text:
Oxygen Transport to Tissue XI
Oxygen Transport to Tissue XI pp 387-395 | Cite as
Tissue Oxygenation after Prolonged Ischemia in Skeletal Muscle: Therapeutic Effect of Prophylactic Isovolemic Hemodilution
Michael D. Menger
Falk-Udo Sack
Frithjof Hammersen
Konrad Messmer
Part of the Advances in Experimental Medicine and Biology book series (AEMB, volume 248)
Tissue damage in skeletal muscle caused by prolonged ischemia is due to energy failure as consequence of inadequate oxygen supply of the cells. It is well known that not only ischemia per se but particularly reperfusion of the ischemic tissue induces deterioration of the nutritive blood supply (McCord, 1985; Schmid-Schönbein, 1987). Although the manifestations of reperfusion injury after prolonged ischemia, such as impaired oxygen supply to the tissue, edema and finally tissue necrosis are well known, the mechanisms, causing microcirculatory failure during reperfusion, are still a matter of controversy.
Reperfusion Injury Observation Window Syrian Golden Hamster Postcapillary Venule Functional Capillary Density
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© Plenum Press, New York 1989
1.Dept. of General SurgeryUniversity of SaarlandHomburg, SaarGermany
2.Dept. of Experimental SurgeryUniversity of HeidelbergHeidelbergGermany
3.Dept. of AnatomyUniversity of MunichMunichGermany
Menger M.D., Sack FU., Hammersen F., Messmer K. (1989) Tissue Oxygenation after Prolonged Ischemia in Skeletal Muscle: Therapeutic Effect of Prophylactic Isovolemic Hemodilution. In: Rakusan K., Biro G.P., Goldstick T.K., Turek Z. (eds) Oxygen Transport to Tissue XI. Advances in Experimental Medicine and Biology, vol 248. Springer, Boston, MA
DOI https://doi.org/10.1007/978-1-4684-5643-1_43
Publisher Name Springer, Boston, MA

redpajama_set_name: RedPajamaCommonCrawl


Cole Sport has the most extensive custom boot fitting program in Park City, Utah. If you are convinced ski boots can't be comfortable, come visit our team of experienced custom boot fitters to learn otherwise. Ski boot technology, just as ski tech, has evolved drastically in recent years allowing for a more comfortable, snug fit that produces results on the slopes.
Along with improved boot shells and liners, the custom boot fitting process has progressed to help skiers find that perfect combination of comfort and performance. The ability to manipulate or punch the plastic of a ski boot creates a better interface between ankle, foot and outer shell. Custom moldable, dynamic footbeds provide unmatched support and positional hold within the boot while allowing the ankle to articulate, an essential human motion for maintaining balance and delivering power to the ski. After heat molding the inner boots to the skiers feet, the essential step of alignment is undertaken to ensure the skier is properly balanced and flat on their skis, allowing for smoother edge to edge transitions and reduced body stress and fatigue. Our basic boot fitting process starts at $50 but is included in the price of boots when purchased in store.


Voitures D Occasion Mercedes Dci is free HD wallpaper. This wallpaper was upload at April 20, 2019 upload by admin in .You can download it in your computer by clicking resolution image in Download by size:. Don't forget to rate and comment if you interest with this wallpaper.


Living Like Jesus - Building Our Community: How Do I Study a Bible Passage?
The key to Bible Study is asking good questions.
· Paul intends to send two men to Philippi.
· Paul endorsed these men as role models.
· What does it mean to be like these men? What are they like?
1. A godly person is caring.
2. A godly person is consistent.
3. A godly person is cooperative.
4. A godly person is considerate.
5. A godly person is courageous.
III. CORRELATION: What do other verses say?
IV. APPLICATION: What does it mean to me?


Disclosure: This decoupaged drawers post contains affiliate links for your convenience.
This dresser is the last piece of a custom bedroom set that I've just completed. It's a true transformation from modern and sleek to shabby chic. The dresser came in dark and modern with 10 drawers! The wow factor was added to this piece with all decoupaged drawers. Here is the before… wait until you see the after!
The drawers were all removed, including the drawer that's hiding behind the center faux door and the entire dresser was thoroughly prepped. Many paint brands talk about no prep, but I always like to make sure to sand and clean each and every piece before I start. Here is a quick video that I did going over how I prep each piece. I know everyone has their own method.. this is mine..
This extra large dresser was then hand painted in kiwi white, which is a soft vintage green and finished exactly the same as the night stands. Rather than repeat my OCD method of how I finished the decoupaged drawers you can see the step by step process on the night stands post here.
The only difference is that the nightstands had a total of four drawers where the dresser has ten. Nine of the drawers were done the same way with the print on the sides where the tenth drawer, the one behind the faux door was completed a little differently. We decided to add the print on the drawer front making it visible as soon as the door is opened.
The original hardware was removed, holes plugged and brand new clear crystal knobs from D. Lawless Hardware were added. Aren't they perfect for the piece? They add a much softer look as opposed to the original dark pulls.
The dresser was distressed using my favorite flexible sandpaper revealing bits of dark underneath creating a vintage appearance.
The transformation of this dresser is pretty drastic from its original dark finish to a new soft shabby chic, if I do say so myself.
Interested in learning Decoupage? Check out my eBook!
Love. Every. Single. Thing. Sensational!
Nice! I love the look. Clean and neat from the outside, fun on the inside.
In one word – Extraordinary ?
thank you so much Denise! I hope you have a great weekend!
Loving the color and those knobs!


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TRADITIONS AND BEGINNINGS » IRGF Founder/President Roger Van Dyke
During his 45 years as a golf professional, serving golf facilities in Illinois, Michigan, Georgia and Florida, Roger has maintained a high level of enthusiasm and passion for all aspects of this great game of golf. He has grown to appreciate and learn from those who play the game and the golf professionals and amateurs who serve the game of golf.
Roger played collegiate golf at Eastern Illinois University receiving a Bachelor of Science Degree in Business Education. Following college, he became member of the PGA of America, serving as Head Golf Professional, Flint Golf Club, Flint, MI, Director of Golf , The Landing Club, Savannah, GA and Manager/Head Golf Professional, Hawk's Nest Golf Club, Vero Beach, FL.
During his years in Flint, MI, Roger developed the golf instruction program for the Flint Junior Golf Association, which was and still is the largest local junior golf association in the country with over 1300 participants. Roger served the PGA as President of the Michigan Section PGA followed by election to National Director – PGA of America.
Roger chaired the 1981 National PGA Junior Championship and served on committees hosting the National Club Professional Championships, Ryder Cup Matches and PGA Championships. He was recipient of the 1985 National Bill Strausbaugh Award for contributions in Employment and Golf Facility Relations.
Roger attained "PGA Master Professional" classification in 1988. Following his retirement from Hawk's Nest Golf Club in 2007, he founded and currently serves as President of the Indian River Golf Foundation.
roger.vandyke@irgf.org


I was thinking of getting my oils out for this one but decided that first I might just sketch it out in pastels, and here is the result. I certainly like the lost and found edges lending an air of mystery to the piece and the way the land dissolves into the atmosphere.
I took it from a couple of photos combing the best bits although I am a little unsure of the darkness that pervades the bulk of the image even though, as I keep telling myself, this is necessary to state the highlights.
I suppose I wanted to slop some paint around and do a simple landscape and the brooding layers of hills around Borrowdale seemed a good candidate. I had some photos taken from afar so there might be some topographical errors here, but I hope I'm not too far out and anyway the paint had a mind of its own as you know. I had envisioned a more brooding skyscape and it seemed ok when it was wet… . Same old story.
The scene does seem to pose a threat but walking along the banks of the Derwent, in decent weather, as it flows through Borrowdale for me is a calming and serene experience. Well worth the drive up the M6.
This is a view of Derwentwater, in the English Lake District, looking over to Castle Crag and Borrowdale. I wanted to play around with texture so included the rocks in the foreground. I love the range of hills which loom up behind Derwentwater with their ever changing colours and tones as the sun marches around the sky.
Walking back from Bowness to Waterhead in Ambleside along the side of Wansfell Pike recently, I could see the rain coming in off the sea and making its way towards Windermere and me. I have been thinking of doing this in oils and thought a sketch in pastels might be worthwhile first.
I love the patches of illuminated country picked out against the formless gloom and the way landforms are lost and found in the low cloud.


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Swamp Stories Episode 27: Fixing the FEC
Sydney Richards
The Federal Election Commission (FEC) was created to play the critical role of enforcing our federal campaign finance laws and preventing political corruption or the appearance of corruption. Its job is to investigate complaints and issue rulings or referrals about violations, and create new rules as needed.
Yet, since its creation, the agency has been largely dysfunctional and gridlocked — known for its inaction and ideological and partisan divides. And, for long periods of time during the 2020 election cycle, the nation's campaign finance watchdog was essentially shut down due to the fact that it didn't even have enough commissioners to perform some of its most basic duties.
In episode 27, Weston talks with the current chair and two former FEC commissioners to explore how the agency got to this place, and what can be done to help make the agency more functional and effective.
Listeners will hear from:
Shana M. Broussard, Current Commissioner and Chair of the Federal Election Commission
Ann Ravel, Former Commissioner of the Federal Election Commission
Michael Toner, Former Commissioner of the Federal Election Commission
Check out the newest episode of Swamp Stories: "Fixing the FEC"
Issue: Federal Election Commission
Get Updates on Issue One
Swamp Stories Episode 46: Farewell to Weston
As season two of "Swamp Stories" comes to a close, so does Weston's time as host of the show. After nearly 50 episodes that cover a wide range of national…
Swamp Stories Episode 45: Debunking "2000 Mules"
During the 2022 midterm elections, in many of the most competitive, high-profile races, Americans rejected election denialism. But it's also still true that many people have lost trust in our…
Swamp Stories Episode 44: A conversation with former Amb. Tim Roemer and former Rep. Zach Wamp
This year, the Democratic Congressional Campaign Committee has spent millions of dollars boosting election denier candidates in GOP primaries across the country in the gamble that they will be easier…


The quality of control provided by what is termed "short-sighted" stochastic optimal controllers controlling a linear heating system subjected to a random disturbance is evaluated by computer simulation and by experimentation.
Kleynhans, B. 1986. The design and evaluation of "short-sighted" stochastic optimal controllers. University of Cape Town.


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Volume 9 | 1993 | Issue 3
PUBLISHED: February 12, 2017 | BY: Kathleen Cushman | TOPICS: Decision Making Processes, The Change Process
< Previous |
"So Now What?" Managing the Change Process
Can we impose order on the messy process of school change? Only by agreeing that teamwork is viatl, veterans say. Changes in classroom practices, school structures, and attitudes then rise and fall like a juggler's balls, keeping each other in balance.
Judy Cunningham can put her finger right on what turned the tide of change at Rancho San Joaquin, where for seven years she has led some 50 teachers and 900 diverse 7th and 8th grade students. Plenty of teachers, parents, students, unions, administrators were skeptical, she readily admits, when Essential School ideas first surfaced in this Irvine, California school community.
"At first people's concerns were just informational," she says. "They wanted to know more." But soon enough, that evolved into other, quite legitimate concerns: "How is all this going to affect me personally?" she remembers them asking. "Why fix something that ain't broke?"
So Cunningham worked to turn the very exploration of such questions into the whole point — helping the members of the school community work through what she calls "stages of concern," at their own individual paces, until new norms of trust and collaboration could take hold. Drawing ideas from a well-known organizational change model and from training sessions offered through the Coalition's National Re:Learning Faculty, she and her staff together started learning how to set clear goals they could agree on, and how to work together respectfully in carrying them out.
Today Rancho San Joaquin is a different school by all accounts, and the people who work there have made it that way themselves. It has gone from tracking to virtually complete heterogeneous grouping; teacher teams in "village" units are working toward an integrated curriculum; and teachers and students report a new climate of respect for learning. At its most recent faculty meeting, the staff decided to require consensus on any issue that affects all students. More than half the school's teachers belong to the voluntary committee that plans and evaluates professional development activities. And one teacher works full time as a staff development coach — encouraging every teacher to explore new ideas, try new classroom practices, and reflect collaboratively on how they work.
Watching schools like this one change, it's clear that, for reform efforts to get anywhere, people must continually juggle at least three balls in the air at once. Simultaneously, Rancho San Joaquin is 1) changing its teachers' classroom practices, 2) changing its beliefs and attitudes through an open and ongoing conversation about education in the school and community, and 3) examining the school's structure and questioning how it works and how to change it. Any one of these continually shifting elements supplies multiple entry points into bigger changes — and any one of them will inevitably affect the others.
But exactly how does a school carry out this tricky process? How do successful schools turn a vision into practice, given the established structure and workings of their organization? What do they do first? Are some training workshops more important than others? What kinds of committees and other structures and procedures are required? What current committees and structures (site-based management, for example, or special magnet programs) must either fit into the change somehow or be eliminated? How can a school counteract the stresses and conflicts that serious change inevitably involves?
First, Teach Teamwork
The answer, many school-watchers say, lies not in a 1-2-3 formula, because so much of a school's experience is unique to its own situation. Instead, it lies in getting people to understand how the process of change is crucial to whether new substance will take hold — a powerful mix of vision and teamwork that is far easier said than done. "Regardless of what specific plans a school has, they will succeed if those involved set clear goals and use teamwork to carry them out," says Faith Dunne, a Dartmouth College education professor who helps lead the Coalition's Building Effective School Teams (BEST) institute. "If they don't do that," she flatly declares, "no change is going to work."
The overarching task of learning teamwork and goal-setting puts the other tasks of school reform into a new perspective. For one thing, every step the school considers — instituting advisory periods, or changing the schedule, or de-tracking, or integrating the curriculum — now becomes an opportunity to practice the skills of goal-setting and teamwork. In turn, the real conflicts any serious change engenders ("What? You're taking away my honors class?") get the attention they deserve; and people learn the hard business of listening respectfully, gathering information, negotiating differences, and building consensus.
"When we realized an atmosphere of condemnation was developing toward those reluctant to change, we made a conscious effort to dispel it," says Judy Cunningham. Once the "we-they" dynamic shifted, she asserts, "things could really start to happen. We were all hearing the same things in our staff development, after all. Everyone understood that new ways were going to be expected of everyone — but not right now. We committed ourselves to giving support and building skills, so that everyone could take part when they felt ready enough to do so, and not before."
Teaching people to work together, of course, is itself a structural and philosophical change. It requires, for instance, making time within the teachers' salaried work day and year for coaching and practice in collaborative work. And perhaps most important, it requires thinking of teachers as crucial players in the very redesign of their profession. Suddenly instead of being technicians who must be conscripted into cooperation, teachers are professionals whose thoughtful questions, ideas, and objections will inform a new intellectual climate for the schools and shape the way they work.
Getting people to work together, moreover, has a direct bearing on the "Now what?" question that frequently stumps schools shaping their change strategies. Because the Coalition of Essential Schools is organized entirely around common intellectual principles (not around specified practices like team-teaching or block scheduling), it has long been reluctant to lay out management and procedural guidelines for schools that have embraced those broad principles. Even such well-regarded techniques as site-based management, CES leaders point out, do not of themselves spark thoughtful pedagogy, curriculum, or assessment. Nonetheless, a long-range intention to involve teachers in collaboratively shaping and evaluating new practice does lie at the heart of every kind of support the Coalition offers member schools.
The National Re:Learning Faculty, for example, has brought some hundred teachers, principals, and administrators to Brown University for intensive coaching on Essential School ideas — and sends them back prepared to work with colleagues as critical friends and coaches. Since 1988 CES's Trek program has guided school teams through a year-long reflective analysis, including setting goals, designing action plans and decision-making structures, and visiting other schools to observe and reflect on their progress. Last summer, two one-week BEST institutes at CES trained more than a dozen school teams to facilitate whatever change agendas their schools had set. And through its Exhibitions project, led by Joseph McDonald, the Coalition has devised a change process organized around "planning backwards," which several schools have received funding to try.
The woods are full of other good strategies for managing organizational change, of course, and many successful Essential schools have turned to non- Coalition sources for help. Rancho San Joaquin relies on a program called Concern-Based Adoption Model (CBAM), designed by Gene Hall of the University of Florida. (See Figure 1.) Fairdale High School in Jefferson County, Kentucky draws from Edward Deming's Total Quality Management process for their consensus decision-making. (See Figure 2.)Central Bucks East High School in Bucks County, Pennsylvania, uses a change model described in Herbert Simon's book on administrative behavior; and several Coalition member schools have used Peter Senge's "systems thinking" approach. James Comer's School Development Program at Yale, one of the Coalition's new partners in the ATLAS school change project recently funded by the New American Schools Development Corporation, offers a three-stage process that some Coalition schools have taken to heart. (See Figure 3.)
"Stages Of Concern" in One School's Change Process
Rancho San Joaquin School works toward change using these steps from the Concern-Based Adoption Model (CBAM), designed by Gene Hall of the University of Florida.
Know Something Better
Working with Others (Peers)
How Affecting Clients
Time, Materials, Organization
How Will It Affect Me?
Like to Know More
Not Concerned
One High School's Consensus Decision-Making Process
The goal of all proposals and decision making must be greater student academic success:
Order of Steps
1. INDIVIDUAL OR GROUP PROPOSAL –>
2. SBDM (School-Based Decision-Making) COUNCIL –>
3. TASK FORCE –>
4. FACULTY, STAFF, COMMUNITY
Consensus Reached –> 5.
Consensus Not Reached –> 4A. Task Force Fact/Finding Process–>5A.
5. FINAL DECISION, SBDM COUNCIL
5A. FINAL DECISION, SBDM COUNCIL
Steps Explained
Step 1. Day-to-day operational processes are the responsibility of the principal. The SBDM Council is a policy-making body. Proposals for school-wide policy changes may be submitted to the Council by individuals or groups of staff, students, or community persons at least ten days before the Council meeting.
Step 2. The Council will discuss the proposal(s) and may decide to submit it to a Task Force, ask for more information from sponsor(s), or ask for changes to be made by sponsor(s).
Step 3. Once a proposal is assigned to a Task Force, it is the duty of the Task Force, through notices, to make all constituencies aware of the proposal and how it will serve our goal of student success.
Step 4. The Task Force will conduct a formal consensus-gathering session with all faculty, using the four-question format:
How will this proposal contribute to student success?
What disadvantages may result?
What resources are needed?
Will you agree to pilot the proposal?
Step 4A. If consensus is not reached, the Task Force moves to a fact-finding process that develops data (observable, measurable, factual) for and against the proposal. The fact-finding session is open to all constituencies. Results of the fact-finding session are forwarded to the SBDM Council for a decision.
Step 5. A consensus decision to pilot the proposal goes to the SBDM Council for final approval.
Source: Fairdale High School, Jefferson County, Kentucky.
The School Development Program's "Three-By-Three" Process
Copyright 1991, Yale Child Study Center School Development Program. Reprinted with permission.
Whatever the method for learning to work together, everybody agrees, it doesn't happen quickly or easily. At stake, after all, is a hierarchical authoritarian, isolationist bureaucracy so deeply entrenched in our notion of schooling that it is hard even to imagine it differently. Plenty of vested interests — standardized test companies, college admissions, school boards, teacher unions — keep the status quo going in the old tracks if nothing challenges business as usual. It can easily take a couple of years for a core group from a school to learn teamwork well enough to be able to teach it to others. And to get a whole school used to working together toward change could well take five years, organizational change research suggests.
Equally important, it may not be much fun. "Real change only starts when you run up against resistance," says Faith Dunne. "No resistance signals that you're not changing anything serious." That's why school change analysts regard learning to cope with and manage conflict as a key part of making any change happen. At the Coalition's Fall Forum, workshops on faculty resistance led by psychologist Robert Evans, who directs the Human Relations Service in Wellesley, Massachusetts, were packed to overflowing, and his counsel — to identify with the concerns of the reluctant, and address them directly and openly — fits neatly into several of the change strategies Coalition member schools have embraced. (See: What Schools Can Learn from Resistant Teachers.)
The Key Task: Clear Goals
Given that a school does commit to this long, hard process and finds ways — either through the Coalition or elsewhere — to coach itself into effective teamwork, what actual tasks do these nascent cooperators have to address? Even after they've made the commitment to adopt Essential School ideas, many schools simply stall out in the face of a daunting array of challenging principles and a staff leery of too much change all at once.
Though the specific content of each move will depend on each school's particular situation, virtually all effective change models call for some version of the same basic steps:*
Agree that a problem needs solution.
Set clear goals that get beyond surface issues.
Understand what in the school's current structure and culture works for and against these goals.
Establish a participatory structure that allows those affected to organize how and when changes will happen — one that can accommodate new ideas and conflict when they arise.
Start making the changes in an orderly way according to that process, which must include steps for ongoing evaluation and reflection.
* These steps draw on the guidelines of the School Leadership Project based at Dartmouth College, but many other models reflect a similar process.
The first two steps — agreeing that a problem exists, and setting goals to solve it — sound deceptively simple. But they lie at the heart of many of the stumbling blocks to Essential School reform, argues Theodore Sizer, who began the Coalition eight years ago in an effort to remedy high school students' "intellectual docility" and raise the standards by which their work is judged. "High schools that believe 'it ain't broke' need to take a careful and collective look," he says, "at the quality of their student work, and identify where problems exist." Until every graduating student can demonstrate competence in rigorous and clearly defined thinking skills, Sizer asserts, a school has a problem that its entire community should be able to agree on.
But embracing the Coalition's Nine Common Principles, or even drawing up an idealistic mission statement, only marks the start of the real challenge, change analysts say. Rather, the school's faculty must start to define how those principles might play out in new practices, and then articulate the new goals that arise.
Those goals might be pedagogical: "Every senior must qualify for graduation by exhibiting mastery of the following competencies." They could be structural: "Class periods will be long enough to address a subject in depth." They could encompass both structural and pedagogical aims: "We'll integrate our curriculum across the disciplines," or "We'll teach students of differing abilities to work together in the same classes." If they are serious goals, they will generate controversy, and that should be welcome; if no one's interests are offended by them, they probably merely reflect the status quo.
A number of Coalition member schools are generating these goals by the "planning backwards" strategy CES's Joseph McDonald has described in several studies. The faculty begins by framing in their minds' eyes a specific and concrete task they want to see candidates for graduation exhibit — not quite an "outcome," which may be too abstract to imagine in the context of everyday teaching tasks, but a performance that demonstrates that outcome.
Chicago's Sullivan High School makes a good example of how starting with such a goal leads to logical and thoughtful steps toward change. Under the challenging leadership of principal Robert Brazil, the school community agreed that Socratic seminars would serve as the core educational experience at this large urban high school. Every graduate, they decided, should be able to read sophisticated texts and thoughtfully discuss them in seminars, then write about the ideas generated. So Sullivan devised a "diploma by exhibition" that would ask all seniors to publicly demonstrate those skills.
Next, they struggled to define what would have to happen in their school so a student might learn to carry out such a task — what kind of classroom experiences, what kind of practice assignments, what kind of teacher preparation, what kind of assessment? Sullivan started by involving all students and staff in quarterly "all-school seminars" and monthly "enrichment seminars," but soon decided to practice seminar techniques in every subject and with every student. Once the first Sullivan students went through the new graduation requirement, the staff recognized substantial weaknesses in their written work, which led to systematic curricular changes across the disciplines.
As weak points show up in the existing system, schools can begin to "rewire," as McDonald dubs the hard process of changing norms and procedures so that they contribute to common goals. (Sullivan teachers, for instance, developed consistent rubrics that could be used in every class to evaluate written work and seminar participation.) Part of the rewiring process, McDonald points out, is a continual "tuning" of decisions — soliciting and responding to feedback about the school's performance from interested outsiders of all stripes. (Sullivan uses Mortimer Adler's Paideia Project as a continuing source of teacher education, self-evaluation, and new ideas.)
As soon as it began, the new exhibition requirement allowed the Sullivan community to look together at what graduating students knew and what they could in fact do — not in the future but at that moment. If the results are taken seriously, Joe McDonald argues, such a concrete goal can generate a logical series of moves toward new norms and institutions at the school. From its new perspective the whole school community both celebrates its demands on students and evaluates those demands — reflecting together on where students should be going and what needs to happen to get them there.
In Sullivan's case, those new norms included academic rigor, heterogeneous grouping, and cross-disciplinary challenges — all generated by one simple imaginative act, collectively undertaken. "By requiring that all our students demonstrate the competencies we had earlier demanded from only a few," Sullivan teacher Eileen Barton says of the experience, "we discovered they could not only meet our expectations but were willing to work harder than ever before to do so." The graduation exhibition has become an institution at Sullivan now — involving all teachers and all students in a conscious and everyday movement toward their own clearly defined goal.
Look for the Energy
Such success stories point to the clear gains a school can make if it agrees what it wants and has a system in mind for getting it. But many practitioners prefer chaos theory to neater methods as a guiding principle in the messy realities of school reform. Like the defiant child who says, "I'll do it because I want to, and not because you said to," they assert, change will resist formulas, happening only when and where it is ready to. And astute reformers, like observant parents, may know more by instinct than by rules what to do and when.
"I see an organization in terms of physical science," says Chuck Bowen, a Thomson Fellow who is principal of Broadmoor Junior High School in Pekin, Illinois. "When you want to move the organization, you have to apply energy to it." To answer a school's "Now what?" question, Bowen suggests, its leaders must locate the friction points where its energy already gathers — by listening for the conflicts, the heartfelt concerns, the dissatisfaction, and the needs perceived by the people who make up the organization. "If you start out with something logically," Bowen argues, "you won't draw from that energy source."
For Broadmoor, the obvious hot spot was the staff's grave dissatisfaction with the school's organizational structure. "Teachers felt isolated, unhappy with how business was being done, frustrated because they had no time to get together," Bowen recalls. "That was the energy source that drove change, so our substantive emphasis at first was highly teacher-centered." Within two years, Broadmoor had redesigned its structure from a conventional seven-period day to a two-house team-based system with a long-block schedule providing teams with 70 minutes a day and an extra half-day monthly for common planning time.
"But organizations are tied together so tightly with roles and expectations that you can't change just one thing," Bowen notes. The issues of curriculum and instruction that emerged, he says, created conflicts which became the school's new hot spots. "After a while the very fact that conflicts and concerns keep arising becomes an energy source itself," he says. "That keeps everyone thinking about where new ones in future are going to come up — which in turn directs our energy toward future planning."
The scenario could just as easily have started, as Ted Sizer recommends, with seeking faculty agreement on inadequate student performance and what to do about it. Pedagogical innovations like cooperative learning or exhibitions, Bowen notes, could generate structural conflicts; or poor communication could become the source of discontent, sparking attention to either classroom practice or school structure and governance. Again, these three areas — pedagogy, structure, and communication — continually shift positions as schools juggle the tasks of change; again, the dynamic is more important than any scripted sequence.
And here again, giving shape to the whole process is the requirement for teamwork. Even to take the first step toward changing things, Bowen notes, the Broadmoor staff had to start learning to work together, a process guided by a team that attended the Coalition's first Trek year. Himself a former "school coach" and facilitator for Illinois Re:Learning, Bowen feels strongly that sustained outside help is essential to schools in the midst of change. "Just think of it as learning a highly complex and detailed craft that doesn't lend itself to being written down into well-structured steps," he says. "Other crafts like this use apprenticeship to teach their skills — the master and the apprentice share the task, with the master taking on the tasks the apprentice can't yet do." Illinois Re:Learning requires and pays for school coaches to commit a half day weekly to each Coalition member school, and Bowen thinks the time could easily be doubled. "Our current coach offers us an impartiality I don't have any more," he says.
Developing the skills of working together must precede even a school's earliest exploration of Essential School ideas, Bowen argues. When Broadmoor first investigated joining the Coalition, he says, "we set it up so that skeptics and converts were all represented on the steering committee set up to investigate it. All they had to commit to was doing a good job of learning about it so they could report back to the whole faculty." Before sending the group to their first CES symposium, the entire school met for two long sessions to develop a list of questions they assigned to their emissaries. "Some of us were learning about it so we could shoot it down; others because we wanted it to happen; others just to learn what the heck was going on," Bowen recalls. "But working together began from the very start."
Once a staff's collective energy is trained on common goals, Bowen asserts, problems become easier to solve. "We made all our changes on a zero-based budget," he says. "In our first year of change we tried a new structure that didn't work, and had to live with it for a year. We stared that dilemma down, empowering a new committee to reorganize our schedule and house structure. The teachers sat down and made their own hard decisions — to lay someone off, to save money by covering for each other on planned absences — and it worked, because it wasn't some administrator telling them what to do."
A System for Participation
Broadmoor's system also works, in part, because the school follows a clear protocol of joint decision-making, in which everyone affected by any change has a say in making it, unmaking it, and getting it to succeed. "Many schools go through the Trek and come out with a diagnosis, a vision, and a plan," says Coalition senior associate Patricia Smith. But the Trek process must put a decision-making structure in place to facilitate change, she says, or they get stuck and the effort dissipates. Schools can also go astray when a Trek team coexists with a parallel movement toward site-based management, but the two fail to integrate their visions. "If you can instead use shared decision-making initiatives to decide on and carry out Essential School changes," says Smith, "then you have a new structure that includes the whole community, and the ball can really get rolling."
For an example Smith points to Central Bucks East High School, a large suburban high school in Bucks County, Pennsylvania. Though it is not technically a site-based management school, Central Bucks East has consciously arranged its structure so that teachers are intimately involved with matters of educational leadership. An elected Leadership Team of six teachers, four parents, three administrators, and one student makes many policy decisions; and task forces form as necessary to study everything from communication to team-building and curriculum matters.
"Making decisions as a team has increased communication tremendously," principal Joseph Jennelle says. "We've opened doors to conversation. There are so many variables in the Nine Common Principles — we need to learn all we can about them and develop a common language. While we do that we're also learning how to talk together in a structured way, learn what each person feels is important, and make decisions together as a group."
Some schools run into unexpected trouble because they forget to keep in close touch with parents and other community members. As principal Bob Mackin at Souhegan High School in Amherst, New Hampshire points out, "there's simply no limit to the amount of communicating you need to do with parents."
Souhegan faced a particular challenge because it is a brand new school this year, says Mackin, who formerly headed Fox Lane High School, a Coalition member school in Bedford, New York. But the process of articulating Essential School change, he argues, is the same for every school.
"We had a series of community meetings and newsletters to say 'We're rethinking what school should look like and here's why,'" he says. "We used lots of good examples of places already in existence, to give people a sense of security that we're not using their kids as guinea pigs." Mackin also sent out regular newsletters that served as a basis for discussion. "Writing reaches people who may not come to meetings," he notes.
Building community understanding buys time for schools, Mackin says, "so you don't get accosted from day one when you start to change." Nonetheless, he says, given another chance he would do even more, and he recommends focusing meetings and newsletters on hot issues like heterogeneous grouping. "Two months into the year you can count on a challenge from the parents of the honors kids," he says. "You have to have confidence in the research — but the community can't be left behind."
Keep Symbols of Stability
Ironically, Souhegan is riding high in its community at the moment partly because of its championship athletic teams. "If you're going to spend time and energy challenging norms," Mackin says, "do you challenge the football team or tracking? They're both deeply embedded in American culture." Unless expensive sports programs foreclose the possibility of crucial academic reforms, he has a point. Maintaining a few typical high school traditions simply as symbols — designations like "juniors" and "seniors," or sports teams, or bells between classes, or A-B-C grading systems (at least for a time) — can lend stability to a system that may feel overwhelmed by change, observes CES's Director for Schools Bob McCarthy.
Even such symbols as the traditional honor roll, though, can be put to new uses, observes Rancho San Joaquin principal Judy Cunningham. Analyzing what most affected the school's persistent discipline problems, her faculty concluded that one key factor was students' work habits — bringing materials to class, using time effectively, coming prepared for class, and class participation. They instituted a new Work Habits Honor Roll, measured every three weeks and rewarded with publicity and other positive incentives like sodas and "yogurt feeds." If a student drops off the honor roll in three or more classes, the parents are called in for an intervention, the student contracts for specific improvements, and a continuing evaluation of the cause of the problem begins. "It has made a remarkable difference," says Cunningham. "It's become the cool thing."
Things like this can establish a necessary sense of order in the midst of change — a quality that also shows up in the way successful schools organize their process of reform. New institutions and norms arise at such places — regular meetings, for example, where educational ideas are discussed, their practical implications sorted out, the problems they raise addressed, and their early trials evaluated. At one Essential school, the principal has scheduled hour-long weekly "quality circles," of ten faculty members each, to discuss substantive issues. At another, monthly faculty meetings break into small groups to discuss readings and questions on matters like assessment practices. A third school devotes an afternoon each month to exploring the Nine Common Principles one by one, in depth.
"It's important to have a structure for the change process," Chuck Bowen comments. "It's like the balancing stick a tightrope walker holds — it helps you locate yourself in an unstable situation. But no model can tell you everything that can happen. You have to use these models intelligently, continually analyzing and criticizing how it works for you."
In the end, no model can substitute for teaching people to work together, setting their own priorities that reflect their own situations and assessing their own progress against new standards of thoughtfulness. That is a tall order for educators long habituated to taking instruction like so many obedient children in neat rows of desks. But despite the time, effort, and pain that change of this order entails, a real hunger for just such large-scale transformation appears to be growing among those interested in Essential School ideas. As teachers see more serious attention paid to their own professional worth, more weight placed on their own honest inquiry into new ideas, the chances for real consensus only grow.
"You see a lot of great mission statements on big posters hanging around schools," says Rancho San Joaquin teacher Erin Hughes. "But if you want me to implement what's on the paper, you have to include me, attend to my needs. The bottom line is, Do you want to change something on paper or do you want to change people?"
Horace Volume 9 | 1993, Issue 3
"So Now What?"-Managing the Change Process: Presents a framework and various approaches for managing organizational change and getting people to work together; includes resources for developing successful change strategies. Download PDF
Coalition Materials That Can Support the Change Effort
Horace's Mailbox: On 'Lessons Learned'
Professional Development: School-Based, Goal-Centered, Non-Stop, Exploratory
Some Resources for Thinking About School Change
What Schools Can Learn from Resistant Teachers
An Excerpt from Choosing Small: The Essential Guide to High School Conversion
Educators Talk about Leadership for Equity: Roundtable Interview II
Horace Talks with Ted Sizer: The History, Limitations, and Possibilities of School Districts
Indianapolis' Commitment to Small High Schools: Finding New Ways to Say Yes


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There's the Earth, and the Moon, separated by 385,000 or so kilometres. Once the astronauts return to the Moon, they'll lose all the protection of the Earth's atmosphere and magnetic field – getting blasted by radiation and cosmic rays. Or will they? According to researchers from the University of Washington, there are times when the Earth does help shield the Moon.
One of the major risks of space travel are solar storms. These are flurries of particles blasted off the Sun at nearly the speed of light. They can arrive with almost no notice. As soon as an Earth-directed flare is seen on the surface of the Sun, the particles will arrive just minutes afterwards.
To avoid a potentially lethal blast of radiation, the astronauts will need to seek cover in a shielded base, or at least make sure there's a mass of lunar soil between them and the oncoming storm. When they've only got a few minutes warning, the astronauts will be restricted to how far they can explore on the lunar surface.
Here on Earth, we're protected by the magnetosphere, which directs the solar wind harmlessly around the planet. Astronomers have known for many years that the Moon passes through the Earth's magnetic sphere, and could share in our protective shield.
Researchers from the University of Washington have developed computer models of the Earth's magnetosphere, calculating the ideal times when astronauts will receive the most protection from solar storms.
There's an additional problem with solar storms. As the particles interact with the Earth, they heat up oxygen in the ionosphere. These particles stream away from the Earth and collide with the Moon. These are moving less quickly than the solar wind particles, but they can still add to an astronaut's radiation exposure.
I agree there must be protection times.
I assume these must be at times of Full Moon when the Earth is directly between the Sun and the Moon? The Moon would then be in the deformed magnetosphere.
Looks like space tourism could be in for another hiccup.
Seriously, I assume as the energised oxygen particles in the last paragraph move more slowly, would the astronauts get more warning, even given the closer proximity of the earth to the moon?


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John Wayne Cancer Institute
Cause IQ organization profile
Program areas | Form 990s | Financials | Vendors | Personnel | Peers
John Wayne Cancer Institute is a medical practice research organization based in Renton, WA that was founded in 1992. As of 2019 they had $15 million in revenue and $21 million in assets.
To support research and development of, and education in, the basic and clinical sciences for the prevention, detection, diagnosis, and treatment of Cancer. To support research and development of, and education in, the basic and clinical sciences for ...
Seattle-Tacoma-Bellevue, WA
saintjohnscancer.org
facebook.com/JohnWayneCancerInstitute
@johnwayneci
501(c)(3)
NTEE:
H90: Medical discipline research centers
Fiscal year end:
Revenue trends:
Asset trends:
Program areas at John Wayne Cancer Institute
See schedule oprovidence st. joseph health systemon july 1, 2016, providence health & services (phs) and st. joseph health system (sjhs) entered into a business combination agreement. By coming together, providence st. joseph health seeks to better serve its communities through greater patient affordability, outstanding clinical care, improvements to the patient experience and introduction of new services where they are needed most. Together, our caregivers serve in 51 hospitals, 829 clinics across Alaska, California, Montana, new mexico, Oregon, Texas and washington.the founders of both organizations were courageous women ahead of their time. The sisters of providence and the sisters of st. joseph of orange brought health care and other social services to the american west when it was still a rugged, untamed frontier. Now, as we face a different landscape - a changing health care environment - we draw upon their pioneering and compassionate spirit to plan for the next ...
See schedule otranslational immunology: the department of translational neuro-oncology and neurotherapeutics (tnon) was established at jwci in august 2015. Tnon's research areas include discovery and development of novel drug candidates for clinically validated molecular targets, biomarker-based drug development for precision medicine, nanotechnology-based approaches to deliver drugs across the blood brain barrier, new immunological approaches to diagnose and treat Cancer and cns diseases, and integrated information technology, big data and novel biosensor/device development. This is accomplished through basic science research, preclinical research, translational research, and clinical research.tnon's basic science research explores specific aspects of how brain Cancer initiates and progresses. Active initiatives include tumor cell metabolism, molecular signaling pathways and nanotechnology in drug delivery. Tnon's preclinical research evaluates discoveries from basic research in preclinical animal models. Patient derived xenograft (pdx) and orthotopic animal models are employed for testing of novel therapeutic agents targeting brain tumors. A major focus is evaluating targeted ...
See schedule omelanoma research: jwci has one the largest melanoma programs in the world. Research has involved international multicenter clinical trials, industry sponsored clinical trials, and basic science research. Results of these studies have been published in numerous peer-review journals including the new england journal of medicine. There are ongoing potentially practice-changing clinical trials in melanoma. Basic science research includes genomics, translational immunology and the development of novel immunotherapies.
Form 990s for John Wayne Cancer Institute
Fiscal year ending
Date received by IRS
2018-12 Feb 4, 2020 990 View PDF
2017-12 Mar 15, 2019 990 View PDF
2016-12 Dec 29, 2017 990 View PDF
2014-12 Feb 19, 2016 990 View PDF
...and five more Form 990 PDFs
Financials for John Wayne Cancer Institute
Grants, contributions, etc.
Net asset restrictions
Federated campaigns $0 $0
Membership dues $0 $0
Fundraising event contributions $0 $0
Related organizations $8,986,082 $4,198,092 114.1%
Government grants (contributions) $1,322,327 $3,384,410 -60.9%
Normal grants, contributions, etc. $743,056 $23,550 3055.2%
Non-cash contributions included in above $0 $0
Total grants, contributions, etc. $11,051,465 $7,606,052 45.3%
Program services $4,848,329 $3,575,914 35.6%
Investment income and dividends $25,836 $5,684 354.5%
Tax-exempt bond proceeds $0 $0
Royalty revenue $2,500 $920 171.7%
Net rental income $39,675 $37,500 5.8%
Net gain from sale of non-inventory assets $0 $35,000 -100%
Net income from fundraising events $0 $0
Net income from gaming activities $0 $0
Net income from sales of inventory $0 $0
Miscellaneous revenues $16,412 $80,442 -79.6%
Total revenues $15,984,217 $11,341,512 40.9%
Grants to govts. and orgs. in USA $0 $154,467 -100%
Grants to individuals in USA $0 $0
Grants to govts., orgs., and individuals outside USA $0 $0
Benefits paid to or for members $0 $0
Compensation of current officers, etc. $0 $0
Compensation not included above, to disqualified persons $0 $0
Non-officer salaries and wages $8,489,612 $6,301,024 34.7%
Pension/retirement accruals and contributions $95,028 $232,421 -59.1%
Other employee benefits $11,939 $0 999%
Payroll taxes $564,415 $436,654 29.3%
Management fees $0 $0
Legal fees $31,369 $31,851 -1.5%
Accounting fees $0 $0
Lobbying fees $0 $0
Pro. fundraising fees $0 $0
Investment mgmt fees $0 $150 -100%
Other fee-for-service $5,221,805 $3,493,450 49.5%
Advertising and promotion $529 $7,186 -92.6%
Office expenses $410,942 $187,680 119.0%
Information tech. expenses $127,627 $25,975 391.3%
Royalty expenses $0 $0
Occupancy $1,783,349 $1,624,729 9.8%
Travel $176,853 $182,529 -3.1%
Public official travel and entertainment $0 $0
Conferences, meetings, etc. $87,120 $60,802 43.3%
Interest $0 $0
Payments to affiliates $0 $94,885 -100%
Depreciation, amortization, etc. $408,984 $291,903 40.1%
Insurance $61,225 $184,241 -66.8%
All other expenses $584,369 $903,862 -35.3%
Total expenses $18,055,166 $14,213,809 27.0%
Cash (non-interest-bearing) $0 $0
Savings, short-term investments, etc. $2,896,038 $2,870,378 0.9%
Pledges and grants receivable $241,735 $457,918 -47.2%
Accounts receivable $0 $0
Loans receivable from officers, directors, etc. $0 $0
Loans receivable from other disqualified persons $0 $0
Notes and loans receivable $0 $0
Inventories for use $0 $0
Prepaid expenses and deferred charges $1,803 $3,662 -50.8%
Buildings, equipment, etc. post-depreciation $2,981,597 $2,313,277 28.9%
Investments, publicly traded securities $0 $0
Investments, other securities $0 $0
Investments, program-related $15,001,035 $2,224,811 574.3%
Intangible assets $0 $0
Other assets $570,637 $114,731 397.4%
Total assets $21,692,845 $7,984,777 171.7%
Accounts payable and accrued expenses $2,020,131 $1,331,887 51.7%
Grants payable $0 $0
Deferred revenue $607,593 $1,214,873 -50.0%
Tax-exempt bond liabilities $0 $0
Escrow or custodial account liability $0 $0
Loans payable to officers and disqualified persons $0 $0
Secured mortgages and notes payable to unrelated third parties $0 $0
Unsecured notes and loans payable to unrelated third parties $0 $0
Other liabilities $18,791,284 $15,890,809 18.3%
Total liabilities $21,419,008 $18,437,569 16.2%
Unrestricted net assets $-16,972,984 $-15,482,758 -9.6%
Temporarily restricted net assets $15,199,601 $3,032,746 401.2%
Permanently restricted net assets $2,047,220 $1,997,220 2.5%
Vendors for John Wayne Cancer Institute
Ernst and Young Us LLP Tax accounting 2020-02-04
█████████ CRM software; Fundraising software 2019-08-26
█████████ Content management system software 2019-08-26
███████ ███████████ █████ █ Maintenance Services $427,688 2018-12-01
███████ ██████████ ███████ █████ Medical Services $126,999 2018-12-01
█████ █ █████████ ███ ██████████ ██ Tax accounting 2013-12-21
Personnel at John Wayne Cancer Institute
Most recent data
James Uli Chief Financial Officer $0 Dec. 29, 2017
Anderson, Brian, J.D. Administrative Director $138,832 Aug. 10, 2019
█████ ██████ Director, Cancer Navigation and Willow Sage Wellness Programs - Aug. 10, 2019
█████████ █████████ Director, Research Finance - Aug. 10, 2019
██████ █████ █████ █████ ████ Director of Brain Tumor Centers and Pituitary Disorders Program - Aug. 10, 2019
████████ █████ Director of Urology Translational Research - Aug. 10, 2019
███████████ ████ Director of Mission Leadership - Aug. 10, 2019
██████ ██████ Director, Neuroscience Quality and Outcomes Research - Aug. 10, 2019
█████████ ████ Director of Gynecologic Oncology Research - Aug. 10, 2019
███████ ██████ Marketing Manager - Aug. 10, 2019
...and 16 more key personnel
Peer medical discipline research centers
1 Statewide Clinical Trials Network of Texas 501(c)(3) $5.4 million Dallas, TX
2 The Geneva Foundation 501(c)(3) $51 million Tacoma, WA
3 The Translational Genomics Research Institute 501(c)(3) $57 million Phoenix, AZ
4 CAMC Institute 501(c)(3) $18 million Charleston, WV
5 Iit Research Institute (IITRI) 501(c)(3) $19 million Chicago, IL
6 Riordan Clinic 501(c)(3) $4.4 million Wichita, KS
7 Openbiome 501(c)(3) $4.2 million Cambridge, MA
8 Pacific NW Diabetes Research Institute 501(c)(3) $8.7 million Seattle, WA
9 University of Florida Health Proton Therapy Institute 501(c)(3) $54 million Jacksonville, FL
10 Mary Crowley Cancer Research Center 501(c)(3) $10 million Dallas, TX
11 Cancer Research And Biostatistics 501(c)(3) $13 million Seattle, WA
12 Hoosier Cancer Research Network 501(c)(3) $7.1 million Indianapolis, IN
13 Rancho Research Institute 501(c)(3) $8.0 million Downey, CA
14 Regenstrief Institute 501(c)(3) $19 million Indianapolis, IN
15 National Development and Research Institutes 501(c)(3) $7.3 million New York, NY
16 Medstar Health Research Institute (MHRI) 501(c)(3) $33 million Washington, DC
17 Chicago Association for Research and Education in Science (CARES) 501(c)(3) $5.2 million Hines, IL
18 University Neurology 501(c)(3) $18 million Buffalo, NY
19 Greenwood Genetic Center (GGC) 501(c)(3) $22 million Greenwood, SC
20 T3 Labs (SJTRI) 501(c)(3) $5.9 million Atlanta, GA
21 University of Alabama Ophthalmology Services Foundation 501(c)(3) $10 million Birmingham, AL
22 Baim Institute for Clinical Research (HCRI) 501(c)(3) $20 million Boston, MA
23 CPC CPC Clinical Research and CPC Community Health 501(c)(3) $15 million Aurora, CO
24 CVPath Institute 501(c)(3) $8.6 million Gaithersburg, MD
25 Transportation Research Center 501(c)(3) $43 million East Liberty, OH
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And Roberson is proud to offer a variety of Fair Trade items in the gift shop!
Armondo Dellasanta (1916-2010) was born of immigrant parents on September 24, 1916 in Binghamton, New York. He grew up in an ethnically diverse neighborhood filled with shops and teeming with activity. He served in the Civilian Conservation Corps and fought in France and Austria during World War II where he earned the Bronze Star. After the war, he returned to Binghamton and earned a living as a master framer and painting conservator.
(c) LKBurke Fine Art, LLC.


Prism - What does the girl name Prism mean?
What does the name Prism mean?
In the Unknown origin, Prism means "Prism \p-ri-sm\ as a girl's name.
Similar baby names are Pris, Paris, Parisa, Prima, Prissy and Prisca.".
Prism is a girl name.
Prism is 5 Letters long.
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Organizational Values. Pretty important, right? Well, only if they actually affect the way you do business. Enron had a set of organizational values. No, really. They did. Integrity, Communication, Respect, Excellence. They were even chiseled in marble in the main lobby of their corporate office. Unfortunately for Enron, these values were little more than words on the wall, and ultimately the business failed as they lost sight of what they believed.
When I joined Springthrough almost two years ago, I was deeply impressed with the way organizational values permeated throughout the organization. Leadership had identified seven core values (Integrity, Respect, Passion, Responsibility, Accountability, Action and Learning) and I consistently heard these addressed as decisions (both big and small) were made in the office day-to-day.
While I was excited that Springthrough's values were more than words chiseled on a wall, I saw an opportunity to help spread the idea of these values to both the hiring and performance review process. This made a ton of sense to me… If these values truly are guiding how and why we do work, it's probably a good idea to be very intentional to have both our hiring process and performance review process focus on the ability of individuals to live out these values day to day.
You identify root causes and get beyond treating symptoms.
You demonstrate consistently strong performance so team members can rely upon you.
You ask for help or guidance if a deadline is in jeopardy.
You exhibit bias-to-action and avoid analysis-paralysis.
You focus on great results.
You actively get work done.
You effect and influence the work of others in a positive way.
You consistently do things the right way without cutting corners or compromising quality.
You openly communicate mistakes or bad news early on.
You do the right thing knowing that nobody's going to know whether you did it or not.
You contribute effectively outside of your specialty.
You seek to understand our business, strategy, market, clients, and partners.
You proactively seek out opportunities to increase knowledge and develop new technical skills.
You learn quickly and look for ways to apply what you've learned.
You focus on solutions rather than problems.
You are motivated to deliver an excellent experience to clients.
You care about Springthrough's success.
You only say things about fellow team members you will say to their face.
You care enough about yourself to seek constant improvement.
You value differing opinions and can respectfully engage in dialogue to solve a problem.
You are non-political when you disagree with others.
You model the Rare Responsible person.
You seek what is best for Springthrough, rather than best for yourself or your group.
With the clearer definition of our values in place, it was time to rework the candidate interview process. Being a technology firm, the interview process historically was heavily focused on technical aptitude and didn't address the values that are so important to individual and team success. I put together an interview guide that integrated both a technical evaluation and behavioral questions geared towards the organizational values. The structure is pretty simple. There are three behavioral interview questions listed under each value and you don't move the candidate forward until you have a satisfactory answer. If that answer comes on the first question, that's great and you move on to the next set of questions. If not, ask another question covering that same value. What happens though if someone is a home run from a technical standpoint but we don't feel comfortable with how they connect with our organizational values? They don't move forward as a candidate with us… And that's not saying that person is a bad candidate, they just won't be set up to be successful at Springthrough and we think it's best to help them get connected with an organization that will be a better fit.
From there we focused on revamping our performance evaluation process. Once again, it wasn't that the process was broken, but it didn't necessarily focus on the values we believe are so important. Our performance evaluations consist of individual, manager and peer feedback. Each participant evaluates the employee on a scale of 1 to 4 on how well they have exhibited each individual value. While we continue to make tweaks and adjustments, we've experienced much more impactful feedback in this new structure.
Values. Are they just words chiseled on the wall or do they truly impact the way your company does business? If the former is your reality, it's time to speak up because you have a huge opportunity to drive important change within your organization.


text:
Air Progress: The Jet Engine
July 1951 Air Trails
Turbine jet engines were still a relatively new invention - at least for commercial airplanes - in 1951. The military was already using them for fighters, but remember that it wasn't until the end of World War II that jet airplanes were seen in the skies, so we're only talking about half a decade of progress. Mr. Douglas Rolfe produced this very finely detailed cross-sectional drawing of a turbine jet engine. It must have taken quite a while to add so much information. Even using modern CAD software would require a lot of time to generate such a drawing. The nice thing about CAD is that if you make a mistake or change something, or maybe want to move part of the drawing to another location on the page, it is a simple matter of selecting the objects and changing or dragging them as needed. On a drafting board with velum and a pencil, careful erasing was required and moving entire sections around was a major undertaking. Add to that the fact that the engines were designed almost entirely with the aid of a slide rule, and it is incredible to behold such works of engineering.
Air Progress: The Turbine Jet Engine
By Douglas Rolfe
The first practical turbo-jet engine was born in England in April 1937. It was a far cry from the present-day mighty powerplants which develop over 10,000 hp and are capable of pushing a fighter to a speed of over 600 mph. The creator of the engine was an RAF officer, Frank Whittle, now Air Commodore, the man who revolutionized aviation's powerplant field. It is true that the Germans made the first short hop with a jet-propelled Heinkel He-178 powered by a Heinkel jet engine two years before the Gloster E28/39 plane powered by the Whittle plant took to the air, but the Nazi engine was abandoned and flights with a different type were resumed after the Gloster was flown successfully. Whittle's jet was progressively improved and it was this type that eventually flew the first U. S. jet fighter, the Bell P-59 Airacomet. As seen from these illustrations, there are several types of turbo-jets. The two main ones are the centrifugal and the axial flow. The centrifugal has a compressor consisting of a single impeller, while the axial flow has several located one behind the other and separated by stationary or stator blades which act as diffusers. Some engines also have multiple-stage turbines. The centrifugal type is further subdivided into reverse flow and through flow types, as illustrated here. The only advantage of the reverse type is the reduction of overall length and shortness of the shaft which joins the compressor with the turbine. Because gases have to make a complete reversal before they strike the turbine, there is considerable power loss. In fighters, the afterburner is used to increase power by 40% for short bursts of speed.
Douglas Rolfe Drawings
Post-Pusher Parade, May 1961 American Modeler
Air Progress: The Jet Engine, July 1951 Air Trails
Air Progress: The Bristol Story, November 1948 Air Trails
Auto Progress: Down Memory Lane III, December 1954 Air Trails
Auto Progress: Memory Lane Collection No. 2, August 1954 Air Trails
Air Progress Famous Firsts, August 1954 Air Trails
Air Progress: Japanese Air Force World War II Fighters, December 1954 Air Trails
Air Progress: Lindbergh Era (1927-1929), July 1954 Air Trails
Air Progress: The Search for Speed, November 1950 Air Trails
Air Progress: Soviet Air Force Latter Day Types, March 1955 Air Trails


Be the first to write a review of Hot Book.
"Well, let me tell you about this really 'hot' book that I've been reading...better yet, let me show it you. You see, it really is a hot book -- "And, as you open the hook up, out pop gigantic flames ... what a sight.


This is a very beautiful transparent blue handmade Murano glass ring from Italy. The rectangular ring features gold leaf speckles throughout. The piece has a transparent clear band and measures approximately 1 inch or 2.5 cm in length and is approximately .75 inches or 2 cm wide. Ring size 5.5. Weight approximately 15 grams.


text:
Philippines Reaches Its Highest Global Market Share in Facebook Ever
JayDJ 1:15 PM 1 Comment
Source: checkfacebook.com 02/15/11
As of Feb. 15, 2011, the Philippines reaches an all-time record global market share in Facebook at 3.71%, the highest the country has experienced, which accounts for 22,647,820 Philippine users registered on Facebook out of the current Facebook global total of over 610 million users. Last July 2010, the country had a 3.08% market penetration and rose to 3.26% in September. By December, it reached 3.33%. By the 1st week of 2011, the share grew to 3.55% leading to this month's highest at 3.71%.
The Philippines still ranks 5th in the countries with the largest Facebook population, with less than 3 million users away from claiming the 4th spot currently held by Turkey.
More than 1/3rd of the Philippine Facebook population consists of users ages 18-24. Also, slightly more than half of the total Philippine Facebook population are female.
Popular & Breaking Twitter Trends in Manila - Feb. 8, 2011
Source: trendsmap.com Feb. 8, 2011 1:00pm Manila time
As former Armed Forces Chief and Defense Secretary Angelo Tomas Reyes committed suicide early this morning by shooting himself in front of the grave of his mother at the Loyola Memorial Park in Marikina City, it has spawned much discussion on twitter dominating the top keywords related to the incident.
Trending keywords for Feb, 8, 2011, 1:00pm in Manila are:
Angelo - Angelo Reyes
Loyola, grave - location where Angelo committed suicide
Quirino - hospital where Angelo was taken
AFP, secretary - Angelo's former position
On Superbowl and Axl Rose - Twitter Trends Manila Monday Morning (Feb. 7, 2011)
JayDJ 10:52 AM Add Comment
Even if football isn't the most popular sport in the Philippines, Pinoys in the Metro are still glued to the Superbowl game evidenced by traces of twitter talk on social media.
And equally as being discussed online is Slash and Axl Rose, both of Guns N Roses.
Source: trendsmap.com (02/07/2011 10:00am)
 Twitter Trending Topics in Manila, Feb. 7, 2011 (10am)
Fergie - the Dutchess and female phenom of The Black Eyed Peas performs as part of Halftime in the NFL Super Bowl 45
Slash - making a guest appearance in the Super Bowl halftime too, coincidentally is part of the legendary group Guns N Roses
#happybdayaxlrose - Yes, Axl Rose is big in the Philippines for as the Guns N Roses' hit Sweet Child of Mine has been a standard rocker's anthem. He celebrates his 49th birthday.
Happy Super Bowl and Happy Birthday Axl Rose !
Twitter Trending Topic: All about Chinese New Year
JayDJ 8:36 AM Add Comment
Source: trendsmap.com Feb 3, 2011 8:30am
 And you guessed it right, all around the Metro, people are greeting each other on Twitter as the Chinese New Year ushered in last midnight.
The Chinese New Year greeting in the Hokkien dialect is "Kiong Hee Huat Tsai" which translates to "Congratulations and wishing you prosperity!"
Also, the Cantonese version, "Kung Hei Fat Choi" is still obviously the more popular greeting. However, Filipinos are now urged to use and adapt the Hokkien version since it's the dialect spoken in the Fujian province where most of the Chinese-Filipinos come from.
Another Half a Million Filipinos Join Facebook
Source: checkfacebook.com
Since January 25, 2011, another 557,060 Filipinos joined Facebook bringing the country total to 22,316,340 Filipinos, a 3.68% global share on the giant social network. The female to male percentage is 52.1% is to 47.9% with 11.5 million females registered.  The 18 - 24 age brackets still remains the top age segment with 8,665,500 users.
The Philippines is just a little bit over 3 million users away from gaining the 4th spot from Turkey as the largest Facebook population. With the current rate we're going, we just might reach that before May 2011.
10 Largest Countries (as of Feb. 1, 2011)
1. United States 148,867,700
2. Indonesia 34,498,920
3. United Kingdom 28,041,780
4. Turkey 25,420,400
5. Philippines 22,316,340
6. France 20,540,560
7. India 20,475,220
8. Mexico 20,221,700
9. Italy 17,997,800
10. Canada 16,841,560
Trending Twitter Topics Near Chinatown for Chinese New Year
Source: trendsmap.com Feb 2, 2011 4:15pm
Most of the trending topics in Manila, particularly Binondo, are focused on Chinese New Year as they are ready to usher in the year of the rabbit.
Here are the top keywords trending on twitter as of Feb. 2, 2011 4:15pm:
Hei, Choi - words from the Chinese New Year greeting "Kung Hei Fat Choi".
Tikoy - ceremonial food (rice cakes) associated with Chinese New Year
lunar - sometimes also referred to as "Chinese Lunar New Year"
Then there is the other trending topic that February is also popular for:
valentine - talks on upcoming Valentines Day
In Manila, there will be a countdown to Chinese New Year at Quirino Grandstand in Rizal Park at 9 p.m. Wednesday. The traditional lion and dragon dances, Chinese delicacy offerings like tikoy and feng shui reading will take place in Manila.
Update: Feb 3, 2011 8:30am (Chinese New Year)
Hei, Choi - words from the Chinese New Year greeting "Kung Hei Fat Choi" which means "Congratulations and wishing you prosperity!"
Kiong, Huat, Tsai - words from the Chinese Hokkien dialect greeting of "Kiong Hee Huat Tsai"
fireworks - one of the highlights in celebrating Chinese New Year around midnight
Philippines Reaches Its Highest Global Market Shar...
Popular & Breaking Twitter Trends in Manila - Feb....
On Superbowl and Axl Rose - Twitter Trends Manila ...
Twitter Trending Topic: All about Chinese New Year...
Trending Twitter Topics Near Chinatown for Chinese...


text:
Игорь Яковлевич Халупский (2 сентября 1934 года, город Одесса, Украина — 30 ноября 1993 года, Ростов-на-Дону   ) — поэт, член Союза писателей СССР (1975) как поэт.  С 1991 года состоял в Союзе российских писателей.

Биография
Игорь Яковлевич родился 2 сентября 1934 года в городе Одессе. Детство и юность поэта прошли в Одессе. Окончив Одесский техникум культпросветработников в 1953 году, уехал в один из районов Николаевской области, где работал художественным руководителем Дома культуры.

С 1954 года Игорь Халупский — рядовой Советской Армии. После демобилизации работает в Ростове в строительной организации, вёл литературное объединение при Доме профтехобразования.

В 1991 году Игорь Яковлевич был одним из инициаторов создания Ростовской региональной организации Союза российских писателей.

Умер И. Я. Халупский 30 ноября 1993 года. Похоронен на Северном кладбище Ростова-на-Дону.

Творчество
Первое стихотворение Игоря Халупского, тогда ещё солдата Советской Армии, опубликовала «Комсомольская правда». В поэтическом сборнике Воениздата «Доблесть, слава, любовь», вышедшем в 1962 году, Игорь Халупский представлен циклом армейских стихов.

Затем стихи молодого поэта публиковались на страницах журналов «Москва», «Смена», «Звезда», «Нева», «Юность», «Наш современник», «Сельская молодежь», «Советский воин», «Сибирские огни», «Дон», в  газетах «Комсомольская правда», «Литературная газета», «Литературная Россия», «Литература и жизнь» и других.

В 1963 году вышел первый сборник стихов Игоря Халупского «Прилив». В 1966 году издана вторая книга — «Постоянство», в 1967 году в библиотечке «Поэзия Дона» вышел третий сборник поэта. В 1968 году появилась четвёртая книга стихов Игоря Халупского «Полдень». В книгах проявилось лицо лирического героя поэзии Халупского. В последующих сборниках: «Живу впервые» (1973), «Куст огня» (1978), «Живое время» (1982), «Основа» (1983), поэт стремится к философским обобщениям, к осмыслению сложного мира человека. Труд и природа — вот источники, питающие высокие надежды лирического героя.

Произведения И.Я. Халупского
Отдельные издания

Стихи

 Прилив. — Ростов: Кн. изд-во, 1963. — 63 с.

 Постоянство. — Ростов: Кн. изд-во, 1966. — 87 с., ил.

 Стихи. — Ростов: Кн. изд-во, 1967. — 27 с., портр. — (Поэзия Дона).

 Полдень. — Ростов: Кн. изд-во, 1968. — 127 с.

 Живу впервые. — Ростов: Кн. изд-во, 1973. — 71 с.

 Куст огня. — Ростов: Кн. изд-во, 1978. — 111 с., портр.

 Живое время. — М.: Современник, 1982. – 64 с. — (Новинки «Современника»).

 Основа: Стихи разных лет. — Ростов: Кн. изд-во, 1983. — 142 с.

Переводы

 Беретарь Х. Века соединяют берега: Стихии поэма («Недостроенный дом», с адыг.;  худож. Р.В. Левицкий. — Краснодар: Кн. изд-во, 1978. — 143 с.

Источники
 Писатели Дона: Библиографический указатель. — Изд. 2-е, испр. и доп. — Ростов н/Д: Кн. изд-во, 1986. — 416 с.
 Дон литературный. Писатели России. Шолоховский край. XIX—XXI вв.:справ. изд., Сост. Губанов Г. — Ростов н/Д, 2006. — 512 с. ISBN 5-481-00623-5

Ссылки
 Халупский Игорь Яковлевич
 Халупский Игорь Яковлевич
 Халупский, Игорь Яковлевич - Основа : Стихи разных лет

Персоналии:Ростовская область
Поэты по алфавиту
Родившиеся в Одессе
Члены Союза писателей СССР
Члены Союза российских писателей

redpajama_set_name: RedPajamaWikipedia


Appearance: Tio stands with a slender yet strong build with well defined muscle tone. The cross breed also dawns olive toned skin with the same colored scales running from his shoulders down to his wrists, as well as across his upper sternum, and around his neck back down in a line traveling down his spine. He also has small gills on both side of his neck. Tio has straight jet black curly locks with deep amber colored eyes that gives him a very alluring presence to many. He also has a unique set of teeth thanks to his mixed heritage in which he only has four canine teeth with a set of grinding teeth and molars like any other Laicar, but the difference being that his canine teeth like his Velen counterparts are long and razor sharp like that of a shark. He can usually be found wearing plain dark clothing of all sorts, but nothing that necessarily stands out.
Personality: Tio can be described as someone who is extremely diligent when it comes to completing any task set forth for him. He is by nature driven to excel in anything he does as he loves learning. He is also very well mannered individual and has the capacity to get along with a variety of different people. Tio is also someone who typically loves life and the many things that come with it. However despite all this he is someone whom you shouldn't try to provoke because once he's made up his mind that he's had enough of putting up with someone's bs he's very quick to deal with whomever without an inkling of remorse, though it takes a bit before he reaches this point.
History: Tio was born and raised in Pelagium by his older half sister Rias, a full blooded Velen only thirteen years older than him, because not long after Tio was born their mother died in labor, and not long after that Tio's father committed suicide leaving her and her baby brother all alone to fend for themselves. By the time Tio turned fourteen Rias noticed that her little brother had grown to develop a wide variety of different talents and suggested that he go out and show his talents to the world and to make something of himself. Taking his sister's advice Tio begun his journey traveling across the world doing odd jobs here and there before finding himself within a company known as TorBru where he learned how ugly humanity could really be. Currently he works as an undercover informant for anyone who wishes to take down TorBru and it's affiliates.


# how to grow more facial hair & how to get thick Reddit beard. Do beard growth vitamins work? Yes, Vitamins like Vitamin B6, B complex, Iron tablets can strengthen your providing all the minerals required for hair follicles and promotes great beard to grow thicker hair. So take the best beard supplements to make hair thicker on the chin beard by following the tips on how to grow a beard fast... It's time to grow the beard you never thought you could! This is the guide to fixing up a patchy beard or growing from bare-faced to beardsman within a year.
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MORE T FOR MORE BEARD. When it comes to growing a thick, magnificent beard it seems like some guys just have all the luck. While they bask in the glory of their beautiful face-manes, many of us are left in patchy purgatory.
After you've rolled your beard area, it's a good idea to moisturize with a face cream or beard oil. You can do this directly after rolling, but make sure that what you're using is meant for the face. This is why we tend to recommend using natural oils instead of lotions.
You need to maintain the proper care in order to learn how to grow a full beard: In order to look enough manful, you should make yourself do the procedures which do not seem mannish every day. For the better growth of your beard, you must use a special masseur to stimulate the blood flow in that zone.


Available for free download using the links below, or in print, for a fee at the Learning Store, UW Extension provides up to date information on food preservation.
Need food preservation supplies, equipment or parts?
Food Preservation, Equipment and Supplies compiled by Barbara Ingham, Food Science Professor, UW-Madison.
University of Wisconsin has now indicated that Atmospheric Steam Canners may be safely used for canning naturally acidic foods, however certain criteria must be met. For further information, read Steam Canner Guidelines.
UW-Extension food scientist Barbara Ingham offers information on home food preservation through the Safe and Healthy: Preserving Food at Home blog, which covers a broad range of food preservation and safety topics. This blog features new and timely posts frequently.


Ocean Mews has located in West End just two blocks from the beach.
Ocean Mews is a condominium community of 42 two bedroom apartments of about 823 square feet, according to tax records. Located on Cedar Avenue, near the intersection of Ocean Avenue in the West End section of Long Branch, Ocean Mews is just a block from the beach and a short distance to West End stores and Monmouth University. Originally built in the 1950's as a rental community, Ocean Mews was converted to condominiums in the late 2000's. Ocean Mews is a pet restricted community.


text:
Fallen Angels Among Us
4¼ x 6 7⁄8 108/175mm PAGES 400 US$9.95 ISBN 978-1-932890-55-6
Fallen angels… Who are they? Where are they? What do they want? Elizabeth Clare Prophet tears the mask from the face of the ancient deceivers of mankind... exposing their profile of evil and tracing it back to the fall of heavenly angels into human bodies. Strong ties bind the fallen angels in the earth to the dark prophecies of our time and to the evil that is enacted daily through man's inhumanity to man. War, religious hatred and fanaticism, terrorism, global pandemics, economic turmoil and extreme weather are the harvest of ancient sowings by rebel angels and a duped humanity.
Fallen Angels Among Us: What You Need to Know shows how we can effect positive change on planet earth. It takes us behind the world of appearances
and shares a perspective that is shocking and yet profoundly hopeful.
Download Chapter 1 Free: click here
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Finding a Higher Love
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