text:
Local School System Sponsor: Maryland State Department of Education
MDSE Liaison: 200 West Baltimore Street, Baltimore MD 21201
Contact Person: Woodrow B. Grant, Jr. Chief, Equity Assurance & Compliance Branch (EACB)
Title of Experience: Education That Is Multicultural and Student Achievement
Subject Area: Multicultural Education
Major Emphasis: Multicultural Education Regulation (COMAR 13A.04.05)
Intended Audience: Local School System Teachers and Administrators
Beginning Date: September 2008
Closing Date: September 2013
Amount of Credit Requested: Three
Date Received for Registry:
Chief Program Approval and Assessment Branch:
Forward to:
Program Approval and Assessment Branch
Division of Certification and Accreditation
Maryland State Department of Education
200 West Baltimore Street
Baltimore, MD 21201-2595
Note: Contact person and instructor's résumés is on file in the Equity Assurance and Compliance Branch, MSDE.
In-Service Course Proposal
Course Title: Education That Is Multicultural and Student Achievement
Name of Instructor(s): Multiple Instructors
Suggested Time: 45 hours; 15 3-hour Sessions
Number of Credits: Three (3)
Description of Experience: This course is designed to share strategies to infuse Education That Is Multicultural into curriculum, instruction, professional development, assessment, school climate, and instructional materials in order to ensure that all students will achieve. The purpose of the course is to provide professional development experiences for Maryland educators related to
& designing curriculum and instruction for education that is multicultural and acceleration of student achievement
& improving inter-cultural communication
& establishing culturally supportive learning environments
& reducing prejudice, bias, harassment, and discrimination
& advancing educational equity in student assessment and achievement
& identifying and selecting bias-free instructional materials
This course is designed to reflect the components of the following documents and guidelines
& The State of Maryland Education That Is Multicultural Regulation (COMAR 13A.04.05)
& Professional Development Competencies for Enhancing Efficacy in Implementing Education That Is Multicultural and Accelerating Minority Achievement
& Maryland Local School System Education That Is Multicultural Protocols
& Local Bridge to Excellence Master Plan
& No Child Left Behind
Rationale: Each local school system and MSDE must demonstrate full rigorous compliance with all components of the Education That is Multicultural Regulation including curriculum infusion, instruction, staff development, climate, and instructional resources.
Education That Is Multicultural is an educational component that has significant impact on student achievement. Infusion of Education That Is Multicultural will contribute to student growth and success by fostering a positive school climate that addresses issues of diversity and promotes high expectations for all. Therefore, it is essential that personnel involved in the education of students receive training that prepares them to design, manage, implement, and evaluate Education That Is Multicultural.
Impact On Students: The training should prepare personnel cognitively and affectively to be successful with all students notwithstanding cultural and economic background to
& increase student achievement
& ensure equitable access and support for all students to participate in the highest level of teaching and learning programs
& prepare students academically and socially to participate successfully in a diverse society
& strengthen students' pride in themselves and their cultural identities
& increase awareness and understanding of commonality and diversity among individuals and groups
Performance Outcomes: As a result of this course, participants will
& Explore their own cultural experiences and identify how they impact the learning environment of students
& Develop sensitivity to cultural bias in instructional materials and texts, in classroom patterns of thinking, in modes of communication, and in teaching/learning strategies (cultural refers to diversity factors, including but not limited to race, national origin, ethnicity, gender, disability, socioeconomic status, religion, and region)
& Enhance the understanding of how the construction of knowledge, learning styles, and multiple intelligences impact teaching and learning
& Articulate and model high expectations that result in achievement for all
& Enhance their ability to differentiate instruction
Evaluation: Participants will be evaluated based upon successful completion of the following
& A reflective response log incorporating content from each session
& A personal action plan for eliminating bias, prejudice, and discrimination in the classroom
& Evaluation of instructional materials
& Instructional activity or lesson (or unit) plan that includes strategies that support the tenets of an education that is multicultural, diverse learning styles, multiple intelligences, and multiple perspectives
& Identification and use of non-biased assessments and measures of student learning
Assignments: Participants will complete:
1. A reflective response Log
2. An instructional unit/ lesson plan including assessment measures
3. An evaluation of selected instructional materials
4. Assignments as indicated for each session
5. Specific goals that include multicultural instructional practices
Instructional Resources/Bibliography:
(See attached)
Equity Assurance and Compliance Branch
Course Title: Education That Is Multicultural and Student Achievement
Contact Person: Linda Shevitz 410-767-0428
Dates of Course: Approved from September 2003 – September 2008 (Pending)
NOTE: For all items below that have a ** marking, related handouts are provided in a course "Toolbox" available to local school systems teaching the course. In addition to specific handouts for each class session, the Toolbox contains a range of supporting materials that can be used throughout the course. The Toolbox is available from the Equity Assurance and Compliance Branch, Maryland State Department of Education -- phone 410-767-0433; fax 410-767-0431; email firstname.lastname@example.com
Session Objectives
Reflection Journal Assignments/ Resources/ Activities
Session Assessment
Session 1
Overview ETM Regulation/ Vocabulary
At the end of this session, participants will be able to…
Become aware of the vocabulary of Education That is Multicultural. **
Become aware of background and scope of ETM Regulation, ETM Protocols, ETM Core Competencies. **
Describe implications of ETM by-law related to teaching and learning.
Participants will:
Review MSDE/ ETM documents to gain meaning of related vocabulary.
Complete a self assessment of their
multicultural awareness.
Reflect on the by-law and how it
impacts on their responsibility related
to student achievement and cultural
Identify areas / items on the self-awareness checklist to gain additional information during the scope of this in-service course. **
Complete journal entry related to
participants professional responsibility in implementing the ETM regulation.
Session 2
What is Culture?
Define the term culture and how it impacts student learning.
Describe mainstream American culture and how it shapes teaching and learning.
Identify and reflect on key aspects of their own cultural identity.
Identify the nine Universals of Culture and the elements of surface, folk, and deep culture. **
Explore the central features of mainstream American culture and describe how those features shape our daily lives in and out of schools.
Reflect upon their cultural identity using the eight factors of diversity in the Education That Is Multicultural Regulation.
Participants will:
Complete a journal entry that indicates how the Universals of Culture can be considered in their instruction and how deep culture influences teaching and learning.
Complete a written activity in which they describe how school policies and procedures are reflective of mainstream American culture.
Write a definition of self in relationship to the factors of diversity in the Education That Is Multicultural Regulation.
Session 3
Define cultural proficiency and describe the six phases of the cultural proficiency continuum. **
Describe the essential elements of cultural proficiency at a personal level and an institutional level.
Identify barriers to cultural proficiency.
Identify specific actions individuals and school staff can take toward the development of culturally proficient classrooms, schools, and workplaces.
Complete a jigsaw activity to identify the essential elements of cultural proficiency at the personal and institutional levels.
Match commonly heard school phrases and common behaviors to the six phases of the cultural proficiency continuum.
Read Beyond the Tip of the Iceberg – Five Stages Towards Cultural Competence to make connections between surface and deep culture and cultural proficiency. **
Assess their school's alignment with the essential elements of cultural proficiency.
Brainstorm, record, and discuss effective strategies for improving personal cultural proficiency and that of their classrooms/workplaces.
Self-assess their personal level of cultural proficiency and name three specific actions they will take to increase their cultural proficiency.
Using their assessment of their school's/workplace's alignment with the essential elements of cultural proficiency, describe three specific actions that could be taken to increase the cultural proficiency of the school/workplace.
Complete a journal entry in which they reflect on aspects of their own deep culture as it relates to their classroom/workplace situation.
Session 4
Promoting the Value of Diversity
Session 5
Describe some of the cultural similarities and differences between cultures.
Define and describe youth culture and the youth cultural groups specific to their school.
Describe how the deficit model of teaching and low student expectations can arise from unrecognized gaps in students' and teachers' cultural backgrounds.
Use a variety of strategies to identify and explore the beliefs, values, attitudes, and patterns of behavior of cultural groups, their own cultural group and those of their
Identify strategies that are culturally responsive to diverse students.
At the end of this session, participants, will be able to…
Explain the importance of Differentiated Instruction for diverse learners.
Define and use terminology related to learning styles and differentiated instruction (as identified by the county) i.e., Mind Styles, modalities, Learning Styles, Multiple Intelligence, and explain their relevance to differentiation of instruction and student learning.
Complete the Me Too matrix that relates to the Universals of Culture introduced in session 2.
Use the Cross-Cultural Experience and Interview Format to interview a member of another cultural group and share the cultural similarities and differences that were discovered. **
Share aspects of their cultural identity through strategies such as identity circles and artifacts.
Discuss how gaps in teachers' and students' cultural backgrounds can put students of color, students from poverty, and English language learners at academic risk in schools.
Review the work of Wade Boykin and brainstorm instructional strategies that are reflective of his work. **
Review Carol Ann Tomlinson's model of instruction with a focus on student learning profiles. **
Complete the Teacher Differentiated Instruction Self-Reflection Check Sheet. **
Complete a teacher learning style and student learning style assessments. **
Develop a profile of their school's cultural makeup that includes students and staff and that reports disaggregated student achievement data.
Complete a journal entry in which they describe the implications of the cultural profile in terms of cultural proficiency and closing the achievement gap.
Describe a student from a culture different from their own and describe three new instructional strategies that could be more responsive to the student's cultural background.
Complete a journal entry responding to the question "How can my classroom be structured as a culturally supported environment that incorporates instruction to include my students' learning styles."
Design a classroom that supports, illustrates, and demonstrates a culturally supportive environment that incorporates instruction to address students' learning styles. (First Draft- to be refined over the next two sessions)
Use formal/informal learning style assessments to ascertain the teacher's and students' learning preference.
Read and summarize one article related to learning styles and identify learning style strategies that have been used in their lessons as a form of self-assessment.
Examine prepared lessons and/or videos of lessons and identify the learning style types that have been used. **
Generate a list of indicators (factors, behaviors, characteristics) they have observed in their students that indicate their learning styles.
Session 6
Learning Styles and Teaching Styles
At the end of this session, participants will be able to …
Discuss and analyze how to meet the needs of diverse learners in instruction and assessment.
Demonstrate the acquisition of skills to ensure that all students have a chance to learn in the way that is best suited to their needs.
Identify and analyze connections between cultural factors, background experiences and individual preferences, which contribute to teaching styles.
Share student learning style assessment results and develop a lesson plan to address the student's instructional needs.
Work on a variety of activities that focus on development of skills to identify and address the diverse learner's needs through the infusion of learning style strategies.
Locate an article related to learning styles /differentiated instruction and write an abstract on recommended instructional strategies.
Take and process the Gregorc, Silver and Strong or other inventory of Teaching Styles used by the county's specified theorist.
Identify two new learning styles strategies, incorporate them into a lesson plan, and implement in the classroom before the next session
Examine and refine as needed their journal entry from Session 5; include how assessment means are aligned with instructional strategies.
Compose a list of cultural factors and individual preferences that contribute to their own teaching style.
Session 7
Multiple Intelligences
At the end of this session participants will be able to…
Identify the multiple intelligences and the benefits to the diverse learner.
Discuss and expand their knowledge of Multiple Intelligence and its impact on diverse learners.
Use a variety of assessment tools to identify their students' multiple intelligences and their own.
Incorporate assessment strategies into lesson plan activities that capitalize on students' learning style strengths.
Complete the activity Human Intelligence Hunt and /or a multiple intelligences assessment "How Do I Teach?" and discuss how their instructional practices address the students' multiple intelligences. **
Read and discuss articles such as: Integrating Learning Styles and Multiple Intelligences,
Eight Ways of Being Intelligent, Multiple Intelligences in Traditional School Programs, Merging Theories: Implications for Black Students, and Nine Dimensions of Afrocultural Expression.
View and discuss a video(s) on multiple intelligences and indicate how integrating strategies that support the multiple intelligences benefits diversity and differentiated instruction.
Analyze the outcome of the completed lesson plans/activities developed and implemented in Session 6.
Use the "Multiple Intelligences Toolbox " chart to assess at least one student's multiple intelligence and plan, implement with a group or class, and critique a lesson that incorporates strategies that address multiple intelligence. **
Complete a journal entry using information from sessions 1-4, respond to the question, "How can my classroom be structured as a culturally supported learning environment?"
Examine and refine, as needed based on information presented in this session, their journal entry from Session 6. (To be presented in next session.)
Session 8
Assessment and DOL
Identify differences between authentic assessment vs. standardized testing.
Identify steps for using assessments as an effective tool for accountability.
Develop an assessment tool that is aligned with differentiated instruction.
Explore the concepts and components of Dimensions of Learning.
*Based on participants' knowledge of UBD-
Explore the concepts and components of Understanding by Design (UBD). **
Discuss reasons for assessments, the new assessment paradigm, Socratic questioning, and rubrics in an effort to create authentic assessments that address the learning styles of a diverse population.
Identify guidelines used by curriculum
writers to design assessments.
Complete a jigsaw activity to discuss the article "Steps to Using Assessment as an Effective Tool for Accountability". **
In groups examine, discuss and identify the five Dimensions of Learning incorporated in a given lesson plan.
* In groups examine, identify, and discuss the steps of the backward mapping process of Understanding by Design and identify the Dimensions of Learning strategies in a sample curriculum unit.
Present their design of a classroom that supports, illustrates, demonstrates a culturally supportive environment and incorporates instruction to address students' learning styles.
Write authentic assessments and activities based on practices that differentiate instruction to meet the needs of diverse learners.
Critique an assessment either formal or informal that was developed and/or is implemented at the school, district or state level.
Use a DOL check list to identify the which Dimension and strategies they use in their classroom instruction on a regular basis **
* Work as a group to outline a mini unit (bridge unit of 3 to 5 lessons) based on Understanding
By Design and ETM principles related to culture or cultural proficiency.
Session 9
Intercultural Communica-tion
Explain how national demographic trends are reflected in his/her school setting.
Identify cultural differences in verbal and non-verbal communication in order to foster greater inter-group understanding.
Articulate the general principles of second dialect acquisition (Bidialectalism) and registers of language, including implications for instruction of the formal register of language.
Review and discuss data documenting trends in U.S. cultural populations, socio-economics, etc.
Complete inventory on "Assessing Multicultural Education." **
In groups, jigsaw articles/handouts related to written, oral and non-verbal communication, such as:
- Cultural "Impacts"
- Body Language
- Developing a Supportive Climate
- Tactics for Removing Cross-Cultural Barriers
- Points to Remember About Cross
Cultural Relationships
React to listing of "Aspects of Behavior and Interactions Which are Influenced by Cultural Differences" such as time, eye contact, personal space, conversation style, etc. **
Read article on principles of second dialect instruction and Montano-Harmon's language registers and share observations of students' dialects and language registers. **
Reflect in a journal entry how the demographics in their schools compare to national figures.
Self-assess their progress through the Three Stages of Multicultural Growth and/or
"Assessing Multicultural Education."
Develop and implement with students one or more strategies that further cross-cultural communication and styles of students. **
Develop strategies to teach students formal- register language (Standard English).
Session 10
Language Learners
Discuss the elements of language and communication that impact teaching and learning in a culturally diverse society.
Developed a heightened awareness of the issues facing English language learners in school and the community.
Implement teaching strategies that promote the academic achievement of English language learners.
Self-assess what they know about language, culture, and communication.
Discuss verbal and nonverbal aspects of
language and communication that
impact student attitudes and behaviors.
Engage in simulations in which they are second language learners. **
Read about and discuss the strategies that helped and hindered their performance in the second language learning simulations.
Discuss research-based strategies for assisting second language learners develop English language skills while acquiring academic content.
Locate and read one article on minority language students and complete a written reflection on how new information and insights about language, culture, and communication can be applied in their classroom.
Using the research and information shared in class about teaching second language learners, plan a lesson that will meet the language and content needs of a case study student.
Using the research and information shared in class about teaching second language learners, plan a lesson that will meet the language and content needs of a second language learner in their class.
Session 11
Stereotypes/ Bias/ Prejudice
At the end of this session, the participant will be able to…
Define equity, equality, stereotyping, discrimination, bias and prejudice and give examples of each
Recognize and correct stereotyping, discrimination, bias and prejudice personally and in the classroom
Discuss cultural tendencies/patterns vs. stereotyping.
Read and discuss the Pyramid of Hate; give personal or current event examples of the effects of stereotyping, prejudice, bias and/or prejudice. **
Review information and statistics concerning Bullying and Harassment in American Schools.
Read articles such as "Strategies for Diverse Learners" and "Racism and the Achievement Gap" and discuss the negative impact of prejudice, bias and racism on learning. **
Complete journal entries that are self-reflective related to stereotyping, discrimination, bias and prejudice.
Analyze and compare television-viewing checklists related to the portrayal of minority groups.
Identify categories in Pyramid of Hate that reflect on a news event.
Develop an action plan to address bullying and harassment in their own school setting.
Session 12
Providing Educational Equity Grouping
Develop a heightened awareness concerning equity issues such as grouping and disproportionality in:
- special education
- discipline referrals
- suspensions
- AP enrollment
- higher level course enrollment
- equal access to services
- gifted and talented population
Articulate a professional philosophy related to teacher expectation and student achievement, recognizing that bias and stereotyping negatively affect teacher expectation.
Plan instruction using a variety of grouping practices that support diversity.
Discuss the listed equity issues examining the following:
- known illustrations of the issues
- reasons for the inequities
- strategies to address the issues
Locate/read/discuss an article related to teacher expectation and student achievement.
Analyze a discipline referral in which cultural differences were a contributory factor.
Write a journal entry related to exploring their thoughts on teacher expectation and equity issues.
Analyze the current guidelines in a classroom/school/workplace to determine whether they are culturally responsive.
Session 13
Recognize the need for the components in a multicultural curriculum and its effect on the diverse learner.
Identify the levels of infusion and infusion goals.
Write multicultural objectives for specific content/subject and describe at least two ways to structure differentiated lessons to meet the needs of diverse learners.
Complete the worksheet entitled "How Culturally Literate Are You?" **
Use various activities/strategies to strengthen the understandings and concepts supporting multicultural curricular. Some possible materials are:
- Multiculturalism is a Thread
- ETM Infusion Outcomes
- Core Values Wheel – Christine Bennett
- The Multicultural Curriculum Should…
- Curriculum Guidelines for Multicultural Education
- Levels of Infusion of Ethnic Content (Banks) **
Examine several traditional objectives written for specific subjects and discuss the changes that make each multicultural.
Locate, read and critique article related to multicultural curriculum, i.e. A Framework for Infusing Multicultural Curriculum into Gifted Education by Ford and Harris **
Respond to the following question in the journal, "What ETM Infusion Goals would you use in your teaching? Explain.
Complete the "Quiz – Approaches for Integration of Multicultural Content". **
Present abstract of article.
Rewrite traditional objectives to make them multicultural aspects.
Session 14
Instructional Materials and ETM Resources
At the end of this session, the participant will be able to …
Become aware of some of the forms of bias in curricular and instructional materials.
Identify specific examples of bias in curricular materials.
Identify resources for ETM instructional and reference resources.
Examine instructional materials for biases, including invisibility, stereotyping, imbalance, unreality, fragmentation/isolation, and linguistic patterns.
Relate new information gained about forms of bias to prior knowledge and discuss sample revisions for biased materials.
Explore sources for ETM resource materials and references. **
Use a sample multicultural education materials evaluation instrument to assess/evaluate instructional materials used in their school districts for bias and inclusion of diverse populations and perspectives. **
Complete a journal entry reflecting how bias in curricular and instructional materials impacts on student achievement.
Share exemplary multicultural resources and references with class participants.
Session 15
Course Application
At the end of this session, participants
will be able to…
Identify how what was learned from the course can be applied to educational settings.
Assess the strengths of the course and make recommendations for improvement.
Share with class members ETM lessons/units developed during the course.
Complete a personal assessment of what professional knowledge was gained from the course.
Develop a list of personal/professional actions to apply what was learned in the course in the classroom, school, school system, or educational workplace.
Complete a course evaluation.
Provide feedback to class members on ETM lessons presented.
Complete personal reflections logs.
Submit a summary of professional knowledge gained. **
Delineate steps to be taken to apply professional knowledge gained.
Submit a course evaluation. **


text:
from Rollwagenverkehr on the D—llnitzbahn Part 3 (Autumn) by PBase member The Heritage man
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Repeat drunken driving offenses suspected
JANESVILLE—Two Janesville men were arrested on charges of operating while intoxicated repeat offenses within five minutes of each other early Saturday morning, according to a Janesville Police Department news release.
-- Bun Yan Nhoung Pel, 58, of 440 N. Pearl St., Janesville, was arrested on a charge of fifth-offense drunken driving at 12:08 a.m. Saturday after police responded to a two-vehicle crash in the 200 block of Pearl St. Upon arrival they found the vehicle he was driving had hit a parked car. After Bun Yan Nhoung Pel failed field sobriety tests a search warrant was drafted and a legal blood draw was conducted at Mercy Hospital and Trauma Center. The results of the test are unknown. He is in custody at the Rock County Jail.
-- Christopher G. Sartell, 51, of 1716 Sousa Court, Janesville, was arrested on a charge of seventh offense drunken driving at 12:13 a.m. Saturday after an officer stopped his vehicle with a defective tail lamp, on Black Bridge Road at Sousa Court, and noticed Sartell was showing signs of impairment and slurred speech. A legal blood draw was conducted at Mercy. Results are not known at this time. Sartell has six prior OWI convictions, but had a valid driver's license. He was admitted to Mercy on a police hold.


text:
Learn more!
Factor in the NAIA's strong level of competition and the ability to align your athletics programs with your institution's mission, and you'll soon realize, the NAIA just fits.
• NAIA Application Guide
• Application 2017
• New Member Transition
Kevin DeeVP for Campus& Conference email@example.com
Julie McCollumDirector of Membership Sales & firstname.lastname@example.com
Learn more about what the National Association of Intercollegiate Athletics has to offer your institution. Contact Kevin Dee, Vice President for Campus and Conference Initiatives, or Julie McCollum, Director of Membership Sales & Service at 816.595.8000
MEMBERSHIP CRITERIAActive membership in the NAIA is open to four-year colleges and universities and upper-level, two-year institutions in the United States and Canada that award the bachelor's (baccalaureate) degree, or its equivalent. Institutions in the U.S. must be fully accredited by one of the six regional accrediting bodies; Canadian institutions must have accreditation from the Association of Universities and Colleges of Canada. Associate membership is accorded to institutions that meet the criteria but do not hold full membership in one of the accrediting bodies or to institutions that hold full accreditation but are classified as developing athletic programs.
SPORTS SPONSORSHIPEvery NAIA institution must sponsor a minimum of six NAIA championship sports no later than the beginning of the fourth full academic year of active NAIA membership. Single gender institutions must sponsor a minimum of three NAIA championship sports no later than the beginning of the fourth full academic year of active NAIA membership. Affiliated NAIA conferences often have more strict sponsorship requirements.
Institutions in the process of building sports programs have the option of sponsoring an intercollegiate sport and opting out of NAIA championships on a year-by-year basis. This affords the institution scheduling advantages and requires application of NAIA rules for participating student-athletes in that sport.
MEMBERSHIP COSTSOne-time application fee — $10,000Annual membership dues (estimated for 2017-18) — $7,800Average dues for affiliated conference membership — $9,700Average dues for independent — $3,500 plus $300 per sportStatistical software fees — range from $125 to $2,000Drug education fees — $200 plus $2.50 per student-athleteRequired participation in the NAIA's catastrophic injury insurance — ranges from $3,425 to $19,049. Details and available policies.
ATHLETICS GRANTSThe NAIA has maximum institutional aid limits for each varsity sport, but those do not apply to junior varsity. Some or all of the institutional aid awarded to individual student-athletes may be exempted based on their academic performance.
ATHLETICS FACILITIESPlaying rules for each sport may stipulate facility or playing field dimensions or standards. The membership evaluation process may take into consideration the quality of current athletics facilities and feasibility of planned improvements.
CONFERENCESThe NAIA has 21 conferences including the Association of Independent Institutions. Conference membership offers scheduling benefits, cost-effective post season opportunities and an environment to build relationships and rivalries with other institutions. It is recommended that prospective members engage in a discussion with potential conferences.
NAIA ELIGIBILITY CENTERAll first-time NAIA student-athletes must register with the NAIA Eligibility Center to have their academic and athletic eligibility determined. Ongoing eligibility is managed at the institution.
MEMBERSHIP PROCESSOctober 1 — Membership applications must be received in the NAIA National Office.By December 1 — Initial review determines whether a campus visit will be conducted. January — Webinar conducted with prospective member school staffBy March 1 — Membership Evaluation Team visits campus.April — Council of Presidents meeting — Institution is notified of the decision within 10 days.July 1 — If approved, membership becomes effective.
Dear Current, Former & Future NAIA Members
Membership Basics
Sports Sponsorship
Recruiting &NAIA Showcases
Why Choosethe NAIA?
NAIA Membership Costs
Champions of Character
Financial Aid
Your Partner for Growth
Value Proposition
NAIA Eligibility Center
InCred for International Student-Athletes


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JOIN OUR 2017/18 SUPPORTING MEMBERS! INCLUDES NEW DECAL or PATCH!
Get your AZXC Swag! Shirts & More!
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One of ten hospitals selected nationwide
N. Charleston, S.C. / January 7, 2013 – The Heart Center at Trident Health has been selected as one of 10 hospitals in the country to participate in the American College of Cardiology (ACC) Patient Navigator Program, the first program of its kind in cardiology designed to support hospitals in providing personalized services to heart disease patients and help them avoid a quick return to the hospital. Today, representatives from the ACC, AstraZeneca and Trident Health officially kicked off the navigator program. Over three hundred hospitals applied while just ten were chosen.
"We are pleased to be just one of ten hospitals in the country selected for this program," said Allison Walters, AVP of Cardiovascular Services. "We are already nationally recognized for how well we take care of our patients. This new endeavor will raise their level of care after leaving the hospital."
Nearly one in five patients hospitalized with heart attack and one in four patients hospitalized with heart failure are readmitted within 30 days of discharge, often for conditions seemingly unrelated to the original diagnosis. Readmissions can be related to issues like stresses within the hospital, fragility at discharge, lack of understanding of discharge instructions and inability to carry out discharge instructions.
"Trident Health, through its interdisciplinary approach has shown great success in improving patient outcomes. We are looking forward to using this approach to equip our patients with key self-care initiatives to improve their transition of care from hospital to home, says Bill Yarbrough, MD, Cardiovascular Medical Director.
The ACC created the Patient Navigator Program to support a team of caregivers at selected hospitals to help patients overcome challenges during their hospital stay and in the weeks following discharge when they are most vulnerable. Hospitals chosen were given funding to establish a program that supports a culture of patient-centered care that can be implemented in other hospitals in the future. AstraZeneca is the founding sponsor of the ACC Patient Navigator Program.
"The ACC Patient Navigator Program will serve as a test for innovative, patient-centered solutions to address issues that impact patient health and patient readmissions," said ACC President John G. Harold, MD, MACC. "Trident Health is a pioneer in a new approach to heart disease treatment and care that puts emphasis on a team approach to meeting patients' ongoing needs and helping patients make a seamless transition from the hospital to the home."
By the end of 2015, the ACC will enroll at least 35 hospitals in the Patient Navigator Program.
The mission of the American College of Cardiology is to transform cardiovascular care and improve heart health. The College is a 43,000-member medical society comprised of physicians, surgeons, nurses, physician assistants, pharmacists and practice managers. The College is a leader in the formulation of health policy, standards and guidelines. The ACC provides professional education, operates national registries to measure and improve quality of care, disseminates cardiovascular research, and bestows credentials upon cardiovascular specialists who meet stringent qualifications. For more information, visit CardioSource.org/ACC.
Trident Health is an HCA hospital system comprised of two acute care hospitals – Trident Medical Center and Summerville Medical Center – as well as Moncks Corner Medical Center. The Joint Commission recently named Trident Health to their list of the nation's top hospitals for quality and safety. In 2012, Trident Health provided almost $40 million in charity and uncompensated care and contributed $27 million in taxes. Accredited by The Joint Commission, Trident Health is committed to providing quality health services along with wellness information and opportunities to the communities it serves. For more information about Trident Health, please visit our website at www.tridenthealthsystem.com or call 843.797.7000.


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Selecting a Japanese Textbook
From WagaWiki
- One of the first questions a potential Japanese student asks is, "What is the best Japanese textbook to get?" After much trial and error and also watching the experiences of others, the answer to this all important question is: "all of them." Unfortunately, an average search will usually not reveal many of these good books, so the purpose of this guide is as much to bring some of these titles out into the light as it is act as a reference.
- Each textbook meets different goals in differing orders, but the final result for nearly all is a student that can speak Japanese well. It is important to not waste time looking for a better textbook once you've already started. Persevere and study daily and you will be learn Japanese well.
- Just as each textbook prioritizes differently the aspects of the learning Japanese, the overall design of the course can differ enough to make the learning experience vary from dry and technical to fun and interesting. Anyone considering buying one of these textbooks should attempt to examine them beforehand to verify the course will be enjoyable.
- Ok. Now that all that has been said, I need to identify the different traits that each type of textbook will focus on so I can point them out later.
Types of Textbooks
Spoken Emphasis
- Conversational
- The conversational textbooks focus on speech patterns without much technical explanation. These textbooks are front-loaded so they are the best for students going to Japan in the near future. Conversational texts enable the student speak a wider variety of sentences sooner than the technical books at a cost of a lack understanding of the inner workings of the language, at least initially. This can make it more difficult to understand the more complex sentences that don't fit the trained patterns.
- Technical
- Technical books explain how the grammar works. These books are rear-loaded and have the student speaking better Japanese in the long run at the cost of weaker Japanese skills initially. Also, the technical explanations can sometimes make learning more confusing not less. In general, all college textbooks fall into the technical category.
Writing Emphasis
- Roumaji
- Aka, romaji, rômaji, rōmaji and misspelled romanji, is what the latin alphabet is called when used to write Japanese. Just as the above spellings of imply, there are multiple romanization methods that can lead to confusion. In general, it is always worth spending a week or so learning the kana system and avoiding roumaji all together.
- Kana
- Kana refers to both the hiragana and katakana syllabaries collectively.
- Kanji
- The chinese symbols adopted by Japan. Generally considered to be rather intimidating to learn, the better systems introduce kanji early to make them less intimidating. Those wishing to become literate quickly will prefer books with more kanji. Everyone benefits from learning kanji from an early stage because it helps to identify word roots and associations. Most of the educational textbooks use furigana aka ruby over new kanji, or kanji that the student is not expected to learn for that lesson. Furigana are essentially small kana about 4pt right above the kanji to show the reading used.
- Where possible the actual number of different kanji used are listed. If this information is not available a Japanese Language Profeciency Test # will be given as an estimation of the number and difficulty of the kanji used. Remember that JLPT 1 is the hardest not the easiest. Japanese school grade levels will be used in the same way. So instead of a Number or JLPT # there will be a Grade #. Thus, 6 Grade means all, or most, of the Educational Kanji are represented in the text. If a text goes beyond the Educational Kanji list then a Kanji Kentei 漢字検定 # will be used.
- Integrated
- Either roumaji is used written alongside the Japanese or it is on a separate page. Integrated will be noted as parallel or seperate. Some texts are progressive, meaning that they may use parallel roumaji or furigana but it is slowly phased out.
Audience Emphasis
- Business or Pleasure
- The vocabulary and speech patters of the different textbooks are often heavily geared towards a certian audience. For example, Japanese for Busy People is geared almost entirely towards a student of business Japanese which makes it a poor choice for the student that is learning to better understand anime.
- Age
- If an age is given it is always the youngest. Books that are appropriate for Adults and teenagers will be noted as Teen. Books that seem more appropriate for a particular age group will be noted by school level: Elementary.
There are of course other levels of emphasis, grammar, vocabulary, pattern sentences, but overall they are less important once the above are determined.
Other Terms used
- Pages
- The entire course page count is given even if they include more than 1 textbook. Thus Elementary Japanese is split into volume 1 (385 pages) and volume 2 (450 pages). Although the entire page page count is used for the textbook(s), any workbook page counts are not included.
- Copyright
- The oldest copyright date is given if a re-issue was not seriously revised. Re-issues usually have few changes beyond spelling corrections if those, and most students don't want to come out of class sounding like an old man. If a language course was origionally published in 1940, rest assured that the 2005 version usually exactly the same.
- Books
- Books refers to subsequent textbooks it does not include the workbooks, teachers editions, or any other variant. Thus the 3 Books for "Japanese for Busy People" means there are 3 textbooks only. Usually the number of workbooks and textbooks are the same. If this is not the case, the discrepancy is not noted.
- Reputation
- Books are ranked Unknown, Weak, Poor, Average, Good, and Great. The ranking is a combination of community response and, when possible, direct comparison with the other books. Poor reviews are not applied to the ranking if they do not account for the books stated, or implied, limitations. Bad reviews from people who were not the target audience are discounted, and raving reviews are mitigated by appropriate context.
- The reputation ranking does not only reflect the technical quality of the Japanese textbook, it also includes the more subjective fun factor. A Good or Great reputation is only possible for books that are deemed both fun and accurate.
- Books that are too new, rare, or otherwise difficult to obtain will often have an unknown reputation.
- It is almost always easier to search or ask for a book by ISBN than by title. Copy and paste the ISBN into your favorite book seller's site, or favorite search engine. This ISBNs are for the first paperback in each series.
List of In-Print Textbooks
This is a list of all the in-print textbooks I know of:
- I'm using this section as a stop-gap for now. Eventually when I've referenced each volume then this section will be deleted and any new titles will be added directly.
- Beginner
- Adventures in Japanese (AIJ)
- Colloquial Japanese (ColJ)
- Contemporary Japanese (CJ)
- Elementary Japanese (EJ)
- Genki
- Idiot's Guide to Japanes (IGtJ)
- Ima
- Interactive Japanese - Summerell, Riley, & Yang (IJ S,R&Y)
- Interactive Japanese - Tomoda & May (IJ T&M)
- Introduction to Modern Japanese - Bowring & Laurie (ItMJ B&L)
- Introduction to Modern Japanese - Mizutani & Mizutani (ItMJ M&M)
- Japanese for Busy People (JfBP)
- Japanese for Dummies (JfD)
- Japanese for Everyone (JfE)
- Japanese for Young People (JfYP)
- Japanese in Modules (JiM)
- Japanese Step by Step (JSbS)
- Learn Japanese: New College Text (LJ)
- Minna no Nihongo (MnN)
- Nakama
- 90 Days of Japanese Language
- Shin Nihongo no Kiso (SNnK)
- Speak Japanese (SJ)
- Teach Yourself Japanese
- Tsumiki
- Ultimate Japanese (UJ)
- Youkoso
- Intermediate
- Aozora: Intermediate-Advanced Japanese Communication
- An Integrated Guide to Intermediate Japanese
- Intermediate Technical Japanese
- Intermediate Modern Japanese
- Japanese for JETs - Intermediate Text
- Living in Japan: Intermediate conversational Japanese
- Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions
- Shimbun De Manabu Nihongo
- Sura-Sura: A Text for Intermediate Japanese
- Advanced
- Advanced Japanese
- Advanced Japanese Conversation
- Advanced Spoken Japanese
- Authentic Japanese: Progressing from Intermediate to Advanced
- Japanese Life Today: 現代日本事情 (JLT)
Textbook Feature list
- Beginner, Beginner-Intermediate
Title Books © Chapters Pages Kanji Audience Emphasis Writing Emphasis Spoken Emphasis Audio Workbook Reputation ISBN Adventures in Japanese 4 1998 Unk Unk Unk High School Parallel Technical Yes Yes Unknown 088727420X Colloquial Japanese 1 2003 15 312 200+ Self-study Integrated Conversational Yes No Average 0415194784 Contemporary Japanese 2 2005 26 496 100+ College Kanji+rubi Technical Yes No Average 080483377X Elementary Japanese 2 2005 27 835 200+ College Kanji+rubi Technical Yes No Good 0804835047 Genki 2 1999 33 697 303+ College Kanji Technical Yes Yes Great 4789009637 Idiot's Guide to Conversational Japanese 1 2002 25 432 0 Self-study Hepburn Unk Yes No Poor 0028641795 Ima 2 2004 Unk Unk Unk Unk Unk Unk Yes Yes Unknown 1876209151 Introduction to Modern Japanese - Bowring & Laurie 1 2002 52 481 1100+ College Kanji Conversational No Yes Great 052154887X Introduction to Modern Japanese - Mizutani & Mizutani 1 1977 30 425 Unk Classroom Seperate Conversational Yes No Average 4789000583 JfBP 3 1996 UNK 796 200+ Self Kana or Hepburn Business Yes Yes Average Roumaji ED 4770018827
Kana ED 4770019874
JfD 1 2002 20 408 None Self-Study Hepburn Conversational Yes No Poor 0764554298 JfE 1 Unk Unk 384 Unk Self-Study Parallel Conversational No No Great 0870408534 JfYP 3 1998 45 602 160 Junior-high Kanji+Rubi Conversational Yes Yes Average 477002178X
- Intermediate, Intermediate-Advanced
Title Books © Chapters Pages Kanji Audience Emphasis Writing Emphasis Spoken Emphasis Audio Workbook Reputation
- Advanced
Title Books © Chapters Pages Kanji Audience Emphasis Writing Emphasis Spoken Emphasis Audio Workbook Reputation AJ 1 1998 10 211 Many College Kanji Technical Yes Yes Good JLT 1 1987 12 161 JLPT 3 Self-study Kanji+rubi Conversational None No Good


text:
We here at TransWorld SURF are extremely proud to announce the addition of Oahu native Zak Noyle to the TransWorld SURF Photo Team. Zak has photography flowing through his veins thanks to his dad, Ric, who's a talented and highly successful photographer in his own right.
You'll find the 23-year old Punahou (same school as President Barack Obama!) graduate swimming the waters of the North Shore—mostly big ass Pipeline—all winter and then cruising the South Shore during the summer months. A fearless fisheye photographer, he routinely swims right next to the best of the best on the biggest of days. We're stoked to bring Zak onto the team and look forward to many more beautiful and inspiring images from him in 2009 and beyond. Welcome Zak!
Check out his Web site at www.zaknoyle.com


text:
O.C. daily, vol. 04, no. 102 (October 28, 1867)
Oneida Community
Oneida, New York, United States
4 images
Oneida Community--Periodicals
Collective settlements--United States--Periodicals
Oneida (N.Y.)
Original digital object name: one-ocd-04-102-1867-10-28
Made available in accordance with the conditions of Creative Commons Public Domain Mark 1.0 (https://creativecommons.org/publicdomain/mark/1.0/).
Hamilton College Library, 198 College Hill Road, Clinton, NY 13323 • 315-859-4447
Copyright © 2015 The Trustees of Hamilton College. All rights reserved.


text:
Help! I'm freaking out so badly please answer this!
Debate and discussion of any biological questions not pertaining to a particular topic.
Moderator: BioTeam
Help! I'm freaking out so badly please answer this!
sometimes I get these 'hot needle' sensations on my skin & it feels hot can I catch fire from this, I'm so scared..I usually get it on my head and legs. I read in the news that its possible for your cells to heat up so rapidly your body may catch fire. I started getting this a few months ago and it started ever since I had an EMG.
I cant edit my OP anymore so ill elaborate. a few days ago I was falling asleep when i noticed whitish, faint wisps coming out my mouth as i exhaled . i didnt feel ill or anything .. but now that i think about it the more worried im becoming and im not sure if the doctor will take me seriously but i fear this could kill me
Re: Help! I'm freaking out so badly please answer this!
You read in the news, that your body can catch up on fire? What news is it? I really wouldn't bother about burning. But if it's really unpleasant, visit your doctor and tell him what you get.
Cis or trans? That's what matters.
Hello, I am no expert but I believe this to be not a physical issue but a spiritual one. My advice is to seek a spiritual healer or guide to assist you in your understanding of this happening. Good Luck and I hope this helps. P.S. No need to be afraid or worried
Re: Help! I'm freaking out so badly please answer this!
yes, news stories on spontaneous human combustion there was a man that went on tv and the news named frank baker who says he survived shc and there was also a baby who spontaneously combusted 4 times in india and had to be taken to hospital
I wouldn't worry about SHC - there are no confirmed cases and everytime they found a reason, people had burnings because they came in contact with fire. Just because something is on the news, doesn't mean it actually exsists.
If you don't feel well, go to a doctor and if he doesn't take your symptoms serious go to another one. But don't try to diagnose your symptoms yourself; most of the time it just freaks you out unnecessarilyand that never helps anyone.
Even if they can't find a physical cause for it, they should try to help you. If it is with meds, treatment or psychological help, doesn't matter - as long as you feel better and (if it is possible) the cause for your symptoms are removed.
how do you explain the case of Frank Baker that was in the news and on a documentary lately? He says he survived SHC and his friend witnessed it, and a doc said hed burnt from the inside out ... also baby rahul
Re: Help! I'm freaking out so badly please answer this!
And lots of people saw there kids combust even though they just burned them themselves. And if you ask 5 witnesses of something you end up with 8 different versions. Without wanting to open Pandora's box: People see UFOs and ghosts and the Loch Ness monster and Bigfoot and unicorns and..., that doesn't make them real.
I don't believe things just because there are documentaries about them. In the end I don't have to explain why it wasn't this weird explanation someone claimed to be true, but they have to explain why it could happen. It has always been like this in science and it always will be (hopefully) - the one with the out-of-the-way thoughts better has some strong evidence (including probable explanations) for it.
Nevertheless, some thoughts on this topic. The human body is not easily inflammable - without a source of fire you need to heat it for a long time at really high temperatures (I found the details of 2 hours at 870°C, but without guarantee). In all cases, that where scientifically investigated, the combusted person was near a heat/fire source. And most of the time they were either incapitated because of drugs or alcohol, or not able to move because of one or another reasons.
I never heard of Frank Baker, maybe because I live in the wrong country. But Rahul lived in a place with high phosphorous levels, which tend to ignite very easily - but it has nothing to do with humans bursting into fire.
If you feel hot and/or have some irritating sensations it might have a zillion different causes. Even without the need of something no one was ever be able to describe scientifically. You wanted to know if it is likely that you burst into flames because you don't feel well. I gave you an answer plus some advise. So if you want to be panicked and believe that you have something really special, it's up to you but I would say it's not likely and just give you the same advise over and over again.
Re: Help! I'm freaking out so badly please answer this!
Frank Baker's case was on the news. if you look up his name articles show up.
I know theres complex chemical reactions occuring in the body each second so I was wondering if an overproduction of reactive chemicals could produce a lot of heat and cause a persons surface to catch fire, or a metabolic runaway event of some kind .
Re: Help! I'm freaking out so badly please answer this!
Yes, there are complex reactions but none that would result in something like this.
Re: Help! I'm freaking out so badly please answer this!
Please explain why.
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The parents of deceased, Jackson Robert Lee Ward were arrested on Monday, October 21st, after a joint investigation was conducted by the Franklin Police Department and Georgia Bureau of Investigations, into the death of the 41 day old child.
During the afternoon hours on August 6th, the Heard County Emergency Services and Franklin Police Department were dispatched to a residence located in Heard Mobile Home Park, regarding an infant that wasn't breathing. Upon their arrival, Jackson Robert Lee Ward was unconscious and immediately rushed to West Georgia Medical Center, while emergency medical personnel attempted to resuscitate the infant. Procedures continued after arriving at the hospital, but sadly they were unsuccessful.
The Franklin Police Department and Heard County Coroner's Office were notified and responded to the West Georgia Medical Center, where they began an investigation into the cause of death. The deceased infant was transported to the Georgia Bureau of Investigation Medical Examiner's Office for an autopsy to be performed.
Due to the many unanswered questions surrounding the infant's death, the Franklin Police Department requested the assistance of the Georgia Bureau of Investigation; a joint investigation ensued. A preliminary finding by the Medical Examiner's Office determining an unnatural cause of death, to include blunt force trauma, together with much fact finding and evidence gathering resulted in today's arrests.
On Wednesday, October 16th, a Superior Court Judge signed arrest warrants for Jacob Mitchell Ward and Amanda Lynn Ward of 214 Elcona Drive, Fayetteville, Georgia. Both were charged with (1) count of Murder and (1) count of Cruelty to Children. They are currently being held at the Heard County Jail.


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An excerpt from www.HouseOfNames.com archives copyright © 2000 - 2017
Attainstone Early Origins
Midlothian, an area that borders the Scottish Borders, East Lothian and the City of Edinburgh council areas, near MacMerry.
Attainstone Spelling Variations
Attainstone Spelling Variations
The name, Attainstone, occurred in many references, and from time to time, it was spelt Adaistone, Adenston, Adiestoun, Adieston, Adistone, Adistone, Aldinston, Adingston and many more.
Attainstone Early History
Attainstone Early History
This web page shows only a small excerpt of our Attainstone research. Another 179 words (13 lines of text) covering the years 1200 and 1600 are included under the topic Early Attainstone History in all our PDF Extended History products and printed products wherever possible.
Attainstone Early Notables (pre 1700)
Attainstone Early Notables (pre 1700)
More information is included under the topic Early Attainstone Notables in all our PDF Extended History products and printed products wherever possible.
The Great Migration
The Great Migration
The New World beckoned settlers from the Scottish-English borders. They sailed aboard the armada of sailing ships known as the "White Sails" which plied the stormy Atlantic. Some called them, less romantically, the "coffin ships." Among the early settlers bearing the Attainstone surname who came to North America were: Thomas Adinston who settled in Virginia in 1645.
Attainstone Family Crest Products
Attainstone Family Crest Products
See Also
See Also
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The Attainstone Family Crest was acquired from the Houseofnames.com archives. The Attainstone Family Crest was drawn according to heraldic standards based on published blazons. We generally include the oldest published family crest once associated with each surname.
This page was last modified on 23 January 2014 at 10:57.
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Community members, leaders attend Fast for Families forum to talk about immigration reform
JANESVILLE – DJ Yoon held a dirty sneaker up as a reminder for those who die crossing the border.
He didn't know whether it belonged to a male or female or if the person who lost it was coming into the United States or leaving. He just knew the person passed away for some reason or another related to immigration.
Rudy Lopez's cousin had a similar fate. He was found dead in the desert trying to come to the United States.
"Why (does) someone have to die when they are searching for something better?" he asked those attending a community forum on immigration reform Tuesday night in Janesville. "America is about dreams and hope."��
Yoon of Los Angeles and Lopez of East Chicago, Ind., are coordinators and lead fasters of Fast for Families.
Members of the national immigration reform campaign are visiting more than 100 congressional districts in the U.S. by bus to help spread the word about the bipartisan immigration bill the U.S. Senate passed in June of last year. The bill, which is waiting to be voted on in the House of Representatives, would provide immigrants living in the U.S. illegally a path to citizenship and tighten border security.
There are reportedly 11 million immigrants living in the U.S. illegally.
The campaign is in its fourth week and will make its final stop April 9 in Washington, D.C.
At the community forum Tuesday at Mt. Zion United Methodist, 2130 Mount Zion Ave., Yoon, Lopez and others spoke about the importance of talking to and working with congressional representatives about immigration reform.
Lopez urged people in attendance to contact Rep. Paul Ryan, saying it was "not just for the good of the immigrant … with this moral crisis, this country can't progress."
Many in attendance believe the immigration system is broken. Representatives from both political parties seem to agree. That includes Ryan, according to his congressional website.
"We have an obligation, a responsibility, to tell congress members to wake up and listen to your community members," Yoon said.
Community members are encouraged to not just tell Congress they want a change, but to tell their leaders what they want and that they want it this year, Lopez said. They are also encouraged to join in fasting.
Members of Fast for Families fast one day a week to raise awareness about the immigration system, and they do so to connect with immigrants and non-immigrants throughout the country.
"Fasting is about understanding other people's pain," Yoon said. "To feel connected and reconnect yourself," to the mission.
Yoon emigrated from South Korea with his mother 24 years ago when he was 18 years old.
Jose Carrillo, a Janesville School District youth advocate, emigrated from Mexico in 1969. He later went back to Mexico and returned to the U.S. in 1973.
Carrillo attended Tuesday's meeting because he supports immigration reform and wants others to know that people don't come to the U.S. to rely on the government.
"People come to this country for a better life and opportunities," he said. "They come from places that don't have the same opportunity and they want to better themselves and their families. They come here to work."���
At this point, the goal is to spread the word about immigration reform, stop the deportation of immigrants living in the country illegally and work on giving back the ability for those who are here illegally to have driver's licenses, said Nancy Flores, organizer at Voces De La Frontera, a state-wide immigrant rights group based in Milwaukee.
Flores worked with Voces De La Frontera to host Fast for Families events Monday and Tuesday as the group traveled to five different cities statewide.
Also at Tuesday's meeting was Donna Veatch, United Methodist Immigration Task Force chairwoman. Veatch echoed the need to stop deportation and permit driver's licenses.
"I believe that people need to know we care," she said. "The idea is to help people and show how they can be part of the common good."


text:
More and more companies are signing on for supply chain finance. The financial crisis is credited with encouraging companies to find ways to balance their need to take longer to pay their bills with their suppliers' need for cash, but the interest continues to grow even as the economy slowly picks up steam.
"One of the things we're really seen take off over the last couple of years is supply chain finance," said Michael Fossaceca, managing director and North America region head corporates for Citi Treasury and Trade Solutions.
But this is supply chain finance with a twist. "Years ago, supply chain finance was about extending [days payable outstanding]," Fossaceca said. Now, "many of the clients are using it more around the health of the supply chain. It's become a really critical tool."
When the recession discouraged banks from lending, companies responded by focusing more on maximizing liquidity and improving the components of working capital that affect liquidity: the amount of time they take to pay their bills, known as days payable outstanding; the time they take to collect on invoices, known as days sales outstanding; and inventory. But their ability to extend the time they took to pay their bills was limited by the impact that delaying payment had on their suppliers.
"One kneejerk reaction to an economic downturn is for companies to start squeezing suppliers for better purchase terms or to push out payment terms," said Douglas St. Amant, senior vice president of global treasury management sales at Bank of Tokyo-Mitsubishi UFJ/Union Bank. "In the end, however, if this creates financially unstable suppliers and an unhealthy supply chain, it may prove costly." Supply chain finance evolved as a viable alternative to stretching suppliers by providing attractive financing, St. Amant said.
Shahrokh Moinian of Deutsche Bank also sees increased interest in supply chain finance. "It has become much more mainstream, at least across larger companies than in the past," said Moinian, head of trade finance and cash management corporates Americas, Global Transaction Banking at Deutsche Bank. "However, it is not just the largest companies utilizing supply chain finance, as adoption is taking place down the chain."
In fact, a recent survey of 145 companies of various sizes by technology research firm Aberdeen Group found that 41.7% had a supply chain finance initiative in place.
Moinian said that large companies tend to use supply chain finance on the accounts payable side, taking advantage of the fact that their credit rating is typically stronger than that of their suppliers. "Small companies probably have better opportunities in accounts receivable purchase programs because they can substitute their own risk with that of their buyers, which allows them to have better access to liquidity at more cost-effective rates," he said.
Payment terms and the flexibility of such terms vary from industry to industry, said Dan Ginsberg, an associate principal at REL Consulting, a division of the Hackett Group. "In consumer products or other highly cyclical industries, if the company has a lot of leverage with their suppliers, you're going to see them try to extend their payment terms," Ginsberg said. "But in the food distribution industry, which is highly mature, there's limited power that any one organization has to extend payment terms. In some cases, the terms are getting shorter."
Supply chain finance can alter that dynamic by letting big players trade financing for longer terms, he said.
"Anecdotally, we're seeing an increasing use of supply chain finance, and it has to do with the overall trends in working capital management," Ginsberg said. "It also has to do with the increasing availability of this type of product from the financial services industry."
Nancy Atkinson, a senior analyst at Aite Group, a Boston-based financial services consulting company, said the sizable cash positions held by many big corporations are another factor in the increased use of supply chain finance.
Companies "found themselves after the recession ended sitting with quite a bit of cash, but were worried about suppliers," she said. "The interest rates are so low that I think being able to pay at a discount is worth more to them than potentially investing those funds."
Atkinson said, though, that the level of interest among companies could change when interest rates start to rise and make it more attractive to invest. "If you can get a better return by investing the excess cash in something other than doing the discounting, then corporate treasurers are going to look to optimize the end result," she said.
Jon Richman, head of trade and financial supply chain Americas, Global Transaction Banking, Deutsche Bank, said that he expects the use of supply chain finance to continue to grow even if interest rates start to rise as these programs offer considerable value relative to other funding sources. "Supply chain finance will remain a very attractive way to improve cash flow, support growth and manage risk."
Atkinson estimated that 60% to 70% of the funding for supply chain finance currently comes from sources other than banks. "In many cases, it is the buyers," she said. In addition to the companies themselves, she noted that insurance companies have gotten involved in buying and selling receivables as part of their investment portfolios.
Electronic invoicing and networks that support negotiations between buyers and suppliers facilitate supply chain finance, Atkinson said. "To the extent that you're going to do dynamic discounting, for example, where the buyer might be willing to pay earlier but for a greater discount, you definitely have to have the electronic invoicing and the ability to then expose to both sides the willingness to pay and what kind of discount is being offered or being desired," she said.
In addition to bank networks, there are networks operated by non-banks, she said, including Ariba, Basware, Paymode-X, PrimeRevenue and Syncada. And in some cases companies operate their own networks. "Companies like Costco and Wal-Mart have set up their own receivables exchange," Atkinson said.
Citi's Fossaceca, pictured at left, noted that companies have invested millions in ERP systems and treasury workstations. As they try to optimize the processes around working capital management, "they're really trying to get the value out of those systems," he said. "How can they leverage the data and connectivity they're getting through these pipes and use it to make better decisions about working capital?"
At the same time, he said, companies are trying to achieve straight-through processing and working to become "more bank-agnostic," a reflection of the concerns about bank counterparty risk.
Ankita Tyagi, a research analyst for the financial management and governance, risk, and compliance practice at Aberdeen Group, said supply chain finance solutions also give companies the ability to access critical information, such as the level of demand for their products, their payment terms with their suppliers and their suppliers' payment history.
In fact, the Aberdeen survey showed 46% of executives cited the volatility in demand for their products and its impact on available cash as one of the top pressures they face in the area of supply chain finance, followed by the risk of a trading partner defaulting, which was cited by 33%, and difficulty in obtaining finance, cited by 22%.
While only 9.1% of the executive surveyed said they currently have visibility into suppliers' ability to finance themselves, 63.6% plan to implement technology that provides that visibility within the next 12 months. And just 16.7% of the executives said they currently use a single platform that allows buyers, suppliers and financial institutions to work together on supply chain finance, but 50% planned to put such technology in place in the next 12 months.
Credit cards that can be used to make purchases, called procurement cards or commercial cards, are another tool that companies can use to extend the time they take to pay bills.
"If I use a commercial card to pay, I have the leeway between the time I pay my supplier and when I have to pay on the card," said Chrystal Pozin, a managing director at consultancy Treasury Strategies. "I pay my supplier quicker, but I myself don't have to pay the actual cash."
Corporates appreciate not only the extended payment terms, but the rebates they get on their purchases when they use commercial cards, Pozin said, and banks like cards because they are a high-margin product.
But suppliers may balk. "They've got to pay the interchange" fee, she said, and noted that the fee can be costly on big purchases. "Supplier enrollment and acceptance can be an issue with cards because of the interchange," Pozin said.
Aite's Atkinson noted that "cards are the one form of payment where there is a correlation between the dollar amount paid and the cost to pay it." Still, despite the interchange fee, she said she had heard of purchases of $1 million or more being made with commercial cards.
But as the size of the transactions put on cards increases, "what we're seeing is more recognition from the buyer that there needs to be a more equal benefit to the supplier," she said. "Buyers are now willing to renegotiate pricing, so they're not just paying the lowest price plus paying by card."
Citi's Fossaceca agreed that companies are using cards for bigger purchases. While commercial cards were mostly used for small items such as office supplies 10 years ago, "now they've moved up the chain and are using cards for materials purchases," he said.
In addition to extending time the buyer has to pay, Fossaceca said, cards provide a "bigger benefit that comes into play around information availability and fraud prevention and control.
"It's part of the whole payment continuum," he said. "All of these are tools in the tool belt."
The credit crunch is credited as one of the key factors driving the interest in supply chain finance. Bank loans have become more readily available these days, but Fossaceca said there will be a continued need for supply chain finance going forward as the Basel III capital requirements for banks make it harder for some companies, especially non-investment-grade companies, to get funding.
"The health of the supply chain could be imperiled if non-investment grade suppliers can't get the funding they need," he said. "So companies want to get this into play now and be able to ramp it up."
Shahrokh Moinian of Deutsche Bank also sees supply chain finance getting support going forward from the new regulatory capital requirements. "The initial accelerator of supply chain finance growth was the financial crisis, and more recently the intensified focus on working capital metrics has helped maintain the increased utilization of these programs. While new regulatory requirements will have an impact, the likely effect on supply chain finance will be relatively modest compared to other sources of credit and thus we expect these programs to remain highly attractive," said Moinian, pictured at right.
As supply chain finance expands, companies are looking for ways to improve it.
Moinian said companies are considering how they can incorporate supply chain finance into their payment factories.
"Many of these companies have payment factories linked to their ERP systems," he said. "Today, almost all of the payment factories are making the payments without any financing element. They make the payments when they come due."
In the future, payment factories may issue payments that are future dated, payments that the bank could then discount for suppliers, Moinian said. "The outcome is to have a single platform that allows corporates to go through the invoice to the payment and potential discounting on the same platform."
He also noted that companies' interest in offering supply chain finance goes beyond improving working capital and bolstering liquidity. "Now many corporates are seeing this as a way of increasing their top line. By discounting on a non-recourse basis, corporates can free up room to sell more to their counterparties while driving their top line to the next level," Moinian said.
Deutsche Bank's Jon Richman said that challenges that initially limited the growth in supply chain finance—the technology investment, getting suppliers on-boarded, the accounting treatment accorded transactions—"have been largely overcome by the major global trade banks."
"We are now in the process of finding ways to creatively enhance our credit capacity through capital markets and other means to support the rising demand for these services," Richman said. "Companies that are not at least looking at these programs are potentially at a competitive disadvantage and leaving money on the table."
Read the June Special Report on Working Capital Management.
Back to the Grindstone on Working Capital Management
Working Capital Management: There Goes the Rigor
Evolutions in Treasury Centralization
Distributor Finance: A New Strategy to Support Top-Line Growth and Sales into Emerging Markets


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Proposal to add liquor licenses sent back to committee
JANESVILLE--An ordinance that would have increased the number of Class A liquor licenses available in Janesville isn't dead, despite a 4-3 Janesville City Council vote against it Monday.
It's going back to the alcohol license advisory committee for fine-tuning requested by Councilman Jim Farrell.
Farrell said he would request language to allow small, niche business such as Basics Cooperative Natural Foods to sell organic beer and wine.
The ordinance that failed Monday would have increased the number of licenses available to retail stores that sell prepackaged alcohol. It would have lowered the ratio of one license per 3,500 people to one license per 2,500 people, raising the total by seven. Janesville has 19 Class A licenses but none is available.
The ordinance also would have allowed a super majority of the city council to issue additional licenses individually if all licenses are filled.
Farrell, who had said he favored increasing the number of licenses, did not agree a super majority should be required to issue additional individual licenses. He prefers a simple majority, he said.
A second alcohol proposal would eliminate regulations that require businesses to essentially maintain separate areas if they sell alcohol, including separate checkouts and bathrooms.
Some small businesses owners, such as Basics, that would benefit from an available license likely could not afford to maintain separate areas for alcohol.
Farrell said he would ask the alcohol committee to consider rules that would make exceptions for small niche business such as Basics.
Farrell said he had supported the separation requirements until he realized the harm it would do to small niche stores.
"I think we could have exceptions," Farrell said. "The people that are abusing alcohol, that are getting arrested for DUIs, are not going to specialty liquor stores."
"Granted, we're not adding dozens of jobs," Farrell said, "but it is our responsibility to the small business owners to try to help them out."
The council likely has the votes to support such changes.
Councilman Douglas Marklein, contacted Tuesday, said he would favor something to help small retailers.
Councilman Matt Kealy, who is chairman of the alcohol commission, has said he would favor eliminating the separation. Mark Bobzien, a newly elected council member whose first meeting is April 28, agrees.
Those council members who continue to vote against increasing the number of licenses are DuWayne Severson, Brian Fitzgerald and Sam Liebert.
Marklein agreed the votes could be there to make more licenses available and for loosening the separation requirement for some businesses.
Ryan Garcia, economic development coordinator, said the alcohol license advisory committee likely would discuss the liquor license issue Tuesday, May 6. It would return to the city council Monday, May 12.


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Janesville Jets cruise to 4-1 win
Gazette staff
Saturday, December 7, 2013
JANESVILLE—The Janesville Jets raced out to a 3-0 lead Saturday night and coasted to an NAHL win at the Janesville Ice Skating Center.
Kyle Patava had two goals to lift the Jets to a 4-1 win over the Soo Eagles. The teams split the weekend North Division two-game series.
Patava started the scoring for Janesville at 4:40 of the first period on an assist from Jeff Alderfer. Hoglund made it 2-0 with an unassisted goal at 16:51 of the first.
Logan Halladay started in net for Janesville and made 32 saves in picking up the win.
Janesville hosts Springfield next Friday and Saturday.
Last updated: 11:03 pm Saturday, December 7, 2013


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Stella Arletta Geister, Brodhead, WI (1929-2014)
August 19, 1929 - May 23, 2014
Stella Arletta Geister, 84, passed away on Friday, May 23, 2014, at her home. She was born Aug. 19, 1929, in Delavan, the daughter of Walter and Viola (Kreger) Walikonis, Sr. Stella married Norman Geister in Janesville, on Feb. 10, 1945. She worked for the Parkview School District.
Stella is survived by her husband, Norman of Brodhead; her daughters: Norma Beliveau of Texas, Victoria (Robert) Fletcher of Avalon, Barbara Frees of Orfordville, and Georgia (Steve) Wheelock of Beloit; her sons: Stanley (Debbie) of Wisconsin Rapids, Anthony (Linda) of Beloit, Richard (Sandy) of Darien, and Gerald (Tammy) of Beloit; two brothers, Walter Walikonis, Jr. of Janesville, and Charles Walikonis of Pecatonica, IL; one sister, Helen Hullberg of Menomonie; 13 grandchildren; and 14 great-grandchildren. She was preceded in death by her parents; a daughter, Donna; two brothers, Thomas and Wesley; and two sisters, Jeanette Walikonis and Anita Kolb.
Memorial services will be held at NEWCOMER-SILVERTHORN CHAPEL ON THE HILL, Hwy 11 and South Coon Island Road, Orfordville at 2 p.m. on Wednesday, May 28, 2014. Visitation will be held at 1 p.m. until the time of services at CHAPEL ON THE HILL.


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Land owner would pay for interchange, services for industrial park
TOWN OF FULTON—Local land owner Bill Watson grabbed a flight from California this week to give town of Fulton officials and residents details Thursday on a proposed industrial development he says could change life in Rock County.
Watson and Janesville developer Jeff Helgesen went public last month with plans to bring a 1,300-acre industrial park and a potential highway interchange to the intersection of County M and Interstate 90/39.
Watson even detailed a plan in which he would pay for the interchange, which he says state officials estimate would cost between $6 million and $15 million.
Helgesen, Watson and city of Milton officials have met with state Department of Transportation officials on the prospect of placing an interchange at County M and I-90/39. Helgesen has circulated conceptual drawings of what the industrial park would look like to media outlets. He has described how parts of it could be located in the towns of Fulton and Milton.
They have touted the development as having the potential to bring as many as 5,000 jobs to Rock County, and city of Milton officials talked last month about the prospect of annexing the development area outright.
Yet until a special meeting Thursday night at Fulton Town Hall, players in the proposed development hadn't gone to the towns of Fulton and Milton, where a 900-acre parcel for the development is located on the west side of the Interstate between County M and East Knudsen Road.
Watson, who lives in Menlo Park, Calif., but who owns Janesville-based Mulder Dairy Farms and hundreds of acres of land earmarked for the proposed development, offered an olive branch to the Fulton Town Board on Thursday for not initially coming to the towns about the industrial park.
With a development that stakeholders say could bring $250 million in extra tax base to whoever has municipal authority, Watson indicated he regretted not bringing the proposal to town of Fulton and Milton authorities sooner.
"You're watching all the warts and everything. Like being so stupid that I didn't talk to the (town of Fulton) Chairman (Evan Sayre) until yesterday," Watson told the board during a presentation about the development.
Watson outlined the emerging plan, saying he has told the state he'd pay for the cost of putting an interchange in at County M and I-90/39.
Helgesen has said he plans to bankroll an Interstate Access Justification report, a prerequisite for getting an interchange at County M. The report could take 12 to 18 months and would wrap up as the DOT continues to work on designs for the planned I-90/39 lane expansion, which is set to start in 2015.
Watson indicated that his and Helgesen's talks in recent weeks with state and federal Department of Transportation authorities have given him hopes an interchange could be fast-tracked from a typical waiting period of a decade to a year or less.
"I'd like to build the interchange next spring and then populate the buildings," Watson said.
What buildings? Watson says project developers have interest from two industries that would immediately locate in the development.
One tenant would work out of a 750,000-square-foot facility and employ as many as 1,300 people; the other would operate in a 300,000-square-foot facility and employ as many as 600, Watson said.
Eventually, the development could house 4 million to 5 million square feet of industrial space, Helgesen has said.
Watson would not tip his hand on what companies would immediately locate in the industrial park, but he said one prospective company is a dairy equipment manufacturer. He would not say whether the company was one on the forefront of a development deal.
Some residents had questions Thursday about the capacity of existing infrastructure and who would be liable for costs of developing such a vast project.
Watson said he's "uncomfortable" immediately asking a municipal government to fund new roads, railroad spurs and water and sewer service.
He said he's in the process of setting up a limited liability company, Landed Partners, which could pay for development costs.
"It's not a trick paying for those things (the interchange, railroad, new streets and water and sewer)," he said.
He said Landed Partners would be a multimillion-dollar, publicly traded startup. It would retain ownership of the industrial park and lease all buildings there.
Outside of whether the state and federal governments would approve an interchange at County M, the towns of Milton and Fulton have a lot to chew on over Watson's plans.
There's the issue of annexation, if the city of Milton chooses to go forward with it, and along with that comes potential landowner agreements and even voter referendums, according to state law—along with complex intergovernmental agreements that would need municipal approval.
The big question now, Watson said, is whether local residents and officials have the "political will" to allow such a large development on what is simple farmland.
"If this type of development goes in, the neighborhood changes, pure and simple," he said.
Last updated: 10:06 pm Thursday, December 5, 2013


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from Kool-Aid and tying a sheet to the box fan in the hallway.
I am from Juniper Road, metal swing set in the backyard
from Wilsons and Maynards and Hoovers and Riddles.
I'm from the grudge-holders
and the people pleasers
from the guess what? chicken butt and home again home again jiggity jig.
I'm from I've got the joy joy joy joy down in my heart
and baptism and believing and falling and receiving.
General Mills cereal with prizes inside.
From the family trip to the Rocky Mountains and I touched a cloud.
The time my grandmother called me thunder thighs (never forgot)
in sticky spiral album pages were birthday parties and family reunions
my Raggedy Ann wallpaper
the canopy bed.
I am from that little girl, never knew she'd be big so fast


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Local legislators respond to Common Core report
Local legislators had a mixed response to Wednesday's release of the report about Common Core Standards.
Sen. Tim Cullen, D-Janesville, was on the Senate committee that also looked at Common Core. Lengthy hearings showed that opponents' objections were simply not true, Cullen said.
The standards are not, for example, a national conspiracy to force schools to teach a particular curriculum, Cullen said, and the standards do not threaten local control.
Cullen said he would have no objection to the Legislature reviewing the standards every six or seven years, as long as the process was open to the public.
�Rep. Deb Kolste, D-Janesville, said the Common Core academic standard represents a benchmark for comparative purposes.
�"It's not about setting curriculum or anything like that," said Kolste, who represents the 44th Assembly District, including Janesville. "It creates a floor of standards so people going from state to state know what they're comparing."
Kolste said the U.S. education system is often compared to others around the world, and it is often said that it comes up short.
"Our education system is always being compared internationally," she said. "If we're going to continue to lambaste education compared to international standards and results, we need to know what the comparisons are."
Kolste said she found it strange that the Assembly committee would release its recommendations Wednesday morning and then vote on them the next day.
So, too, did Rep. Janis Ringhand, D- Evansville.
"I guess that doesn't surprise me because we've rushed so many things through without taking the time to properly vet and discuss the issues," said Ringhand, who represents the 45th Assembly District.
Ringhand said she is also trying to understand the sudden urgency to initiatives and standards that have been in place since 2010.
"Why are they all of a sudden not good enough?" she said of math and English standards. "It's a starting point and its something that can be improved upon.
"The schools have already gone to great lengths and expense to implement them."
In an e-mail, Rep. Amy Loudenbeck, R-Clinton, said that the concerns she has about the Common Core Standards are "generally not related to the rigor" of the standards.
"However, there is concern about the measurement, tracking and application of national standards," Loudenbeck wrote. "People are primarily concerned that local control related to curriculum is being usurped by the federal government, and that privacy rights of students and families are being compromised under Common Core Standards."
Loudenbeck said she would "thoughtfully consider" all of the recommendations coming out of the committee in anticipation of any legislative proposals that arise from its work.
Rep. Tyler August, R-Lake Geneva, and Rep. Andy Jorgensen, D-Milton, did not respond to requests for comment.
Last updated: 9:49 pm Wednesday, December 11, 2013


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Your Views: Ryan, Republicans letting racism show
Wednesday, February 5, 2014
Racism has had many faces—the poll tax, literacy tests, numerous Jim Crow laws and now distrust of the president.
Republican Rep. Paul Ryan was recently quoted as declaring that distrust of the president is so great that there can be no legislation on immigration. Could anything make it more clear how racist the Republican Party presents itself?
Can we make it clear to Rep. Ryan and the Republican Party that there is no place for such racism? In November, say no to racism and to Rep. Ryan.


text: Ordering food for delivery is an easy way to arrange for your breakfast, lunch or dinner if you don't have time to cook or leave your home to get take out. Typically, you need to use the telephone or an online resource to place your order and then wait for it to arrive. While restaurant delivery services are usually straightforward, there are some key terms you should know before you dial your phone or click your mouse to order your next meal.


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Zana Kurtz, Janesville, WI (1957 - 2014)
January 1, 1957 - April 5, 2014
Zana Y. Kurtz, age 57, of Janesville, died Saturday, April 5, 2014, at Mercy Hospital and Trauma Center. She was born in Viroqua, on Jan. 1, 1957, the daughter of Benjamin and Joanie (Kurtz) Olson and was a 1975 graduate of Craig High School. Zana lived most of her life in Janesville, and was employed as a baker for Schnucks Foods (Loglis) until her health wouldn't allow her to continue. Zana was a member of First Lutheran Church. She loved watching Lifetime and Hallmark movies and enjoyed camping, fishing, and spending time with her family.
Zana is survived by her two sons, Matthew Steinhoff of Janesville, and Daniel Steinhoff of Milton; her father, Bennie Olson (Diane O'Brien) of Janesville; her grandmother, Ruth Olson of Soldiers Grove; three siblings: Ed (Jean) Olson of Edgerton, David (Robin) Olson and Tina (Gene) Pufahl, both of Janesville; five nephews: Joshua Johnson, Nicholas Meinke, Adam Meinke, Kyle Meinke, and Garrett Olson; as well as many aunts, uncles, other relatives and friends. She was preceded in death by her mother, Joanie; grandparents: Paul and Orla Eide and two grandfathers, Oleanor Olson and Roy Kurtz; two uncles, Joseph Kurtz and Michael Olson; and an aunt, June Skrede.
Memorial services will be held at 5 p.m. on Monday, April 14, 2014, at FIRST LUTHERAN CHURCH with Rev. Naomi Garber officiating. Visitation will take place on Monday from 3 until 5 p.m. at the CHURCH. Memorials may be made to the Rock County Cancer Coalition. SCHNEIDER APFEL SCHNEIDER & SCHNEIDER FUNERAL HOME and CREMATORY is assisting the family. For on-line guestbook and condolences: www.schneiderfuneraldirectors.com
The family would like to extend a special thank you to Dr. Shekhani and his Physician Assistant, Amanda Johnson; as well as the Mercy Oncology Dept. and the 2nd floor nurses for the loving care given to Zana.