text:
August 3, 2003
From: Maura Larkins
by FAX only to: 203 737 1023
Three years ago I wrote several E-
mails to Beverly Crowther asking
for help. My school had paid
between ten and twenty thousand
dollars to Comer SDP, but the
Comer process was abused at my
school, and a culture of hostility
toward those outside the ruling
clique increased in intensity after
the implementation of the Comer
process. Democracy was
eliminated when voting was
eliminated. "Consensus" meant
that teachers were pressured to
silently accept what the ruling
clique wanted. Many teachers
were fired or forced to leave the
Beverly Crowther failed to give
any help. She said we had to
work things out ourselves. Things
went from bad to worse. After two
years, the teachers voted to
eliminate the Comer Program, but
not before so much damage was
done that there is a serious
lawsuit pending.
The media here has not become
aware of this situation, however, if
Comer SDP is at all interested in
learning about how the misuse of
the Comer program wreaked
enormous harm in one school,
you may call or fax me at 619 660
6955. It occurs to me that you
might want to prevent such
outcomes in the future.
James P. Comer Program
Child by child?
One child at a time?
Or was it rather no children at any
time were the focus when the
Comer process was adopted at
Castle Park Elementary?
At Loma Verde Elementary
union leader
and his sidekick
Donna Padilla took control of
the school using the Comer
Shortly afterward, the
principal was fired by
, perhaps for allowing the
Comer program to slip out of
the control of the top-down
machinery that Libia Gil
constructed at CVESD.
Ironically, Gil's methods
included little communication
with schools. The principal
was simply expected to stay
in control.
Castle Park Elementary
fiasco was partly a result of
the way the James Comer
Program was implemented.
The Comer process lends itself
readily to those who wish to
abuse it.
What happened at
Chula Vista Elementary
School District (CVESD)
August 13, 2008
Phone call Ann L
Education and the
D Ed
t BLOG
CVESD Reporter Blog
August 30, 2003
Dr. Ann L.
Comer School Development
by FAX only to: 203 737 1023
Dear Dr. L.:
I'm writing to thank you for
calling me recently.
As I told you on the phone,
the school about which I
wrote in the summer of 2000
is Castle Park Elementary
School, and the district I am
suing is Chula Vista
Elementary School District.
I'm not asking you to do
anything; I only wanted to
give you a heads up in case
you wanted to investigate the
abuses caused by the
implementation of the Comer
Process at Castle Park. I'll
leave it up to you to decide
whether you want to take any
action regarding this matter.
Please feel free to write or
call if you need any help from
Yours truly,
Maura Larkins
Phone and fax: 619 660 6955
Comer program
Problems at
Yale's James Comer Program
Curriculum Vitae
James P. Comer, M.D.
Yale University Child
Study Center
230 South Frontage Road
New Haven, CT 06520-
Date of Birth: September
25, 1934
Place of Birth: East
Chicago, Indiana
Married: June 20, 1959 to
Shirley Ann Arnold
(Deceased, 4/9/94)
July 11, 2004 to Bettye
Fletcher Comer
Children: Son, Brian, July
22, 1960
Daughter, Dawn, March
12, 1964
[Bettye R. Fletcher
remarried Yale professor
Dr. James P. Comer.
Comer founded the
Comer School
Development Program
and Maurice Falk
Professor of Child
Psychiatry at the Yale
Child Study Center. He is
the stepfather of Buddy
Academic Background
East Chicago Washington
High School 1952
Indiana University -
Zoology; Social Science
Howard University
College of Medicine -
Medicine 1956-1960
Fellow in Public Health
and Preventative Medicine
St. Catherine Hospital,
East Chicago, Indiana -
Internship 1960-1961
Public Health Service
Commission Corps,
Washington, D.C. 1961-
University of Michigan
School of Public Health
(Administration and
Mental Health) 1963-1964
Yale University
School of Medicine -
Department of Psychiatry
Child Study Center -
Fellow in Child Psychiatry
Children's Hospital of
District of Columbia
Hillcrest Children's Center
- Fellow in Child
Psychiatry 1967-1968
Military Service
Service completed July 1,
1968 with rank of Surgeon
(Lt. Colonel) at
separation. Service
in United States Public
Health Service; inactive
duty status after July 1,
James P. Comer –
Curriculum Vitae Page 2
Maryland 1960
Indiana 1961
California 1965
Connecticut 1965
Staff Member, National
Institute of Mental Health,
Washington, D.C. 1967-
Assistant Professor of
Psychiatry, Yale University
Child Study Center 1968-
Co-Director, Baldwin-King
School Program, New
Haven, Connecticut 1968-
Associate Dean for
Student Affairs, Yale
University School of
Medicine 1969--
Associate Professor of
Psychiatry, Yale University
Child Study Center,
Department of Psychiatry
and Institute of Social
Policy Studies 1970-1972
Associate Professor of
Psychiatry with Tenure,
Yale University
Child Study Center,
Department of Psychiatry
and Institute of
Social Policy Studies 1972-
Director, Yale University
Child Study Center School
Program 1973-1997
Professor of Psychiatry,
Yale University Child
Study Center,
Department of Psychiatry
and Institute of Social
Policy Studies 1975-1976
Maurice Falk Professor of
Child Psychiatry 1976--
Founder, School
Development Program
Advisory Board Chair,
Yale University Child
Study Center 1997--
James P. Comer, MD,
Yale University
downloaded April 21, 2011
Dr. Comer is the Maurice Falk
Professor of Child Psychiatry at
the Yale University School of
Medicine's Child Study Center,
and has been a Yale medical
faculty member since 1968.
During these years, he has
concentrated his career on
promoting a focus on child
development as a way of
improving schools. His efforts in
support of healthy development of
young people are known
Dr. Comer, perhaps, is best known
for the founding of the Comer
School Development Program in
1968, which promotes the
collaboration of parents,
educators, and community to
improve social, emotional, and
academic outcomes for children
that, in turn, helps them achieve
greater school success. His
concept of teamwork has
improved the educational
environment in more than 500
schools throughout America.
A prolific writer, Dr. Comer has
authored nine books, including
Beyond Black and White, 1972;
Black Child Care, (with Dr. Alvin F.
Poussaint), 1975; paperback
revision, Raising Black Children,
1992; School Power: Implications
of an Intervention Project, 1980;
the autobiographical Maggie's
American Dream: The Life and
Times of a Black Family, 1988;
Rallying the Whole Village, (edited
with Dr. Michael Ben-Avie, Dr.
Norris M. Haynes, and Dr. Edward
T. Joyner), 1996; Waiting for a
Miracle: Why Schools Can't Solve
Our Problems, And How We Can,
1997; Child by Child, (edited with
Dr. Michael Ben-Avie, Dr. Norris
M. Haynes, and Dr. Edward T.
Joyner) 1999; The Field Guide to
Comer Schools in Action, (edited
with Dr. Edward T. Joyner and Dr.
Michael Ben-Avie), 2004; and
Leave No Child Behind: Preparing
Today's Youth for Tomorrow's
World, 2004. Between 1978 and
1994, Dr. Comer wrote more than
150 articles for Parents Magazine
and more than 300 syndicated
articles on children's health and
development and race relations.
In addition to his writing, teaching
and research activities, Dr. Comer
has served as a consultant to the
Children's Television Workshop,
which produces Sesame Street
and The Electric Company. He
was a consultant to the Public
Committee on Mental Health
chaired by Rosalyn Carter as well
as a member of the National
Board for Professional Teaching
Standards, and Carnegie Forum
on Education and the Economy
(1987-1991). Since 1994, Dr.
Comer has served as a member of
the National Commission on
Teaching and America's Future.
He is a member of the Institute of
Medicine and the American
Association for the Advancement
of Science (AAAS). He has
provided testimony before state
and congressional legislative
He chaired the Roundtable on
Child and Adolescent
Development Research and
Teacher Education, organized by
the National Association for the
Accreditation of Teacher
Education (NCATE) and the
National Institute of Child Health
and Human Development (NICHD).
He also co-chaired the national
expert panel of the NCATE
Initiative on Increasing the
Application of Developmental
Sciences Knowledge in Educator
Preparation. The NCATE report,
"The Road Less Traveled: How
the Developmental Sciences Can
Prepare Educators to Improve
Student Achievement: Policy
Recommendations," is based on
the work of the three-year period
of the second expert panel.
He served on the Association for
Supervision and Curriculum
Development's Commission on the
Whole Child and contributed to
the 2007 report, "The Learning
Compact Redefined: A Call to
Action: A Report of the
Commission on the Whole Child."
Since 1971, Dr. Comer has served
as Director or Trustee of the
following Boards: the Nellie Mae
Education Foundation
(2003-present); Wesleyan
University, Middletown, CT
(1978-1984); Albertus Magnus
College, New Haven, CT
(1989-2000); Teachers College,
Columbia University, New York, NY
(1999-present); the Hazen
Foundation, New Haven, CT
(1974-1978); the Field
Foundation, New York, NY
(1981-1988); the Carnegie
Corporation of New York, New
York, NY (1990-1994);
Connecticut Savings Bank
(1971-1991); the Connecticut
Energy Corporation, Bridgeport,
CT (1976-2000); and the National
Academy Foundation, New York,
For his work and his scholarship,
Dr. Comer has been awarded 47
honorary degrees and has been
recognized by many organizations.
In 2007 he received the University
of Louisville Grawemeyer Award
for Education. In 2004, he
received the John P. McGovern
Behavioral Science Award from
the Smithsonian. In 2006 he
received the John Hope Franklin
Award, given to those who have
demonstrated the highest
commitment to access and
excellence in American education.
In 1996, he won both the
prestigious Heinz Award in the
Human Condition for his profound
influence on disadvantaged
children, and the Healthtrac
Foundation Prize (renamed the
James F. And Sarah T. Fries
Other honors include the Charles
A. Dana Award for Pioneering
Achievement in Education, 1991;
the James Bryant Conant Award,
presented by the Education
Commission of the States, 1991;
the Harold W. McGraw, Jr. Prize in
Education given by McGraw-Hill,
Inc., 1990; a Special Presidential
Commendation from the American
Psychiatric Association, 1990; the
Rockefeller Public Service Award,
1980; and the John and Mary
Markel Foundation Scholar Award
in Academic Medicine, 1969-1974.
In 1993, Bill Cosby served as the
Master of Ceremonies for the 25th
Anniversary Celebration of the
School Development Program. In
1998, Hillary Rodham Clinton
spoke at the Program's 30th
Anniversary Symposium.
A native of East Chicago, IN, Dr.
Comer received an A.B. degree in
1956 from Indiana University, an
M.D. degree in 1960 from Howard
University College of Medicine,
and an M.P.H. in 1964 from the
University of Michigan School of
Public Health. Between 1964 and
1967, he trained in psychiatry at
the Yale University School of
Medicine and its Child Study
Center. He also completed one
year of residency training at the
Hillcrest Children's Center in
Washington, D.C.
Recent Publications
* Comer, J.P. (2009).
What I Learned in School:
Reflections on Race, Child
Development and School
Reform. San Francisco:
* Comer, J.P. (2009).
From There to Here.
Those Who Dared: Five
Visionaries who Changed
American Education. Carl
Glickman, editor. New
York: Teachers College
Press. 49-80.
* Comer, J.P. (2004). Leave
No Child Behind: Preparing
Today's Youth for
Tomorrow's World.
Connecticut: Yale University
Press. (Excerpted in Yale
Medicine (Spring 2005):
24-29 and Yale Alumni
(September/October 2004):
* Comer, J.P., Joyner,
E.T., and Ben-Avie, M.
(editors), (2004). The
Field Guide to Comer
Schools in Action.
California: Corwin Press.
* Comer, J.P. (1997).
Waiting for a Miracle: Why
Schools Can't Solve Our
Problems and How We
Can. New York: E.P.
Dutton & Co.
* Comer, J.P., Haynes,
N.M., Joyner, E.T. and
Ben-Avie, M. (editors),
(1999). Child by Child:
The Comer Process for
Change in Education. New
York: Teachers College
* Comer, J.P., Haynes,
N.M., Joyner, E.T. and
Ben-Avie, M. (editors).
(1996). Rallying the
Whole Village: The Comer
Process for Reforming
Education. New York:
Teachers College Press.
* Comer, J.P. (1980,
1993). School Power:
Implications of an
Intervention Project. New
York: The Free Press.
Dr. James Comer:
No Child Behind'
November 9, 2004
The Tavis Smiley Show
Noted child psychiatrist Dr.
James Comer is among those
trying to address the needs of
students who are underachieving
in the U.S. public school system.
He is the creator of the
35-year-old School Development
Program, which uses an
integrated approach to learning
that relies on alliances among
parents, educators, policy
makers and community members
to strengthen the educational
environment. Comer also
teaches at Yale University's Child
Study Center and is associate
dean at the Yale School of
Medicine. He joins NPR's Tavis
Smiley to discuss the state of
public education in America and
his latest book Leave No Child
Behind: Preparing Today's Youth
for Tomorrow's World.
Ecological Systems Theory
... is strikingly similar to the
networks approach of James Comer who was the first to put forward a
model for school reform, the School Development Program, and upon
which nearly every school reform model to follow is built or is influenced
Comer describes how children are nurtured in nested environments as depicted by
a series of platforms of increasing size[4], the lowest and largest of which
represents supporting institutional policies. The next level up is the secondary social
network of schools, workplaces, and organizations providing access to recreational
activities and needed health and social services. The second level from the top is
the primary social network which consists of religious centers and clubs, neighbors,
friends and relatives, and the immediate family or primary caregivers. At the top and
center of this system is innermost environment of the child which ostensibly plays as
profound a role in development as anything external to the body. The inner
environment of the child is conspicuously missing from Bronfenbrenner's Ecological
Systems Theory and perhaps illustrates the point that
Bronfenbrenner's work
focuses not directly on the child but on how aspects of the much broader
macrosystem directly impinge on what Comer calls the primary social
network of the child...
from Wikipedia
Comer School Development Program
University of Washington
downloaded April 21, 2011
Improving the educational experience of low income students by building supportive bonds
among children, parents, and school staff
Dimensions: Empowering School Culture and Social Structure...
The Comer School Development Program, also known as the Comer Process or the Comer
Model, was developed to improve the educational experience of poor ethnic minority youth by
improving school climate through a collaborative, consensus-building, no fault approach to
problem solving between parents and school staff. The nine component process model includes
three mechanisms (a School Planning and Management Team; a Student and Staff Support
Team, formerly known as the mental health team; and a Parents' Team); three operations (a
comprehensive school plan, staff development activities, and ongoing assessment); and three
guiding principles (a no-fault attitude toward solving problems, decision-making by consensus,
and collaborative participation that does not paralyze the principal). Initially developed by James
Comer and the Child Study Center of Yale University in 1968, the program is now being
implemented in over 563 schools in 21 states. Studies of selected SDP schools in three cities
(New Haven, Benton Harbor, and Norfolk) showed significant student gains in achievement,
attendance, behavior, and overall adjustment in SDP schools. Comer and his colleagues believe
that improving school climate is the key to school improvement.
Program History and Description
Developed in 1968 by James Comer, a child psychiatrist at the Child Study Center of Yale
University, the Comer School Development Program is based on Comer's belief that "the
relationship between school and family is at the heart of a poor child's success or lack of it"
(Goldberg, 1990). In his book School Power (1980), Comer describes the dissolution of the
communal bonds that once united poor communities and bound them to the educational
institutions that served them, resulting in the loss of adult power to influence children. Through
initial empirical work in the New Haven public schools, Comer and his colleagues developed a
process to reconnect schools and their communities and redistribute power in decision-making
between parents and school staff in order to improve students' overall development and
academic achievement.
The program began in two poor, predominately African American elementary schools in New
Haven, Connecticut, with low standardized test scores and high teacher and student
absenteeism. Comer and his colleagues developed an organizational and management system
based on child development issues that would encourage teachers, administrators, and parents
to collaborate to address children's needs (Comer, Haynes, Joyner, & Ben-Avie, 1996).
The program was field-tested from 1978 to 1987 in additional schools in New Haven and in three
other school districts: Prince George's County, Maryland, Benton Harbor, Michigan, and Norfolk,
Virginia. Beginning in 1988, the dissemination phase emphasized partnerships between
teacher-training institutions and local school districts in New Orleans, Cleveland, and San
Francisco, as well as the establishment of Regional Professional Development Centers. From
1990 until 1995 the number of participating schools in the School Development Program grew
from 70 to 563 (including 85 middle schools and 45 high schools).
Rreturn to top of page
Program Components
Primary Goals
The goal of the Comer School Development Program, also known as the Comer Process or
Comer Model, is to improve the educational experience of poor ethnic minority youth by building
supportive bonds among children, parents, and school staff that promote a positive school
climate. As Comer states it, "In every interaction you are either building community or breaking
community. The mechanisms. . . . are secondary" (Comer et al., 1996, p. 148). To accomplish
this, the model advocates a collaborative, consensus-building, no-fault approach to problem
solving (Ramirez-Smith, 1995).
In each participating school, a planning and management group is formed consisting of nine
components: three mechanisms (a School Planning and Management Team; a Student and Staff
Support Team, formerly known as the mental health team; and a Parents' Team); three operations
(a comprehensive school plan, staff development activities, and ongoing assessment); and three
guiding principles (a no-fault attitude toward solving problems, decision-making by consensus,
and collaborative participation that does not paralyze the principal) (Comer et al., 1996).
Instructional Strategies and Materials
The School Development Program is not essentially a program of curriculum or pedagogy (Payne,
1991). Each participating school determines its own instructional strategies. The original Comer
schools in New Haven, however, stressed the achievement of basic skills through traditional
methods (Ascher, 1993). In addition, a specific social skills curriculum was developed by the Yale
team, in conjunction with New Haven teachers, to "teach inner-city students how to be effective
participants in society." The curriculum focused on teaching students to relate to others in a
mutually caring way, develop social amenities, and learn the skills necessary to deal successfully
with social institutions such as banking, the political process, and securing employment (Comer,
Haynes, & Hamilton-Lee, 1987/88, p. 196).
The program was originally developed in poor, urban, largely African American elementary
schools. Replication has included expanding the program to middle schools and high schools,
and some predominately Latino schools as well.
Staff Development
School staff interested in implementing the School Development Program were originally trained
directly by the SDP staff located at the Yale Child Study Center. Now following a "training the
trainers" model, school and district representatives are trained in two sessions (May and
February) at the SDP headquarters and expected to go back to their home districts and conduct
local training sessions with participating schools.
Staff development activities in each participating school are based on the training needs that stem
from the Comprehensive School Plan. Some examples cited in Comer et al. (1996) include
periodic workshops for teachers and parents based on program objectives at the building level,
workshops to provide teachers with skills "proven to be most effective in working with
underdeveloped student populations," and integrating academic, arts, social, and extracurricular
activities into a unified curriculum (p. 14).
Click here to return to top of page
Program Success
Student Achievement
Studies in New Haven, Benton Harbor, and Norfolk in which students in SDP schools were
compared to students in matched non-SDP schools on achievement, attendance, behavior,
self-concept, perceptions of school and classroom climate, and social competence showed
significant student gains in achievement, attendance, behavior, and overall adjustment in SDP
schools (Haynes & Comer, 1990; Haynes, Comer, & Hamilton-Lee, 1989a, 1989b).
A six-year longitudinal plan to monitor the implementation of the School Development Program in
three districts (District #13 in New York City, Washington, D.C., and New Haven) was begun in
Program Attributes
Comer and his colleagues believe that improving school climate is the key to school
improvement. The School Development Program's guiding principles of consensus,
collaboration, and no-fault allow local expertise to emerge, encourage local variations in
implementation, and provide school staff and parents with practical experience in modeling
community building.
Qualitative analyses of 130 interviews of parents, students, teachers, and principals from 10 SDP
schools indicate: a) improved parental and community involvement, b) positive climate, c)
increased team work, d) greater focus on child centered issues, and e) greater top-down and
bottom-up management.
Additional Benefits
Although focused on revitalizing schools, Comer's vision includes making poor communities
once again "so cohesive and their fabric, the people, so tightly interwoven in mutual respect and
concern that, even in the face of the potentially deleterious effects of poverty, their integrity and
strength are maintained" (Haynes & Comer, 1990, p. 108-109). There is some indication that the
School Development Program may also have a positive effect on the surrounding community of
some participating schools. Comer et al. (1996) report that some parents involved in the school
governance team and volunteer activities in certain SDP schools were motivated to go back to
school to obtain their high school equivalency diplomas or pursue meaningful work. Others went
to college and obtained graduate degrees. Comer reports that teachers in some participating
schools also expressed increased feelings of efficacy and satisfaction with their work.
Return to top of page
Program Replication
In 1990 the Rockefeller Foundation granted a five-year, $15 million grant to aid national replication
(Payne, 1991). Originally, any interested school could implement the model with technical
assistance. In 1996, in response to research evidence, schools could not implement the full
model without school district office support and the involvement of several schools in the same
district (Comer et al., 1996).
The replication model includes the following phases:
1) Pre-orientation Phase: School personnel become acquainted with the model and decide if it
will be implemented and who will be the major participants.
2) Orientation Phase: Initial training of school personnel and parents and the establishment of a
governing board.
3) Transition Phase: Goals and objectives are established by the governance board with input
from all participants. Plans are made for parent involvement and staff development.
4) Operation Phase: Plans are implemented for parent activities and staff development.
5) Institutionalization Phase: Outcomes are evaluated in terms of parent participation and student
outcomes. (Ben-Avi, personal communication, 1996).
Return to top of page
Ascher, C. (1993). Changing schools for urban students: The School Development Program,
Accelerated Schools, and Success for All. New York: ERIC Clearinghouse on Urban Education
(ERIC Document Reproduction Service No. ED355313).
Comer, J. P., Haynes, N. M., Joyner, E. T., & Ben-Avie, M. (1996). Rallying the whole village: The
Comer process for reforming education. New York: Teachers College Press.
Comer, J. P., Haynes, N. M., & Hamilton-Lee, M. (1987/88). School power: A model for improving
black achievement. The Urban League Review, 111&2), 187-200.
Comer, J. P. (1980). School power: Implications of an intervention project. London: Free Press.
Goldberg, M. F. (September 1990). Portrait of James P. Comer. Educational Leadership, 48(1),
Haynes, N. M., & Comer, J. P. (1990). Helping black children succeed: The significance of some
social factors. In K. Lomotey (Ed.), Going to school: The African-American experience. Albany:
State University of New York Press.
Haynes, N.M., Comer, J. P., & Hamilton-Lee, M. (1989a). The effects of parental involvement on
student performance. Educational and Psychological Research, 8(4), 291-299.
Haynes, N. M., Comer, J. P., & Hamilton-Lee, M. (1989b). School climate enhancement through
parental involvement.
Journal of School Psychology, 27, 87-90.
Payne, C. (1991). The Comer intervention model and school reform in Chicago: Implications of
two models of change. Urban Education, 26(1), 8-24.
Ramirez-Smith, C. (February 1995). Stopping the cycle of failure: The Comer model. Educational
Leadership, 52(5), 14-19.
* * *
Edward T. Joyner, Ed.D.
Executive Director
Comer School Development Program
Yale Child Study Center
New Haven, Connecticut.
Contact Information:
Beverly Crowther
Comer School Development Program
55 College Street
New Haven, CT 06510
Phone: (203) 737-1020
E-mail: firstname.lastname@example.com
The School Development Program has developed a series of how-to videotapes entitled For
Children's Sake: The Comer School Development Program and an accompanying manual. They
also publish a quarterly newsletter, the SDP Newsline.
"This approach is still being replicated, and where the implementation is sound
the outcomes are good."
James P. Comer
"Where the implementation is sound"
is a caveat big enough to drive an truck
through, or, as in the case of Castle Park Elementary in Chula Vista, big enough to
drive an entire school into chaos. In 2001 the Comer Program sent a representative,
Roger Cunningham, to
Castle Park
. Cunningham worked vigorously to
undermine teachers who were trying to implement
the principles the Comer Program
uses to sell itself to schools.
The events that ensued proved that Comer's
much-vaunted principles are not supported by the people at Yale who collect large
sums of money from schools for training and implementation of the Comer Program
(see emails in sidebar).
Update: The Comer
Program was not at all
interested in Castle
Park Elementary, and
did no follow-up.
The Place of Education
A Response to Can Working Families Ever Win?
James P. Comer
Boston Review
Jody Heymann addresses a challenge facing America that is as important as
"Homeland Security," but is less apparent and draws much less attention. The more
subtle nature of the problem certainly makes it as dangerous. As she points out, the
fabric and future of American society is threatened by the prospect that a growing
number of Americans are not able to experience the American Dream.
The belief that if one works hard and plays by the rules, one will have a reasonable
chance of succeeding as a child and an adult (the American Dream) is a central
organizing and motivating force in our society. This, and a growing respect for
founding ideals and the rule of law has moved our society from acts of genocide and
slavery, as well as the oppression of immigrants, women, and children, to the point of
becoming the most powerful force for humane living in the world, perhaps in the
history of the world. But changes in the nature of the economy have weakened the
family in a way that makes it difficult for too many to rear their children well. If we do
not reverse these tendencies, our quality of life will decline—slowly at first, and then
precipitously, as many more in generation after generation are excluded from the
Throughout human history, children have grown up in close proximity to their families
and a primary social network of friends, kin and communal organizations (the village)
in which they felt a sense of belonging. Children and parents were able to form
powerful emotional attachments and bonds.2
Living conditions were often poor, but one head of family, without an education, could
usually provide a reasonable living for his or her dependents; and the other could
usually provide home and community support for child and youth development.
Children were able to identify with, imitate and internalize the attitudes, values, and
ways of their parents and other members of their network. The adults in the network
were able to help them grow along the critical developmental pathways (socio-
interactive, psycho-emotional, ethical, linguistic, cognitive-intellectual). In these
powerful relationship settings, most children were able to establish habits, beliefs,
and behaviors that enabled them to become successful as youngsters and as adults,
and this promoted desirable social functioning.
But the relentless, 150-year march from an agricultural economy through an
industrial to a science- and technology-based economy has not only pulled both
parents into the workforce, it has also removed "the village" that once helped parents
rear their children.3
Despite the speed and magnitude of this change, the needs of children remain the
same as in antiquity—they require protection and support for development.
Importantly, they now need a higher level of development in order to get the level of
education required to be able to function well in this complex age. The sad fact,
however, is that the developmental support many currently receive would be
inadequate in any society.
Because of modern communication technologies, children receive an enormous
amount of information. For the first time in the history of the world, information goes
directly to children without a chance for censor or censure on the part of responsible
adults. There are too few people available to help young people examine the
information and to encourage an appropriate response. Because of high mobility,
many of the adults in their lives—teachers, police, doctors, and other service
providers—are essentially strangers. And again, often the only parent or both
parents are in the workforce and busy. All of this creates burdensome and
disorganizing levels of stress, which is a major cause of divorce and the creation of
single-parent families. For these and other reasons, many parents are not able to
provide their families with the quality and level of care necessary for adequate
development today.
Our society has been slow to recognize the effects of change and the range of
services needed to reduce the stress on families and to make it possible for them to
rear their children well in today's world. Instead, we blame families for not adequately
performing their child rearing tasks. Family and child advocates call for more and
better child care options for working parents and better education for children. Both
are very much needed, but not sufficient. Moreover, traditional education cannot do
the job of parenting. And fragmented social services, without a context of meaningful
relationships, can't provide children with the experiences that will enable them to
become successful as youngsters and as adults.
Traditional education has put the cart before the horse. It focuses on curriculum,
instruction, assessment, and technology first, and child and youth development
second, if at all. Many of our school problems stem from the fact that many of our
children are underdeveloped and therefore unprepared for academic learning. Most
school staff are not prepared to help them grow. This leads to staff and student
underachievement and failure. Generally, school systems have not taken
responsibility for the earliest years of childhood, now shown to be very important in
providing the platform for later learning.
Nonetheless, the school is the only institution in our society positioned to reduce
family stress and to provide the essential elements of the traditional "village." All
children go to school. The mission is highly positive. There are more adults available
in schools who can offer children positive growth-producing interaction than anyplace
else. Also, the school can provide a context in which other service providers—health,
recreation, and community organizations (arts, athletics, other opportunities for
positive self-expression)—can engage with young people in a coordinated,
purposeful, and sustained way.
Brought together to support social development and maturity, the programs of a
range of service providers could be designed to help students acquire the critical
capacities once provided almost exclusively in family networks. But to do so, our
education system needs a perspective oriented to child and youth development from
birth through sixteen years of schooling. This will require changes in the theory and
practice of public education, in graduate schools of education, and among policy and
opinion makers. All must understand how to put the horse before the cart:
development before curriculum, instruction, assessment, and technology. When
educators take on the role of helping young people grow and function rather than
merely trying to transmit information, student resistance and struggle will diminish.
In 1968, our Yale Child Study Center School Development Program went into two
inner-city elementary schools in New Haven. The students were almost all black and
from families under severe economic and social stress. They were thirty-second and
thirty-third in academic achievement, and had the worst attendance and behavior in
the city. By applying the principles of the behavioral and social sciences to every
aspect of the school program, we helped parents and staff recreate "the village" in
school in a way that actively encouraged student development. Good teaching and
learning became possible. The students eventually achieved the third and fourth
highest ranks in academic achievement (putting the school on par with those in
wealthier neighborhoods), and produced the best attendance record in the city, with
no serious behavior problems.4
This approach is still being replicated, and
where the implementation is sound
the outcomes are good.
In 2000, a similar school in Detroit, using the SDP focus
on development, achieved the highest scores in Michigan on state-wide tests for
fourth graders.5
But the experiences they received that helped them grow and prepared them for life
are probably more important. We are now working with school districts, schools of
education, policy and opinion leaders. It is our hope that these efforts will ignite a
national movement to put the focus in schools on development, and thus prepare
students for the challenges of modern life.
In short, rapid scientific and technological change weakened the vital infrastructure
for development, teaching and learning, and preparation for life. But with policies and
programs geared to restore the essential elements of this infrastructure, we may be
able to recreate the social fabric of the "village," and offer a generation of children a
real chance at realizing the American dream. <
James P. Comer is Maurice Falk Professor of Child Psychiatry at the Yale University
Child Study Center. He founded the Center's School Development Program in 1968.
Spring, 2005
A method to his mastery: James Comer's
enigmatic model
for school success
by Nathan Glazer
Education Next
Leave No Child Behind: Preparing Today's Youth for Tomorrow's World
By James P. Comer, M.D.
Foreword by Henry Louis Gates Jr.
Yale University Press, 2004, $28.00; 327 pages.
Leave No Child Behind is the most recent and perhaps the fullest account of
Professor James Comer's approach to the improvement of schools and education.
All of the competing models for school improvement that have been developed and
in various degrees implemented in the past few decades have distinctive features,
but the School Development Program (SDP), or the Comer process, as it is also
called, is unique: it is apparently indifferent to specifics of curriculum.
But is it after all not a distinctive approach to curriculum--traditional or progressive,
intensive or relaxed, free or prescribed, pluralistic or monistic--that characterizes the
various competitive models for enhancing school achievement?
So how do we define or characterize the Comer process? Some years ago, a
proposed model for school achievement labeled Atlas, which brought together the
approaches of Theodore Sizer, Howard Gardner, the Educational Development
Corporation, and Comer's SDP, received funding in a competitive process to
develop the model and implement it in various schools. It was easy enough, from
their works and products, to describe what the first three approaches were, and
curriculum loomed large in all of them. But I became perplexed when I tried to
understand the content of the Comer approach.
To enhance learning, Comer does not recommend any particular content as
much as "relationships, relationships, relationships." "Good relationships
among and between the people that influence the quality of child life,
largely home and school, make good child and adolescent rearing and
development possible.
Good relationships make student, adult, and
organizational development possible, which in turn makes a strong academic focus
possible." But note how far down the line the "academic focus" comes in this
characterization of his approach. Indeed, as Dr. Comer takes us through his
interesting and varied experiences in trying to improve schooling and education for
children who are generally at the bottom in school achievement, we discover that, in
contrast to some other models, his does not aim at or expect any rapid improvement
in achievement. I should emphasize at the beginning that Comer is not indifferent to
achievement; it is a key objective of his emphasis on relationships and psychological
development. He knows achievement is essential to functioning in today's society,
and the book has an extensive chapter on the ramifications of failure in school
achievement for life, health, and income. But he knows it will take a while to see any
improvement in achievement as he builds his foundation of relationships.
From Indiana to the Ivy League
Dr. Comer began working with two New Haven schools in 1968. He came from a
working-class black family in East Chicago, Indiana, earned medical and public
health degrees, worked in various settings as a child psychiatrist, and had pondered
problems of dysfunctional child development. He leapt at the opportunity offered by
Yale's Child Study Center to go into two elementary schools in New Haven on a Ford
Foundation program. "The schools were thirty-second and thirty-third out of
thirty-three in the city on standardized achievement tests. They had the worst
attendance. The student behavior problems were overwhelming.... The almost
completely new staff brought in for the project was in disarray from the first day;
almost all were gone by the end of the year. My first reaction was that we had to
change the environment; children could not learn and develop in that chaotic
situation." After five years, one of the schools was dropped and replaced by
"Eventually the two schools in our project achieved the third and
fourth highest-level mathematics and language arts test scores and the
best attendance in the city."
But it took seven years.
Building on the foundation of all he and his associates have learned over
the years--they have since worked in almost a thousand schools--
Dr. Comer
writes that when they begin with a dysfunctional school they might expect
improvement in five years.
It is a rare administrator or public that is that
relaxed in its expectations.
But just what do they do during those years of building relationships?
would like to know more than one learns from this book,
but that would
undoubtedly take detailed logs of daily actions and problems.
The Comer process begins with a committee
--teachers, administrators,
parents, social agency workers, and, at the high-school level (which Dr. Comer does
not discuss in this book), students. The committee considers ways of improving the
school, and these could be very varied indeed.
the key, as Dr. Comer presents it, is that the members of the committee
must not find fault with any of the participants (though there would seem to be
much to find fault with), and they
must operate by consensus. One has the
impression that if this condition is not possible, the Comer group will simply
withdraw. The process does not and cannot operate with conflict.
It is very far from the Alinsky method or some other social change processes that
look for and find a mobilizing grievance against authority. One hears little in this
book about school bureaucracies and the difficulties they create for education
Dr. Comer does not think much of some of the approaches that are popular with
many of the readers of this journal. He does not think school choice will do much, as
many believe, for poor minority children. He does not think much of "merit-pay and
high-stakes accountability, or 'reward and punishment,' to solve education
problems." One could enter into an argument with him on the basis of various
studies, but Dr. Comer would not be easily moved. His approach is clinical, and one
suspects he would be more convinced by what he sees in a school than by a proper
scientific study comparing it with others. But in the end, as I have noted, yes, he
would be in full agreement that there must be a payoff in academic achievement,
and that achievement tests show whether there is such a payoff.
But what do they actually do in Comer process schools, aside from providing "vital
environments and good experiences"? The first reference in this book to anything
one might call a curriculum comes on page 150, where we learn of the development
of a "Social Skills Curriculum for Inner-City Children" in 1977. "The goal was to better
prepare students to be successful in school by introducing them to activity areas
where they could learn and develop the skills needed to be successful in life." Dr.
Comer thinks highly of this curriculum, but there are no further details. The first
reference to anything that one could call an academic curriculum comes on page
196, where Comer describes an "Essentials of Literacy" program. The six essential
elements are "phonics, story sense, listening, guided reading, vocabulary, and
writing." The program "provides students with a safe, nurturing, highly stimulating,
and rewarding environment in which to develop their literacy skills." It seems to stand
aside from the regular school curriculum.
The SDP has many success stories to tell, as well as cases where it had to withdraw
from the school or where administrators and principals changed or abandoned
support. The story is not very different from other school-reform models. Its
successes are based on committed and energetic individuals and the inspiring role
of Dr. Comer himself. Some claim to be proof against individual variation and
effectiveness, but that would be far from Dr. Comer's approach. Clearly this is an
interesting man, with a program that has been attractive to many schools. One would
still like to know just what they do, and after this book this reader, at least, is still
somewhat at sea.
Nathan Glazer is a professor emeritus of education at Harvard University and the
author of, among other books, We Are All Multiculturalists Now (Harvard University
Press, 1998).
Comer Schools
Downloaded April 21, 2011
This is an approach to restructuring the governance and practices of
individual schools,
initiated by psychologist James Comer in the mid-1970s. This
approach hinges on Comer's theory of how children develop and learn, and the
reasons that disadvantaged, minority children do not learn in schools.
Comer believes that children follow a developmental continuum. They are born,
totally dependent, into a family that is part of a social network with beliefs, attitudes,
activities, and lifestyles. Parents become mediators who tell children what is
important. Children gradually learn to manage their feelings and impulses, in
essence, to control themselves. Development occurs in speech and language,
cognition, intellectual and academic understanding, and moral, psychological, and
social dimensions. To learn, children must imitate and identify with authority figures,
in other words, internalize attitudes and values by relating emotionally to others.
When children come to school prepared to learn in that school's style, due to how
they have fared in the developmental continuum, they are perceived as "good."
When they do not, they are often perceived as "bad." For this reason, Corner attests
individual schools must support further developmental growth.
Basic Elements
When the Comer process is introduced into a school, it usually involves the following
* Changed School Governance
–Parents, community members, teachers,
administrators, and school staff collaborate in making key educational decisions.
* Creation of a Social Skills Curriculum–
Schools need developmental programs
for young children who do not learn certain types of skills at home. Typically, a social
skills curriculum covers politics and government, business and economics, health
and nutrition, and spiritual and leisure activities.
Adoption of a Developmental Perspective Toward Children
and Their
Learning–This perspective incorporates three beliefs:
1. All children are capable of learning.
2. Learning is best achieved through the collaborative participation of all involved
3. Students enter school at different points along a developmental continuum.
The content on this page was written by On Purpose Associates.
San Diego
Education Report
Comer motivated
[Maura Larkins' note: The following article is either disingenuous or mistaken. In
fact, the Comer representative for Chula Vista Elementary School District, Roger
Cunningham, advised a principal in February 2001 that there was no need to have
any discussion with a teacher who complained that the Comer principles were being
violated. He advised that the teacher should leave the school. A false allegation
was concocted by powerful teachers who controlled the school, and the
teacher who
complained was sent
. Later the district paid $100,000s in legal fees in a case
involving the wronged teacher. Then the district tried to transfer some of the
powerful teachers, and ended up paying even more in legal fees. The school was
deeply damaged, and now has falling enrollment, a high suspension rate, and falling
test scores. The Comer Program seems to have been the trigger for the implosion
of this school.]
by Courtenay Singer
More than half of school reform efforts fail, many as a result of poor implementation.
Without buy-in from critical actors such as teachers, administrators and parents, any
reform effort – no matter how well-intentioned and conceived – is sunk.
Faced with such crushing odds, all education reformers confront the same dilemma
– how can they convince key players to implement their reforms correctly?
"You really can't make people do very much," points out James Comer, a professor
of child psychiatry at Yale University. "And if you do, they very often resist and rebel."
Lauren Resnick of the Institute for Learning at the University of Pittsburgh concurs.
"If we just tell them what to do, they will either protest and walk away, or fight, or
pretend to do it. And nobody's mind will get changed."
So if you can't dictate, how do you ensure success? The key is buy-in, or ownership,
from the participants. Orchestrators of different school models all rely on getting
others excited about, and invested in, the success and implementation of the model,
but they do it in different ways.
For instance, one proven reform model, Success for All (SFA), sets itself up for
accomplishment by imposing tough terms. SFA requires that 80% of the teachers in
any school agree to implement the program before SFA will even work with their
Another model, James Comer's School Development Program, pushes its schools to
adopt a team approach to school management, thereby demanding a significant
shift from traditional top-down school management. In Comer schools, everyone has
the opportunity to participate in decision-making, giving key players a greater feeling
of ownership over important decisions.
To get everyone on the same page, KIPP (Knowledge is Power Program) requires
that parents, teachers and students all sign a form called the "Commitment to
Excellence." Teachers commit to make themselves available to kids, and to teach to
the best of their abilities. Parents commit to check their children's homework, to
provide a quiet place for them to get homework done, to provide the school uniform,
and to keep their child on schedule and following the rules. And the students make
an enriching but intense commitment of time, good behavior and hard work.
Getting buy-in is far from automatic.
Teachers at Centennial Elementary School in Washington State were hesitant
before adopting Success for All's stream-lined, scripted reading program. "I was a
little bit reluctant because … I didn't know for sure that this was the answer," fourth
grade teacher Nancy Rashko explains. "Having been in education a long time, we
sometimes say 'oh, there's a pendulum. You try this…. and then you try this.' So I
wasn't sure whether we were jumping on a pendulum or whether this was something
that was really going to be effective. But I voted for it because we obviously needed
to do a better job."
The 80% vote is critical, because when teachers confront the hard realities of
serious change, many want to back-out. The advance commitment helps teachers
recognize that this is not just a flavor-of-the-month reform. Instead, they're put on
notice to prepare for significant and hopefully permanent change. Success for All
"…can't be imposed by a principal," says founder Bob Slavin. "It can't be imposed by
a district mandate. Because we know that this is a very substantial change, we want
the individual teachers and principals to be fully bought into that change and to feel
as though they made a choice; that this was not something that they were forced to
Teacher buy-in at Centennial Elementary School became crucial since instructors
were forced to make drastic changes in their teaching methods. They had to follow
scripts and schedules dictated by Success for All. It took awhile for them to see
results. But over a year or two, the school achieved significant gains in reading, and
now, according to Principal Alan McDonald, the teachers are enthusiastic. "They
have bought into this program," he affirms. "They get results and because of that,
they've accepted it. Close to 100% believe that is a good program."
In Chicago, similar problems confronted reform. When Principal Maurice Harvey
opened the Jordan Community School, he adopted the Comer Process, seeking the
benefits of involving parents and teachers in school management. But Harvey did
not fully understand the implications for him personally. Neither did the teachers.
The Comer Process mandated parceling out power, in the form of shared decisions
being made not by Harvey alone but by management teams such as the Student
Staff Support Team (SSST) and the School Planning and Management Team
(SPMT). And Harvey, trained as a dictatorial principal, struggled royally against the
requirement for him to let go of some power.
In fact, third grade teacher Judy Owens remembers that Harvey "wanted to rule with
an iron fist."
"It's very difficult to relinquish power," Harvey agrees. "It's very difficult. As Dr. Comer
says, 'consensus, no fault, collaboration'. Those are very easy words to say… but
very hard to do."
But Owens also recalls disbelief and discomfort among the teachers who suddenly
had more clout. She remembers thinking about Harvey, "You really care about what
we think? Our suggestions are worthwhile? You are listening? It was …
The teachers quickly learned to participate in informed decisions. In fact, they
eventually overturned one of Harvey's major curricular initiatives. Over one summer,
Jordan received a grant from the Chicago Board of Education, which Harvey
directed into teaching Spanish. This aggravated teachers who felt the students still
needed more help mastering basic math and science. They brought their concerns
to the School Planning and Management Team (SPMT). As a group, the SPMT
voted to redirect the funds to enhanced math study for kindergarten through third
grade, through an innovative program called "Everyday Math." Now steeped in the
Comer Process, Harvey accepted being overruled by his faculty.
In inner city schools like Jordan, running a parents' organization is much harder than
running the P.T.A. in a suburban community where many parents take involvement
at school for granted. But the Comer Process pushes schools like Jordan to get
parents involved in decision-making and improving the school culture.
Rhonda Jones is a prime example of the challenge and the potential. At the time
Rhonda's daughter, Shequeta, started school at Jordan, Rhonda was addicted to
"uzis" – a potent blend of marijuana and crack. Nonetheless, when she insisted on
watching over her child and evinced an interest in helping out at the school, the
Comer social worker drew her in as a volunteer. Rhonda began with small office
tasks, answering phones, and helping out as a teacher aide. As she felt supported
and useful, and her sense of self-worth emerged, she quit doing drugs.
In time, Rhonda became a key leader among parents. Given responsibility, she
"bought-in" to the school and began involving other parents, and the school became
like a community center, run by its many members, working in the best interests of
the children.
James Comer asserts that without buy-in, reform faces failure. Of the schools
currently seeking to pursue the Comer Process, he says about two-thirds are
making headway and about one-third are showing little improvement. "The reason
that's so is the degree to which they buy in to these ideas, and the degree to which
they really apply them," he says. "There are many people who say they are using
the process but they are not really using it, and we have done studies to
demonstrate that. The studies show that the schools that buy-in and implement best
have the best outcomes."
Like Success for All and the Comer Process, the Knowledge Is Power Program
(KIPP) holds that ongoing achievement necessitates getting everyone on board up
front. Success, explains Diana Soliz, Assistant Principal at KIPP 3D Academy in
Houston, "takes three entities working together – the parents, the students and the
Having buy-in from all three parties is essential, she points out, because KIPP
middle schools have the high ambition of putting children from high poverty
neighborhoods on a track toward college. As a charter program, KIPP schools can
demand more of the fifth through eighth graders than normal public schools: longer
school days, school on Saturdays, hours of homework every night, and significant
parental involvement. So parents, teachers and students must all sign KIPP's
"Commitment to Excellence" to insure that everyone is prepared for the long road
ahead, as the students "climb the mountain to college."
These commitments come in handy when the going gets tough – something KIPP is
very up-front about. "We look in everyone's eyes and make sure that everyone
agrees that they're up for it, they're up for the challenge," says Dan Caesar,
Principal of KIPP 3D in Houston. "We let them know it's a sacrifice. We look at the
kids, a little fourth grader, nine-year-olds and say, 'your life is going to change. You'
re going to have homework.' We let them know how it's going to be. We don't sugar
coat it. We look at the parent and the child and say 'but it's worth it. We're going to
work with you as hard as we can. Our teachers are going to put in 100% effort to
make sure that for the next four years you're going to get the best education you
can and we're going to talk about getting into a great high school and getting into a
great college four years later.'"
Success for All gets buy-in by a pre-emptive vote. Comer achieves it with joint
management. And KIPP obtains it through an up-front commitment from all players.
These models are succeeding – and the buy-in makes all the difference.
an Diego
Why This Website
Stutz Artiano Shinoff
& Holtz
v. Maura
Castle Park
entary School
Law Enforcement
Stutz Artiano Shinoff
& Holtz
Silence is Golden
Schools and Violence
Office Admin Hearings
Larkins OAH Hearing

subset: commoncrawl


text:
Etaoin shrdlu
Etaoin shrdlu,
A Linotyper's blowoff.
Proto lol.
Words are like water.
They can wash over you.
Cleanse you or smear you.
Cool you or fire you up.
Words are like water.
But they don't freeze well
And are no good in drinks.
Pigs ought to be proud that their bellies
Are so wonderfully welcome again.
Bacon's the bomb. Bacon rules.
Bacon talks, sausage walks.
Bacon Fests, bacon shakes, bacon on burgers,
Bacon on cheese, bacon on sundaes.
Bacon on Chinese, bacon on Mondays.
Chocolate covered bacon. Bacon vodka,
Na zdorovya! <snicker>
Artisanal bacon, oo la la. El gordo.
Six different types of umami
Smoked, sliced and ready to fry,
Ready to grill, ready to bake.
Downfall of many a vegetarian,
A gateway meat, a step to steak.
Pigs ought to be proud.


text:
Silverlog chalet with 3 storeys (basement, ground floor, and sleeping loft). Located in stunning scenery on the shore of a lake in the fell (hilly) part of Lapland.
By arrangement with owner a lakeshore sauna is available during summertime; this has a sauna room (wood-burning stove) and a room with a fireplace (room has a double bed). There are cold water pipe, underfloor heating and electric light in the sauna.
Note: compulsory final cleaning fee (will be added to the reservation).
Torassieppi cultural heritage village and Lapinkartano (Lapland Manor) museum 2 km. Ski resorts: Olos 9 km, Pallastunturi 18 km and Levi 52 km. Pallas-Ylläs National Park 6 km. River Muonionjoki salmon fishing waters 16 km.


text:
It's been a while since we've heard from The Ready Set, but today the band released a new song titled "Higher," which will be on their new album The Bad & The Better (pre-orders available on iTunes and in bundles) to be released on May 27th. You can check out the song below right now, and you can find the band on every date of Warped Tour 2014, this summer.
"Im excited that this song is the first single off The Bad & The Better. It's about climbing out of a dark place that, upon realization, may have been something that you created in your mind. Sometimes things are not as they appear. You can interpret that appearance and change it. Find the beauty in everything." – The Ready Set
Want to know more about the band? Check out their website:


text:
How to Write a Diversity Scholarship Essay | eHow
Foundations, schools, and other organizations granting scholarships often have core values which drive their company. If you want to impress them, research and find some of the key terms and core values that they use consistently and work those ideas and terms into your essay. Repairing couches how to how To Write Essays For Scholarship Applications Examples fix a sagging couch Can you tell us about box braids? Box braids how to style box braids Tips A how To Write Essays For Scholarship Applications Examples great way to find a scholarship that is designed for your needs and lies in your fields of studies is the Federal Trade Commission or on sites that specialize on scholarship. How to Write a Diversity Statement, how to Write a Diversity Paper, thesis Ideas on Diversity. You May Also Like, how to Write a Diversity Scholarship Essay. Preparing an essay for a college scholarship can be stressful, but if done right can. The Federal Trade Commission website for example has many resources and links for people who are looking for are scholars.
One level that you have to don't forget is that the sponsors will be analyzing your application form to begin with, so put together the application in a way that will impress them. Create or print it legibly, keep it neat and tidy, set all needed files with each other and compose your identify and details on each duplicate of it. Set the finished application form in a thoroughly clean folder and enclose the folder in an envelope. Verify that you have dealt with it to the proper authority and that the tackle is correct. We at Diversity Scholarship Essays advise that you send out it by means of registered put up and that you stick to up by enquiring if it has been obtained. Understand much more about how to qualify for a Diversity Scholarship Essays and discover about Diversity Scholarship Essays ideas at our web site.
Personal Essay Writing: Diversity Scholarship Essay
Below is a free excerpt of "Diversity Scholarship Essay" from Anti Essays, your source for free research papers, essays, and term paper examples.


text:
Five Senses Festival · 292 Bee Brook Road · Washington, CT 06777
Event Reservations and Tickets:
- Click or Hover on event titles to see more information, including a Registration or Tickets widget where you may reserve your spot.
- To Register: select the number of reservations you need (note: some events have multiple dates). Once you select your tickets, be sure to scroll down in the ticketing widget to the green Register button.
Exploring our Interactive Schedule:
Click the items under Filter by Type to the right of the calendar to sort for specific types of events – such as Free, Family, etc.
- Use the Filter by Date widget to filter by timeframe (scroll down in the widget to select August dates)
Unless otherwise indicated, all events have limited capacity, and reservations are required.


text:
It's hard to believe that it's already May!
We have some great events coming up this month!
The People to People CSA will be kicking off next week! If you have signed up for our CSA, you will be getting an email very soon with more information! Thank you for joining us on this new endeavor!
The Annual Plant Swap is next weekend, Friday May 9th and Saturday May 10th on our patio! The forecast says it will be be beautiful so bring your plants and trade for some new ones!
The following Thursday, our Produce Director, Kait will be teaching our FREE May Cooking class, "Kale Yeah!" Kait will be teaching us all kinds of her favorite kale recipes including salads, kale chips, smoothies and more!
Our monthly Board Meeting is Monday, May 19th in the UFM fireplace room!
We will also be visiting Coal Creek Farms and Meadowsweet Farms this month! Stay tuned for pictures on our facebook and the local food resource page!
School is almost over! Start out studying for finals right with Student Deli Discount Day every monday! Show your Student ID and get your choice of sandwich for only $5!
We'll also be releasing a Groupon soon! Check out their app or the website to stay in the loop!
And as always, don't forget to check out our May sales in grocery and herbs!
Happy May!
-Your PeGro Team


text:
The 3rd episode is out! This time it's coach Jose who will be guiding you guys with a body weight program that you can do at home or at 360. Enjoy!
If you missed the last one which was a zumba routine, here you go!
And finally, you knew the Makati branch wasn't gonna get left out. Here's their challenge of the month or what they call the "Martyr Challenge". Coach Edgar designed this isometric-based workout
Enjoy the workouts guys!
Your email address will not be published. Required fields are marked *
Name *
Email *


text:
How to shop for Replica Handbags online
Most of the Hollywood stars are set the bar looking stunning with the help of designer hand bags. But we are the common people; we are not the famous actress or business tycoons who can buy the designer clothes or accessories that they use. So, we can't afford that 'designer hand bags.
Fortunately, we have plenty of alternatives in the world of fashions. Especially, when it comes to the accessories like knockoff purse, shoes etc. There are varieties of designer inspired hand bags available in different online stores. We can easily find designs inspired by big brands such as Bottega Veneta, Gucci etc. But most of the time online shopping creates more headaches as a result of terrific handbag steals.
When we search for'' replica hand bags'' Google shows us over thirty million results. But finding the right item from the list is the most vital question. If you are new in online shopping world, you should visit the retail websites of the famous brands. On these sites, you can view the latest designer styles. Once you select your choice of designs you should write down the hand bags designer name and the model number. Then you have to type them into Google with the phrase" inspired by" or you might also try keywords such as "knockoff purse" or "replica purses".
Once you found some search results, you have to examine several pages of results for the bag you looking for. You should search for fashion retailers that have clean, professional online presentations. Website quality is a good indicator of product and customer service quality. Companies who are careful about their presentation have a tendency to pay attention to the details of their products. You should avoid the sites that look messy and disorganized.
After you have found the bag of your choice on a reputable designer inspired hand bags website, carefully check the dimensions of the bag to ensure the size of the bag that is right for you. Because replica hand bags are not always having the same dimensions of the originals that inspired them. You can choose to shop from the websites that offer images with models. It can help you to understand the size of the handbag.
If you have follows all the steps you should be buying a handbag in a nominal price whereas the originals are retailed for sky-high prices. Also, the advantage of buying replica handbags is that you can afford to pick and choose different types of bags to match your wardrobe.


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Product Description
NOTE: These are officially back in production and will be ready to ship out by 2/15/19.
For those of you with ARB bumpers you should all be familiar with the style, the look, the heft and the commanding nature that owning an ARB bumper gives you. But when you drive a Toyota you want something to make it feel...special.
Everyone can see you are rocking an ARB bumper, now show them that you are rocking some Toyota pride as well. This TEQ sticker replaces the ARB sticker found currently on your ARB bumper. Of course if you have any bumper...or ANY flat surface for that matter, then this sticker begs to be applied and admired.
Here are a couple customer supplied links to their install:
Wits' End - How to convert from ARB to TEQ
Goodbye ARB badge... Hello TEQ! from Wits' End
Made in Canada
Product Videos
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Product Reviews
4 Reviews Hide Reviews Show Reviews
It sticks good. Thx guys.
Great fit and already have compliments
Makes the ARB bumper look great!!
Awesome decal!!
TEQ Conversion.
Happy with the conversion and quality.
Not your average sticker
Why would someone take the time to review a sticker? Well, because it looks so fricking cool. The size is perfect to replace the ARB sticker and the adhesive is ridiculous. Be sure to place it right the first time otherwise you might peal off your powder coating along with the TEQ badge. Another well made product from wit's end


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The Lord your God in your midst, the Mighty One, will save; He will rejoice over you with gladness. He will quiet you in His love, He will rejoice over you with singing." Zephaniah 3:17
Monday, October 27, 2008
Posted by Tiffany Renee Phillips at 2:33 PM
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Paul Newman Homes' appeal to controversially build 300 properties on land at Valley Farm by Linslade has been slated for this winter.
The developer announced in April that it was intending to appeal Aylesbury Vale District Council's rejection of its scheme to the dismay of campaigners fighting to save the countryside.
The plan is drastically downscaled from a previous rejected application for 900 homes - which Paul Newman lost on appeal. The latest appeal will be heard by a Government inspector from November 29 to December 1 at The Gateway, Aylesbury.
Leighton-Linslade Town Councillor Dr Clive Palmer told the LBO that AVDC was currently consulting on its draft local plan, which included a proposal to extend the Green Belt to include land at Valley Farm.
He said: "That obviously would be very helpful to all who oppose building at Valley Farm."
The draft local plan will be submitted to full council at the end of the year and then they will start a consultation with the public in early 2017 before it is passed to the Government for approval.
Dr Palmer is encouraging residents opposed to housing on Valley Farm to write to AVDC supporting the view that the land should be designated green belt.
See http://www.aylesburyvaledc.gov.uk/section/vale-aylesbury-local-plan-valp


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Smriti irani
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Copyright © 2019; www.ap7am.com


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Microgrid Projects
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22.97km2 / 1,919 people Configuration: WT+ PV+ ESS + EMS + Geothermal
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Posts Tagged 'belgian comics'
Wall Art & Comics June 13th, 2010
Early this year I took a trip to Brussels to visit a friend.
I'd visited Brussels only once before for a day. And that as a small child. The one enduring impression I had of the city then was the sheer amount of graffiti all over the place.
After my visit this time, I can certainly confirm that wall art is certainly big over there.
I hope to share with you a short a series on graffiti and wall art in Brussels soon. Meanwhile, this here is a picture of the very first thing I saw upon exiting the Brussels Midi train station following my arrival:
The image, which took up the entirety of the wall of a tall building, is a spectacular reference to all manner of comic books characters prominent in popular culture in Europe and which were created by Belgian artists.
You can see characters from and references to: The Smurfs, Tintin, Leonard, Blake & Mortimer, Thorgal, Spirou, and many many more. Belgium has a long and illustrious history producing some of the best in comics and has been a major influencer in the development of comics in Europe. If you'd like to know more, see here and here.
More coming soon!
Tags: belgian comics, belgium, blake & mortimer, blake and mortimer, Brussels, brussels midi, comic book, comics, european comics, fantasio, franco-belgian comic, graffiti, leonard, smurfs, spirou, thorgal, tintin, train station, wall art
Posted in Travel/Urban | Comments (1)


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Qiao Tang唐桥
Area Manager
Born in China, Qiao moved to Australia in 2008.
Upon moving to Melbourne, Qiao completed his Master's in Business and I.T at Melbourne University.
Qiao soon realised that he had a passion for the real estate industry which is when he decided to complete his Agents Representative Certificate.
Joining us at Ray White Mount Waverley in October 2017, Qiao brings along with him his great communication skills, fluency in Mandarin, familiarity with the Monash area and knowledge of property investment and development.
Above all, you can always count on Qiao for his hard working ethic, caring nature and his integrity. His go getting attitude will see him succeed and we are excited to have him as a part of our team!
When he is not out prospecting, Qiao is a basketball fan and enjoys a good game, he also loves to spend time with his family making sure that there is plenty of quality time spent together.


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Starting a Business in College – Part 1
Welcome to the first in a series of posts about starting a business in college.
Let me guess: you have tried working several different jobs. You have even tried switching industries to see if that help. For some strange reason, however, nothing seems to make you happy. No matter the job or the experience, what you know for sure is that you hate having a boss. You aren't just being lazy (which is another big reason people dislike their jobs, and is a completely different matter), because you do have passions. There are things you are willing to work for and things that you love doing all the time.
This isn't a bad thing. Assuming you're not just being lazy, what this means is that you aren't content with being a career conformist. Rather, you dream bigger. So let's take that dream and turn it into something real.
Decide Your Path
What do you want to do? If you are struggling with this, find something you are naturally good at or could do for hours on end without ever getting tired of it. Somebody once told me "Whatever you do when you have nothing to do, that's what your future career is." For example, if I have a passion for filmmaking, so whenever I have a free weekend or any time at all, I'm writing, prepping, and shooting little movies with my friends, then it's possible that this is a good option for me to pursue.
There are 2 very important things to consider before you finalize your decision:
1. Is there a market for it?
If you have a passion for something odd or not super popular, you may need to do a little more critical thinking to arrive at exactly what you can do to make your product sellable. If you don't know who you're selling to, chances are they won't know who you are either.
2. Am I any good at it?
There are a lot of things we romanticize in our minds. We'd like to think that we are naturally gifted in a certain area where we actually are not. You might have one or two of these things on your list of "likes," and if you think about it enough, you can probably figure out for yourself if it's a romanticized notion, or something you truly have a knack for. You must find something that you are already good at, or are capable of getting there with some more education and experience. Here's a hint: If the thought of learning about a particular topic drives you mad, then that's probably not the career for you. In order to love the job, you must love learning about it as well. It has to be something that can consume you. It isn't something that takes work to love, but rather takes extra effort to stop doing so you can go be a normal person once in awhile.
Do it for the right reasons
Starting a business requires a significant amount of self-exploration, honesty, and endurance. If you don't start out on the right foot, you could be working towards a goal that never was realistic to begin with. If it's something you can market, that's great. But if you're going to hate it in six months, where will your motivation come from? And trust me when I say this: money is a fleeting thing. If you are trying to get something going purely because "it will get you rich," if you hate it, no amount of money will keep you doing it forever. At some point you will realize that being miserable every single day of your life isn't worth the paycheck. Your bad idea and your reliance on your money will be your new boss, and we all know how much you hate bosses.
Research companies/people/organizations similar to what you want to do. See who is doing what, and who is being successful at it. You won't be able to copy their models exactly. Starting a business in college is a completely unique world, so you almost always have to carve your own path.
Keep a notepad with you and write down the concepts that you like and any inspiration that comes to you about your own company.
Start building a concept of exactly what you want your company to be in every regard. Be as specific as you can be, but be open to change. Remember, this is your ball of clay, and you get to shape it and re-shape it to your heart's content.
Jot down some notes about others and about yourself. Think about it all the time.
Finally, believe you can do it. You will be your biggest enemy during this process. If you begin to blame circumstance, status, or other people for your failures, then none of them will be what propels you to success. Edison made a few bad bulbs before he got electricity just right, so don't worry. Be persistant and don't let your friends or family or anyone tell you it's not possible. It's only not possible if you keep yourself from believing you are smart enough to do it.


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Penn State Hockey
Penn State skates to victory over Robert Morris
The Penn State men's hockey team's ventures to Pittsburgh have not been the most fruitful in the program's five-plus seasons.
Friday night proved to be a much more enjoyable experience, as the Nittany Lions skated to a 5-2 victory over Robert Morris at PPG Paints Arena in Pittsburgh.
Five different Nittany Lions scored, James Gobetz had a goal and an assist, and Andrew Sturtz continued to be an offensive catalyst with a pair of assists.
It was just the third win in seven meetings between the teams for Penn State, and the fourth victory in nine games played in the Pittsburgh Penguins' home, as the Nittany Lions try to claim supremacy of Pennsylvania hockey.
"We both have a lot of pride in our programs," coach Guy Gadowsky told the media in Pittsburgh. "We're from Pennsylvania, we're not that far apart, and we want bragging rights. That's why this is important."
After a sluggish start to the season, the Nittany Lions (10-7-2) are 5-0-2 in their last seven games, outscoring opponents 34-13 over that stretch.
"It's fun when we're playing our game," Gobetz said. "It's fun to be out there with all the guys work so hard. We maybe had a slow start, not getting the bounces, but these last few weeks have been awesome."
Player of the Game
Gobetz had just had one goal and six assists in his career entering the night, with his only other goal scored against Denver in the NCAA regional finals last March. He scored his goal late in the second period on a rebound. Sturtz barreled in toward the net but had the puck poked away by Colonials goalie Francis Marotte before the junior could get off a shot, but the puck bounced right to the sophomore defenseman for the tally.
"Playing with him last year," Gobetz said of Sturtz, "he's going to try to cut in, he's going to try and stuff it, he's not going to pull up. He's taking it to the net. I kind of knew that. I just followed it up. ... It's nice for him to do all the work and I get the reward."
Sturtz also assisted on Berger's goal, giving him a team-leading 14 helpers on the season.
More scoring
Also finding the net were Nate Sucese and Sam Sternschein in the second period, and Chase Berger and Denis Smirnov in the third.
Michael Lauria put the Colonials in the lead in the first, and Brady Ferguson had the other goal.
Defending the net
Penn State's Peyton Jones made 28 saves, giving way in the final three minutes of the third to Matt Ehrlichman, a Bedford native and Penn State senior seeing the ice for the first time in his varsity career.
Up next
The teams complete the home-and-home series at 7:05 p.m. Saturday at Pegula Ice Arena. It will be the final Penn State game before winter break. The team will not play again until Jan. 5.


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A good locksmith in houston Galleria-Uptown can help you out when times are tough for you. Prepare yourself for getting a high quality professional using the ideas presented to you in the below text.
Cover locks before you begin painting. It may take a bit of time to cover all the locks, but it will prevent you from having to replace all your locks.
You should prepare yourself even if you don't really think a locksmith in houston Galleria-Uptown. Research to find reputable professionals that you can be contacted for emergencies. Put their number in your phone and relax.
Avoid higher fees by using a locksmith in houston Galleria-Uptown during his normal business hours. The price a locksmith in houston Galleria-Uptown charges goes up after hours can vary widely. The fee can often be double or more the standard fee after hours.
Check with the BBB site to see if you can rely on a locksmith in houston Galleria-Uptown. This will give you know if the locksmith in houston Galleria-Uptown is reputable.
Do not use a locksmith in houston Galleria-Uptown that changes their quote upon arrival. There are too many scammers out there who want to rip you to deal with one that is not upfront and honest with you.
Choose a tradesman who is an active members of his professional community. It is wise to know that you have a locksmith in houston Galleria-Uptown who stays updated on your locks. It also help you that take you for all you've got!
Check the credentials of any locksmith in houston Galleria-Uptown prior to allowing him inside your house. You can check out their business address with his telephone number. The Internet has made it quite simple to check if someone is reliable and trustworthy, so do it!
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Never hire a locksmith in houston Galleria-Uptown who charge you just for coming to your home or business. Most locksmith in houston Galleria-Uptowns won't do that, so this is a red flag that you may be dealing with an unethical locksmith in houston Galleria-Uptown. If you end up asking them to leave, ask him to leave, then call the police.
Locksmith services are more expensive if you have to call them after hours. Some people will take advantage of this to charge unreasonable rates. You can often avoid this scene if you get a quote from multiple locksmith in houston Galleria-Uptowns.
Some locksmith in houston Galleria-Uptowns have the training to repair your alarm as well.
Ask for an ID and license when a license. Make sure you compare both so that the license is legitimate. A qualified locksmith in houston Galleria-Uptown will have a license.
Do not forget that you are providing access to your home. If you don't trust them, use someone else. You might feel better arranging a meeting at their business before allowing them access to your home.
If you have a complaint about services rendered, make your displeasure known immediately. If you delay too long, you may not get the customer service that you were hoping for. If you don't get want you need, contact the local consumer protection office in your area.
Find a locksmith in houston Galleria-Uptown with a long periods of work in your community. If they claim to be new, inquire about references from their previous customers. Look them up online to see if they have reviews.
Difficult and dangerous situations do occur from time to time. The key to navigating them safely is being prepared. The information presented here was to help you with your own preparation plans. Go forth and look for a locksmith in houston Galleria-Uptown in order to turn a bad situation around.


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Conquest of the Americas
'They bear no arms, nor know thereof; for I showed them swords and they grasped them by the blade and cut themselves through ignorance. They have no iron.' Thus wrote Christopher Columbus of the first natives he encountered in the New World on 12 October 1492.
Arriving in the Bahamas on board one of three lightly armed ships widely used in voyages of exploration, Columbus reached a part of the world unknown to the ancients.
While wrong about so many things, about this Columbus was right: the native peoples of the New World used no iron. Most indigenous Americans employed only stone age technologies, encountering iron weapons and even iron tools for the first time only after Columbus's arrival.
In their previous voyages of exploration to Africa and Asia Europeans had encountered people who, like themselves, used iron weapons and tools. When the natives on San Salvador in 1492 'cut themselves through ignorance' they showed themselves to be completely unfamiliar with the sharp cutting edge that only iron can hold.
This iron edge would be central to the conquest, for iron (sometimes in its purer form, as steel) formed the principal component of powerful swords, knives, daggers, and lances, and a crucial element in crossbows, all of which could be used to inflict deadly injury; it was also the central component of firearms, the arquebus and the cannon.
Finally it constituted the key element of the defensive devices, helmets and cuirasses (metal vests and shoulder protectors), by which Europeans would shield themselves from native weapons.
According to Columbus, the natives carried bows of the same size as those used in Europe, but with longer arrows made of a cane or a reed of sharp wood, sometimes with a fish's tooth at the end.
Indeed, hunting and fishing tools throughout the Americas comprised rods, bones, or teeth; hence iron hooks for hunting and fishing, iron tips for arrows, iron hatchets for cutting timber and iron knives for carving soon became the most sought after trade-goods everywhere in the Americas since they made hunting and fishing for food so much easier than before.
Seventeenth-century Mohawks near Albany, New York, even nicknamed Europeans 'the iron-workers' for this reason. But iron tips for arrows, and iron knives for carving or hatchets for wood cutting could also be used as weapons, eventually changing for ever the way that natives fought wars in the Americas.
At first the Caribbean peoples Columbus met showed greater interest in those weapons most like their own, particularly the iron-reinforced crossbow that shot arrows further and penetrated a target more deeply than conventional bows and arrows. But the advantages of the unfamiliar steel swords were not so immediately apparent.
Upon seeing the Tainos' interest in the crossbow, Columbus drew his sword from the scabbard and showed it to them, saying that it was as powerful as the crossbow. And these two - the sword and crossbow - would be the only weapons used in the Europeans' first military encounters in the Caribbean.


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Register to attend the upcoming IT Project / Program Management SIG
Thursday, 02 Jun 2016
Thursday, 02 Jun 2016
What does "Planning, Estimating and Forecasting" actually mean in terms of Project Management and Project Governance? The default answer typically revolves around project schedules and budgets. During this presentation we will explore the broader concepts of planning such as project scope, roles and responsibilities as well as business impact. We will then draw on these concepts and to explore their impact on estimating and forecasting.
This SIG event will be led by highly experienced practitioners to facilitate learning and the sharing of experiences.
|Monday 20 June, 2016
|5:30pm registration for a 6:00pm start
|ACS Pearcey Room, Clarendon Street, Southbank Vic
|ACS Members - $20.00
Non-Members - $50.00
For more information and to register, please click here.
Professional Year Students please note: This event will not contribute to your Professional Year program requirements.


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The POS market continues to grow as business owners seek solutions that will help them not only accept payments, but also manage and grow their business. The increased use of new payment types such as Apple Pay, regulatory requirements including EMV and PCI, and online marketing solutions are creating great opportunities for businesses, but also are increasing complexity. Total Merchant Services' new Groovv POS makes it easy for merchants to take advantage of these trends, while providing great opportunities for value-added resellers.
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Two Models: The Groovv POS All-In- One countertop model includes a 13-inch flip touchscreen, compact cash drawer, integrated barcode scanner, receipt printer, and an EMV/NFC payment device. For businesses on the go, the Groovv POS Flex model is fully mobile, featuring a Samsung touchscreen tablet, an EMV/NFC payment device, and a flexible stand that can be folded up and carried to any location.