Eisenhart, M., & DeHaan, R.L. (2005). Doctoral preparation of scientifically based education researchers. Educational Researcher, 34(4), 3–14.
Eluvathingal, T., Chungani, H.T., Behen, M.E., Juhász, C., Muzik, O., Maqbool, M., et al. (2006). Abnormal brain connectivity in children after early severe socioemotional deprivation: A diffusion tensor imaging study. Pediatrics, 117(6), 2093–2100.
Fellows, L., Heberlein, A.S., Morales, D.A., Shivde, G., Waller, S., & Wu, D.H. (2005). Method matters: An empirical study of impact in cognitive neuroscience. Journal of Cognitive Neuroscience, 17(6), 850–858.
Fischer, K.W. (2007a). Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education. In A. M. Battro & K. W. Fischer (Eds.), The educated brain (pp. 127-153). Cambridge, UK: Cambridge University Press. Retrieved January 28, 2008 from http://gseweb.harvard.edu/~ddl/publication.htm.
Goswami, U. (2004). Neuroscience and education. British Journal of Educational Psychology, 74, 1–14.
Hall, J. (2005). Neuroscience and education. Education Journal, 84, 27–29.
Harley, T. (2004a). Does cognitive neuropsychology have a future? Cognitive Neuropsychology, 21(1), 3–16.
Harley, T. (2004b). Promises, promises. Cognitive Neuropsychology, 21(1), 51–56.
Henderson, L., & Buising, C. (2000, Oct). A peer-reviewed research assignment for large classes. Journal of College Science Teaching, 30(2), 109–113.
Holden, C. (2004). Training the brain to read. Science, 304(5671), 677.
Jensen, E. (2006a). Enriching the brain: How to maximize every learner's potential. San Francisco: Wiley.
Kacinik, N., & Chiarello, C. (2007). Understanding metaphors: Is the right hemisphere uniquely involved? Brain and Language, 100(2), 188–207.
Keri, S. (2003). The cognitive neuroscience of category learning. Brain Research Reviews, 43(1), 85–109.
Kerka, S. (1999). New directions for cooperative education. Retrieved August 21, 2007, from http://www.ericdigests.org/2000-2/new.htm.
Kohn, A. (1999). The schools our children deserve: Moving beyond traditional classrooms and tougher standards. Boston: Houghton Mifflin.
Lupien, S., Maheu, F., Tu, M., Fiocco, A., & Schramek, E. (2007). The effects of stress and stress hormones on human cognition: Implications for the field of brain and cognition. Brain and Cognition, 65(3), 209-237.
Maguire, E., Gadian, D.G., Johnsrude, I. S., Good, C.D., Ashburner, J., Frackowiak, R.S.J. et al. (2000). Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences of the United States of America, 97(8), 4398–4403.
Markham, A., & Gentner, D. (2001). Thinking. Annual Review of Psychology, 52(1), 223–247.
Marshal, N., & Faust, M. (2008). Right hemisphere sensitivity to novel metaphoric relations: Application of the signal detection theory. Brain and Language, 102(8), 103-112.
Martin, A., & Caramazza, A. (2003). Neuropsychological and neuroimaging perspectives on conceptual knowledge: An introduction. Cognitive Neuropsychology, 20(3–6), 195–213.
Marzano, R., Pickering, D.J., & Pollock., J.E. (2004). Classroom instruction that works: Research-based strategies for increasing student achievement. New York: Prentice-Hall.
Meissner, W. (2006). The mind–brain relation and neuroscientific foundations: II. Neurobehavioral integrations. Bulletin of the Menninger Clinic, 70(2), 102–124.
Meltzoff, A., & Decety, J. (2003). What imitation tells us about social cognition: A rapprochement between developmental psychology and cognitive neuroscience. Philosophical Transactions of the Royal Society of London B Biological Science, 358(1431), 491–500. Retrieved September 14, 2007, from http://home.uchicago.edu/~decety/publications/ Meltzoff_Decety_PTRS03.pdf.
Miller, E. (2007). Getting from psy-phy (psychophysiology) to medical policy via music and neurofeedback for ADHD children. Doctoral dissertation, Bryn Mawr College, Bryn Mawr, PA. AAT 3258205.
Murray, B. (2000a). From brain scan to lesson plan. Monitor on Psychology, 31(3). Retrieved September 5, 2007, from http://www.apa.org/monitor/mar00/ brainscan.html.
Nunley, K. (2002b). Layered Curriculum™: Dr. Kathie Nunley's web site for educators. Retrieved September 8, 2007, from http://help4teachers.com/.
Pare-Blagoev, E. (2006). Connecting neuroscience and education: The neural correlates of phonemic awareness in normal reading children. Doctoral dissertation, Harvard University, Cambridge, MA. AAT 3221615.
Pickering, S., & Phye, G.D. (2006). Working memory and education. Burlington, MA: Academic Press.
Poldrack, R., & Wagner, A. D. (2004). What can neuroimaging tell us about the mind? Insights from prefrontal cortex. Current Directions in Psychological Science, 13(5), 177–181.
Ramus, F. (2006). Genes, brain, and cognition: A roadmap for the cognitive scientist. Cognition 101, 247–269. [Electronic version] doi:10.1016/j.cognition.2006.04.003
Reid, L., & Baylis, F. (2005). Brains, genes, and the making of the self. American Journal of Bioethics, 5(2), 21–23.
Restak, R. (2006). The naked brain: How the emerging neurosociety is changing how we live, work, and love. New York: Harmony Books.
Rubin, I., & Herbert, C. (1998). Models for active learning: Collaborative peer teaching. College Teaching, 46(1), 26–30.
Schall, J. (2004). On building a bridge between brain and behavior. Annual Review of Psychology, 55(1), 23.
Schlaggar, B., & McCandliss, B.D. (2007). Development of neural systems for reading. Annual Review of Neuroscience, 30(1), 475.
Schmidt, L. (2007). Social cognitive and affective neuroscience: Developmental and clinical perspectives. Brain and Cognition, 65(1), 1–2.
Sprenger, M. (2003). Differentiation through learning styles and memory. Thousand Oaks, CA: Corwin Press.
Stahl, R. (1990). Using "think-time" behaviors to promote students' information processing, learning, and on-task participation: An instructional module. Tempe, AZ: Arizona State University.
Staumwasser, F. (2003). Imaging a science of mind. Trends in Cognitive Science,7(10), 450-45.
Willingham, D., & Dunn, E. W. (2003). What neuroimaging and brain localization can do, cannot do, and should not do for social psychology. Journal of Personality and Social Psychology, 85(4), 662–671.
Wilson, A.J., Dehaene, S., Pinel, P., Revkin, S.K., Cohen, L., & Cohen, D. (2006). Principles underlying the design of "The Number Race," an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2, 19. class="pseudotab"doi:10.1186/1744-9081-2-19.
Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York: Harper.
Books on this topic by Tracey Tokuhama-Espinosa:
Tokuhama-Espinosa, T. (2010). The new science of teaching and learning: Using the best of mind, brain, and education science in the classroom. New York: Columbia University Teachers College Press.
Tokuhama-Espinosa, T. (2010). Mind, Brain, and Education Science: The new brain-based learning. New York, NY: W.W: Norton.
[2] See Wilson, Dehaene, Pinel, Revkin, Cohen, et al. (2006).
[3] As in Henderson & Buising's work (2000); Kerka (1999); Rubin & Herbert (1998).
[4] As demonstrated in the work conducted by Lupien, Maheu, Tu, Fiocco, & Schramek (2007).
[5] As in examples offered by writers such as Jensen (2006a); Marzano, Pickering, & Pollock (2004).
[6] See Eluvathingal, Chugani, Behen, Juhász, Muzik, et al. (2005) for a review of this tragic case.
[7] See Diamond, Krech, & Rosenzweig (1964,1988) for a discussion of this key point.
[8] A classic study in this area can be found in Maguire (2006).
[9] See Diamond (2001b).
[10] For examples of this kind of study, see Booker, Invernizzi, & McCormick (2007); Holden (2004); Schlaggar & McCandliss (2007).
[11] Argyris, Stringaris, Medford, Giampietro, Brammer, et al. (2007); Marshal & Faust (2006); Kacinik & Chiarello (2007).
[12] For a good example, see Keri (2003).
[13] Martin & Caramazza (2003).
[14] For examples, see Meissner (2006); Saxe (2006)
[15] Miller (2007).
[16] An example of this can be found in Sprenger (2003).
[17] For example, see Stalh (1990).
[18] Caprara, Fagnani, Alessandri, Steca, Gigantesco, et al. (2009).
[19] Meltzoff & Decety (2003) offer an excellent explanation of this idea.
[20] See Schall (2004) for an example.
[21] For an example, see Markham & Gentner (2001).
[22] This can be seen in work by Mangela, Butterfeld, & Lamb (2007).
[23] See Murray (2000a).
[24] See Pickering & Phye (2006).
[25] See Eisenhart & DeHaan (2005).
[26] For an example, see Harley (2004).
[27] See Fellows, Heberlein, Morales, Shivde, Waller, et al. (2005).
[28] Found in Fischer (2007a).
[29] See Johnson, Chang, & Lord (2006).
[30] Restak (2006).
[31] Ramus (2006).
[32] Reid & Baylis (2005).
[33] Schmidt (2007).
[34] Willingham & Dunn (2003).
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Press News | 21st July 2007
Trent Bridge Test could be record-breaker
Nottinghamshire are calling on East Midlands cricket fans to help set a new record at the second npower Test with India next week.
The match at Trent Bridge starts on Friday July 27 and with only 1,000 tickets left for the Monday, is likely to produce record fourth-day advanced sales for a non-Ashes Test at the ground.
Days one, two and three are already sold out with cricket fans clamouring to watch Indian greats Rahul Dravid, Sourav Ganguly, Anil Kumble and Sachin Tendulkar in what may be their last tour of England.
And as an added incentive, anyone who books in advance for day four will also get free seats for the fifth and final day - at no extra cost - if the match goes that far.
Said Notts Marketing Manager Claire Harrison: "It would be great if we could see Trent Bridge sold out for the first four days of the Test, as the last time we did that was for the Ashes in 2005.
"Clearly supporters can't get enough entertainment from international cricket and we've been delighted with the response.
"Seeing a full ground gives a massive boost to the reputation and economy of the region and we're confident this will be another special occasion."
The remaining seats are located in the alcohol-free Fox Road Stand, priced at £20 and perfect for family bookings, while seats are also available in the William Clarke Stand at £22.
Bookings can be made in person at the Trent Bridge Ticket Office, by calling 0870 168 8888 or online at www.nottsccc.co.uk.


text: About this course: Pre-Exposure Prophylaxis (PrEP) using the antiretroviral medication emtricitibine/tenofovir approved in countries around the world is a highly effective means of reducing transmission of HIV through sexual encounters and needle sharing. This Johns Hopkins University course PrEPares you with essential information, concepts and practical advice regarding PrEP from leaders in the field. A first of its kind learning opportunity, both providers and patients learn from the same experts through content that meets the needs of both audiences, while facilitating the opportunity for a shared community space. Lessons for healthcare workers provide background on foundational and cutting-edge research and PrEP guidelines, how to initiate a PrEP program, clinical management and providing culturally sensitive sexual health and primary care to diverse communities. Lessons for PrEP enthusiasts, PrEP users or the PrEP curious provide information regarding who can benefit from PrEP, how to access services, what to expect and how to stick with your PrEP program long-term.


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Texas State, Ferris State, and Wisconsin-SP win bids to Nationals
Texas State, Ferris State, and Wisconsin-SP win bids to Nationals
ESPN featured Collegiate Disc Golf during the Mississippi State vs. Alabama football game last weekend. The highly anticipated match up of these previously undefeated SEC teams definitely had a sea of viewers watching as they featured coverage from a disc golf match between the two nationally ranked disc golf teams and showed that their rivalry exends far beyond the gridiron.
The thirty-second segment shown below seemed to be foreshadowing as the Alabama Crimson Tide beat the Mississippi State Bulldogs in the disc golf competition by one throw while the football team went on to secure their big win in the second half.
In other big news, the National Champion Mississippi State Women's team was honored at halftime of the football game on October 13th. As the Bulldogs were winning 27-14 at the half, the crowd cheered as the game announcers called the Ladies' team out to mid-field. Check out the photograph of them up on the Jumbotron at Davis Wade Stadium.
NCDGC Qualifier Events
Collegiate Disc Golf also had two National Collegiate Disc Golf Championships qualifier events played last weekend, October 27th and 28th. Both tournaments were inaugural events and marked the continued growth of intercollegiate disc golf. The Lower Midwest Region had the Texas Collegiate Disc Golf Championships in Austin. The Upper Midwest Region hosted the Great Lakes Collegiate Open as one of the NCDGC's Premier events in Kalamazoo, Michigan. Following the two events, the NCDGC released their latest rankings, where the two winning teams made big jumps in the top 25.
There is only one more NCDGC Qualifier event left on this semster's schedule. The West Coast College Open is the Southwest Region's Premier event and will be hosted in Santa Cruz, California November 2nd through the 4th. Check out the CSUMB disc golf team's website for registration information.
Great Lakes Collegiate Open
Last weekend Wayland and Kalamazoo, Michigan served as the sites for the NCDGC's Upper Midwest Premier Collegiate Qualifier. The Great Lakes Collegiate Open was presented by Essential Discs. The tournament took place at the beautiful private course Blue Gill Disc Golf Course and at Oshtemo Park.
Saturday started off in an interesting manner with a few teams missing the hard to find turn into the parking area for Blue Gill and getting a scenic tour of some of the deep woods in the area. After getting in and out of being stuck in the mud and getting to tournament central just in time for check-in with vehicles that looked as if they just came out of the bogs, the rest of the day was set for adventure. At only 38 degrees and breezy at tee off, everyone was bundled up with hand warmers in one hand and disc in the other in preparation for their shot. After playing Team Doubles through the tough 24-hole layout, two teams stood apart from the rest shooting 9 throws better than the next team. Wisconsin-Stevens Point and Ferris State would take that lead into the second round.
Foreseeing some daylight restriction the second round had to be modified from the original 24 holes down to only 19 cutting out some fairly easy deuce opportunities on holes 16 through 20. Making a move in the singles competition was newcomers Wright State as they came charging back thanks to a great team effort and an individual hot round of 62 shot by Ben Kahut gaining 5 throws on Ferris State and 3 on Wisconsin-Stevens Point.
As a new day dawned on Sunday morning teams showed up early to take a look and get a feel for the championship level Oshtemo Park course. Players were seeded and placed on cards based on their scores from the second round with the hottest players from the top 4 schools on one card. After 288 holes and 1068 throws, the first Great Lakes Collegiate Open concluded. Again in the individual competition, Wright State gained ground on their competition, but it turned out to not be enough to overtake Ferris State for second place. Wisconsin-Stevens Point took home the title of Great Lakes Collegiate Champion for 2012 and along with Ferris State took home berths to the National Collegiate Disc Golf Championships in April.
It was a great weekend for disc golf! And to those other teams out there looking qualify for Nationals, beware and be on the lookout for Wright State as they have only been together about two weeks. They have plans to make it to some more events and look to be a dangerous group for the future.
Texas Collegiate Disc Golf Championship
The first ever Texas Collegiate Disc Golf Championship was held over the weekend at Twin Parks Country Club in Austin, Texas. The first time tournament was deemed a major success. The event was paired with the Team Justice Amateur Match Play event and the two events worked very well together, providing a two-for-one scenario for many of the players. College students played in the AM Match Play event and represented their school and team at the same time. The collegiate side saw five schools represented including the University of Arkansas who made the 10+ hour trek to compete for the coveted Lower Midwest Region qualifying spot.
The U of A Razorbacks came prepared for battle as the team took an early and commanding lead after the first two rounds of play. However, the Texas State Bobcats weren't about to go down without a Texas-sized cat fight. Texas State tied up the Razorbacks by winning 3 of 4 third round matches while the strong Arkansas team failed to earn any points in the final matches as the sun began to set in the Texas hill country. Texas State was looking great down the stretch and even took a two match lead going into the final round that would see three matches featuring players from Arkansas and Texas State go head to head.
News came in early that Ryan Bewley whom earlier had gone 1-3 in matches reached deep and brought in a huge win for the Bobcats. They only needed one more win to seal the Championship and Nationals bid. Then, Texas State's 3-1 Eric Olden lost his match while 3-1 Justin Hunt was in a tied match and on their last hole. The interested gallery showed up on Justin's last hole just in time to witness an unfortunate out of bounds shot that swiftly ended Justin's chance to seal the deal. Immediately, everyone scrambled to catch up to the last match that featured the two lead schools locked in battle.
This last match featured Texas State's team captain, Mark Olden, of Houston, who had no idea what had just transpired. Maybe it was a good thing that Mark was unaware of the current team situation. He just knew going into this match that a win was a must. The good news was that the Bobcats were guaranteed a playoff due to Ryan's win earlier. The bad news was that Mark's match was grueling and had just went into sudden death after being tied at the conclusion of the twelve hole match. His Arkansas opponent had a big distance advantage off of the tee and they were faced with Twin Parks Crown Course's, Hole 7, that favors those that throw far. Hole 7 is one of the toughest holes to stay in bounds of the tee and the pressure only compounded on Olden as he watched his opponent's drive get a wind bump that would ultimately land him out of bounds. Olden's drive flew through the air with confidence as it penetrated the swirling winds and came to rest safely in bounds. Smart play through the rest of the hole led to high fives abound from his teammates as the Texas State Bobcats would win the inaugural Texas Collegiate Disc Golf Championship and the Region 4 automatic bid to the NCDGC.
Big thanks to Team Justice, Des & Jay Reading for directing the event with sponsoring support from Disc Nation, Fully Loaded Disc Golf, Innova Champion, KEEN Footwear, HOTT Tour and YetiDisc.com.
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Without question, Kermit and his felt friends are the true stars of "The Muppets," and the world is super geared up to see all their singing, dancing and laugh-a-minute antics when the film hits theaters this week. But human celebrities have always been an important part of the Muppets' performances, from the first episode of "The Muppet Show" up through all of their previous films, and this new flick is no different.
This time around, Jason Segel, who co-wrote the film, and Amy Adams will be the featured human stars, but there are plenty of more big Hollywood names that will grace the screen in smaller roles. Rashida Jones plays a begrudging TV network executive, while Neil Patrick Harris, Sarah Silverman and many others have cameos.
Just like all of us, they couldn't help but get swept up in the Muppet madness, and this musical montage is great, fun proof.
Mahna mahna!WATCH:


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Agricultural Transformations in Sugarcane and Labor in Brazil
Thomas D. Rogers
The Portuguese took sugarcane from their Atlantic island holdings to Brazil in the first decades of the 16th century, using their model of extensive agriculture and coerced labor to turn their new colony into the world's largest producer of sugar. From the middle of the 17th century through the 20th century, Brazil faced increasing competition from Caribbean producers. With access to abundant land and forest resources, Brazilian producers generally pursued an extensive production model that made sugarcane's footprint a large one. Compared to competitors elsewhere, Brazilian farmers were often late in adopting innovations (such as manuring in the 18th century, steam power in the 19th, and synthetic fertilizers in the 20th). With coffee's growth in the center-south of the country during the middle of the 19th century, sugarcane farming shifted gradually away from enslaved African labor. Labor and production methods shifted at the end of the century with slavery's abolition and the rise of large new mills, called usinas. The model of steam-powered production, both for railroads carrying cane and for mills grinding it, and a work force largely resident on plantations persisted into the mid-20th century. Rural worker unions were legalized in the 1960s, at the same time that sugar production increased as a result of the Cuban Revolution. A large-scale sugarcane ethanol program in the 1970s also brought upheaval, and growth, to the industry.
Brazil and the Paraguayan War: Conflicts and Interests
Francisco Doratioto
In 1863 and 1864, historical and political contradictions in the River Plate region led to civil war in Uruguay, creating tensions with neighboring nations in the region. The Brazilian government intervened both politically and militarily in Uruguay to address the interests of ranchers in its province of Rio Grande do Sul, to distract the attention of the Brazilian citizens from domestic problems, and to preserve the political influence of the Empire of Brazil on Uruguay. This action by the Empire clashed with the new Paraguayan policy of political interference in the River Plate region and resulted in the declaration of war against Brazil by Paraguayan dictator Francisco Solano López. This conflict broadened into the Paraguayan War.
Brazilian Independence: Change and Continuity
João Paulo Pimenta
Stemming from an accelerated and tumultuous process unleashed by European wars in the first decade of the 19th century, Brazil and Portugal split politically in 1822. In a sense, Brazil's independence reflects a number of peculiar characteristics within the context of the time due, in part, to three centuries of Portuguese colonization and to changes within the colonial system beginning in the second half of the 1700s. In other ways, however, Brazilian independence is linked to external events like the French Revolution, the independence of Haiti, and, above all, the wars of independence in Spanish America. The most profound and lasting consequences of the break with Portugal were the emergence of a Brazilian state and nation that until that point did not exist and that was consolidated over the course of the nineteenth century, as well as the nationalization of certain colonial institutions that were partially maintained. Historiography and national memory would later imbue independence with supreme importance as the foundational moment of the nation such that it has become a recurring theme in historical studies of Brazil.
The Brazilian Military Regime, 1964–1985
Marcos Napolitano
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Latin American History. Please check back later for the full article.
Since the implementation of the Brazilian Republic in 1889, its history has been shaped by the political role of the armed forces, particularly the army. From 1964 to 1985, the Brazilian military was in direct command of the state, appointing generals as presidents through indirect elections. After overthrowing the center-left reformist government of João Goulart, on March 31, 1964, the military imposed an authoritarian regime of tutelage of the political party system and of civil society, which served as a political model for similar regimes in Latin America during the Cold War.
The military imposed arbitrary laws and cracked down on leftist political groups and social movements. They sought to boost capitalist development and "national integration" within the vast area of Brazilian territory, modernizing industry and updating the nation's infrastructure. However, the military encountered strong opposition from civil society, which was led by political groups and the press, as well as intellectuals and artists from different ideological backgrounds (Marxists, liberals, socialists, and progressive Catholics). These groups were divided over whether to refuse to negotiate with the military or to take a critical stance in relation to the policies of the military governments, resulting in complex social relationships.
Social actors and contemporary politicians continue to vie for ownership of society's memories of the period, making it necessary to combine historical research with historiographical criticism for understanding the role of the military regime in the nation's history.
Digital Resources: The Laboratory of Oral History and Image (LABHOI-UFF), Brazil
Ana Maria Mauad
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Latin American History. Please check back later for the full article.
Since its creation in 1982, the Laboratory of Oral History and Image (LABHOI), a division of the History Department of Universidade Federal Fluminense (UFF), Brazil, has been developing projects on the history of memory of different Brazilian communities, based on both oral and visual sources and the relationship between them.
The main purpose of LABHOI's projects, despite its academic origin, is to engage communities in the production of their own history through visual and oral records. One of the results of this work is the organization of a digital database, accessible for a large public, that covers three fields of interest: Memory, Africa, and Slavery; Memory, Art, and Media; and Memory, City, and Communities.
LABHOI has become an important source for theoretical and methodological debates about the uses of visual representations of the past, and its members have published books and articles in this field. Recently LABHOI turned to the production of experimental videos based on the idea of the "videographic writing" of history, a modality of historical text that can perfectly mix sounds and images of recollections.
The video productions of LABHOI include the DVD box set Passados Presentes (Present Pasts) with four documentaries built upon our audiovisual archive Memórias da Escravidão (Memories of Slavery), launched in 2012. This audiovisual collection has been developed since 1994 and is composed of more than 300 hours of interviews with the descendants of slaves of the old plantation coffee areas of Rio de Janeiro.
Other projects developed during the last ten years include: Sons e Imagens da Rememoração: Narrativas e Registros das Identidades e Alteridades Afro-Brasileiras dos séculos XIX ao XXI (Sounds and Images of Recollections: Narratives and Records of Afro-Brazilian Identity and Otherness from the 19th to the 21st Centuries) (2010–2013), sponsored by the Brazilian Research Council (CNPq), in which an international network of researchers worked on issues concerning the memory of slavery. História e Memória da Prática Fotográfica no Brasil Contemporâneo (History and Memory of Photographic Practice in Contemporary Brazil), started in 2003, which is organizing a database of interviews with different professionals who have worked before, during, and after the Brazilian dictatorship in order to understand the political role played by photography in producing historical meaning about the present time and the organization of photojournalism as a field for public photography.
Since 2013 LABHOI officially included public history as one of its fields of debate and research with the approval of two new projects: História Pública, Memória a Escravidão Atlântica no Rio de Janeiro (Public History, Memory, and Atlantic Slavery in Rio de Janeiro), sponsored by the Carlos Chagas Foundation, Rio de Janeiro (FAPERJ), which is developing a new approach to the study of the Atlantic diaspora in Rio de Janeiro, a city that has one of the major populations of Afro-descendants in Brazil; and Expanding the Global Feminisms Archive: Brazil and the "BRICS" Five, which is being compiled together with a team of scholars from the University of Michigan.
Free Afro-Brazilians in the 19th Century
Richard Graham
Although the slave trade to Brazil did not end until 1850, and slavery itself lasted until 1888, the practice of freeing slaves had been common from the time of first colonization by the Portuguese in the 16th century, and the children of freed women were born free. The result was that, by the time of a national census in 1872, there were 4.25 million free blacks and mulattos in the country, accounting for over three quarters of all those of African descent and two fifths of Brazil's total population.
To understand the willingness of Brazilian slave owners to free so many one must first consider the general nature of Brazil's social structure and the paradigms that ordered it. For most, society was not thought of as being made up of individuals equally protected in their rights and mobile in relationship to one another, but by castes, ranks, corporations, guilds, and brotherhoods, layered one atop another or arranged side by side. Almost everyone could feel superior to someone else, even if inferior to others. The nuanced distinctions of ranks somewhat restrained the threat to social order that free and freed blacks might otherwise have been thought to pose. "Free-and-equal" was not a phrase heard in Brazil.
There is overwhelming evidence that race was an important variable affecting one's position, and discrimination against blacks was widespread and constant. The government reinforced the prejudices of white Brazilians, acquiesced in maintaining a hierarchy based on color, and presented obstacles to the ambitions of free African Brazilians. Civil service positions were usually denied to them, regardless of their qualifications. Recruitment for the army was focused on the poor, that is, on African Brazilians.
Yet, it is also true that many individuals found their way around those obstacles and rose to positions of some importance, for skin color was just one of the many characteristics to be considered. There are multiple examples of freeborn mulattos (and some freed and freeborn blacks) who succeeded in 19th-century Brazil. Some became doctors, pharmacists, journalists, and teachers. Others entered politics and rose to positions of real power. A few worked energetically to bring about the end of slavery.
Health, Malaria Campaigns, and Development in Brazil
Gilberto Hochman
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Latin American History. Please check back later for the full article.
Since the early 20th century, Brazilian public health has focused on rural areas and populations, and the so-called rural endemic diseases that plague them. These diseases—particularly malaria, hookworm, and Chagas disease—were blamed for negatively affecting Brazilian identity ("an immense hospital") and for preventing territorial integration and national progress. For reformist medical and intellectual elites, health and educational public policies could "save" the diseased, starving, and illiterate rural populations and also promote Brazil's entry into the "civilized world." In the mid-20th century, public health has secured a renewed place in the Brazilian political agenda, one associated with the intense debates about development in Brazil in conjunction with democratization following World War II (1945-1964). In particular, debate centered on the paths to be pursued (state or market; nationalization or internationalization) and on the obstacles to overcome underdevelopment. A basic consensus emerged that development was urgent to be pursued by modernization and industrialization.
In 1945, Brazil remained an agrarian country, with 70 percent of the population living in rural areas and a significant part of the economy still dependent on agricultural production. However, associated with urbanization, beginning in the 1930s the Brazilian government promoted policies of industrialization and social protection of organized urban workers, the latter entailing a stratified system of social security and health and social assistance. Public health policies and professionals continue to address the rural population, which has been excluded from social protection policies. The political and social exclusion of this population did not change significantly under the Oligarchic Republic (1889–1930) or during the first government of President Getúlio Vargas (1930–1945). The overall challenge remained similar to the one confronting the government at the beginning of the century—but it now fell under the umbrella of "developmentalism" both as an ideology and as a modernizing program. Economic development would be perceived, on the one hand, as a driver of improvements in living conditions and income in the rural areas. It entailed efforts to stop migration to large urban centers was considered one of the great national problems in the 1950s. On the other hand, disease control and even eradication of "rural endemic diseases" campaigns aimed to facilitate the incorporation of sanitized areas into projects of agricultural modernization and to underpin building the infrastructure for development. Development also aimed to promote the transformation of the inhabitants of rural Brazil into agricultural workers or small farmers. During the Cold War and the anti-communism campaign, the government sought to mitigate the revolutionary potential of the Brazilian countryside by promotion of public health policies. This more general developmental program was supported by important sectors and organizations, including the National Conference of Bishops of Brazil (CNBB) and, in particular, the bishops of the Northeast.
Health constituted an integral part of the development project and was integrated into Brazil's international health and international relations policies. In the Juscelino Kubitschek Administration (1956–1961) a national program to control endemic rural diseases was created as part of a broader project development, including national integration efforts and the construction of a new federal capital in central Brazil (Brasilia). The country waged its malaria control campaign in conjunction with the Global Malaria Eradication Program of the World Health Organization (WHO) and, to receive financial resources, it signed an agreement with the International Cooperation Agency (ICA). From 1957 malaria eradication had become part of U.S. foreign policy that sought the containment of communism.
The Malaria Eradication Campaign (CEM, 1958-1970) marked the largest endeavor undertaken by Brazilian public health in this period and can be considered as constituting synthesis of this linkage between development and health. Given its centralized, vertical, and technobureaucratic model, this project failed to take into account the structural obstacles to development, a fact denounced by progressive doctors and intellectuals, particularly those affiliated with the Brazilian Communist Party (PCB). They affirmed that disease, illiteracy, and hunger stemmed from inequality in land ownership and of the "latifúndio" system. These were the real obstacles to development in the countryside and needed to be removed by an agrarian reform or by a socialist revolution. This debate became radicalized in the early 1960s and constituted one of the factors that led civilian and military elements to launch the coup d'état in March 1964.
Intellectuals and the Nation in Early 20th-Century Brazil
Sergio Miceli
In Brazil between 1920 and 1945, the potential for professional advancement increased significantly among literate individuals in three main areas: the intellectual and academic field in São Paulo and the emergence of a university-based intelligentsia; the boom in the publishing industry and the rise of professional novelists; and the Vargas regime's widespread and deliberate co-optation of intellectuals. The interpretation presented in this article links class dynamics to changes within the activities of intellectuals, some of whom are analyzed here in the context of political and institutional tensions produced by the collapse of the oligarchic Old Republic (1889–1930).
The Politics of Cultural Production during the Vargas Era, 1930–1945
Daryle Williams
Short and stout in physical stature, Brazilian statesman Getúlio Dornelles Vargas (1882–1954) still stands as an outsize figure in modern Latin American history. The politician's long political career began in the 1910s and spanned terms as state deputy, federal minister, state governor, chief of state four times over, and federal senator. Vargas spent nearly two decades in the presidential palace, the longest of any figure during the republican period. By the time his second democratically elected presidential term (and his life) ended on August 24, 1954, Vargas had been dragged down by personnel scandals, factionalism, and economic destabilization. He likened the political climate of the final months in office to a "sea of mud." Yet in his sudden death the president was able to free himself from the muck. Among adherents of the Brazilian Labor Party and key sectors of the working poor, "Getúlio" was elevated to the status of civic sainthood. Even after military rule dismantled the Brazilian Labor Party and banished Vargas's political heirs to exile, the Vargas state managed to endure. Forty years after Getúlio's death-by-suicide, president-elect Fernando Henrique Cardoso imagined the state interventionism of the Vargas years to be finally over. In reality, Vargas and his era still survive in the enduring Brazilian vocation for statism. Reminders of Vargas and his era are found in the innumerable streets, plazas, and commemorative plaques that bear the name of a politician of enigmatic charms and confounding contradictions.
This complex, resilient legacy draws in part from the bold accomplishments and ambiguous outcomes of the robust cultural policies of Vargas's successive terms as chief of the provisional government (1930–1934), president (1934–1937), and president-dictator (1937–1945). Federal cultural policies during these fifteen years collectively known as the "First Vargas Regime" were innovative and far-reaching. Reversing decades of elite reverence for imported standards of civilization, official culture after 1930 was unapologetically and self-consciously nationalist. Policymakers, culture critics, entertainment entrepreneurs, and key figures in the arts and letters associated with the first Vargas regime self-presented as advocates for the cultural needs, aptitudes, and aspirations of the Brazilian povo (people). The central state, correspondingly, played a principal role in consolidating a canon of artistic and architectural treasures that endure in global imaginaries of Brazil and Brazilianness.
Paradoxically, the democratizing impulses of cultural management during the first Vargas regime drew their legitimacy from state authoritarianism and anti-popular politics. Most notably during the Estado Novo dictatorship (November 10, 1937–October 29, 1945), cultural policy and programming worked in tandem with censorship and manufactured paranoia. State agents orchestrated acts of violence against ideas, symbols, and creative expressions branded inimical to national interests. "Subversive" books were burned; dissidents confronted silencing. Some authors went into exile and novelist Graciliano Ramos (1892–1953) spent ten miserable months on an island penal colony for unproven charges of participation in a Communist insurrection. The oppositionist newspaper O Estado de São Paulo was outright expropriated by the state. Although the Vargas era included the official elevation of Carnaval, samba, and capoeira as authentically national cultural idioms, Afro-Brazilian popular culture remained under the watchful eyes of local police. Numerous cultural expressions vaunted as organically democratic were, in fact, shaped by regime demagoguery, symbolic violence, and, ironically, internationalism. The bold, sometimes mystifying contours of state- and culture-making in Brazil during Vargas's first regime are explored here.
Popular Religion in Colonial Brazil
Laura de Mello e Souza
Popular religiosity in colonial Brazil was marked by the process of colonization, which placed populations of differing ethnic and cultural origins together in dynamic and conflicting ways. On the one hand, the lived experiences of these various populations reflected the beliefs of their continent of origin: Europe, Africa, and America. On the other hand, they were unavoidably intertwined, giving rise to novel forms of religious practice. Heterodox behaviors were notable from the beginning of colonization, adding to the peculiarities of the slave system that constituted colonial life and defined its social relations. In a vast territory over which the surveillance and control of religious institutions—both ecclesiastical and inquisitorial—proved unworkable, daily experiences of religiosity became increasingly distinct from the more dogmatic and "official" traits sustained by the Catholic Church. A particular type of religiosity, as heterodox and mixed as the population itself, took shape within the limits of Catholicism while continuously escaping its confines. Catholicism endured from the earliest times as the guiding orientation of Brazil, supported by the Crown as well as regular and secular clergy alike. The education of the elites was Catholic, and many of the earliest writings about the new land of Brazil came from the quills of the pious, producing foundational images marked by religious metaphors. For these reasons, popular religiosity reveals a great deal about the nature of Brazilian culture, and it is necessary to analyze it within the context of broader dynamics that define popular beliefs that do not always fit within the orthodox guidelines of official Catholicism and erudition.
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St. John the Baptist Catholic Church
Parent Reviews
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June 2009
Re: Catholic Church for our family to join
You didn't mention where you lived. But, St. John the Baptist in El Cerrito is very good! My children actually go to school there so, taking any classes in addition as you know is not necessay. But, I know the woman over the children's religious studies and she is amazing! My DD will also be receiving the Sacrament of Communion this year (she is soooooooo excited!) Good Luck on your search, I am sure that you will find a church home that you are comfortable with. Happy St. John the Baptist Mom
Oct 2007
Re: Seeking tolerant, inclusive Catholic community
Our Church is not in Oakland or Berkeley but, it is a very welcoming Parish and may be a good fit ... St. John the Baptist in El Cerrito. Definitely come and visit us the Family Mass is at 9:30 which is when I go with my Family. There is a Sunday School Class that is held during the 9:30 Mass for Pre-K and Kindergarten. Grades 1 through 9 meet from 10:45am to noon. My Daughter did this two years in a row and will now be joining us at Mass since she is in Kindergarten there and receiving theology in a daily basis. Now, it's my Son's turn and he is thrilled! Pam Vincent is the Director of this Program and she is great!


text: First Baptist Atlanta Orchestra Todd's Favorites Dec 10, 2012 Throughout the Christmas holiday we will be sharing some wonderful songs of the season. Today, we bring you video from the First Baptist Church of Atlanta. Dr. Charles Stanley is the pastor. This video features the First Baptist Church Atlanta Worship Orchestra under the direction of Jeff Cranfill. We will be featuring the music and orchestra programs of some of the nation's most prominent churches over the next few weeks — so be sure to check back and click on the TODD'S FRIENDS link at the top of the page to access all of our musical guests! Related posts: Todd at First Baptist Church Jacksonville, FL Obama Invites Sharpton to WH, But Not Southern Baptist President Obama Frets Over Gray Hair Baptist College Vows to Defy Obama Todd's Daily Dispatch: Prof. Angry Over Packages for Troops


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Raquel, the Mini-Pinscher, looking for a permanent place to call home
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Pessimism worsens in agricultural sector: survey
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Dry conditions have left many farmers fearing for the future of the agricultural economy.
Picture:WA News
The dry weather has deepened farmers' fears about the next 12 months, lowering income expectations and investment intentions, says the latest Rabobank rural survey.
However, the survey was done just before recent widespread rain across many parts of the country.
The survey found that only 16 per cent of primary producers expected the agricultural economy to improve over the next year.
This was the fourth survey in a row showing falling confidence, and was a worse result than the last survey, when 25 per cent thought the farming economy would get better.
However, Rabobank's head of rural banking in Australia and New Zealand, Neil Dobbin, said the recent rain could result in a turnaround in confidence, although more rain was needed.
The uncertainty had been due to farmers' growing worries about the prolonged dry weather, he said. Concern about commodity prices had also been a factor.
Mr Dobbin said the Australian dollar was now less of a worry, with 34 per cent of those expecting a downturn blaming the high dollar compared with 64 per cent in the previous quarter.
This was because the dollar had eased in value in recent weeks.
The survey found farmers less confident about their income outlook, with 33 per cent expecting higher incomes in 12 months and 24 per cent expecting lower incomes. In the previous quarter, 39 per cent believed their incomes would be higher and 22 per cent thought they would be lower. Investment intentions - an indicator of longer-term confidence - were relatively stable compared with the drop in confidence.
Twenty-three per cent expected to increase investment in their farm business over the next 12 months, down slightly from 28 per cent last quarter. About 13 per cent planned to invest less in their business, unchanged from the previous quarter.
New machinery was the most popular choice for farmers aiming to invest, with 18 per cent intending to spend in this area.