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In case you were wondering, here are the 10 largest for-profit colleges in the United States:
Carrington College
A subsidiary of DeVry Incorporated, Carrington offers degree programs and certificates of completion in Dental Hygiene, Fitness Training, medical billing and coding, and Pharmacy Technology just to name a few. You will notice that most of their programs are related to the medical field. They also offer online programs in business, accounting, computer technology, criminal justice, and healthcare administration.
Carrington campuses can be found in Arizona, California, Idaho, Nevada, New Mexico, Oregon, and Washington State.
ITT Educational Services
ITT Educational services inc. provides technology based undergraduate and graduate programs that are accredited throughout the country. They operate ITT Technical Institute and Daniel Webster College to provide students the knowledge and skills in a variety of fields. Students can obtain associate and bachelors degrees.
Campuses are in thirty-eight states with more than 80,000 students enrolled. They also provide online education.
Corinthian Colleges
The mission statement of Corinthian Colleges is to help prepare their students in a field of study of their choosing. The field of study often includes areas that are in high demand. There are 93,000 students enrolled in their campuses throughout the United States. Among the degrees offered include a master's degree, bachelor's degree, associate degree, and short term diploma programs.
Among the fields of study offered at Corinthian include construction, information technology, healthcare, criminal justice, and transportation technology. Corinthian colleges are also known by other "brand names" such as Wyo-Tech, Heald College, and Everest.
Education Management Corp
EDMC, or Education Management Corporation is one of the largest private colleges with 106 locations in the United Stares and Canada. Headquartered in Pennsylvania, EDMC also manage schools under a different name, these include, Argosy University, Brown Mackie College, South University, and The Art Institutes.
As of October 2010, EDMC have had over 158,000 students. They offer a broad range of areas of study that include the health sciences, business, education, and the arts. They boast of having skilled and professional instructors ready to provide the attention every student deserves.
Kaplan University
Kaplan University is probably best known for their health sciences programs, specifically their nursing programs. They also offer areas of study in business and management, criminal justice, information systems and technology, legal/paralegal studies to name a few. In addition to getting a degree in these programs, they also offer certificate programs in business, accounting, entrepreneurship, and paralegal and legal secretary.
They do offer online study for some of their programs as well. They have 70 campuses throughout the US and it is a subsidiary of the Washington Post company. They boast of being interactive and having user friendly technology that aid their students and being able to offer more than 200 degrees and programs.
Kaplan is the only college, at this time, which lets you try the first five weeks of school and determine for yourself if the school is the right fit for you. You can withdraw without any financial obligation, except for the application fee.
University of Phoenix
The University of Phoenix has been providing quality education for thirty-three years. You can learn online or at one of their 200 locations throughout the United States. They have more than 663,000 alumni as of august 2011. They also offer online courses not just in the US but also throughout the world.
Their academic programs range from having a school of business, college of education, college of nursing, all the way to a college of information systems and technology.
Strayer University
Strayer University was established in 1892 for working adult students. In doing so, they offer flexible class schedules that let you balance between school and other responsibilities. They have more than eighty-five campuses you can attend or online.
Strayer is accredited with the ACBSP (Accreditation Council for Business Schools & Programs. Their undergrad programs include being able to get a Bachelor's in Business Administration, accounting, and economics, criminal justice, and information systems. When you're done with that, you can continue to get your masters.
Ashford University
Founded in 1918, Ashford University's programs aim to provide affordable and accessible education to meet the needs of an aspiring student. They have bachelors programs in psychology, accounting, business administration, English and communication. These and many other programs are available in most of their campuses.
Their online courses give the working student ease of access and flexibility. Among the programs to choose from are your ability to get a bachelors in Business economics, military studies, organizational management, to name a few.
DeVry University
Owned by DeVry Incorporated, DeVry University and the DeVry Institute of Technology was founded in 1931 and has a long history in providing quality education for the workplace. One of their boasts include being able to say that "96 of the top fortune 100 companies employ DeVry Graduates."
Campuses are spread out the United States from New York, to Texas, to California. Online programs and courses are also available. DeVry has programs in the field of Engineering and Information Services, Liberal Arts & Sciences, Health Services, and Business and Management.
American Public University System
One of the youngest universities in the for profit college system, American Public University System (APUS) was founded in 1991. Their main goal is to provide distance learning education to all fifty states. Currently, they have 83,700 students who receive their education online. APUS is strictly an online university.
Degree program levels allow a working and/or transient student to work towards their Bachelors, Masters, and associate degrees. Other certificate programs are also available. Among programs offered are Information Technology, Homeland Security, Management, Transportation and Logistics Management only to name a few.


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subset: commoncrawl


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Friday, February 08, 2013 8:00 a.m -Saturday, February 09, 2013 2:00 p.m. (Eastern Time)
You are invited to participate in the 13th annual IB conference on Research, Teaching and Practice. UNFIB-13 will be held newly built Student Union at the University of North Florida.
UNFIB - 13 provides an opportunity for close interaction among researchers and practitioners. Research, research-in-progress papers as well as proposals for panel discussions, workshops and tutorials from all areas business are invited for submission. All papers will be included in the conference proceedings. In addition, selected papers will be published in a special issue of AIMS International Journal of Management and be eligible for a fast-tracked review towards publication in the International Journal of Applied Behavioral Economics.
Conference Registration
Paper Submission
Conference Papers
Important Dates
The conference is open on the morning of February 8th and will end with lunch on February 9th. A social event, including dinner, will be held on February 8th. The conference team will also arrange for tourism opportunities during the evenings of February 9th and 10th, for willing participants.
Important Highlights
Research Submission Guideline
Submissions are accepted online for full papers, research-in-progress, workshops, and tutorials. There are separate tracks for each of the business areas as listed below. Please choose your track while submitting using the template posted on the conference Web page. Contact the program chair, Saurabh Gupta (firstname.lastname@example.com), if you are willing to serve as a reviewer.
Oliver Schnusenberg
Pieter de Jong
Paul Fadil
Saurabh Gupta
Albert Loh
Mina Baliamoune-Lutz
Lian An
Electronic proceedings will be published on the conference website. The conference team is working with the Florida Electronic library to potentially place the proceedings in a larger digital library.
Conference Fees
Conference registration is US$200 per participant. A $50 late fee applies for registration fees paid after the deadline. Individuals who are not presenting a paper at the conference are invited to participate in the conference. Regular registration fees apply. Registration will open on 15th October.
About UNF:
The University of North Florida (UNF) is a public university located in Jacksonville, in the U.S. state of Florida. The university currently has an enrollment of more than 16,000 students, and employs over 500 full-time faculty. UNF is organized into five colleges which offer 53 undergraduate degree programs and 28 graduate-degree programs, with noted business, coastal biology, nursing, nutrition, and music programs. The campus is nestled among 1,381 acres that include nature trains and areas reserved for nature and wildlife habitat. The Robert W. Loftin Nature trails encompass 500 acres of wild Florida, a portion of which affords legal protection to a variety of animals since 1972.
Conference History
The Coggin College of Business' International Business Research Conference was begun in 2001 through the vision of Jeff Steagall (now Dean at Weber State University) and Alojzy Nowak (Vice Rector University of Warsaw). The conference went from a one day format focusing mostly on encouraging UNF faculty and students to share research on International Business to its current format that includes participants from over 50 countries around the globe. Now in its 13th year, the conference has proved to be an important opportunity for scholars around the world, exchange partners and Coggin faculty to exchange ideas on all areas of business, politics, study abroad and teaching of international business. In 2013 the conference will begin a new chapter as it will be jointly sponsored by Coggin's new Center for Sustainable Business Practices.
Conference Documents
Keynote Presentations
Conference Programs
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oh sweet... just what i havebeen waiting for
Facebook integration would have been the way to go.
While Facebook integration would have been good, Facebook isn't an easy company to deal with. That's probably why they went with Twitter. The good news? This Twitter integration will probably force Facebook to make a deal with Apple.. on Apple's terms.
This is so awesome! i hate having to open the app everytime, but QTweeter made it a bit easier


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Check out the Boxing Day dashboard for more Boxing Day deals and also check out the coupon forum for more Shop.ca promotional codes.
Expiry: 30th December 2012
TOPICS: Gift Ideas Movies Fitness


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PSYC 510. Psychopathology. (3).
Study of psychopathology using the DSM-IV, including etiology, assessment, diagnosis, treatment and prognosis. Prerequisite: Undergraduate course in abnormal psychology.
PSYC 512. Systems of Counseling and Psychology. (3).
Major theories and interventions in counseling and psychotherapy.
PSYC 515. Survey of Psychopharmacology. (2).
Students gain an understanding of the role of pharmacology in the treatment of mental disorders. They become familiar with major classifications of psychotropic drugs and learn their modes of action.
PSYC 516. Counseling Skills. (2).
PSYC 517. Lifespan Development. (3).
Current theories and research in cognitive, physical, social and emotional development over the life span. Prerequisite: Undergraduate course in child or lifespan development.
PSYC 518. Gender and Sexuality. (3).
Issues relating to gender identity, gender differences, gender socialization and related topics. An overview of physiological, psychological, and social-cultural variables associated with sexual identity, sexual behavior, and sexual dysfunction. Includes assessment and treatment of sexual abuse and its consequences.
PSYC 520. Law and Ethics. (2).
Law and ethics applicable to the professional practice of counseling and psychotherapy; scope of practice issues; mandated reporting laws including the assessment and reporting of child abuse.
PSYC 522. Cultural Diversity. (2).
Cultural variations in lifestyle and values, and the relationship of cultural issues to treatment procedures.
PSYC 524. Substance Abuse and Dependency. (3).
Meets the California licensure requirement for training in the detection and treatment of alcoholism and other chemical abuse and dependency.
PSYC 526. Domestic Violence and Abuse. (2).
Meets the California licensure requirement for training in assessment, detection, and intervention of domestic violence, interpersonal partner violence, and child abuse.
PSYC 530. Diagnostic and Therapeutic Interviewing. (3).
Knowledge and skills necessary for evaluations, diagnosis, preliminary case formulation, recommendations, and appropriate referrals. Communication skills are developed for effective therapeutic interactions.
PSYC 532. Applied Behavior Analysis. (3).
Principles and techniques for performing a functional analysis of problematic behavior using principles of single-case experimental design to develop and evaluate intervention strategies.
PSYC 534. Group Therapy. (2).
Examines group formats for therapeutic change.
PSYC 540. Principles and Techniques in Child Therapy. (3).
This course is designed to help the student appreciate the special nature of child psychotherapy. The course will explore a variety of therapeutic orientations including the psychodynamic, family systems, cognitive-behavioral and narrative approaches. Students will be expected to provide a critical analysis of the literature as well as be willing to explore their own personal views and beliefs. The course will teach the student to assess children for treatment and to arrive at a working diagnosis. The multifaceted issues of ethnicity and culture will also be examined as will issues of divorce, loss of caretakers and domestic abuse. The student will be expected to become familiar with both research and clinical literature as it relates to psychotherapy with children and to produce a scholarly research project. Lectures, movies and classroom activities will all be part of the educational experience.
PSYC 541. Principles and Techniques in Adolescent Therapy. (3).
This course is designed to help the student appreciate the special nature of adolescent psychotherapy. The course will explore a variety of therapeutic orientations including the psychodynamic, family systems, cognitive-behavioral and neuropsychological. Students will be expected to provide a critical analysis of the literature as well as be willing to explore their own personal views and beliefs. Findings from research in adolescent development will be integrated with the literature on psychotherapy to help guide the student in constructing effective treatment plans. Clinical assessments will be taught that include DSM diagnoses as well as the impact of situational factors such as peer pressures, substance abuse, sexuality and violence. The student will be expected to become familiar with both research and clinical literature as it relates to psychotherapy with adolescents and to produce a scholarly research project. Lectures, movies and classroom activities will all be part of the educational experience.
PSYC 542. Principles and Techniques in Couples Therapy. (3).
Marital relationships; various approaches to marital therapy; assessment and intervention; issues of divorce.
PSYC 543. Principles and Techniques in Family Therapy. (3).
Family relationships; application of family therapy theory and techniques.
PSYC 544. Theories of the Recovery Model. (3).
Principles and philosophy of working with adults with serious mental illnesses. Use of functional assessment methods to analyze behavioral assets, excesses and deficits in order to define and plan rehabilitation goals.
PSYC 545. Techniques of the Recovery Model. (3).
Application of behavioral and social learning principles in working with adults with serious mental illnesses. Development of the ability to conduct skills training necessary for consumers to maintain independent living skills, interpersonal skills, social perception skills, problem-solving skills, and vocational skills.
PSYC 550. Survey of Psychological Testing. (3).
Introductory survey of assessment issues, acquainting students with techniques of assessment and an understanding of the use of testing and test results.
PSYC 561. Research Synthesis and Evaluation. (3).
Research methodology, with a focus on developing skills in utilizing the professional literature. Emphasis will be given to helping students become knowledgeable consumers of research. Prerequisite: Undergraduate course in statistics.
PSYC 562. Advanced Statistics. (3).
Advanced statistical methods, including univariate and multivariate analysis of variance, correlation, multiple regression, factor analysis, and other methods. Computer applications of statistical software for data analysis purposes will be emphasized. Prerequisites: Undergraduate statistics plus undergraduate experimental psychology or research methods.
PSYC 564. Advanced Research Methods. (3).
Research and evaluation methodology, including consideration of experimental, quasi-experimental, and other methods. Students write a detailed prospectus of a research project applying research methodology to a topic of interest. Prerequisite: PSYC 562.
PSYC 565. Research Practicum. (3).
Applied knowledge base and research skills necessary for successful completion of a thesis. Requires completion of the first three chapters of the thesis. Prerequisites: PSYC 564.
PSYC 566. Thesis. (3).
Supervised experience in conducting research for writing the master's thesis.
PSYC 569. Career Counseling: Theory & Practice. (3).
This course provides an overview of the models, systems, processes, programs, and procedures facing career counselors today. Methods of client analysis, vocational selection instruments, and new theories will be discussed. Students will leave this course with an ability to provide career counseling, an understanding of the underlying psychological foundations of career counseling, and the information needed to synthesize their own models of career counseling.
PSYC 570. Theories of Latino Counseling. (3).
The Latino Counseling Track with an emphasis on Theory explores psychological theories of development, pathology and normal functioning as examined from a Latino cultural perspective. The track considers issues such as the definition of self in Latino cultures and the implications that a different construction of self has for theories of development and treatment. The course challenges precepts in our psychological theories: For example, from what perspective is a culture-bound syndrome defined?; or, What is the role of a transitional object in a culture that values separation and individuation differently? The course provides a basic foundation for exploring techniques of psychotherapy with Latino populations.
PSYC 571. Techniques of Latino Counseling. (3).
The Latino Counseling Track with an emphasis on Technique draws on the theoretical implications covered in Part I of the Latino Track with an emphasis on Theory. In this course students see how theoretical implications find application in the clinical setting. The course addresses, for example, the possible function of code switching (switching between two languages) in the treatment of bilingual patients by bilingual therapists and its implications in terms of anxiety and defense. How do familial values get enacted in the treatment of patients of the same culture? What are the implications for treatment of culture bound syndromes, such as ataque de nervios? Prerequisite: PSYC-570.
PSYC 574. Attachment Theory. (3).
Attachment theory deals with the central human question of the formation of lasting connections. The course introduces students to the fundamentals of attachment theory as well as to basic research on various aspects of the theory. The course provides a developmental perspective on infant, child, and adult attachment. It also focuses on the interaction between the attachment and other behavioral systems, including the caregiving and sexual systems.
PSYC 575. Attachment Techniques. (3).
Drawing on the research and theoretical work examined in Attachment, Part I: Theory; this course reviews a number of attachment-based clinical applications in the work with couples, families, children and individuals. The course explores how current interventions with mothers who suffer from post-partum depression change the quality of a child's attachment, and how treatment with couples that focuses on elucidating attachment styles leads to meaningful change in quality of the relationship. The course critically examines current research assessing the clinical applications of attachment-based interventions. Prerequisite: PSYC-574.
PSYC 577. Family Mediation Theory and Research. (3).
This course will examine theories of conflict, family dynamics of divorce, child development implications, and mental health issues in divorce. Models of mediation of family disputes and alternate dispute resolution models will be introduced. Other topics to be studied include the legal context underlying divorce, legal remedies and limitations, as well as mental health interventions, including co-parenting therapy, reunification of parents and alienated children, and parent plan coordination.
PSYC 578. Family Mediation Application and Practice. (3).
Observation of and in vivo practice in family mediation of child custody and related issues will be introduced in this course. An overview of and practice in family mediation techniques will be presented. A main focus will be on the application of the theories covered in the first course on Family Mediation. Other topics will include management of conflicted families, interaction with court mediators, attorneys, and judicial officers and the principles of expert testimony. Prerequisite: PSYC-577.
PSYC 580. Theories of Counseling and Spirituality. (3).
This course will examine the ways in which spirituality is an influence upon the human experience. We will examine spirituality both from a theological perspective as it takes shape in various religions and as it impacts persons as a private and transcendent process. The goal of the course is to draw comparisons between psychotherapy and spirituality as processes that influence personal growth and change and to appreciate the role of spirituality in mental health recovery.
PSYC 581. Techniques of Counseling and Spirituality. (3).
This applied course picks up from the discussions of spirituality theories in the previous course and extends them into contributions for psychotherapeutic interventions. In particular, schools of psychotherapy represented by psychoanalysis, Jungian, existential/humanistic and the neurosciences will be used as the models for applying spirituality to the healing process. The student will learn how various interventions from these models address the transpersonal dimension of psychotherapy and how to consider the interventions as part of a comprehensive treatment approach. Prerequisite: PSYC-580.
PSYC 582. Selected Topics. (3).
Topics of current and particular interests or concern in counseling or clinical psychology. Students may enroll in more than one selected topics course.
PSYC 583. Intimate Partner Violence: Advanced Research, Theory, and Technique. (3).
This course will examine the history of intimate partner violence from multiple perspectives including psychological and psychosocial understandings. Current research will be presented and multiple theoretical frameworks will be explored. In addition, the course will review current approaches to treating clients who have been exposed to intimate partner violence including evidence-based practices. Cultural understanding and influences will also be studied.
PSYC 584. Intimate Partner Violence: Advanced Clinical Applications. (3).
This course will provide an in-depth examination, analysis and evaluation of current practices utilized in working with clients who have been exposed to intimate partner violence. Students will examine research, view video of therapy sessions and present their own work with clients.
PSYC 590. Independent Study. (1-4).
Approved research in an area not covered by course work listed in this catalog.
PSYC 591. Counseling Practicum I. (2).
Placement in the University's Marriage, Family and Child Counseling Center or external practicum site. Completion of PSYC 591, 592 and 593 constitutes a 12-month practicum. Hours applicable to licensing requirement. Practicum fee in addition to tuition. Prerequisites: PSYC 530 and consent of center director.
PSYC 592. Counseling Practicum II. (2).
Placement in the University's Marriage, Family and Child Counseling Center or external practicum site. Completion of PSYC 591, 592 and 593 constitutes a 12-month practicum. Hours applicable to licensing requirement. Practicum fee in addition to tuition. Prerequisite: PSYC 591.
PSYC 593. Counseling Practicum III. (2).
Placement in the University's Marriage, Family and Child Counseling Center or external practicum site. Completion of PSYC 591, 592 and 593 constitutes a 12-month practicum. Hours applicable to licensing requirement. Practicum fee in addition to tuition. Prerequisite: PSYC 592.
PSYC 599C. Thesis Continuation. (1).
PSYC 599D. Thesis Supervision. (1).
PSYC 701. Research Seminar 1. (1).
Throughout the first two years of the program, five to seven students work with a faculty member who mentors student research. The class will introduce various research methodologies used in clinical psychology and assist students in exploring their research interests. Course offered as Pass/Fail.
PSYC 702. Research Seminar 2. (1).
A continuation of PSYC-701, this course will focus on introducing students to various research tools and strategies as students develop their research projects. Specific attention will be given to developing the literature review. It is expected that students will complete their literature reviews over the summer.
PSYC 703. Research Seminar 3. (1).
A continuation of PSYC-702, this course assists students in becoming familiar with completing IRB forms, developing the methodology sections of their research projects, and examining the ethics of research and data collection. By the completion of this course, students are expected to have a completed proposal and be ready for data collection.
PSYC 704. Research Seminar 4. (1).
A continuation of PSYC-703, this course examines data analysis and writing results. By the completion of this course, students are expected to have completed their second year projects, which may function as pilot studies for the dissertation project.
PSYC 705. Research Methods 1. (3).
This course examines qualitative and correlational research designs including case studies, survey research, focus groups, conducting interviews and collecting data to support hypotheses regarding possible relationships and associations. In addition, students will learn the appropriate statistical analyses to use with qualitative and correlational research. Issues involving validity, bias and cultural diversity in research will be addressed.
PSYC 706. Research Methods 2. (3).
This course examines quantitative research designs including experimental, quasi-experimental, multivariate, cross-sectional and longitudinal studies. In addition, students will gain experience using SPSS for analysis of variance and covariance, simple effects analysis, factorial designs and multivariate analysis of variance.
PSYC 711. Colloquia 1. (1).
Professionals in the mental health field will conduct presentations on a wide range of issues that are relevant to careers in psychology. By drawing on local resources, the colloquia series addresses issues that are particularly applicable to our neighboring communities. The colloquia also include formal clinical case presentations from students, faculty and invited guests.
PSYC 712. Colloquia 2. (1).
Continuation of PSYC 711.
PSYC 713. Colloquia 3. (1).
Continuation of PSYC 712.
PSYC 714. Colloquia 4. (1).
Continuation of PSYC 713.
PSYC 716. Biological Aspects of Behavior. (3).
This course examines brain-behavior relationships. An emphasis is placed on understanding neuropsychological functions, physiological mechanisms and biochemical processes.
PSYC 717. Human Development. (3).
This course examines theory and research related to lifespan development. Clinical application of course material will be emphasized.
PSYC 718. Cognitive-Affective Aspects of Behavior. (3).
This course examines current theory and research in human cognitive and affective. The impact of cognitive and affective processes on the individual are studied and applied to clinical material.
PSYC 719. Social Psychology. (3).
This course examines the social and cultural bases of human behavior by examining relevant theory and research. Consideration is given to the ethnic/cultural issues that impact clinical practice.
PSYC 721. Practicum 1. (2).
The Practicum is structured to provide clinical experience in conducting psychotherapy. Students provide psychotherapy services to clients at the Community Counseling and Parent Child Study Center under the close supervision of licensed clinicians who are part of the Psy.D. program's clinical faculty. In addition to direct face-to-face contact and supervision, the practicum also provides supervised training in assessment, using standard test batteries that include intelligence tests, projective tests and self-report inventories. In practicum, students acquire the skills to present test findings to their clients and integrate assessment into their clinical practice.
PSYC 722. Practicum 2. (2).
Continuation of Psyc-721.
PSYC 723. Practicum 3. (2).
Continuation of PSYC 722.
PSYC 724. Practicum 4. (2).
Continuation of PSYC 723.
PSYC 725. Practicum 5. (2).
Continuation of PSYC 724.
PSYC 726. Practicum 6. (2).
Continuation of PSYC 725.
PSYC 728. Case Conference 1. (1).
As part of this yearlong seminar, students present information from clinical intakes that they are conducting as part of their practicum, as well as information on ongoing treatments, to a small group of peers and supervisors. The case conference gives each student the opportunity to develop skills in discussing presenting problems, diagnostic impressions, psychodynamic case formulation and treatment planning.
PSYC 729. Case Conference 2. (1).
Continuation of PSYC 728.
PSYC 731. Dissertation Reserach Seminar 1. (1).
This course is designed for five to seven students led by a faculty member who will mentor students through the dissertation project process. Students will support one another by acting as peer mentors in the course as dissertation proposals are explored.
PSYC 732. Dissertation Research Seminar 2. (1).
A continuation of PSYC-731, this course continues to provide support for students as they actively develop their dissertation projects. At the conclusion of this course, students are expected to have completed their proposals, chosen a dissertation committee, and successfully defended their proposals. They should be ready for data collection and analysis over the summer.
PSYC 733. Dissertation Research Seminar 3. (1).
A continuation of PSYC-732, this course supports students as they analyze data and begin to write the results chapter of their dissertation projects.
PSYC 734. Dissertation Research Seminar 4. (1).
A continuation of PSYC-733, this course provides support for students as they complete their dissertation projects. In addition, students explore various methods of presenting their research including journal articles, conferences and community forums. Students are expected to complete their final defense by the conclusion of this course and are encouraged to present and publish their work.
PSYC 735. Dissertation Supervision. (2).
This course is intended for students who have not completed their dissertations within the first four years of coursework and who require additional supervision.
PSYC 740. Diagnostic Interviewing. (3).
Diagnostic and therapeutic interviewing skills are essential for a clinician. In this course, students will develop techniques for conducting diagnostic interviews of clients with a range of symptoms and psychological disorders. The course involves hands-on interviewing exercises and a review of etiological and treatment issues specific to psychological disorders, such as anxiety, depression and eating disorder. Includes interviewing strategies that focus on symptoms, behaviors and dynamics that are specific to each disorder.
PSYC 741. Basic Attending Skills. (2).
This course examines one of the basic skills necessary for effective psychotherapy - the development of listening skills. The course explores concepts such as empathy, sympathy, reassurance, the importance of process versus content, and the importance of examining obstacles that interfere with a therapist's basic listening skills, including countertransference.
PSYC 742. Frame. (2).
Frame refers to the establishing and maintaining of a therapeutic structure of protocols, guidelines, boundaries and any other technical parameters. The handling of frame constitutes a critically important skill for the treatment of character pathology, serious mental disorders and other complex treatments. Students will learn and have the opportunity to practice these skills in role-play and simulated therapy sessions. They will also be presented with videos of therapy sessions where they can critique other clinician's attempts to manage frames.
PSYC 743. Child and Adolescent Interventions. (2).
This course will examine specific treatment strategies for psychotherapy from the approaches of psychodynamic, cognitive-behavioral and family systems theories. Students will learn how to organize their clinical interventions according to these psychotherapeutic models and how to direct their treatment goals accordingly.
PSYC 744. Principles of Psychodynamic Psychotherapy. (2).
The course surveys some of the basic treatment modalities that fall under the rubric of psychodynamic psychotherapies, including perspectives from object relations, self psychology, ego psychology and interpersonal psychology. Students develop the capacity for distinguishing and finding points of convergence between the different theoretical perspectives and their application in clinical practice. Traditional concepts such as transference, countertransference, resistance, neutrality and compromise formation are discussed. This course also addresses the role of enactments, self-disclosure and insight in effecting therapeutic change.
PSYC 745. ABA and CBT Interventions. (3).
This course examines the conceptual foundations underlying behavioral and cognitive approaches to assessment and treatment. The principles and techniques of applied behavioral analysis and cognitive behavioral therapy will be reviewed. In addition, relevant outcome research will be presented to support the use of these therapies with specific populations.
PSYC 746. Couples and Family Therapy. (2).
This is an advanced course on the study of conjoint therapy with couples and families. A number of theoretical perspectives and related clinical techniques will be studied including cognitive-behavioral, system theory and psychodynamic approaches. The intervention techniques can be applied with pre-marital couples for couple enrichment and as part of psychotherapy with distressed couples. Interventions will be taught for dealing with a variety of marital and divorce issues, e.g., dual-career, multicultural/multinational, domestic violence, alcoholism and remarriage. Instruction is through lecture, discussions, role-playing and video. Students will complete a course project either through a practicum experience or some other applied experience developed with the instructor.
PSYC 747. Group Psychotherapy. (2).
This course is designed to help students learn about group theory and the practice of group psychotherapy. Students acquire information and skills on different types of psychotherapy groups, including inpatient and outpatient groups, as well as psycho-educational groups, symptom-focused groups (e.g., eating disorder group), and others. The course examines the value, as well as the potential for iatrogenic effects, of group work as it is impacted by diagnostic categories, age populations and other relevant factors.
PSYC 750. Child and Adolescent Disorders. (3).
This course will integrate psychological and neuroscientific research on child and adolescent development with issues of learning disabilities, behavioral and impulse disorders, addictions and other psychopathologies. The student will understand how psychological, social, cultural and biological factors influence the problems and disorders experienced by children and adolescents.
PSYC 751. Personality and Dissociative Disorders. (3).
This course is designed to review the major theories of personality and dissociative disorders, addressing psychoanalytic, behavioral and humanistic schools of thought, as well as biological approaches that include the study of genetics and heritability. The course takes a developmental approach to the study of these disorders and examines points of convergence and divergence between the different theories.
PSYC 752. Mood and Anxiety Disorders. (3).
This course provides an in-depth examination of mood disorders (e.g., depression, bipolar disorder, dysthymia) and anxiety disorders (e.g., obsessive-compulsive disorder, phobia, panic disorders). The course examines the etiology and course of the disorders from multiple perspectives. In addition, the course requires a critical review of psychotherapeutic interventions that have been proven effective from a variety of theoretical and treatment modalities. The most current approaches to assessment are reviewed.
PSYC 753. Gender and Sexual Disorders. (2).
This course will explore gender and sexual disorders from multiple perspectives including historical, object relational, attachment, cognitive, behavioral, systems, biological and social. Diagnostic criteria and etiology will be examined while considering the influence of culture and societal values. Multiple treatment approaches and interventions will be examined as found in relevant research. Students will explore their own sexual attitudes and develop an awareness of and comfort with the complexities of human sexuality.
PSYC 754. Eating Disorders/Substance Abuse/ Somatoform Disorders. (2).
The course examines the major theories addressing somatoform disorders (body dysmorphia, conversion, hypochondriasis, pain disorder and somatization), as well as substance abuse and eating disorders. Students will explore possible overlap between these disorders as understood from a variety of theoretical frameworks (including psychoanalytic, behavioral, humanistic and social learning theory), as well as findings from neuroscience. The course emphasizes a developmental perspective in the understanding of these issues.
PSYC 755. Schizophrenia and Other Cognitive Disorders. (2).
This course examines major theories on the etiology of schizophrenia and other cognitive disorders and their symptomatic manifestations. The course includes a historical overview of the disorders as well as recent findings from the fields of biology and neuroscience. The course also includes a review of medications and the neural pathways by which pychotropic medications are thought to affect thought disorders.
PSYC 761. Professional Seminar. (2).
The purpose of this course is to assist students in the development of a professional identity. Students will investigate the various roles of clinical psychologists. They will examine practice issues in light of relevant ethical and legal issues. Each student will develop a plan for transitioning from student to professional.
PSYC 762. Test and Measurement. (2).
This course introduces students to test theory and the psychometric properties of tests. Controversies and ethical issues in assessment are explored from both a quantitative and qualitative perspective. Particular attention is given to potential test biases and the potential misuse of testing in clinical psychology.
PSYC 763. Ethics. (2).
This course is designed to explore the advanced legal and ethical issues for professional psychology. Students will examine and discuss complex and controversial legal and ethical issues as they pertain to clinical practice and research. Students will be expected to demonstrate a good working knowledge of many legal and ethical concepts and to demonstrate their ability to offer a critical analysis of the professional literature. Classroom discussion is an essential part of this course and students are expected to come to each meeting prepared to ask questions and debate topics. Several take-home assignments and a final exam will also be used to assess grades.
PSYC 770. Assessment: Cognitive. (3).
This course is designed to provide graduate level students with training in the administration, scoring and interpretation of the current editions of the Wechsler Adult Intelligence Scale (WAIS-IV), the Wechsler Intelligence Scale for Children (WISC-IV), and the Woodcock-Johnson Achievement Test (WJ-III). In addition, other measures of cognitive assessment will be reviewed. Issues relating to the appropriate use of intelligence tests, theories of intelligence, ethical test use, testing culturally diverse populations, integration of data and effective report writing will be addressed.
PSYC 771. Assessment: Personality. (3).
This course is designed to provide graduate level students with training in the administration, scoring, and interpretation of personality measures including projective drawings, sentence completion, Thematic Apperception Test (TAT, CAT, RAT), Minnesota Multiphasic Personality Inventory-2 (MMPI-2, MMPI-A), Millon Clinical Multiaxial Inventory-III (MCMI-III), California Personality Inventory-R (CPI-R), Beck Depression Inventory-II (BDI-II), and the Achenbach Child Behavior Checklist (CBCL). In addition, other measures of personality assessment will be reviewed. Issues relating to the appropriate use of personality measures, theories of personality, ethical test use, testing culturally diverse populations, integration of data and effective report writing will be addressed.
PSYC 780. History and Systems. (3).
The intention in this course is to guide you to understand psychological science through its history, and through the histories of the societies in Europe and North America within which that science has been embedded. Much of psychology's past has found its roots within the social histories of the countries where Western psychology has developed - Germany, France, Great Britain and the United States. This course will take you on a journey into some of the fascinating theories developed by our intellectual forefathers who proved to have a profound influence on later psychological thought, combining those with investigations into the cultural-historical contexts within which these works were written. Often we erroneously assume that what has been written decades or even centuries ago is too old and must be outdated. Yet, as we will see, the great dinosaurs from the old schools of psychology are still able to teach us modern psychologists a great deal.
PSYC 781. Consultation/Supervision. (3).
This course examines the role of psychologists as consultants and as supervisors. Theories of consulting and supervising will be presented, as well as experiential exercises. Students will consider the roles of consultant and supervisor from developmental perspectives.
PSYC 782. Cultural Theory and Research. (3).
This is a course for interested students who want to learn about cultural perspectives in psychology at large, and particularly in the cases of human development within varied cultural contexts. Crucial philosophical, theoretical and methodological research issues that are central for developmentally focused cultural psychology will be covered in this course. This course is tailored toward students with philosophical and interdisciplinary interests, whose goals are to learn more about our basic scientific understanding of human psychology. The course is primarily based on an active learning approach founded on the principles of Accountable Talk, which dictates that all students must be held accountable to their learning community, to accurate and appropriate knowledge, and to rigorous thinking. In other words, this will not be a standard lecture course in which students passively absorb knowledge, rather the course format will take a partnership approach in which students help one another build knowledge (based on the course textbook and instructor guidance), in order to make sense of who we are and the culture in which we live.
PSYC 783. Intimate Partner Violence: Advanced Research, Theory and Technique. (3).
This course will examine the history of intimate partner violence from multiple perspectives including psychological and psychosocial understandings. Current research will be presented and multiple theoretical frameworks will be explored. In addition, the course will review current approaches to treating clients who have been exposed to intimate partner violence including evidence-based practices. Cultural understanding and influences will also be studied.
PSYC 784. Intimate Partner Violence: Advanced Clinical Applications. (3).
This course will provide an in-depth examination, analysis and evaluation of current practices utilized in working with clients who have been exposed to intimate partner violence. Students will examine research, view video of therapy sessions and present their own work with clients.
PSYC 790. Neuropsychoanalysis. (3).
This course will provide an interface between modern neuroscientific research and psychoanalytic theory and practice. Students will explore the relationships between brain structure and function as they relate to the phenomenological expression of the human condition. They will examine how brain development may underlie both psychosexual and psychosocial maturity and the implications of these changes for psychotherapy. By building from the neuroscience of understanding brain injuries and anomalies, we will consider how psychogenic processes may involve similar biological and anatomical systems. The student will also become versed in the modern scientific epistemologies of complex dynamic systems. These epistemologies will also be integrated with psychoanalytic concepts in consideration of expanding our conventional understanding of depth psychology.
PSYC 791. Psychopharmacology. (2).
This course will examine the principles of psychopharmacology and will review individual classes of drugs as well as their mechanisms. Special attention will be given to drug-to-drug interactions, particularly with the elderly. Students will become familiar with the FDA drug review process and will consider relevant legal and ethical issues.


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Not specific to BT, but this is the most appropriate place to ask that I know of.
I'm trying out Ettercap - it doesn't work... target(s) are my main system - Win XP SP3 fully updated, and a Linksys AG241 router. Just trying to cap passwords from HTTP. Looking at their forum and from misc google searches, it seams Ettercap is a bit outdated. Explains why their CVS wasn't working! So, is there a more modern equivalent to Ettercap around?
Also after SpoonWEP sources... I use my lappy for general use as well, and it's a low spec lappy so I'm sticking to a minimal install so BT isn't appropriate - hence I'm just compiling stuff I'm after into my current setup. If only binaries are available, I'm using Ubuntu 8.04 LTS (CLI only install with xorg, xfce etc. - not a whole xubuntu install) kernel 2.6.24-24-generic.
Also, what's the go with Orinoco cards? I have a Lucent Orinoco Silver PC24E-H-FC - the drivers around are a mess. The Kismet website has a pre-patched driver tarball - compiling it has errors which from my googling are known problems... The stock Ubuntu/kernel drivers ('orinoco_cs') don't do monitor mode properly.


text:
Subject: [htdig] avoiding to re-index present files
From: GOMEZ Henri (email@example.com)
Date: Tue Jan 18 2000 - 07:20:37 PST
I've got a project which index a huge number of pdf files.
PDF files are created each days by some internal process
and so I got around 1000 pdf new files each days (and I keep the oldest).
I dynamically regenerate an index file (index.html) each days in the many
where the pdf files are stored.
How could I tell htdig to only index the newly arrived files ?
Henri Gomez ___[_]____
EMAIL : firstname.lastname@example.com (. .)
PGP KEY : 4912D659 ...oOOo..(_)..oOOo...
PGP Fingerprint : 8CAD0D50356DA7E45C540B010FFE39E8
To unsubscribe from the htdig mailing list, send a message to
You will receive a message to confirm this.
This archive was generated by hypermail 2b28 : Tue Jan 18 2000 - 07:27:54 PST


text:
Last night the ABC No Rio cat, Cookiepuss left the building. One of her favorite places at No Rio was the zine library, where she would keep the zines awaiting processing warm and furry. This week's entry is dedicated to her.
(photo from HollowSidewalks Flickr stream)
Package from Project Bridget distro, now known as Autostop.
Friday the 13th black cat because any excuse to post a photo of a cat. (But I'm not a complete librarian stereotype because I don't knit.)
Harvey at Rainbow Bookstore in Madison, WI. Photo by Debbie Rasmussen.
Fridays are my dedicated cataloging days, but today I sneaked off to meet a colleague's new itty-bitty baby. That means I'll catch up Saturday and probably Sunday, too. I'll mostly be continuing to work my way through Keight's mighty collection donation.
- July 2017 (12)
- June 2017 (18)
- May 2017 (5)
- April 2017 (7)
- March 2017 (21)
- February 2017 (16)
- January 2017 (13)
- December 2016 (5)
- November 2016 (12)
- October 2016 (9)
- September 2016 (7)
- August 2016 (8)
Zines Main Menu
zines contact and social networks
Barnard Zine Collection
3009 Broadway
New York, NY 10027
Jenna Freedman, Zine Librarian
Empirical Reasoning Lab
Library Home


text:
REDLANDS >> For several weeks, the YMCA of the East Valley and the University of Redlands have been working together to host several intensive sports skills workshops at area schools.
The nonprofit organization and U of R have been hosting the workshops on Y off-site campuses since the beginning of the month and will conclude this week at Crafton Elementary.
The partnership between the two has been three years in the making and has several goals, including providing Redlands youth with fun activities and help U of R students complete their community service graduation requirements.
"This partnership also allows students looking to get into the field of physical education work with our children to enhance our own sports program as well," said Melissa Mack, California Department of Education program director for the Y. "One of our main goals at the YMCA is to have healthy practices — healthy nutrition practices, healthy physical activity practices — and our youth respond well to having energetic youth on board. It's a perfect fit for both of us."
On Wednesday, several kindergartners through fifth-graders happily hooted and hollered on a playground area of Crafton waiting their turn to play kickball with U of R students. Many eagerly asked questions and laughed with advisers while learning the game and getting to know one another.
"They respond to having new energies around," Mack said.
Jessica Medvec, coordinator for children's programs with the office of community service learning at U of R, said she brought along 14 students to participate in the program this week — many of whom were former or current athletes or had experience in the world of sports.
Students and Medvec worked together to figure out which program best suited each site they brought the program to. For the first week, she said, soccer was on the menu at Franklin Elementary. The second week — basketball at Judson and Brown Elementary.
"Yesterday, they tried football and we discovered that not a lot of first- and second-grade girls like football," Medvec joked.
The YMCA and U of R are hoping to make the program a semester long program in the near future to access more sites and more students, Mack said.
To learn more about the program or the Y, visit ymcaeastvalley.org or contact Mack at 909-792-0555.


text:
Charles BurchfieldLightning and Thunder at Night
watercolor and charcoal
19 x 26 in.
Smithsonian American Art Museum, Gift of Charles Rand Penney
Lightning and Thunder at Night captures the dramatic effects of noise and light accompanying a violent storm. Shrill claps and intense flashes of lightning pierce the night sky with fearsome resonance. This storm seems to have a sinister spirit of its own. Burchfield's creative process incorporated his dream life, with compositions such as this one recalling childhood fears and nightmares.


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|Back To Agenda
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Attachment: Peninsula Youth Athletic Leagues: Enrollment & Field Use (as of Oct. 2006) - PDF
1) Receive a status report on the creation of two girls' softball fields at Upper Hesse Park; and. 2) Provide staff with any further direction.
In June 2004, City Council directed staff to complete preliminary construction design drawings and cost estimates to construct two girls' softball fields at Upper Hesse Park and Ryan Park and to study the impact the development of one or both of these sites would have on existing recreational uses. The results of that effort were presented to City Council on March 29, 2005. At the time, staff estimated that it would cost $486,200 to build two girls' softball fields at Upper Hesse Park and $823,296 to build similar facilities at Ryan Park. Because developing two girls' softball fields at each park site would result in significant adverse impacts to other existing sports leagues that currently use these two sites, staff recommended that two girls' softball fields be provided at Upper Hesse Park and that Ryan Park be retained in its current configuration, thereby allowing some of the displaced sports leagues to be moved to this park and maintaining some balance between the competing demands for public sports facilities.
On March 29, 2005, Council adopted staff's recommendation to allow two girls softball fields to be developed at Upper Hesse Park and directed staff to negotiate financing arrangements with the Palos Verdes Girls' Softball League. The specific amount of funding the City would contribute to the project was not specified at the time, based on the Palos Verdes Peninsula Girls' Softball League's (PVPGSL) representation that if the City provided the site, the League could raise the majority of the funds needed for the project though private cash donations or in-kind services. To assist in funding new girls' softball fields, the City applied for a $300,000 grant from the California State Urban Parks and Healthy Communities program in November 2004, which would provide a significant portion of the funds needed for the project.
In September 2005, the City received notification from the California Department of Parks and Recreation that the City's grant application for girls' softball had been denied. The State indicated that it had received 212 applications requesting almost $153 million in funding for the approximately $23 million available through the grant project.
Since March 2005, staff has remained in contact with the representative from the Palos Verdes Peninsula Girls' Softball League (PVPGSL) regarding its efforts to raise private funds for the project. Below is the current status of private funding for the project:
1. Completion of the Construction Drawings
City staff provided PVPGSL with copies of the preliminary construction drawings both in hard copy and on computer disk. PVPGSL indicated to staff that they would coordinate and pay for the completion of the final construction drawings (originally estimated at $65,910) using DMc Engineering, the firm the City hired to prepare the preliminary drawings. PVPGSL is in the process of setting up a meeting with DMc Engineering and the Public Works Department to review the City's required engineering parameters and other standards before DMc Engineering begins work on the project.
1. Construction of the Softball Fields at Upper Hesse Park
To date, PVPGSL has not launched a capital campaign to raise private funds to construct the fields at Upper Hesse Park, although the League board as discussed the need to undertake this activity. In addition to cash donations, at the time that PVPGSL was advocating a four field facility at Lower Hesse Park, it reported that Lowe Enterprises had made a verbal commitment them to grade the site for the new fields in conjunction with the grading activities taking place at the Terranea resort hotel property. The March 2005 cost estimate for demolition and grading the Upper Point Vicente site was $48,724), thereby making Lowe's previous commitment a significant contribution to the project. However, with the delays in the construction schedule for the resort hotel project and, the change in the location from Lower Pointe Vicente to Upper Hesse Park, PVPGSL is in the process of reconfirming Lowe Enterprises' commitment to assist with the project. PVPGSL will be prepared to provide Council with an oral update at this evening's meeting.
It has been over a year and a half since Council authorized PVPGSL to proceed with raising private funds to develop two girls' softball fields at Upper Hesse Park. While the League has committed to funding and has made some progress towards completing the project's final construction drawings, to date it has not made any substantial progress in raising private funds for the construction of the new facility.
Any City funding for this project would come from the General fund reserve.
Regarding on-going operating costs, PVPGSL would be responsible for all maintenance of the infield areas through an agreement with the City and the City would maintain the outfield, irrigation system and fencing. Because the areas that would be maintained by the City are already developed active park areas, staff does not anticipate a significant increase in costs to maintain the same areas once the two fields have been built.
For the Council's information, staff has updated and attached a chart that appears in the Draft Open Space Planning and Recreation and Parks Strategic Plan that was presented to City Council in June 2004. This chart identified the various youth athletic leagues currently in operation on the Peninsula, their enrollment and which facilities they use for practices and games in the community.
Respectfully submitted:
Carolynn Petru
Les Evans
Excerpt City Council Minutes of March 29, 2005
Girls' Softball Fields (1201)
Assistant City Manager/City Clerk Petru presented staff report and the recommendation to: 1) Approve the development of two girls' softball fields at Upper Hesse Park; 2) Decide to leave Ryan Park in its current configuration to accommodate some of the recreation uses displaced from Upper Hesse Park; and 3) Direct staff to negotiate financing arrangements with the Palos Verdes Peninsula Girls Softball League to construct the fields at Upper Hesse Park.
Assistant City Manager/City Clerk Petru responded that permanent fencing would only be placed on the baselines and that there was enough distance between the two fields to not require outfield fencing. She advised Council that staff and the City's consultants had worked very closely with the representative from the Girls' Softball League to make sure the field design met with their requirements for minimum dimensions and other specifications.
Mayor pro tem Wolowicz noted his understanding that displacement of other recreational uses may occur due to two seasons being contemplated for girls' softball: their regular softball season, February through May, and then the contemplated extra season in fall/winter; and noted his understanding that if the fall/winter girls' softball season was removed, the displacement of other sporting programs may not occur.
Assistant City Manager/City Clerk Petru directed the Council's attention to Circle Page No. 6 of the staff report, which discussed the displacement issues.
Councilman Gardiner questioned to what degree the schedule had been cross-referenced with the School District's activities on the peninsula and whether there was a master plan that cross-referenced all these sporting activities.
City Manager Evans indicated that there was no master plan that cross referenced all the sporting activities taking place on the peninsula; but advised that staff had conducted a lot of research on these activities; and stated that the draft Open Space, Planning and Recreation & Parks Strategic plan contained a spreadsheet, which was part of the attachments to this report, that listed all the various sporting activities and where they are played/practiced throughout the peninsula.
Councilman Gardiner expressed his preference for every sporting entity to get together and coordinate the use of the existing peninsula facilities and to develop an optimal allocation of facilities among themselves. He noted his belief that the needs of some of the youth sports groups could be met in this manner.
Mayor Clark urged all sports groups on the peninsula to get together to address this issue in a peninsula-wide basis, commenting on his disappointment in the lack of coordination among the various entities on the peninsula; and stated that initially there was a positive response from the School Board, but that there had been no further reaction to the City's attempt to schedule a joint School Board/RPV City Council meeting to discuss common issues.
Mayor pro tem Wolowicz advised his colleagues that there was a peninsula-wide coordinating council for youth activities; he noted his past efforts with coaching the youth on the peninsula; commented on the limited number of sporting venues available in the community; commented that the City of Rancho Palos Verdes does not have any park or other land on which organized softball and baseball is played; and noted that Hesse Park is the only Rancho Palos Verdes field used by organized youth sports leagues.
Councilman Gardiner stated that he would like to see an inventory of the sporting venues, would like to know what the demand was for those facilities and to match that demand to the available capacity in the most effective way. He added that, if there was not enough capacity, then the competing uses needed to be prioritized; and stated that these activities and venues needed to be sorted out and allocated in a systematic manner.
Councilman Long noted his understanding that most of the existing recreational fields were built when there was little, if any, organized girls' sports programs and that this needed to be taken into account; expressed his belief that RPV would not be able to persuade the other entities on the peninsula to act in a collaborative manner on this issue, but noted his hope that this situation was not an insurmountable barrier to proceeding. He pointed out that RPV did not have the land nor the money to develop the kind of additional facilities the girls' softball league envisioned, which was four softball fields at one location with a lot of additional parking; and therefore, the City was looking at the possibly of an incremental solution.
Mayor Clark asked staff for an update on the communications with the School District Superintendent on this matter.
City Manager Evans indicated that he believed the School Board would be willing to meet with Council on this issue – pointing out that it had been proposed by RPV; and advised that the School Board was considering the possibility of putting some girls' softball fields/youth sports fields on one of its school sites in Palos Verdes Estates. City Manager Evans noted his concurrence with Councilman Long that this matter can be studied for many more years, but that it wouldn't get the City much more information than was currently available. He added that staff and the interested entities had been looking at this issue for 2-3 years and that he was not sure much more information could be obtained than what currently existed. He noted that a summary of all youth athletic leagues in the City was included on Circle Page 22 of the staff report for Item No. 5 (Parks, Recreation and Open Space Strategic Plan), which identified what fields each group used for practice, how many players they had, what their season were, etc.; and expressed his belief that the youth leagues and/or the high schools would have to provide the information Councilman Gardiner was seeking, if for no other reason than RPV had the fewest opportunities for youth sports than any other peninsula city.
Councilman Gardiner noted his hesitation in piecemealing this effort, expressing his belief that the City provided opportunities that were not provided by other peninsula cities.
Mayor Clark indicated that he was recently contacted by Erin La Monte, president of the Council of PTAs, who indicated that the PTA leadership was struggling with this same issue; and that Ms. La Monte also indicated they have taken it upon themselves to try and combine all of the needs and requirements across the peninsula and weigh those needs against the assets; and he encouraged anyone who had the power on the peninsula to bring all of the stakeholders together in order to comprehensively study this matter and solve the problem.
Councilman Long stated that any further attempts to meet with the School Board and/or the other cities unnecessarily delayed this effort – pointing out that there had yet to be a favorable response from other cities to this request; expressed his belief this was a deficiency the City needed to take a proactive position on; and pointed out that RPV had over 60 percent of the population on the peninsula and that RPV was providing far less than 60 percent of the active recreational facilities. He added that it was unfortunate the various entities on the peninsula were fragmented on some issues and reiterated his doubt that all parties would ever be able to meet to work out the perfect solution to this particular problem.
Mayor Clark noted his concurrence with Councilman Gardiner's comments regarding the need to get all the stakeholders to meet and confer on this issue. With regard to Ryan Park, Mayor Clark asked staff for additional input on the drainage deficiencies on the site.
Assistant City Manager/City Clerk Petru noted that during the recent winter storms, a lot of water flowed across this property; that staff had received some calls from adjacent residents suffering water damage to their properties; noted that the source of most of the runoff was the Los Verdes Golf Course; and stated that the current surface/drainage ditches in the park were too small to handle the volume of storm water and that a larger underground pipe was needed.
With regard to Mayor pro tem Wolowicz' inquiry regarding the existing field on the east side of Ryan Park, Assistant City Manager/City Clerk Petru explained that it would be moved over and rotated to the west in order to minimize earth movement and correct an existing outfield deficiency. She added that the tot lot will be relocated and that the new fields will meet ADA requirements.
Mayor Clark thanked staff for a comprehensive report.
Assistant City Manager/City Clerk Petru thanked the Recreation and Parks Department and the Public Works Department for their assistance with the girls' softball fields project.
Councilman Stern noted his concern with the steep slope close to the outfield area.
Assistant City Manager/City Clerk Petru noted that the slope was 3:1 in steepness, adding that it originally designed at a 2:1 slope, but was reduced to minimize the visual impact of the fill as seen from the adjacent residential properties
Councilman Stern stated that he was concerned with this slope being close to the adjacent residential area; and asked how people would get to the southwest corner of the park, which was shaped like a panhandle, when a game was being played on the field.
Assistant City Manager/City Clerk Petru noted that there was a small area to get between the baseline fence and the golf course fence, but that it would be difficult to get to the southwest corner of the park when a game was being played – pointing out that the most logical way to get to that area was to walk across the outfield. According to her understanding, this remote area of the park was not heavily used.
Addressing Councilman Gardiner's inquiry regarding the cost thus far to undertake this study, City Manager Evans estimated that between $30,000 and $40,000 had been spent.
Councilman Gardiner highlighted for the public the City's ongoing work on this issue; and he questioned who would pay for the construction of the fields; and whether the City had negotiated with the Palos Verdes Peninsula Girls' Softball League on the financing.
Assistant City Manager/City Clerk Petru responded that the girls' softball league had represented that it would provide the funding or in-kind services to help offset the construction and maintenance costs of the fields.
Mayor pro tem Wolowicz stated that there needed to be participation from the girls' softball league to help the City with financing this effort.
Councilman Long indicated that his participation in this venture had been in reliance on the comments made by the league that it would be able to raise the money to help fund these fields.
Assistant City Manager/City Clerk Petru reminded Council that the City had applied for a $383,000 state grant to build two girls' softball fields at the Upper Hesse Park site and stated that staff expected to hear whether the City was successful or not with that application in June 2005.
Councilman Gardiner cautioned Council to make it clear that the City would provide the land, help with funding, but that these facilities would not become the possession of the girls' softball league, and that multiple uses would be permitted to use these facilities.
Todd Anderson, Rolling Hills Estates, representing the Palos Verdes Girls' Softball League, expressed his belief that staff had done a good job designing regulation softball fields at the two park sites; pointed out that the effort to provide regulation sized fields for the girls started in 1999; and explained that the need for girls' softball fields was unique. He stated that the league did not come before Council for its sole interests, but to also promote additional facilities for all organized youth recreational needs on the peninsula. He explained that sports leagues had grown dramatically in size from when the existing fields were built 30 to 40 years ago; and that more girls were participating than ever before, quickly approaching equal numbers to boys' sports. He stated that the recreation leagues routinely and proactively coordinated field uses on the peninsula to accommodate the various needs. He added that installing lighting would extend the hours of play and allow for more availability of the facilities; stated that he accepted that Council was not amenable to putting four fields on one site in RPV; and mentioned that it was likely in the near term that some of the School District's fields would be put out of commission due to potential construction. He noted the league's efforts to bring this issue to all cities and the School District on the peninsula; noted that he was grateful to see the movement in RPV on this matter; and given the continued cooperation and coordination of the recreation leagues to take advantage of every available field on the peninsula, he urged Council to vote in favor of the plan, and noted that the league would gratefully accept any additional playing fields.
Councilman Stern stated that he wanted to maximize the use at all facilities as much as possible, but stated that the allocation needed to be equitable across the board for all sports, especially when considering the issue of displacement.
With regard to Hesse Park, Mr. Anderson acknowledged that when multiple groups were using the same facility, there would be some displacement – noting that if a soccer game was going on, neither softball field could be used; and stated that the sports leagues would cooperate with all interested parties to maximize game and practice time at the facilities for all youth sports teams.
Councilman Gardiner asked for additional input on the funds needed to operate and maintain the fields.
Mr. Anderson advised Council that the funds generated by the snack shack sales supported the operating and maintenance expenses; explained that generally the manual labor was free; advised that various sport leagues used the snack shacks to generate funds; explained that the recreation leagues voluntarily maintained just about every playing field on this peninsula; and that these fields were maintained throughout the year and that this had been done for at least the past 30 years. He added that the recreation leagues had tremendous capability to generate funding for capital improvements to make this venture happen, but noted that the land was the most difficult component to obtain.
Mayor Clark noted his support for the staff recommendation; stated that he was intrigued with the leagues' optimism for fund-raising; and noted that if the state grant moneys were obtained, a good deal of the financing would be covered. He asked for Mr. Anderson's thoughts on the possibility of providing 2 to 3 fields at Eastview Park for a limited 3- to 5-year period of time before the Sanitation District was expected to use the site as a construction staging area for a new sewage outfall facility.
Mr. Anderson stated that the league would gladly use fields at Eastview Park for whatever time was allotted; expressed his belief that it would be more cost effective to design fields for football, soccer or volleyball, rather than softball – noting that it would cost a lot of money to reinstall softball facilities if they were displaced during construction of the new sewer outfall; but he reiterated that any additional fields would be welcomed given the desperate need for sports venues. He added that the sports leagues would be happy to work with staff on these matters.
Art Connor, Rancho Palos Verdes, asked that the City get a definite answer as to the league's funding of this project, how much it would provide and from where the funds would be obtained.
Barbara Sattler, Rancho Palos Verdes, thanked staff and Council for their efforts in this endeavor.
Jim Moore, Rancho Palos Verdes, representing the Pacific View Homeowners Association, stated that the association was strongly against the extra ball field being proposed for Upper Hesse Park, but noted that because it was likely that an extra ball field would be placed at Hesse Park, he offered the following suggestions that would help alleviate the neighboring residents' concerns about the increased parking demand, traffic and trash: 1) suggested expanding the parking lot north of the existing community building, believing that this could add 20 to 40 more onsite parking spaces; 2) suggested the City establish operating rules/regulations for the snack shack; 3) that strong regulations be put in place to keep the park free of trash; and 4) that proper drainage of the park be installed so storm water runoff did not go down the hill. He expressed his belief $486,000 was excessive for this project on this small area. Mr. Moore stated that Lower Hesse Park could use some minimal improvements, especially with regards to drainage and trails.
Assistant City Manager/City Clerk Petru advised Council that drainage improvements were incorporated into the plan for Upper Hesse Park; and noted that staff would explore the possibility of providing additional parking onsite.
Wendy Klashman, Rancho Palos Verdes, co-president of the PV Girls' Softball League, on behalf of the league, she thanked Council and staff for their efforts and for allowing them to be involved in the planning process. Ms. Klashman stated there was support for the staff recommendation; advised that the league made a big effort in being good neighbors; and that they were accustomed to cleaning up after all games, being very sensitive to leaving the areas cleaner than before they arrived. She stated that it had been a struggle that season to find enough practice fields due to the growing league membership, and she urged support of staff's recommendation.
Dave Kadota, Rancho Palos Verdes, noted his support for staff recommendation.
George Uraguchi, Rancho Palos Verdes urged support of staff's recommendation, adding that this would help enhance the talents of those players who aspire to obtain sports scholarships for college; commented on the sports organization's funding of improvements at various venues; and he urged dialogue between the league and the homeowners association to make this a successful effort.
Larry Vandenbus, Rolling Hills Estates, soccer coach and representative of AYSO, noted his support of the proposal; and expressed appreciation of Council and staff for their efforts in finding a solution for girls' softball. He noted his concerns with displacing AYSO activities at Hesse Park, advising that AYSO did not use the field in spring, that it only used the field in fall; and noted his desire to cooperate with all sporting leagues.
Anne Marie Risquez, professional softball instructor, noted her pleasure with the progression of the efforts to provide new girls' softball fields in the community; and stated it was time for the girls to have their own fields, adding that more teams were being formed each year.
Mayor pro tem Wolowicz moved, seconded by Councilman Gardiner, to approve the staff recommendation; with direction to staff to work with the Palos Verdes Girls' Softball League to develop a plan for project cost sharing; and to work with the Girls' Softball League and AYSO to minimize scheduling conflicts on the new fields between the two sports leagues during the fall/winter season
Mayor Clark requested a friendly amendment to the motion to direct staff to continue to explore with the County Sanitation District the possibility of providing additional sports fields at Eastview Park for use in the next 3- to 5-years.
Mayor pro tem Wolowicz accepted the friendly amendment to his motion.
Councilman Gardiner asked that the friendly amendment be treated as a separate motion.
Councilman Stern agreed with Councilman Gardiner, stating that because Eastview Park was not specifically related to this agenda item, it should be dealt with separately.
Councilman Long requested a friendly amendment to Mayor Pro Tem Wolowicz's motion to direct staff to study the possibility of adding additional onsite parking spaces at Hesse Park, as suggested by Mr. Moore, and that staff obtain public input on the appropriate rules for snack shack operations.
Mayor pro tem Wolowicz accepted Councilman Long's friendly amendments.
Mayor Clark agreed to have the issue of exploring the provision of additional fields at Eastview Park considered as a separate motion.
Mayor Clark clarified the motion on the floor as follows: to adopt staff's recommendation; and to direct staff to negotiate financing arrangements with the Palos Verdes Girls' Softball League; explore the possibility of providing additional parking at Upper Hesse Park; obtain public input on appropriate rules for the operation of the snack shack; and work with the sports leagues to minimize the scheduling conflicts during the soccer season in order to limit displacement.
Without objection, Mayor Clark so ordered.
Mayor pro tem Wolowicz moved, seconded by Mayor Clark, to explore the placement of 2 to 3 youth sports fields at Eastview Park; and to address cost sharing of this project with various youth sports leagues. Without objection, Mayor Clark so ordered.
Mayor Clark recessed the meeting at 9:12 P.M. and reconvened the meeting at 9:25 P.M.
Mayor pro tem Wolowicz noted his concern that the left outfield on the existing ball field at Ryan Park sloped down, creating a less than optimal design; and asked what the estimated cost would be to level the area to provide better play and improved safety.
Assistant City Manager/City Clerk Petru stated a rough estimate would be $25,000 to $27,000 to correct the deficiency in the left outfield at Ryan Park. The estimated cost breakdown was $10,000 for re-grading, $6,000 for replacement of sod, $5,000 for reorienting the irrigation and possibly $6,000 for outfield fencing. She noted that the cost could possibly be reduced if the construction was coordinated with the construction of the two new fields at Hesse Park.
Mayor pro tem Wolowicz noted that the City had the opportunity at a rather nominal cost to obtain an additional field while the City was exploring other options and would at least improve an existing field for drop in use. He questioned if staff needed the Council to take a particular action in order for staff to further pursue this issue and whether the work needed at Ryan Park could be coordinated with the construction of the new softball fields at Hesse Park, thereby improving an additional field for perhaps under $20,000.
Mayor pro tem Wolowicz moved to direct staff to study the existing conditions at the Ryan Park and to come back to Council at a future meeting with recommendations for possible improvements to the existing field, most notably the left outfield, but also any other minor repairs that may be deemed necessary.
Councilman Stern noted that the Open Space Planning and Recreation and Parks Strategic Plan included a study of the various parks and made recommendations for various improvements.
Director Rosenfeld noted the Strategic Plan did not include any particular recommendations regarding the ball field at Ryan Park.
Councilman Stern seconded the motion.
Councilman Gardiner questioned if the field at Ryan Park would be improved as a softball field or if it would be available for other sports activities.
Mayor pro tem Wolowicz amended his motion to include multipurpose sports.
Councilman Stern accepted the amendment to the motion.
Without objection, Mayor Clark so ordered.
Mayor Clark advised Council that there were two fairly weighty items following Agenda Item No. 4 and reiterated his intent to adjourn the meeting no later than 11:30 P.M., noting his expectation that the next item would be the last one considered for the evening.
Councilman Long noted his support to adjourning the meeting no later than 11:30 P.M.
With regard to Agenda Item No. 6, Update of the Conceptual Trails Plan, Councilman Gardiner requested that staff provide a simplified map indicating specifics such as labeling, indicating the ownership and the location of the individual trails.


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Annual Offering
"I AM the light of the world." The words of Jesus from John 8:12.
Thank you for shining the light of Jesus into the lives of North Carolina children and families through the ANNUAL OFFERING. Without churches participating in the offering, it would be impossible to provide safe, caring homes and ministries. Most of all, your offering makes it possible for us to introduce THE GREAT I AM to those we serve.
80% of Baptist Children's Homes' residents come to us unchurched and unreached for Christ. Showing the unconditional love of Jesus to children, many who have experienced family dysfunction as well abuse, neglect and abandonment,is so important.
The Week of Prayer is November 13 -20, 2016 your church can participate in the offering any time.
Share the Baptist Children's Homes story with your church. Free offering materials for your church are available by calling 336-474-1209.
Downloadable copies of materials and other resources are available below.
Invite a Baptist Children's Homes speaker to share the ministry with your congregation. Call 336-474-1209 or e-mail your request to: firstname.lastname@example.com. You can also click on www.bchfamily.org/speaker
Share the Baptist Children's Homes story with your church. Promotional materials and videos are available in the "Downloads" section below you. Click items below to go directly to their section.
See the stories you are helping to write through your prayers and support. This year, Baptist Children's Homes has created five new videos to share how God is changing the lives of North Carolina children and families. Share the videos with your church or group. Streaming versions and digital downloads of the video are available below.
Promo for Churches (1 minute 30 seconds) - Share this short promo with your church in the weeks prior to collecting an offering. It is ideal to show before worship or if you have a few minutes duiring the service. Click to download the digital version.
Promo for Churches (30 seconds) - Share this short promo with your church in the weeks prior to collecting an offering. It is ideal to show before worship or if you have a few minutes duiring the service. Click to download the digital version.
Download and share the posts below on your Facebook or social media page. Baptist Children's Homes also has an active Facebook page that is updated regularly. Share posts from our Facebook page at www.facebook.com/bchfamily
Video Downloads
Right click and select "Save As" to download digital versions of this year's videos and promos.
Poster and Flyer
Leadership Guide/Prayer Guide/Bulletin Inserts
Mile of Pennies
Sunday. Pray for North Carolina children and families.
Monday. Pray for the hundreds of children and families BCH serves each year through its 21 statewide locations.
Tuesday. Pray for the dedicated houseparents, care givers, chiefs and social workers who give of themselves around the clock to care for our boys and girls.
Wednesday. Pray for the Good Shepherd Children's Home, BCH's affiliated orphanage in Xela, Guatemala.
Thursday. Pray for those who live at BCH's nine statewide homes for developmentally disabled adults.
Friday. Pray that you will be sensitive to hurting children in your community.
Saturday. Pray for BCH president/CEO Michael C. Blackwell as he leads the ministry.
Sunday. Pray that BCH's residents will come to know Jesus as their Lord and Savior.


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Pac Man Takes Over Google
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23 May 2010
The coolest thing blowing up the web this weekend had to be the pac man google game from Google's home page. Who knows how many minutes we will never get back after playing pacman on Google. How can it be that a simple game 30 years old we all still fun to play. In an age of Wii Xbox and Playstation, that pac man is still a fan favorite. The 30th anniversary pac man game is like the first. Pac man running for its life from four ghosts and racking up high scores.
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