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Education Division
CONTACT PERSON Chair: Jannette Hill, PhD e-mail: firstname.lastname@example.com Division Office: SPH 103 Phone: 792-2260 Fax: 792-2820 Web: http://www.lcsc.edu/education
FACULTY • Marika Botha, PED, ACW 118 firstname.lastname@example.com 792-2346: Kinesiology, Health • Michael Collins, PhD, ACC 179 firstname.lastname@example.com 92-2308: Kinesiology, Health • Wayne Carroll, PhD, SPH 301A firstname.lastname@example.com 792-2487: Secondary Teacher Education • Shauna Castellaw, M Ed, SPH 275 firstname.lastname@example.com: Literacy, Elementary Teacher Education • Linda Coursey, PhD, SPH 207 email@example.com 792-2078: Literacy, Elementary Teacher Education • Michelle Doty, MS, SPH 302 firstname.lastname@example.com 792-2265: Special Education • Lana Elliott, EdD, SPH 276 firstname.lastname@example.com 792-2093: Secondary Teacher Education • Bob Hayes, MA, SPH 301 email@example.com 792-2827: Addiction Studies, Psychology • William Hayne, MS, SPH 210D email@example.com 792-2080: Elementary Teacher Education, Director of Field Experience • David Massaro, PhD, SPH 102 email@example.com 792-2730: Elementary Teacher Education • Gary Mayton, PhD, SPH 304A email@example.com 792-2844: Technologies for Teaching and Learning, Teacher Education • Cliff Matousek, EdD, SPH 209 firstname.lastname@example.com 792-2836: Math/Science, Elementary Teacher Education • Carol Nelson, EdD, SPH 272 firstname.lastname@example.com 792-2285: Literacy, Elementary Teacher Education • Clay Robinson, PhD, ACW 119 firstname.lastname@example.com 792-2382: Kinesiology, Health • Gwen Taylor, EdD, SPH 312 firstname.lastname@example.com 792-2263: Literacy, Elementary Teacher Education • Holly Tower, PhD, SPH 219 email@example.com 792-2286: Literacy, Special Education, Elementary Teacher Education • Elizabeth Van Clief, PED, ACW 117 email@example.com 792-2277: Kinesiology, Health, Secondary Teacher Education • Heather Van Mullem, PhD, ACW 116 email@example.com 792-2781: Kinesiology, Health • Kenneth Wareham, PhD, SPH 206 firstname.lastname@example.com 792-2625: Secondary Teacher Education
ADJUNCT FACULTY• Kathy Baker, MS, firstname.lastname@example.com 773-1508: Education• Aaron Bren, BS, email@example.com 305-1810: Kinesiology• Melinda Butler, PhD, email@example.com 773-3703: Education• Tracy Collins, BS, email@example.com 792-2000: Kinesiology• Ann Cunningham, MS, firstname.lastname@example.com 509-448-9410: Education• Emily Donaldson, BA, eroda12@hotmail 816-1510: Education• Kai Fong, MS, LCSC Tennis Center, email@example.com 792-2309: Kinesiology• Janet Goodheart, MA, firstname.lastname@example.com 758-3169: Special Education • Jennifer Greeny, BA, email@example.com 792-2258: Kinesiology• Jessica Hammond, PhD, email@example.com 755-8256: Education• Gudrun Leonard, MS email@example.com 748-3400: Special Education• Linda Kazda, EdD, email@example.com 748-3432: Literacy• Michael Kelly, firstname.lastname@example.com 758-4366: Kinesiology• Rebecca Kramasz, MS, firstname.lastname@example.com 748-3842: Education• Julie Rendall, MS, firstname.lastname@example.com 995-5833: Education• Ron Simpson, BS, firstname.lastname@example.com 457-0772: Education• Doug Steele, MA, RCH 111 firstname.lastname@example.com 792-2086: Addiction Studies• Kristine Stensrude, MS, email@example.com 792-2389: Psychology • Lee Ann Wiggin, MS, ACW 120 firstname.lastname@example.com 743-6153: Kinesiology, Health
OVERVIEW The Division of Education provides access to high-quality baccalaureate degree programs in Health, Kinesiology, Sport Administration, Elementary Education, Secondary Education, Special Education, General Studies and Interdisciplinary Studies, as well as a variety of certificates and endorsements, using both traditional and non-traditional means of delivery for a diverse population.
SPECIAL ACCREDITATION The Teacher Education Program:• National Council for Accreditation of Teacher Education (NCATE) and approved by the State of Idaho
TEACHING ENDORSEMENTS • Gifted/Talented Learner K-12• Health 6-12• Literacy K-12• Physical Education K-12 or 6-12• Standard Exceptional Child Certificate with a Generalist K-12• Teaching English as a Second Language K-12
ADVISING Academic advising is mandatory for all Education Division majors. An advisor is assigned when a student declares a major within the Division. Students with academic advising questions or concerns should meet with their advisors during posted office hours or by appointment. Students are required to meet and personally obtain their assigned advisor's approval on course selections. Students should come to advising appointments with a tentative class schedule prepared. Secondary Education majors and Sport Administration majors must have two advisors. See specific majors for additional information.
GENERAL STUDIES The General Studies major serves a number of student's needs: for strong liberal arts programs; for thorough pre-professional coursework; as preparation for many graduate programs. See the Academic Programs section for additional information on this major.INTERDISCIPLINARY STUDIESThe Interdisciplinary Studies major permits students the opportunity to design a course of study to satisfy personal and career goals. Students interested in an academic area within the Interdisciplinary option MUST contact the Division office of the discipline they intend to pursue as their primary area of study. See the Academic Programs section for additional information on this major.KINESIOLOGY AND HEALTH The discipline of Kinesiology explores the art and science of human movement. In the Health and Kinesiology program, students develop an appreciation of the human body and its tremendous potential, as well as an understanding of the relationship between positive lifestyle choices and long-term improvements in health and well-being. According to the Bureau of Labor Statistics, leisure, fitness and recreation services rank just behind health care and high technology as expanding career fields for the 21st century. Education, therapeutic exercise, geriatric wellness, health and fitness leadership, sports training, coaching, athletic medicine, sports and fitness communication, and commercial fitness are areas in which most graduates in Kinesiology seek career opportunities. Additional avenues open to graduates include positions in service agencies, private athletic and recreation clubs, recreation organizations,corporate fitness programs, commercial and summer camps, and sporting goods companies. Many students choose to go to graduate school in a variety of fields including exercise science, public health, sport administration, athletic training, physical and occupational therapy.
KINESIOLOGY Students seeking a Bachelor of Science in Kinesiology will complete a program of study with either:1. Course work leading to K-12 Physical Education and Secondary School Health Teaching Endorsements (see Secondary Teacher Certification section) or2. Course work in one of four emphases:• Health Promotion/Personal Training/Corporate Fitness• Exercise Science/Sports Medicine• Sports Administration/Coaching• Youth Sports/Recreation
SPORT ADMINISTRATION This major prepares students to integrate principles relating to business, kinesiology, and health to the administration and management of athletic programs and organizations, fitness and health clubs, sport recreation services, and related activities. This major focuses on planning and development; promotion, marketing, and recruitment; management of events, facilities, and personnel; and financial management principles. Sport Administration candidates must have two advisors, one from Kinesiology and one from Business.KINESIOLOGY & HEALTH MINORSCOACHINGStudents interested in coaching in schools, youth organizations or recreation departments will find the 21 credit coaching minor will enhance their employability. Students completing the coaching minor will be able to demonstrate skills and knowledge related to:1. Injury prevention, care and management2. Risk management3. Growth, development and learning 4. Training, conditioning and nutrition5. Social/psychological aspects of coaching6. Sport specific skills, tactics and strategies7. Teaching/coaching and continued professional development 8. AdministrationHEALTHThis minor is designed for individuals interested in health promotion and/or teaching health/wellness in allied health organizations, fitness/wellness programs, recreation programs, and schools. Upon completion of this minor, teacher education students will qualify for teacher certification in health in Idaho secondary schools. KINESIOLOGYThe Kinesiology minor is designed for:1. An individual interested in motor skill development and physical activity in a variety of related careers including sports administration, sales, recreation, social services, and journalism.2. The prospective teacher with another subject major, but who may wish employment with K-12 or 6-12 physical education or coaching as part of the teaching load. KINESIOLOGY PROGRAM STANDARDSGraduates from the Kinesiology program will meet the following program standards:Standard 1: Knowledge of Subject Matter Understand the central concepts, tools of inquiry, and structures of the discipline taught and create experiences for individuals that make these aspects of subject matter meaningful. Standard 2: Knowledge of Human Development and Learning Understand how individuals learn and develop, and provide opportunities that support their physical, cognitive, social and emotional development. Standard 3: Adapting Instruction for Individual Needs Understand how individuals differ in their approaches to learning and create instruction and programs adapted to individuals with diverse needs.Standard 4: Multiple Strategies for Instruction and Participation Understand and use a variety of instructional strategies to develop critical thinking, problem solving and performance skills.Standard 5: Motivation and Management SkillsUnderstand individual and group motivation and behavior to create programs and learning environments that encourage positive social interaction, active engagement, and self- motivation. Standard 6: Communication SkillsUse a variety of communication techniques to foster inquiry, collaboration and supportive interaction in a variety of settings.Standard 7: Planning Skills Plan instruction and programs based on knowledge of the subject matter, participants, the community, and program goals.Standard 8: Assessment Strategies Understand, use, and interpret formal and informal assessment strategies to advance individual performance and to determine program effectiveness. Standard 9: Professional CommitmentBe a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the profession.Standard 10: PartnershipsInteract in a professional, effective manner with colleagues, families, and community agencies to support growth and well-being of programs and the participants.Standard 11: SafetyProvide for a safe environment for learning and participating in physical activity.
KINESIOLOGY ASSESSMENT: SECONDARY CERTIFICATIONStudents seeking Physical Education K-12/Health 6-12 certification must complete the following in addition: 1. Praxis Exams ± Candidates must pass Praxis II exams #0091 and #0550 prior to beginning their internship. 2. Candidates must successfully demonstrate competency in using technology to enhance instruction3. Portfolio ± Teacher certification candidates must demonstrate that they have the knowledge, skills and dispositions needed to be effective classroom teachers and to positively impact student learning. Development of the portfolio is a yearlong endeavor. During a candidate's internship experience, he/she collects, organizes, and displays evidence that he/she is able to meet the standards required for completion of the LCSC Teacher Education Program.4. Exit Interview ± As a final evaluation on an intern's ability to demonstrate the professional competencies required by the program, she/he must pass an exit interview. An on-site teacher-educator who is familiar with the intern's capabilities and a second representative from the Education Division also participates in the exit interview.
KINESIOLOGY (NON-TEACHING)Students graduating with a degree in Kinesiology (non-teaching) must complete the following:1. Senior Exit Exam ± As a culminating activity prior to graduation, seniors must take a comprehensive oral content knowledge exam.2. Senior Research Project ± Seniors must complete an independent research project that includes a review of the related literature, collection and analysis of data, and a final oral presentation.3. Portfolio ± Seniors must complete a portfolio documenting competency in the field.
KINESIOLOGY CLUB The Kinesiology Club welcomes all students majoring or minoring in Kinesiology, Health or related fields. The club plays a campus wide leadership role in promoting lifespan physical activity, sports and other health enhancing behaviors. For example, club members assist in the campus Fitness and Wellness program, supervise campus facilities and special events, and host guest speakers. Club fundraisers help members attend state, regional and national conferences. The club's social functions include group meetings and a year-end barbeque.
LCSC continues to draw regional recognition for its excellence in preparing teachers. The College offers innovative programs in elementary and secondary education that are integrated and competency-based. It promotes high quality in teaching through a unique combination of course coherence, collaborative instruction, community partnerships, and performance assessment. The programs are designed to prepare competent, caring teachers who have the knowledge, skills, and dispositions needed to effectivelyhelp all students learn. Quality field experiences are the cornerstone of LCSC's Teacher Education Programs. Students participate in multiple school-based experiences with teachers who demonstrate "best practices." Field experiences begin with a twenty-hour practicum and culminate with an internship. These experiences provide teacher candidates with opportunities to explore the connection between theory and practice, as well as to work with students from culturally diverse and exceptional populations. Students gain confidence through reflective practice and competence through frequent interaction with a community of skilled practitioners. Students in teacher education will provide evidence through performance that they have become dedicated and knowledgeable professionals, content specialists,competent educational designers, capable educational facilitators, insightful educational evaluators, and reflective professionals before being recommended for teacher certification.
ADMISSION REQUIREMENTS Students seeking admission to the Teacher Education Program must comply with admission requirements as stated in this catalog. Teacher Education program requirements may change to comply with accreditation requirements, professional certification requirements, etc. Students may be required to meet College graduation requirements under a different catalog than that used to obtain admission to the Teacher Education program. Admission to the Teacher Education programThe performance-based Teacher Education program for Elementary Education is composed of the following three phases:I. Pre-professional StudiesII. Professional StudiesIII. Professional Internship After completing the General Education Core and pre-professional studies courses, Phase I, students who meet entry requirements may apply for admission into the Teacher Education program. Application information is available from the Education Division office or online at http://edudiv.lcsc.edu/application.htm. It is the responsibility of the student to secure admission to the Teacher Education program and maintain that status. Students must be formally admitted to the program prior to participation in Phase II. The Division of Education admission procedure addresses three areas:1. scholarship2. a qualifying entrance examination and interview3. professional experience Adverse factors will also be considered in the admissions decision. Those adverse factors include para-competencies (i.e.-personal characteristics/attitudes inconsistent with the teaching profession exhibited by the student such as racism, intolerance, chronic lateness, patterns of course withdrawals, patterns of course incompletes, and moral turpitude).Students must apply for admission into the Teacher Education program no later than the first day of the semester prior to the semester in which they plan to begin Phase II course work. Students who plan to begin Phase II course work in the fall should apply no later than the first day of the previous spring semester (mid-January). Students who plan to begin Phase II course work in the spring should apply no later than the first day of the previous fall semester (mid-August). PLEASE NOTE: Admission to the Teacher Education Program will be based on the predetermined number of available, quality internship sites.Entrance into the Teacher Education program requires:1. Course work: Satisfactory completion of all Phase I course work with a grade of "C-" or better in each course. Exception: Must have "C" or better in English 101 to advance to English 102. Note: At the time of application, students should be completing the last of these required courses.2. Entrance Examination: Passing scores in math, reading, and writing on the COMPASS Placement Exam or the ACT exam or the SAT exam for undergraduates. This exam is not required for students who already have a baccalaureate degree.3. Scholarship: A minimum LCSC cumulative grade point average (GPA) of 2.75; in addition, secondary candidates must maintain a minimum grade point average of 3.0 in their major teaching field.4. Professional Experience: Evidence of successful work with children or adolescents and a short reflective essay.5. Interview and Writing Sample: Students compose an extemporaneous essay followed by a formal interview with a panel of professionals.6. Official transcripts: Required from all higher education institutions attended, other than LCSC. Transfer Students, entrance into the Teacher Education program requires: 1. A transfer credit evaluation by the Education Division Program Assistant immediately following admission to LCSC.2. Admission to the Teacher Education Program (see above).3. Completion of a minimum of 32 LCSC credits before graduation (see baccalaureate degree requirements). Post-Baccalaureate Students, entrance into the Teacher Education program requires:1. A transfer credit evaluation by the Education Division Program Assistant immediately following admission to LCSC.2. Admission to the Teacher Education program (see above). Certified Teachers should:1. Consult with the Education Division Program Assistant directly after being admitted to LCSC.2. Complete the Education Division Special Permission Form to take certain upper division course work.
Students enrolled in the Elementary Teacher Education program (grades K-8) will complete 62 credits of professional education courses including a yearlong internship under the guidance of a faculty member and an on-site teacher educator in a local elementary or middle school. Elementary Education students will have opportunities to learn about, evaluate, practice and refine a variety of teaching strategies based on best teaching practices as identified by professional organizations, in content areas taught to elementary students. Students in Elementary Education will provide evidence through performance that they have become dedicated and knowledgeable professionals, content specialists, competent educational designers, capable educational facilitators, insightful educational evaluators, and reflective professionals before being recommended for elementary teacher certification. For marketability purposes, students are encouraged to pursue endorsements and minors in a second teaching field; consult with an advisor for additional information.
The Secondary Teacher Education program prepares teacher candidates for certification in grades 6-12. It requires 24 credits of Education course work in professional foundations and studies and 13 credits during internship. Students apply for admission to the program after successfully completing nine credits of Education course work in professional foundations. During the course of the studies, candidates may be asked to reapply to the program in their GPA falls below 2.75 in general course work and 3.0 in their selected content area(s) of endorsement such as biology, chemistry, earth science, English, math, natural sciences, physical education/health, or social studies. There are separate degree requirements for each major and minor endorsement area.Secondary Teaching Certificates (grades 6-12) are endorsed for subject areas according to Idaho Teacher Certification standards. All certificates require a minimum of 30 semester credits for a teachingfield major and 20 semester credits for a teaching minor. For a single teaching field major, a minimum of 45 semester credits is required. The following LCSC areas are approved for teaching field majors: Biology, Chemistry, Earth Science, English; Kinesiology-Physical Education K-12 and Health 6-12; Mathematics; Natural Sciences; and Social Science with a History emphasis (see degree requirements for each major). For marketability purposes, students are encouraged to pursue endorsements and minors in a second teaching field; consult with an advisor for the proper procedure. Secondary Education majors must have a content area advisor and a Secondary Education advisor.Graduates from other colleges or universities seeking secondary teacher certification must fulfill all Secondary Education professional course work requirements in addition to meeting all academic major or minor teaching field requirements for subject area endorsement. Students in the Secondary Education Certification program are expected to provide evidence through performance that they have become dedicated and knowledgeable professionals, content specialists, competent educational designers, capable educational facilitators, insightful educational evaluators, and reflective professionals before being recommended for secondary teacher certification.
ADVISINGSecondary Teacher Certification candidates must have two advisors, one for their academic major and one for secondary certification.
Using a distance learning format, the PACE program offers a nontraditional path to Teacher Certification for students in rural areas. PACE is intended for mature, responsible nontraditional students who want to change careers to teaching. Paraprofessionals and those with previous classroom experience find that the PACE program affords a smooth transition to Teacher Certification. Candidates who decide to enter the PACE program must initially apply for admission to Lewis-Clark State College.
ELEMENTARY PACE The PACE Elementary program requires candidates to hold an associate or higher degree from an accredited college or university. Candidates will fulfill the requirements for a Bachelor of Science degree in Elementary Education and teacher certification at the conclusion of the program. Candidates officially begin the program in the summer, so they must plan to attend two consecutive summer sessions. The remaining coursework is accomplished in two semesters utilizing distance learning technology, and a final semester of on-site internship (near the candidate's home).Candidates should apply to the PACE Elementary program prior to the beginning of the first summer session. To be guaranteed a summer position, Phase I coursework must be complete. There are a fixed number of openings in the PACE program, so qualified candidates will be admitted as positions open. When candidates are offered admission, they must accept within two weeks or forfeit their position on the list. Candidates must enroll in at least one course per semester and complete the two summer sessions. Candidates are allowed up to four years to complete the program; those who do not complete the program within four years will have to reapply for admission to PACE.The procedures for admission to the Teacher Education program help assure that teacher candidates are prepared academically and well motivated to complete the intensive teacher education coursework and internship field experiences.1. Submission of a complete application to the Teacher Education program including signed "Statement of Release" and payment of application fees. (Application can be found at http://edudiv.lcsc.edu/forms/2. Satisfactory completion of Phase I courses with grades of "C-" or better in each course.3. Completion of Academic Program Information Form (PIF).4. A minimum 2.75 GPA.5. Passing scores on the Teacher Education Program Entrance Interview and exams.6. Evidence of successful work with children in various formal and informal settings.7. Official transcripts from all higher education institutions attended other than LCSC.
SECONDARY PACE The PACE Secondary Program requires candidates to already hold a bachelor's degree or higher from an accredited college or university. Candidates will fulfill the requirements to receive secondary teacher certification with specific content area endorsements to teach grades 6-12 at the conclusion of the program. Candidates are required to attend a 3-day orientation in the summer. The remaining coursework is accomplished utilizing distance learning technology, and a final semester of on-site internship (near the candidate's home). Candidates of the PACE Secondary Program follow the same admission requirements to the Teacher Education Program as outlined above. Those who are interested in the PACE Program should request a transcript evaluation by the PACE program assistant. Forms are available at http://edudiv.lcsc.edu/forms/. Follow the link to "Request for Transcript Evaluation".For more information, contact:• Dr. David Massaro, Elementary Education PACE Coordinator, firstname.lastname@example.com; 792-2730 • Dr. Wayne Carroll, Secondary Teacher Education PACE Coordinator, email@example.com; 792-2487 • Dawn Byers, PACE Program Assistant, firstname.lastname@example.com; 792-2553 EXPECTATIONS OF STUDENTS Candidates for the baccalaureate degree in the Teacher Education programs must meet the LCSC baccalaureate degree requirements, maintain an overall GPA of 2.75, and pass the Praxis II subject specialty exam(s) in their area as required by the state of Idaho. In addition, Elementary Education candidates must pass the State of Idaho Comprehensive Literacy Assessment. It is the student's responsibility to ensure that his/her program of study fulfills the General Education, major, minor, certification, and endorsement requirements. Requirements for graduation and requirements for teacher certification differ. The Office of Admission/Registrar has authority over graduation requirements. Therefore, the Education Division does not substitute or waive any institutional General Education requirements. Further, such a substitution or waiver may jeopardize teacher certification. Students desiring to substitute or waive General Education requirements should consult with their Education advisor before petitioning. PROFESSIONAL STANDARDS FOR THE K-12 TEACHER Teacher Education faculty in the Division of Education believe that in order to ensure the continuous intellectual, social, and physical development of all learners, the qualified teacher must perform several roles. In serving these roles, teachers demonstrate knowledge, skills, and dispositions related to seven main areas of professional competence. Successful teacher candidates must consistently exhibit:1. Appropriate conduct as a professional 2. Knowledge of the foundations of the profession3. Expertise in all subjects taught4. Skills as an educational designer 5. Skills as an educational facilitator6. Skills as an educational evaluator7. Capacity for reflective practice 8. The ability to embrace the ideas of a culturally responsive educator.Through participation in each of the Teacher Education programs at LCSC, teacher candidates have opportunities to develop, nurture, and demonstrate their professional competence in each of theseseven areas.The Dedicated Professional. The teacher conducts herself/himself in a manner which shows care and concern for children and their learning and a commitment to the profession of education. The teacher exhibits high ethical and professional standards. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.The Knowledgeable Professional. The teacher is knowledgeable of how children, as individuals and in groups, learn and develop and how instruction can be provided to support the intellectual, social, and personal development of all types of learners. The teacher understands schools as organizations within the larger community context and the laws and norms that guide their operation.The Content Specialist. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches. The teacher maintains currency in knowledge of the content area(s) and skills of the discipline. The Educational Designer. The teacher plans and creates learning experiences based upon knowledge of subject matter, students, the community, and curriculum goals to make the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches meaningful for students. The teacher designs and develops learning opportunities which are congruent with how children learn and develop, which utilize well-selected instructional strategies and learning resources, and which are appropriately adapted to diverse learners.The Educational Facilitator. The teacher utilizes a variety of instructional strategies (methods, techniques, etc.) and resources (media, technologies, etc.), effective classroom organization skills, and effective communication techniques to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students. The teacher fosters active inquiry, collaboration, and supportive interaction in the classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.The Educational Evaluator. The teacher understands and uses appropriate, formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physicaldevelopment of the learner. The teacher performs appropriate, comprehensive assessments of the processes of instructional design, facilitation, and evaluation. The teacher adjusts and refinesinstruction based upon informed analysis. The Reflective Professional. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learningcommunity). The teacher actively seeks out opportunities to grow professionally. The Culturally Responsive Educator. The teacher is a culturally responsive educator who understands and embraces the ideas of cultural consciousness, equity and human dignity, and social justice while striving to create learning environments that grant voice and authenticity to the beliefs, opinions, and experiences of students from diverse experiences. The curriculum for Teacher Education at LCSC promotes the development and practice of these qualities through performance based courses and field experiences. TEACHING INTERNSHIP INFORMATION For Elementary Education majors, the Teaching Internship is a two semester sequence of integrated course work and field experiences.For teacher candidates seeking certification in Secondary Education (6-12), the Teaching Internship consists of one semester in the field. Over the course of the semesters, the candidate engages in field-based opportunities to apply the knowledge, skills, and dispositions developed in course work. The internship provides the teacher candidate with mentored experiences in all areas of teacher performance.Students must be admitted to the Teacher Education program and pass their required Praxis examination(s) before an internship placement is considered. A grade of "B-" or better is required for allprofessional education Phase II and Phase III course work.During the internship, candidates are expected to fulfill additional responsibilities both on campus and at their assigned school site. Interns are to complete course assignments as well as duties assigned at their school. They should perform professionally according to public school policies and procedures. Failure to successfully progress through the internship may result in an extended internship, inability to continue with the internship experience, or withdrawal from the Teacher Education program. The internship involves a candidate's total commitment for the entire term of assignment. For this reason the Education Division chairperson must approve any additional course work. Extracurricular college activities, coaching, and outside employment are not to interfere with achieving a successful internship experience. Candidates' requests for college and school supervision in long distance internship sites (outside the LCSC service area) must be made in writing. Candidates will be assessed a fee to assist in paying the added expense of supervision at a long distance site. The instructional teams must approve all requests for distant internships. No guarantee is made that a long distance site will be available or approved. ASSESSMENT COMPASS, ACT, or SAT PLACEMENT EXAMTo demonstrate acquisition of basic skills, undergraduate students seeking admittance into the teacher education programs must pass math, reading, and writing sections of the COMPASS, ACT, or SAT exam at a level determined appropriate by the Education Division. IDAHO COMPREHENSIVE LITERACY ASSESSMENT (ICLA) All teacher education candidates whose teaching responsibilities will include elementary education, special education, and/or reading must pass the Idaho Comprehensive Literacy Assessment. The ICLA consists of three areas: language structure, comprehension, and assessment. PRAXIS SERIES ASSESSMENTS Students seeking teacher certification in the state of Idaho must take Praxis II exams in their content areas; elementary candidates are also required to take a Praxis II Principles of Learning and Teaching test. Students are required to meet the qualifying score set by the Idaho State Department of Education to enter into an internship experience. PORTFOLIO The portfolio is a form of performance assessment that requires teacher certification candidates to demonstrate that they have the knowledge, skills, and dispositions needed to be effective classroom teachers and to positively impact student learning. Development of the portfolio is a yearlong endeavor. During a candidate's internship experience, he/she will collect, organize, and display evidence that he/she is able to meet the standards required for completion of the LCSC Teacher Education Program. EXIT INTERVIEW As a final evaluation of an intern's ability to demonstrate the professional competencies required by the program, she/he will pass an exit interview conducted during the final phase of the internship experience. The intern's faculty mentor will chair the exit interview. An on-site-teacher-educator who is familiar with the intern's capabilities and a second representative from the Education Division will also participate in the exit interview. ADDITIONAL FEES (all fees are subject to change) Transfer Credit Evaluation Fee $35Elementary Education COMPASS Test (undergraduates only) $15• Application to the Teacher Education Program $30• Praxis II Exam: Elementary Ed: CK $130 ($50 registration + $80 test)• Praxis II Exam: PLT: Grades K-6 or 5-9 $145 ($50 registration + $90 test)• Idaho State Teacher Certification $115 ($75 application + $40 fingerprinting) • Washington State Teacher Certification $115 – 130 ($55-70 application/$46 fingerprinting)Secondary Education • COMPASS Test (undergraduates only) $15• Application to the Teacher Education Program $30• Praxis II Content Specific Exams $130 ($50 registration + $80 test) (a separate Praxis exam is required for each content area teaching field)• Idaho State Teacher Certification $115 ($75 application/$40 fingerprinting)• Washington State Teacher Certification $115 – 130 ($50-70 application/$46 fingerprinting)Special Education• Praxis II exam: Ed of Exceptional Students: Core Content Knowledge $115 ($50 registration + $65 test)• Praxis II exam: Ed of Exceptional Students: Mild to Moderate $130 ($50 registration + $80 test) TEACHER CERTIFICATION INFORMATION Candidates who satisfactorily complete a Teacher Education program at LCSC are eligible to apply for one of the following State of Idaho teaching certificates:1. Standard Elementary K-8 2. Standard Secondary 6-12These certificates are issued by the State of Idaho Department of Education and are recognized in all 50 member states of the NASDTEC Interstate Contract (see Idaho Department of Education Professional School Personnel Certification Standards). Teacher certification requirements vary among all states, andapplicants should address any questions concerning teacher certification requirements to the individual state teacher certification agencies.LCSC does not issue teaching certificates. The LCSC Teacher Education Program does provide a statement of approved program completion only for students who have successfully completed the program. The Idaho State Department of Education evaluates for certification only after the applicant completes the application process. A certificate or notation of deficiencies generally takes 30-45 days.Prior to being recommended to the state for certification, candidates must pass a final review of their work. This consists of a formal oral evaluation by at least two faculty members and one on-site teacher educator. The candidate presents, at that review, a portfolio that reflects mastery of the concepts and skills required to enter the teaching profession. Candidates failing this final oral review are given a remediation plan and sit for the final review again. 1. Application for teacher certification is the sole responsibility of the graduate. Idaho certification procedures and forms will be provided following student teaching.2. To obtain an official LCSC Institutional Recommendation for the State of Idaho indicating completion of an approved Teacher Education Program, the graduate must submit the following to the LCSC Education Division: a. A completed "Application for an Idaho Professional Education Credential" form; b. Official transcripts from ALL higher education institutions attended except LCSC; c. A check or money order for the appropriate State of Idaho application fee; d. Completed State of Idaho fingerprint cards; and, e. Any additional documents required by the Idaho State Department of Education Teacher Certification Office.Note: Official LCSC Institutional Recommendations may be required for other states. Please follow that state certification agency's procedures. It is the responsibility of the graduate to meet those requirements. 3. The Education Division will process, endorse, and mail to the Idaho State Department of Education Teacher Certification office complete applications only. Incomplete applications will not be processed. 4. The applicant must supply all data requested on the application form(s).ENDORSEMENTS AND MINORS GIFTED AND TALENTED MINOR AND ENDORSEMENT, GRADES K-12 The Gifted & Talented Education minor prepares individuals for a State of Idaho endorsement with either an Elementary or Secondary Certification. This endorsement enables a teacher to work with gifted and talented students in grades K-12. It also allows teachers to work as a G/T Facilitator or a G/T Director/Coordinator. Students interested in this endorsement must integrate the Gifted and Talented Education courses into their Elementary or Secondary Teacher Education program. Teacher candidates must also complete certification in either Elementary Education or Secondary Education. Courses should be taken inthe order listed on the Gifted/Talented Education minor Program Plan. Currently, there is no Praxis II exam required for the Gifted/Talented Education endorsement. LITERACY MINOR AND TEACHING ENDORSEMENT, GRADES K-12 The K-12 Literacy Endorsement is recognized by the State of Idaho as authorization to teach reading at any grade level, K-12. Completion of this endorsement enables a graduate to perform the duties of a reading teacher at K-12 levels, and to act as a reading resource teacher and consultant on reading improvement in his/her own buildings. This endorsement is a valuable addition to all teaching majors at both the elementary and secondary levels, helping prospective teachers learn to deal more effectively with problem readers in their own classrooms, as well as to encourage reading development and enrichment among all students. A strength of the program is the inclusion of several supervised practicum's that provide candidates opportunities to work with a wide variety of readers. Students should see an advisor for assistance with course selections for a Literacy Endorsement. Students must pass the Praxis II exam #0300 "Reading Specialist". SPECIAL EDUCATION MINOR AND STANDARD EXCEPTIONAL CHILD CERTIFICATE WITH GENERALIST ENDORSEMENT, GRADES K-12The Special Education program prepares generalists rather than specialists in any one area of special education. The Exceptional Child certificate enables a special education teacher to work with students with special and individual needs in grades K-12. This certificate allows teachers to work in a resource program or through inclusion in a regular classroom.Students interested in the Exceptional Child certificate must integrate the special education courses and internship into their Elementary or Secondary Teacher Education program. Teacher candidates must also complete certification in either Elementary or Secondary Education. The Special Education program maybe integrated with a Literacy minor. Students must pass both Praxis II exams for "Education of Exceptional Students" #0353 and #0542. Students must also pass the Praxis II exam #0014 "Elementary Education: Content Knowledge" for the Exceptional Child Certificate. TEACHING ENGLISH AS A SECOND LANGUAGE (ESL) TEACHING MINOR AND ENDORSEMENT, GRADES K-12 Teaching ESL is an endorsement granted by the State of Idaho. Twenty credits are required, with work in each of the following three areas: foreign language, English as a Second Language methods or bilingual methods, and cultural diversity or multicultural topics. This endorsement does not require institutional recommendation; the Idaho Teacher Certification office will evaluate each case. Students must pass the Praxis II exam #0360 "English to Speakers of Other Languages." OTHER PROGRAMS TECHNOLOGY FOR TEACHERS PROGRAM The Education Division's Technology for Teachers Program started in 1994 in response to the Idaho State Board's request that LCSC help both future and practicing teachers learn to use technology effectively in their teaching. The Division's model technology classroom and technology development lab in Reid Centennial Hall are maintained as a part of this program. Technology skill development for pre-service and practicing K-12 teachers, as well as technical support for the Division's students and teachers, is provided by the program's technologists, instructors, and director. SPECIAL EDUCATION: PARAPROFESSIONAL TO TEACHER The Special Education Paraeducator to Teacher Alternate Route is designed for paraeducators who possess an AA/AS and who wish to become certified special education teachers. The program culminates in a Bachelor of Science in Special Education and a recommendation for the Exceptional Child Certificate, K-12 Generalist Endorsement. STATE ALTERNATIVE AUTHORIZATION: CONTENT SPECIALIST The Division of Education supports the State of Idaho Alternative Authorization: Content Specialist Teaching Certification option. This option permits highly qualified candidates to be offered teaching positions in Idaho schools while completing certification requirements based on a formal pre-assessment of their content area and pedagogical knowledge, skills, and dispositions. ASSOCIATE OF ARTS DEGREE IN PARAPROFESSIONAL EDUCATION The Paraprofessional Education program prepares teaching assistants to work in K-12 schools in Special Education, Reading, ESL, or Gifted/Talented programs. The program articulates with the core requirements of the Elementary Teacher Education program while providing needed coursework to improve the learning of students. This degree is designed to meet the No Child Left Behind legislation requirements for teaching assistants and early childhood care providers. MINORS ADDICTION STUDIES This minor prepares students for Chemical Dependency certification by meeting the twelve counselor core functions as outlined by the Idaho Board of Alcoholism/Drug Counselor Certification, as well as related issues.The counselor core functions are:1. Treatment planning2. Counseling3. Crisis intervention 4. Case management5. Assessment6. Screening 7. Client education8. Referral9. Reports/record keeping 10. Intake11. Orientation12. Consultation with other professionalsStudents who major in Psychology need to be aware that some elective psychology courses may require a discussion or disclosure of personal information, such as relationships with parents or significant others. This also includes courses students must take for the Addiction Studies minor. EARLY CHILDHOOD DEVELOPMENT (joint minor program with Business Technology & Service Division). See Business Technology & Service section of catalog. EARLY CHILDHOOD SPECIAL EDUCATION (joint minor program with Business Technology & Service Division). See Business Technology & Service section of catalog. CLUBS CHI KAPPA CHAPTER OF KAPPA DELTA PI HONOR SOCIETY Kappa Delta Pi, an International Honor Society in Education, was founded March 8, 1911 at the University of Illinois. The Chi Kappa Chapter of Lewis-Clark State College was installed in 1996 (and was the first Idaho chapter); it became the last chapter necessary to complete membership in all fifty states. The Chi Kappa Chapter promotes better teaching and learning through identification and recognition of both outstanding teacher candidates and practicing educators. Teacher candidates must possess a grade point average of no less than 3.5 and be nominated on the basis of demonstrated potential to become strong leaders in education. Practicing educators are nominated by a committee of their peers as individuals who have demonstrated high academic ideals and made significant contributions to the education profession. The chapter sponsors several annual social and professional activities, and members have the opportunity to represent the chapter at the biennial national conference. LCSC STUDENT CHAPTER, IDAHO COUNCIL FOR EXCEPTIONAL CHILDREN Idaho Council for Exceptional Children (CEC), LCSC Student Chapter welcomes new members seeking a special education minor or a gifted and talented endorsement. The student chapter actively participates in professional development activities that align to the state unit and shares the following mission statement: " to improve educational outcomes for individuals with exceptionalities." CEC, a non-profit association, accomplishes its mission which is carried out in support of special education professionals and others working on behalf of individuals with exceptionalities, by advocating for appropriate governmental policies, by setting professional standards, by providing continuing professional development, by advocating for newly and historically underserved individuals with exceptionalities, and by helping professionals achieve the conditions and resources necessary for effective professional practice. KINDERCOLLEGE CONTACT PERSON Manager: Sarah Wimer, BS e-mail: email@example.com Office: 805 Fourth St. Phone: 792-2254 Fax: 792-2588 Web: http://www.lcsc.edu/kindercollege OVERVIEW The goal of our childcare program is to encourage and support the social, cognitive, emotional, and physical development of each child and to provide opportunities for self-exploration and discovery. Learning experiences are designed and implemented to enhance the child's positive self-image. Hours of Operation 6:30 a.m. to 6:30 p.m. Students (taking 6 credits or more) Infants Toddlers Preschool Daily $23.00 $21.00$19.00 Monthly $450.00 $400.00$350.00 Community Infants Toddlers Preschool Monthly $550.00 $500.00$450.00 AGES OF CHILDREN KinderCollege accepts children from 6 weeks of age through kindergarten. Children are considered infants through 17 months of age. Children are considered toddlers from 18 months to 3 years of age. Children are considered preschool from 3 years of age until they begin kindergarten.
Lewis-Clark State College • 500 8th Avenue • Lewiston, ID 83501 • (208) 792-5272 Web Site maintained by the email@example.com
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A collection of news and information related to Toronto (Canada) published by this site and its partners.
Top Toronto (Canada) Articles
Displaying items 45-55
Sears Canada to slash 800 jobs in services units, head office
Chorus Aviation shares soar on favorable rate ruling
Story | Nov 26, 2013 | 12:17 PMTORONTO (Reuters) - Shares of Chorus Aviation Inc soared 29 percent on Tuesday after an arbitration panel agreed with the markup rate the company charges as a contract carrier for Air Canada . Following more than a year of arbitration, Halifax, Nova... -
Trudeau's Liberals boost claim to be top contender for power in Canada
Story | Nov 26, 2013 | 11:34 AMBy Randall Palmer OTTAWA, Nov 26 (Reuters) - Canada's Liberals have strengthened their claim to be the main challenger to the governing Conservatives in the next general election after being thrust back into the political mainstream by a strong... -
Chorus Aviation stock soars on favorable rate ruling
Story | Nov 26, 2013 | 7:17 AMTORONTO, Nov 26 (Reuters) - Shares of Chorus Aviation Inc soared 27 percent in early trading on Tuesday after an arbitration panel agreed with the mark-up rate the company charges as a contract carrier for Air Canada. Following more than a year of... -
Rogers says Canadian TV industry must offer viewers more choice
Story | Nov 25, 2013 | 2:18 PMBy Alastair Sharp TORONTO, Nov 25 (Reuters) - Rogers Communications Inc , one of Canada's biggest cable companies, said on Monday the entire industry must be willing to offer viewers more choice when selling television packages even if that means some... -
Connecticut Has Had A Few Mayors That Out-Shame Rob Ford
Bitcoins: Widely known and widely misunderstood
Ann McFeatters: America + Canada = AmeriCan
Story | Nov 21, 2013 | 6:35 AMWASHINGTON In the 1995 movie "Canadian Bacon," the U.S. president (Alan Alda), distressed by low opinion polls, starts a war with Canada on the theory that the public rallies around wartime presidents. Recently we have seen that this theory isn't... -
Canada's Falstaff
Cliffs calls time on Canada chromite project
Story | Nov 20, 2013 | 5:54 PMNov 20 (Reuters) - Cliffs Natural Resources Inc said it would indefinitely suspend a $3.3 billion chromite-mining project in Canada by year-end, snubbing out faint hopes that the struggling development might be able to get back on track. The U.S.... -
Bank of Canada's Poloz speaks in Ottawa
Story | Nov 20, 2013 | 3:23 PM(Reuters) - Below are key quotes from an appearance by Bank of Canada Governor Stephen Poloz before a parliamentary committee in Ottawa: ON WHETHER HIGH OIL PRICES CAUSING DUTCH DISEASE IN CANADA "This injection of revenue has a positive effect...

subset: commoncrawl


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Another Sharkface, another maiden...
Major | 20/06/2012 22:59:35 |
600 forum posts 202 photos |
Hi all! Today was my turn to maiden some wood.... The day was quite strange and long, weather didn't look good in any way, rain was coming up quickly... First I called friend and we arranged to meet in Moor Park, because of large space availible... So about hour later or so, we met there and I started to prepare everything. Tank filled, clip fitted to glow stick, all insides ready and only wind was getting stronger and stronger ... Then Kal advised me to abort any attempt as I'd just and only crash my new plane. Not really happy, but listened to him and packed all stuff to the box, disconnected RX battery, drained out fuel and together with Kal, we came back home (thanks for a lift mate!!). You know that stupid feeling, when just weather doesn't allow You to go out?? I do very well... Stuck to the window I've been watching trees and other plants waving, but there was a moment of silence... I thought "do or die!" so just took all stuff again and ran to the park round the corner. It was windy, with some very strong blows, but mostly it didn't feel so bad... Quick check, engine running, last preparations. Then I just reminded myself Beb's words - "launch as level as possible". Quick look onto the model and she went as level as I could throw. Nose gone a bit upwards, but plane started to go down, almost touching the grass by the tail. So I thought "will try again", but she climbed up!! I was not enjoying long flight, because wind was pushing her far too strong, but managed to land safely, no damages occured. Anyway, flight was much longer than my usual 3-5 seconds, there was just few drops of fuel left in tank... So now I know, my Sharkface is in flying condition, the only thing is that Cox is weaker than CF2812 on3S, but First: The fuel I used contains just 10% of nitro... Not really good then.. And second I have checked weather forecast - BBC states winds of 23mph today!!! So all I have to do now is just wait for calmer weather conditions and get fuel which contains 25-30% nitro. I am very happy anyway, because Sharky has proved its flying abbilities. I am sure that with stronger fuel and calmer weather it'll go just fine. And now is the time to pick up another project... Cheers Tom Edited By Major on 20/06/2012 23:02:53 |
Eck | 20/06/2012 23:12:30 |
660 forum posts 124 photos | Really chuffed for your successful maiden, Tom! |
Major | 20/06/2012 23:18:05 |
600 forum posts 202 photos | Thank You Eck! I do have some hunger, because I did not fly as long as I wanted, but now I just can wait a while - the most important thing is that Sharky flies!! |
Codename-John | 20/06/2012 23:18:43 |
826 forum posts 14 photos | congratulations Major, one thing tho, i dont think more nitro will make that much difference really, if its more power you want your better off saving your money for a bigger engine / motor etc, or if its longer flights you want a bigger fuel tank. I run most of my engines on 5% and they run great |
Major | 20/06/2012 23:29:45 |
600 forum posts 202 photos | Thank You John! To be honest, I don't know. I never used any other fuel than Model Technics 10%, manual for Cox states about 20% as far as I remember, and that wind didn't help really... I might find some other props as well, because now I used TD 6x3, but in that way - I'd just make another plane... Will give it a try in better weather, but don't think I will be able to stay with this one and pray for windless day to fly a bit. I just have to study my list and pick up next project, I consider for now Sandow, Pix-E Major, Sawdust, Bazzbomb, Matador and Mini Super/Super 60... Difficult choice... Cheers |
Myron Beaumont | 21/06/2012 12:00:03 |
5748 forum posts 51 photos | Well done Tom ! Is Mk 1 still up that tree ? Myron |
Major | 21/06/2012 12:14:04 |
600 forum posts 202 photos | Thank You Myron! Unfortunately it is, even more covered by foliage... However, there is some hope yet, as I've met one guy who has a pro conuction ladder. It should last to get onto the tree and allow myself to reach the top... |
David Davis | 21/06/2012 12:22:59 |
1211 forum posts 128 photos | Well done Major! I'm old enough not to bother about maiden flights unless conditions are right, too many bad memories! |
Major | 21/06/2012 12:30:49 |
600 forum posts 202 photos | Well, people learn whole life, don't they?? I do try to be patient and not to rush things... I can be calm while building, but still can't get used to British weather especially here in North-West... Rain, wind,rain+wind, and some extra rain. When I got a plane ready to launch hanged on the wall in my workshop, I just go crazy sometimes... Like yesterday. Thank You David! |
bouncebounce crunch | 21/06/2012 12:32:18 |
1173 forum posts 184 photos | I'm not that old David but I'll agree with you, test or launch day conditions to suit, just like full size.but go, go, go, Major! experimentors will experiment and thank goodness for that. |
Major | 21/06/2012 14:45:48 |
600 forum posts 202 photos | Of course I will. Next experiment is called Curtiss P-40 Kittyhawk. |
Josip Vrandecic -Mes | 22/06/2012 10:15:38 |
1422 forum posts 166 photos | Congrats Major,after the "small" things.....big things come... All the best Jo |
Simon Chaddock | 22/06/2012 10:54:38 |
3187 forum posts 1539 photos | Major I would be very surprised if going from 10 to 20% nitro would make very much difference to the power of a reed induction Cox. It might be noticeable on a front induction Cox Tee Dee but even then I doubt it would be more than 5%. I think what you have discovered is that brushless motors , particularly out runners, are surpringly efficient at converting their input watts into thrust. The high reving Cox sounds rather more impressive than the thrust it actually creates! |
Major | 22/06/2012 11:30:43 |
600 forum posts 202 photos | Thank You Jo! Simon I must agree with You. When I first bench tested the engine, I was very impressed - how that little thing can be that quick?? But what I've seen in flight was a bit different, but I have noticed, that due to less power, Sharky wasn't jumping in the air, just climbed constantly with no down elevator to keep it nice. When the fuel is nearly used and plane becomes slightly tail-heavy, then it starts to be fun! Electric was much more powerfull and even launch was much easier - now I have to throw it like javelin. And will have to set D/R as till now I have used just maximum throws. Flight is nice, but for plane's safety will need to set it up. Best regards Tom Edited By Major on 22/06/2012 11:31:37 |
Lee Damms | 23/06/2012 00:31:49 |
182 forum posts 61 photos | Major, glad you've maidened sharky ok, just one point you should really balance the model with the tank empty, nose heavy on launch or take off is better than tail heavy later. Regards Lee |
Major | 23/06/2012 11:54:51 |
600 forum posts 202 photos | Thank You very much for advice Lee! Without fuel, Sharky is just a little bit tail-heavy, with fuel - a little bit nose-heavy (either case very, very slight). To ballance it perfectly, I'd need to add some weight now, or make hole big enough to fit the battery a bit further to the front. Both cases now don't make me really happy, cause I remember my first landings with my EP version - battery kept jumping out with some damages, and the plane is heavy enough by now, if not too heavy for this particular engine...
I remember, when I received the plan, mate told me about that. Now I just know what he meant. Basically, the flight is usually gentle, when the fuel runs out - plane starts to "jump" in the air, but it's nothing new - EP on full power was flying same way, but was ballanced perfectly... Anyway, this one is gonna be reserved just for very calm days, now I started Scamp, just to keep me going, and soon will pick up something bigger. This was a good lesson again - EP would be better for now... but from other side the feeling of "vintage spirit" is very good experience! Cheers Tom |
Aaron Stevens | 23/06/2012 12:36:48 |
125 forum posts 17 photos | where would i get plans for this plane? i have a mcCoy 049 ready to put in a plane , really getting back into my free flight and c/l planes |
Alan Cantwell | 23/06/2012 13:31:14 |
3039 forum posts | doubt very much if the mcoy would be better than the radial cox, they where not the brightest in the 049 glow line up of the era, |
Major | 23/06/2012 13:39:42 |
600 forum posts 202 photos | Aaron, if You really want to build this one, just PM me Your address and I'll make a copy of the plan and post it to You. And after what I've seen - do it electric mate... Longer flight time, clean model, easier launch, much more power... I do like it and will keep flying this one, but IMHO EP was much better...
Regards |
Aaron Stevens | 23/06/2012 18:27:10 |
125 forum posts 17 photos | oh, i like the mcCoy and are they really that bad??.......and i am getting a nice order together from xena of cox engines, i am going to do some very odd mods to them that i have found in some old aeromodeler books, i am going to buy a few spare pistons as they aint to expensive....... as for ep i aint really a fan, i like oily hand saturdays ads |
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| Calvert Co School Closing 2 hrs Early Today Calvert County Public Schools has been in close contact with the National Weather Service, as well as other local weather sites. Due to the uncertainty of the pending weather event for this afternoon/evening, schools will be closing two hours early today, January 25, 2013 and all after-school and evening activities are cancelled. Afternoon Prekindergarten will be cancelled. Students in the morning Prekindergarten will not be taken home at the usual time. They will remain at school, be provided lunch, and go home with the students in Grades K 5. The forecast is calling for snow to start sometime after 2:00 p.m. and continue until late evening. Chance of precipitation is 90% with accumulating snow. Please continue to check the website for updates for the status of weekend activities.
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2008 Baseball Season Begins on Friday
Feb. 21, 2008 The 2008 baseball season begins on Friday, Feb. 22, with all 10 Big Ten teams in action. The opening week of the season includes two series against ranked teams as Minnesota travels to Oxford, Miss., for a three-game set with No. 4 Ole Miss. Minnesota is receiving votes in the Collegiate Baseball and the NCBWA Preseason Division I polls. Purdue also faces a tough opening challenge with a three-game series at No. 15 Baylor. The Boilermakers welcome back six starting position players and three starting pitchers including last year's batting champion, Ryne White, and Big Ten Freshman of the Year Matt Bischoff, a right-handed pitcher. Defending Big Ten Champion Michigan has been ranked in several preseason polls, including a No. 8 slot by Baseball America. The Wolverines open their 2008 campaign in Port St. Lucie, Fla., with a three-game series against Villanova. Michigan will then face the New York Mets in an exhibition game on Tuesday. 2007 Big Ten Tournament Champion Ohio State is receiving votes in the Collegiate Baseball poll and made its sixth trip in 10 years to the NCAA Championship last season. The Buckeyes open their 2008 schedule at the Service Academies Spring Classic in Millington, Tenn., with games against Arkansas State, Memphis and Seton Hall. Penn State is receiving votes in the Collegiate Baseball and NCBWA Preseason Division I polls. The Nittany Lions open this year's campaign with a three-game series at High Point. Other openers around the conference include Illinois vs. Sam Houston State, Texas State and Lamar at the Al Ogletree Classic in Edinburg, Texas; Indiana at LSU for three games; Iowa against Albany, Notre Dame and Liberty at the Notre Dame Tournament in Clearwater, Fla.; Michigan State vs. Stetson, Missouri and Connecticut at the Stetson Invitational in DeLand, Fla.; and Northwestern in a three-game series at Cal State Northridge.
Big Ten baseball players are candidates for several national awards, including Michigan's Zach Putnam, who last year became the first Big Ten baseball player to earn first-team All-Conference recognition at two different positions in the same season. The junior is a member of the Baseball America Preseason All-America first team, the Preseason NCBWA All-America first team, the Louisville Slugger Preseason All-America second team, and is a candidate for the USA Baseball Golden Spikes Award and the Brooks Wallace Player of the Year Award. Penn State reliever Drew O'Neil was a first-team All-Big Ten selection last season and is a candidate for the Golden Spikes Award, the Brooks Wallace Player of the Year Award and the NCBWA Stopper of the Year Award. The junior also landed a spot on the Louisville Slugger Preseason All-America third team. Joining Putnam and O'Neil on the Brooks Wallace Player of the Year Award watch list are Michigan's Derek VanBuskirk, Minnesota's Nate Hanson and Matt Nohelty, Northwestern's Jake Owens, Ohio State's Justin Miller and Purdue's Bischoff and White. White also earned a spot on the Preseason Louisville Slugger All-America third team and is joined by Michigan's Nate Recknagel and Jason Christian. The NCBWA Stopper of the Year Award watch list also includes Minnesota's Kyle Carr and Ohio State's Jake Hale. Hale was third in the Big Ten with 10 saves last season and is expected to start for the Buckeyes this year. Rounding out the list of accolades, Purdue junior Josh Lindblom is a candidate for the Golden Spikes Award. The right-handed pitcher is listed among Baseball America's top prospects in the Big Ten. |


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North Africa
Religion is not the biggest enemy for Arab women, poll finds
In accepting the Nobel Peace Prize last year, Yemeni activist Tawakkol Karman thanked women of the Arab world for her medal. Without their struggle to win equal rights, she would not be there, she said. The greatest challenge in that quest is not religion but the lack of economic and social development and a dearth of perceived security, said a Gallup Poll released Monday.
"The idea that coming in with a secular liberal social program as the solution to fixing how societies view women isn't supported by the evidence," said Dalia Mogahed, executive director of the Gallup Center for Muslim Studies.
Download the full report at gallup.com
New on womendialogue: rights map on women's rights in MENA and DK
How many women are represented in the Tunisian parliament? Do women in Iraq have the right to seek divorce? And in which countries is abortion legal? Find the answers to these and many more questions in this country overview that offers information on women's rights in the Middle East, North Africa and Denmark. For each country you will find facts on women and education, women's legal and civil rights, women's status on the labour market and other relevant information.
Tunisian women turn revolution into opportunity
A year after the Arab Spring revolution, Tunisia's future is still being written, and it will be authored in part, quite literally, by Ferida Lebidi. Two decades ago, Lebidi was in law school, but she was blocked for years from taking her exams and was even imprisoned because of her political activity.
Listen to the story at npr.org
KVINFO is now member of the Euro-Mediterranean Human Rights Network
On 2 June KVINFO became a member of the Euro-Mediterranean Human Rights Network (EMHRN) – a network of more than 80 human rights organizations and institutions in Europe and the Mediterranean area. The decision to admit KVINFO as a member was made on the network's general assembly in Copenhagen, running from 31 May to 3 June. Organisations from 30 countries in Europe, the Middle East and North Africa are part of the network, including many countries where KVINFO has established partnerships.
Read more about EMHRN here
Libyan women plunge into politics
Libyan women are dipping into politics in the hope of drafting a constitution which protects their rights. "Women gave a lot of hard work to support the revolution, so why not enter the government now?" asked Samira Karmusi, who is running with the Justice and Construction Party. The party brings together members of the Muslim Brotherhood with other Islamists and independents.
Read more at alarabiya.net
Rural education offers Morocco's women promise of a quiet revolution
Women in remote parts of Morocco are benefiting from a literacy scheme that also teaches civil rights, numeracy and beekeeping. The literacy programme is part of Morocco's national literacy strategy.
Read more at guardian.co.uk
Algerian women take a third of the seats in parliament
Algeria's legislative elections saw women take almost a third of the seats, making the national assembly the most gender-balanced in the region, but activists say the battle is far from won. According to official results made public Wednesday, 143 of the enlarged national assembly's 462 seats will be occupied by women, up from a representation of only 7 percent in the outgoing house.
Read more at dailystar.com.lb
Moroccan cooperative of craftswomen wins price
The Morrocan cooperative of craftswomen, Reseau Femmes Artisanes, won the price for best production at the fair Riad Art Expo in Marrakech on March 30. The cooperative, which is based in Marrakech, is part of a partnership project facilitated by KVINFO with among others the Danish Design School. The Morroccan Minister of Tourism and Handicraft, Lahcen Haddad, visited the cooperative at the fair and showed a great interest in their products.
Read more at riadart-expo.com
Qatari author: Arab spring is failing women
Amal al-Malki, a Qatari author, says the Arab Spring has so far failed women in their struggle for equality. Amal talks to Al Jazeera about women's rights in the Arab world, political and social empowerment and Islamic feminism.
Conference in Copenhagen: Women in a Changing Middle East and North Africa
KVINFO is hosting an international conference on women's position in society after the Arab uprisings on April 16th in Copenhagen.
During the Arab uprisings, women and men protested side by side and were united in their call for freedom, basic rights and a just society. However, a year after the blossom of the Arab spring, strengthening gender equality remains a great challenge in the Middle East and North Africa.
The aim of the conference Women in a Changing Middle East and North Africa – Facing Challenges and Seizing Opportunities is to take stock of the situation, look into the future and discuss opportunities and challenges for women in the region.
Activists, politicians, journalists and scholars from the MENA region will attend the conference, which will be opened by the Danish Minister of Foreign Affairs, Mr. Villy Søvndal. A panel of women activists and female parliamentarians from the Middle East and North Africa will participate in the debates.
The conference on April 16th is followed by a two-day partner meeting for KVINFO's more than 70 partners in the MENA region, which will take place on April 17th-18th.
Participation in the conference is free, but it is necessary to register. Read more about the conference and register online here no later than April 10th.


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We Travel Well
26 Jul 2008
1. What part of the world and country do you live in? I live in Asia particularly in the Philippines.
2. What is the furthest from home that you have been, and where is it? That would Manila in the northern part of the Philippines.
3. What travel destination have you enjoyed the most? It would have been our trip to the Visayas here in the Philippines particularly in Cebu and Bohol. Though I would love to travel abroad like in Europe!
4. What travel destination have you enjoyed the least? I guess those travels that were work-related and the road was not that good and there is not much nice sceneries to see.
5. Is there somewhere you'd like to visit but have not, and where is it? I would love to tour Europe someday. But I think I should travel the Philippines first so that I won't be called a "foreigner" in my own country. There are a lot of nice beaches and places to go here.
6. Do you prefer traveling to see historic places or to hit the beach and relax? Can I say both? But I would love to see historic places most of all.
7. What popular vacation destination have you never considered because you think you'd not like it? I have not thought of that.
8. Where do you travel to most recently? Since I got pregnant and have been a mom I have not been able to consider traveling except for when we attended my hubby's cousin's wedding. I am bound in the city.
9. Do you like day trip "mini-vacations"? That would be great! I'd like to go back to Eden or even Camp Sabros and try their zip-line adventure!