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In the age of Facebook, managing media relations is more important than ever, especially when media attention results from something or someone gone wrong — for example, the Penn State scandal. With news released in a matter of seconds thanks to social media and online news alerts, individuals and companies must respond quickly.
When the news broke about Penn State, in an instant we saw news reporters swarm the campus, and journalists camped outside of coach Joe Paterno's home. As the nation sat on the sidelines watching the story unfold, almost every news station and newspaper across the country had it covered. The University's failure to respond with a statement, even days after the grand jury indictment of Jerry Sandusky, left social media buzzing and news reporters to speculate about what Penn State officials and, more specifically, coach Paterno knew and did.
The story is horrific and has impacted the lives and careers of many, which may not have been salvageable, given their failure to speak up in 2002. Yet there is still much we can learn from the errors of Penn State and coach Paterno when it comes to dealing with the press and damage control.
1. Be upfront
When crisis strikes, don't hide or engage in finger pointing. Assign a public face to address the problem at hand, specifically the CEO, company president or another top executive spokesperson. Have them meet with key targeted media outlets to explain the issues and what management plans to do about it. Follow through and provide updates with promises to rebuild credibility and deliver them.
2. Say it straight
Keep your internal and external communications simple, direct and frequent so that everyone is kept informed of your progress. Let the public know your side of the story; be positive and proactive.
3. Involve the team
In a crisis, situation control is essential, but keeping discussions behind closed doors can be more damaging. Keep employees in the loop, alerting them to what is going on, and how they need to communicate to customers and the public. Getting past the damage takes a team effort.
4. Get your message out quickly
Utilize your website, blog and social media handles to help spread the word. In addition to sending out a news release statement, take to online to control the message and clarify misinformation. This also helps push out new content on Google, burying old news.
5. Monitor and respond
Keep tabs on what others are posting and saying online. Follow up with editors, journalists and bloggers; make your spokesperson available, answer questions, and clear up the misconceptions.
6. Turn a negative into a positive
If someone in the organization made a mistake, admit the wrong doing and make it right. If the company is incorrectly accused of a wrong doing, educate the public and lead by example.
When a crisis hits, the damage from negative publicity can be felt for quite some time. By taking a proactive approach and putting together a communication plan that allows you to tell the story, the situation can often be rectified. In the case of Penn State, only time will tell.


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Recipe Magic [1944]
The front cover reads, "A new kind of cook book containing many gourmet recipes and seasoning tricks with herbs and herb vinegars, and information on the art of using herbs to make all foods more delicious." The front has three panels; the left and right panel are green and the center panel is white. The title and promo are printed in brown within the center panel. A brown decoration separates the panels. There is a "15 cents" sticker at the top right. At the bottom of the center panel is an green and white emblem of a winged horse and rider. The back has a promo and a chart, "Chart of the Seasonings."
Donor: Sliker, Shirley Brocker
Author: Winter, Patricia
Printer: Ben Franklin Press, Inc. (Pittsfield, Mass.)
Brand Name: House of Herbs
Publisher: House of Herbs, Inc. (Conn.)
48 p.
19.1 x 14 cm
Language: English
Key Terms:
Copyright: This item is under copyright.
Citation: Winter, Patricia. Recipe Magic [1944]. The Alan and Shirley Brocker Sliker Collection, MSS 314, Special Collections, Michigan State University Libraries. Available at http://www.lib.msu.edu/exhibits/sliker/detail.jsp?id=1484

subset: commoncrawl


text:
"Game changer" is a term you hear often when people talk about how technology has changed their industry.
If you've been in the corporate world for any amount of time, you've no doubt heard something like this:
"My leadership philosophy is to optimally leverage the passions of my people such that at the end of the day we maximize employee engagement to get them to think outside the box and synergistically drive value-added activities in a profit-maximizing way that is a win-win for our people, our shareholders and our customers."
"It sounds great," says leadership trainer Mike Figliuolo. "It is polysyllabic. It uses words with long definitions. I have only one question: what the hell does it mean?"
Figliuolo is on a crusade to wipe away all of those unproductive phrases and words that get in the way of being an authentic leader. Too many companies, he says, have cultures that lead people to articulate ideas in a less-than-genuine way. The worst part is that these buzzwords have migrated from corporate strategy and consultant presentations into how we talk about ourselves as leaders. When this happens, we are turning leadership into something disingenuous, ephemeral and bland.
"The only way I know to roll back the tide of all this meaningless jargon is to say what you really mean," Figliuolo says. "Words spoken from the heart and the gut are clear, concise, meaningful and genuine. They help ground you and your team."
In his book "One Piece of Paper: The Simple Approach to Powerful Personal Leadership," Figliuolo shares the story of a company whose middle managers were mistrustful of their boss as well as each other. The boss decided a three-day offsite would bring the leadership team together. The seminal event of the offsite required each leader to share their leadership philosophy with the group.
The boss went first, emphasizing the importance of teamwork, trust and having fun. Other participants took their turns and suddenly buzzwords were being tossed out like parade candy. One team member was uncomfortable with the emptiness of what was being said, however, so when it was his turn to speak he said simply, "My leadership philosophy is simple. Say what you mean. Do what you say." He then turned and took his seat.
Those two sentences enabled him to swat away the buzzwords and quickly share a clear articulation of his standards, his beliefs and his code of conduct. Everyone on the team instantly knew what he expected of them and what they could expect of him.
"By replacing buzzwords with personal stories and experience, you will humanize yourself as a leader. In many cases you will endear yourself to your team. They will understand what you stand for and appreciate the time and effort you put into distilling your philosophy down into a short, crisp document," Figliuolo says. "Throwing a bunch of words on paper is easy. Figuring out which words truly matter and arranging them in an accessible and compelling way takes energy and thought."


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Robert Bruce McConnell
Second Lieutenant, U.S. Army Air Forces
Service # 0-663397
42nd Bomber Squadron, 11th Bomber Group, Heavy
Navigator - Aircraft: B-24D Serial Number: 42-40676
Entered the Service from: Oregon
Died: 24-Jul-43
Missing in Action / Buried at Sea
Awards: Silver Star, Air Medal, Purple Heart
11th Group B-24 crews flying Midway to Wake. The B-24 "Cabin in the Sky" went down July 24, 1943 on a mission from Midway to Wake Island. The flight was pursued by Zeros as they moved off of Wake. One Zero went out of control and passed by this aircraft and collided with the B-24's tail. The left rudder and elevator were knocked off in the collision, and the Liberator fell to crash in the ocean.


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Sox celebrate first walk-off Victor-y
Facing five-man infield, veteran delivers clutch single to beat Rays
BOSTON -- It was a baseball game in its purest form, filled with a pitching duel between Jon Lester and David Price, vein-chilling managerial decisions, busy bullpens and a sparkly-clean third-base bag.
Only three runners touched it all game.
Joel Hanrahan suffered through his third appearance at Fenway and was lifted in the ninth after walking his first two batters in a tie game. Koji Uehara came on to get three straight outs and push it to extra innings.
A ground ball hit into a five-man infield proved the difference, as Shane Victorino got one between first and second and Jacoby Ellsbury scored from third to give the Red Sox a 2-1 win over the Rays in 10 innings on Saturday afternoon.
With one out, Ellsbury knocked a single to center field. He stole second and the throw from catcher Jose Lobaton sailed off the glove of Yunel Escobar, allowing Ellsbury to take third.
Rays manager Joe Madden called left fielder Matt Joyce into the already pulled-in infield to create a five-man wall across the grass. Victorino got just enough of a pitch from Brandon Gomes and Ellsbury scored the winner.
"That's the goal right there -- not to strike out," Victorino said. "Put the ball in play. I was in a 2-1 count and Jacoby took off. I could see him in my peripherals, so I took a strike. It worked out.
"I've been in that situation before, hitting the two-hole before and having [Phillies shortstop Jimmy Rollins] in front of me and having him be in situations where he would run late in the game on a 2-1 count. Hey, it worked out for us today."
First, it was a pitching performance worth watching again.
Price was coming off a disastrous outing against the Indians this past Sunday, when he made history while combining with former National League Cy Young Award winner R.A. Dickey as they each started a game that ended in a 13-0 loss. Price pitched five innings that day, allowing eight earned runs, the most he's allowed in a Major League game.
Price, however, always seems to bring his best stuff to Fenway. Entering the game, he had started seven times at the Boston ballpark, going 4-1 with an astounding 2.22 ERA in 44 2/3 innings.
Price again rolled through the Red Sox's lineup with a fastball that sat around 94 mph, a few ticks higher than he was registering during his first two outings.
With Price rolling, Lester had to match him.
"You start worrying about the pitcher," said Lester. "You're worrying about the wrong things, but obviously in the back of your mind, you know, 'I've got to keep these guys close and give them a chance to maybe put a big inning together against him.' That's what happened."
Coming off a season in which Lester set career highs with 14 losses, a 4.82 ERA and 25 home runs allowed, he might have been at his best Saturday, carving through the Rays' lineup, running into trouble only in the third inning. After Desmond Jennings led off with a single, Sean Rodriguez cranked a double down the left-field line to score Jennings.
Lester then retired the next 12 batters, gaining confidence with his changeup while keeping his fastball down in the zone.
With near-perfect pitching on both sides, the feeling that one mistake could be devastating became reality as Price allowed just his second home run at Fenway Park since Darnell McDonald took him deep two years and one day ago.
David Ross, who leads all active catchers in home run ratio by going deep about once every 20 at-bats, launched a changeup high and tight over the far left side of the Green Monster. Price had been brilliantly mixing his fastballs, cutters and changeups all afternoon, but he failed to execute with a full count and two outs, leaving this pitch over the heart of the plate.
"It was just a changeup, it was up ... middle outer third of the plate," Price said. "That's what good hitters do."
Price, looking to become the first left-handed pitcher to win back-to-back Cy Young Awards in the American League, pitched six innings and allowed just four hits and two walks while striking out eight. He threw 106 pitches, 69 for strikes.
Andrew Bailey pitched a one-two-three eighth inning, but Hanrahan, who allowed five runs in the ninth Wednesday as he blew his first save in a Red Sox uniform, walked the first two batters he faced before Uehara cleaned up the mess.
Junichi Tazawa pitched a scoreless 10th and Ellsbury won it in the bottom of the inning, taking off from third when Victorino put the ball in play.
Jason Mastrodonato is a reporter for MLB.com. Follow him on Twitter @jmastrodonato. This story was not subject to the approval of Major League Baseball or its clubs.


text: Professor of Biology On Faculty since 1993 Phone: (630)752-7038 Email: firstname.lastname@example.com Education Ph.D. University of New Hampshire, Durham, N.H. 1989 "The dynamics of a nudibranch-hydroid association: Cuthona nana and Hydractinia echinata" M.S. University of New Hampshire, Durham, N.H. 1985 "The effects of predation by the nudibranch Cuthona nana on growth patterns and interactions among colonies of the hydroid Hydractinia echinata" B.S. University of Cincinnati, Cincinnati, Ohio Honors, Cum Laude, 1980 Professional Illinois-Indiana Sea Grant 2006-2008: Alterations of Lake Michigan benthic communities by the invasive hydroid, Cordylophora caspia: effects on fish prey. Nadine C. Folino-Rorem, Wheaton College and Martin B. Berg, Department of Biology, Loyola University Chicago General ecology, invasive history and systematics of Cordylophora spp.: in collaboration with John Darling, EPA, Cincinnati, Ohio The dynamics of the association of the hydroid, Cordylophora spp. with the dreissenid mussels in freshwater lakes. Personal Sports of all types, especially outdoor sports, scuba diving, cooking, pottery Courses Taught BIOL 241 Organization of Life: Genetics and Cell Biology BIOL 242 Diversity of Life: An Introduction to Zoology and Botany BIOL 303 Contemporary Issues in Biology BIOL 314 Environmental Science BIOL 252 Biological Systems BIOL 353 Stream Ecology BIOL 365 Marine Biology BIOL 368 Invertebrate Zoology BIOL 494 Integrated Biologist (Senior Capstone) Membership in Professional Societies American Society of Limnology and Oceanography North American Benthological Society Sigma Xi The American Scientific Affiliation Xerces Society Research Ecology, taxonomy and physiological adaptability of the colonial hydroid, Cordylophora spp. Dr. Rorem and her research students are addressing the ecology and molecular taxonomy of the invasive colonial hydroid, Cordylophora. Current areas of interest are how the physiological adaptability may explain the global distribution of this invasive hydroid and the predatory role this hydroid plays in freshwater systems such as Lake Michigan and the Finger Lakes in New York. Papers Published and/or Presented Publications (* indicates undergraduate student) Folino-Rorem, N.C. 2010. CABI, 2010. Entry on Cordylophora spp. [original text and tables]. Invasive Species Compendium. Wallingford, Oxfordshire, OX10 8DE UK: http://www.cabi.org/isc. John A. Darling and Folino-Rorem, Nadine. 2009. Genetic analysis across different spatial scales reveals multiple dispersal mechanisms for the invasive hydrozoan Cordylophora in the Great Lakes. Molecular Ecology 18:4827-4840. DOI:10.1111/j.1365-294X.2009.04405x. Folino-Rorem, Nadine, John A. Darling and Cori A. D'Ausilio *. 2009. Genetic analysis reveals multiple cryptic invasive species of the hydrozoan genus Cordylophora. Biological Invasions. 11:1869-1882. DOI: 10.1007/s10530-008-9365-4. Schable, Nancy A., Ashley M. Kuenzi, Carrie A. Drake, Nadine C. Folino-Rorem and John A. Darling. 2008. Microsatellite loci for the invasive colonial hydrozoan Cordylophora caspia. Molecular Ecology Resources 8:968-970. DOI: 10.1111/j.1471-8286.2008.02109.x. Folino-Rorem, N.C. and J. Darling. Submission of Cordylophora voucher specimens of DNA to GenBank. May 2007. Presentations (* indicates undergraduate student) Folino-Rorem, Nadine C., Nathan Lee* and Esther Papp*. 2011. Life History Features of the Invasive Hydroid, Cordylophora. North American Benthological Society. May 22-16, 2011.Providence, RI. Folino-Rorem, N.C., M.J. Duggan*, A. Parry Macdonald*, E.K. Mindrebo*, and M.B. Berg. 2009. Distribution and diet of the invasive Ponto-Caspian hydroid, Cordylophora caspia, in southern Lake Michigan: potential effects on fish prey availability. The 57th Annual Meeting of the North American Benthological Society, 17-22 May, 2009, Grand Rapids, MI. Darling, L.D. and N.C. Folino-Rorem. 2009. Population structure of the invasive hydrozoan Cordylophora in the Great Lakes. 16th International Conference on Aquatic Invasive Species. Montreal, Quebec, Canada, April 19-23, 2009. Folino-Rorem, N.C. August 2008. Alterations of Lake Michigan benthic communities by the invasive colonial hydroid Cordylophora caspia: effects on fish prey. COSEE Great Lakes, Lake Michigan Exploration Workshop (for Teachers). Shedd Aquarium, Chicago, IL. Darling JA , Folino-Rorem NC, D'Ausilio C *. 2008. Genetic analysis reveals multiple cryptic invasive species of the hydrozoan genus Cordylophora. Annual meeting of the Society of Systematic Biologists, American Society of Naturalists, and the Society for the Study of Evolution. University of Minnesota, Minneapolis, MN. June 20-24, 2008. Folino-Rorem, N.C. October 2007. Ecological impacts of the invasive Ponto-Caspian hydroid Cordylophora in aquatic habitats. Seminar Speaker; University of New Hampshire, Durham, NH. Folino-Rorem, Nadine C. and Marty Berg. 2007. The Impact of the Invasive Ponto-Caspian Hydroid, Cordylophora caspia, on Benthic Macroinvertebrate Communities in Southern Lake Michigan: Effects on Fish Prey Availability. 15th International Conference on Aquatic Invasive Species. Nijmegen, The Netherlands, September 23-27, 2007. Folino-Rorem, N.C. 2007. The impact of the invasive Ponto-Caspian hydroid Cordylophora caspia on macroinvertebrate communities. Lecture at The Finger Lakes Institute, Hobart and William Smith Colleges, Geneva NY, May 8. Darling, J. A. and Nadine C. Folino-Rorem. 2007. Genetic evidence for multiple cryptic introductions of the invasive colonial hydroid Cordylophora spp. 5th International Conference on Marine Bioinvasions, Massachusetts Institute of Technology in Cambridge, MA. May 21-24.


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Free standard shipping on this product.
Oreck Certified Factory Reconditioned Products are pre-owned Oreck products that have undergone a thorough inspection and refurbishment process before being offered for re-sale at substantial savings. Each product is guaranteed to be in 100% working order and all are covered by a 1-year limited warranty.
Click on each product to learn more about their top features, the value they offer and how each is re-conditioned. It's a great opportunity to get an Oreck unit that's gently used at a great price!


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To exhibit, you just buy a complete package with everything you need. Whichever size stand you choose, it's all built and ready when you arrive. Just turn up and do business!
All-in-one stand:
Registration fee, floorspace, white walls, one electricity supply and daily cleaning
2013, we offer two different furniture packages;
STANDARD - 1 spotlight per 4 square meters, blue carpet, ramp holding a sign with your company name, two chairs and a table.
XL PACKAGE - stands from 36kvm - 1 spotlight per 4 square meters, or a hockey lamp per 10 square meters, ramp holding a sign with your company name, two low chairs and one low table, a storage room 1x2 m with a door and a lock, a tower brochure stand, a high table and two bar stools and a desk.
Visitor promotion: easyFairs® gives you a complete programme of highly
targeted promotional activities. We work in close cooperation with prominent trade magazines and media. We also help you maximise opportunities by giving you FREE Marketing Tools including a variety of online and traditional communications tools to raise your visibility before, during and after the show.
Module 12 m2 SEK 32,300
Module 16 m2 SEK 39,200
Module 20 m2 SEK 48,950
Module 24 m2 SEK 58,750
When ordering a corner stand there is a SEK 3,500 surcharge. There is a maximum order of four modules per trade show. All prices are exclusive of VAT. The Online365 Pack™ is mandatory for registered exhibitors from 1 of jan 2012.
Onsite Promo Packs
Introducing the new search engine that gathers all easyFairs exhibitors, regardless of show and country, a major supplier directory. The result? You will have a unique opportunity for exposure, not only during the show but 365 days a year. Your company will be searchable from the day you book your stand until 3 months after the fair.
Find out more here >>
Online365 Pack™
A new search engine that gathers all easyFairs' exhibitors, whatever the trade fair or country, in one large supplier catalogue, is now being launched. The result? You will have a unique marketing opportunity, not just during the trade fair but for 365 days a year. Your company is searchable from the day that you book your stand until 3 months after the fair.
Price: SEK 1950 (mandatory for each registered exhibitor)
Read more at www.easyfairs.com/online365
Boost your participation!
Put your logo in the exhibitor catalogue on the fair's website, in the e-mail campaign, on the visitor map during the fair and on the welcome page on the website.
Price: SEK 4950
Read more at www.easyFairs.com/boosterpack


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Step into style with Supergas international favorites in footwear! Our classic, canvas upper kick comes in a plethora of must-have colors, making each and every one a closet essential. Whether on a daytime adventure or a midnight escapade, these cotton classics are hot with cropped pants, a tank and your favorite accessories.
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DAKOTA North is hopeful he is coming into form at just the right time as the Robins' thoughts begin to shift towards a potential play-off campaign.
The Australian, signed mid-season to replace Nicolai Klindt, has hit a good patch recently which has seen him reach a handful of heat 15s under boss Alun Rossiter following a series of impressive displays.
North knows he still needs to work on his gating, but is pleased to be nearing his best as the season reaches the business end, with the Robins well in the mix for an appearance in the post season.
"It's going pretty good at the moment, here and in Poland, because everything's kind of working," he said.
"I'm not making the best starts so I could do with a few more of them, because I'm having to work hard for my scores. Hopefully, if I can make some starts, I can bang in a few bigger scores.
"It took me a few weeks to get settled and hopefully I can come good for the play-offs, which I think we'll make, and if me and the boys can have a good couple of meetings I think we can get to the final."
North was frustrated as his side lost away to the Eagles on Monday – although he was one of the few shining lights with eight points – but is looking forward to some revenge this evening.
"It's tough at Eastbourne, not many of the boys like it and the weather didn't help, it played a part because they didn't do much to the track because they thought it would rain," he said.
"We weren't gating and Watty (Davey Watt) didn't do what Pete (Kildemand) would have done, he fought hard but it wasn't there.
"We're not too worried though because Eastbourne is Eastbourne, we just need to win our home meetings and if we do that we'll be fine.
"Having Eastbourne at home so quickly is good and I'm confident we can build a big score and show them how to ride our place."


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Player InformationFlames Home > Baseball Home > Baseball Roster > Roster Detail
Willi MartinClass: Junior
Position: RHP
Height: 6-4
Weight: 220
Previous School: Jesuit
Hometown: Odessa, Fla.
2012 (So.)
• Made three relief appearances
• Recorded a 3.00 ERA over three innings, striking out three and walking three
• Threw one scoreless inning each against Townson (2/18) and Coppin State (3/14)
• Earned Big South Presidential Honor Roll inclusion
2011 (Fr.)
• Appeared in seven games, all in relief
• Struck out four batters
• Pitched one inning of scoreless relief at William & Mary (4/19)
• Earned Big South Presidential Honor Roll mention
• Graduate of Jesuit High School
• Selected All-Hillsborough County as both a junior and senior
• As a senior, posted a 5-3 record with a 2.79 ERA during 44 innings of work and hit .346 while playing first base
• Team went 29-4 on the year and reached the 2010 4A State Championship game
• Member of 2009 Jesuit team which ranked No. 1 in the country and finished the year 26-3
• Recorded a 10-1 record with a 2.22 ERA over 63 innings, striking out 55 and walking 14
• Also received all-state honorable mention honors
• During the summer, pitched for the All-American Prospects, one of the most highly recognized amateur baseball programs in the country
• Honor roll member every semester of high school
• Son of Billy and Nancy Martin
• Majoring in psychology: counseling and human development
• Birthday is Sept. 2


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West Wiltshire racehorse owner William Harrison-Allan fears one of his top class animals will never run again after being involved in a horrific motorway crash.
Da Do Run Run was on its way to race at Newmarket on Thursday when its horsebox was involved in a multiple pile-up which left two people and a horse dead.
Mr Harrison-Allan, who is chief executive of the Country Gentleman's Association and lives at Baycliffe Farm, Maiden Bradley, near Warminster, said: "People died in this crash so we have to put things in perspective and think about them first but the injury to this horse is a huge blow to us.
"It was due to go to the sales just after the race at Newmarket where we had expected it to run very well. It would have had a reserve price of £100,000 but we expected it to go for much more than that. It had come second in an important flat race at Epsom and also had a future as a jumper. We are hopeful it will recover but it is doubtful it will run again."
Da Do Run Run was in the back of a horsebox from Brian Meehan's yard at Manton, near Marlborough, which was badly damaged in the crash on the M11. The horsebox was at the front of the crash which also involved two cars and a lorry. The lorry driver was arrested at the scene but has not been charged.
The horse that died, Pistolero, was owned by Mr Meehan and used to settle other horses on the way to the starting stalls.
Mr Harrison-Allan said: "Da Do Run Run was in the back of the horsebox with Pistolero. They were trapped when the car went into the box and possibly did most of the damage to themselves as they were so frightened."
Mr Harrison-Allan was at an important meeting to do with the sale of Salisbury City Football Club, in his role as club chairman, when he took the call about the crash.
He said: "I was shocked to hear what had happened. It must have been terrible for everyone who was involved."
Mr Meehan said: "The staff on board the box were in a state of shock after the accident. We would like to send our sincerest condolences to the families of the people who lost their lives. They are foremost in our thoughts."
His four stable lads and the horsebox driver have had counselling from Racing Welfare and are back at work.
Three other horses trained by Mr Meehan were treated by vets in Newmarket but have now been discharged.
The M11 was shut for hours after the collision just before 2.15pm last Thursday. Two Dutch people from one car died and two people from another were taken to hospital.


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Not a MountainRiddles are little poems or phrases that pose a question that needs answering. Riddles frequently rhyme, but this is not a requirement.
I tower over the man-made plain;
My peaks scrape the heavens.
I have many brothers; in fact,
We may be as many as a hundred and seven.
We're as ancient as the oldest trees,
But not older than the hills.
We've been studied for centuries now,
But with mystery we're still filled.
HintThe greatest of us is great indeed,
He's ranked a man-made Wonder.
We think his hat of gold was stolen
By a desecrating robber.
AnswerThe pyramids of Egypt.
It's estimated that there are 80-110 pyramids in Egypt, the oldest of which are around 4,500 years old. (The oldest living tree is about 4,750 years old.) Scholars have been studying the pyramids for nearly 200 years, but there are still many questions about them. We don't even know how they were built!
The Great Pyramid at Giza is one of the Seven Wonders of the World. Some believe that it originally had a golden top that was stolen by tomb raiders.
What Next?
See another brain teaser just like this one...
Or, just get a random brain teaser
If you become a registered user you can vote on this riddle, keep track of
which ones you have seen, and even make your own.
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Speedo Swimwear & Gear
Learn More About Speedo Swimwear
Find Fit and Function in Speedo® Swim Gear
Dive in with swimwear from Speedo® Shop for performance-ready swimwear designed for competitive swimming, water polo, aquatic fitness or hanging around poolside.
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Note: Adobe and its partner Influxis have reached an agreement resulting in a hosted collaboration service offering based on Adobe's LiveCycle Collaboration Service (LCCS) code. The new service is known as Influxis Collaboration Service. Influxis has been a trusted Adobe partner for six years, starting as a Flash Media Service hosting company and is now a leading interactive media delivery provider specializing in video solutions. Learn more about Influxis.
Influxis Collaboration Service is built to support the same framework and offer the same feature set currently available via LCCS. Influxis welcomes all Adobe LCCS customers to migrate to Influxis Collaboration Service.
If you are interested in talking to Influxis about their service offering please contact Wesley Daggett, Director of Business Development, at 661-775-3936 or via email.
The Collaboration service enables developers to add easily real-time collaboration and social capabilities to their applications. The service is implemented as LiveCycle Collaboration Service. Adobe hosts the service so developers don't have to worry about deployment, maintenance, and scalability.
Using LiveCycle Collaboration Service you can add collaboration to new and existing applications. Some examples of applications with collaborative capabilities include social games, customer service applications, e-learning solutions, and sports broadcasts. LiveCycle Collaboration Service provides the following features:
Rosetta Stone
See how Rosetta Stone used LiveCycle Collaboration Service to create a live, interactive language learning environment.
This application uses LiveCycle Collaboration Service to let users select a video and watch and annotate it with friends.
Build your own Collaboration service
The SDK Navigator will guide you through the LiveCycle Collaboration Service SDK, which includes:


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Assessment |
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Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |
Educational Psychology: Assessment · Issues · Theory & research · Techniques · Techniques X subject · Special Ed. · Pastoral
In education, response to intervention (commonly abbreviated RTI or RtI) is a method of academic intervention used in the United States to provide early, systematic assistance to children who are having difficulty learning. RTI seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children who continue to have difficulty.
In terms of identifying learning disabilities, the RTI method was developed as an alternative to the ability–achievement "discrepancy model," which requires children to exhibit a discrepancy between their ability (often measured by IQ testing) and academic achievement (as measured by their grades and standardized testing). Proponents of RTI claim that the process brings more clarity to the Specific Learning Disability (SLD) category of the Individuals with Disabilities Education Improvement Act (IDEA 2004), while opponents claim that RTI simply identifies low achieving students rather than students with learning disabilities.
RTI is a general education framework that involves research-based instruction and interventions, regular monitoring of student progress, and the subsequent use of these data over time to make educational decisions.[1][2][3] Key to the RTI process is the application of scientifically based interventions that have been demonstrated to work in randomized controlled trials. A goal of the RTI process is to apply accountability to educational program by focusing on programs that work rather than programs that simply look, sound, or feel good.
RTI follows a number of core assumptions:[1]
- The educational system can effectively teach all children
- Early intervention is critical to preventing problems from getting out of control
- The implementation of a multi-tiered service delivery model is necessary
- A problem solving model should be used to make decisions between tiers
- Research based interventions should be implemented to the extent possible
- Progress monitoring must be implemented to inform instruction
- Data should drive decision making
A learning disability is defined as a neurological disorder that affects the brain's ability to receive, process, store, and respond to information. They are a group of disorders that can impact many areas of learning, including reading, writing, spelling, math, listening, and oral expression.[4]
In the process of identifying learning disabilities, RTI differs from the formerly standard "ability–achievement discrepancy" approach in that decisions are based on outcomes of targeted interventions rather than mathematical discrepancies between scores achieved on standardized assessments.
In the RTI process, service delivery is divided into three levels (tiers) of support, with the intensity of interventions increasing with each level.[2][5] Tier 1 is focused specifically within the core curriculum, with instruction and interventions targeting all students. Approximately 80% to 85% of the general student body should be able to meet grade level norms without additional assistance beyond the first tier. Students who consistently do not perform within the expected level of performance through Tier 1 instruction are then provided with additional supplementary interventions at Tier 2, which typically involves small group instruction. Approximately 3% to 6% of students will continue to have difficulties after Tier 2 interventions; these students will then receive Tier 3 intervention services, which is the most intense level of intervention (often one-on-one) provided in the regular education environment. As RTI is a regular education initiative, all three tiers of services are intended to be provided as supplements to, not replacements for, the regular education curriculum; there are some, however, who view Tier 3 as special education.[1][6]
School-wide screeningEdit
The first level of data collected in the RTI process comes from universal school-wide screenings. These screening assessments are typically given to all students within targeted grade levels, and cover basic academic subjects such as reading and mathematics. Most screening measures aim to be practical and efficient to administer, with the goal of identifying students who may require further assessments and interventions.
To evaluate student performance on the screening measures, scores are compared to specific criteria (criterion referenced) or to broad norms (norm referenced). When specific criteria are used, cut scores are established to evaluate students against a specific level of proficiency (e.g., achieving a score of 15 or above); in a normative comparison, students' scores are compared against those of a larger group (e.g., scoring above the 25th percentile compared to a national sample of 3rd grade students).
Screenings usually occur three times per year (fall, winter, and spring), and the data from these assessments help to guide instruction through the three tiers of the RTI process. This is important not only for identifying students who are having difficulties, but also for identifying possible areas of improvement in the general classroom instruction in the cases where too many students fall below expectations.[7] Because a single universal screening at the beginning of the year can over-identify students who require preventative intervention, the National Research Center on Learning Disabilities recommends that schools also integrate at least five weeks of weekly progress monitoring to identify students who require preventative intervention.[citation needed]
Teaching Edit
Core curriculum in the classroom should be research-based and field tested. This means, based on evidence from congregating research, that the core curriculum contains all the fundamentals found necessary to efficiently teach reading and has a recognized record of achievement. Such curriculum is to be delivered by "highly qualified" teachers adequately trained to deliver the selected instruction as intended, that is, with fidelity to design.
Progress monitoring and tiered service deliveryEdit
Progress monitoring is a set of assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring effectiveness of curriculum.
Curriculum Based Measurement (CBM)[8] is often used to collect data on interventions and their effectiveness to determine what works best for an individual student. Additional methods are attempted until students "respond" to the intervention and improve their skills. Students that do not respond, or respond at significantly low rates, may be deemed to have biologically based learning disabilities, rather than simply learning difficulties.
Progress monitoring is the scientifically based practice of assessing students' academic performance on a regular basis for three purposes:
- To determine whether children are profiting appropriately from the instructional program, including the curriculum
- To build more effective programs for the children who do not benefit
- To estimate rates of student improvement
Three tiers of Scientifically Research-Based Interventions (SRBIs) of increasing intensity incorporate the key components of RTI and help ensure the academic growth and achievement of students.
- Tier 1
The first tier states that all students receive core classroom instruction that is differentiated and utilizes strategies and materials that are scientifically research-based. Assessment in the classroom should be ongoing and effective in that it clearly identifies the strengths and weaknesses for each learner. Any necessary interventions at this level are within the framework of the general education classroom and can be in the form of differentiated instruction, small group review, or one-on-one remediation of a concept.
Progress monitoring in Tier 1 uses universal screening assessments to show individual student growth over time and to determine whether students are progressing as expected. In this process, data are collected, students are identified using benchmark scores, and measurable goals are set for the next data collection point for those who display difficulties. The team then follows a problem-solving process to determine interventions for at-risk students that will work within whole-class instructions. The classroom teacher implements the interventions, observations are conducted to ensure the fidelity of the classroom instruction, and the problem-solving team periodically reviews the progress of students.
- Tier 2
In the second tier, supplemental interventions may occur within or outside of the general education classroom, and progress monitoring occurs at more frequent intervals. Core instruction is still delivered by the classroom teacher, but small groups of similar instructional levels may work together under a teacher's instruction and/or guidance. This type of targeted instruction is typically for 30 minutes per day, two to four days per week, for a minimum of nine weeks. This targeted instruction may occur in the general education setting or outside in a smaller group setting with a specialized teacher (such as a Literacy Support teacher for struggling readers).
In Tier 2, the main purpose of progress monitoring is to determine whether interventions are successful in helping students learn at an appropriate rate. Decision rules are created to determine when a student might no longer require extra interventions, when the interventions need to be changed, or when a student might be identified for special education.
- Tier 3
Tier three is for students who require more intense, explicit and individualized instruction and have not shown sufficient response to Tier 1 and Tier 2 interventions. This type of targeted instruction is delivered for a minimum of two 30-minute sessions every week for nine to twelve weeks. The interventions in this tier may be similar to those in Tier 2 except that they are intensified in focus, frequency, and duration. The instruction in Tier 3 is typically delivered outside of the general education classroom. Programs, strategies, and procedures are designed and employed to supplement, enhance, and support Tier 1 and Tier 2 instruction by remediation of the relevant area and development of compensatory strategies. If Tier 3 is not successful, a child is considered for the first time as potentially having a learning disability.
In some cases, Tier 3 is considered to be special education, with instruction being provided to individual students or small groups by special education teachers in place of general education instruction (rather than as a supplement). Initial goals are established through an individualized education program (IEP), which is guided by the results of a comprehensive evaluation, and ongoing progress monitoring helps to direct the teaching process. Special education instruction likely will be considerably longer than the 10 to 12 weeks of supplemental instruction delivered in Tier 2 and beyond. The frequency of special education instruction depends upon student need, and the criteria to exit special education are specified and monitored so that placement can be flexible.
Behaviorial Aspects of RTI
RTI can also be implemented to support positive behavioral functioning through positive behavior interventions and support (PBIS) systems. PBIS is a framework that is used for assisting school personnel (e.g. principals, teachers) in implementing and organizing evidence-based behavioral interventions that enhances students' social behavior. PBIS utilizes the same principles that are characterized in academic RTI procedures: universal screening, progress monitoring, data-based decision making, and implementation of evidence-based interventions. Within each principle, students are taught effective strategies that are essential for supporting teaching and learning.
Tier One
Tier one is primarily based on prevention. At this level, school wide positive behavioral expectations and procedures are taught. PBIS consists of rules and routines that are developed and taught by school personnel (e.g. principals, teachers, school psychologists, counselors, etc.) to prevent initial incidences of behaviors presented by student the school would like to change. For example, a school team may determine that disrespect for self and others are behaviors they would like to see eliminated within their school. As a result, school staff targets the behavior by positively reframing disrespectful behaviors to respectful behavior as their behavioral expectation for students. Positive framing such as 'Be respectful, Be resourceful, and Be responsible' are expectations that can be utilized to promote positive social behavior.
Examples of tier one interventions:
-The Good Behavior Game
-Token Economies
Tier Two:
Tier two is designed to provide interventions to support students who are not responding to tier one prevention strategies. Therefore, tier two approaches offer more support than tier one interventions. Because fewer students require tier two services, students are at risk for engaging in more serious, problematic behaviors. Within tier two, simple functional behavioral assessment (FBA) are used to identify students' functioning to support individualized interventions and strategies. Students' individualized interventions are referred to as behavioral intervention plan (BIP). These two approaches are used to promote positive social interactions.
Examples of tier two interventions:
-Check-in, Check out plans (CICO)
- CICO is an effective behavioral education program (BEP) under Tier 2. It is effective because it is driven by data-based learning and educational psychology theories. Through CICO, students' behaviors are not just curtailed. These students are taught to rely on the school, their home, and themselves for support in obtaining their behavioral goals.
1) A student has behavior goals each day, established by the intervention team.[9]
2) An established and trained checker checks in and out with the student before and after school to assess his or her CICO card.[9]
3) Then, all of the student's teachers provide feedback regarding the student's behavioral goals after their class.[9]
4) When checking out with the checker, the student receives positive feedback regarding the completed goals for the day in the form of some positive reinforcement.[9]
5) Lastly, the child's home guardian (parent, etc.) signs the card each day after school which strengthens one of the most important aspects of education: home-school collaboration[9]
- Learning and Education Psychology Theories Tied to the CICO Process
1) Self-monitoring- Students are a part of this intervention to overcome their struggles and make good choices. Greater autonomy increases a student's positive behavior because the school and its educators have given this student confidence and control over his or her own behavior instead of just relying on strict discipline. Therefore, a self-monitoring environment is a safe environment for the student to choose to change his or her behavior. CICO can take regulatory strategies from this learning theory that is practiced in the general classroom. In the general classroom, to instill self-regulation strategies, which are needed for proper apprenticeship, teachers must include mini interventions within their curriculum to ensure that students know how to self-regulate. Since not all students adopt every strategy, it is important for teachers to identify a range of strategies that can be used for self-regulation within these interventions.[10]
2) Scaffolding- It helps students become more self-aware and have greater autonomy. A sense of teamwork and positive reinforcement increase the success of this scaffolding of behavior. In academics, scaffolding allows the student to retrieve prior knowledge while being encouraged to learn new information; therefore, prompts and hints instead of force-feeding facts allows the student to form a greater understanding of the material because they are conceptualizing on their own.[11] Scaffolding can apply to behavior too. This confidence that comes with more autonomy during the scaffolding-like process of CICO instigates an even greater desire to behave or learn new behavioral strategies.
-Behavioral Contracts
-Weekly Report Cards
-Implementations of group therapy sessions
-Implementations of social groups
Tier Three
Tier three was designed for students who did not respond to tier two services. As a result, tier three strategies are more intensive in delivery. Within tier three, educators conduct intensive functional behavioral assessment (FBA) for students in which the results of the assessment are used to compose behavior intervention plans (BIP) for the student. Instructions and expectations should be designed to meet the specific need(s) of students so they can build strategies that exhibit positive behaviors. To aid students throughout this process, educators should use various evidence-based interventions when intervening with the students' behavior.
Examples of tier three interventions:
-Individual therapy sessions
-Implementations of self-monitoring skills
-Daily Behavior Report Cards
-Modified Check-in, Check out plans
|Core Instruction
|All Students
|Tier 1
|Universal screening (3 times per year) Monthly progress monitoring
|All students At-risk students (25%)
|Tier 2
|Specialized interventions Weekly progress monitoring
|10–20% of students 10–20% of students
|Tier 3
|More intensive interventions and progress monitoring Special education referral
|5–10% of students 2–7% of students
This chart displays an RTI model that was completed in 47 of the 50 states. It shows the core components of the RTI model.[12]
Fidelity of implementationEdit
In an RTI model, fidelity is important at both the school level (e.g., implementation of the process) and the teacher level (e.g., implementation of instruction). Although the concept of fidelity of implementation is supported by research and is generally viewed as common sense, there are practical challenges associated with achieving high levels of fidelity. Factors that can reduce fidelity when implementing instruction include:[13]
- Complexity of the interventions and the time required to implement them
- Inaccessibility of required materials and resources
- Low perceptions/expectations of effectiveness (teachers may not fully commit to an intervention if they believe that it will not be effective, or if it is inconsistent with their teaching style)
- Low numbers, expertise, and motivation of those who deliver the interventions
Classification of RTIEdit
RTI is a component of general education, and is not by nature a special education pre-referral system.[14] In the educational literature, RTI is either referred to as a Standard Protocol Approach or as a Problem Solving Model.[15] Both models incorporate problem solving to identify the academic problem the student is having. The main difference among these approaches is that the former uses a systematic, universal screening procedure during Tier 1 to determine which students are having difficulties meeting age or grade level benchmarks for a specific skill. Typically, Curriculum Based Measurement (CBM) or other methods are used to flag the students who are not meeting expected levels of performance. In the problem solving model approach, the teacher typically refers the student to a student assistance team or multidisciplinary team to ascertain the challenges a student is having within the classroom. Using information collected from the classroom teacher, observations, etc., the team determines what additional supports the student might need to address the learning gap.
RTI provides an alternative or additional means of gathering information to be used when classifying students for special education. When a student is identified as having difficulties in school, a team provides interventions of increasing intensity to help the child catch up with the rest of his or her peers. After interventions have been tried and proven ineffective, the child may then be referred for additional, special education services. While this can be a way to ensure that each student is afforded the opportunity to learn, some opponents feel that it can allow school districts to avoid or delay identifying students who need special education.
Support for RTI Edit
RTI proponents claim that when interventions work, fewer children, particularly minority children, are referred for special education, and that the RTI model acts as a safeguard, insuring that a child is not given a label of a disability inappropriately. On the other hand, opponents claim RTI results in delays of services needed specialized instruction. RTI proponents state that RTI also helps school districts by eliminating unnecessary referrals, which drain time and resources.[16] Critics express concern, however, that in attempting to eliminate unnecessary referrals, RTI may also delay or eliminate necessary referrals.
Proponents feel that response to intervention is the best opportunity for giving all students the additional time and support needed to learn at high levels,[17] and see great benefit in that it applies to the classroom teachers, paraeducators, counselors, and the administration. The RTI process can help identify students who are at-risk, guide adjustments to instruction, monitor student progress, and then make other recommendations as necessary. The objective is that with minor adjustments or simple interventions, students may respond and achieve at higher levels.
RTI is also very useful when interacting with students who have severe emotional problems. Response to intervention can help students with ED (Emotional Disturbance) as well as those with LD (Learning Disabilities). The structure and evaluation of RTI will help this particular group of students to be successful in the academic environment.[18]
Relationship between IDEA and RTI Edit
The Individuals with Disabilities Education Act (IDEA) was revised and signed into law in 2004 and became effective in July 2006. According to the law, a specific learning disability is a disorder of one or more of the basic psychological processes that adversely affects academic achievement in one or more domains (e.g., reading, writing, math, language). There are three methods of SLD identification under IDEA, as defined in §300.8(c)(10) (OSERS Final Regulations-8/06):
- a discrepancy between "ability" and "achievement"
- failure to respond to scientific research-based intervention
- alternative research-based procedures for determining whether a child has a specific learning disability
(The "third method" is often considered a "processing strengths and weaknesses" model.)
The 2004 reauthorization of IDEA makes mention of response to intervention as an optional method of part of the process of identifying LD:
- In diagnosing learning disabilities, schools are no longer required to use the discrepancy model. The act states that, "a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability[…]"
- Response to intervention is specifically mentioned in the regulations in conjunction with the identification of a specific learning disability. IDEA 2004 states, "a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures."
- Early Intervening Services (EIS) are prominently mentioned in IDEA for the first time. These services are directed at interventions for students prior to referral in an attempt to avoid inappropriate classification, which proponents claim an RTI model does. IDEA now authorizes the use of up to 15% of IDEA allocated funds for EIS.[19]
RTI was included in the regulations due to considerable concerns raised by both the House and Senate Committees regarding proponents of RTI claims about the use of IQ tests to identify learning disabled students. There was also recognition in these committees of a growing body of scientific research supporting methods of pre-referral interventions that resolved learning difficulties short of classification. However, the final regulations also allow a third method of SLD identification, often considered a processing strengths and weaknesses model.
The IDEA Committee Conference Report (CCR)[20] discusses the use of scientifically based early intervention programs, describes a model response-to-intervention program, and recommends the development of the most effective implementation of responsiveness to intervention models. The report describes such a model as an essential service for reducing the need to label children as disabled.
Response to RTIEdit
As RTI has recently entered U.S. schools, some teachers[attribution needed] believe that it has brought about tension between regular education teachers and special education teachers. In other schoolsTemplate:Where, RTI has led to increased cooperation and understanding between regular education teachers and special education teachers.[citation needed] Regardless of teachers' responses, proponents of RTI claim that students are benefiting from the RTI process. Criticisms point to delays in identifying students needing special education (which was also a concern in a 2010 OSERS Memorandum[21]), difficulties in accurately determining the presence of a learning disability,[22] the amount of training needed by general education teachers, and the lack of resources devoted in most schools to all the technical requirements of RTI.[citation needed]
Great stress can be experienced by some educators who have little or no experience teaching students with learning disabilities, and who have difficulty meeting their needs in the classroom and searching for research-based ways to help them. RTI can require additional work for teachers, and a potentially significant change in expectations represents a great source of resistance toward RTI.[23]
One criticism of RTI is that while its core assumptions include "that the educational system can effectively teach all children," interpretations of the approach often do not account for gifted education. An inverted pyramid showing analogous increasing interventions for gifted children could be added to the model so that all children are addressed. A framework for such an approach has been developed by the Montana Office of Public Instruction.[24]
Concerns and criticisms of RTI for SLD classificationEdit
Criticisms of the RTI model first surfaced in 2004 when IDEA indicated it as an alternative to ability–achievement discrepancy for SLD identification.[25] Some feel that RTI is valuable for prevention, but see little empirical support for using RTI to determine learning disabilities, and have concern that it could be used to delay or deny services to children with learning disabilities.[26] Some also argue that there are many unanswered questions about RTI implementation, and that proponents have tended to gloss over or ignore criticisms of the RTI approach.[27] Several major research efforts have supported these contentions through findings suggesting that RTI does not produce reliable sets of responders and non-responders.[28][29][30] If RTI does not produce reliable sets of responders/nonresponders, it would be difficult to use this approach to determine learning disabilities.[31]
The final IDEA regulations published in 2006 included a "third method" for identifying learning disabilities,[32][33][34][35] which is often referred to as a "processing strengths and weaknesses" approach.[36] Surveys of practicing school psychologists have shown that the third method approach is gaining popularity in the United States.[37] Many academics, researchers, and lawyers have also indicated a preference for this third method approach for identifying learning disabilities.[22]
In 2010, a 58-author "expert consensus" white paper pointed out significant limitations for both ability–achievement discrepancy and RTI in advocating for a third method approach.[22] Supported by the Learning Disabilities Association of America, this white paper concluded that:
- The SLD definition should be maintained and the statutory requirements in SLD identification procedures should be strengthened
- Neither ability–achievement discrepancy analysis nor failure to respond to intervention alone is sufficient for SLD identification
- A "third method" approach that identifies a pattern of psychological processing strengths and deficits, and achievement deficits consistent with this pattern of processing deficits, makes the most empirical and clinical sense
- An empirically validated RTI model could be used to prevent learning problems, but comprehensive evaluations should occur for SLD identification purposes, and children with SLD need individualized interventions based on specific learning needs, not merely more intense interventions
- Assessment of cognitive and neuropsychological processes should be used for both SLD identification and intervention purposes.
Comprehensive evaluations in all areas of suspected disability are necessary according to IDEA and the U.S. Supreme Court conclusions in the Forrest Grove v. T.A. case, suggesting that cognitive and neuropsychological assessment may be necessary in many cases where this is a referral concern.[38] Many of those advocating this third method approach, recommend using a combination of RTI for prevention, and comprehensive cognitive assessment for children who do not RTI.[39]
Technology application to RTIEdit
Technology is becoming increasingly important in improving instructional practices and student achievement. Tools that educators can utilize within their classrooms include weblogs, wikis, RSS aggregators, social bookmarking, online photo galleries, audio/visual casting, Twitter, and social networking sites.[40] Many of these tools can be used for team-based learning and in facilitating students' use of higher forms of thinking such as analysis, evaluation, and synthesis.[40]
Properly integrated technology can increase student learning in areas such as motivation, collaborative learning, critical thinking, and problem solving.[41] Some techniques that have been found to work in education include: identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; assigning homework and practice; utilizing graphic representations of concepts; cooperative learning; providing objectives and feedback; generating and testing hypotheses; providing cues and questions; and using advanced organizers.[42] Technology-rich environments can also be effective for at-risk students, and can motivate students to stay in school and hopefully lessen the achievement gap.[43]
Computer Assisted Instruction (CAI), has been studied for its effects on lower achieving students. The effectiveness has been attributed to it being non-judgmental and motivational, while giving immediate and frequent feedback, individualizing learning to meet the students' needs, allowing for more student autonomy, and providing multi-sensory components (Barley et al., 2002, p. 97).[44] A review of 17 different studies found that CAI positively affected scores in mathematics and literacy for all grade levels and significantly improving scores for students labeled "at-risk" (Barley et al., 2002, p. 105).[44]
Technology can also effectively help teach basic literacy skills such as phonemic awareness, alphabetic principle, word recognition, alliteration, and comprehension. Today the use of specialized educational software applications can help support and enhance students' literacy skills. Presentation software such as PowerPoint can be used to enhance young children learning experience. The use of pictures, colors, sounds, animation, slide designs, or slide transitions can be easily implemented into a literacy lesson, and such software has been used, for example, to help students with autism learn and respond to activity schedules.[45]
For young learners, the use of animation directs their attention to important features and prompts them to help ensure correct responses. Teachers can create literacy lessons with attention-grabbing elements such as moving graphic images. For example, a teacher might focus on the initial /d/ sound in the word "dog" as an instructional goal; a presentation slide for this would show a picture of a dog, and the teacher would select three possible letters to represent the initial sound in dog, such as /b/, /c/, and /d/. After showing the picture of the dog, and then displayingeach of the three letter choices one-by-one, the teacher would ask the student what letter he or she thinks "dog" starts with.[46] Other types of presentation software for literacy instruction, such as Photo Story, can allow teachers to add a variety of special effects, soundtracks, captions, and their own voice narration to the photo stories.
See alsoEdit
Further readingEdit
- D Fuchs, LS Fuchs (2006). Introduction to Response to Intervention: What, Why, and How Valid Is It?. Reading Research Quarterly,
- JK Klingner, PA Edward (2006). Cultural Considerations With Response to Intervention Models. Reading Research Quarterly, .
- FM Gresham, et al. (2004). Comprehensive evaluation of learning disabilities: A response to intervention perspective. The School Psychologist (cssponline.org)
- PA Edwards (2006). Cultural considerations with Response to Intervention models. Reading Research Quarterly. (reading.org)
- AM VanDerHeyden, SR Jimerson (2006). Using Response-to-Intervention to Enhance Outcomes for Children. California School Psychologist. (caspsurveys.org)
- DW Barnett, EJ Daly III, KM Jones, FE Lentz Jr (2004). Response to Intervention. Journal of Special Education. (questia.com)
- Shinn, M. R. (2007). Identifying Students at Risk, Monitoring Performance, and Determining Eligibility Within Response to Intervention: Research on Educational Need and Benefit from Academic Intervention. School Psychology Review, 36 (4), 601-617.
- Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (2007). Response to Intervention at School: The Science and Practice of Assessment and Intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden, Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention (pp. 3–9). New York: Springer.
- Healy, K., Vanderwood, M., & Edelston, D. (2005). Early Literacy Interventions for English Language Learners: Support for an RTI Model. The California School Psychologist, 10, 55-63.
- Fuchs, D., Compton, D. L., Fuchs, L. S., Bryant, J., & Davis, G. N. (2008). Making "Secondary Intervention" Work in a Three-Tier Responsiveness-to-Intervention Model: Findings from the First-grade Longitudinal Reading Study of the National Research Center on Learning Disabiltiies. Read Write, 21, 413-436.
- Fuchs, L. S., & Fuchs, D. (2006). A Framework for Building Capacity for Responsiveness to Intervention. School Psychology Review, 35 (4), 621-626.
- ↑ 1.0 1.1 1.2 National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: NASDSE, Inc.
- ↑ 2.0 2.1 Rachel M. Stewart, Ronald C. Martella, Nancy E. Marchand-Martella and Gregory J. Benner (2005): Three-Tier Models of Reading and Behavior. JEIBI 2 (3), 115- 124. [1]
- ↑ http://www.nasponline.org/resources/handouts/revisedPDFs/rtiprimer.pdf Response to Intervention (RTI): A Primer for Parents (Nationally Association of School Psychologists)
- ↑ http://www.ncld.org/ld-basics/ld-aamp-language
- ↑ Gresham, F.M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33, 326-343.
- ↑ Hale (2006) first presented a model that included Standard Protocol Model RTI at Tier 1, Problem-Solving Model RTI at Tier 2, and individualized special education at tier 3.
- ↑ Jenkins, J.R. (2003, December). Candidate measures for screening at-risk students. Paper presented at the NRCLD Responsiveness-to-Intervention Symposium, Kansas City, MO. Retrieved April 3, 2006, from http://www.nrcld.org/symposium2003/jenkins/index.html
- ↑ Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
- ↑ 9.0 9.1 9.2 9.3 9.4 Ruiz, M.I. (2012)Training school personnel on implementation of check-in–check-out behavioral interventions. Communique, 41(1), 7-10.
- ↑ Paris, S.G & Paris, A.H. (2001).Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
- ↑ Sawyer, (2006). The new science of learning. Cambridge Handbook of the Learning Sciences. (pp.1-18). Cambridge University Press: Cambridge.
- ↑ Hughes, Charles A., and Douglas D. Dexter. "Response To Intervention: A Research-Based Summary." Theory Into Practice 50.1 (2011): 4-11. Academic Search Premier.
- ↑ Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A. (2006). Responsiveness to intervention (RTI): How to do it. Lawrence, KS: National Research Center on Learning Disabilities.
- ↑ Clements, K.D. & Sabella, R. A. (2010). "Make it work." ASCA School Counselor, May. 2010, 33-35.
- ↑ Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-Intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research and Practice, 18, 157-171.
- ↑ AE Farstrup (2007). RTI: A vital concern for reading professionals. Reading Today, 25.3, 17.
- ↑ Buffum,A., Mattos, M., & Weber,C. (2010). "The why try behind RTI: Response to Intervention flourishes when educators implement the right practices for the right reasons." Educational Leadership, Oct. 2010, 10-16.
- ↑ Pearce, I. R. (2009). Helping children with emotional difficulties: A response to intervention investigation. The Rural Educator, 30(2), 34-36.
- ↑ ed.gov: Q&A on Response to Intervention and Early Intervening Services
- ↑ Response to Intervention in the Individuals with Disabilities Education Act (IDEA), 2004 [2]
- ↑ 2010 OSERS Memorandum
- ↑ 22.0 22.1 22.2 Hale, J., et al (2010). Critical Issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223–236.
- ↑ Richards, C., et al., Response to Intervention: Building the Capacity of Teachers To Serve Students with Learning Difficulties. Issues in Teacher Education v. 16 no. 2 (Fall 2007) p. 55-64
- ↑ http://www.opi.mt.gov/PDF/Gifted/RtI_GTFramework.pdf
- ↑ Hale, J.B., Naglieri, J.A., Kaufman, A.S., & Kavale, K.A. (2004). Specific learning disability classification in the new Individuals with Disabilities Education Act: The danger of good ideas. The School Psychologist, 58(1), 6–14
- ↑ Reynolds, C. R., & Shaywitz, S. E. (2009). Response to intervention: Remediation, perhaps, diagnosis, no. Child Development Perspectives, 3, 44-47.
- ↑ Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn't be afraid to ask). Learning Disabilities Research & Practice, 22, 129-136.
- ↑ Barth, A. E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P. G., Fletcher, J. M., & Francis, D. J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences, 18, 296-307.
- ↑ Fuchs, D., Fuchs, L. S., & Compton, D. L. (2004). Identifying reading disabilities by responsiveness to instruction: Specifying measures and criteria. Learning Disability Quarterly, 27, 216-227.
- ↑ Speece, D.L. (2005). Hitting the moving target known as reading development: Some thoughts on screening children for secondary interventions. Journal of Learning Disabilities, 38, 487– 493.
- ↑ Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.
- ↑ Fletcher-Janzen, E., & Reynolds, C. R. (Eds.) (2008). Neuropsychological perspectives on learning disabilities in the era of RTI: Recommendations for diagnosis and intervention (pp. 14-27). Hoboken, NJ, US: John Wiley & Sons.
- ↑ Flanagan, D. P., & Alfonso, V. C. (Eds.) (2010). Essentials of specific learning disability identification. Hoboken, NJ: John Wiley & Sons.
- ↑ Fuchs, D., Hale, J. B., & Kearns, D. (2011). Cognitive and neuropsychological assessment data that inform educational intervention: An introduction to the special issue and critical analysis. Journal of Learning Disabilities, 44, 99-104.
- ↑ Mather & Kaufman, 2006
- ↑ Flanagan, Fiorello, & Ortiz, 2010
- ↑ Machek, G. R., & Nelson, J. M. (2010). School psychologists' perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention considerations. Psychology in the Schools. Published Online January 2010.
- ↑ Dixon, S. G., Eusebio, E. C., Turton, W. J., Wright, P. W. D., & Hale, J. B. (2011). Forest Grove School District v. T.A. Supreme Court case: Implications for school psychology practice. Journal of Psychoeducational Assessment, 29, 103-113.
- ↑ Hale, J. B. (2006). Implementing IDEA with a three-tier model that includes response to intervention and cognitive assessment methods. School Psychology Forum: Research and Practice, 1, 16-27.
- ↑ 40.0 40.1 Richardson, Will (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms, Thousand Oaks, CA: Corwin.
- ↑ Schacter, J, Fagnano (1999). Does computer technology improve student learning and achievement? How, when, and under what conditions?. Journal of Educational Computing Research 20 (4): 329–343.
- ↑ Marzano, R (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-continent Research for Education and Learning.
- ↑ Collins, A; Halverson (2009). Rethinking Education in the Age of Technology, New York, NY: Teachers College Press.
- ↑ 44.0 44.1 Barley, Z; Lauer, P. A., Arens, S. A., Apthrop, H. S., Englert, K. S., Snow, D., & Akiba, M (2002). Helping at-risk students meet standards: A synthesis of evidence-based classroom practices, Centennial, CO: Mid-continent Research for Education and Learning.
- ↑ Grabe (2007). Using Animation in Microsoft PowerPoint to Enhance Engagement and Learning in Young Learners with Developmental Delay.
- ↑ Parette, H, Blum, C., & Hourcade, J.J (January 2010). {{{title}}}.
Briere, D., Myers, D., & Simonsen, B. (2011). Comparing a Behavioral check-in/check-out (cico) intervention to standard practice in an urban middle school setting using an experimental group design. Journal of Positive Behavior Interventions, 13(1), 31-48.doi: 10.1177/1098300709359026
Cheney, D., Lynass, L., Mielenz, C., Stage, S. (2011). Three validity studies of the daily progress report in relationship to the check, connect, and expect Intervention. Journal of Positive Behavior Interventions, 35(6). doi: 1098300712438942
Fairbanks, S., Simonsen, B., & Sugai, G. (2008). Class wide secondary and tertiary tier practices and systems. Teaching Exceptional Children, 40(6), 44-52. Retrieved from http://web.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?vid=6&hid=135
Hoyle, C. G., Marshall, K. J., & Yell, M. L. (2011). Positive behavior supports: Tier two interventions in middle schools. Preventing School Failure, 55(3), 164-170. doi:10.110980387408346083
McIntosh, K., Campbell, A. L., Carter, D., & Dickey, C. (2009). Differential effects of a tier two behavior intervention based on function of problem behavior. Journal of Positive Behavior Interventions, 11(2), 82-93. Retrieved from http://web.ebscohost.com.libdata.lib.ua.edu/ehost/detail?vid=9&hid=13&sid=6b699beb-681d-471
Pavri, S. (2010). Response to intervention in the social-emotional-behavioral domain: Perspectives from urban schools. Teaching Exceptional Children Plus, 6(3), Retrieved from http://web.ebscohost.com.libdata.lib.ua.edu/ehost/detail?vid=14&hid=111&sid
Sadler, C. & Sugai, G. (2009). Effective behavior and instructional support: A district model for early identification and prevention of reading and behavior problems. Journal of Positive Behavior Interventions, 11(1), 35-46. doi. 10.1177/1098300708322444
Sayeski, K. L., & Brown, M. R. (2011). Developing a classroom management plan using a tiered approach. Teaching Exceptional Children, 44(1), 8-17. Retrieved from http://web.ebscohost.com.libdata.lib.ua.edu/ehost/pdfviewer/pdfviewer?vid=6&hid=110
Simonsen, B., Sugai, G., & Negron, M. (2008). School wide positive behavior supports: Primary systems and practices. Teaching Exceptional Children, 40(6), 32-40. Retrieved from http://web.ebscohost.com.libdata.lib.ua.edu/ehost
General referencesEdit
Template:More footnotes Barley, Z., Lauer, P. A., Arens, S. A., Apthrop, H. S., Englert, K. S., Snow, D., & Akiba, M. (2002). Helping at-risk students meet standards: A synthesis of evidence-based classroom practices. Centennial, CO: Mid-continent Research for Education and Learning.
Barth, A. E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P. G., Fletcher, J. M., & Francis, D. J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences, 18, 296-307.
Blum, Craig, Hourcade, Jack; Parette, Howard P. (2011). Using Animation in Microsoft PowerPoint to Enhance Engagement and Learning in Young Learners with Developmental Delay. Teaching Exceptional Children. March /April 2011 58-65.
Bol, Beste; Kaplan, Melike D.; Piskin, Burak. (2010). Educational Blogging: Integrating Technology into Marketing Experience. Journal of Marketing Education. Volume 32 Number 1. April 2010. Retrieved on May 18, 2011 from jmd.sagepub.com.
Collins, A. & Halverson, R. (2009). Rethinking Education in the Age of Technology. New York, NY: Teachers College Press.
Dixon, S. G., Eusebio, E. C., Turton, W. J., Wright, P. W. D., & Hale, J. B. (2011). Forest Grove School District v. T.A. Supreme Court case: Implications for school psychology practice. Journal of Psychoeducational Assessment, 29, 103-113.
Flanagan, D. P., & Alfonso, V. C. (Eds.) (2010). Essentials of specific learning disability identification. Hoboken, NJ: John Wiley & Sons.
Fletcher-Janzen, E., & Reynolds, C. R. (Eds.) (2008). Neuropsychological perspectives on learning disabilities in the era of RTI: Recommendations for diagnosis and intervention (pp. 14–27). Hoboken, NJ, US: John Wiley & Sons.
Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn't be afraid to ask). Learning Disabilities Research & Practice, 22, 129-136.
Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2004). Identifying reading disabilities by responsiveness to instruction: Specifying measures and criteria. Learning Disability Quarterly, 27, 216-227.
Fuchs, D., Hale, J. B., & Kearns, D. (2011). Cognitive and neuropsychological assessment data that inform educational intervention: An introduction to the special issue and critical analysis. Journal of Learning Disabilities, 44, 99-104.
Hale, J. B. (2006). Implementing IDEA with a three-tier model that includes response to intervention and cognitive assessment methods. School Psychology Forum: Research and Practice, 1, 16-27.
Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Cohen, M., Davis, A., Decker, S., Denckla, M., Dumont, R., Elliott, C. Feifer, S., Fiorello, C., Flanagan, D., Fletcher-Janzen, E., Geary, D., Gerber, M., Gerner, M., Goldstein, S., Gregg, N., Hagin, R., Jaffe, L., Kaufman, A., Kaufman, N., Keith, T., Kline, F., Kochhar-Bryant, C., Lerner, J., Marshall, G., Mascolo, J., Mather, N., Mazzocco, M., McCloskey, G., McGrew, K., Miller, D., Miller, J., Mostert, M., Naglieri, J., Ortiz, S., Phelps, L., Podhajski, B., Reddy, L., Reynolds, C., Riccio, C., Schrank, F., Schultz, E., Semrud-Clikeman, M., Shaywitz, S., Simon, J., Silver, L., Swanson, L., Urso, A., Wasserman, T., Willis, J., Wodrich, D., Wright, P., & Yalof, J. (2010). Critical Issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223–236.
Hale, J. B., Naglieri, J. A., Kaufman, A. S., & Kavale, K. A. ( 2004 ). Specific learning disability classifi cation in the new Individuals with Disabilities Education Act: The danger of good ideas. The School Psychologist, 58(1), 6 – 14 .
Hale, J. B., Wycoff, K. L., & Fiorello, C. A. (2010). RTI and cognitive hypothesis testing for specific learning disabilities identification and intervention: The best of both worlds. In D. P. Flanagan & V. C. Alfonso (Eds.), Essentials of specific learning disability identification (pp. 173–202). Hoboken, NJ: John Wiley & Sons
Heath, C. & Heath, D. (2007). Made to Stick: Why Some Ideas Survive and Others Die. New York, NY: Random House. Introduction, Pages 3–24.
Lenhart, A., Madden, M., Macgill, A.R., & Smith, A. (December 19, 2007). Teen content creators. Pew Internet and American life project. Retrieved May 15, 2011, from http://pewresearch.org/pubs/670/teen-content-creators.
Machek, G. R., & Nelson, J. M. (2010). School psychologists' perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention considerations. Psychology in the Schools. Published Online January 2010.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO:
Mather, N., & Gregg, N. ( 2006 ). Specifi c learning disabilities: Clarifying, not eliminating, a construct. Professional Psychology: Research and Practice, 37, 99 – 106 .
Mid-continent Research for Education and Learning. (Eric Document Reproduction Service No. ED 427 087)
National Educational Plan. (2005). Retrieved September 25, 2005, from http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/edlitedefault/html.
National Center for Education Education Evaluation (2009) Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools.
NetDay News. (2005, March 8). NetDay's 2004 Survey results show 58 percent of students have cell phones, 60 percent e-mail or IM adults on a weekly basis. Retrieved September 25, 2005, from http://www.netday.org/news_2004_survey_results.htm.
Pilter, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007) "Introduction." Using Technology with Classroom Instruction that Works. MacRel, Colorado. ASCD. Pages 1–14.
Reynolds, C. R., & Shaywitz, S. E. (2009). Response to intervention: Remediation, perhaps, diagnosis, no. Child Development Perspectives, 3, 44-47.
Reynolds, C. R., & Shaywitz, S. E. (2009). Response to intervention: Ready or not? Or, from wait-to-fail to watch-them-fail. School Psychology Quarterly, 24, 130-145.
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin.
Russell, J. and D. Sorge. (1999). Training facilitators to enhance technology integration. Journal of Instruction Delivery Systems 13(4).
Schacter, J., & Fagnano, C. (1999). Does computer technology improve student learning and achievement? How, when, and under what conditions? Journal of Educational Computing Research, 20(4), 329–343. ERIC: EJ603784.
Speece, D.L. (2005). Hitting the moving target known as reading development: Some thoughts on screening children for secondary interventions. Journal of Learning Disabilities, 38, 487– 493.
Treleaven, L., & Voolla, R. (2008), Integrating the development of graduate attributes through constructive alignment. Journal of Marketing Education, 30, 160-167.
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When my friend Yolanda of Sassy Mama in L.A. invited me to get a free manicure I didn't hesitate to reply YES! Then I found out it would be courtesy of CVS and NUANCE Salma Hayek. I was really in! Did you even know that the gorgeous actress Salma Hayek had a beauty line at CVS? She sure does and you'll find cosmetics, skin care, hair care, and body products.
Until this point, I've only tried her shampoo and conditioner, but never the cosmetics. I was very curious to see how the nail lacquer would stand up to my blogging life. So, I headed out to the Bellacures salon in Beverly Hills for a manicure…and it was glorious. We even had yummy snacks and drinks courtesy of Hansens Natural.
There were quite a few colors to choose from, but decided that dark would be the way to go. I chose Black Dahlia and am in awe of how this nail lacquer is holding up on me five days later. I'm normally really rough on my hands too. No chipping or dulling. Love it! Oh…and it's only $5.99. And for you nail junkies it contains natural botanical extracts, is toluene free, Formaldehyde free, and DBP free.
I decided to throw in an outfit post while I was at it. This was a beautiful day in L.A. and didn't want to dress too warm. I throw on this old silk moto-type jacket from Macy's, my favorite peplum top from Forever 21, Torrid Denim skinnies, and these old leopard print flats by Jessica Simpson. It was a very casual outfit for a fun and relaxing day!
Disclosure: All opinions expressed in this post are 100% mine. I was gifted a gift bag for my attendance.


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Popular John of Gaunt headteacher Andy Packer said an emotional goodbye to staff and pupils on his last day at the school.
Mr Packer has been at the school in Wingfield Road, Trowbridge, for 10 years, but decided to leave at the end of term in order to seek a fresh challenge.
He will be replaced by Mike Gunston, who was deputy head at the school for three years. Mr Packer said he is leaving the school in very safe hands.
Mr Packer, who has a wife and two children, said: "Thank you personally to everyone who has meant so much to me in my 10 years as headteacher.
"Without a shadow of a doubt these ten years have been the best of my 34 years in teaching and I will treasure the memories that I take with me."


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Print this issue
The Massachusetts Bar Association has posted its fourth video as
part of its public awareness campaign on the negative effects of
underfunded courts. This video focuses on how adequate funding of
the third branch of government is essential to preserving the rule
of law.
"Adequate funding of the judicial branch is critical to the
survival of constitutional democracy," Former Chief Justice of the
Supreme Judicial Court Margaret H. Marshall (ret.) said in the
Probate and Family Court Chief Justice Paula M. Carey's remarks
are also featured. "We need to be a vibrant, productive and
well-managed system that has the ability to deliver the best
quality justice that we can. And, we need to be funded in order to
be able to do that," Carey said.
Marshall later uses the analogy of breathing oxygen to explain the
value of the rule of law. "When you're breathing oxygen, you don't
notice it. When you cut off the supply, you'll notice it very
View the fourth video in the MBA series below or click here.
MBA members are encouraged to reach out to their legislators on
the need for adequate funding in the state's fiscal year 2013
budget. Members are asked to use information in the MBA video and the MBA's online
resources when reaching out to legislators. Members are also
encouraged to share the link to the video and online resources with
colleagues and acquaintances.


text: Was wondering if anyone had any thoughts to the new gloves out there. I have owned 2mm 3mm and 5mm gloves. The 5mm were Oneil and have not fallen apart, I still have them. All of the others last for one season and aren't too warm. Seems like the outside of the gloves should have more rubber. Thoughts? Since I've tried Ripcurl, Billabong, and Oneil in the 2mm and 3mm gloves, I was thinking Hyperflex because I've heard they are decent and not pricy.


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American Journal of Nursing - December, 2003 - Volume 103, Issue 12
'Hierarchy of Controls' Providing a framework for addressing workplace hazards.
By A.B. (Butch) de Castro, PhD, MSN-MPH, RN
Occupational safety and health professionals, including occupational health nurses, occupational health physicians, industrial hygienists, and safety engineers, use a framework called the "hierarchy of controls" to select ways of dealing with workplace hazards. The hierarchy of controls systematically identifies hazards and prioritizes intervention strategies. It is based on the premise that the best way to control a hazard is to remove it from the workplace, rather than relying on workers to reduce exposure. Additional means can be used but offer less protection.
The following control measures are listed from most effective to least effective: elimination, substitution, engineering controls, administrative controls, work practice controls, and personal protective equipment.
Elimination—complete removal of a hazard from the work area. An example is when hospitals go "latex free" by not purchasing or stocking latex products such as gloves and tubing, thus doing away with the risk that employees will develop an allergy or have an allergic reaction to latex materials. Elimination is the method preferred in controlling hazards and should be selected whenever possible.
By understanding and using the hierarchy of controls, hospitals can prevent or minimize exposure to occupational hazards. It is critical to strive for the most effective measure possible and when selecting control measures, use a combination of methods. Nurses should be familiar with hazard control measures within their workplaces and use the hierarchy of controls framework to assess whether the appropriate health and safety measures are being taken.
A.B. (Butch) de Castro is the senior staff specialist for the ANA Center for Occupational Health and Safety.


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Photos: 10 'No Flex Zone' Faces With Rae Sremmurd
Rap duo Rae Sremmurd caught listeners by storm earlier this year with their infectious single, "No Flex Zone." First debuted at SXSW back in March, Mississippi natives Slim Jimmy and Swae Lee have rode the single to the top over past few summer months and are now back with another monster.
But before, it officially becomes "No Type" season, check out 10 original No Flex Zone faces from the boys.
Click In The Gallery To Begin.


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We're running a large pilot project in Tanzania to monitor rural water supply. We're looking at printing the promo materials to tell people what format we need the data in.
It doesn't make a lot of sense to have our keywords as the first word in the message but if it'll be the same, ie, 'starts with' rather than 'contains' in the new release as well we can work around it and ask for the keyword first.
Many thanks and keep up the good work,
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My co-author, Jeff, and I wrote our latest book, Artisan Pizza and Flatbread in Five Minutes a Day, because we love pizza.You can't bake these recipes without creating a party, whether it's for an evening spent watching a movie or a big gathering of friends in the backyard. Pick the crust and toppings to suit your mood and within minutes you will have pizza — lots and lots of fresh pizza. It's fast, easy and costs only $1.50 for the most delicious pie you've ever eaten.
Below is a recipe for our classic Margherita Pizza, made with tomato sauce, mozzarella, olive oil and basil — simply delicious. Some of the pizzas and flatbreads in the book are more exotic, like a Moroccan flatbread with preserved lemons, cured olives and homemade harissa. There are playful variations on classics, like the Hawaiian pizza, with pineapple, prosciutto, macadamia nuts and sage. We use a mix of sweet and savory flavors, like fresh figs and cured meats, as well as some traditional combos for those of us with a taste for good old pizzeria pies. All of our pizzas and flatbreads can also be made with our gluten-free crusts, so there is something for everyone.
To celebrate the book's arrival we are doing an amazing giveaway with some of our favorite pizza-making products. We have teamed up with Red Star Yeast, King Arthur Flour and Emile Henry to create the perfect Pizza Package. A lucky winner, chosen at random, will win everything you need to make great pizza: a signed copy of Artisan Pizza and Flatbread in Five Minutes a Day, yeast from Red Star, flour from King Arthur Flour and a pizza stone from Emile Henry.
All you have to do to enter is leave a comment telling us what tops your perfect pizza.
You must include your email address in the "Email" field when submitting your comment so we can communicate back with you if you're a winner. (But do not post your email address into the actual body of the comment.) We're giving two copies away to two very lucky, randomly selected commenters.
You may only comment once to be considered, and you don't have to purchase anything to win; a purchase will not increase your chances of winning. Odds depend on total number of entries. Void where prohibited. Only open to legal residents of the 50 U.S. states, D.C. or Puerto Rico, and you must be at least 18 years of age to win. All entries (comments) must be entered between 6:30 p.m. ET on November 30th and 5:00 p.m. ET on December 2st. Subject to full Official Rules. By leaving a comment on the blog, you acknowledge your acceptance to the Official Rules. ARV of prize: $22.00. Sponsor: Scripps Networks, LLC, d/b/a/ Cooking Channel, 75 9th Ave., New York, NY 10011.
So, tell us, what tops your perfect pizza pie?
Margherita Pizza With Olive Oil Dough
From Artisan Pizza and Flatbread in Five Minutes a Day
Makes: enough dough for eight 12-inch pizzas
Prep Time: 20 minutes, plus resting and baking time
Baking Time: 10 minutes
Level: easy
For the dough:
3 1/4 cups lukewarm water
1/4 cup olive oil
1 tablespoon yeast
1 1/2 tablespoons kosher salt
2 tablespoons sugar
7 1/2 cups (scoop and sweep) unbleached all-purpose flour
1/3 cup tomato sauce
3 ounces fresh mozzarella, cut into 1/2-inch chunks
Fresh basil
Olive oil for drizzling over the top before baking
Pinch of salt
Flour, cornmeal for the pizza peel
To make the dough: Dump the water, olive oil, yeast, salt and sugar into a 5-quart container with lid, and using a Danish dough whisk or wooden spoon, stir in the flour. No kneading is necessary. Cover the container, not airtight, and let it rest for about 2 hours on the counter. The dough can be used right away, but it is much easier to handle once it has been thoroughly chilled, about 3 hours. The dough can be stored in the refrigerator for up to 2 weeks.
To make the pizza:
Preheat your oven to the highest setting, which will be 500 to 550 degrees F, with a pizza stone in the bottom third of the oven. Depending on the thickness of your stone it can take between 20 and 45 minutes to preheat.
Cut an 8-ounce piece of dough from your bucket using kitchen shears and quickly form it into a ball, no more than 30 seconds of work. Let it sit on the counter while you gather your toppings.
Roll the ball out into an 1/8-inch-thick round. If the ball is resisting, let it sit for about 5 minutes and it will relax and allow you to roll it more easily.
Sprinkle a pizza peel with flour and place dough on it. Spread the tomato sauce over the dough.
Place the chunks of cheese over the sauce and drizzle with the olive oil. Place in the oven on the preheated pizza stone.
Check for doneness in about 8 to 10 minutes; turn the pizza around if it seems to be browning on one side more than the other. It may take up to 5 more minutes.
Let the pizza cool slightly, so the cheese can set a little before cutting with a pizza cutter. This is best done on a cooling rack if you want to keep a crisp bottom crust.
Zoë François, author of Artisan Bread in Five Minutes a Day, Healthy Bread in Five Minutes a Day and Artisan Pizza and Flatbreads in Five Minutes a Day, studied at the Culinary Institute of America in New York. She now calls Minneapolis her home, where she has worked with some of the top talent in the culinary world — Steven Brown, Andrew Zimmern and many chefs at the D'Amico company. In addition to writing, Zoë teaches baking classes and consults at restaurants, and she maintains her baking blog, zoebakes.com.
Don't forget to enter to win our Pizza Party Giveaway by leaving a comment below: What's your favorite pizza topping?