text:
Best Psychology Schools
Psychology Degree Overview
Search Psychology Programs
Best Colleges with Psychology Degrees in the U.S.
As humans, it's natural to wonder what makes our brains tick. Why do people do the things they do? What drives us to behave the way we do? If you are one who is intrigued by these questions, perhaps psychology is the right field for you.
The study of psychology can help prepare for work in counseling, human resources, business, marketing and consumer research, public policy, law enforcement, education, healthcare, behavioral and experimental therapy, and other diverse careers. A degree in psychology can provide great insight into the human brain and how it controls thoughts, behaviors, and actions.
The Best Psychology Colleges of 2019
1 Liberty University Lynchburg, VA
Liberty University offers 3 Psychology Degree programs. It's a large private university in a small city. In 2015, 1,537 students graduated in the study area of Psychology with students earning 1,327 Bachelor's degrees, and 210 Associate's degrees.
Read more: Liberty University Reviews
2 University of Central Florida Orlando, FL
Image by Kelly Daacon
University of Central Florida offers 4 Psychology Degree programs. It's a large public university in a large suburb. In 2015, 1,185 students graduated in the study area of Psychology with students earning 1,164 Bachelor's degrees, 19 Doctoral degrees, and 2 Master's degrees.
Read more: University of Central Florida Reviews
3 Florida International University Miami, FL
Image by Comayagua99
Florida International University offers 4 Psychology Degree programs. It's a large public university in a large suburb. In 2015, 1,178 students graduated in the study area of Psychology with students earning 1,095 Bachelor's degrees, 62 Master's degrees, and 21 Doctoral degrees.
Read more: Florida International University Reviews
4 University of California-Los Angeles Los Angeles, CA
Image by @with_jiyoung
University of California-Los Angeles offers 5 Psychology Degree programs. It's a large public university in a large city. In 2015, 639 students graduated in the study area of Psychology with students earning 582 Bachelor's degrees, 32 Master's degrees, 25 Doctoral degrees.
Read more: University of California-Los Angeles Reviews
5 Florida State University Tallahassee, FL
Florida State University offers 4 Psychology Degree programs. It's a large public university in a mid sized city. In 2015, 750 students graduated in the study area of Psychology with students earning 697 Bachelor's degrees, 35 Master's degrees, and 18 Doctoral degrees.
Read more: Florida State University Reviews
6 CUNY Hunter College New York, NY
CUNY Hunter College offers 3 Psychology Degree programs. It's a large public university in a large city. In 2015, 726 students graduated in the study area of Psychology with students earning 719 Bachelor's degrees, and 7 Master's degrees.
Read more: CUNY Hunter College Reviews
7 California State University-Northridge Northridge, CA
California State University-Northridge offers 3 Psychology Degree programs. It's a large public university in a large city. In 2015, 784 students graduated in the study area of Psychology with students earning 729 Bachelor's degrees, and 55 Master's degrees.
Read more: California State University-Northridge Reviews
8 Ohio State University-Main Campus Columbus, OH
Ohio State University-Main Campus offers 4 Psychology Degree programs. It's a large public university in a large city. In 2015, 618 students graduated in the study area of Psychology with students earning 571 Bachelor's degrees, 25 Master's degrees, and 22 Doctoral degrees.
Read more: Ohio State University-Main Campus Reviews
9 University of North Carolina at Chapel Hill Chapel Hill, NC
Image by Don McCullough
University of North Carolina at Chapel Hill offers 4 Psychology Degree programs. It's a large public university in a small city. In 2015, 528 students graduated in the study area of Psychology with students earning 495 Bachelor's degrees, 17 Doctoral degrees, and 16 Master's degrees.
Read more: University of North Carolina at Chapel Hill Reviews
10 University of South Florida-Main Campus Tampa, FL
University of South Florida-Main Campus offers 4 Psychology Degree programs. It's a large public university in a large city. In 2015, 639 students graduated in the study area of Psychology with students earning 609 Bachelor's degrees, 16 Doctoral degrees, and 14 Master's degrees.
Read more: University of South Florida-Main Campus Reviews
List of Psychology Schools in the U.S.
Liberty University Lynchburg, VA
University of Central Florida Orlando, FL
Florida International University Miami, FL
Florida State University Tallahassee, FL
CUNY Hunter College New York, NY
California State University-Northridge Northridge, CA
Ohio State University-Main Campus Columbus, OH
University of North Carolina at Chapel Hill Chapel Hill, NC
University of South Florida-Main Campus Tampa, FL
Rutgers University-New Brunswick New Brunswick, NJ
University of Florida Gainesville, FL
University at Buffalo Buffalo, NY
University of California-San Diego La Jolla, CA
University of Illinois at Urbana-Champaign Champaign, IL
University of California-Berkeley Berkeley, CA
San Diego State University San Diego, CA
CUNY Queens College Queens, NY
University of Minnesota-Twin Cities Minneapolis, MN
University of Georgia Athens, GA
California State University-Fullerton Fullerton, CA
University of California-Santa Cruz Santa Cruz, CA
University of Massachusetts-Amherst Amherst, MA
Stony Brook University Stony Brook, NY
Find Local Colleges Offering Psychology Degrees
Getting a Psychology Degree Online
Schools offering online Psychology degrees
Online Psychology degrees are available at a variety of different schools with as many as 1,537 degrees earned at the most popular school. Read more below about all schools that have offered online Psychology degrees. If you are interested learning more about getting a degree online, check out our page dedicated to online degree information.
Liberty University 0 210 1327 0 0
University of Central Florida 0 0 1163 0 0
Florida International University 0 0 1088 0 0
Pennsylvania State University-Main Campus 0 0 432 19 0
University of Maryland-University College 0 0 416 0 0
Southern New Hampshire University 0 0 391 88 0
Walden University 17 0 183 391 0
Kaplan University-Davenport Campus 0 0 370 381 0
Troy University 0 0 377 0 0
Washington State University 0 0 351 0 0
Saint Leo University 0 0 335 0 0
Central Michigan University 0 0 322 0 0
Old Dominion University 0 0 283 0 0
American Public University System 0 0 261 72 0
Northern Arizona University 0 0 244 0 0
Rowan University 0 0 243 0 0
Colorado State University-Fort Collins 0 0 219 0 0
Columbia College 0 0 219 0 0
University of Massachusetts-Lowell 130 0 206 0 0
Arizona State University-Skysong 0 0 203 0 0
Capella University 0 0 202 82 0
Mercy College 0 0 200 10 0
University of Houston-Downtown 0 0 197 0 0
Brandman University 0 0 193 0 0
SUNY Empire State College 0 21 189 0 0
National University 0 0 188 65 0
Eastern Kentucky University 0 0 184 0 0
Sam Houston State University 0 0 180 0 0
Oregon State University 0 0 179 0 0
University of Memphis 0 0 168 0 0
University of Minnesota-Duluth 0 0 167 0 0
South Texas College 0 166 0 0 0
Central Washington University 0 0 148 0 0
Pennsylvania State University-World Campus 0 0 148 0 0
University of North Dakota 0 0 122 0 0
University of Northern Colorado 0 0 122 0 0
Roosevelt University 0 0 120 0 0
Fayetteville State University 0 0 119 0 0
Utah State University 0 0 119 0 0
California Baptist University 0 0 115 0 0
Wilmington University 0 0 113 0 0
Tarleton State University 0 0 112 0 0
University of Houston-Clear Lake 0 0 107 0 0
Northwestern State University of Louisiana 0 0 105 0 0
San Antonio College 0 102 0 0 0
Northcentral University 5 0 23 97 0
College of Southern Nevada 0 93 0 0 0
Drexel University 0 0 90 0 0
Foothill College 0 90 0 0 0
Colorado Christian University 0 10 82 0 0
University of Louisiana at Monroe 0 0 82 11 0
Dallas Baptist University 0 0 80 0 0
Palm Beach Atlantic University 0 0 76 0 0
The University of Texas of the Permian Basin 0 0 75 0 0
Simpson University 0 0 73 0 0
Rose State College 0 73 0 0 0
University of Houston-Victoria 0 0 73 0 0
University of the Incarnate Word 0 0 72 1 0
Central Methodist University-College of Graduate and Extended Studies 0 1 71 0 0
Bunker Hill Community College 0 64 0 0 0
Fort Valley State University 0 0 63 0 0
Johnson State College 0 0 63 0 0
Granite State College 0 0 62 0 0
University of the Cumberlands 0 0 62 0 0
DeSales University 0 0 61 0 0
Georgia Military College 0 59 0 0 0
Indiana State University 0 0 59 0 0
Regis University 0 0 59 0 0
Caldwell University 0 0 58 0 0
Buena Vista University 0 0 58 0 0
Endicott College 0 0 58 0 0
Fort Hays State University 0 0 57 7 0
Tyler Junior College 0 57 0 0 0
Pennsylvania State University-Penn State Harrisburg 0 0 55 3 0
Chaminade University of Honolulu 0 0 55 0 0
Bay Path University 0 0 55 0 0
Sinclair Community College 0 54 0 0 0
Campbell University 0 0 53 0 0
Baker College 0 0 52 0 0
Ohio Christian University 0 0 52 0 0
Hawaii Pacific University 0 0 51 0 0
San Joaquin Delta College 0 51 0 0 0
Post University 0 0 50 0 0
Lansing Community College 0 48 0 0 0
Corban University 0 0 47 0 0
Excelsior College 0 0 46 0 0
King University 0 0 45 0 0
Mount Saint Mary College 0 0 44 0 0
Robert Morris University 0 0 43 0 0
Coastline Community College 0 43 0 0 0
Pennsylvania State University-Penn State Berks 0 0 42 0 0
Lesley University 0 0 39 0 0
Southern University and A & M College 0 0 39 0 0
Indiana University-East 0 0 39 0 0
Limestone College 0 0 39 0 0
Lynn University 0 0 39 0 0
Palo Alto College 0 38 0 0 0
Presbyterian College 0 0 35 0 0
Peru State College 0 0 35 0 0
Waldorf College 0 6 35 0 0
Nova Southeastern University 0 0 0 35 0
Bemidji State University 0 0 34 0 0
South University, Savannah Online 0 0 34 0 0
Eastern Oregon University 0 0 34 0 0
McKendree University 0 0 34 0 0
Keiser University-Ft Lauderdale 0 0 33 22 0
McNeese State University 0 0 32 0 0
Indiana Institute of Technology 0 0 31 0 0
Navarro College 0 31 0 0 0
Concordia University-Saint Paul 0 0 31 0 0
Louisiana State University-Alexandria 0 0 31 0 0
Holmes Community College 0 31 0 0 0
Golden Gate University-San Francisco 0 0 0 30 0
Mary Baldwin College 0 0 29 0 0
Bryan College-Dayton 0 0 29 0 0
LeTourneau University 0 0 28 0 0
Rivier University 0 0 27 0 0
Southeastern University 0 0 27 0 0
Pennsylvania State University-Penn State Lehigh Valley 0 0 27 0 0
Inter American University of Puerto Rico-Ponce 0 0 27 0 0
Pennsylvania State University-Penn State Erie-Behrend College 0 0 26 0 0
Park University 0 0 26 0 0
CUNY Graduate School and University Center 0 0 25 0 0
Trine University-Regional/Non-Traditional Campuses 0 0 25 0 0
Pennsylvania State University-Penn State Brandywine 0 0 25 0 0
Trinity International University-Illinois 0 0 25 0 0
Bellevue University 0 0 24 0 0
Vincennes University 0 24 0 0 0
Amarillo College 0 24 0 0 0
Blue Mountain College 0 0 24 0 0
University of Great Falls 0 0 23 0 0
Pennsylvania State University-Penn State Schuylkill 0 0 23 0 0
Western Wyoming Community College 0 23 0 0 0
East Mississippi Community College 0 23 0 0 0
Saint Mary-of-the-Woods College 0 0 22 0 0
Laramie County Community College 0 22 0 0 0
Chadron State College 0 0 21 0 0
Northwest University 0 0 21 0 0
Northeast Community College 0 21 0 0 0
Allen County Community College 0 21 0 0 0
Pennsylvania State University-Penn State Greater Allegheny 0 0 20 0 0
Truckee Meadows Community College 0 20 0 0 0
Ottawa University-Phoenix 0 0 19 0 0
West Hills College-Lemoore 0 18 0 0 0
Pennsylvania State University-Penn State Altoona 0 0 18 0 0
Notre Dame College 0 0 18 0 0
Western New Mexico University 2 0 18 0 0
Northwest University-College of Adult and Professional Studies 0 0 17 0 0
Southwestern College 0 0 17 0 0
Alvin Community College 0 17 0 0 0
Gallaudet University 0 0 17 0 0
Medaille College 0 0 0 17 0
York College 0 0 17 0 0
New England College 0 0 17 0 0
Northwest Christian University 0 0 17 0 0
Huntington University 0 0 16 0 0
Truett-McConnell College 0 0 16 0 0
Kaplan University-Hagerstown Campus 0 0 16 3 0
Touro University Worldwide 0 0 16 0 0
Taft College 0 16 0 0 0
Pennsylvania State University-Penn State Beaver 0 0 15 0 0
University of Charleston 0 0 14 0 0
Lakeland College 0 0 14 0 0
Southwestern Adventist University 0 0 14 0 0
Midway University 0 0 14 0 0
Northwest Mississippi Community College 0 14 0 0 0
St Andrews University 0 0 13 0 0
San Diego Christian College 0 0 13 0 0
Life University 0 0 13 0 0
Brescia University 0 0 13 0 0
University of Maine at Presque Isle 0 0 13 0 0
Southwestern Assemblies of God University 0 13 12 0 0
Pennsylvania State University-Penn State New Kensington 0 0 12 0 0
Palo Alto University 0 0 0 12 0
Pennsylvania State University-Penn State Hazleton 0 0 12 0 0
Odessa College 0 10 0 0 0
University of the Southwest 0 0 10 0 0
Kaplan University-Des Moines Campus 0 0 9 1 0
University of Idaho 0 0 0 9 0
Northeastern University Global Network 0 0 9 0 0
West Hills College-Coalinga 0 8 0 0 0
Adler Graduate School 8 0 0 0 0
Judson College 0 0 8 0 0
Kaplan University-Cedar Rapids Campus 0 0 7 0 0
Ottawa University-Milwaukee 0 0 7 0 0
Harvard University 0 0 0 7 0
Kaplan University-Maine Campus 0 0 6 0 0
Ottawa University-Kansas City 0 0 6 0 0
Ottawa University-Online 0 0 6 0 0
Wilberforce University 0 0 6 0 0
Fisher College 0 2 6 0 0
Prescott College 0 0 5 0 0
Pontifical Catholic University of Puerto Rico-Arecibo 0 0 5 0 0
Central Christian College of Kansas 0 0 5 0 0
Kaplan University-Omaha Campus 0 0 4 3 0
Kaplan University-Mason City Campus 0 0 4 1 0
Kaplan University-Cedar Falls Campus 0 0 2 3 0
Ottawa University-Ottawa 0 0 3 0 0
North Central State College 0 3 0 0 0
Union College 0 0 0 3 0
Kaplan University-Augusta Campus 0 0 3 0 0
Kaplan University-Lincoln Campus 0 0 2 1 0
Dallas Christian College 0 0 2 0 0
Ottawa University-Jeffersonville 0 0 2 0 0
University of Missouri-Columbia 2 0 0 0 0
Institute for the Psychological Sciences 0 0 0 1 0
Judson University 1 0 0 0 0
How many schools offer online Psychology degrees?
8 Certificates
39 Associate's
173 Bachelor's
32 Master's
What degrees do people get in Psychology?
Associate's 2-year Length 290 Colleges 8,369 Graduates
Bachelor's 4-year Length 1,462 Colleges 115,771 Graduates
Certificates < 1 year Length 44 Colleges 342 Graduates
Doctoral 1-2 year Length 172 Colleges 1,771 Graduates
Master's 1+ years Length 396 Colleges 6,148 Graduates
Researching a Psychology degree you will find that there are many choices for a traditional degree as well as higher education options. The most prevalent path for those earning a degree in Psychology can expect a standard two to four years to earn a degree. The most typical Psychology degree earned was a bachelor's degree and it also has the widest range of school possibilities as well. The second most popular Psychology degree that people get is an associate's degree. While a bachelor's degree is the likely degree choice, acquiring an associate's degree degree isn't out of the question. Although a certificate is offered at some schools, getting a certificate is not very common. When it comes to finding the right degree for you, find what would be a good match to your goals and flexibility as well as looking into what school options are available in order for you to earn your degree.
Average cost of college for a Psychology degree
$6,442 Public Out-of-State
Search Psychology Program Courses
Ph.D IN PSYCHOLOGY: Gender Diversity Studies
Ph.D IN PSYCHOLOGY: General Psychology
Ph.D IN PSYCHOLOGY: Health Psychology
Ph.D IN PSYCHOLOGY: Industrial Organizational Psychology
Ph.D IN PSYCHOLOGY: Mental Health Policy and Practice
MASTER OF ARTS IN MARRIAGE & FAMILY THERAPY
Ph.D IN MARRIAGE & FAMILY THERAPY: Child and Adolescent Therapy
Ph.D IN MARRIAGE & FAMILY THERAPY: Couple Therapy
Ph.D IN MARRIAGE & FAMILY THERAPY: General Family Therapy
Ph.D IN MARRIAGE & FAMILY THERAPY: Medical Family Therapy
Ph.D IN MARRIAGE & FAMILY THERAPY: Therapy with Military Families
BA - Psychology
DMFT - Child and Adolescent Therapy
DMFT - Couple Therapy
DMFT - General Family Therapy
DMFT - Medical Family Therapy
DMFT - Mental Health Administration
DMFT - Therapy with Military Families
MAMFT - Child and Adolescent Family Therapy
MAMFT - Couple Therapy
MAMFT - General Family Therapy
MAMFT - LGBTQ Couple and Family Therapy
MAMFT - Medical Family Therapy
MAMFT - Military Family Therapy
PhD - Addictions
PhD - Gerontology
The Doctor of Philosophy in Psychology program in Gender Diversity Studies reflects Northcentral University's goal to train students who can serve today's diverse communities, and is an excellent option if you want to further examine the social, cultural and biological foundations of human sexuality, gender and sexual orientation. It is absolutely critical that mental health providers and educators exhibit sensitivity to the myriad of issues, challenges and changes in our current understanding of mental health, gender and healthy sexuality. In this specialization, you will gain expertise in theory and research skills and develop ways to apply your learning about gender diversity in your own community. Throughout your courses, you will benefit from working One-to-One with faculty who are experts in their field and who will provide you with valuable feedback and support. This specialization expands the breadth of knowledge for existing mental health caregivers, and prepares you to serve as researchers, educators, and consultants in this extremely important field.
The Doctor of Philosophy in Psychology program in General Psychology at Northcentral University gives you the opportunity to develop a broad base of knowledge, strong research and critical thinking skills, and an appreciation for diversity as you work to apply principles of psychology and conduct research related to your area of interest. In our One-to-One Teaching Model, you will be partnered with one of our 100% doctoral faculty in each of your courses who will provide valuable feedback and support to help you understand and apply psychological principles to personal, social, and global issues. You will also further develop your scholarly communication skills in order to successfully convey your knowledge to the professional community and to society at large. You will develop a strong core of psychological knowledge, including expertise in the biological and social bases for behavior, the fascinating process of human development, the amazing history of psychology and its impact on today's culture, and the role of ethics and diversity training in psychology. The General Psychology specialization also gives you the chance to take elective courses to further your own particular interests. You can even opt to do independent study and research with one of our expert instructors to delve deeper into a topic of your choice.
The Doctor of Philosophy in Psychology program in Health Psychology at Northcentral University is designed to familiarize you with the latest theory, research and practice in the field of health psychology, and will help prepare you to become a leader who has the ability to bring about positive changes to health in today's diverse communities. As a health psychology student, you will explore the important interaction between the body and the mind, and the factors that influence physical and psychological health, such as stress and nutrition. You will also explore complementary and alternative medical approaches, and address important issues such as eating disorders and medical compliance. Through our Applied Experiential Approach to learning, you will be challenged to develop your own solutions to today's psychosocial health problems as you conduct research related to health psychology. After graduation, you may serve as a health consultant to hospitals or agencies, help individuals develop healthy lifestyles, or provide the psychological perspective to a team of health care providers. Whether you choose one of these fields, or one of the many other fascinating careers open to health psychologists, by working One-to-One with our 100% doctoral faculty at NCU, you can be assured that you receive the feedback and support you need to excel in your field and contribute to your profession and community.
"Northcentral University offers a robust Doctor of Philosophy in Psychology program in Industrial Organizational Psychology (IOP). You'll work with expert faculty who will provide One-to-One feedback and support as you learn to apply psychological theories to critical issues in the fields of business and industry. As you work through the courses, you will become adept at small group theory and team processes, dynamics of leadership and management, and the structure and procedures of organizational development. The application of tests and measurements, and the interpretation of their results as applied to employee selection, performance appraisals, and training evaluations are additional skills that you can expect to learn in this specialization. The IOP specialization in the PhD in Psychology program at Northcentral will prepare you to assume leadership positions in industry, government, consulting and education in various fields, such as research, coaching, human resource development, consumer behavior analysis, workplace planning, market strategy, personnel specialist, and talent acquisition."
The Doctor of Philosophy in Psychology program in Mental Health Policy and Practice at Northcentral University will help you develop a deeper understanding of mental health through an evidence-based practice approach. This specialization offers a strong base in theory and research, promotes an awareness of ethics and a respect for diversity, and will help you advance your critical thinking and communication skills. Throughout your courses, you will appraise literature on the application of behavioral health and organizational management, develop a working knowledge of forensic casework, and gain an in-depth understanding of financial issues related to mental health policy and practice. As part of NCU's distinctive One-to-One Teaching Model, faculty will provide you with personalized support and feedback as you work to apply your learning to your profession. As a PhD graduate, you will be prepared to assume senior leadership positions in your community in the field of behavioral health service organization and delivery, state government, or private enterprise. You will also have the skills to supervise therapists and psychologists with varying backgrounds and training, and teach at the graduate level.
According to the 2012 Bureau of Labor Statistics Occupational Outlook Handbook, employment in the Marriage and Family Therapy field is expected to grow much faster than average (41 percent). Northcentral University's Marriage and Family Therapy (MFT) Master's program is designed to prepare graduates to meet this growing demand. Most importantly, the NCU MFT program is structured to work with adults that may need more flexibility than is found in most on-campus programs. Northcentral University is regionally accreditated, which should allow graduates to meet the MFT licensing requirements in most states. There is no physical residency requirement, which means students are able to complete all their course work online and to secure a clinical placement site in their local community to complete the face-to-face clinical training component of the program. All courses are taught by faculty with a PhD who possess significant experience teaching in the field of MFT and working as MFTs.
As children and adolescents grow and interact with their environment, they impact their families and their families impact them. This creates a complex developmental process for everyone involved. To be effective in working with children and adolescents, family therapists need to be able to effectively assess this process, as well as connect research and practice to deliver evidence-based, contextually sensitive, culturally informed, and developmentally appropriate services. As such, the goal of the Child and Adolescent specialization in the PhD Marriage and Family Therapy degree program at Northcentral University is to equip doctoral-level therapists and researchers to be well prepared to respond to the needs of children and adolescents through therapy and programming, to engage in meaningful research projects, and to become leaders in the profession.
Divorce rates are hovering between 50 and 60 percent. Likewise, the incidence of couple violence is estimated to be a reality for 40 percent of couples, and up to 70 percent of couples experience infidelity of some kind. Statistics like this highlight the importance of therapists receiving training in the area of couple relationships. Over 80 percent of therapists report treating couple's issues while less than 12 percent are in a profession that requires even one formal class in the treatment of these and similar issues. The goal of the Couples Therapy specialization in the PhD Marriage & Family Therapy degree program at Northcentral University is to equip doctoral-level therapists and researchers to become skillful clinicians and frontrunners in this complex area of mental health treatment. In addition to the standard curriculum of the PhD program, this specialized includes eighteen (18) credit hours specifically focused on preparing our graduates to become experts in couple's therapy.
Families face so many problems, yet so often display amazing strengths. However, families often need the help of competent researchers and therapists who are current in this rapidly changing field, appreciate the broad knowledge base of the MFT profession, and are interested in making a difference. The General Family Therapy specialization is designed to accommodate individual student's broad interests and career plans within a degree plan that prepares them for work in our global and multicultural world. Students in this focus are expected to engage in collaborative research, advanced clinical training, and meaningful educational experiences to advance their careers as mental health professionals. Students in this specialization track will be able to select content courses from across the existing MFT specializations. The outcome of this preparation is for graduates to become well-trained scholar practitioners who can contribute to the field of family therapy as clinicians, supervisors, researchers and/or academics.
When a member of the family becomes ill, the focus of the family is reoriented to center on health issues. This usually means arrangement for and attendance at appointments and medical tests, rearranging work schedules, and a lot of concern and worry for all family members. Concern about health issues becomes the family priority and the future can appear uncertain and frightening. Medical family therapy is the application of systems theory and taking a systems approach to conducting psychotherapy with patients and their families. This unique approach addresses the systemic interactions among patients, their families, their doctors and other healthcare professionals. At NCU, the Medical Family Therapy specialization is designed to prepare students to work effectively with individuals, couples and families that are facing chronic or acute medical difficulties. Students in the Medical Family Therapy specialization are introduced to this growing field and are prepared to compete and succeed in careers as Medical Family Therapy clinicians and researchers.
The number of families impacted by military service continues to increase. Therapists need to be equipped to understand the unique challenges of military families as well as military culture. Issues related to emotional and physical trauma, repeated deployments, post-traumatic stress, traumatic brain injury, and substance abuse impact service members and their families. At present, Northcentral University is the only Marriage and Family Therapy training program that offers a specialization in working with families impacted by military service. This specialization was designed to meet a growing need of service members who return from active duty and attempt to acculturate back into their daily lives, as well as those families that attempt to recover from the loss of their husband, wife, father, mother, son or daughter who gave the ultimate sacrifice for their country. All branches of military service see the need for therapists trained to work with the unique needs of military families and are looking for qualified therapists to work with these families. Northcentral University is at the forefront of training skilled clinicians and researchers to meet the needs of our military families.
Northcentral University offers a Bachelor of Arts in Psychology degree completion program that will help you develop a basic understanding of human behavior and emotions while learning how psychological principles apply to a diverse, global society. This program will prepare you for entry-level positions in various fields and industries, including government and nonprofit agencies. As employment in the helping professions often require a graduate education, it also serves as a stepping stone to advanced educational opportunities such as Master's or Certificate Programs.
Childhood and the teenage years are often fraught with drama and, for many, heartache. The Child and Adolescent Therapy DMFT specialization is designed to prepare you to work in therapy settings with children and adolescents, and view those interactions from a family therapy and/or family systems perspective. With these goals in mind, you will be required to focus your course projects, internship work and dissertation research on issues related to working with children and adolescents. Through your online coursework and offline practicum within your community, you will be challenged to develop competencies and sensitivities to the particulars of working with children and teens who are facing challenges beyond their capacities.
Marriage and long-term relationships have always faced challenges, but never more so than today with definitions continually evolving. The Couple Therapy DMFT specialization is designed to prepare you to work primarily with couples in therapy settings from a family therapy and/or family systems perspective. With these goals in mind, you will be required to focus your course projects, internship work and dissertation research on issues related to working with couples desiring to repair or build their relationship. Through your online coursework and offline practicum within your community, you will be challenged to develop competencies and sensitivities to the particulars of working with couples facing challenges in their relationships.
When helping with the challenges facing today's families, one never knows what emotional issues a family might experience. The General Family Therapy DMFT specialization allows you to select courses from a broad range of electives to fit your personal interests and professional ambitions. In this specialization you are required to focus your course projects, internship work and dissertation research on issues related to marriage and family therapy, dependent upon your career intentions. Offering increased flexibility, this specialization permits you to select four courses (12 credit hours) from the Marriage and Family Therapy curriculum at the 8000 level. Additionally, courses from NCU's School of Psychology may be considered as well (with approval on a case-by-case basis) for fulfillment of this requirement.
Medical issues and all that accompanies them can often emotionally overwhelm a family. The Medical Family Therapy DMFT specialization is designed to prepare students to work with individuals, couples and families who are facing chronic or acute medical challenges. Medical Family Therapy incorporates a family therapy and/or systems perspective in order to help client families understand and deal with their medical difficulties. With this important goal in mind, you will be required to focus your course projects, internship work and dissertation research on issues related to medical family therapy. Through your online coursework and offline practicum within your community, you will be challenged to develop the skills necessary for working with families who face diverse medical challenges.
Mental health issues can be among the most difficult for families to face on their own. Once they've chosen to seek professional help, the last thing families need to face is an inefficient bureaucracy. The Mental Health Administration Specialization is designed to prepare you to fulfill roles as leaders and administrators in mental health organizations and agencies. In this specialization you will focus your course projects, internship work, and dissertation research on issues broadly related to mental health administration.
Involvement with the military can have incredible highs and unimaginable lows, both for the one in the military and for their family. The Therapy with Military Families Specialization is designed to prepare you to work primarily with individuals, couples, and families who are affiliated with the military through a family therapy and/or systems perspective. In this specialization, you will focus your course projects, internship work and dissertation research on issues related to working with military personnel and their families. Through your online coursework and offline practicum within your community, you will be challenged to develop the skills necessary for working with families who face diverse challenges associated with military life and the stresses of combat.
When divorce and other strife enters the lives of children and teens, it often takes a sensitive professional to help them and their families weather these storms. The Child and Adolescent Family Therapy specialization is designed to prepare you to work in therapeutic settings with children and adolescents using a family therapy, systems approach. In this specialization you will be required to complete two focused content courses, a research course focusing on issues related to working with children, adolescents and families, as well as complete at least 100 hours of clinical experience in an approved setting under the guidance of a qualified local supervisor.
With the changing definition of marriage, along with social expectations, marriage and long-term relationships often face challenges that call for the help of a trained third party. NCU's Couple Therapy specialization is designed to prepare you to work with couples in therapeutic settings, primarily using a family therapy, systems perspective. Students in this specialization are required to complete two content courses in this area, a research course focused on issues related to working with couples, and at least 100 hours of clinical experience in an approved setting with a qualified local clinical supervisor.
Families today experience many emotional challenges throughout their lifecycles, and it can take a broad understanding from a caring counselor to help them overcome. The General Family Therapy specialization allows you to select courses from a wide range of electives to fit your state's requirements, as well as to suit your personal and professional ambitions. In this specialization, you will be required to complete your content courses, including the research projects and clinical experience in areas related to marriage and family therapy.
Same-sex couples face many of the same relational issues as heterosexual couples, but the attendant differences can create unique challenges as well. The LGBTQ Couple and Family Therapy specialization is designed to prepare you to work with clients in the LGBTQ community and to specialize in working with couples and families using a family therapy, systems-oriented approach. In this specialization, you will be required to complete two content courses focused in this area, a research course focused on issues related to working with LGBTQ couples and families, and at least 100 hours of clinical experience in an approved setting with a qualified local clinical supervisor.
Medical challenges can often overwhelm a family emotionally and the guidance of a trained professional can make the difference. The Medical Family Therapy specialization is designed to prepare you to work with individuals, couples and family who are facing chronic and acute medical difficulties. Medical Family Therapy incorporates a family therapy, systems perspective in helping clients to understand and manage their medical difficulties. In this specialization you will be required to complete two focused content courses, a research course focused on issues related to medical family therapy, and at least 100 hours of clinical experience in an approved medical setting with a qualified local clinical supervisor.
Members of the military and their families are typically strong, but that strength sometimes needs the reinforcement that only a trained counselor can provide. The Military Family Therapy specialization prepares you to work primarily with individuals, couples, and families that are affiliated with the military, using a family therapy, systems perspective. In this specialization you will be required to complete two focused content courses, a research course focusing on issues related to working with military families, and at least 100 hours of clinical experience in an approved military setting with a qualified local clinical supervisor.
The Addictions specialization prepares mental health practitioners to develop knowledge and expertise in the area of substance abuse, addictions and addictive behaviors. You will explore the dynamics of substance abuse and dependence including drugs, alcohol and marijuana, with an emphasis on assessment and treatment planning. You will also examine research related to addictions and compulsive behaviors, as well as co-occurring disorders.
As the world's population continues to age, the demand will continue for individuals trained in gerontology. The Gerontology specialization is designed to train you in working with older adults and their families. Coursework in this program prepares you for career opportunities in health facilities, mental health clinics, government agencies and community organizations.
Clinical Mental Health Counseling (MA)
Coursework for this degree includes a comprehensive curriculum of theories, principles, and dynamic applications in the field, training in effective assessment and treatment practices, an understanding of the significance of research in the field, and competence in ethical, legal, and professional standards. Our goal is to enable you to achieve the eligibility criteria to become licensed in their state and certified as a National Certified Counselor by the National Board for Certified Counselors.
').css({ 'height': docHeight, 'width': docWidth }); this.show = function (speed, callback) { $('body').append(bg); //$('body').addClass('locked'); bg.fadeIn(speed, callback); } this.hide = function () { //$('body').removeClass('locked'); bg.hide().remove(); }; } }); jQuery(function() { //Eddy SIDE AD var eddyAOI = $('meta[name=eddy_aoi]').attr("content"); if(eddyAOI == null || eddyAOI == undefined || eddyAOI === "") { eddyAOI = "21"; } if(jQuery('#eddySide').length > 0) { jQuery('#eddySide').eddyAd({ placementtoken: '0956d873-27cb-4046-bc3e-9ee00140a6ac', testmode: false, useIframe: false, //set to true if you experience errors skipIframeCheck: true, ExtendedFields: { //required fields sub_1: '/programs/psychology-degrees', sub_3: '', postal_code: '', categories_selections: eddyAOI, highest_level_of_education_completed: '', us_citizen: 1, desired_degree_level:'3', } }); } });


"glass case for exhibiting valuable things," 1835, from show (v.) + case (n.2). In the extended sense, it is attested from 1937. The verb is first recorded 1945. Related: Showcased; showcasing.
That's how I got rid of all that stale candy you had in the boxes behind the showcase.
Then he helped himself to a cigar from the showcase, and told his friend to "chalk it up."
"Seems as if I remember your sayin' a few things about that showcase," he remarked.
He tossed four silver dollars on the showcase and took the tickets.
Even the sight of the candy in the showcase had not lifted his spirits.
Often now when he came he would chat for a while across the showcase.
The jewel room at the Tower of London was invaded and a showcase broken.
They did not see her wink at her fat mother behind the showcase.
Tom looked about on the showcase, and glanced down on the floor.


text:
Everyman Cinema, who currently operate nine boutique cinemas in the south of England, is to open its largest site yet- and its first in the north of England- at the new Trinity Leeds shopping centre on 26 April.
The new cinema will also feature a bar and separate restaurant boasting 100-covers, making it the first of its kind for the Everyman group.
17 April 2013 | 1589 Reads
Everyman Cinemas is to bring a new venue to Manchester city centre ...

redpajama_set_name: RedPajamaCommonCrawl


The best picture books and how to best use them.
A scene from Shaun Tan's, The Arrival. The Arrival is a picture book composed entirely of images. No text, but when you create illustrations as striking as this, words tend to be superfluous.
The first is the story must entertain, or at least engage me.
The second is it must follow the rules of story grammar; that is, it must have a clear beginning, middle and end - and other vital story grammar elements.
The third is the language (either written or in the illustrations) must be rich and full of meaning, either literal or implied.
The books that I use in therapy are diverse in their tone. Each text is analyzed using the Fry Readability Graph to determine reading level.
Follow the links below to read in depth summaries of the featured texts, and instructions on how to use text-based intervention on the best children's books available.
Text analysis is a fluid, ongoing process. New book analysis reviews will be added as they become available.


text:
Professors Who Profess (**)
KAPPA DELTA PI RECORD
Professors Who Profess
Making a Difference as Scholar-Activists
The smart way to keep people passive and obedient is to strictly limit the spectrum of acceptable opinion, but allow very lively debate within that spectrum – even encourage the more critical and dissident views. That gives people the sense that there's free thinking going on, while all the time the presuppositions of the system are being reinforced by the limits put on the range of the debate.
— Noam Chomsky (1998)
It is still disturbingly common to witness what the sociologist Alvin Gouldner (1973, 24) once referred to as the "vain ritual of moral neutrality." The assumption that it is possible, or even obligatory, to avoid taking a moral stand in one's work is partly due to the persistent and rather desperate attempt of many social scientists to align themselves with the natural sciences and snub the humanities, which are regarded as soft, subjective, and less substantive. This alliance manifests itself in different ways, ranging from the belief that everything can (and should) be reduced to numbers, to the current fashion for supporting certain pedagogical practices by certifying them as "brain-based." The attempt to bask in the reflected glory of the hard sciences helps to explain why many professors refuse to profess. After all, values are tantamount to biases, something to be excluded or denied. The scientist's job is simply to discover.
But a number of critics over the last century have contended that it is futile, and therefore disingenuous, to pretend that social science can ever be value-free. Some have noted that there are political consequences to that charade: when you take pains to avoid making a value judgment, you end up tacitly accepting the values of the status quo. "Research rooted in the dominant values of the society is less likely to be questioned about its scientific objectivity and yet more likely to suffer from the lack of it," observed Herbert Kelman (1968, 72).
Thus, it is seen as perfectly acceptable to ask whether a given educational policy (say, single-sex schooling) succeeds in encouraging more girls to choose careers in fields that have traditionally been dominated by men. But what would we make of a study that asked how successful an intervention has been in encouraging more boys to choose to be nurses, or preschool teachers, or full-time parents? (see Noddings, 2002, 57). The latter project is more likely to be dismissed as an attempt to further someone's ideological agenda, but only because the values embedded in the former project are more widely shared.
Other examples aren't hard to find. Some years ago, after I gave a talk about how students can be helped to care about others, a woman rose to inform me, rather heatedly, that she doesn't send her child to school to "learn to be nice." That, she declared, would be "social engineering." But a moment later she added that her child ought to be taught to respect authority. The moral here is that whether one is thought to be engaged in social engineering (or in value-laden research) is determined to a large extent by the particular values in question.
These days many of the talks I give at conferences are about the harmful effects of the Tougher Standards movement, and a number of conference organizers have made a point of "balancing" my presentation by inviting another speaker who supports the conventional wisdom about the need to demand accountability, raise scores, and so on. (Alternatively, I am sometimes asked if I will participate in a debate on the topic so that attendees "can hear both sides.") Yet I am unaware of any organizations that feel the same obligation to provide equal time to the dissident view after inviting a keynote speaker who supports standards and testing. Indeed, mainstream education groups regularly hold entire conferences devoted to the question of how to implement standards-based reform without a single presenter who inquires whether this is a good idea.
Hidden Values
The same general point can be made by scrutinizing favored concepts in educational research. Consider the idea of withitness, the rather cute term coined by Jacob Kounin to denote a teacher who not only is attentive to what students are doing but lets them know she is aware of what's going on. Such teachers were shown to be more effective than their (withoutit?) colleagues. But what does it mean in this context to be "effective"? To Kounin (1970), it meant getting "conformity and obedience"; it meant students didn't do whatever was defined as "deviant" and they kept busy at "the assigned work." Now, if a good classroom is one where students simply do what they're told, it shouldn't be surprising that this is more likely to happen when teachers make it clear they can quickly spot noncompliance. By the same token, if a good society was defined as one where citizens obeyed every governmental decree, then scholars might be able to adduce scientific evidence that the most "effective" leader was one who resembled Orwell's Big Brother.
Come to think of it, "Orwellian" is not a bad description for another common educational construct: curriculum alignment, which, at least in its current usage, signifies that what teachers do in the classroom should be made to coincide with something else – usually a test or a list of standards mandated by the state. Those who are reminded of the need for such alignment are actually being exhorted to teach certain material (or teach it in a certain way) not because this enriches students' understanding, or responds to their interests, or is consistent with good research, but simply because someone in power demanded that they do so. "Alignment" is generally not about improvement but about conformity. (From a pedagogical perspective, I have argued elsewhere, the only thing worse than tests that aren't aligned to the standards are tests that are aligned to the standards. The former is silly because it is inefficient, while the latter is dangerous precisely because it is efficient . . . at accomplishing a dubious goal [Kohn 2001].)
In short, what stands out about many concepts in our field is the way certain values hide behind the appearance of neutral scholarship.
Erroneous Assumptions
If any issue has begun to rouse teacher educators and others in the field to take a public stand, it is the practice of high-stakes testing – of children and of teacher candidates. The current accountability fad was not initiated by educators — either teachers or researchers — nor was it initiated for educational reasons. It was imposed on schools by politicians (and corporate executives) for political reasons. Everything about the way the movement has played out can be traced back to that fact about its birth. The apparent intent of the 1983 Nation at Risk report — which David Berliner and Bruce Biddle (1995), among others, have shown to be based on misleading claims and a tendentious use of data — was to cultivate a distrust of public schooling. The current testing mania is a perfectly logical consequence of that perfectly political document.
(Something rather similar, and in a way even more remarkable, took place in Ontario, Canada. In September 1995, John Snobelen, the Minister of Education and Training for Ontario's newly elected Conservative government, announced to his senior staff that their job was to "invent a crisis" in education. To do so, he added, required "some skill" because the schools were actually in better shape than he had thought. His government proceeded to cite that alleged crisis on a regular basis in order to justify a U.S.-style emphasis on standardized testing and accountability. That the crisis was created rather than discovered is a fact known only because a videotape of Snobelen's speech was leaked to the press.)
When I am asked by reporters how we are supposed to hold schools accountable if not by standardized tests, I always pause before describing alternative assessments to explore the premise of the question. We have an obligation, I think, to refuse to accept the debate as it has been framed for us. We need to ask: What is the source of this fierce, frantic demand for accountability? How accurate are the assumptions that underlie it? Who benefits and who loses when this becomes our primary focus?
Are these questions value-laden? Absolutely – as is the question about how we can best hold schools accountable. It's just that the latter inquiry is more common these days, and seemingly more straightforward, so we don't notice the values that inform it.
Against Test Scores as Measures
The next question, then, must be: How can we make a difference? To begin with, we have to acknowledge that conducting and publishing research is not sufficient. Exhibit A would probably be the practice of forcing students to repeat a grade, because retention has grown in popularity "during the very time period that research has revealed its negative effects on those retained" (Natriello 1998, 15). Nevertheless, there are ways that researchers can maximize their impact on public policy. First, they can make more of an effort to publicize their findings and those of their colleagues, using their credibility as experts to speak up at local gatherings (such as school board meetings), write op-eds for newspapers, meet with legislators and education reporters, and so forth. The people who crusade for "accountability" do not, as a rule, subscribe to the American Educational Research Journal, so the findings published there will not have an appreciable impact on policy until they are communicated to other audiences by other means.
(To communicate those findings, of course, requires that we speak and write in a language that is widely understood. Some scholars have slipped so far into the stylized talk – excuse me, discourse – of academia that important ideas are rendered virtually incomprehensible to most people. Because it sometimes seems that scholarship is valued by other academics in direct proportion to its inaccessibility,* some individuals may have an instinctive aversion to writing in simple sentences even if they could remember how to do so. The reality is that we contribute usefully to a discussion about testing when we explain clearly why higher scores do not necessarily signal better learning. We do not contribute usefully when we ramble on to a general audience about point-biserial correlations – or, for that matter, about liberatory praxis. )
A constructive effect on real-world policies depends not only on how findings are described but also on how research is conducted in the first place. This comprises not only which topics are selected for investigation, but also how a study is designed, and specifically, what will be the dependent variables. Consider an investigation of the effects of teacher certification. It's understandable that one might be tempted to ask whether certification affects students' scores on standardized tests. Even someone who has his doubts about the value of these tests might reason that many people place stock in those scores and it can be persuasive to show that a given practice has the effect of raising them. But there are long-term consequences to that choice. I believe we should hesitate not only before conducting studies, but even before citing studies, that purport to justify practices we may happen to support – or to indict practices we may oppose — on the basis of their effect on standardized tests results.
I say this for two reasons. First, these tests measure what matters least – or, if you prefer Ralph Tyler's phrase, they give "small answers to small questions." Indeed, such tests are so fundamentally flawed that advocating a given intervention solely because it helps students do better on those tests is not rational. To put it another way, if all one can say in support of a policy or practice (for example, one of those scripted reading programs) is that it has a positive effect on standardized test results, then one has not yet made a persuasive argument in its behalf. This is particularly true of norm-referenced tests, like the Stanfords, Iowas, or Terra Novas, which were designed to maximize response variance – that is, to create a broad range of scores for the purpose of sorting students efficiently – rather than to gauge whether a given teaching strategy was effective. Such tests are not merely inappropriate as a strategy to change teaching (that is, as a high-stakes accountability tool) but also problematic when employed to measure teaching. It is not merely a matter of how these tests are used but how they are constructed; some elements of their design raise questions about both applications.
Second, every time a study is published – particularly in a reputable journal or by a reputable researcher — that uses standardized test scores as the primary dependent variable, those tests gain further legitimacy. If we are not keen on bolstering their reputation and perpetuating their use in schools, we would want to avoid relying on them even in the course of pursuing other objectives and investigating other topics. For example, although I have grave concerns about the extent to which voucher programs help most students (to say nothing about how they undermine public schooling and subsidize religion), I would not try to make this case by citing evidence that these programs fail to raise test scores.
Researchers who understand the dimensions of the threat posed by standardized testing might want to consider (1) using other measures of achievement instead, (2) reinforcing the message that test scores are a poor indicator of student learning by explaining in each study why they are not being used, and (3) looking at outcomes other than achievement. Among the possibilities that come to mind here is the construct sometimes known as continuing motivation to learn.
This outcome merits attention in itself, not merely in the context of looking for alternatives to test scores. One might go so far as to say that a study in educational psychology is incomplete if it does not consider the impact of its independent variable(s) on how students come to regard what they're doing. Dewey (1916, 100) famously said that the goal of education is more education: the point is not just to fill students with facts and skills but to nourish their curiosity and disposition to learn. Nor is this view confined to theorists: many classroom teachers, asked to specify their long-term goals for students, instantly respond with the phrase "lifelong learners. "
Forget the test scores. Do smaller classes make kids more likely to enjoy the process of figuring things out? Does a given approach to reading instruction have an effect on whether children pick up books on their own? How do students in bilingual programs feel about school? Even people who regard academic performance as the educational holy grail will have to concede that interest (intrinsic motivation) is a uniquely powerful predictor of achievement. But surely anyone who views interest as an end, not merely a means, ought to be doing research that reflects that conviction.
Teaching Future Educators
Finally, in addition to speaking to the general public about research and reflecting on the design of that research, there is the question of how future teachers are taught. Does that process consist of socializing students to deal with reality as they find it, to accept and perpetuate the status quo, to try to succeed within given parameters? Or are students encouraged to ask radical questions, those that get to the root of the issue? For example, are they more likely to ask how best to raise standardized test scores, or to step back and ask whether such tests need to be used at all?
Why are there Methods courses in schools of education, but no Goals courses? What are our long-term objectives for future educators? Presumably all of us want them to enter the classroom with a set of skills, with knowledge about their subject matter, with a growing competence at (and passion for) teaching itself. But perhaps they also need to develop – or at least avoid losing — a sense of outrage when outrage is required by the situation in which they find themselves. Students may need to hear about different theories of education, but they also need what Hemingway called a crap detector. And perhaps they also ought to acquire a collaborative orientation so that when they are told to hand out worksheets, or run lecture-based and textbook-driven lessons, or spend time giving kids practice tests, their first instinct will be to reach out to their colleagues, to organize, to say, "We must not let this pass." I hope the next generation of teachers emerges from the university secure in the belief that one can and must fight what is wrong, rather than being inclined to put their heads down and hope it will go away by itself. Do schools of education accomplish these goals – and, if not, what can we do to change that state of affairs?
Of course, short of helping students to oppose bad policies, it would be an improvement just to have them work to minimize the damage. In either case, though, they first must understand that these policies are in fact damaging. And that, in turn, requires them to understand that their ultimate obligation is not to raise scores, not to maintain order, not to please administrators, but to do what is best for children. Do preservice programs teach this, emphasize this, every day?
Some of what I am urging may require that teacher educators look at their own teaching. It is not uncommon to find university instructors who see themselves as critical thinkers, progressive and even radical critics of the status quo, but who rely on traditional pedagogical methods to transmit these ideas. Some of their courses are done to, rather than designed with, students – with syllabuses completed before the course has even begun. Some of these instructors proceed largely by lecturing, by fishing for the "right" answers during discussions, even by giving grades. And that is the chief lesson their students will take away: not the explicit content of the course, but the idea that classrooms are places where students listen and memorize facts and figure out how to snag a good mark. (This is precisely parallel to what readers will take away from a study showing that a given intervention produces higher test scores: not merely the explicit finding but the idea that test scores are a reasonable measure of learning.) In both cases, we can do better – provided that we are unafraid of embracing certain values, provided that we are ready to take a stand.
* Here is Ibsen in Peer Gynt: "He is a remarkably learned man: Almost all that he says is beyond understanding."
Berliner, D.C., and B. J. Biddle. 1995. The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools. Reading, Mass.: Addison-Wesley.
Chomsky, N. 1998. The Common Good. Interview by D. Barsamian. Tucson, Ariz.: Odonian Press.
Dewey, J. 1916. Democracy and Education. New York: Macmillan.
Gouldner, A. W. 1973. Anti-Minotaur: The Myth of a Value-Free Sociology. In For Sociology. New York: Basic.
Kelman, H. C. 1968. A Time to Speak: On Human Values and Social Research. San Francisco: Jossey-Bass.
Kohn, A. 2001. Beware of the Standards, Not Just the Tests. Education Week 21 (4): 52, 38.
Kounin, J. S. 1970. Discipline and Group Management in Classrooms. New York: Holt, Rinehart and Winston.
Natriello, G. 1998. Failing Grades for Retention. The School Administrator 55 (7): 14-17.
Noddings, N. 2002. The Care Tradition. In Educating Moral People. New York: Teachers College Press.
To be notified whenever a new article or blog is posted on this site, please enter your e-mail address at www.alfiekohn.org/contact-us.
Tags:Alvin Gouldner, Dewey, Herbert Kelman, Methods courses, Noam Chomsky


text:
Review: Last Wail "Forgotten" [Stygian Crypt productions]
By Sophie Laliberté
Forgotten by Last Wail feels like a mix of other albums I have reviewed. It sounds like a mix of power, thrash and death metal. You can even hear of bit of a folk metal influence, with the flutes and fiddles occasionally heard over the guitars. There are growled vocals over catchy and melodic riffs. The lyrics seem to be about fantasy, adventures and folk magic, but also about edgier and more brutal stuff.
It's not that this mix doesn't work. There are times where this mix creates something really fun or interesting, like in "Kill Them All", with its fast riff and aggressive but catchy power metal style, and its unfortunate lack of Metallica references. Or in "Woodcutter", the most remarkable track on the album. This one has some of the best crafted and catchiest riffs on the album, both melody and aggression, some nice flute playing, and a tune that sometimes feels like a folk dance.
I often use the words "catchy" and "melodic" to describe this album. That's a pretty fitting description, really, because there are noticeable hooks here, the songs have nice melodies and flow together easily. It can easily be listened to in one sitting, and it's fun to listen to. But that's a double-edged sword.
Because this album is so easy to sit through, it goes a little in one ear, out the other, because the other songs are not quite as memorable as "Woodcutter" and "Kill Them All". I can't find a lot to say about them, besides that they have nice melodies, and I like the flute parts in "The Enemy" and the wild intro to "Three Axes". Other than that… The songs aren't really easy to tell apart, or to remember. You'll listen to them all the way through, then you'll forget them.
The other songs are not bad exactly, but they are in that dead zone where they're not bad enough to be unpleasant and therefore memorable, but they're not quite interesting enough to be really good or memorable. They are well-made but somewhat unremarkable folky power/death metal songs. It's not painful to listen to, but as I implied in my introduction, I feel like I've heard this already.
Obviously, now that everything has been done, it's harder to be original, and considering that, if a band manages to have its own style, they're good enough. Sure, Last Wail's mix of folk, power and death metal is somewhat distinctive, but while it gives them an identity of their own, it also makes them sound like a more generic mix of everyone else in those genres. Even the vocals are generic, with their growls that sound like everyone else and their not particularly good occasional bits of clean vocals. The songs are nice enough in the beginning of the album, but then all interest is lost, until the 12th song, which picks up the pace somewhat but then is followed by a just as generic last song.
Everything they do seems to have been already been done, and done better, by thousands of other acts.
And this is why, even though this album is very listenable, it's not something that you will really remember. I didn't hate this, but I'm not sure I really love any song on it, except maybe "Woodcutter". That's why that one, and maybe "Kill Them All", "The Enemy" and "Three Axes" are the only songs I'd really recommend. The rest is at best something nice but forgettable to listen to when you have nothing better to do.
TagsLast WailStygian Crypt productions
Previous article Review: Municipal Waste "The Last Rager" [Nuclear Blast]
Next article Interview video: Ivan McSimon of The Kreoles
Sophie Laliberté
Loves words and music. When not writing or reading reviews, she's writing horror stories where music plays a part.
Review: FOLKODIA "Battle of the Milvian Bridge"
Review: DOWNCAST TWILIGHT "Under The Wings Of The Aquila"
Review: Númenor "Sword and Sorcery"
Stygian Crypt prods has revealed upcoming Tribute To Therion line-up
Stygian Crypt productions to release A Tribute To Therion, slots opened!
FOLKODIA Battle of the Milvian Bridge Stygian Crypt


text:
Q: Передать java object to c struct и обратно Имею дело с named pipes.
Нужно передать msg  типа struct (предварительно переделав его в байты с обьекта?) с java в c. А также получить из c (c msg) в виде байтов и сконвертировать их в java объект.
Как-то так )
Каким образом это можно сделать ?

A: Лучше не изобретать велосипед и использовать Protocol Buffers или Thrift.

redpajama_set_name: RedPajamaStackExchange


NNHS is shortly bringing out a quarterly newsletter for general circulation. It will be available for download from this page as well as having a limited number of printed copies for circulation. It will contain content in English, Tamil, Kannada and Malayalam including wallpapers from conservation centers around the NBRs.


I'm hoping this is the game. 5 goals and BOG.
And I am hoping it will be in two weeks time.
He was off the boil against the Cats no doubt. But he got involved in heaps of plays. I know he has the ability to convert those opportunities. I feel he's on the verge of explosion.
Trapper and Yze in that 3rd qtr... to bad we couldn't finish the task.
Gee it would be great if we could see some of his talent on show tonight. Would love to see him kick a few goals.
Wouldn't complain if he ripped the game apart on his own having said that!
Could this be it? The crescendo has built slowly but surely. Now rip the ring pool off this can of whoop tooshy!
He will end up like Winx (minus 2 legs) .
What's going to happen to his two legs?
Be lovely if he could hit a set shot for goal.
For crying out loud! :p. Yeah that predictive text is quite the invention isn't it!
I understand the ring pull typo but WTF is a whoop tooshy?
Edit: whoop tooshy = Kickarse! I can be a bit thick sometimes.
That should read a 'Trapper Johnstone like half' Diamond Jim. Have never seen a more influential half played by a footballer than the 2nd & 3rd quarters he played against the Crows in the SF back in '02.
Admittedly though, that game should've been played at AAMI Stadium given the Crows lost the QF and we won the EF.
Just needs to take his time I think. Rushes it sometimes.


General Elections are nearing and opposition and its supporters are not leaving any stone unturned to ensure that the Modi government loses this time. Opposition while making such attempts is not only looking desperate but is also making several mistakes.
While Rahul Gandhi is investing all his energy to prove that the Rafale deal is a scam, despite SC's clean chit to Modi government, one of his supporters has resigned from his high paying job to prove that job crisis is a real thing under Modi government. Many other supporters to follow suit, say sources.
Initially, it was rumoured that all these supporters and volunteers are resigning from their jobs to work more actively for the campaigning of Congress but later the party itself cleared that resignation is only to manipulate the data and establish that Modi has failed to create jobs as promised.


Cori Davenport didn't seek re-election as a Johns Creek council member. Her final vote was "yes" to donate her entire four-year salary to charity.
Cori Davenport will leave Johns Creek's city council soon.
She currently serves as the Post 3 councilmember, but did not seek re-election. She will be succeeded by John Bradberry, who was victorious in Tuesday's runoff.
But before Davenport leaves her post, she is giving one of the city's charities a generous gift. The Johns Creek Public Safety Foundation, a non-profit supporting the city's police officers and firefighters, will be the recipient of $60,000 — the sum of Davenport's salary since she was elected in 2013.
When Davenport was elected to the council, she declined to accept any salary and had the intent of donating to the foundation at the outset of her term. But, according to a release from the city, there wasn't a precedent for such an act, and other factors forced the delay of reallocating her salary.
Councilmembers in Johns Creek are part-time and earn an annual salary of $15,000.
Davenport worked with the city's legal, financial and administrative staffs to reallocate her salary, and the council approved the decision at a meeting earlier this week.
The vote was the final one Davenport will make as a councilmember in Johns Creek. For the foundation, it is the largest single donation it has received in its nine-year history.
Davenport has four children and has lived in Johns Creek for more than 16 years.
John Creeks police say Alfonso Walker now faces felony charges that include burglary and theft by deception.


text:
When fighting for principles, opposition often voluntary, support often managed: Sibal
August 26, 2020 August 26, 2020 admin	0 Comments
New Delhi, August 26 dmanewdesk: Senior Congress leader Kapil Sibal, one of the 23 leaders who have written to party chief Sonia Gandhi seeking an organisational overhaul, said on Wednesday that when fighting for principles, opposition is often voluntary and support is often managed.
After a stormy Congress Working Committee (CWC) meeting on Monday, Sibal made the remarks in a cryptic tweet.
"When fighting for principles in life, in politics, in law, amongst social activists, on social media platforms, opposition is often voluntary, support is often managed," he said on Twitter.
Sibal's remarks come in the backdrop of the controversy over the letter written by 23 Congress leaders, including him, to Sonia Gandhi, in which they called for far-reaching reforms within the party, such as having a "full time, active and visible" leadership, devolution of powers to state units and revamping the CWC in line with the party constitution.
Several leaders in the run up to the CWC meet and during it had rallied behind Sonia Gandhi and Rahul Gandhi, while lashing out at the letter writers.
Former party chief Rahul Gandhi is also learnt to have criticised the letter writers at the meeting of the party's top decision-making body CWC.
Making no direct reference to the events, Sibal had posted a cryptic tweet on Tuesday as well saying: "It's not about a post. It's about my country which matters most."
A day after being dissed at the CWC meet, several members of the 'group of 23' said on Tuesday they were "not dissenters" but "proponents of revival". Many of them also backed Sonia Gandhi remaining at the helm.
After the seven-hour meeting of the party's top decision-making body, the CWC urged Sonia Gandhi to continue as its interim chief till an AICC session could be convened and authorised her to effect necessary organisational changes to deal with the challenges facing the party.
It made it clear no one would be permitted to undermine or weaken the party and its leadership.
The CWC also resolved that inner-party issues cannot be deliberated through the media or in public fora and all such issues must be raised within the party "in the interest of propriety and discipline".
← Rs 2,000 notes were not printed in 2019-20: RBI annual report
ICFAI Business School (IBS) Strives to Offer its Students One of India's Best Business Learning Curriculums →
Senior Congress leader Ahmed Patel passes away at 71
BJP hits out at Congress over tractor-burning incident near India Gate
Polls: BJP president asks voters in Bihar to take part in festival of democracy
October 28, 2020 October 28, 2020 admin	0


We have multiple openings for Weapons Infrastructure Project Engineers. You will plan, manage, and execute equipment recapitalization projects to support weapons infrastructure. The infrastructure projects are needed to support capabilities such as nuclear weapon program in high explosives, warhead test and evaluation, physics performance evaluation, and science, technology and engineering. These positions are in the Defense Technologies Engineering Division (DTED), within the Engineering Directorate.
- Develop requirements, designs, project scope, costs, schedule, and risk plan to field and execute projects focused on programmatic equipment, such as ultraprecision machine tools or inspection coordinate measuring machines, off the shelf equipment such as thermal ovens or environmental chambers for high explosives and/or unique custom program equipment that requires collaborating with SMEs to first write statements of work, and their integration with real property (facility).
- Develop and implement rigorous project management methods and tools to ensure successful execution of infrastructure projects.
- Review, write, and develop technical specifications and drawings.
- Prepare supporting health and safety documentation that is aligned with the Integrated Safety Management (ISM) requirement and participate in design and Management Prestart Reviews.
- Collaborate with mission support organizations in Operations and Business (O&B), Environmental Safety and Health (ES&H), and Science, Technology and Engineering (ST&E) to direct successful project execution.
- Lead a team of specialists consisting of supply chain management (procurement), facility operations, Environmental Safety and Health (ES&H), Weapons Program, and technical subject matter experts (SME).
- Apply advanced technical knowledge and methodologies to guide successful completion of project and organizational goals and serve as primary technical contact on various tasks and projects.
- Experience effectively managing projects and demonstrated ability to organize and conduct rigorous design and project reviews.
- Demonstrated ability to devise solutions for complex technical requirements.
- Demonstrated ability to take initiative to develop innovative solutions for successful project execution.
- Demonstrated ability to manage (organize, direct, and monitor schedule and budgets) multiple projects concurrently and to reprioritize and change programmatic direction depending on emergent requests.
- Proficient verbal and written communication skills necessary to effectively interact and collaborate with the Weapons Program, resource management, and federal management staff and present and explain technical information.
- Advanced knowledge and experience to deliver infrastructure to support technical capabilities integrating both scientific equipment and facilities modernization.
- Significant experience working in and as part of teams, overseeing, and delivering multiple projects on budget and schedule.
- Advanced verbal and written communication skills needed to effectively collaborate in a team environment, present and explain technical information, document work, prepare and present successful proposals and high quality research papers, and provide advice to management.
- Master's degree or experience in engineering and/or special certification as a Project Engineer, project management, or cost estimation professional.
- Ability to travel to visit vendors or brief NNSA.
- Experience working in the nuclear weapons program and with Laboratory operations and business processes.


Unanticipated events like a flat tire or a breakdown due to the whims of the weather can render you incapacitated on the road. Having a tool kit in your car can come in handy to help you sort out your car trouble. In case of any emergency on the road, a well-equipped tool kit can easily determine whether you get to move on quickly after a car problem or not. There is a variety of tools, each with its specific use, which can help you sort out ordinary car trouble, or do some emergency repairs on your car. Many sophisticated automotive tools exist to help in the diagnosis of complex car problems.
One of the most important things you will ever have is the vehicle's manual. This is the only comprehensive guide to your car. Whenever your tire pressure is low and you are not near a gas station, it is advised that you have a tire inflator that can plug the leak before you can get the tire fixed. A dead battery may require you to jump-start your car, making jumper cables a necessary package. When buying, get four gauge copper wired cables with multiple strands. Crimped on the ends of the cable should be copper alligator clips.Solders should be avoided for high current because of melting. The cables should be at least twelve inches long, with the ideal length being16 inches. Another must-have is a jack and a tire iron. You cannot change a car tire without these two. The jack is used to lift the car up while the tire iron loosens the bolts of the wheel. Ensure that the rod that comes along with the jack accompanies it too. A tire pressure gauge is useful when checking the pressure in your car tire. Screwdrivers come in handy when you want to open up places with screws. You can equip yourself with different types of wrenches that serve different purposes. An oil filter wrench is particularly useful when changing the oil in your car. An open wrench, otherwise known as a spanner, is the most important of all wrenches to have in your vehicle. They come in different sizes to open different kinds of bolts, and therefore, it is a good idea to have a couple of different sizes in your tool set. A torque wrench will help you tighten those bolts to the appropriate point. Pliers can be particularly useful when the appropriate tool is nowhere in sight. Penetrants are another must-have that can help in loosening connections that are either rusty or corroded. You only need to soak your connection in it and it will remove all the rust.
A flashlight would really come in handy especially when you have a breakdown at night. It will also help you. Fire extinguishers would be particularly useful in the event that the car catches fire. There are different classes of fire extinguishers for different types of fire. Before you use the fire extinguisher on your car, make sure that it is the right type lest you worsen the situation. A reasonably sized extinguisher that is not too big or too small would be good enough to serve the purpose. Signaling devices like flares can be particularly useful when alerting oncoming traffic at night. They can also be used during emergencies when sending signals of distress. However, they should be handled with utmost precaution, as they are flammable. An alternative for flares is to use reflective safety triangles. They are safer, take up little space and are reusable.
Nowadays, most mechanics and automotive repair merchants have automotive scan tools to scan through a car's computerized system in order to check for faults, test systems and reprogram a car's control modules. Modernity has seen the advent of car systems becoming self-regulatory for optimum performance. An automotive scanner is a modern day diagnostics tool that helps with the identification of car issues that need to be rectified. They range from hand-held devices that read codes to sophisticated computers with programming functions. Most scanners are Diagnostic Trouble Codes (DTC) readers, Data Link Connector (DLC) bi-directional or On Board Diagnostic (OBD). Diagnostic computers vary between readers you can plug in, hand-held devices and computers with software that can be used to diagnose hindrances in car performance. Some devices are capable of troubleshooting the problems and offer possible solutions.
Technological advancements in car systems have led to the addition of extra features like sensors and car monitors to keep cars in check. The On Board Diagnostics (II) standards were developed in 1996 as a universal system for car diagnostics mechanics. This enabled a single system to diagnose car system issues across different car makes and models. With time, cheaper diagnostic tools have been developed with the quality and functions of each varying proportionately with the price. These automotive scanners have been designed to decipher trouble codes with the simplest of them being able to do this. More complex tools are able to give detailed information regarding the issues encountered in vehicle transmission, vehicle exhaust, radio and dash dials.
Bi-directional scanners are not only able to establish issues but are also able to communicate with the vehicle. They are able to trigger the car to switch on the car lights, open the car trunk and even check vehicle gauges. The servicing of modern vehicles requires this for the mechanic to disengage systems for rectification. If you need a detailed diagnostic check, then it is in order to make sure you use the diagnostic tool that is capable of the functions you expect it to perform. Some high-end scanners are capable of capturing data on diagnostics for comprehensive interpretation. This can come in handy to diagnose problems that happen occasionally when the mechanic is not around. Updates made to car systems would require a corresponding update in the diagnostic systems being used. Ensure that whatever system you are using, it is possible to update it to cater for the latest car systems.


Tech companies are releasing their workforce diversity statistics and announcing grand initiatives to address the glaring disparities in the industry. But are all groups being served equitably? The U.S. is changing with predictions of a majority minority population by the 2040's largely driven by the growth of the Latino and Hispanic demographic. These trends motivate the private sector to adapt for inclusion; but, do the new tech diversity initiatives match the population changes? Recent diversity initiatives by large tech companies have publicly announced partnerships catering to African-American, Black, and women organizations. However, are there comparable collaborations with Hispanic/Latino stakeholders? I discuss this apparent disparity and its implications for tech diversity inclusion and equity.


ABC Zoom is a new interactive game developed for use in the classroom and beyond. It's just been created, so we've put it to the test. Here's an initial user response from respected Sydney science teacher Sally Parker.
A few years ago, after watching how engaged my students were with the Power of Ten video, (here's a link to the YouTube clip) I pinned laminated A4 images of each power of ten, in order, around the wall of my science classroom. At quiet moments, during practical lessons, students would regularly wander over to explore these images, make comments and ask questions. I always wondered how I could make better use of their natural interest in scale when delivered by zooming in and out from everyday life.
Enter the ABC's new science game Zoom.
The game itself is the vehicle used to deliver several 'zooming in' experiences as it engages the player with a fun story line. As Will Wright recently commented at the WWW conference in 2012, 'games are like a telescope and can give us a vision of what we can't always see'. Zoom is the epitome of this as it teaches while the player goes on an adventure bringing abstract concepts to life.
Here is what you can expect from Zoom: Stranded in space because your own ship has run out of fuel, you navigate the interior of the abandoned ship Polaris in search of help.
Along the way you have to collect gadgets and tools, such as the essential NanoZoom that allows you to fix various pieces of technology, or revitalize life forms at the molecular or nano level after zooming in on them. Slowly, as you work your way around Polaris you bring the ship and its inhabitants back to life by locating and playing the various nano mini-games.
Above all, the game is designed to be fun, so there is no prior science knowledge required and students mostly come away with questions rather than information.
* Assisting the transport of sodium and potassium ions across a neuron's cell membrane in order to create an action potential for the neuron to fire.
Along the way your hosts Amber and Quaan communicate with you and provide details about their stranded ship as the mystery continues to unfold.
Above all, the game is designed to be fun, so there is no prior science knowledge required and students mostly come away with questions rather than information. Although aimed at Yr 9/10 it can be played with other year levels above and below this age group. Specialty scientists have been consulted during the development of each of the mini-games to provide scientific rigour.
For teachers wanting to use Zoom in the classroom there are a variety of options. Either the students can play the game at home (using the flipped model) and then come back to the classroom for discussion and activities, or play the game in class as part of a single or series of lessons.
The team behind Zoom are currently putting together teacher support material, such as annotated videos of the games and zoom sequences, worksheets, activity ideas, FAQ's and linked practical activities for the laboratory. The spectrum of activities on offer will cover all three strands of the Australian Curriculum Science – Science Understanding, Science as a Human Endeavour and Science Skills and provide differentiated approaches for a variety of learning styles and ability levels. Happy Zoom exploring!
Sally is a science educator based in Sydney, with wide-ranging expertise. She's been one of the first teachers who has experimented with ABC Zoom in a classroom setting.


text:
How chef Peter Chang stopped running and started empire-building
March 20, 2015 2:16 PM Subscribe
The Washington Post investigates how chef Peter Chang stopped running and started empire-building:
The pursuit of Chang soon became an all-consuming story among exotic-food hunters: a tale of obsession, devotion and love for one chef's authentic Chinese fare. The chase narrative transformed a Hubei province farm boy with minimal English language skills into an American cult figure, an image that, years later, still clings to the chef despite his restaurant chain that keeps expanding year after year.
You may remember Chang from this Calvin Trillian article in the New Yorker about the obsessive fans who would travel to eat his food whereever he popped up next: Where's Chang.
posted by julen (6 comments total) 15 users marked this as a favorite
For those like me who are unfamiliar with this guy and so might read the article waiting for the other shoe to drop, this is not an exploration of a hidden backstory of P.F. Chang's.
posted by rhizome at 3:02 PM on March 20, 2015 [9 favorites]
Oh geez! That never even occurred to me. I'd add a #notPFChangs tag but they aren't shown on the front page.
posted by julen at 3:14 PM on March 20, 2015 [1 favorite]
Er um Trillin.
posted by stevil at 8:21 PM on March 20, 2015 [1 favorite]
When he was at Hong Kong House, I tried to bring everyone I knew. If I had a party, I catered with their food. They had a five-page menu with one page of "American Chinese Food," god bless them. They really were innovative, with buffet lunch specials of whatever Chang felt like making. It wasn't fancy--it was a cafeteria-looking place in a strip mall, with wood paneling and yellowed ceiling tiles, but damn, their food was good, and so different. I kept going there after he left, for years, as the kitchen got sloppier and the menu shrunk, until it closed.
It was an astonishing experience to finally get to eat real, good Chinese food after only having access to sweet & sour and General Tso's for the rest of my life. I can only hope that his life dream comes true, so that I can order puffy scallion pancakes, seafood soup with crackling rice, and slow-braised beef with garlic again someday.
I did a cartoon double-take when I saw his name on the front page here, because this man ruined me for Chinese food. So this was a fascinating article. I did not know that he was literally on the run. Now the cynical part of me feels vindicated, because obviously, a chef that good was here in Tennessee because he was hiding. Of course.
posted by heatvision at 4:38 AM on March 21, 2015
My wife and I used to eat at China Star in the days when he and Lisa were there after first leaving the embassy, and it was glorious. I think Lisa doesn't get enough credit; I have never encountered scallion pancakes to match the ones she used to make at China Star. They would come to the table puffed up nearly into perfect globes from the fryer, like crunchy balloons full of hot air.
China Star never recovered from his departure. It's been up and down a few times, not to mention changing owners. There have been periods when it was a decent Sichuan restaurant with a lot of the same dishes that he used to make, but even then it was only a pale imitation of the Peter Chang days. His mark remains on the area, though -- some of the later China Star staff left and opened a new restaurant a few years ago called China 88, which has a lot of the same dishes on the menu, but it's a pale imitation of the pale imitation.
Didn't realize he had a new place in Arlington already, but we've been waiting for the new Rockville restaurant to open. Just a little longer...
posted by McCoy Pauley at 6:43 AM on March 21, 2015
Lisa also came up with the cilantro fish rolls, which are wonderful. And I suspect she's the one who added the lamb kebobs (same sauce as the the fantastic bubble pancakes).
The Taste of China in Charlottesville devolved into ordinary American Chinese really quickly, even with some of his recipes left behind.
I had no idea about the backstory - I'd heard the local restaurant gossip about his breakup with the first Charlottesville partner, and the partnership that seems to work with the second one, but the Cold War-era-style defection from the Embassy and trying to avoid attention while making his career what he wanted is a whole facet of his life that was totally invisible to me. I found this article so fascinating for comparing the realities of his situation with the mythology that had grown up around him.
posted by julen at 6:12 PM on March 21, 2015
« Older "Your Online Violence Toward Girls and Women Is... | It's like sexual release that's allowed Newer »
Ten Landmarks of the Chinese Cryosphere July 26, 2014
You said we were going to try new food! An... April 25, 2013
Sichuan hot pot April 13, 2012
Extremely Highbrow Baconmania April 15, 2009
New York Haute Cuisine September 11, 2005
peterchang
chinesefood
Schezuan
womensmarch
monthbywomen


At West Memorials our profession is about art, history, love and stories. Most importantly: it is about people. People who have experienced losing a loved one deserve professionals who are passionate about their calling. While details of a funeral may be forgotten, a memorial will be left to tell the story of a life lived. With service that is nationwide, we specialize in headstones, bronze cemetery markers, statues and civic/war memorials. Let's tell a story together.


text:
ALBUM REVIEW: THE CHORDAES, "Touch The Ground"
Written by Rob Ross• August 3, 2016• Album Reviews, CD Reviews, Music, New Artists, Popdose
A bright and vibrant production; not-easy-to-pinpoint influences but hooks, structure, melodies and harmonies galore, this debut album from New York City's The Chordaes, Touch The Ground, sounds like a very seasoned band who are studio veterans.
The title track is a sophisticated, radio-friendly (which is what most of these tracks, indeed, are) song in several movements and you can hear fragments of styles ranging from The Beatles, Todd Rundgren and Van Duren with modern touches; "Get The Feeling" has a '70's A.M. radio feel, while musically reminiscent of The Wallflowers and is as catchy as the day is long and "Losing Control" has a very lush, almost prog-rock feel. "One" is uptempo and textured with a neat, slightly askew piano riff; "She" is also not in standard chord structure – it almost sounds like two songs playing over each other, yet manage to make it work convincingly and "Baby Goodnight" has a big sound, with delicious acoustic guitars side by side with a subtle piano riff which yields to a 12-string Ric-sounding guitar companion.
One could make the argument that this band has genuine hit potential – one listen alone may give you that feeling; two or three listens just reaffirm and solidify the notion. So if The Chordaes are this polished on their maiden ride into the world of recorded music, imagine what could come next.
Touch The Ground is available now
http://thechordaes.com/#bio
Tags: New York City, pop, Rob Ross, The Chordaes Last modified: July 27, 2016
Popdose Single Premiere: Eileen Carey, "In the Air"
Soul Serenade: The Moments, "Love On A Two-Way Street"


text:
Q: How do I know when a file has been modified in a VBA Macro? Is there a way to watch a file in VBA (which is essentially VB6), so that I know when the file has been modified? -- similar to this only I don't want to know when a file is unused, just when its modified.
The answers I've found have recommended using "FileSystemWatcher" and the Win32 API "FindFirstChangeNotification". I can't figure out how to use these though, any idea?

A: Okay, I put together a solution that is able to detect file system changes, in VBA (VB6).
Public objWMIService, colMonitoredEvents, objEventObject

'call this every 1 second to check for changes'
Sub WatchCheck()
On Error GoTo timeout
    If objWMIService Is Nothing Then InitWatch 'one time init'
    Do While True
        Set objEventObject = colMonitoredEvents.NextEvent(1)
         '1 msec timeout if no events'
        MsgBox "got event"

        Select Case objEventObject.Path_.Class
            Case "__InstanceCreationEvent"
                MsgBox "A new file was just created: " & _
                    objEventObject.TargetInstance.PartComponent
            Case "__InstanceDeletionEvent"
                MsgBox "A file was just deleted: " & _
                    objEventObject.TargetInstance.PartComponent
            Case "__InstanceModificationEvent"
                MsgBox "A file was just modified: " & _
                    objEventObject.TargetInstance.PartComponent
        End Select
    Loop
Exit Sub
timeout:
    If Trim(Err.Source) = "SWbemEventSource" And Trim(Err.Description) = "Timed out" Then
        MsgBox "no events in the last 1 sec"
    Else
        MsgBox "ERROR watching"
    End If
End Sub

Copy and paste this sub near the above, it is called automatically if needed to initialize the global vars.
Sub InitWatch()
On Error GoTo initerr
    Dim watchSecs As Integer, watchPath As String
    watchSecs = 1 'look so many secs behind'
    watchPath = "c:\\\\scripts" 'look for changes in this dir'

    strComputer = "."
    Set objWMIService = GetObject("winmgmts:\\" & strComputer & "\root\cimv2")
    Set colMonitoredEvents = objWMIService.ExecNotificationQuery _
        ("SELECT * FROM __InstanceOperationEvent WITHIN " & watchSecs & " WHERE " _
            & "Targetinstance ISA 'CIM_DirectoryContainsFile' and " _
                & "TargetInstance.GroupComponent= " _
                    & "'Win32_Directory.Name=""c:\\\\scripts""'")

    MsgBox "init done"
Exit Sub
initerr:
    MsgBox "ERROR during init - " & Err.Source & " -- " & Err.Description
End Sub

A: You should consider using a WMI temporary event consumer to watch the file, along the lines suggested here but narrowing it down to a specific file instead of a folder
(This is assuming you can't just keep an eye on the file's Modified Date property..)

A: Have a look here. The page has a "Watch Directory Demo" VB sample, by Bryan Stafford.

A: I take it into vb6,run,display:ERROR watching.


text:
When you say nothing?
When You Say Nothing at all meaning?
'When You Say Nothing at All': The Story Behind the Song
The lyrics first came to Overstreet and Schlitz almost by accident. They were having an otherwise unproductive day, just playing the guitar trying to find inspiration. According to Overstreet, the lyrics were born in an attempt to find a way to say nothing.
Did Randy Travis Sing When You Say Nothing at all?
Randy Travis – When You Say Nothing At All – Ouvir Música.
What songs has Paul Overstreet written?
Overstreet penned many of Randy Travis's biggest hits, including "On the Other Hand," "Diggin' Up Bones" and "Forever and Ever, Amen." Country fans also will know "When You Say Nothing at All," made famous by Keith Whitley and later Alison Krauss, and "Same Ole Me," a chart-topper for George Jones.