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4 Promotion, Tenure, and Faculty Evaluation
Non-Tenure-Track Faculty and Criteria for Rank
In general, unless otherwise stipulated for the position, a non-tenure-track option is available to the faculty member at the time of initial appointment. When the position has been designated as non-tenure, then the non-tenure track will be mandatory. Appointments to non-tenure-track positions are for a period of one year and are awarded on a contractual basis subject to the needs and resources of the University. After three years of acceptable full-time service, multiple-year contracts can be awarded upon the recommendation of the department head with concurrence of the dean and the Provost and Vice President for Academic Affairs, and approval of the President. The multiple-year contracts include due process during the contract period. Each contract is negotiated independently of prior contracts, commitments, and responsibilities. Failure to achieve a multiple-year contract does not exclude the faculty member from consideration for additional one-year contracts. Normally, a multiple-year contract will be for three years and may not be for more than five years.
The non-tenure-track faculty member may request at any non-tenure contract renewal negotiation to enter the tenure track. The request to enter the tenure track must be approved by the faculty member's department head and dean and by the Provost and Vice President for Academic Affairs. Once the request is approved, the faculty member cannot revert to the non-tenure track. Non-tenure credit toward probationary tenure service cannot exceed one year except by recommendation of the department head and dean and approval of the Provost and Vice President for Academic Affairs. The non-tenure track is applicable to the first three ranks, lecturer, instructor, and assistant professor.
Those appointed to the rank of lecturer must hold at least a bachelor's degree and must have achieved a high level of expertise through work experience in their field.
Non-tenure track faculty members holding the rank of instructor must show promise of teaching effectiveness and must hold at least a master's degree, with demonstrated competence in their teaching area.
Assistant Professor
Non-tenure track faculty members holding the rank of assistant professor shall have clear promise of teaching excellence, professional achievement, and scholarly/creative attainment. In addition, they shall hold the earned doctorate or terminal degree approved by the university and recognized by the Southern Association of Colleges and Schools Commission on Colleges as appropriate to the academic area they serve. The rank of assistant professor may be considered for a non-tenure track faculty member with a master's degree in the area of responsibility, who has completed a minimum of five years of teaching at Tarleton and has evidence of growth in the discipline, such as additional coursework or demonstration of scholarship.
Academic Rank for Tenure-Track and Tenured Faculty
Tarleton State University is a comprehensive university with diverse programs and constituencies that require a dynamic and vital faculty dedicated to excellence. To preserve and strengthen the quality of the faculty, the awarding of tenure and promotion in rank are among the principal actions taken by the University. Tenure is a commitment by the University to the individual faculty member. Promotion recognizes academic achievement not only in the University, but in the profession at large.
Statements in the following sections constitute the threshold requirements for tenure and promotion decisions, but are not the sole basis for evaluation. Final decisions relative to tenure and promotion shall also include other factors such as professionalism; collegiality; strong student, peer and departmental evaluations and documented evidence of suitability to the unique role of the individual faculty member within the department, college and university.
Tarleton State University is a learning-centered institution. In awarding tenure or promotion, the faculty member's professional and scholarly expertise will be weighed against present and future needs of the University, with the number of faculty in each rank being a legitimate matter of concern. Opportunities for promotion follow the growth pattern of the University, coming more slowly when enrollments stabilize or decline.
For the regularly appointed full-time tenure-track and tenured faculty there are four levels of academic rank:
Junior Ranks: Instructor and Assistant Professor
Senior Ranks: Associate Professor and Professor
Tenure-track faculty members in the rank of instructor must hold at least a master's degree; be actively working toward the doctorate or terminal degree approved by the University and recognized by the Southern Association of Colleges and Schools Commission on Colleges as appropriate to the academic area they serve; be knowledgeable in their discipline; and demonstrate the potential for effective instruction as evaluated by their peers, department head, and college dean.
Assistant Professor
Tenure-track faculty members in the rank of assistant professor shall hold the earned doctorate or other terminal degree approved by the University and recognized by the Southern Association of Colleges and Schools Commission on Colleges as appropriate to the academic area they serve. In addition, they shall have demonstrated ability in the discipline and show clear promise of teaching excellence as evidenced in evaluation by peers, department head, and college dean; demonstrate continuing scholarly contribution beyond that required for completion of the terminal degree; and document yearly progress of professional achievement in teaching, scholarship, and service. See the recommendations for specific amounts of time in rank in Exhibit 1, Minimum Time in Rank for Tenure and Promotion.
Associate Professor
Those appointed to the rank of associate professor shall have demonstrated teaching excellence, scholarly/creative attainment, and professional achievement both within and outside the University. They shall hold the earned doctorate or terminal degree approved by the University and recognized by the Southern Association of Colleges and Schools Commission on Colleges as appropriate to the academic area they serve and normally have completed at least seven years of college teaching and pertinent professional experience. At least five years of the college teaching experience will have been at Tarleton. See the recommendations for specific amounts of time in Exhibit 1, Minimum Time in Rank for Tenure and Promotion.
Those appointed to the rank of professor, the highest academic rank, shall have demonstrated superior academic and professional achievement. This rank can be earned only by faculty members who demonstrated continued growth in, and have a cumulative record of, teaching effectiveness, scholarly and creative activities, and professional service both within and outside the University. In addition, they shall hold the earned doctorate or other terminal degree approved by the University and recognized by the Southern Association of Colleges and Schools Commission on Colleges as appropriate to the academic area they serve and normally have completed ten to twelve years of successful college teaching and service.
Promotion Level
Promotion to Assistant Professor
For promotion from instructor to assistant professor, a faculty member must have a minimum of 5 years of teaching experience at Tarleton or must have achieved a significant improvement in academic credentials, such as completion of an appropriate terminal degree.
Promotion to Associate Professor and Granting of Tenure*
For promotion from assistant professor to associate professor, a faculty member who has:
Promotion to Professor
For promotion from associate professor to professor, a faculty member must serve at least 5 years in the rank of associate professor at Tarleton.
*Faculty who are hired at the rank of Associate Professor will be considered for tenure as specified in the hiring contract.
Rare exceptions to the stated conditions for rank may be made in cases that benefit the University. These exceptions require the approval of the President upon the recommendation of the appropriate department head and dean and the Provost and Vice President for Academic Affairs.
Faculty Status for Tenure Purposes
Lecturers, visiting lecturers, part-time faculty members, teaching assistants and graduate students serving as teaching graduate assistants are specifically not entitled to faculty status insofar as tenure is concerned. Such appointments are awarded on a contractual basis subject to the needs and resources of the University and the qualifications of the applicants available for the position, normally for not more than one academic year per appointment. They are administered through normal administrative channels. Appointment of a person to a graduate student's committee or designation as a member of the graduate faculty does not constitute faculty status as herein defined.
Faculty members who hold joint appointments with other state, federal, or private agencies or with two or more parts of The Texas A&M University System may be entitled to tenure, depending on the nature of their duties and the terms of written agreement of their appointments.
Administrative personnel, such as department heads and deans, who hold academic rank in addition to their administrative titles, are considered faculty members for these purposes, but administrative assignments are not subject to tenure.
Criteria for Promotion and Tenure
General Criteria
Admission to the tenured faculty and promotion in rank are not due any faculty member by right. They are privileges extended by the University community to deserving members. The academic profession has always been protective of its standards and its collective reputation. Rigor in applying these standards has been the best protection it could afford its membership.
Promotions in academic rank and tenure are awarded to those faculty who make continuing contributions in three general areas: teaching, scholarly/creative activities, and professional service. These three categories are not unique to Tarleton State University; most universities have established these or their equivalent. It is important that the faculty have a common understanding about the meaning of the criteria and their relative applicability. While the relative weight given to each of the three categories may differ among colleges or among academic departments within colleges, the university expectation is that applicants will provide clear evidence of professional productivity and achievement in all three categories and that the evidence provided in each category will meet or exceed the expectations of the applicant's peers at the department and college level.
In awarding tenure or promotion, the faculty member's professional and scholarly/creative expertise will be weighed against present and future needs of the University, with the number of faculty in each rank being a legitimate matter of concern. Opportunities for promotion follow the growth pattern of the University, coming more slowly when enrollments stabilize or decline.
A decision on granting tenure will not be made unless the faculty member has attained the rank of associate professor or will be promoted to associate professor concurrently with the granting of tenure. Application for promotion to associate professor includes application for tenure and must meet the provisions for years in rank as provided herein.
Statements in the following sections constitute the threshold requirements for tenure and promotion decisions but are not the sole basis for evaluation. Final decisions relative to tenure and promotion shall also include other factors, such as professionalism; collegiality; strong student, peer, and departmental evaluations; and documented evidence of suitability to the unique role of the individual faculty member within the department, college, and university.
Promotion decisions will be based primarily on prior contributions and accomplishments, whereas tenure decisions will be based on professional performance and future promise.
Criteria for Promotion for Tenure-Track and Tenured Faculty
Promotions from one academic rank to another are based on merit in three general categories: teaching, scholarly/creative activity, and professional service. As a faculty member progresses upward through the academic ranks, progressively more is expected. Promotions do not automatically follow years of service at Tarleton State University. For promotion from lecturer to instructor, the review process should place primary emphasis on the faculty member's teaching performance. For promotion from instructor to assistant professor, the review process should consider teaching to be of greatest importance, but the faculty member's professional service should also be considered. When a faculty member applies for promotion to one of the senior ranks or for tenure, all three categories (teaching, scholarly/creative activity, and professional service) must be considered in the review process. Section IV of this chapter provides descriptions that may be used in assessing a faculty member's teaching, scholarly/creative activity, and professional service.
Promotion to Instructor
To be promoted from lecturer to instructor, a faculty member must hold at least the master's degree and must have demonstrated competence in their teaching area while teaching at Tarleton.
Promotion to Assistant Professor
To be promoted from instructor to assistant professor, a tenure-track faculty member must have a minimum of five years of teaching experience at Tarleton or completed the terminal degree appropriate to the academic area served and must have demonstrated ability in the discipline and show clear promise of teaching excellence.
Promotion to Associate Professor
Decisions regarding tenure and promotion to the rank of Associate Professor are made concurrently. Application for tenure and promotion to the rank of Associate Professor occurs in the next-to-last year of the tenure track (normally the sixth year). Individuals seeking tenure and promotion should exhibit a competent and mature perspective over a large part of the academic discipline and offer evidence that teaching and scholarship/creative activities have kept abreast of the current outlook of the profession in subject matter and methodology. The candidate also should have documented evidence of excellent contributions to the department, college, and university beyond those required of the lower ranks, in the areas of teaching, scholarship, and service. The following criteria establish the minimum threshold requirements for promotion consideration:
- The candidate will have served a minimum of seven years at Tarleton at the rank of Assistant Professor or five years at the rank of Assistant Professor at Tarleton with a minimum of two years of service at the rank of Assistant Professor at another institution may be applied. Any credit for prior experience included within the seven-year probationary period shall be agreed upon in writing at the time of employment.
- The candidate must possess an appropriate terminal degree.
- The candidate must have completed at least five years of teaching since completion of the terminal degree.
- The candidate must document excellent contributions to the department, college, and University beyond those expected of the lower ranks in the areas of teaching, scholarship/creative activities, and service.
Promotion to Professor
Applications for promotion to Professor are normally submitted in the fall semester. Individuals seeking promotion to the rank of Professor, the highest academic rank, should have compiled career-long evidence of significant contribution to the profession and the university. This rank can only be earned by individuals who have demonstrated through teaching, research, and service a substantial command of their field of expertise, who exhibit a mature view of the discipline, and who have proven themselves a collegial and dedicated member of the Tarleton community. These individuals also shall have attained status as leaders in their profession and shall have achieved balance in the areas of teaching, scholarship, and service, with superior levels of accomplishment in all three. Faculty seeking promotion to Professor are expected to have maintained all of the qualities and conditions required for tenure and promotion to Associate Professor and to offer evidence of continued contributions since the last promotion. A faculty member must serve five years in the rank of associate professor at Tarleton before being considered for promotion to the rank of professor.
Special Criteria for Tenure
The University's tenure policies are in accordance with those adopted by the Board of Regents of The Texas A&M University System. As stated by the Board, "Tenure means the entitlement of faculty members to continue in their academic positions unless dismissed for good cause."
Probationary Period
For tenure-accruing faculty, the length of probationary service, including credit at other institutions, is seven years, with a minimum of five years at Tarleton. Rare exceptions are made in cases that benefit the University; these exceptions require recommendations from the appropriate department head and dean, the Provost and Vice President for Academic Affairs, and the Administrative Review Committee, with the concurrence of the President.
Partial years of full-time service do not count toward the probationary period.
Interim Reviews
At Tarleton, all tenure-track faculty members undergo written interim review during their first and second years of service to the University and at about the midpoint of the probationary period. These reviews are described in Periodic Review of Tenure-Track Faculty.
Tenure and Promotion Standards: Faculty with Administrative Assignments
A faculty member who has a part-time administrative assignment (as department head, dean, associate vice president, or other appointment) is subject to the same standards for teaching, scholarly and creative contributions, and service to the University and profession as any other candidate for promotion or tenure. Although administrative duties can be taken into consideration, they are not a substitute for professional activities and scholarly and creative contributions.
Process for Promotion and Tenure
The process of tenure and promotion is initiated by the office of the Provost and Vice President for Academic Affairs upon distribution of the review process schedule. A faculty member becomes a candidate for promotion or tenure by formally submitting his or her dossier to the department head for consideration.
The dossier, prepared by the candidate with assistance by the department head as necessary, consists of the completed "Data Package for Promotion/Tenure Recommendation" with supporting information.
To be considered for promotion from lecturer to instructor, a faculty member must complete the teaching section of the data package. For promotion from instructor to assistant professor, the faculty member must complete the teaching and service sections of the data package. For tenure and promotion to associate professor, or for promotion from associate professor to professor, the faculty member must complete the entire data package.
A summary of student evaluations for classes taught during the past three years must be included with the data package, as supporting information. The summary may include classes taught in fall semesters only or may include other classes at the faculty member's discretion. University-approved student evaluation procedures and forms will be used and the results included with the dossier. Grade distributions in the classes must be included with the student evaluations. Faculty members may choose to submit with the data package a self-conducted assessment of their classes.
Once the dossier has been submitted for consideration, it becomes the primary basis for evaluation. No further information should be added beyond that generated by the official review process unless deemed necessary by the Provost and Vice President for Academic Affairs, with acknowledgement by the candidate, to allow fair and thorough evaluation.
Evaluation by the Department Head
The department head, after giving particular attention to the needs of the students served and goals of the department, from the perspective of a day-by-day association with the candidate, determines whether or not to recommend each candidate for the requested rank and tenure, if applicable. The department head evaluates each candidate relative to other candidates and other faculty in the department, as appropriate. The dossier and the department head's evaluation, with comments as appropriate, are forwarded to the dean of the college for consideration by the College Review Committee (described in Chapter 3). (Note: Evaluation for tenure or promotion is conducted by the department head or immediate supervisor. Any reference to the department head as an evaluator for tenure or promotion should be understood to include other immediate supervisors, such as director of a division. When a department head applies for tenure or promotion, the evaluation is conducted by the dean of his/her college.)
Evaluation by the College Review Committee
The College Review Committee, with due consideration of information and comments forwarded by the department head, evaluates each candidate with regard to the particular needs and goals of the college and University. Then, following the same procedure as the department heads, the committee prepares individual ratings and ranked recommendations for the candidates. The committee forwards the individual ratings and ranked recommendations, with optional comments as appropriate, to the Provost and Vice President for Academic Affairs for consideration by the Administrative Review Committee (described in Chapter 3). All votes for or against recommendation, plus any ratings and ranking, are by secret ballot with only the composite committee decision sent forward. The complete dossier of each candidate is also forwarded. The committee decision and the complete dossier are sent forward for all candidates.
Administrative Evaluation of Candidates for Tenure and Promotion
The Administrative Review Committee recommends to the Provost and Vice President for Academic Affairs that each candidate's request for tenure or promotion be approved or disapproved. These recommendations are based upon previous ratings and recommendations and upon college and University needs and goals. The Administrative Review Committee provides an order of ranking for all candidates favorably recommended. All formal voting is by secret ballot, with only the composite decision of the committee sent forward, along with each candidate's complete dossier.
The Provost and Vice President for Academic Affairs, with due consideration of the needs, goals, and resources of the University, forwards a recommendation for each candidate to the President, accompanied by a summary of the respective recommendations. The Provost and Vice President for Academic Affairs retains the dossier for the office files.
The President submits recommendations to the Chancellor and the Board of Regents for final approval. In the event the President recommends for tenure or promotion a candidate who was not recommended by the Provost and Vice President for Academic Affairs, the President will inform the Provost and Vice President for Academic Affairs, in writing, of the basis for this recommendation.
Tenure and Promotion Process for Department Heads
A department head applying for tenure or promotion must complete the "Data Package for Promotion/Tenure Recommendation." The completed package is forwarded to the department head's dean who evaluates the candidate in the same manner and according to the same criteria that other candidates are evaluated by their department heads. The dean must evaluate the candidate as a faculty member, giving appropriate consideration to teaching performance, scholarly and creative contributions, and service to the University. For all remaining steps in the evaluation process, the department head's application is subject to the same procedures and standards as any other applicant.
Notification of Tenure Decision
The official decision regarding the granting of tenure by the Board of Regents will be conveyed in writing to the individual faculty member as soon as possible after the Regents have voted to confer tenure. This communication will normally be provided by the President. In the same manner, a decision of non-reappointment will be provided to the faculty member as soon as that decision has been reached. This communication will be provided by the department head and may also bear the signature of other appropriate administrators. The formal notification of non-reappointment will be a simple statement to that effect and will not include any of the reasons for that decision. All issues related to non-reappointment of nontenured faculty members will be handled according to the procedures outlined in the System policy, Section 7.
An individual who receives a negative tenure decision shall not be employed by the University beyond the last year of probationary service as specified in the original tenure agreement.
Financial Exigency
The phasing out of institutional programs or financial exigencies that cause a reduction of faculty may require exceptions to the normal tenure policy. In these cases, the faculty involved will be given all notice possible and every effort will be made by the University to place the affected faculty in other available positions in the University's employment for which they are qualified.
Faculty members whose appointments are to be terminated as a result of phasing out of institutional programs or financial exigencies that cause a reduction of faculty will be entitled to a hearing before the Committee on Academic Freedom, Responsibility, and Tenure, following minimum procedures as set out in the System's policy, paragraph 9.3.5.
The following procedures will be followed when financial exigency mandates faculty reductions:
- The existence of financial exigency will be established following System guidelines, and the President will notify faculty in writing of the existing financial exigency.
- In the case of financial exigency, the System's policy (section 9) will be applied where possible, but its usefulness will be limited by the need to reduce overall expenditures for faculty salaries. The hiring of new faculty members under emergency conditions should be done only when the procedure in section 9 of the System policy cannot be utilized.
- A person's value to a department will be the prime consideration in a staff reduction. Tenured faculty will have priority over non-tenured faculty unless the termination of a program would result from the loss of the non-tenured member. In the latter situation, if deemed feasible by the department head(s) involved, a tenured person may be given an opportunity to become competent in an area essential to a program and thus regain priority. In situations where all other factors are equal, decisions will be based on merit, rank, and then length of service.
- Faculty on leave will be given the same consideration as faculty on campus.
Post-Retirement Service
An individual may be employed after retirement where the best interest of Tarleton will be served. Employment after retirement will be on a non-tenured status. Recommendations for such employment will be forwarded through normal administrative channels to the President or designee for review and approval. These positions may not exceed a total of 10 percent of the full-time faculty positions in a college.
For more information, see System Regulation 31.07.01, Retirement and Employment after Retirement (http://assets.system.tamus.edu/files/benefits/pdf/publications/forms/201.pdf).
Guidelines for Assessing Teaching Competence, Scholarship, and Service
Teaching Effectiveness
Teaching and scholarly/creative activities are closely related. Faculty members' ability to teach well will be enhanced if they have a good comprehension of how knowledge in their field is developed. Teaching at the college level is more than preparing and delivering lesson plans from textbooks. An effective teacher establishes an environment conducive to learning; uses appropriate instruction to motivate students to think and analyze critically; communicates effectively; and instills a genuine desire to continue learning.
Evaluation of teaching effectiveness should be as comprehensive and consistent as possible. The process must include a systematic assessment of students' opinions and of input from peers. Factors in the evaluation may include but are not limited to the level of the course; whether the course is required or an elective; the lab or lecture format of the course; examinations and projects; grading practices; and interaction outside the classroom (such as sponsoring student organizations).
Specific measures to be considered in assessing a faculty member's teaching effectiveness include:
- Administrative evaluations
- The faculty member's contributions to course and/or curricular developments
- Courses taught (including comments on size, level, and degree of difficulty)
- Faculty member's responsibility for course administration or coordination (such as team-taught courses or coordination among sections)
- Development of new teaching techniques or methods
- Peer evaluations (Peer evaluations used in the tenure and promotion process should be from a minimum of three different evaluators and obtained no earlier than the fall semester of the year prior to completing data package. Two of the evaluators are selected by the faculty member. One is selected by the department head and must be so designated on the peer evaluation form. When a department head applies for tenure or promotion, two evaluators are selected by the department head and the other by a committee of full professors in the department, if possible.)
- Preparation of instruction materials by the faculty member
- Student evaluations (based on a summary of three years of student evaluations, with grade distributions)
- Thesis or research mentorship
Faculty are also encouraged to conduct self assessment of their classes. At the faculty member's discretion, these evaluations may accompany the students' evaluations in the data package that the faculty member prepares for tenure or promotion consideration.
Criteria for Assessing Teaching Effectiveness
Planning and Preparation
- Maintains a current perspective in field through attending professional meetings, seminars, and workshops, and through reading the current literature that relates to the course material
- Provides an appropriate syllabus for each course
- Updates lectures and materials used in classes
- Organizes courses to achieve explicit goals and to provide for individual student development
- Makes explicit to students the goals of the course and their importance, grading systems of the course (including nature and dates of tests), performance expectations, and specific assignments
- Develops new programs and courses or introduces appropriate revisions in existing programs and courses
Command of Subject
- Demonstrates command of subject in classroom and with individual students outside of class
- Presents material in an analytical way, to develop students' critical thinking abilities
- Maintains current perspective in field; presents current ideas and developments in classes
Classroom Presentation
- Presents material in a clear and organized manner
- States objectives, summarizes major points, and provides emphasis for significant ideas
- Encourages students to develop their own ideas
- Presents contrasting points of view
- Shows relationships between different topics or concepts presented in classes
- Uses a distinct speaking voice that projects adequately
- Is sensitive to the response of the class, encourages student participation, and welcomes questions and discussion
- Communicates enthusiasm about the subject, makes the course stimulating, and reflects poise and self confidence
- Demonstrates a professional attitude; avoids topics that are completely irrelevant to the course and unnecessary comments of a critical nature
- Uses class time effectively
- Demonstrates the appropriate use of technology-mediated materials in the delivery of face-to-face courses
- Demonstrates the appropriate use of distance learning course delivery technologies and technology-mediated materials in the delivery of distance learning courses
- Uses effective and comprehensive means of evaluation and keeps students informed of their progress
- Provides adequate monitoring of exams
Improvement of Teaching
- Shares teaching and testing techniques with colleagues
- Investigates and experiments with new or proven teaching techniques
- Uses student and colleague evaluations to improve teaching
- Attends workshops, meetings, and professional conferences to improve teaching
Extra-class Responsibility
- Responds in a helpful manner to students' requests for academic assistance
- Posts and keeps regular office hours and makes office hour schedule known to students
- Treats students with respect and courtesy
- Participates on graduate committees; serves as a member of the graduate faculty
Scholarly and Creative Activities
At Tarleton State University, "scholarship/creative activity" submitted as evidence for promotion/tenure consideration is broadly defined as "scholarly activity resulting in identified products of a written, material, or performed nature that have been peer reviewed by and disseminated to the member's wider community of scholars." Within this broad definition, it is understood that both quantitative and qualitative expectations may differ among and between departments and colleges and moreover, that periodic discussions of these expectations at department and college levels are encouraged.
In the scholarship of teaching, the scholar uses the classroom, course, or practicum site as a laboratory for developing, refining, and communicating new teaching content and methods.
More broadly, some examples of scholarship are:
- Engages in scholarly and professional work
- Publishes books, journal articles, reviews
- Writes monographs or chapters in books
- Engages in creative activity such as shows, recitals, recordings, musical composition, performances, or lighting, set, or costume design
- Engages in the development of copyrightable works that facilitate and support the instructional delivery of course content through technology-mediated instruction
- Receives recognition for achievement in discipline (honors, awards, commendation from professional academic organization, educational institution, governmental agency, or private foundation)
- Presents scholarly papers or makes comparable presentations at professional meetings
- Increases competence in discipline through attending professional meetings, workshops, seminars, or credit courses; completes additional degrees or certificates
- Conducts research, including grant writing
Professional Service
Services that a faculty member renders to communities, agencies, or organizations in his/her professional capacity shall be considered in assessing qualifications for advancement to the rank of assistant professor and senior ranks. A list of service activities is provided below. The list is intended to provide examples; order of items is alphabetical and not meant to suggest priority. There may be other activities that will qualify as service as well. It is expected that the level of participation and responsibilities (demonstrated by leadership roles) will be higher for senior ranks in all areas of service.
University Service
- Advising students (include number of advisees per semester)
- Assisting students in career development and employment searches
- Assisting with university-sponsored events (e.g., contests, tournaments, student recruiting, summer camps)
- Enhancing professional development. Includes activities that enhance ability to perform services, such as training to be an accreditor, advisor, or consultant; attending workshops, seminars, or meetings relevant to service activities
- Making unique contributions to the success of the university through new approaches or systems improvements of the quality of university functions
- Participating in faculty career development (e.g., faculty mentor program, search committees, faculty development workshops)
- Presenting seminars, brown-bag programs, or demonstrations
- Serving as a consultant in other disciplines and/or departments
- Serving as chair or member of university committees, taskforces, ad hoc committees
- Serving in part-time administrative position, such as department/division head, program coordinator, or associate dean
- Sponsoring student organizations
Each department or department committee may designate other specific activities that are unique to a certain field as being appropriate within this category.
Service to the Profession
- Service to the profession includes involvement in state, regional, national, and international groups within his/her field and contributions to the University. Objective data showing prestige and recognition among the practitioners of the discipline should be provided. Examples of activities and participation include:
- Attends professional conferences and workshops
- Edits professional journal or serves as referee for such journal
- Holds office or serves on committees of professional organizations
- Is a member of a professional association related to the discipline
- Serves as program chair, session moderator, or paper discussant at professional Conducts extracurricular seminars, workshops, demonstrations, or comparable creative activities (activities unrelated to regular classroom teaching)
Community and Public Service
Demonstration of citizenship and community leadership through:
- Assisting in campus and community charitable projects
- Involvement in community activities in ways that enhance the image of the university and/or makes contributions to its larger community
- Participation in other service activities, such as continuing education, external training, and improvement of business, industry, governmental, and not-for-profit organizations such as religious institutions, and public and private schools
- Serving as an officer on a professional board (not related to the faculty member's academic discipline)
- Serving as a consultant in areas of professional expertise
- Serving on boards or committees in areas of professional expertise
Formal Evaluation of Faculty
Faculty evaluations are conducted by a faculty member's immediate supervisor. For some faculty, the immediate supervisor is a division director. Academic administrators who also teach (department heads, deans, and others) are evaluated as administrators by their superiors (department heads by deans, for example). As faculty members, they are also subject to annual evaluation, the periodic review of tenure-track faculty, and the in-depth review of tenured faculty. These evaluations include assessment of teaching and scholarly and creative activity and should be conducted by the administrator's supervisor or another mutually acceptable evaluator. Any reference to the department head as evaluator of faculty members should be understood to include other immediate supervisors.
Annual Evaluation of Faculty
Formal written evaluation of faculty members annually is the responsibility of department heads or immediate supervisors. Each year, the department head will hold an evaluative conference with each faculty member of the department. The criteria for promotion will be used as the basis of evaluation. During the annual evaluative conference, the department head and faculty member should develop and evaluate progress on a plan for professional growth. Together, the faculty member and department head should determine the relative emphases that the faculty member will give to various aspects of teaching, service, and scholarship. A record for both parties will be kept of the professional growth plan and the evaluation. If the evaluation reveals weaknesses or deficiencies in the faculty member's performance, the department head will outline corrective measures that may include updating or modifying course syllabi, reviewing techniques of presentation, soliciting appropriate assistance from the Provost and Vice President for Academic Affairs or a faculty mentor, or a change of direction in scholarly and creative activities or service. A separate annual evaluation will not be conducted during a year that a faculty member is subject to periodic review of tenure-track faculty (first year, second year, and midpoint), review for promotion or tenure, or in-depth review of tenured faculty.
Periodic Review of Tenure-Track Faculty
Tenure-track faculty members will have an in-depth evaluation by their department head during the first year, the second year, and at the midpoint of probationary service. The purpose of these reviews is to evaluate the individual's achievements so that both the individual and the institution may benefit by improved performance. These reviews may indicate the general degree of success or lack of success that the faculty member has attained and may provide the faculty member with a preliminary view of the possible result of a tenure decision. The criteria for tenure and promotion should be used in conducting evaluations of tenure-track faculty, and student evaluations of teaching should be considered explicitly. The department head will prepare a summary of the review and will provide copies of the summary to the faculty member, the dean, and the Provost and Vice President for Academic Affairs.
A faculty member being considered for promotion and/or tenure will submit a completed data package and will be evaluated through the official promotion and tenure procedure. The University reviews faculty members for tenure during the next-to-last year of probationary service. See section titled Procedures for Review of Tenure.
Post-Tenure Performance Evaluation of Tenured Faculty
The department head (or other immediate supervisor) is responsible for conducting periodic, in-depth evaluation of each tenured faculty member as outlined in the section below, Post-Tenure Process for Performance Evaluation of Tenured Faculty. A faculty member may choose to undergo the in-depth evaluation more frequently. For example, the detailed evaluation might be useful for a faculty member who anticipates applying for promotion. The in-depth evaluation of teaching, service, and scholarship will include self-evaluation by the faculty member and assessment by the department head and shall include peer evaluations, if requested by the department head and/or faculty member. (Note: The tenured and tenure-track faculty and head of each department shall develop procedures for peer evaluation and submit the policy proposal for approval through normal administrative channels.)
Process for Performance Evaluation of Tenured Faculty
Criteria for the Evaluation
This evaluation will be based in general on the three major academic categories: teaching, scholarship/creative endeavors, and service. The overarching objective is the demonstration of continuing productivity relative to the faculty member's academic assignment, to his/her own professional goals, and to the mission and goals of the University and academic department. The faculty member should show how he/she is remaining current and competent in the teaching field and the profession.
Conducting the Evaluation
The evaluation will be conducted at the departmental level. Procedures will comply with these guidelines. Other procedural details, including the committee composition and processes for peer review, are left to the department and should be formally stated in policy developed by the department head and faculty.
The evaluation will be conducted by the head of the department to which the faculty member is primarily assigned (or other immediate supervisor). Department heads will be reviewed by their deans.
In each department, the evaluation process will rotate through a five-year cycle, with approximately one-fifth of the department's eligible tenured faculty evaluated in each year of the cycle. Selection of faculty members for evaluation in each of the five years of the cycle will be performed at the department level, according to policy developed by the department head and departmental faculty. In the sixth year the rotation will begin again with each faculty member scheduled to be evaluated five years after his/her last evaluation. Newly-tenured faculty will be included in the rotation in their sixth year of tenure. If a tenured faculty member has recently undergone review for a promotion application, that review will be considered to satisfy this requirement.
Consequently, the next in-depth evaluation will be five years from the promotion review. Tenured employees who do not teach as part of their current regular assignment are exempt from this policy until they resume teaching duties.
Department heads (or other immediate supervisors) will notify candidates to prepare for evaluation by no later than April 15 of the academic year before the year of the evaluation. Faculty members who choose to be evaluated earlier than the required five-year cycle will notify the department head by this date of their desire to be evaluated the next year. The evaluation process will be conducted in the spring semester. It must be completed and all reports filed by April 15.
Faculty Self Assessment
The faculty member undergoing evaluation will submit the following documentation to his/her department head (or other immediate supervisor):
- A self-assessment summary addressing the criteria for evaluation for the past three to five years. This document should not exceed three pages in length and should specifically identify the single achievement in which the faculty member takes the greatest pride. The self assessment may be accompanied by a portfolio or appendix that highlights contributions that the faculty member considers most significant. The appendix or portfolio should be prefaced by a synopsis or table of contents and should be organized for readability.
- A summary of student evaluations from the past two long semesters.
- A statement, developed by the faculty member in consultation with the department head, of professional goals, expected contributions, and improvement plans for the next five-year period. This statement should also indicate the general areas of interest and professional activity, in addition to classroom teaching, that the faculty member intends to emphasize.
The department head or other immediate supervisor will prepare a summary of the evaluation, including an assessment of the faculty member's effectiveness and contributions to the department and University. Copies of the department head's summary and the report from the peer evaluation, if one was conducted, must be given to the faculty member no later than April 1 of the year of the review. The faculty member may submit a written response to the department head's assessment or the peer evaluation. Such response must be submitted to the department head within ten days after receiving the department head's summary. The department head will prepare copies of the faculty member's self assessment, the department head's summary, the peer assessment report, and the faculty member's written response, if any, and will distribute these copies to the faculty member, the dean of the college, and the Provost and Vice President for Academic Affairs by April 15 of the year of evaluation.
Resolution of Problems in Professionalism of Tenured or Nontenured Faculty
When a department head or other immediate supervisor has reason to believe that a faculty member is performing at levels below professional standards (e.g., exhibiting professional incompetence, continuing or repeated substantial neglect of professional responsibilities, moral turpitude, etc.), he/she should communicate those concerns to the faculty member. The department head and faculty member should resolve the issue immediately, if possible, or should develop a plan for resolving the matter. If a problem is particularly serious or ongoing, it may threaten the faculty member's continued employment at Tarleton. The Texas A&M University System Policy 12.01, Academic Freedom, Responsibility, and Tenure explains the procedures that must be followed for nonrenewal of nontenured faculty members at the end of a term contract.
When the above-mentioned attempt at resolution does not solve the problem, if a department head (or other immediate supervisor) believes that good cause may exist for dismissal of a tenured faculty member or nontenured faculty member during the term of a contract, he/she should consult the System Policy on Academic Freedom, Responsibility, and Tenure. The System Policy suggests what may constitute good cause for dismissal of a tenured faculty member and outlines procedures that must be followed. The System Policy requires that "… a bona fide effort … should be made to achieve a satisfactory resolution of difficulties through preliminary inquiry, discussion, or confidential mediation." The department head must consult with his/her dean and the Provost and Vice President for Academic Affairs before notifying a faculty member that good cause for dismissal may exist. The department head should also consult with the senior faculty in the department. After these consultations, if good cause for dismissal still appears to exist, the department head must notify the faculty member.
At any stage during efforts to resolve a problem in professionalism, the faculty member may appeal to the University Grievance Committee. The University Grievance Committee will attempt to achieve a resolution that ensures equity for the University and the faculty member, through preliminary inquiry and/or confidential mediation. The committee's proceedings may be informal and flexible. See the Complaint and Appeal Process in Chapter 2.
Process for Tenured Faculty
If the cause for potential dismissal of a tenured faculty member can be eliminated or corrected, the department head (or other immediate supervisor) and faculty member will develop a plan for resolution of the problem. The plan must not require the use of University resources beyond those available to other faculty.
The faculty member will be given a specified and reasonable amount of time to correct the matter (usually, at least one calendar year). If the plan developed by the faculty member and department head for resolution of the problem includes increased expectations for scholarship/creative endeavors, the amount of time allowed for the faculty member to show satisfactory progress may be up to three years.. During this time, the faculty member will meet at least once every three months with his/her department head (and dean, if requested by the faculty member) to review progress. If, at the end of the specified period of time, the faculty member has not sufficiently resolved the problem, the University will initiate the dismissal process. In some cases, because of the nature or seriousness of the cause for dismissal, correction of the problem may be impossible, and the University reserves the right to begin termination proceedings immediately. The University is not obligated to provide a faculty member with a remediation program before beginning the process to dismiss for cause.
Process for Dismissal of Tenured Faculty or Nontenured Faculty During the Term of a Contract
The department head (or other immediate supervisor) will begin the dismissal process, after informing the dean, the Provost and Vice President for Academic Affairs, and the President, by giving written notification to the faculty member that dismissal proceedings are being initiated and of the causes for dismissal. Due process provided for the dismissal of a tenured faculty member will comply with the guidelines outlined in the System Policy on Academic Freedom, Responsibility, and Tenure.
The faculty member is entitled to continued employment while the University's due process procedures are carried out. Suspension of the faculty member from normal duties during dismissal proceedings is justified only if the welfare of the faculty member or that of students, colleagues, or other employees is threatened by continuance, or if the continued presence of the faculty member would be materially and substantially disruptive of the regular operations of the University. Any such suspension should be with pay and with appropriate provisions for useful duties whenever possible.
Within 30 days of receiving notification that the University is beginning the dismissal process, a faculty member may request a hearing by the Committee on Academic Freedom, Responsibility, and Tenure (CAFRT). The faculty member should direct this request to the President's office. The President will provide information to the faculty member as to the procedural rights that the faculty member will have in the hearing. One of those rights is the right to challenge the membership of the CAFRT for cause.
The purpose of a hearing by the CAFRT is to determine whether the faculty member should be removed from his/her position. The CAFRT shall set a time for the hearing that will allow the faculty member a reasonable time in which to prepare a defense to the charges made and shall notify the faculty member of the time and place for the hearing. This notification shall include the names of the witnesses against the faculty member and the nature of the testimony of each. The CAFRT's hearing shall be closed unless the affected faculty member requests that it be open.
Witnesses may be added to the list at a later date for good cause. The faculty member should have the right to be confronted by all adverse witnesses. Where unusual and urgent reasons move the CAFRT to withhold this right, or where the witness cannot appear, the identity of any witness and any statement made should nevertheless be disclosed to the faculty member. Subject to these safeguards, statements may, when necessary, be taken outside the hearing and reported to it.
Both the faculty member and the University have the right to be represented by an advisor, to call witnesses, to question all witnesses who testify orally, to have a full stenographic record or electronic recording of the proceedings, and to be provided access to the record of the proceedings with the right to copy such record.
The CAFRT should allow oral arguments and written briefs by the chief executive officer or designated representative and by the faculty member or designated representative. The committee should formulate explicit findings with respect to each of the grounds for removal presented and should recommend whether or not, in its judgment, there is good cause for dismissal. In cases concerning a nontenured faculty member whose term of appointment has not expired, committee deliberations and findings shall be limited to whether the decision to dismiss was based on illegal reason or the violation of academic freedom. The committee's findings and recommendations concerning dismissal or such action as it deems appropriate should be conveyed in writing to the chief executive officer and the faculty member.


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City of GlendoraHome Menu
When Are Permits Required?
The California Building Code states in "Appendix Chapter 1, Section 105 - Permits":
"Any owner or authorized agent who intends to construct, enlarge, alter, repair, move, demolish, or change the occupancy of a building or structure, or to erect, install, enlarge, alter, repair, remove, convert, or replace any electrical, gas, mechanical, or plumbing system, the installation of which is regulated by this code, or to cause any such work to be done, shall first make application to the building official and obtain the required permit."
The City of Glendora enforces the above code provision by requiring all construction activity to be covered by a valid permit.
Permits Are Usually Required For the Following:
- New buildings
- Additions/Remodels (bedrooms, bathrooms, family rooms, patios, etc.)
- Residential work (decks, garages, fireplaces, pools, water heaters, etc.)
- Renovations (garage conversions, basements, re-roofing, kitchen remodels/expansions, etc.)
- Electrical systems
- Plumbing systems
- HVAC (heating, ventilating, and air-conditioning) systems
- Solar Photovoltaic Systems
This list gives representative examples of the types of work that require permits. There are other work types that require permits that are not on this list. If you are unsure if your projects requires a permit, please call the Building and Safety Division at (626) 914-8222 for a determination.
There are five types of permits available for a construction project. They are:
- Building Permit: A building permit covers construction of the building and does not include related trades.
- Mechanical Permit: A mechanical permit covers construction of the mechanical systems of a building such as the heating/air conditioning, duct work, furnace, ventilation systems.
- Electrical Permit: An electrical permit covers construction of the electrical systems of a building such as an electrical service upgrade, circuit, or light upgrades/change outs.
- Plumbing Permit: A plumbing permit covers construction of the gas lines and plumbing lines and fixtures and irrigation lines of a building.
- Sewer Permit: A sewer permit covers construction of the drain lines outside the building including new sewer or septic system.
Applications for each of the above noted permits can be downloaded to your printer from here.
Permits allow the inspector to protect the public by reducing the potential hazards of unsafe construction and ensuring public health, safety, and welfare. By following code guidelines, the completed project will meet minimum standards of safety and will be less likely to cause injury to you, your family, your friends, or future owners.
On-site inspections will be required to make certain the work conforms to the permit, local codes, and plans. You will have access to the expertise of the inspector to help you with questions or concerns regarding the project.
| The Contractor's State License Board is a good source of information for consumers.
Check www.cslb.ca.gov for construction information, guides and pamphlets.

subset: commoncrawl


text: 03 Apr 2014 15:30 Japanese nationals who are hospitality professionals have the opportunity to take their career high into the sky by joining Etihad Airways' World's Leading Airline Cabin Crew. People interested in attending the recruitment day and joining the airline's award-winning team of cabin crew, food and beverage managers, and qualified inflight chefs, should register in advance by visiting www.etihad.com/careers/cabin. The recruitment day will take place in Narita on Tuesday 15 April. It will offer applicants the opportunity to meet Etihad Airways' recruitment specialists who will provide comprehensive information about living in Abu Dhabi and the dynamics of working with guests at 30,000 feet. New cabin crew members undergo a seven-week training program conducted at Etihad Airways' state-of-the-art Training Academy in Abu Dhabi. Aubrey Tiedt, Etihad Airways' Vice President Guest Services, said: "To support the rapid and dynamic expansion of Etihad Airways, we are delighted to host our recruitment drive in Japan, a strategically important market for the airline. "We hope to attract and recruit individuals who are incredibly passionate and dedicated to delivering remarkable hospitality." "Our team hails from more than 110 nationalities and enjoys great career development opportunities commencing as a cabin crew, in-flight chef or food and beverage manager and progressing to onboard leadership and management roles." Nearly 100 Japanese nationals currently work for Etihad Airways, including 54 cabin crew and three pilots. Cabin crew are all based in the vibrant and cosmopolitan city of Abu Dhabi, the capital of the United Arab Emirates. Etihad Airways' staff enjoy many benefits including medical insurance and housing support, in addition to access to a wealth of world-class leisure, sports and entertainment activities. Etihad Airways commenced services between Abu Dhabi and Japan in February 2010 with an initial four weekly flights to Nagoya, followed in March 2010 by a daily service to Tokyo (Narita). The airline currently operates daily flights between Abu Dhabi and both Japanese cities. Etihad Airways won the prestigious titles of World's Leading Airline, World's Leading First Class, and World's Leading Airline Cabin Crew at the World Travel Awards held in November 2013 in Doha, Qatar. お問い合わせ エティハド航空は国際的な航空会社として、徐々に世界にネットワークを広げています。 お近くのエティハド航空への連絡方法は、こちらをご覧ください。お問い合わせ先を見る ご意見・ご要望 ご意見・ご感想、激励、苦情、ご質問などがございましたら、こちらをクリックして、入力フォームからご送信ください。 いいね! フェイスブックで弊社のページをご覧ください! ご覧ください エティハドの YouTube チャンネルを見る Twitter(ツイッター) エティハド航空 | エティハドの特典 | エティハドヘルプ | エティハドのリワード


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Ambassador Meeting
Name: Ambassador Meeting
Date: June 5, 2019
Time: 4:00 PM - 5:00 PM CDT
Registration: Register Now
Event Description:
Ambassadors assist the Chamber in growing and retaining its membership.
Ambassador Objectives:
- Educate members about the services and benefits of their membership.
- Foster new member engagement in Chamber programs, events, and committees.
- Nurture quality relationships.


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Food stamp clients in Alamance County should expect more delays in receiving their benefits for the next couple of months.
Michelle Poole, Alamance County Department of Social Services Economics Support Program Manager, said DSS staff was about four weeks behind in the food stamp recipient recertification process required by the new electronic delivery system. Poole addressed the delays during an Alamance County Social Services Board meeting on Tuesday.
�So on July 15 the state implemented some changes to NC FAST adding on some of the Medicaid piece (portion) for the pilot counties and when they did this it caused a lot of issues with the system for the food nutrition side which has caused staff to get three to four weeks behind in food nutrition services,� Poole said. �We just finished up with July recertifications last week and they just started August recertifications.�
On July 15, Medicaid eligibility determination capability was incorporated into the NC FAST system. This changed how data were entered by county DSS department workers to complete a Food and Nutrition Services application and recertification.
Poole said DSS staff members have been reassigned to speed up the process.
�We will slowly start to see a catch up but I imagine its going to take a couple of months to dig out of this hole,� she said.
The Alamance County Department of Social Services began using NC FAST in February. The system is designed to allow all 100 counties� DSS departments to improve the way services are delivered. In the future, NC FAST will also provide access to child care, Medicaid, Work First, child welfare, adult and family services and emergency assistance benefits through a single online program.
About 150 to 200 clients a week are experiencing delays in receiving their food stamp benefits in a timely manner. Food stamp benefits are staggered throughout the month with distribution of benefits beginning on the third day of each month and ending on the 21st day of each month.
CountyDSSDirector Susan Osborne said staff wasn�t behind on its recertifications prior to the July 15 changes created by Medicaid. All counties are required to add Medicaid to their NC FAST delivery systems by Oct. 1.
Osborne said Johnston, Chatham, Carteret, and Orange counties were selected in mid-July to serve as pilot counties for providing Medicaid benefits through the NC FAST system. The remaining counties were scheduled to roll out Medicaid through NC FAST each Monday through Oct. 1. Osborne said that no other counties besides the pilot counties have launched Medicaid through NC FAST.
CountyManagerCraig Honeycutt expressed his concerns with the Medicaid implementation process during the meeting and the lack of communication from the state on the issue.
�In talking to the other managers I think the big concern is the Medicaid,� Honeycutt said. �When the Medicaid is added to it, and you know we can�t handle food stamps, but they are planning to implement the Medicaid side. I think they have to by Oct. 1 for the Affordable Care Act,� Honeycutt said. �I think part of what the managers were concerned about is just communication and a consistent message and a timeframe, but they are not being consistent they are not communicating they are not doing anything.�
AlamanceCountyisn�t alone in delivering food stamp benefits to clients in an untimely manner. Delays in the conversion process have also been experienced in Davidson, Guilford and Forsyth counties over the past six months.
There are 12,000 food stamp clients served by the Alamance County Department of Social Services. The NC FAST launch requires DSS to recertify the county�s food stamp clients, transferring data from the former paper system to the new electronic system. About 2,000 cases are being converted each month to the new system.


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Giving a gift? We've got packaging for that!
Clear Tiny Treat Boxes
Fill up these clear acetate boxes with tiny treats, and add a personal touch for that special someone.Shop Packaging
Cellophane Bags
Clear, sturdy bags for treats and gifts. Top with tags you make using stamps, punches, and dies.Shop Packaging
Ribbon and Trim
An easy way to add flair to your packages!Shop Ribbon and Trim


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Watch monthly live webcast - Like us on Facebook - Subscribe on YouTube
|Scientific Classification
Protists are a taxonomic Kingdom (Protista) of eukaryotes, which include the ciliates, flagellates, amoeba, and algae. It is a very diverse group of organisms with both unicellular and multicellular forms, and are capable of everything from photosynthesis to predatory behavior. The protists are divided into three main groups based on their mode of nutritional acquisition: protozoan (animal-like), algae (plant-like), and slime mold (fungus-like). In many aspects, the most complex eukaryotic cells are found among the single-celled protists having all of the machinery required for complex activities.[1]
Ciliophora are usually completely covered in tiny cilia, which are tiny hairs used for locomotion. These organisms contain a gullet, food vacuole, oral groove, and a contractile vacuoles. They are seen in either rows, spirals, or in tiny tufts.
Zoomastigophora are the flagellates of the kingdom Protista. The only real constant in this group is the presence of a flagella. They are all very diverse. Some are colonial, others are single. Some are unicellular and some are multicellular. This group is also capable of becoming parasitic (i.e. Trichomonas).[2]
The reproduction process for the kingdom Protista is extremely complex and confusing, but just like their diet, they have three reproductive processes which are isogamy, anisogamy, and oogamy. Broken down into the simplest terms, they are as follows.
Isogamy: The fusing together of two reproductive cells which are both isogametes. This process occurs only in some types of algae and fungus.
Anisogamy: This process uses alternating reproductive cycles in the protist. The first cycle is sexual (using both a male and female organism to reproduce). The second cycle occurs every other generation of protist, and it is in the form of asexual reproduction (only one sex needed to reproduce; in this case the female is all that is needed in the reproductive cycle.
Oogamy: Reproduction using "gametes," which is the process of a small, unmoving female sex cell fusing with a mobile male sex cell.[3]
The kingdom Protista has three basic methods for obtaining nutrition, which are actually classified as types of protists. Protists are mostly heterotrophic, which means relying on others for nutrition. The protozoan is an almost animal-like hunter. The protist finds a single-celled organism and engulfs them with a mouth-like aperture and ingests them, using either phagocytosis or pseudopodia.
The second type of protist is called algal protists. They use photosynthesis to get their food from the sun using carotenoids, pigments, chlorophyll A, and chlorophyll C (on rare occasions chlorophyll B).
The third and final type of protist is called the fungus-like protist. These are very much like mushrooms and other fungi in that they get their nutrition by absorbing it into their bodies from their environment. Their body is a mass of cytoplasm often referred to as a "slime mold". These organisms are often a bright shade of yellow or orange.[4]
- Main Article: Infectious disease
Protozoa can be parasites or predators. In humans, protozoa usually cause disease. Some protozoa, like plankton, live in water environments and serve as food for marine animals, such as some kinds of whales. Protozoa also can be found on land in decaying matter and in soil, but they must have a moist environment to survive. Termites wouldn't be able to do such a good job of digesting wood without these microorganisms in their guts, presenting a "What came first, the chicken or the egg?"-like challenge for evolutionists.
Malaria is caused by a protozoan parasite. Another protozoan parasite, Toxoplasma gondii, causes toxoplasmosis in humans. This is an especially troublesome infection in pregnant women because of its effects on the fetus, and in people with HIV infection or other immune deficiency disorder.[5]
Amebiasis (also known as Amebic dysentery or Amebic colitis) is a disease caused by a parasitic amoeba called Entamoeba histolytica. The disease is most common in people who live in developing countries that have poor sanitary conditions. In the United States, Amebiasis is most often found in immigrants from developing countries. It also is found in people who have traveled to developing countries and in people who live in institutions that have poor sanitary conditions. Men who have sex with men can become infected and can get sick from the infection, but they often do not have symptoms.[6]
Phylum: Dinoflagellata
Red Slime mold
Phylum: Amoebozoa
- ↑ Karp, Gerald (2008). Cell and Molecular Biology:Concepts and experiments (5th ed.). Hoboken, NJ: John Wiley & Sons. p. 15. ISBN 978-0-470-04217-5.
- ↑ Kingdom Protista Dr. Steven J. Wolf
- ↑ Kingdom Protista ESU
- ↑ Protista J. Stein Carter
- ↑ Understanding Microbes in Sickness and in Health by the National Institute of Allergy and Infectious Diseases
- ↑ Factsheet: Amebiasis by the Division of Parasitic Diseases. Center for Disease Control.


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|Biosequences .. Software .. Molbio soft .. Network News .. FTP
INTRODUCTION ============ TrEMBL is a computer-annotated protein sequence database complementing the Swiss-Prot Protein Knowledgebase. TrEMBL contains the translations of all coding sequences (CDS) present in the EMBL/GenBank/DDBJ Nucleotide Sequence Databases and also protein sequences extracted from the literature or submitted to Swiss-Prot, which are not yet integrated into Swiss-Prot. For all TrEMBL entries which should finally be upgraded to the standard Swiss-Prot quality, Swiss-Prot accession numbers have been assigned. RELEASE 23.0 OF TrEMBL ===================== This TrEMBL release has been produced in synch with Swiss-Prot release 41. It was created from the EMBL Nucleotide Sequence Database release 73 and contains 921'952 entries and 40'914'860 amino acids. TrEMBL is split in two main sections: SP-TrEMBL and REM-TrEMBL: SP-TrEMBL (Swiss-Prot TrEMBL) contains the entries (830'525) which should be eventually incorporated into Swiss-Prot. Swiss-Prot accession numbers have been assigned for all SP-TrEMBL entries. SP-TrEMBL is organized in subsections: arc.dat (Archaea): 1736 entries arp.dat (Complete Archaeal proteomes): 31625 entries fun.dat (Fungi): 15977 entries hum.dat (Human): 34880 entries inv.dat (Invertebrates): 79680 entries mam.dat (Other Mammals): 12223 entries mhc.dat (MHC proteins): 8813 entries org.dat (Organelles): 73538 entries phg.dat (Bacteriophages): 6448 entries pln.dat (Plants): 80929 entries pro.dat (Prokaryotes): 79736 entries prp.dat (Complete Prokaryotic Proteomes): 181432 entries rod.dat (Rodents): 40143 entries unc.dat (Unclassified): 331 entries vrl.dat (Viruses): 82490 entries vrt.dat (Other Vertebrates): 14889 entries vrv.dat (Retroviruses): 85655 entries 107'123 new entries have been integrated in SP-TrEMBL. The sequences of 1713 SP-TrEMBL entries have been updated and the annotation has been updated in 252'549 entries. In the document deleteac.txt, you will find a list of all accession numbers which were previously present in TrEMBL, but which have now been deleted from the database. REM-TrEMBL (REMaining TrEMBL) contains the entries (91'427) that we do not want to include in Swiss-Prot. ACCESS/DATA DISTRIBUTION ======================== FTP server: ftp.ebi.ac.uk/pub/databases/trembl SRS server: http://srs.ebi.ac.uk/ TrEMBL is also available on the SWISS-PROT CD-ROM. SWISS-PROT + TrEMBL is searchable on the following servers at the EBI: FASTA3 (http://www.ebi.ac.uk/fasta33/) BLAST2 (http://www.ebi.ac.uk/blast2/) Scanps (http://www.ebi.ac.uk/scanps/) MPSrch (http://www.ebi.ac.uk/MPsrch/) For each TrEMBL release, a synchronized version of the concurrent SWISS-PROT release is distributed at ftp.ebi.ac.uk/pub/databases/trembl/swissprot/ We also produce every week a complete non-redundant protein sequence collection by providing three compressed files (these are in the directory /pub/databases/sp_tr_nrdb on the EBI FTP server: sprot.dat.gz, trembl.dat.gz and trembl_new.dat.gz.) TrEMBL and Swiss-Prot in XML format =================================== A release version of TrEMBL and Swiss-Prot in XML format is provided with this release of TrEMBL. More information is available at http://www.ebi.ac.uk/swissprot/SP-ML and the data can be downloaded from ftp://ftp.ebi.ac.uk/pub/databases/trembl/xml ftp://ftp.ebi.ac.uk/pub/databases/sp_tr_nrdb/xml TrEMBL HAS BEEN PREPARED BY: ============================ Maria Jesus Martin, Claire O'Donovan, Philippe Aldebert, Nicola Althorpe, Rolf Apweiler, Daniel Barrell, Kirsty Bates, Paul Browne, Daniel Barrell, Kirill Degtyarenko, Gill Fraser, Alexander Fedetov, Andre Hackmann, Alexander Kanapin, Youla Karavidopoulou, Paul Kersey, Ernst Kretschmann, Kati Laiho, Minna Lehvaslaiho, Michele Magrane, Maria Jesus Martin, Michelle McHale, Virginie Mittard, Nicola Mulder, Claire O'Donovan, John F. O'Rourke, Sandra Orchard, Astrid Rakow, Kai Runte, Sandra van den Broek, Eleanor Whitfield and Allyson Williams at the EMBL Outstation - European Bioinformatics Institute (EBI) in Hinxton, UK; Amos Bairoch, Alexandre Gattiker, Isabelle Phan and Sandrine Pilbout at the Swiss Institute of Bioinformatics in Geneva, Switzerland. Maria Jesus Martin Sequence Database Group Coordinator EMBL Outstation EBI Wellcome Trust Genome Campus Hinxton, Cambridge, CB10 1SD UK


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Lay the foundation for a lifetime of good manners!
Beginning Puppy Training is the perfect first training class for your new puppy (8 weeks - 18 weeks old). Our goal is to provide a safe, fun learning environment that will provide you with the knowledge and skills you need to successfully work with your puppy to get the kind of behavior you like, both at home and out in the world!
At Humane Society Silicon Valley, we know that socialization is the single most important part of raising a puppy. Socialization is the process of introducing pups to all kinds of things, experiences, locations, noises, etc. in a positive context while they're young so that they'll be comfortable, well-adjusted adult dogs. Most of the aggression, fear, shyness, and other serious behavior problems we see in adult dogs stem from under-socialization during puppy hood.
Coursework includes:
We'll also help you work through the basics of bringing your new puppy home. We'll talk about housetraining issues, crate training, alone time training and "naughty" behaviors like chewing undesirable items and how to help your puppy make the right decisions.
Beginning Puppy Training is 6 consecutive weeks long unless skip dates are noted below. Each session is on the same day and time each week that the class began (As an Example:Tuesday 6:15 start date will always meet Tuesdays at 6:15 )and class lasts approximately 50 minutes.
The first class session is for humans only; pups attend sessions 2-6 with you and/or your entire family. This class is designed specifically to meet the training and socialization needs of pups that are 8-18 weeks old when class begins. Your puppy must be 10 days past their initial (first) vaccination for DHPP on the first day of class. You will be required to provide proof of vaccination. Please Note: At this time, we are not requiring the Canine Influenza Virus vaccination, but we are HIGHLY recomminding you vaccinate your dog against it.CLICK HERE TO REVIEW ALL OUR GROUP DOG CLASS RULES AND POLICIES.
The one-time class fee covers all 6 classes and is an investment in your puppy's future! You and your pup can feel great knowing that a portion of your training class fees benefit the homeless animals in our shelter.
NOTE: This class will not meet Saturday, February 16th. The last session in this six session class will meet Saturday, March 16th.
$150 for General Registration
$125 for Adopters (click here to find out if you qualify for our adopter fee)
$130 for HSSV Dog Park Members (click here to learn about membership)
Did you adopt from HSSV and have training included in your adoption? Email us at firstname.lastname@example.com to get enrolled!
This class is taught by Deanna Duchene.
Questions? Visit our FAQ page, or contact our Training Department at firstname.lastname@example.com or (408)262-2133 x352.


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When musician Matisyahu launched an Instagram contest to celebrate the release of his new single, Sunshine, we were stoked that we'd be printing the 20 winning Instagram photos on canvas.
Fans Instagram'ed photos of an inspiring person or a place that brought sunshine to their day and tagged it with the hashtag #MATISYAHUSUNSHINE. More than 1,000 photos rolled in!
Matisyahu chose his favorite 20 photos, and in addition to their photos on canvas those grand prize winners scored a pair of meet + greet VIP passes for a stop on Matisyahu's summer tour, plus an autographed version of … Read more


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Welcome to a world that knows no mercy — none is received, and none is given. Only physical and mental agility can keep you alive, though they are by no means a guarantor of life. You play the role of Geralt, an already legendary monster-slayer — but this, my friend, is not a gift, and is certainly not given lightly. "The Witcher" is an immense computer game. Within its realm, you will have to assume the burden of choice. And this burden of choice, as light as it may appear, is the very thing that will both permit you to wield influence over the fate of the world, as well as get you slain prematurely.
Nosferatu - modified Bruxa's texture. Created by Alaris, IFRIT CG.
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Hi Friends,
We had planned to be out of town by now but, both of our attorneys wanted us to fill out an affidavit writing down exactly our accounting of what happened that day last week in court so that it could be entered into the court system and become part of the evidence in the upcoming battle. Otherwise, our testimony would just be hearsay. So Troy and I and both of my parents have done this.
It was not easy to completely relive those moments!
Here is the facts of what happens next in the legal system. I am going to write this as simply as I can and try not to add any emotion. so, if it sounds cold, it is just reality.
Our new appeals attorney has already filed an appeal and it has been accepted and put into the court system. Normal appeal cases take about 2 years to come in front of the judges. At least that is where the Detroit court system is right now. Because this is a child custody case, it has more priority and is at about 9 months out from the date the appeal is filed. Yes, 9 months is the earliest this appeal will be heard in court.
Our trial attorney is now filing a Motion to Stay order. This is simply an order asking the judge to give Lia back to us until the appeal pending comes in front of the the appeals judges. This filing will get denied. Plain and simple. Why you ask? Because it has to be heard by Judge Susan Hubbard. Yes, that is correct, the same Judge who stole Lia away from us in the first place.
Both of our attorneys know this is what is going to happen but, it is the next step in the legal system that must take place. We can't move forward until this happens.
As soon as she makes her ruling and denies us the Motion to Stay, our appeals attorney will immediately file a Stay and Reversal to the appeals court. The actual appeal will be attached to it as well.
The appeals judges (3 different judges will be called, via a computer system from all over the state of Michigan to review and make a decision) will have 30 days to make a decision on the Stay and Reversal. They can approve one or both or deny both.
From what we have heard, been told and have researched on our own, the chances of the judges at the very least granting the order of Stay is very low. Apparently it doesn't happen very often. They seem to always favor not doing anything new until the case goes to the full appeals point (9 months out). That is when all of the evidence will come before them.
Now, something to keep in mind. The appeals judges aren't interested in the facts of the case. That apparently is not their job regarding ordering a Stay and/or Reversal. At this ruling, it is all about the legal and/or illegal acts that were committed when Lia was taken away. Their job (once again "apparently") is to decide whether Susan Hubbard disregarded the legalities in what she did. Was her decision based on legal facts. Did she follow the law in what she did. That is what the appeal judges will base their decisions on. Not the "why's of the actual custody case or the evidence we provided. But, from a total "did she go against the law in her decision?"
Please remember that I am not an attorney and I am simplifying everything here. There is a ton of legal jargon and whatnots that I don't understand.
The only thing I can gather as to why the Appeals Judges have such a low rate (historically only 20%) of granting the emergency Stay and or Reversal is because they don't like turning over other judges decisions. They want to wait until they have the full blown case in front of them it read through.
In a way, I actually understand this. However, in our case, we have sworn testimony to the fact that Lia was sent into a convicted child abusers home and that both of the adults in that home have (once again, sworn in court testimony) mental and/or emotionally problems. To me, that screams child endangerment.
My personal opinion is I think that the judges should say, "Okay, we want to wait for the actual appeal to review and study all the facts of this case. However, right now we need to grant a Stay and return this child home to documented safe, happy and secure home while we decide this case. She should not have left this verified safe environment and thrown into a documented child endangerment home."
Of course that's just me using common sense. Wouldn't want that to factor into this case.
So, that is the LEGAL aspects of what is happening now and and in the future.
Once again I want to thank you all for your amazing support, love and prayers. It is keeping me strong!
Since you all have been so angered and feeling so helpless in all of this, you have been offering ideas and asking questions. I haven't been able to answer or address any of these. Right now, everyday is almost too overwhelming to just function.
I will be doing good, keeping busy and then some silly little thing will trigger me. Like yesterday I found a pair of her socks and went to put them away in her bedroom. We have had her door closed since Monday night. I opened the door and saw her dolls lined up on the floor with teacups and other play things from the tea party she was having last Monday morning before going to court. And I see the outfit her and I picked out for the next day of school hanging on her dresser. That was it. I just laid in her bed and cried. I keep seeing the last image of her beautiful face. Eyes filled with tears, trying to be strong but, looking at me as I am being pulled away from her and I can see her saying to me, "but, Mama, you said everything was going to be okay. You said to trust you and Papa. You said I just had to tell the truth and then I could come home."
I betrayed that beautiful little heart! I let her down! I didn't protect her!
I feel like I will never recover from that image and the guilt.
Okay, this isn't suppose to be about the emotions I am dealing with (yes, it took me almost 30 minutes to come back to this post to finish writing).
Back to your thoughts, ideas and questions.
When this whole ugliness went down at the court last Monday, there was a Detroit news reporter and cameraman on the same floor we were on at the same time. He was covering a trial at the opposite end of the hall. Our attorney knew this reporter and went down and talked to him and told him what was happening. He documented it via the camera all the way through to the point of them physically taking Lia to the car to be taken away. He (reporter) has since talked to our attorney regarding the case. He is pulling documentation together. This is a child custody case and has to be dealt with carefully. So, that is actually in the works.
You have to remember, we are talking about Detroit here. There is so much high profile crime and corruption going on here right now, that we are small potatoes to most people. At the same time we were in court, across the road in another court they were in trial for the Kwame Kilpatrick Trial. This is a major national news event.
Last week Troy was at our attorneys office copying files to send to our new attorney (trying to do as much as we can to cut down costs of minor things). Our attorneys office is in a local newspaper building. When Troy was leaving he heard a woman say, "Hey, aren't you the herb guy?". He said yes he was. The next thing the woman said was, "Where is your little helper?". She, of course, was referring to Lia because Lia is a huge part of our business throughout the summer markets. Everyone loves her at the Farmer Markets and they all look for her when they come to the market. The woman introduced herself as the reporter that covers the Brownstown area. So, Troy sat down and started telling her what had just happened. About half way through she asked Troy to hang on while she ran to the office to get her managing editor. They both listened to what Troy had to say. They asked Troy for permission to have their legal/court reporting staff look into this and if he would do an interview wit them once they got all the documentation together.
So, that is both print and TV news that are looking into this.
Many of you have suggested going to a national TV show to tell our story. I know you all just want as many people to hear this and to help us in any way they can. But, here is why I won't do that.
If it was just me going up against the judge on a TV show…..Bring it on! But, it isn't.
I MUST think of Lia's safety first and foremost. Think about where Lia is right now. The home she is living in right now. They are 1700 miles away from us. She is just under 5 years old. She has no where to run to in case of an emergency. Right now the people she is with are far away, have Lia and are going on with their life. The only new information they get will probably be from this blog. They are not in the spotlight.
What if all of a sudden I go on a national TV show and rile them all up? Who is there to protect Lia? They will become angered. Where will this anger be directed? They already have documented abuse issues. I cannot and will not inflame those tendencies while Lia is there helpless. Above all else, I must keep Lia safe in anyway I can.
Believe me, I understand the anger, helplessness and desperation you all are feeling. I am living it, breathing it every moment of everyday. I want to scream at the top of my lungs to whoever will listen to tell them about this injustice. This horrific situation!
Many of you have also suggested a letter writing campaign. At this point, it won't do much good. But, that does not mean it might not happen in the future. And when and if that time comes, I will be sending out a message to you all for your help! Like I have said before, there is power in numbers. And if at any time, that will help, I WILL scream at the top of my lungs for your help!
For those of you who have asked, I have a contributions button on my side button.
Okay, I think that is all the information that I have at this point.
We will be heading out soon to drive to our cabin. Once we reach the heavily forested area, we will lose all internet and phone service. All of my comments are moderated as most of you know and I am sure you understand why especially now. I will eventually get your comments and emails, just not right away.
The Saturday after Thanksgiving, we will be doing a Christmas craft/vendor show at a nearby town (near our cabin). We visited this show last year, with Lia, just to look around and have a fun day. She had a blast and asked why DTL Herbs was not selling at this show! LOL She was very excited about doing it this year while at the cabin so, we have decided to go ahead and do it. For her, and the reality is, we need to earn as much money as we can.
So, this will be a bit of a working getaway for us.
Now, I want to take this moment to wish all of you and your families a happy, safe and blessed Thanksgiving! All of you are in our hearts and our prayers. And just so you all know, I am taking all of you with me, closely wrapped around my heart.
My Thanksgiving thanks is to all of you for being there and keeping us in your prayers and thoughts. Thank you so much!!
Love, Diann and Troy (and Lia!)


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One of the most popular features of MSNBC.com are those wacky, strange stories from around the world that have readers saying "Gee whiz" — and e-mailing them to friends and family.
We call them our Peculiar Postings, and earlier this year we decided to find out which ones readers thought were the Most Peculiar in a weekly poll.
But which ones are — drum roll, please — the Most Peculiar of the Year? Well, the tally is in, and here are the Top Five Most Peculiar Stories of 2005, as voted on by our users.
Full disclosure: Since this feature only started in August, the title should strictly read The Most Peculiar of the Last Five Months of 2005. So, in case you're wondering about the wackiest tales of the first seven months of the year, we have also offered a selection from January through July. We call them our Fabulous Forty.
The envelope, please:
1: And the winner is, with a 77 percent vote:
Woman torches house trying to kill spiders
2: Coming in second, with a 70 percent score:
Corpse mistaken for Halloween decoration
3: Third, with 56 percent, is this seasonal gem:
Ho, ho - oh, no! Air force flyover kills reindeer
4: Fourth, at 55 percent, is a cautionary tale:
Woman calls cops over unreliable hit man
5: And fifth, at a round 50 percent, another cautionary saga.
Gator-gobbling python comes to messy end
- 3 wives greet man after triple bypass surgery
- Plumber takes a leak instead of fixing one
- Sleepwalker rescued from top of giant crane
- Drinking wrong beer costs man his job
Dec. 11-17, 2005
Dec. 4-10, 2005
Nov. 27-Dec. 3, 2005
Nov. 20-26, 2005
Nov. 13-19, 2005
Nov. 6-12, 2005
Oct. 30-Nov. 5, 2005
Oct. 23-29, 2005
Oct. 16-22, 2005
Oct. 9-15, 2005
Oct. 2-8, 2005
Sept. 25-Oct. 1, 2005:
Sept. 18-24, 2005:
Sept. 11-17, 2005:
Sept. 4-Sept. 10, 2005:
Aug. 28-Sept. 3, 2005:
Aug. 21-27, 2005:
© 2013 msnbc.com Reprints