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BSU Catalog Home | Graduate Professional Education Program | All-University Courses and Descriptions
5110 EDUCATIONAL PSYCHOLOGY (3 credits) A study of the teaching and learning process: teaching with emphasis on planning effective instruction, management, and assessment; learning from behavioral, information processing, and constructivist views focusing on how learning is influenced by cognitive, personal, social, and moral development, and by teaching approaches, motivation, and other factors. Prerequisite: 2.50 overall GPA; Corequisite: ED 5100.
5140 HUMAN RELATIONS IN EDUCATION (2 credits) Study of the causes and psychological dynamics of racism, sexism, and other forms of human oppression. Prerequisites or Corequisites: ED 5100 and ED 5110.
5160 PHILOSOPHY AND ORGANIZATION OF THE MIDDLE SCHOOL (2 credits) Specific information and skills relative to the development of a philosophy and rationale for a middle school. Emphasis on the relationship between the middle school student, the middle school teacher, and the philosophy, organization (including interdisciplinary planning, advisor/advisee plan, etc.), and program of the middle school.
5170 EDUCATION OF THE AMERICAN INDIAN (3 credits) Survey of traditional and western models used in the education of American Indians from colonial times to the present.
5201 LANGUAGE ARTS I (3 credits) A survey of various approaches and an investigation of the multiplicity of tasks involved in the teaching of elementary school reading. Focuses on emerging literacy development as well as assessment in the early years of learning to read.
5221 ELEMENTARY MATH METHODS (3 credits) Objectives, materials and methods of teaching modern mathematics. Requires visits to elementary schools.
5250 ELEMENTARY SCHOOL ENVIRONMENTAL EDUCATION (1 credit) Philosophy, objectives, methods, and materials of environmental education. Designed to teach students how to integrate environmental education into the classes of elementary schools.
5257 INTRODUCTION TO ENVIRONMENTAL EDUCATION AND INTERPRETATION (3 credits) Objectives, program ideas, methods, and materials of outdoor education. General and specific techniques of implementing a program of environmental education and interpretation.
5258 ENVIRONMENTAL INTERPRETATION (3 credits) Introduces the student to the profession of interpretation. Students gain an understanding of the principles of interpretation and their application in interpretative services in a wide variety of settings including museums, zoological gardens, industrial sites, and parks.
5350 PEDAGOGY: PLANNING FOR INSTRUCTION (4 credits) Introduction to the elements of designing effective instruction: learners, goals and objectives, teaching strategies, instructional technologies, and assessment, with special attention to the learners. Concepts from educational psychology and human relations are applied to the development of appropriate educational materials for diverse learners. Also focuses on assisting learners in making the transition from learning to read to reading to learn in the content areas. Prerequisites: ED 5100 and ED 5110.
5410 MIDDLE SCHOOL SCIENCE METHODS (2 credits) Introduces methods and materials for teaching science for grades 5-9. Discusses the teaching of science through a hands on process methodology. These methods are practiced through a required practicum with public school students. Various process oriented science curriculum materials are used during class.
5500 YOUNG CHILDREN WITH SPECIAL NEEDS (3 credits) Introduction to teaching young children with special needs. Includes discussion of important aspects of education for young children in special education and mainstreamed settings. Students interrelate experiences working with young children having special needs to developing an educational philosophy.
5508 PARENT/PROFESSIONAL TEAM IN EARLY CHILDHOOD (3 credits) Emphasizes cooperative and coordinated educational programming with parents of normally and atypically developing infants, toddlers, and preschool age children. Models of early intervention and parent-teacher educational programs are presented and adapted for use with parents. First is interagency staffing patterns and cooperation among agencies and second is geographic, economic and social factors and related problems. Prerequisites: ED 5670 and/or ED 5500.
5600 STUDY OF THE LEARNER WITH SPECIAL NEEDS (3 credits) Study of the development of various exceptionalities in children.
5601 ASSISTIVE TECHNOLOGY (3 credits) An overview of assistive technology for use by individuals with disabilities will be covered. Five types of devices will be examined and their uses discussed. They include environmental control devices; simple augmentative communication devices; switches, modules, and mounting systems; computer adapted input devices; and special needs software. This course provides a format via e-mail for discussion regarding application and analysis of assistive technology devices. In addition, students will synthesize and evaluate information on disabilities and assistive technology devices found on the Internet.
5608 MATHEMATICS FOR LEARNERS WITH SPECIAL NEEDS (2 credits) Study of the problems that students who have learning difficulties exhibit in mathematics. Diagnostic, remedial, and instructional activities are developed. Requires an approved elementary (K-4) clinical experience. Prerequisites: ED 5600, and ED 5221 or MATH 5052.
5620 TEACHING THE LEARNER WITH SPECIFIC LEARNING DISABILITIES I (3 credits) Introduction to the field of learning disabilities. A study of learners whose special learning problems inhibit their ability to meet academic performance standards and developmental expectations for their age. Requires an approved clinical experience in an elementary (K-6) setting. Prerequisite: ED 5600 or consent of instructor.
5630 TEACHING THE LEARNER WITH EMOTIONAL BEHAVIORAL DISORDERS I (3 credits) Introduction to the characteristics and needs of students with emotional and behavioral disorders within the context of school, family, and community settings. Students are helped to understand key concepts through participation in an approved elementary (K-6) special education clinical experience. Prerequisite: ED 5600 or consent of instructor.
5640 DUE PROCESS IN SPECIAL EDUCATION (3 credits) Study of special educators roles in the special education process. Reviews standards in application of referral, evaluation, team planning, and placement procedures as they relate to Minnesota and federal due process laws. Issues in family and ethical concerns are addressed through technical writing of required individual education plans, transition plans, and evaluation reports. Prerequisite or Corequisite: ED 5600.
5650 COLLABORATIVE TECHNIQUES FOR SPECIAL EDUCATORS (3 credits) A study of techniques when collaborating with parents, caregivers, community services, and other support services to enhance the learning of the learner with special needs, within an academic setting. An approved clinical experience includes a parent interview, working with outside agencies such as social services, medical facilities, parent advocacy, and service providers from outside the school district, and transition service agencies. Prerequisite: ED 5600.
5670 FOUNDATIONS OF EARLY CHILDHOOD EDUCATION (3 credits) Social, psychological, historical, and educational foundations of kindergarten and prekindergarten programming are explored. Emphasis is placed on efforts of modern programs to adapt curriculum and instruction to the developmental levels and experience backgrounds of young children. Content is geared toward teaching at either the kindergarten or prekindergarten levels. Requirements: Practicum at level of professional interest.
5677 RELATIONS AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION (3 credits) Study and develop skills in relations with young children, parents, and co-workers. Guidance and group management techniques are addressed for working effectively with prekindergarten and young school aged children. Practicum in prekindergarten or school settings is a part of the class.
5700 DEVELOPMENTALLY APPROPRIATE PREPRIMARY EDUCATION (3 credits) Course studies developmentally appropriate curriculum and methods for young learners, prekindergarten - third grade. The use of learning centers, thematic instruction, culturally sensitive teaching techniques, emergent literacy and numeracy, and constructivist educational theory are explored. This is the culminating seminar in early childhood programs and includes a practicum in prekindergarten or kindergarten classroom. Prerequisite: ED 5670
5715 CURRICULUM TECHNIQUES WITH SPECIAL POPULATIONS (3 credits) Students learn to design curricular interventions in academic and socio-emotional arenas and techniques for accommodating diverse learners within regular education settings. Requires an approved clinical experience developing an Individual Application Project in collaboration with a mainstream teacher. Prerequisite ED 5600.
5730 UNDERSTANDING AND SUPPORTING PARENTING (3 credits) Parent-child relationships, including adult development, family systems theory, parental authority, child compliance, and developmental interaction during child-rearing years. Parenting in diverse family configurations, diverse cultures and lifestyles, and high-risk families. Emphasis on knowledge of research for application and collaboration to promote children's learning.
5737 CONTENT AREA READING (2 credits) Intensive study of content area reading issues. Assessment techniques and instructional strategies appropriate for grades four through twelve.
5740 METHODS OF USING INSTRUCTIONAL TECHNOLOGY (4 credits) Fundamentals of theory and practice in using instructional technology in teaching. Explores current and future methods of teaching with technology. Assists teachers and prospective teachers in utilizing various instructional technologies in their teaching. Prerequisite: Consent of instructor.
5747 CURRICULUM DEVELOPMENT FOR INSTRUCTIONAL TECHNOLOGY (4 credits) How to modify existing curriculum to incorporate instructional technologies into the educational program. Focuses on curriculum development processes that link advanced multi-media technologies to the curriculum.
5750 FAMILY, SCHOOL, COMMUNITY RELATIONS (3 credits) Course focuses on family involvement as essential in the successful education of the prekindergarten-12th grade learner. Study is given to family dynamics, trends in family-school relations, problems that inhibit parent involvement, and strategies for productive family involvement. Community and cultural considerations in family-school-community relations are examined. Pertinent "field activities" are required.
5757 PHILOSOPHY AND METHODS OF PARENT EDUCATION (3 credits) Historical, cultural, social, and psychological foundations in the philosophy of parent education are explored. Methods in the education of adults in the context of the family are studied. Models of parent/family education are examined. Visitations to early childhood family education programs are required. Prerequisites: ED 5500, ED 5670, and ED 5677.
5758 TEACHING THE LEARNER AT RISK: AN ECOLOGICAL PERSPECTIVE (2 credits) The course explores family and school factors that put the learner at risk for academic and social failure. Strategies are developed for addressing these factors, including collaborative efforts within and outside of the classroom. This is the introductory course in teaching the learner at-risk programs.
5760 VOCAL MUSIC CONSULTANT IN THE ELEMENTARY SCHOOL (1 credit) Music resources, films, records, song literature, and community resources; demonstration and observation lessons; workshop, staff relations, purchase and maintenance of materials and equipment.
5770 ORGANIZATION AND ADMINISTRATION OF ENVIRONMENTAL EDUCATION AND INTERPRETATION (2 credits) The organization and administration of environmental education and interpretation experiences in varying lengths, and the acquisition, development, and maintenance of outdoor education facilities and programs. Prerequisite: ED 5257.
5777 FIELD EXPERIENCES IN ENVIRONMENTAL EDUCATION AND INTERPRETATION (3 credits) An interdisciplinary field oriented course designed to provide the student with basic knowledge of the natural environment and its relationship to the total school curriculum. Each student will design and execute an environmental or outdoor education project related to their major field of study. Arrangements will be made to test out the activity on an appropriate group (e.g. school children, adults, etc.) Prerequisite: ED 5257.
5780 ADAPTATION AND MANAGEMENT: DESIGNING THE LEARNING ENVIRONMENT (3 credits) Focuses on designing and managing the learning environment to meet needs for growth in all learners in affective, cognitive, psychomotor, and social domains. Theories of individual behavior, diverse learners, group dynamics, communication, behavioral interventions, and classroom management presented and applied in simulations. Research on related topics is undertaken. Prerequisites: ED 5100, ED 5110, ED 5140, and ED 5350.
5799 THE PROFESSIONAL TEACHER (1 credit) Students study the role of the student teacher in planning for full-time teaching. Reviews classroom procedures, organization, planning, and technologies, and covers student teacher and beginning teacher procedures, general background, introduction to the classroom, teaching strategies, language, thinking, evaluation, employment (including letters of application, resume writing, and interviews), and continued professional growth. The course must be taken the semester before student teaching. Note: Elementary majors must successfully complete all methods courses prior to student teaching; secondary majors must successfully complete all methods courses and 80 percent of their content courses prior to student teaching. Prerequisites: ED 5100, ED 5110, ED 5140, ED 5350, and ED 5780.
5800 STANDARDS OF EFFECTIVE PRACTICE (3 credits) Addresses the ten standards of effective practice identified in the professional education licensure programs. Students are expected to demonstrate competencies in all ten areas through a series of performance-based tasks during their student teaching experience. Prerequisites: ED 5100, ED 5110, ED 5140, ED 5350, ED 5780, and ED 5799; Corequisite: ED 5830 or ED 5840.
5811 PREPRIMARY STUDENT TEACHING (3-10 credits) Students integrate theory and practice through working as a member of a teaching team in a split prekindergarten and kindergarten placement. Includes application of content and methods from ED 5700, as well as portfolio documentation of attainment of BOT outcomes as specified in the syllabus. Prerequisites: ED 5670, ED 5677; Corequisite: ED 5700.
5818 FIELD EXPERIENCE IN INSTRUCTIONAL TECHNOLOGY (4 credits) The purpose of this course is to provide a capstone experience for the students in the Instructional Technology area of emphasis. Students will develop integrated instructional technology materials and field test them in actual educational settings.
5820 STUDENT TEACHING - ELEMENTARY (1-12 credits) Full-time teaching with guidance and supervision by University supervisors and assigned school personnel. Graded Satisfactory/Unsatisfactory only. Prerequisites: ED 5100, ED 5110, ED 5140, ED 5350, ED 5780, and ED 5799; Corequisite: ED 5800.
5830 STUDENT TEACHING - SECONDARY (1-12 credits) Full-time teaching with guidance and supervision by University supervisors and assigned school personnel. Graded Satisfactory/Unsatisfactory only. Prerequisites: ED 5110 and ED 5799; Corequisite: ED 5800.
5840 STUDENT TEACHING - SPECIAL FIELDS (1-12 credits) Full-time teaching with guidance and supervision by University supervisors and assigned school personnel (visual arts, business education, industrial arts education, instrumental music, vocal music, health and physical education.) Graded Satisfactory/Unsatisfactory only. Prerequisites: ED 5100, ED 5110, ED 5140, ED 5350, ED 5780, and ED 5799; Corequisite: ED 5800.
5870 MATHEMATICS IN THE PRIMARY GRADES (3 credits) Students gain understanding of theory, curriculum, and methods in a developmentally appropriate mathematics program for the primary grades
5877 SOCIAL STUDIES AND SCIENCE IN THE PRIMARY GRADES (4 credits) Students gain understanding of theory, curriculum, and methods in developmentally appropriate social studies and science education in the primary grades.
6100 EDUCATIONAL RESEARCH I (3 credits) Introduction to the fundamental principles of educational research, including the analysis and critique of quantitative, qualitative, and emerging research designs, data collection methods, and statistical approaches. This course should be taken early in a student's program of study to provide a sound basis for subsequent graduate-level coursework.
6107 ADVANCED EDUCATIONAL PSYCHOLOGY (3 credits) Study of how individuals are alike and different in terms of development, learning, and motivation. Cognitive, intellectual, psychosocial, and moral developmental theories, and behavioral, information processing, and constructivist theories of learning are analyzed and transformed into effective teaching practices.
6108 THE LEARNING COMMUNITY (3 credits) Study of instructional policy, curriculum theory and development, and staff development. Addresses current educational issues -- national, state, and local educational standards; resources; parental and community involvement in educational decision making; and historical, gender-fair, multicultural, and international perspectives. Prerequisites: ED 6100 and ED 6107.
6110 COMPARATIVE EDUCATIONAL PHILOSOPHIES (3 credits) Study of diverse views of education, including predominant educational philosophies of the United States and educational systems around the world. Topics to be considered are the relationship of philosophy, theory, and educational practice.
PSYCHOLOGY OF LEARNING (3 credits) A comprehensive study of the process
of learning as it relates to behavior, cognition/intelligence, life-span development,
motivation, and instructional practices. For practicing teachers in various
educational settings, pre-K through post-secondary.
6117 CRITICAL AND CREATIVE THINKING (3 credits) Analysis of learner capacities that are prerequisites for intellectual growth, including the ability to take multiple perspectives, be creative and take risks, and adopt an experimental and problem-solving orientation. Through an understanding of developmental and learning theories, accomplished teachers critically examine their teaching practices, seek to expand their repertoire, deepen their knowledge, and adapt their teaching to new ideas.
6118 PROGRAM EVALUATION (3 credits) Focuses on philosophical foundations of program evaluation within the context of organizational renewal and school change initiatives. Case study methodology is used for curricula and delivery design in contemporary curricular issues.
6120 CRITICAL ISSUES IN EDUCATION (2 credits) Analyzes issues confronting American education. Specific and detailed study is given to selected issues by individual members of the class.
6140 SOCIAL FOUNDATIONS OF EDUCATION (2 credits) Past, present, and future social issues that influence the development of American education are examined.
6150 HISTORY OF AMERICAN EDUCATION (2 credits) Study of the development of public education in the United States with attention to the European background as it has influenced the expansion of education facilities in the United States, Canada, and Latin America.
6155 changed to 6850.
6160 EDUCATIONAL STATISTICS (2 credits) The principles and foundations of statistical method as applied to educational measurement are examined.
6210 RECENT RESEARCH IN ELEMENTARY SCHOOL SUBJECTS (2 credits) A study of recent research in selected elementary school subjects.
6220 MODERN CURRICULA IN ELEMENTARY SCHOOL SUBJECTS (2 credits) Designed to develop basic understanding for the individual in science methods for the elementary school. Emphasizes modern approaches and resource development in science curricula.
6230 CURRICULUM AND INSTRUCTION IN DEVELOPMENTAL READING IN ELEMENTARY SCHOOL (2 credits) The skills, methods and materials basic to the teaching of reading at the elementary level are studied.
6232 CHILDREN'S LITERATURE IN THE CLASSROOM (2 credits) For in-service elementary and middle-level teachers. Expands teachers' background in the field of children's literature. Emphasis on methods and techniques to integrate children's literature into the language arts program as well as the use of literature across disciplines in school curriculums. Current research, relevant Internet resources, and recent publications in children's literature. Prerequisite: Undergraduate teaching degree or consent of instructor. Offered through the Center for Extended Learning.
6237 DIAGNOSIS AND CORRECTION OF READING DIFFICULTIES (2 credits) Emphasizes theory and practice in diagnosing and correcting problems in reading. Requires an approved clinical experience in a high school (9-12) setting. Prerequisite: ED 5201 or ED 6230.
6238 ADMINISTRATION AND SUPERVISION OF THE READING PROGRAM (2 credits) The role of a K-12 reading specialist/reading program coordinator in the public school sector. Focuses on the development and implementation of a comprehensive district-wide language arts program. Budgetary issues and the impact of federal and state initiatives. Prerequisites: ED 5737, ED 6230, and ED 6237.
6240 CURRICULUM AND INSTRUCTION IN ELEMENTARY SCHOOL MATHEMATICS (2 credits) This course is intended to develop a more comprehensive understanding of the objectives, content materials, and processes of modern mathematics in elementary school.
6250 CURRICULUM AND INSTRUCTION IN ELEMENTARY SCHOOL SOCIAL STUDIES (2 credits) An analysis of recent research in curricula design and pedagogical practice, overarching goals of the social studies, the sources of content through which those goals may be realized, and the theoretical basis for organizing the social studies curriculum in the elementary school. Efforts will be made to explain the interrelationships between history, social sciences, school social studies, and pedagogy.
6300 KEY CONCEPTS OF MIDDLE LEVEL EDUCATION (2 credits) An opportunity for in-depth exploration of the components that make up contemporary middle schools. Prerequisite: ED 5160 or equivalent.
6307 TEACHING THE YOUNG ADOLESCENT (2 credits) Designed to improve participants' ability to deliver instruction to transescent (10 to 15 years old) students. Prerequisite: ED 5160 or equivalent.
6334 CURRICULUM AND INSTRUCTION (3 credits) Study of how content knowledge is created, organized, and linked to other disciplines and applied to real-world settings. Focuses on how to convey and reveal content knowledge to students by creating multiple paths of learning.
6336 INSTRUCTIONAL DESIGN (3 credits) Examines a range of effective instructional techniques for elementary, middle-level, secondary, and post-secondary teachers. Reviews instructional design models that focus on selecting content knowledge, transforming content knowledge into instructional standards, selecting appropriate teaching strategies and media, managing the classroom environment, assessing learning, and reflecting on the effectiveness of instructional decisions.
6400 SCHOOL ADMINISTRATION AND LEADERSHIP (3 credits) Examine leadership theory within a school setting and provide application of theory to the daily responsibilities of a school administrator through simulations and case studies. Aspects of organizational behavior and learning, school culture, systems thinking, vision building and change are applied to school leadership processes. Critical issues of leadership and education are analyzed.
6407 THE ACCOMPLISHED TEACHER (3 credits) Assessment of individual leadership styles and their application to the organizational setting. Team building, change processes, strategic planning and leadership theory are analyzed.
6410 PUBLIC SCHOOL LAW (3 credits) Study of principles of law relating to public school in relationship to case law, torts, statutes and legal system of the United States. Relationships of federal, state and local governments are analyzed as well as the legal status of schools, administrators, teachers and students.
6420 SCHOOL FINANCE (3 credits) Addresses the financial implications of the education program including theoretical foundations of educational finance, budgeting, management of funds, fiscal policies, and the business management function and facilities financing.
6430 STUDENT PERSONNEL SERVICES (3 credits) Develop strategies for student services programs with attention to student personal and developmental needs, family profiles, social issues, and peer interaction. Counseling and guidance services, student management programs, activity programs, school safety and policy development are examined and applied to simulations and case studies.
6440 SUPERVISION OF STUDENT TEACHERS (2 credits) Course designed for experienced teachers who supervise, or expect to supervise, students in a student teaching experience assigned to off-campus schools.
6446 DISTANCE EDUCATION: HISTORY AND DEVELOPMENT (3 credits) Students learn about trends, issues, and theories in the field, as well as designing for distance delivery with different types of methods, media, and delivery tools. The course is offered only online. Students will participate in online discussion, including an exploration of their own experiences as distance learners. Other goals are individually defined and based on the needs and interests of students taking the course.
6447 SEMINAR IN TEACHING ONLINE (1 credit) Specifically for in-service P-12 and post-secondary teachers seeking advanced preparation in online teaching. Shaped by participants in terms of critical needs, specific content areas and specialties, or changes in state and federal policies. Every effort is made to include expert guest discussants from the Minnesota Department of Education, other universities, teachers' unions, and other relevant leaders in online education.
6450 EDUCATIONAL SUPERVISION (3 credits) Focus is on the major problems of supervision in the context of a school viewed as a social organization. Issues examined are the process of change, initiation of innovations, and the improvement of teachers' in-service.
6460 PUBLIC RELATIONS (3 credits) Basic knowledge needed by teachers and administrators to conduct or participate in a school public relations program.
6480 PERSONNEL ADMINISTRATION (3 credits) Examines the historical evolution of personnel administration and focuses attention on school personnel tasks, staff selection, in-service training, performance evaluation, and professional negotiations.
6608 LANGUAGE DEVELOPMENT AND DISABILITIES (3 credits) Develops knowledge of normal language development and common differences in that developmental pattern. Procedures for effective language assessment are reviewed and applied in academic and social settings. Emphasizes correlating language assessment with effective language instructional strategies. Requires an approved clinical experience in a middle school (5-8) setting. Prerequisites: ED 5600 and ED 5640, and ED 5620 or ED 5630.
6609 DIAGNOSIS AND ASSESSMENT OF LEARNERS WITH SPECIAL NEEDS (3 credits) Promotes competencies in the development, use, and interpretation of formal and informal instruments to measure educational achievement and to monitor student progress. Requires an approved clinical experience in a middle school (5-8) setting. Prerequisites: ED 5600 and ED 5640, and ED 5620 or ED 5630.
6610 CURRENT ISSUES IN SPECIAL EDUCATION (3 credits) Designed to introduce the student to current issues in the field of special education including legislation, litigation, and current practices.
6620 TEACHING THE LEARNER WITH SPECIFIC LEARNING DISABILITIES II (3 credits) Provides continuing study in the field of learning disabilities. Emphasizes designing individual education program plans to implement developmentally appropriate instruction for students with learning disabilities or learning deficits. Studies teaching strategies to assist students in developing lifelong skills to transfer into general education and transition areas. Requires an approved clinical experience in a high school (7-12) setting. Prerequisites: ED 5600 and ED 5620.
6630 TEACHING THE LEARNER WITH EMOTIONAL BEHAVIORAL DISORDERS II (3 credits) Study of the assessment and management of behavior problems in the classroom. Techniques include functional behavioral assessment, cognitive strategies, and crisis prevention. Students apply behavior modification techniques in an approved clinical special education setting, grades 7-12. Prerequisites: ED 5600 and ED 5630.
6680 SINGLE SUBJECT RESEARCH IN SPECIAL EDUCATION (3 credits) Study of single subject research analysis as used in special education. Includes strategic issues for conducting single subject research design, methodology, and interpretation of data.
6690 SUMMATIVE APPLICATIONS IN SPECIAL EDUCATION (3 credits) Culminating experience where students demonstrate their development as professionals within the field of special education. Students develop a portfolio based on the strands of practica, curriculum, and research. During the class, students are expected to self-evaluate and reflect upon the development of these three components. Prerequisite: Completion of all courses in the Master of Special Education program.
6750 EDUCATIONAL RESEARCH II (2 credits) This course provides a setting for (1) writing a formal research paper/thesis proposal (M.S.) or capstone experience proposal (M.Ed.) and submitting it for approval to a selected committee, and (2) completing the comprehensive written exam required by the School of Graduate Studies. The research paper or capstone experience proposal is written using the guidelines set out by the Department of Professional Education, and the comprehensive written exam is based on the propositions of the National Board of Professional Teaching Standards addressed in the core courses of the M.S. Education and M.Ed. degree programs. Prerequisites: ED 6100, ED 6107, ED 6108, ED 6117, ED 6334, and ED 6336.
6800 PRACTICUM IN DIAGNOSIS OF READING DIFFICULTIES (2 credits) Practical experience in diagnosing children's learning difficulties in reading. Prerequisite: ED 6237.
6810 PRACTICUM IN CORRECTION OF READING DIFFICULTIES (2 credits) Practical experience in correcting children's learning difficulties in reading. Prerequisite: ED 6237.
6840 PRACTICUM IN PARENT AND FAMILY EDUCATION (3 credits) Students complete the practicum in an early childhood family education program. Working with a mentor parent educator in a group setting with adults, students participate in planning, implementation, and evaluation of a parent and family education program. Taken at the end of the Parent and Family Education licensure. Completion of a journal and weekly seminar is a part of the practicum.
6850 M.ED. CAPSTONE EXPERIENCE (2 credits) In this final course in the M.Ed. program, students carry out their capstone experience project proposal, which was written and approved in ED 6750 Educational Research II. Students work closely with the professor of record, their academic advisor, and their capstone experience committee (an outside member of the BSU graduate faculty and a professional field representative) to present—in written and/or oral form—a final presentation that demonstrates their level of competence with the National Board of Professional Teaching Standards and the goals and objectives of their individualized program of study. Prerequisites: ED 6100, ED 6107, ED 6108, ED 6117, ED 6334, ED 6336, and ED 6750.
6920 changed to 6750.
6970 INTERNSHIP IN SCHOOL ADMINISTRATION (Arranged Credits) See advisor for description and permission to enroll.
6980 RESEARCH PAPER (Arranged credits) When taken as a requirement for the M.S. in Education, the following description applies: Students who propose to complete a research paper in partial fulfillment of the requirements of a master's program are required to take this course.
6990 THESIS (Arranged credits) Students who propose to complete a thesis in partial fulfillment of the requirements of a master's program are required to take this course.


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Yamaha have announced two brand new series' of loudspeakers at Musikmesse 2012!
The DXR series is comprised of four full range models, which are ideally suited for front-of-house sound, monitors, simple amplification, rigged applications and more. The DXR series makes use of advanced digital technologies to provide detailed crossover management, EQ and time alignment to the limiter settings, protection functions and precise dynamic control of the sound. This is all combined with Yamaha's advanced analogue signal processing, for a speaker that performs with exceptional precision.

subset: commoncrawl


text: GigaX 1024 switch ASUS GigaX1024 is a perfect solution for your network. Shop Modal header GigaX1024 Series offers non-blocking wire-speed switching in a 19" form factor that fits in the standard 19" rack and is just as easy on a desk due to its compact design. It is ideally suited for small-to-medium-size networks that have mixed Ethernet and Fast Ethernet devices. GigaX1024 is plug-and-play designed that requires no configuration. The auto MDI/MDIX detection, auto speed and duplex mode negotiation are for easy network connectivity and optimal performance. Features: 24 port unmanaged switch Complies with IEEE 802.3 (10Base-T), IEEE 802.3u (100Base-TX) Auto negotiation of speed (10/100Mbps), and duplex mode 8K MAC addresses with automatic address learning and aging IEEE 802.3x Flow Control support for 10/100Mbps full duplex Back pressure support for 10/100Mbps half duplex Forwarding modes: Store-and-Forward Quality of Service Features -Two transmit queues for each port -Based on VLAN Priority Tag or IPv4 DSCP field Auto MDI/MDIX Full wire-speed switching on all ports Chassis 1U 19" Rack Desktop Rack-mounting kit included


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Zionists Endorse Palestinian Move at UN
by: Ralph Seliger on November 27th, 2012 | 3 Comments »
Today, Partners for Progressive Israel, an official American-Zionist organization formerly known as Meretz USA, has issued the following statement:
November 27, 2012
Partners for Progressive Israel strongly endorses the application of Palestine to be accorded Non-Member Observer State status at the United Nations and calls on Israeli Prime Minister Binyamin Netanyahu to do so as well.
As a longstanding member of the American Zionist movement and as an organization that traces its roots to the days of Israel's creation, we regard the Palestinian application as a vital step forward towards a durable, just, comprehensive, negotiated two-state peace, which is the only way to secure Israel's existence as a democratic, Jewish-majority state.
The recent violence between Israel and Hamas-led Gaza has underscored that any attempt to ignore the Israeli-Palestinian dispute and any effort to indefinitely maintain the status quo of 'manageable Occupation' and 'low-intensity conflict' – as Israel's current government seems inclined – is dangerous folly that is certain to exact a growing price in suffering and death on both sides.
Two Palestinian groups are vying for dominance of the Palestinian national movement: The Islamist Hamas, which controls Gaza, condones the targeting of civilians, and does not accept Israel's fundamental legitimacy. And the Fatah-led PLO, the internationally recognized representative of the Palestinian people, whose leader, Mahmoud Abbas, has endorsed the two-state solution, rejected violence and terrorism, rejected efforts to delegitimize Israel, and is preparing his people for the difficult, but necessary, concessions that a peace agreement will entail.
At this crucial juncture, it is the obligation of the international community, including Israel's greatest ally, the United States of America, to make sure that the strategy of coexistence and moderation is rewarded, and that the Palestinian people are offered a horizon in which they are able to realize a viable, contiguous, independent state alongside Israel not through guns and bombs, but via the tools of statecraft and diplomacy.
Far from being an act of "diplomatic terror" against Israel (in the words of Foreign Minister Avigdor Lieberman), the Palestinian application for Observer State status is entirely consistent with the two-state approach supported by the international community and by a majority of Israel's citizens, and nominally endorsed by Israel's current government. In particular, we note that the application:
- Prominently refers to UN Resolution 181 (II) of November 1947, which clearly endorses the existence of an independent "Jewish state" as part of the partition of Mandatory Palestine. This reference constitutes an important step towards accommodating Prime Minister Netanyahu's demand that Israel be recognized as the expression of Jewish nationhood.
- Affirms the State of Palestine's desire to live, "side by side in peace and security with Israel".
- Acknowledges that the occupation began in 1967, rather than at the time of Israel's creation.
- Emphasizes that the Observer State application is in no way a substitute for final-status negotiations with Israel, whose "urgent resumption and acceleration" is called for.
- Indicates that mutually agreed adjustments will be made to the 1967 borders in negotiations between the State of Israel and the State of Palestine.
On November 29, 1947, the Jews of Mandatory Palestine, the yishuv, rightly celebrated in the streets when the UN General Assembly approved the partition plan and endorsed the principle of the self-determination of the Jewish people. Sixty-five years later, we believe it is time for the UN to fulfill its two-state vision and recognize a state of Palestine alongside Israel.
We are deeply disturbed by reports of a threatened US cutoff of funds to Mr. Abbas' government should he follow through with the application, as they suggest an American unwillingness to stand by the Palestinian proponents of a two-state solution. We call on President Obama to swiftly renew his administration's serious efforts for Israeli-Palestinian peace.
We are similarly dismayed by reports of threatened Israeli punitive measures – including a withholding of Palestinian tax revenue, massive settlement construction, annexation of parts of the West Bank, and even the toppling of the Palestinian Authority.
Israel cannot decide who will lead the Palestinian people. But it can and does pursue policies that add legitimacy and validation to one side or the other. For four years, Israel's current government has taken steps that have strengthened Hamas at the expense of Palestinian moderates, negotiating with, and making concessions to, Gaza's hard-line rulers over prisoner releases and ceasefire terms, while at the same time spurning meaningful peace talks with Mr. Abbas and undermining his standing among his people by building thousands of housing units in West Bank settlements.
We call on Mr. Netanyahu at this critical hour to reverse this tragically misguided policy. We call on Mr. Netanyahu to publicly acknowledge that President Abbas is a worthy partner; to engage constructively with Mr. Abbas in order to achieve a two-state peace based on the 1967 borders, with agreed, equitable territorial exchanges; and to lead the chorus of nations that says 'Yes' to a State of Palestine at the United Nations, and alongside the State of Israel.


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For many, the holiday season means more entertaining at home, more housing of out-of-town guests, more decorating and gift wrapping and, therefore, more cleaning. It is easier than ever to use green cleaning products in all rooms of your home or office and for just about every surface, especially as several brands known for their environmentally-friendly offerings introduce new products in time for this season of cleaning:
Seventh Generation Automatic Dishwasher Gel
Details: A popular brand among environmentally aware consumers, Seventh Generation has several kitchen and multipurpose cleaning formulas in a variety of scents, as well as this "free and clear" unscented product.
What's New: The new bottle is made from 90 percent consumer recycled plastic. The new formula contains enzymes as an added cleaner, and the gel itself is biodegradable, which, according to the Seventh Generation website, means the gel will "rapidly decompose into simple, non-toxic substances in 28 days or less."
Where to Buy: On the company's website, as well as several national and regional retailers including Target, Publix and Safeway. Many independent and small-chain health food stores also carry Seventh Generation.
Begley's Earth Responsible Products Dish Soap/Begley's Cooktop Cleaner
Details: Actor, author and environmental activist Ed Begley Jr., along with Lab Clean LLC., has created a line of non-toxic green products including household cleaners, and pet stain and odor removers.
What's New: Dish soaps are free of chemicals including paraben and phlatates, and come in four scents made with natural ingredients including mint and citrus. Bottle also is recyclable.
Where to Buy: Nationwide, products can be purchased from the company's website, begleysbest.com.
method "for the season" holiday and limited edition "Designed for Good" hand soaps
Details: This popular brand of eco-friendly, natural cleaning and bath products has created new products specifically for the holiday season.
What's New: Until the end of January, method is featuring gel and foam hand soaps in baked apple, toasted vanilla bean and winter oak fragrances. The limited edition "Designed for Good" hand soaps come in colorful bottles that, like all method bottles, are made with 100 percent post-consumer recycled plastic. New fragrances will be released periodically.
Where to Buy: Target stores nationwide, and soon, online at the company website.
Mrs. Meyers Clean Day seasonal scented cleaners
Details: Named for an Iowa mother of nine, this Minneapolis, Minn.-based company is known for its retro-looking packaging, aromatherapeutic-scented cleaning products and candles, its stance against animal testing, and its packaging made from post-consumer recycled materials.
What's New: The company has created a variety gift set that includes different scents and products such as geranium surface scrub, lavender bathroom cleaner and honeysuckle hand soap, all wrapped in a bow. You also can purchase gift sets featuring one Mrs. Meyers Clean Day signature scent, such as basil, lavender or lemon. The company has issued seasonal scents for products including all-purpose cleaner and hand soap in gingerbread, orange clove and Iowa pine.
Where to Buy: National and regional retailers including Walmart, Giant and Kroger, as well as some national hardware stores and local boutiques.
Have other tips for green cleaning supplies? Leave us a note in the comments below.


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Series of storms could cause mudslides in foothills
Crews remove trees from Plumas Co. burn zone
A series of storms in the forecast this week may lead to mudslides along a stretch of the Feather River Canyon burned last summer by a wildfire, weather officials warned Monday.
The National Weather Service office in Sacramento included the warning in a special weather statement.
It said heavy rains expected to begin on Wednesday could lead to mudslides and debris flows.
The Chips Fire burned more than 75,000 acres in August near the small community of Belden.
On Monday, contract crews hired by Caltrans raced to cut down and remove scorched trees and brushes from a steep slope that looms over the town and Highway 70.
A Caltrans spokeswoman told KCRA 3 that the work had begun about two weeks ago and was nearly complete.
Brian Jacobi, who said he lives in a trailer at the base of the burned slope, told KCRA 3 he believes the mudslide threat is serious and plans to stay temporarily with relatives in Oroville.
"As a matter of fact, my sister's coming to get me now," said Jacobi.
The Feather River has been the site of two major floods in recent memory, one in February 1986 and another in January 1997.
Ivan Coffman, who owns the Belden Town Resort, said he expected the river to rise but thinks a mudslide is unlikely.
"(The fire) didn't impact the side of the mountain. It just burned it lightly. And it didn't really devastate it," said Coffman.
PG&E has nine dams and powerhouses along the Feather River.
Crews were removing debris Monday from the screens of the facilities' water intakes.
PG&E said such debris removal would continue through the storms.
"Because even with a normal storm weather, there's going to be some sticks and debris coming down. So we're going to look at it more frequently to ensure that it's operating just fine," said Paul Moreno.
PG&E said it did not expect the storms to disrupt the facilities' operations.


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Compassion Ministry is run by the Milan Ignite Church, with active volunteer involvement from Keystone. It is a free food/clothing ministry to those in need in Washtenaw County. Volunteer Opportunities include helping weekly on Fridays to prepare and package food from the food truck, and on Saturdays to assist guests with food and clothing collection.
If you are interested in getting involved with this ministry, please fill out a connect form here and our Volunteer Director will be in contact with you.


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What the Bible Teaches us About Tragedy
By Tercius
Duluth/Gwinnett CPA: What the Bible Teaches us About Tragedy
What Can We Learn When Trials Beyond Our Control Hit Hard
The walk of a believer is often fraught with trials and tribulations leading to both defeat and victory. Life's tragedies, your personal 9/11's come into our lives seemingly in waves as we face obstacles, which both challenge our confidence and test our faith. Time stood still as the towers fell on that fateful day on September 11, 2001 and lives all over the world were changed forever and the world as we knew it would never be the same. It is only by the power of an almighty God that we are to persevere.
Is tragedy befalls our life, God shares his wisdom with us so we might overcome the world. By leaning on him in the darkness that befalls us, we are able to rise above circumstances that otherwise might cripple our lives. There will be times when you will feel abandoned by all those about you who choose to criticize rather than support and encourage you. We all need a "safe place to fall," a family member or a brother or sister in Christ who will comfort us in our time of need. Come along one man's journey as he loses it all becoming both mentally and physically challenged at every turn discovering God never leaves his side and indeed believes in him even during his darkest times. God has a unique calling on our lives and it is through Overcoming Life's 9/11's we are able to become more like him.
Approximately two thousand years before the birth of Jesus Christ there lived an ordinary man who, despite challenges that face him, continues to believe in God. Despite ravenous trials, which arrive in quick succession, Job never deters in his faith choosing to believe God would ultimately redeem him. Living in the land of Uz near the desert land between Damascus and the Euphrates River just northeast of Palestine, Job lives his life in pursuit of God while doing His work and bidding. Our lives need to be built on the rock of our faith in Jesus Christ, as it is our belief in Him, which will enable us to withstand life's trials. Whether our trials are of our own doing or that of others we can discern how to see God's hand in every event. Though we may not always know why bad things happen we can always find a triune God standing in the gap along with us. The Bible teaches we are to build our life on Him who was the cornerstone and became the capstone and it is in our reliance on Him alone we are able to pass life's tests.
Come alongside as we see how one man despite all odds and all those who would turn against him stays true to his faith. Job's story is one of a man who loses it all, his family, his wealth, and the support of his wife and friends. Yet Job stays true to his faith and to a God who not only restores him, but also gives him much more than he originally lost. Learn how to lean into the pain by seeking God's will to overcome all that comes your way. God does not promise that our life will be easy but he does say that with him our yoke will be light. Read along as one man, Job, stands, despite the heat of tribulations clinging to his faith when all those he thought he could count on desert him. This story will inspire and motivate you to grow in your relationship with God by leaning on him during life's fiery trials.


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DURHAM — The University of New Hampshire football team had just fallen behind 14-0 in the first quarter of a playoff game at Georgia Southern and coach Sean McDonnell needed someone to make a play.
Sophomore Corey Graham volunteered.
Give me a crack," he said. "Give me a crease."
Graham returned the ensuing kickoff 99 yards to the Georgia Southern 1, setting up the Wildcats' first touchdown in an eventual 27-23 win.
"You could see it in his eyes," McDonnell said. "He wanted to do something great and he did."
Graham, who played for UNH from 2003 to 2006, no longer returns kicks, but he's still making plays.
Only now it's in the NFL for the Baltimore Ravens, who take on the San Francisco 49ers today in New Orleans in Super Bowl XLVII.
"Corey is just a great football player," Ravens coach John Harbaugh told reporters at the team's facility before the AFC championship game against the Patriots. "When you see guys play well on tape, whatever they're doing, if they do it well, you've got a football player. So we started with that."
Graham's biggest contributions this postseason might have come in the divisional playoff game against the Denver Broncos when he twice intercepted quarterback Peyton Manning.
He returned the first interception 39 yards for a touchdown and the second set up the game-winning field goal in overtime.
The following week against the Patriots in the AFC championship game he was in on 11 tackles. Only iconic teammate Ray Lewis had more.
As a starting cornerback, Graham's assignment was to cover Wes Welker, New England's top receiver.
"The thing I remember most about Corey is how competitive he was," McDonnell said. "If it's a day when you're doing one-on-ones against receivers he was going against (David) Ball and that was it. He was going against the best."
For much of his pro career, however, Graham has been typecast as a special teams' player.
That was his primary role with the Chicago Bears, the team that drafted him in the fifth round in 2007. And that's why the Ravens wanted him after his contract with the Bears expired and he became an unrestricted free agent.
The Lions and Seahawks were also interested.
Graham made the Pro Bowl after the 2011 season because of his special teams' prowess. Although he started nine games in 2008 and showed a knack for making plays, the Bears still weren't sold on his speed or his athleticism.
"I tried to be the best special teams' player in the league," Graham told reporters in New Orleans. "When you're doing that, sometimes you get labeled like that. Sometimes it's hard to get that label off."
He started only 10 games in five years with the Bears, including the nine in 2008. Graham missed the second half of his senior season at UNH with a broken ankle that hindered his early progress.
He estimates he wasn't completely healthy until his second year in the NFL.
"He was up here a couple years ago talking about his situation with the Bears," McDonnell said. "He never really felt that he was going to get the opportunity to do things full-time. He was an all-pro special teams' player and I think they painted him into a corner that's who he was."
Graham didn't crack the starting lineup with the Ravens' until midseason, and it took a couple of injuries to open the door.
"Corey Graham was a guy that we brought in because he was a special teamer," Ravens general manager Ozzie Newsome told reporters in New Orleans. "He had been to the Pro Bowl (as a special teams' player), but when he played (defense) for the Bears, he had played very good football.
"He wanted an opportunity, and we saw some things during the OTAs and minicamps that he could play. He has the height, weight and speed we look for at the position, (and) then when he got his opportunity, he stepped in."
Graham started the last eight games of the regular season and three playoff contests. He remained the starter even after one of the injured players returned.
"He's always taken advantage of situations when he's gotten in there and made plays," McDonnell said. "He's always been in the right place at the right time and doing the right thing."
In 11 starts this season he has four interceptions.
"He has great ball skills," Ravens secondary coach Teryl Austin told the Chicago Tribune. "If there is a ball to be caught, he'll catch it. He gives us toughness. He's a really good tackler. Sometimes you don't have to be the fastest guy in the world if you know where you are going and you anticipate."
In the AFC championship game, Graham was part of a defensive effort that forced three turnovers and held the Patriots to their lowest point total in almost four years in a 28-13.
The Ravens shut New England out in the second half.
"I go back to his competitive nature," McDonnell said. "He wanted to be the best guy on the field and he wanted to compete against the best guys on the field."
Graham also had eight tackles (7 solo), a team-high three passes defensed and tied a franchise record with two interceptions in the 38-35, double-overtime win in the divisional playoff game against the Broncos.
Graham has 26 total tackles, two interceptions and five passes defensed in three playoff games.
"It has been unreal," Graham said. "That's what you ask for. You wait five years, and I finally get my chance to play on defense. I couldn't ask for anything more."
The Portsmouth Herald contributed to this story.


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A total of 24 games will be played to decide the winner of the Women's Youth Olympic Futsal Tournament Buenos Aires 2018. See when and where the action will be taking place.


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<< back to All Teachings
Location: Loon Lake
In topic: General Topics in Buddhism
Transformation Of Consciousness - Talk 2 Loon Lake 2012 SesshinBy Zoketsu Norman Fischer | Nov 12, 2012
Location: Loon Lake
In topic: General Topics in Buddhism
Norman gives his second talk on Transformations of Consciousness to the Loon Lake 2012 Sesshin. Please note the first talk on Identity did not record due to technical difficulty.
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WASHINGTON, Feb. 14 (UPI) -- A majority of Catholics disapprove of U.S. President Obama's job performance as debate still surrounds his administration's birth control policy, a poll said.
A Rasmussen Reports national survey released Tuesday indicated 59 percent of likely Catholic voters nationwide at least somewhat disapprove of the president's job performance, while 40 percent said they at least somewhat approve.
Sixty-one percent of Evangelical Christians and 52 percent of other Protestants said they at least somewhat disapprove of the job Obama is doing in the White House, the Rasmussen Reports survey indicated.
The Health and Human Services Department issued an interim rule mandating health insurance plans for employees of Catholic hospitals and other religiously affiliated institutions include coverage for birth control, sterilization and other preventive services, raising the hackles of Catholic church leaders and members of the Republican Party.
After the policy was announced, Obama announced a modification to the rule, saying women will have access to free preventive care that includes contraceptive services, but if a women's employer objects to birth control for religious reasons, then the insurance company will be required to offer the woman contraceptive care free of charge.
Among all likely voters, 50 percent said they approve of how the president is doing and 49 percent said they disapprove.
Results are based on a nationwide telephone survey of 3,500 likely voters conducted Feb. 6-12. The margin of error is 2 percentage points.


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Last week, Rebecca, our in-house esthetician spoke with a customer to help him find a self tanner for his daughter. In the process, Rebecca learned that this customer had develop a severe chemical sensitivity, despite the fact that he lived a fairly clean, healthy lifestyle. Now, many of us have developed sensitivities to food and other allergens as we age and we learn to avoid those substances. But when Allan shared the consequences of Multiple Chemical Sensitivity with us, we were quite shocked and felt we should share his story with you. Read Allan's story below.
If you are reading this you have certainly heard something about the dangers of toxic chemicals in our cosmetics, food, and household products. Ingesting, inhaling, or applying products with these harmful chemicals can result in rash or irritation. But the damage is not always immediately apparent. Some of these toxins can cause long term health problems, like hormonal disruption and certain cancers.
Another consequence to toxic exposure that we are just beginning to understand is Multiple Chemical Sensitivity (MCS). MCS is a very severe sensitivity or allergic-type reaction to a variety of pollutants, including solvent, Volatile Organic Compounds (VOCs), synthetic fragrance, and petro-chemicals, and has been linked to the prevalence of toxic synthetic ingredients in our modern daily lives. Unlike common allergies, MCS seems to have no known mechanism of causation and symptoms vary widely from one sufferer to the next. This makes treatment difficult, with avoidance of toxicants being the primary therapy. The symptoms described by MCS sufferers are often the same as those of common allergies or other ordinary ailments, and can be overlooked or misunderstood by healthcare practitioners.
Symptoms of MCS include:
- burning, stinging eyes
- wheezing, breathlessness, nausea
- extreme fatigue / lethargy
- headache / migraine / vertigo / dizziness
- poor memory & concentration
- runny nose (rhinitis)
- sore throat, cough
- sinus problems
- skin rashes and / or itching skin
- sensitivity to light & noise
- sleeping problems
- digestive upset
- muscle & joint pain
Certain criteria are used to determine whether symptoms are MCS related or due to more common place allergies. MCS related symptoms usually exhibit allergic-type reaction to both large and very low levels of irritants or toxins, the sensitivity is ongoing and recurrent, reaction is caused by many different triggers, and symptoms decrease when triggers are absent.
You may be wondering why, if the toxic chemical triggers are unavoidable in daily life, we don't all have MCS. It is believed that the MCS sufferer is sensitive to a breadth of everyday toxic chemicals. Others may not be as sensitive to these toxins, or they are simply not exposed to the toxins as frequently or for as long a period of time as those with MCS. It seems that MCS patients are often allergy-sufferers and that the condition seems to run in families, which brings professionals to believe that some of us are genetically predisposed.
Take Allan Krause's case for example. Allan maintained a relatively healthy lifestyle, but in his thirties developed MCS from exposure to toxic chemicals. Allan shares his story with us below:
Stop Using Toxic Chemicals Now!!!
My name is Allan Krause; I have lived a pretty clean life. I always work out, and have never been one to use alcohol or drugs. I thought I ate healthy and took care of myself pretty well. The one thing I didn't realize I was always around chemicals that were causing damage to my body. I have an illness you don't want to have. I have Chemical Injury or Multiple Chemical Sensitivity. When I was 37 yrs old I started having problems and didn't know what was wrong. I couldn't tolerate taking vitamins any more or a physical work out without getting sick. Simple medications such as ibuprofen and aspirin started causing me to have reactions. I was becoming allergic to foods, having unbearable anxiety, etc. Then at 40 years old my life came to a screeching halt. I took some medication that was prescribed by a doctor, not realizing I had Chemical Injury. This awful injury stopped my body from detoxing and metabolizing. My world as I knew it came to an end. Chemical Injury damaged my cells in my body and brain. I have lost the ability to eat most foods, literally can't sleep, and can't tolerate any odors or medications…NOT FUN. I have reactions to basically everything in my environment. By reactions I mean heart palpitations, panic attacks, rashes, watering eyes and a racing heart etc.
I only sleep one to two hours per night, sometimes not at all. This is due to damage in the lining of the blood barrier that protects the brain. I want people to understand the chemicals we expose ourselves to can and do have the ability to change your life forever. The pesticides in our foods, the chemicals in our perfumes, household cleaners etc. are very dangerous. When you put anything on your skin it hits your blood stream within 15 seconds. Your body has to process everything you touch, smell, and eat. I have been all over the United States trying to get help. I have been to six major Medical Hospitals and dozens of the best Doctors in the country. The problem is there is no cure in the late stages because it changes your DNA of your cells. I originally weighed 175 lbs, now I'm only weighing 115 lbs and suffering horribly.
My daughter has a fair complexion like me, so when she wanted to use self-tanner I was concerned. I started looking for a nontoxic tanner. I found that the good people at Lavera had just what I needed. We are very fortunate to have a company such as Lavera who is committed to making products that make a positive difference in our health.
If you think you are suffering from Chemical Injury start taking control of your health. Remember you are not crazy and are not alone. Start using organic and non-toxic products. There is a lot of info on the web about chemical exposure. Educate yourself.
For more information, visit:
- Chemical Injury
- A Canary's-Eye View
- The American Environmental Health Foundation
- Multiple Chemical Sensitivity (MCS)
- International MCS/EMS Awareness
- MCS America
- Chemical Injury and Disorders of Porphyrin Metabolism
- MCS — Allergy Help
- Multiple Chemical Sensitivity
There are steps that can be taken to lower your risk of developing MCS. Eating an organic, minimally-processed diet, wherever available, reduces your exposure to harmful pesticides and other chemical additives.
Use nontoxic ingredients to clean your home. You may be surprised how effective baking soda, white vinegar, and nontoxic dish soap can be in cleaning a multitude of areas. But what about that lovely "clean" smell your home has after using conventional cleaners? That smell is actually synthetic fragrance and not at all good for you, your family, or the environment. Care2.com offers suggestions on green cleaning.
Go for green cosmetics and personal care products. Younger family members are especially vulnerable to chemical sensitization, and care should be taken while pregnant as well. Lavera products are all natural and contain no harmful ingredients. Perfect for the whole family. Check out our Ingredient Watch List for ingredients we never use in our products.


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SANTA CLARA, Calif. – FC Dallas coach Schellas Hyndman did little to disguise his feelings regarding the fashion in which his club was forced to surrender a pair of second-half leads against the San Jose Earthquakes this past Saturday.
"It's just knocking balls into the box," Hyndman said after the Quakes forged a 3-3 tie on the back of Steven Lenhart's 95th-minute equalizer. "Continue knocking balls into the box, and if you don't get to the first ball, you'll get to the second one. … To be up twice and to give up goals of that nature, it's [expletive]."
But for all the fulminating over San Jose's physical nature, Hyndman's criticisms masked something that opponents have been missing for much of the year: Even the Quakes' perceived bullies have a more delicate side, one that has helped target men Lenhart and Alan Gordon join forces with MLS leading scorer Chris Wondolowski to form the league's most dangerous attacking trio. San Jose now have 10 goals in 239 minutes with the threesome on the pitch together.
Castrol Top 20: Fueling MLS Cup dreams at RSL
If you discount the Quakes' quality just because they play more directly when needing a goal late in matches, you do so at your own peril.
"It's not like we're just lumping it forward and hoping for the best, chipping in to guys that don't care about heading the ball," Quakes coach Frank Yallop said. "With Alan and Lenny, we're putting it in to some people who want to challenge and fight and knock balls down to each other. They're not just flicking it on and crashing, they're trying to find each other in the box. Although it's Route 1-looking, it's effective."
In addition to his career-high 13 goals this season, Gordon now has seven assists – matching his personal best – including the last pass on each of Lenhart's two equalizers against Dallas, in the 82nd and 95th minutes, respectively.
The first assist was a perfectly placed layoff that allowed Lenhart to take a running start before slamming a shot from 18 yards with the outside of his left foot, cleanly beating Dallas goalkeeper Kevin Hartman.
On the point-saving play, Gordon knew he was too far toward the near sideline to get an accurate header on target, so he flicked it on to the far post, where Lenhart "dunked it," in Gordon's words, with a header of his own.
With Shield in sight, Quakes lose Ballouchy to torn ACL
"I think Gordon and Lenhart are very underrated with their touch," Wondolowski said. "They can definitely bang with the best of them, be physical, fast and powerful, but they have a bit of class as well."
Wondolowski has matched Gordon on seven assists, and Gordon thinks he deserved No. 8 for the work he did on Gordon's 24th-minute goal against Dallas. Wondolowski dragged Dallas' only defender to the near post, then completed a scissoring dummy to leave Marvin Chávez's curling lead pass untouched. The ball bent into the path of an onrushing Gordon, who tapped home easily.
"Here's a guy that has 22 goals, he's the best goalscorer in the league, and he has the awareness to step over the ball and know that I'm open, to have confidence in me," Gordon said. "He should get an assist for that, to be honest, because he made everything possible. Anybody else would just try to shoot that and put it over the goal."
Geoff Lepper covers the Earthquakes for MLSsoccer.com. He can be reached at firstname.lastname@example.com.


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Mezuzahs on Strange Doors
A large silver mezuzah adorns the doorpost of a Supreme Court Justices chambers in Washington D.C. In a recent talk to a thousand participants at the United Jewish Communities International Lion of Judah Conference, Justice Ruth Bader Ginsburg explained that this mezuzah and the works of art in her chambers inscribed with a commandment from the Torah translated as "Justice, justice shall you pursue" serve as "ever-present reminders of what judges must do."
To students of American history this may have recalled the legendary gentile journalist Lincoln Steffens who wrote a great deal about Orthodox Jewish immigrants on New Yorks East Side. In the book "Poor Cousins" by Ande Manners, a little-known facet of Steffens is revealed. "To the amusement of his Jewish friends," writes the author, "he had a mezuzah nailed to his office door and fasted on Yom Kippur."