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Teen Wolf – Recap: The Redemption of Allison Argent
Teen Wolf continued to claw through Season 3 tonight with "Frayed"! Derek is dead, everybody, or so we were told. As long as Peter lives to snark another day, I'm okay with anything.
Episode 5 of Season 3 saw Teen Wolf trying something new. The episode focused around a series of flashbacks as our favorite werewolves and their cronies sat on a school bus in traffic on their way to a cross-country meet. Not far behind, Allison (Crystal Reed) and Lydia (Holland Roden) dragged themselves along to keep a watchful eye on their clever yet clumsy counterparts. Scott (Tyler Posey) and Stiles (Dylan O'Brien) juggled dealing with a festering alpha wound across McCall's side with wrangling in Isaac (David Sharman) and Boyd (Sinqua Walls), who'd been dying to get their hands on Danny's (Keahu Kahuanui) new boy-toy, were-twin Ethan (Charlie Carver). No, not like that. You all have dirty minds. The two were looking to tear the lone twin to pieces following the untimely death of leader Derek (Tyler Hoechlin). Now let's begin the Recap and Review of Season 3 Episode 5, "Frayed"!
I think this recap will work more efficiently if I decode the mixing of the "present" footage with the "flashback" footage. Also, most of the flashback sequences took place in and out of order, so I'll attempt to smooth out the wrinkles and stitch things together.
As the bus rolled on towards their meet, a down-and-out Scott dozed in and out of consciousness, leading buddy Stiles to deduce that something was fishy about the disgusting wound across Scott's torso. Scott had figured that an alpha scratch would take longer to heal, but his thoughts were elsewhere in any case. Derek Hale had died, and there would be hell to pay. Meanwhile, a few seats up, Danny sat concerned with a nervous Ethan, who'd been obsessively checking his phone.
All the while, the dynamic duo of Allison and Lydia trailed just far enough behind, as Allison was concerned for Scott's wellbeing considering what she'd witnessed. Lydia was quick to hint that she was privy to the battle that'd gone down, coyly noting who'd started it. Allison had been keeping an eye on her bestie, noticing that she'd been getting a little too close to straight were-twin Aidan (Max Carver). Lydia attempted to deny any such sexy lunacy, yet a quick flashback revealed that the two had been getting hot and heavy. Aah, Lydia… so perfect yet such a fatal flaw. Allison, meanwhile, starred in her own flashback sequence with Scott, who'd discovered that she was indeed the one to corral the super-powered Boyd and Cora (Adelaide Kane) into the school the night of the full moon. The two toyed with each other, sparring flirtatiously. In the end, though, Allison ended up a tad peeved over Scott's aggressive means of warning her to stay out of were-trouble.
Once the bus had stalled in stand-still traffic, Boyd had reached his breaking point. Ripping Ethan to shreds amidst a crowd of fellow students probably wasn't a great idea, and a weakened Scott acted quickly enough to quell his pack peer's anger in the nick of time. Meanwhile, Stiles had noticed Ethan's frantic texting and decided to get to the bottom of the enemy's situation… by harassing Danny across the bus via text. Over and over and over again, Stiles quite hilariously poked Danny until his friend(?) clued Stiles in. Ethan was stressed over someone very close to him being very sick and dying.
This is a good point to start discussing the main flashback sequence. Upon leaving Allison's new apartment, Scott bumped into an unlikely face in the elevator. Deucalion (Gideon Emery) loves elevators, doesn't he? There's nothing quite like being stuck in a box with the self-proclaimed Demon Wolf! After discovering that the alpha evil lair was the penthouse of Allison's building, Scott knew he needed to nip the situation in the bud before his former flame ended up caught in the crossfire. Fortunately, Derek and company were already busy formulating a plan. If they knew the location of the alpha lair, they were supposed to know. Rather than falling into an awaiting trap, the group decided to act first, looking to single out Deucalion in an effort to cut off the snake's head. I appreciated that cunning Peter (Ian Bohen) sided with Scott, who suggested a plan that didn't immediately jump to murder as a means to an end. While Peter proves that male werewolves can be incredibly likable, even in their anti-heroic ways, Cora (along with that awful claw-foot from the alpha tribe) certainly isn't doing she-wolves any favors. Am I right, or am I right? Also, for a couple of were-puppies, Isaac and Boyd are pretty quick to jump on the "let's slaughter everyone" bandwagon.
Jared, you suck!
Recognizing Scott's deteriorating state, Stiles called Lydia for advice. The girls suggested pleading with the amazing Coach Finstock (Orny Adams) to allow the group to take a break at a nearby rest stop. Of course, half of the reason we were trapped on a bus for most of the episode was because Teen Wolf was gifting us an array of classic Finstock moments. Poor carsick Jared was his main target, but Stiles was a close second. Stiles, realizing his only ticket off of the bus was to pressure Jared to hurl, managed to entice him to do so. Job well done, Stilinski. Good thing coach brought Febreeze.
Once the girls and Stiles managed to drag Scott into a dirty pit-stop rest room, propping him up against the wall, the trio started brainstorming. Well, Stiles and Allison started brainstorming aimlessly, while Lydia came to the conclusion after about sixteen seconds. The symptoms were psychosomatic. Meaning, Scott's mental state was keeping him wounded out of guilt for the loss of Derek. My favorite scene from Episode 5, "Frayed," had to have been the one-on-one between Allison and the vision of her dead mother. While Lydia and Stiles attempted to stall Finstock from leaving, Allison would attempt to stitch Scott's wound herself. As Lydia suggested, if he believed he was healing, he'd heal. Allison, overrun with emotion and crippled by her fear, couldn't thread the needle. Honestly, is there anything more frustrating than trying to get that freaking thread through that tiny hole? I felt her pain. Of course, I've never had to thread a needle while the scariest woman I've ever seen in my life loomed over my shoulder. Handle the situation clinically over emotionally, her mother scolded from behind. Eventually, though, the words got to Allison, and she succeeding in threading the needle before stitching up Scott's wound. What a great mom? Unfortunately, it was too late. Scott McCall had died. Tonight, we say goodbye to Teen Wolf.
No, not really, guys.
While Scott and his friends faced their own struggles, Peter Hale and Cora played detective surrounding the disappearance of Derek's body. You see, Derek and opposing alpha Ennis had taken a massive fall to their dooms; however, by the time Peter and Cora arrived to scope out the scene, the bodies were gone. Had somebody survived with enough strength to carry the other off? The two would snoop their way over to Deaton's (Seth Gilliam) veterinary office. Inside, the alpha pack struggled to haul Ennis in for surgery. Initially, Deaton refused to allow the pack to enter his spelled office, even if it meant the death of former protégé Ms. Morrel (Bianca Lawson). Something to note that became clear this week: Ms. Morrel doesn't seem too friendly with these people. It seems like she's somehow forced to aid them at this point. In the end, Deaton decided to help Ennis with Scott's safety in mind. He managed to do a bang-up job. Ennis would live! That is, until Deucalion stepped into the room mid-procedure only to crush the alpha's skull with his hand. What an image, Teen Wolf. Thanks for that! Sewed flesh and a crushed skull all in one episode! Peter and Cora would witness the other alphas' howls of pain outside the office. Unbeknownst to them, Deucalion does not have their best interest at heart. Don't blame yourselves, horrible alphas! Who wouldn't trust a psychopath with the name "Demon Wolf"?..
Scott recovered on the double, and I have to say, I appreciated that Lydia thought to grab his heavy-looking gym bag from his shoulder. Like, come on, Allison. I realized that you just performed an amazing medical procedure as a high school student, but couldn't you take the duffle too? Outside the rest room, Boyd and Isaac did a number on Ethan's face after hearing of Scott's looming death. Oops! Well, you win some, you… Nah, this was just a win.
The final flashback revealed the true nature of what had gone down the night of Derek's alleged fall to his death. Scott, in an attempt to thwart a future massacre, decided to meet with Deucalion in order to reason out a sensible solution. Isaac joined him, much to Scott's initial dismay. Scott and Stiles is one great thing, but I'm truly enjoying the growing friendship between Scott and Isaac. It's a different kind of relationship than we're used to seeing Scott be a part of. I'm hoping the show doesn't screw it up too badly with a love triangle situation. Unfortunately for the duo, their own plan for peace was cast aside, as Derek and his pack revealed themselves from the shadows of the abandoned building. If Scott was unpleased with that, the reveal of Deucalion's minions lurking in the shadows surely pissed him off. Can a were-puppy not trust anyone these days? Not even a super-villain named Demon Wolf? An epic fight scene would roll out, but in the end, Derek's pack was bested. Kali (Felisha Terrell) aka the she-wolf we all know and loath as "girl with gnarly feet" stood ready to crush Cora's neck. Boyd fell to the ground nearby, and Scott and Isaac were both held by another. In the end, Derek was given a choice. Kill Boyd to take the first step towards the alpha pack, or, at Kali's suggestion, watch Cora die.
Luckily, there was an option number three! Like an angel, Allison Argent, fresh from disobeying her father's orders, appeared in the lighted area above, firing flash arrows left and right. Basically, Argent reset the match, giving Derek's wolves another fighting chance. It was Scott who seemed supercharged by his ex's act of courage, showing a red flash of future "alpha" in his eyes before slamming Ennis. Derek joined him before the two began teetering on the edge of a massive void. Once Scott slashed out Ennis' calf, the two plummeted to their "deaths." At this moment, we realized just why Scott blamed himself so harshly.
Allison and Lydia joined the boys on the bus for the ride home, considering that Allison's car had died a mile back. Lydia and Stiles discussed the allusive dark druid known as Darach, and Lydia suggested that the sacrifices could be used to power up for an upcoming battle. Hmm… Peter is looking more and more like the culprit, huh? He was very quick to jump to Scott's defense during the initial battle plan session. Then again, I'm not sure Teen Wolf would jump to incriminating Hale as a murderer, again, this quickly. Wait, I change my mind. Just do not kill Peter Hale. The sacrifices are already dead or on their way out. No use crying over spilt blood, right? They might as well take advantage! Meanwhile, Scott thanked Allison for her outright disobeying of both his and her father's demands. Allison Argent has been redeemed, everybody!
Teen Wolf Season 3 Episode 5, "Frayed," closed with Ms. Blake (Haley Webb) finding herself caught off guard by a brink-of-death Derek outside her car in the school parking lot. He loves her already, huh? Derek Hale lives to brood and sneer another day!
What did you think of Teen Wolf Season 3 Episode 5, "Frayed"? Will Lydia fall for Aidan's charms much longer? Will Danny get caught in the crossfire? What's going on with Darach? Were you impressed with Allison this week? What is Deucalion's true plan?
Thanks for reading my Recap and Review of Teen Wolf Season 3 Episode 5, "Frayed"!


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'Evil Dead' icon Campbell enjoys his status
He's not exactly a marquee movie star. In fact, his name might just barely ring a bell. But plunk Bruce Campbell down in front of an energized audience of movie geeks and you just might think Elvis has entered the building.
That's what it felt like when the actor/producer took the stage after the "Evil Dead" premiere at last month's South by Southwest Film Festival in Austin, Texas. The crowd's deep, drawn-out chanting ("Bruuuuce") could almost be mistaken for booing, but the crackling energy and ecstatic applause inside the theater made it clear that Campbell, the star of the 1981 cult horror classic "The Evil Dead" that inspired the remake, is nothing short of a hero.
Not that he sees himself that way. After acting his way (he says badly) through the original film and its two sequels, 1987's "The Evil Dead II" and "Army of Darkness" in 1992, Campbell is more than happy to step behind the camera as producer and let a group of fresh, young performers (Jane Levy, Shiloh Fernandez, among others) confront the demons that turn their peaceful cabin retreat into a bloodbath.
In an interview the day after the film's premiere, Campbell seemed perfectly comfortable with his status as a B movie icon. "You start B movies as an actor because that's how you get in the movies, and you end in B movies when your career is over. It's a logical place to be. I just never left," he said.
He's also thrilled for the success that Sam Raimi, the director of the original trilogy and his childhood friend, has found making A-list Hollywood movies like the "Spider-Man" trilogy and "Oz the Great and Powerful. "Sam is swimming with the biggest of the big dogs. He is a big dog. Nothing could make me happier," Campbell said. Their long-standing friendship guarantees Campbell a cameo in all of Raimi's films, and also lets him get away with teasing the respected director, as he did on the "Oz" set. "The crew members were looking at me like, dude, what are you sassing Sam for? And I'm like, 'You don't know anything. I went to high school with this guy!' "
Campbell, Raimi and producer Rob Tapert have reunited to produce their 21st century take on the graphic comic horror film that launched their careers, only this time they have a budget to upgrade the acting talent and effects. A remake also means potentially offending the franchise's loyal fans, something Campbell had to deal with the moment the project was announced. "They were visceral. They were loud. They were nasty. They were worried that everything would be ruined," he said.
But Campbell insisted nobody could respect the franchise more. "This is the first movie that ever got us into the film business so, as violently as opposed as a fan is, or careful as they are with this 'Evil Dead' franchise, what do you think we are? We're going to take more time with it than the average fan, I can tell you that right now," Campbell firmly stated.
"But we appreciate their zeal. We appreciate the fact that they care enough to say, 'Don't screw this up.' Based on the reaction last night, we didn't screw them over," he added with his signature biting wit.
Indeed, the audience seemed to approve, bursting into applause at the abrupt end to the film's taut opening scene. And there were plenty more opportunities to squirm and squeal throughout. "That's the goal when you make a horror film; they've got to react. If they don't react, you've failed," he said.


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Rated 5 out of
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Keep your washing machine working like the day you bought it by replacing that broken door gasket. This is a spare part for select Creda, Electra, English Electrix, Gala, General Electric, Gorenje, Hotpoint & Jackson washing machines.
This is Washing Machine spares reference: HP1804
This video should help with fitting this part. However, the exact layout and fitting technique may differ for your make and model.
Be safe - always unplug any appliance from the electricity supply before carrying out any work on it.
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Door seal 04 April 2013
By - East Sussex
First time I've done anything like this ! 25 January 2013
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Impressed 28 October 2012


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Pittston Area changes graduation time
UPDATE: Pittston Area High School's graduation has been pushed back an hour and will now begin at 7:30 p.m. in an effort to keep the ceremony outdoors, according to a post on the school district's website.
Because of the possibility of inclement weather on Friday, graduation ceremonies could change locations.
Dallas Superintendent Frank Galicki announced Thursday that graduation will be held in the high school auditorium, instead of in Mountaineer Stadium, at 6 p.m.
Wyoming Area Principal Vito Quaglia said Thursday he plans to decide today whether tonight's graduation will be outside at 7 p.m. at Anthony "Jake" Sobeski Stadium or in the gym at 8 p.m.
As previously planned, Hanover Area's graduation will be held at 5 p.m. in the high school auditorium, and Crestwood's at 6 p.m. in Mohegan Sun Arena.
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Comments in violation of the rules will be denied, and repeat violators will be banned. Please help police the community by flagging offensive comments for our moderators to review. By posting a comment, you agree to our full terms and conditions. Click here to read terms and conditions.


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by Dora Jean McKinley
Marilyn Entrikin went to Rich Hill on the 3rd for the baby contest. Ashley and Tyler's 12 month old Alli was in the contest. Marilyn said she wouldn't have wanted the judge's job. The kids were all so cute, it had to be very hard to pick the winner. Alli didn't win, but she is a winner with Great-gran Marilyn.
Kenny John and Beth Entrikin celebrated their 11th anniversary on the 5th.
Tiffany and Nick's boys, Ean and T.J., celebrated their 8th and 6th birthdays with a party on the 6th.
Doug Wingate and sons, E.J. and J.D. from Nevada came one afternoon last week to see Tex. Tex was helping E.J. and Doug with a project. A broke bolt has held up the project for a day or two. Finish it later. J.D. later in the day went to swim at Grandma Patty's house. E.J. was running errands.
I saw Sophie Olive at Wood's last week. Sophie and I have a game we both like to play. We had a good visit about things we both like to do.
I saw Tersea Brewer, Harold and June Ann at Delways. Good people are always seen at good eating places.
Mary Leer and Marilyn Entrikin had lunch together. They ate at Chinese Chef.
Sunday, Marilyn had lunch with a friend at Chicken Annie's. Then dessert at Braum's. That makes a perfect day.
The cats have no let up from their bird friends yet.


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Que Es Candidiasis En El Pene August 29, 2013
This was in the era where fast food places were making biscuits by hand or a mixer rather than using the frozen kind that are baked on location. Que Es Candidiasis En El Pene i would have to mix batches in large batches. I would have to use five pounds of flour a pound of shortening buttermilk and a yeast soda Que Es Candidiasis En El Pene powder and salt mixture.
To decide right course of action to cure yeast infection it is important to know what a yeast infection looks like. Some over-the-counter medications and ointments meant to be used for other purposes are used unknowingly to treat the diseases looking like yeast infections. If you use such medicines too much while you don't have it your body yeasts will become drug-resistant. In such a case it will become very tough to treat the real std causes frequent yeast infections infection.
Curds and yogurt are foods identified to be the most effective home remedy for yeast infection. It is advisable to soak a tampon into curds and place it in the infected areas for at least an hour. The healthy required bacteria from the curds will replace the unhealthy yeast bacteria. This could be done Que Es Candidiasis En El Pene twice or thrice a
These diseases change the chemical composition of the vagina allowing the yeast to grow out of control. If you are having Que Es Candidiasis En El Pene recurring yeast infections talk to your doctor about getting a work up. There are things that you can do to prevent a yeast infection from happening.
The scanner does not cause pain to the animal. What are the advantages of a microchip ID? If your dog is lost and by the SPCA the Humane Society picked up or animal rescue it will be checked for a microchip. Your address and phone number will be in the database you will be immediately contacted and your pet will be returned to you. What are the disadvantages of a microchip ID? None really. But it is important for pet owners to understand that this is far from a tracking device connected to a satellite in the sky. It will not help you find your pet should get lost or runaway from home.
Otherwise effect will not be impressive. The chance of reoccurrence of infection is abundant hence knowing root cause of yeast infection is important. Knowing root cause of yeast infections help better cure.
Women should be aware that a fungus called Candida which is ordinarily present in candida recipes for children the body causes yeast infection. If burning itchiness and tenderness are not present then you most likely have something other than a yeast infection and you should confer with your doctor. Although you can treat yeast infections there are several ways you can keep them from occurring in the first place.
If you find plain water too bland spruce it up with lemon juice.2. Up your intake of fresh fruits in your yeast infection diet. Que Es Candidiasis En El Pene Increase the amount of fresh vegetables and diary products which boost the immunes system and fill you up with protective probiotic bacteria.
Always read the instructions on the yeast infection medication container or booklet or label before you use it. Moreover it is important you use the medication as per the directions though you see improvement in the symptoms or though the symptoms disappear. Incorrect or improper usage of the medication could cause serious problems to the delicate genital area.
Even anything which contains natural sugar should be abolished. Avoid these foods in your yeast infection diet-o Chemical additives found in preserved foods like candida diet food i can eat sausages etco Food preservatives found in packaged foodso Nitrate stabilizers found in packaged foodso Que Es Candidiasis En El Pene Artificial colorings and flavoringso All forms of preservative oils like canola and soy oilso Alcohol Keep checking the internet and medical sites for more updates on the yeast infection diet. Several people say that a high carb diet can also be called as a yeast infection diet! Doctors have suggested that when you have a yeast infection you should start on a yeast infection diet! Yeast infection diets are tailor-made to deprive the yeast of the food that it normally feeds on and this will ensure that you recover from the infection faster.


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Cancer Brainstorming Club (CBC)
Welcome to the Cancer Brainstorming Club (CBC)
Cancer Brainstorming Series is a discussion group designed to promote creativity and critical thinking among early stage scientists and foster dialogue across physical sciences and biology. The discussions are held monthly with topics chosen (see Past Topics) to combine their knowledge to tackle the most challenging problems in cancer.
No Professors Allowed
The focus of the Cancer Brainstorming Series is for scientists early in their career to be the sole creative source of the discussion. As part of that model, only undergraduate, graduate, and post-doctoral students are encouraged to attend the discussion. This model also allows students an opportunity to ask questions or propose ideas they may not have felt comfortable doing in front of their advisors.
Teaching through Speaking
The monthly discussions are led by students. Students select a topic, typically something related to their own work that they know more about. In preparation for the discussion, the student moderator designs questions and sends out supplementary papers for people who may wish for more background before the discussion. However, unlike, journal clubs, the Cancer Brainstorming Series is a discussion with a problem-solving edge. Students interact, challenge, and propose new ideas with one another.
Young Investigator Competition
Through funding from the Cornell Physical Sciences in Oncology (PS-OC), students who participate in the Cancer Brainstorming Club will be allowed to submit a joint proposal for $5,000-$10,000. The project must be collaboration between two labs.
More details will be given when the Fall 2011 Competition opens.


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...and I know why I haven't done it before
This is going to be a map for Paragon's novel that was asked for in the map request thread. I am pretty happy so far. I more or less just followed Hapimeses' tutorial Needs some cleanup, but it is getting there. (This is resized 50%).
I did the mountains and hills in five separate session... probably 10 hours total, as my hand kept cramping (I gotta figure a better way to hold the stylus).
I haven't decided how to do the forests, yet, though there are a few nice styles I think I will copy.
There is also a region of marshland (north of the mountain range) and I would be happy for pointers on making marshes in a pictorial rather than symbolic fashion.
-Rob A>


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Physical Education Courses
HP 141 - Flag Football 1 hr.
This course involves instruction in football skills through student participation in practice and game situations. Students will learn and develop specific game goals and strategies in a variety of touch football games.
HP 145 - Tennis 1 hr.
Participants in the course will receive instruction in the basic skills of tennis and will gain an understanding of rules and scoring.
HP 146 - Recreational Soccer 1 hr.
The soccer activity course will provide experiences for the novice participant. The course is designed to teach soccer skills, game strategy, and interest in the sport.
HP 148 - Weight Lifting 1 hr.
This beginning course for the novice lifter develops knowledge of lifting techniques, weight room safety, and structured strength programs. The course will provide an understanding of the purpose of each lift and identify the specific muscle group used.
HP 150 - Leisure Activity 1 hr.
This leisure activity course offers participation and skill development for a lifetime of enjoyment in a variety of activities. Possible activities include orienteering, archery, bicycling, fencing and hiking and backpacking. Each student will be expected to provide their own bicycle for that section of the course as they learn touring procedures and bicycle racing styles. Activities may vary as interests and facilities change.
HP 151 - Basketball 1 hr.
Students will receive instruction in offensive and defensive skills of basketball for all levels of ability. Participants will learn the rules of the game and will gain an understanding of officiating.
HP 152 - Volleyball 1 hr.
Students will be exposed to game strategies and team concepts. The course may be modified to include sand volleyball skills.
HP 154 - Golf 1 hr.
Lifetime recreational interest and personal skill development are the two focal points of this course. Students will learn the basic skills for each club and apply that knowledge on practice ranges and local golf courses.
HP 155 - Racquetball 1 hr.
Students will learn the techniques and strategies of this quick, explosive, and competitive game and develop an understanding of singles, doubles, and tournament play.
HP 156 - Badminton 1 hr.
Badminton is a leisure activity that requires quick reactions and game strategy. Students will play singles, doubles, and participate in tournaments.
HP 157 - Swing and Line Dancing 1 hr.
Students will learn the fundamental skills in country line dancing and East and West Coast swing dancing. This course will address basic steps in a variety of dances and will teach the students complete and partial steps used in a variety of environments.
HP 158 - Softball/Kickball 1 hr.
Students will learn the basics of throwing, catching, hitting, and fielding while taking part in coed softball. Students will also participate in kickball as a recreational team sport.
HP 162 - Adapted Activities 1 hr.
Approval of the department chair is required. This course is designed for any student not able to participate in regular activity courses due to physically limiting conditions. Participants will work with the instructor to adapt a program to serve their personal fitness and skill needs. Prerequisite: Department chair approval.
HP 163 - Varsity Sports 1 hr.
Student-athletes in varsity sports may enroll in the credit during the season of participation. The credit from this 1-hour course will not meet the requirements for the Fitness and Well-Being perspective for General Education. Varsity sports include the following:
Team Sports
- Baseball
- Men's Basketball
- Women's Basketball
- Football
- Men's Soccer
- Women's Soccer
- Softball
- Volleyball
- Spirit Squad
Individual or Dual Sports
- Women's Bowling
- Men's Cross Country
- Women's Cross Country
- Men's Golf
- Women's Golf
- Men's Tennis
- Women's Tennis
- Men's Indoor and Outdoor Track
- Women's Indoor and Outdoor Track
- Men's Wrestling
HP 166 - Wrestling 1 hr.
The requirements of this course include an internship with a local wrestling program. Students will gain knowledge of wrestling rules, techniques, and officiating procedures.
HP 167 - Cross Training 1 hr.
Students will use the Fitness Center equipment to learn proper performance techniques, measurement procedures to assess their level of fitness, and program development for lifetime participation. The course content will include a combination of cardiovascular work, strength training techniques, and running activity.
HP 170 - Sports and Fitness Assistant 1 hrs.
Students may enroll in this course each semester they are working under the supervision of the director of Sports Medicine. Students will serve as athletic team assistants, rehabilitation aides, or student fitness instructors. This is a P/NC course that does not satisfy the requirements for the Fitness and Well-Being perspective of General Education.
HP 180 - Concepts of Health 3 hrs.
This course fosters an understanding of conditions and situations that affect an individual's health and well-being in order to provide the student with the skills needed to promote better personal and community health.
HP 181 - Introduction to Health, Sport, and Human Performance 3 hrs.
Students will be introduced to the history, philosophy, concepts, and trends in health, wellness, physical education and sport.
HP 182 - First Aid, CPR, and Safety 3 hrs.
This is the course of study prescribed by the American Red Cross in the theory and technique of administering first aid and cardio-pulmonary resuscitation. Students will have the opportunity to analyze safety precautions used at home and in industry, athletics, aquatics, and recreational activity.
HP 184 - Lifetime of Fitness 3 hrs.
This course examines factors that affect a person's overall fitness. Students will conduct a variety of assessments intended to determine their current level of fitness and will examine ways to incorporate fitness into their daily lives.
HP 241 - Techniques of Teaching Individual and Dual Sports 3 hrs.
This course provides students with the skills to teach individual and dual sport activities traditionally found in physical education curriculums. Rules of sport, strategy of play, and skill performance are expectations of the course.
HP 242 - Techniques of Teaching Team Sports 3 hrs.
Students will gain knowledge of teaching techniques for team sports traditionally found in physical education curriculums. Rules of sport, strategy of team play, and individual skill performance are expectations of the course.
HP 243 - Movement and Rhythm 3 hrs.
This course covers methods of teaching basic dance routines and movement patterns in the educational environment. The impact of dance on growth and development of school-age children will be part of the presentations.
HP 244 - Essentials of Sports Medicine 3 hrs.
The course will cover the basic science of sports medicine, medical problems of athletes, sport-specific injuries, and anatomical skeletal problems. Students learn the fundamentals in the prevention and care of injuries related to athletic participation necessary for the teaching and coaching assignments. Laboratory experience provides situations for simulation and practice.
HP 245 - Human Nutrition 3 hrs.
This course is an introduction to the fundamentals of human nutrition as related to growth, development, and the maintenance of good health. In addition to nutritional theory, students learn to analyze and plan nutritional regimes. This course is required for admission to most nursing schools and majors in several allied health science fields. This course is required for exercise science and health/physical education majors and teacher licensure.
HP 250 - Practicum Experience in Health 1 hr.
This course is designed to provide Health/Physical Education Teaching majors the opportunity to collaborate and engage in various health education settings outside of the K-12 school setting. The student will devote a minimum of 20 hrs of experience for this class. The student will work with an advisor and establish objectives for the experience, maintain a time log with specific activities involved, and prepare a summarizing statement of the total experience. Prerequisites: Junior or senior status and department chair approval.
HP 335 - Facilities and Event Management 3 hrs.
The purpose of this course is to study current developments and trends in design, construction, finances, and management of new and renovated sport and recreational facilities. Principles and theory of effective facility and event management will be taught through lecture, facility tours, and practical experience as students will have opportunities to apply their skills by assisting in the management of sporting events.
HP 339 - Methods of Teaching Physical Education and Health 3 hrs.
This course is a study of the principles related to the selection and use of teaching techniques for physical education and health programs in the Pre K-12 schools. This includes the understanding of the values of physical activity for healthy lifestyles, the comprehension of the historical perspectives for the evolvement of elementary, middle, and secondary school physical education and health curriculum, current trends in health and physical education instruction, student learning styles and the assessment of student learning. The course will include the creation of lesson plans, unit plans and measurement techniques along with effective teaching skills. The course will also include a field experience component in all three levels of classroom instruction. Prerequisite: HP 180, HP 241, HP 242 or permission of the instructor
HP 340 - Recreational Leadership 3 hrs.
This course will explore leadership skills required of a professional in the recreation setting. Development, planning, and management of recreational programs will also be discussed. Students will interact with leaders in the field as part of this course.
HP 342 - Motor Learning 3 hrs.
This course is specifically designed to bridge the gap between research and practice in the science of human movement learning. Students will be introduced to concepts that will build a solid foundation for assessing performance, providing effective instruction, and designing productive practice environments. Laboratory investigations will relate learning theory to feedback, retention, motivation, and optimum skill acquisition.
HP 343 - Physiology of Exercise 3 hrs.
This course is the study of the human system and how it reacts to exercise and athletic performance. The following areas will be addressed: nutrition, energy for physical activity, gas exchange and transportation, neural activity, stress, anaerobic and aerobic movement, strength, performance enhancements. Pre- or co-requisite: BI 246.
HP 345 - Therapeutic Exercise 3 hrs.
This course examines the foundation and theory associated with improving body function following injury. Principles of assessment, treatment, and rehabilitation will be taught by both lecture and laboratory sessions. Prerequisites: BI 246 and HP 244.
HP 346 - Adapted Activities for Special Populations 3 hrs.
This course involves the theoretical and practical approaches to adapted physical activity. Students will not only examine disabilities, conditions and diseases that might affect an individual's ability to participate in a variety of activities, but they will also learn how to modify activities for individuals within school systems, health and fitness centers, rehabilitation centers, and sports/recreational settings.
HP 347 - Applied Kinesiology 3 hrs.
Kinesiology is the study of the anatomical and mechanical aspects of human movement. This course explores the biological properties of the skeletal and muscular systems. Laboratory experiences will involve movement analysis, projectile-related activities, and aerodynamics. Prerequisite: Pre- or co-requisite: BI 246.
HP 348 - Sports Psychology 3 hrs.
The psychological dimensions of improving athletic performance of individuals and groups are studied.
Students examine psychological principles and techniques as they apply to coaching and competition. Prerequisite: PY 111.
HP 388 - Organization and Administration of Health, Physical Education, Recreation, and Athletics 3 hrs.
This course provides an understanding of administrative philosophies and organizational procedures related to programs in health, wellness, physical education and sport. Prerequisite: Junior or senior status.
HP 420 - Theory and Principles of Coaching 3 hrs.
This course is a comprehensive, sport neutral study of the methods and techniques of coaching. The course combines sport science theory and research with the practical knowledge and methods of expert coaches in various aspects of coaching education and professional practice. After successful completion of the course, students will be listed in the National Registry of Coaches which will certify non-teacher education students to coach in the public school system. Prerequisite: six hours of HSHP credit, excluding activity courses or varsity athletics.
HP 350, 450 - Practicum Experience 1-6 hrs.
This course is designed to provide the student with opportunities for professional growth and on-the-job challenges in a field of one's choice. The experience will be performed in an active learning environment under the guidance of a qualified field supervisor and department advisor. Possible areas for participation include: recreation programs, health agencies, coaching situations at all levels, sports administration, and sports medicine opportunities. The student MUST devote 40 hours of service per academic credit. (A student cannot enroll in more than a total of six hours of practicum experience during their tenure at Baker University.) Prerequisites: 2.50 cumulative grade point average, Junior or Senior status, and Department Chair approval.
HP 295, 495 - Special Topics in Health, Sport, and Human Performance 1-3 hrs.
These are specialized courses designed to examine a specific topic in health, sport, and human performance.
HP 496 - Senior Seminar in Health, Sport and Human Performance3 hrs.
This course has been designed to provide the student with an in depth seminar relating to careers and professionalism in the fields of physical education, allied health and wellness, physical rehabilitation and sports management. It will also include a discussion of current research and issues in these fields, interdisciplinary interactions, and career opportunities. Students will prepare a portfolio of materials and current practices relating to professions in these fields as well as a projection of the future directions expected. Prerequisite: Senior status in the department or permission of the instructor.
HP 497 - Clinical Experience in Health, Sport, and Human Performance 12 hrs.
This course is an in depth clinical experience in a professional setting monitored closely by site and University Supervision. The course involves approximately 40 hours of clinical experience for each hour of credit. The student and University supervisor establish a specific set of goals, and assess the outcomes at the end of the experience. The course will include a project that will be meaningful to the clinical site. Prerequisite: Senior status in the department and department chair approval.
HP 499 - Independent Studies in Health, Sport, and Human Performance 1-3 hrs.
Special topic research is available for students who have demonstrated superior achievement in the department. Course design is completed in consultation with the supervisor. Prerequisite: Department chair approval.


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When the Golden Globe nominations were announced yesterday morning, there were several names associated with Nashville on the list. Taylor Swift and the Civil Wars were nominated in the Best Original Song category for "Safe & Sound," which was part of The Hunger Games Soundtrack, and Keith Urban was also nominated in that category for his song "For You," which he co-wrote with Monty Powell for the movie Act of Valor. Interestingly, Keith's wife, Nicole Kidman is also nominated for two Golden Globe awards for her acting, so they'll both be walking the red carpet as nominees. And actress Connie Britton from ABC's Nashville was nominated for Best Actress in a Television Drama Series and Hayden Panettiere, also from the show Nashville, was nominated for Best Supporting Actress in a Series, Mini-Series or Motion Picture Made for Television.
When Keith Urban got the news about his nomination he said, "The most rewarding gift for me as a songwriter is knowing that the song has somehow made a connection. I've been fortunate and moved to hear firsthand how it has impacted others' lives. For that, and for this nomination, I'm so very grateful and honored. To wake up to this news, as well as to Nic's two nominations, is absolutely beautiful. What a way to start the day!!!!!"
Taylor Swift, who celebrated her 23rd birthday yesterday, said, "What an amazing and unexpected present! I'm blown away by my first-ever Golden Globe nomination, and so honored to be nominated with T Bone Burnett and The Civil Wars. Writing music for The Hunger Games was a labor of love – I was a fan of the stories and the characters, and we all wanted the music to have an authenticity that matched the tone of the movie and the emotions expressed in the book. This is a huge honor, and I'm really excited and so flattered. THANK YOU from the bottom of my heart to the Hollywood Foreign Press Association!"
The 70th Annual Golden Globes will air live from Los Angeles on January 13th on NBC.


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Know God
Embrace All Life
Express Love and Peace
3701 Bayless, St. Louis, MO 63125
Office: 314-631-2466
Spiritual counseling is a process of seeking the Truth within ourselves; i.e., that we are whole and perfect, and always have the wisdom of God available to us. Spiritual counseling directs us to the divinity within, and helps us to remember that all we need to lead peaceful, healthy, prosperous lives is already inside us. Through spiritual counseling we gain greater understanding of ourselves, discover solutions to our problems, and find creative ways to resolve our conflicts with others. Spiritual counseling helps us heal physically, emotionally, mentally, and spiritually, and leads to greater demonstrations of abundance in our lives.
Prayer and meditation are integral parts of the Unity spiritual practice. Unity teaches us practical, effective methods to pray and meditate in order to transform our lives in powerful ways. In Unity, we learn to pray, not as a way of trying to change God, but as a technique that aligns us with God's idea for our highest good. As we awaken to our highest potential, our minds expand, our hearts open, and our lives are transformed.
Call Reverend Sallie Fox to make arrangements for a 50-minute spiritual counseling appointment. Rev. Fox will listen, pray with you, and guide and support you as you reach within yourself to determine the best possible resolution to your situation.
Rev. Sallie is a professionally trained Chaplain, as well as a licensed and ordained Unity minister. She has a great deal of experience in the areas of Compassionate Communication, Relationship Counseling, Death and Dying/Hospice, Grief Counseling, Inner Child Work, The Law of Attraction, Dream Interpretation, and Life Coaching.
As with most services provided at Unity Church of Peace, spiritual counseling is offered on a "love-offering" basis. We do not require that a fee be paid, but Unity Church of Peace is supported solely by the responsible giving of those who receive its spiritual nourishment. It is suggested that your donation be sufficient to reflect your desire for spiritual healing.


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Museum of Natural History visits The Jefferson School
Representatives from the Delaware Museum of Natural History recently visited The Jefferson School in Georgetown to engage students with live animals, museum specimens, and puppet shows. The program complemented The Jefferson School's desert theme for the year, with students learning about American animals with an emphasis on desert animals.
Using a hands-on approach, the trained puppeteers taught students about the wonders of the natural world. Students met new animal friends with amazing and unusual desert adaptations. Third-grade student Abian "Abi" Cadenas-Dominguez said, "The best part was being able to feel the skins and furs. And the crocodile and beaver skulls were cool too!"
The Jefferson School, a nonsectarian, independent day school, is located on 43 wooded acres in Georgetown and strives to provide innovative, academic programs that foster an enthusiasm for learning. To learn more, contact Head of School Connie Hendricks at 302-856-3300 or go to www.jeffersonschool.com.
Delaware Museum of Natural History Education Assistant Jennifer Reynolds shows (l-r) Lathe Edelmann, Abian Cadenas-Dominguez, Natalie Benz and Kaitlin Eisenmann an armadillo mount for them to touch.


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Teachers vs. Educators - Labels Used in the News
Submitted by kctipton on February 2, 2004 - 3:41am
I get google news updates for various keywords. I used to teach high school physics and math, so I like seeing what articles Google is finding. I search for "educator" and "teacher" and get separate emails for each. What I notice is that, usually, "teacher" is associated with a lot more negative news than is "educator."
- teacher arrested
- teacher charged (or accused)
- teacher sentenced
- educator awarded
- educator remembered
- educator honored
Yes, there's some positive and negative used with both terms, but the headline news Google finds tends to be as I describe above. It's odd. I don't like it.
Permalink Submitted by Mock Turtle on February 2, 2004 - 4:52am.
This is very interesting, and not at all surprising. It falls right in line with what I expected upon reading your headline.Thanks for the nugget. I don't like it either.


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Challenging times, clear choices: An action agenda for college access and success
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Intended to refocus the nation's priorities on the subject of student financial aid and to place access to higher education at the center of the nation's commitment to educational funding.
This project is intended to refocus the nation's priorities on the subject of student financial aid and to place access to higher education at the center of the nation's commitment to educational funding. Designed to foster greater understanding and awareness of the nature of the problems and issues surrounding financial aid, and to clarify challenges and possibilities for policy-makers, this Action Agenda proposes a number of broad public policy recommendations to address macro-financial aid issues.
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Student financing of undergraduate education 2003-04, with a special analysis of the net price of attendance and federal education tax benefits
Project on student debt.org
Tuition discounting: Not just a private college practice
Measuring up 2006
Grappling with the access problem
Doors of opportunity opening or closing: We are using tax credits and tuition discounts to appease middle-class voters instead of expanding educational opportunity
Trends in student aid 2005
Course corrections: Experts offer solutions to the college cost crisis
Pell Institute for the Study of Opportunity in Higher Education
Advisory committee on student financial assistance
Early commitment financial aid programs
How Latino students pay for college: Patterns of financial aid in 2003-04
First generation college students: A literature review
Cultural barriers to incurring debt: An exploration of borrowing and impact on access to postsecondary education
The student debt dilemma: Debt aversion as a barrier to college access
Policy on dual credit courses taught in high schools by high school faculty
Workbook of state affordability rates 2004
Indiana dollars for scholars
Access and persistence: Fall 2005
Creating options 2006: Financial aid opportunities for individuals with disabilities
Show us the money: Low-income students, families, and financial aid
2003 Status report on the federal education loan programs
Student aid and tax benefits: Better research and guidance will facilitate comparison of effectiveness and student use
Changes in Pell grant utilization at Indiana Title IV institutions from 1992 to 2003
Improving lives through higher education: Campus programs and policies for low-income adults
Workforce contingent financial aid: How states link financial aid to employment
Work first, study second: Adult undergraduates who combine employment and postsecondary enrollment
Collision course: Rising college costs threaten America's future and require shared solutions
Debt burden: Repaying student debt
Annotated list of Pathways research, papers, reports, and other publications by focus area
A shared agenda: A leadership challenge to improve college access and success
Getting through college: Voices of low-income and minority students in New England
The burden of borrowing: A report on the rising rates of student debt
Higher education reauthorization: Issues and options
The access challenge: Rethinking the causes of the new inequality
It's all relative: The role of parents in college financing and enrollment
Getting ready to pay for college: What students and their parents know about the cost of college tuition and what they are doing to find out
Educational vouchers for universal preschools
Federal student aid need analysis: Background and selected simplification issues
Student debt and the class of 2005: Average debt by state, sector, and school
A whole 'nother world: Students navigating community college
Opening the door to the American Dream: Increasing higher education access and success for immigrants
Feasibility of a student unit record system within the integrated postsecondary education data system
Looking to the future: Volunatary K-12 school integration
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Frequently asked questions about college costs
Returning to our roots: Student access
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Condition of education 2007
Engines of inequality: Diminishing equity in the nation's premier public universities
Pathways to and through college: Linking policy with research and practice
Creating college opportunity for all: Prepared students and affordable colleges
Eliminating complexity and inconsistency in federal financial aid programs for higher education students: Towards a more strategic approach
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National Center for College Costs
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American Indian higher education consortium
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How do financial aid policies affect colleges? The institutional impact of the Georgia HOPE scholarship
Characteristics of minority-serving institutions and minority undergraduates enrolled in these institutions
Institutional Student Profiles Fall 2006 for the State of Alabama
Balancing acts: How high school counselors view risks and opportunities of student loans
National and state data
Helping families finance college: Improved student loan disclosures and counseling
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Opening doors to earning credentials: Impressions of community college access and retention from low-wage workers
Developing your vision while attending college
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Roman Reigns at Extreme Rules
Since WWE does not have anything written in stone for Roman Reigns right now, they are going to be stalling his push at Extreme Rules. He'll definitely get a match on the pay per view because they want him to remain in front of the cameras. However, it will more than likely just be a filler segment. The talk right now is that he will be teamed up with Ryback, and the two of them will face Big Show and Kane in a tag team match.
April 9, 2015
Erick Rowan push
As soon as WWE split up the Wyatt Family, the widespread belief was that they wanted to give Erick Rowan and Luke Harper a push that was outside of the outstretched shadows of Bray Wyatt. It now looks like Rowan might be the first one of the trio to lose that push, as management is said to be a bit concerned about how lackluster the audience has react to his new character. The feud with Big Show did very little to add momentum to Rowan.
December 30, 2014


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Wholesale onion prices have shot up by 40 per cent in the last three days to Rs 46 a kg at Lasalgaon market in Nashik, the highest in the last two-and-a- half years, and the spurt could further push up the already high retail rate of Rs 60 per kg in the national capital.
Traders said prices went up due to higher demand as markets were closed in Nashik on account of Eid on Friday, followed by weekend holidays. Officials, however, did not rule out the possibility of hoarding by traders.
According to data compiled by National Horticultural Research and Development Foundation (NHRDF), prices at Lasalgaon, Asia's largest wholesale market for onion, spurted to Rs 45.91 a kg today from Rs 33.11 on August 8. The last time rate was at this level or even higher was between December, 2010 and January 2011, as per the data.
The model rate, at which bulk of the onion is being traded, rose by 36 per cent to Rs 43 per kg at Lasalgaon from Rs 31.50 per kg on August 8, despite increased arrival in the mandi, according to data compiled by NHRDF.
Higher prices in Lasalgaon were reflected in Delhi's Azadpur market where rates have gone up today by Rs 10 per kg to Rs 50-55 per kg from Saturday.
"There is no shortage in production of onion and there is enough stock at godowns. It is difficult to say why prices are rising. It could be because of slow release of stock from godowns," NHRDF Director R P Gupta told PTI.
This is possibly for the first time that prices have risen in July and August, Gupta said, adding that new crop starts arriving from June.
Another official with NHRDF, which was established by co-operative Nafed, said traders resort to manipulation during the election year.
"Prices have risen in Nashik because of higher demand from across the country compared with supply as markets were closed on Eid festival and weekend," a senior official with co-operative Nafed said.
India has exported 6.39 lakh tonnes during April-July period of this fiscal compared with 6.94 lakh tonnes in the year-ago period. Production stood at 16.6 million tonnes in 2012-13.


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Dear Planning-Challenged:
Now is an opportune time to begin workforce planning as the volatile state of the economy will force your organization to contemplate a strategic response to a variety of economic situations. Workforce planning can dramatically "smooth out the pains" associated with volatility and ensure that the organization's talent capability and capacity are always aligned to drive performance. There are six steps to take when setting up a new function:
Define workforce planning. There is little consistency when it comes to defining what is, and what is not, workforce planning. To make sure your view and that of your leaders align, you must first define precisely what workforce planning will consist of in your organization. I suggest you start with this definition:
"Workforce planning is an integrated and forward-looking process that is designed to predict what will likely happen in talent management and provide action plans that will cause managers to act in a prescribed way. The end result will be a manager's increased ability to avoid or mitigate people problems, take advantage of talent opportunities and to improve the 'talent pipeline,' so that the organization will have the needed 'people capabilities' to meet its business goals and build a competitive advantage over other firms."
Set specific goals. These specific goals should be based on what you're trying to accomplish. Typical workforce planning goals include developing the capability to rapidly reduce labor costs, to proactively move talent internally, to retain key talent, to increase employee productivity and, finally, to be able to explode out of the box when an opportunity presents itself. For each goal, you need a metric to periodically assess whether your HR systems are moving the workforce in the right direction.
Adopt a forecast. The foundation of every planning activity is a forecast. Rather than creating your own from scratch, it's best to "piggyback" on existing internal forecasts. The goal is to predict business changes that will drive a change in the capability, deployment or size of the workforce. Good starting points are the strategic business plan, sales forecasts, budget forecasts and production plans.
Identify "first action" firms. Nearly everything in life is preceded by something else. Do some historical research to identify benchmark firms in your industry that have typically "acted first" with regard to foreseeable workforce issues. By identifying "first action" or precursor firms and tracking their moves, you can develop an "early warning system" that will provide you enough time to prepare action plans and "if, then" scenarios.
Garner cooperation. Because workforce planning is an integrated process, you need to gain cooperation and "buy-in" from those that run existing HR programs (i.e., recruiting, retention, development, succession planning). Involve them early in the process and demonstrate how their participation will increase their business exposure and impact. It's also important that you build a business case (in conjunction with the CFO's office) to demonstrate to line managers that acting according to the workforce plan will dramatically improve their chances of meeting their business objectives.
Select your workforce planning programs. It's important to make a modest start because you will undoubtedly be expected to produce some immediate tangible results within six months. To accomplish that, prioritize business units and jobs and focus on high-impact areas. If your forecast includes a dramatic decrease in revenues, concentrate on establishing a contingent workforce plan (hiring easier-to-release contract workers) and a labor-cost-reduction plan (work redeployment, job sharing, hiring freezes, furloughs, buyouts or layoffs). If future growth is projected, then you should focus on employment branding, retention, scalable recruiting and leadership development/succession programs.
Don't be afraid: Boiled down to its basics, workforce planning is just a tool for "looking around corners" and "alerting" managers about upcoming talent management issues and opportunities so that they have enough time to react.
SOURCE: Dr. John Sullivan, San Francisco State University, March 2, 2009
LEARN MORE: Workforce planning also encompasses filling key vacancies throughout your organization with a systematic succession strategy.
The information contained in this article is intended to provide useful information on the topic covered, but should not be construed as legal advice or a legal opinion. Also remember that state laws may differ from the federal law.
The information contained in this article is intended to provide useful information on the topic covered, but should not be construed as legal advice or a legal opinion. Also remember that state laws may differ from the federal law.
If you have any questions or concerns about Workforce.com, please email firstname.lastname@example.com or call 312-676-9900.
The Workforce fax number is 312-676-9901.


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Lesson Plans
- Students will learn about and examine segregation and "separate but equal" as it existed in Mississippi and the American south.
- Students will identify the laws and court rulings that were in effect and were challenged with the Civil Rights movement.
- Students will learn about the Freedom Rides and the challenges faced by the participants during the rides.
- Students will use historic images, oral histories, and documents to examine the events and people surrounding the Freedom Rides in Mississippi.
- Students will discuss, examine, and determine the outcome of the Freedom Rides and the legacy of the Civil Rights Movement.
Mississippi Department of Education Curricular Connections
Table of Contents
Lesson plans may be downloaded in sections below or as a single file.
Table of Contents, Objectives, Curricular Connections (download)
Lesson One: Separate but Equal? (download)
Students will understand the history of segregation laws and practices that lead to the Freedom Rides and the Civil Rights Movement.
Lesson Two: A Freedom Rider's Journey (download)
Students will learn about the 1961 Freedom Rides, the riders, the challenges faced along the way,the impact of the rides on the civil rights movement, and the nation's awareness of segregation in the south.
Lesson Three: Who Makes a Movement? (download)
Through historic images and documents students will learn about the riders, the authorities, and everyday citizens who helped them.
Lesson Four: Making Change Happen (download)
Discover and discuss the legacy of the Freedom Rides in Mississippi and the country: subsequent movements, integration in the South, and the effects on our life today.
Vocabulary List (download)
List of terms covered in the Freedom Rides Lesson.
Evaluation (download)
The teacher's lesson plan evaluation forms are located at the end of the document. Please take the time to fill them out and return them to the MDAH Museum Division.
Further Reading (download)
List of articles, Web sites, and books to read further on the Freedom Rides and the civil rights movement.
Bibliography (download)
List of materials researched in preparation for this lesson.


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I recently received a violation letter from the Town of Holly Ridge. The weeds outside one of our buildings have exceeded 10 inches in height and, therefore, are creating a health hazard. Health hazard? Really? What disease comes from weeds? Were they non-toxic at 9 inches? Apparently we have all been fooled by those silly blooming things. Bad weeds.
But this made me think about numbers. The gun world is full of them. Did you know a rifle barrel must be at least 16-inches long and a shot gun barrel 18-inches long? An SBR (short barreled rifle) is considered a Class 3 firearm and requires lots of extra paperwork and fees.
The Taurus Judge revolver (and the S&W Governor) takes this rule and shakes it up a bit since both revolvers can shoot pistol ammo and .410 shot gun ammo. The Judge barrel can be from 2 to 10 inches in length.
In 1959 ArmaLite sold the designs of the AR-10 and AR- 15 to Colt. AR stands for Armalite, not assault rifle. The 15 represents a model number. AR-15 are versatile and can be built to shoot .223/5.56, 7.62x39, 6.5, 6.8, 300 black out, .22 and 5.7x28 ammo. They are a popular hunting rifle and used in competition, including 3 gun.
The AK-47 was designed by Mikhail Kalashnikov (1946) and put into production in 1947.
A gun built before 1899 is NOT considered a firearm by ATF and can be sold without paperwork.
All firearms manufactured from 1899 to present are considered �modern.�
Wyoming has the highest percentage of gun ownership. Hawaii has the lowest percentage.
Over 43 percent of NC residents own guns.
The states with the most restrictive gun laws average 20 percent ownership: New York, California, Maryland and Illinois.
Knowledge is power. Have a safe 4th of July � and remember to watch out for those weeds!
Dorothy Royal is the owner of Surf City Guns and Ammo, mother of two wonderful children, ringmaster of a herd of miniature ponies and an avid member of the Surf City Writers Group and Topsail Book Club.