text:
Governor Signs Assembly Bill 361 to Amend California's Open Meeting Laws, Effective Immediately
By Jenica Maldonado, Ethan Pawson, Dane Hutchings and Sharon Gonsalves
With the September 30, 2021 Expiration of Brown Act Executive Order Looming, Governor Signs Assembly Bill 361 to—Effective Immediately—Amend California's Open Meeting Laws to Better Facilitate Virtual Meetings During Declared Emergencies
***On Wednesday, we circulated an alert regarding A.B. 361. At that time, the bill was sitting on the Governor's desk awaiting signature. On Thursday evening, Governor Newsom signed A.B. 361 into law. Given the Bill's urgency clause, the Bill is now law. The Governor has yet to take action on A.B. 339, which must be signed into law by October 10, 2021.
We have updated our alert to account for this change and now recirculate the alert for your use.***
The pandemic has resulted in many changes to how local governments conduct business, including significant changes to open meeting rules and public access to local officials. Beginning in March 2020, Executive Order N-29-20 authorized exemptions to certain requirements under the Brown Act and the Bagley-Keene Open Meeting Act relating to teleconferencing rules. These exemptions facilitated virtual meetings while social distancing orders were in place so that state and local agencies could continue to provide services with a remote workforce and elected officials. Executive Order N-08-21 extended the previous order until September 30, 2021. With this deadline fast approaching, the Legislature has stepped in to formally amend open meeting laws to account for a new reality where a persistent global pandemic and extreme wildfires stoked by climate change create an enduring need to make virtual meetings a more permanent fixture for public meetings in California.
On September 10, 2021, both houses of the Legislature voted to approve AB 361 (Rivas), "Open Meetings: State and Local Agencies: Teleconferences." AB 361 maintained wide bipartisan support as many local agencies have had success with remote meetings throughout the pandemic. Opposition came from the California Newspaper Publishers Association and the ACLU, which oppose the erosion of longstanding protections for public's right to access and oversee state government. Sponsored by the California Special District's Association, the bill's coalition of support from local government included the California State Association of Counties and the League of California Cities. Given such broad support, the bill passed 66-4 in the Assembly and 28-7 in the Senate. The Governor has signed AB 361 and it takes effect immediately as an urgency statute.
On September 3, 2021, the Legislature amended the bill based upon the Governor's recommendations to include similar teleconferencing exemptions for state agencies under the Bagley-Keene Open Meeting Act and California State University student body organizations under the Gloria Romero Open Meeting Act. The Governor's amendments provide an earlier sunset clause than that which applies to local agencies under the Brown Act. The Brown Act (local agency) teleconferencing exemption rules sunset on January 1, 2024, while the newly added Bagley-Keene Act (state agency) and Gloria Romero Open Meeting Act (C.S.U.) teleconferencing exemptions sunset on January 31, 2022.
A.B. 361 amends Government Code section 54953 to provide more clarity on the Brown Act's rules and restrictions surrounding the use of teleconferencing to conduct meetings. The Brown Act provides that if a legislative body elects to use teleconferencing, then it must identify each teleconference location in the public notice and agenda and post agendas at all teleconference locations. (Gov. Code § 54953(b)(3).) All teleconference locations must be publicly accessible and there must be an opportunity for public comment at each teleconference location. Additionally, a quorum of the members of the legislative body must participate from locations physically within the jurisdictional boundaries of the agency. (Gov. Code § 54953(b)(3).) These requirements were suspended during the COVID-19 pandemic to facilitate social distancing recommendations and orders and the remote work environment that all employers faced. (Exec. Order N-29-20 § 3; Exec. Order N-08-21 § 42.)
The exemptions included in A.B. 361 only apply during a declared state of emergency as defined under the California Emergency Services Act. (Gov. Code §§ 52953(e)(1), (e)(4).) In addition, one of the following circumstances must apply:
State or local officials have imposed or recommended measures to promote social distancing.
The legislative body is meeting to determine whether, as a result of the emergency, meeting in person would present imminent risks to the health or safety of attendees.
The legislative body has determined that, as a result of the emergency, meeting in person presents imminent risks to the health or safety of attendees.
(Gov. Code § 52953(e)(1).)
If those circumstances apply, then the newly proposed section 52953(e) provides an exemption from the Brown Act's existing requirements (i.e., section 52953(b)(3)) and creates alternate measures to protect the statutory and constitutional rights of the public to appear before local legislative bodies. Specifically, newly proposed section 52953(e) exempts the agency from complying with the following requirements:
Ensuring that each teleconference location is physically accessible to the public;
Maintaining quorum with members physically within the jurisdiction; and
Providing an opportunity for public comment at each teleconference location.
When an agency elects to hold a virtual or remote meeting because the emergency and public health and safety criteria are met, an alternate set of requirements apply. The agency must provide adequate notice of the meeting and post an agenda as otherwise required by the Brown Act, however, the agenda does not need to list each teleconference location or be physically posted at each teleconference location. (Gov. Code § 54953(e)(2)(A)-(B).) Additionally, where there is a disruption in the public broadcast of the call-in or internet-based meeting service, the legislative body must cease and take no further action on agenda items until public access is restored. (Gov. Code § 54953(e)(2)(D).) Local agencies are also prohibited from requiring public comments to be submitted in advance of the meeting and cannot close the comment period or opportunity to register online until the timed public comment period has elapsed. (Gov. Code § 54953(e)(2)(E)-(G).)
Finally, every 30 days during the proclaimed state of emergency and/or the period during which state or local officials have imposed or recommended social distancing measures, the legislative body acting under the teleconference exemptions must make findings about whether the circumstances explained above still apply. The body must find that it reconsidered the circumstances of the state of emergency and that one of the following circumstances exist: "(i) the emergency continues to directly impact the ability of members to safely meet in person," or "(ii) state or local officials continue to impose or recommend measures to propose social distancing." (Gov. Code § 54953(e)(3).) If the legislative body cannot make these findings by majority vote, then it will no longer be exempt from the physical public access, quorum, and public comment opportunity rules applied to teleconference meetings under subsection 54953(b)(3).
The legislature has also recently approved a related bill, A.B. 339, which only applies to city councils and county boards of supervisors in jurisdictions with more than 250,000 residents. The Governor has until October 10, 2021 to take action on A.B. 339. Unlike A.B. 361, it is not an urgency statute and would not take effect until January 1, 2022. A.B. 339 requires large cities and counties to provide an opportunity for the public to attend public meetings via a two-way telephonic option or a two-way internet-based service option. (Gov. Code § 54653.9(a)(1).) It requires any jurisdiction that has previously provided video streaming of any public meeting, as of June 15, 2021, to continue to provide video streaming. (Gov. Code § 54653.9(a)(2).) The bill also requires jurisdictions to provide in-person, telephonic, and internet-based public comment opportunities at public meetings, "unless there are any laws that prohibit in-person government meetings in the case of a declared state of emergency." (Gov. Code § 54653.9(a)(3).) A.B. 339 is a separate bill and the recent enactment of A.B. 361 has no bearing on whether the Governor also signs A.B. 339. If signed, A.B. 339 would create additional teleconferencing requirements for the large jurisdictions to which it applies. For example, A.B. 339 would require jurisdictions with over 250,000 residents to provide at least one physically accessible meeting location, unless emergency declarations and laws prohibit public gatherings. If A.B. 339 is signed into law, it has a sunset date of December 31, 2023.
Our attorneys and professionals are available to support your agency and to answer any specific questions that you have about how A.B. 361 and A.B. 339 may impact your public agency.
Molly Lockwood2021-09-17T15:41:26-07:00September 17th, 2021|


text:
The National Council of Negro Women, Inc. (NCNW) is a nonprofit organization founded in 1935 with the mission to advance the opportunities and the quality of life for African-American women, their families, and communities. Mary McLeod Bethune, the founder of NCNW, wanted to encourage the participation of Negro women in civic, political, economic and educational activities and institutions. The organization was considered as a cleaning house for the dissemination of activities concerning women but wanted to work alongside a group who supported civil rights rather than go to actual protests. Women on the council fought more towards political and economic successes of black women to uplift them in society. NCNW fulfills this mission through research, advocacy, national and community-based services and programs in the United States and Africa.

NCNW serves as a super organization that acts as a cohesive umbrella for the other African-American groups that already existed. With its 28 national affiliate organizations and its more than 200 community-based sections, NCNW has an outreach to nearly four million women, all contributing to the peaceful solutions of the problems of human welfare and rights. The national headquarters, which acts as a central source for program planning, is based in Washington, D.C., on Pennsylvania Avenue, located between the White House and the U.S. Capitol. NCNW also has two field offices.

History
The National Council of Negro Women, Inc. (NCNW)
The council is indeed a charitable agency that was created in 1935 with the goal of improving the possibilities and standard of living for African-American women, one's family, including their community. NCNW was founded by Mary McLeod Bethune, who aimed to empower black women to participate in civil, governmental, economical, as well as academic programs and institutions. The group was viewed as a clearinghouse for the transmission of women's activities, although it preferred to collaborate with a civil rights group instead of participate in real protests. Women on the committee pushed harder for black women's economic and political success in order to elevate them in society. Within the  United States and Africa, NCNW carries out its purpose via study, lobbying, and regional and community-based programs and initiatives.
The NCNW is a super-organization which functions as a unified framework for the various African-American organizations which currently operate. NCNW has a reach of approximately four million women, thanks to its 28 nationwide affiliation groups and far greater than 200 society divisions, all of which contribute to diplomatic solutions to humanitarian security and liberties issues. The national offices is situated on Pennsylvania Avenue, between both the White House and the United States Capitol, in Washington, D.C., and serves as a primary source for planning process. Two field offices are also part of the NCNW.
Mary McLeod Bethune,  a prominent teacher and governmental analyst for whom the forebears had been born in to the slavery, created the NCNW on December 5, 1935. Bethune recognized a need for a national organization to capture the strength of African-American women and expand their leadership. The group was founded a few years after World War I by the National Association of Colored Women (NACW), which recognized a need to defend black female's democratic and financial rights.
Many groups supporting basic liberties of African Americans were created in the 1930s, but few explicitly for African-American women. Mary used the NACW's ideals and founded the NCNW to assist African-American women plus their families. She believed that perhaps the initiatives were unsuccessful in addressing the primary issues which women encountered on a daily basis, and she intended NCNW to have a strong foundation.  The tiny volunteer staff of NCNW functioned outside of Bethune's loungeroom in Washington, D.C. in the early years.   Despite its modest origins, the federal government granted the NCNW, together else the National Association for the Advancement of Colored People (NAACP), observers accreditation to the United Nations when it was established in 1945.(Tuuri , 2018)
The group's initial four decades were devoted to realizing Bethune's vision for a consolidated women's liberation movement competent of solving financial, governmental, and social concerns that impact women and their households. In comparison to an amendment, the NCNW's endorsement was seen as extremely crucial by women's groups. From the mid-1920s until the mid-1960s, black female leaders remained noticeably missing from groups working for female equality, therefore Bethune's and the NCNW's involvement in the field of women's issues was exceptional for the period. The bigotry of white suffragists, whom black women had faced throughout the campaign for the 19th Amendment, was one of the reasons for their inaction in this area.(Higgins 2019 )
Despite the fact that Bethune as well as the NCNW remained heavily engaged in the fight for the Civil Rights Legislation, particularly in the late 1940s, she was cautious to maintain her institution upon that conservative aspect of the debate and declined to endorse it. In 1965, the NCNW enlisted the help of several northern women with backgrounds in cognitive science, community services, and professional training, and also poorly skilled volunteers, to assist its Freedom Schools and also other emerging initiatives then under Office of Economic Opportunity, which the NCNW had fought to establish in Mississippi.
The following are among NCNW's recent overseas activities: Keeping observer membership first at United Nations in order to reflect African-American women's voices, Providing technological, training, microcredit, and economic empowerment projects in Benin in collaboration with national women's groups. Youth from Uganda, North Africa, and the United States are participating in a three-nation  educational exchange. Senegal is developing a small company incubator. In Eritrea, we are collaborating on the establishment of a big microcredit initiative that will provide business loans and coaching to over 500 women.
The National Council of Negro Women organizes its work with partners in 34 states as such an overarching framework for 39 national and regional advocacy organizations for women of African origin in the United States and overseas.

Social contributions
The NCNW also produced several cookbooks. Their first one, The Historical Cookbook of the American Negro, was published in 1958 and was edited by Sue Bailey Thurman. It took over a decade to produce and fundraise for, and includes research and contributions from African American women across the country. The goal of the cookbook was in line with the goals of the NCNW, which include to further world peace, further integration, and also hold on to and value African American heritage as a unique cultural form. This cookbook is not organized by the genre of the food, but by the calendar year, starting with "Hopping John" for Emancipation Proclamation Day and ending with "Hot Apple Punch" for Christmas. One of its goals was also to include recognition and appreciation for African American heroes and heroines throughout history, such as George Washington Carver, for example, who gets one of his own recipes in the cookbook for "Carver Commemoration Day." Moreover, the idea behind this cookbook was not just the sharing of traditional African American recipes, but the inserting of African American's accomplishments into the mainstream idea of history in the U.S. that consists largely of the recorded the accomplishments of white men. In The Historical Cookbook of the American Negro, Sue Bailey Thurman set out to show how history resides in the social and cultural products of heritage recipes. The NCNW did not produce another cookbook for over thirty years, until the 1990's. In the 1990's, the NCNW came out with The Black Family Reunion Cookbook: Recipes and Food Memories (1991), The Black Family Dinner Quilt Cookbook: Health Conscious Recipes and Food Memories (1993), and Celebrating Our Mothers' Kitchens: Treasured Memories and Tested Recipes (1994). These three cookbooks were dedicated to food itself much more than The Historical Cookbook of the American Negro (1958), but still included more than just recipes. They include oral histories, personal narratives, political commentary, popular culture, food and food customs, and intertwine all with culinary instruction. The recipes are from both old family recipes from African American women around the country, as well as documented historical recipes. Many recipes  in these newer cookbooks start with an opening vignette about a loved family member or a story that ties the food to a special event or place. One of the goals of these cookbooks was to emphasize the potency of food, happy memories with family, and the image of well-fed children in order to contribute to a positive African American collective memory and to resist negative stereotypes about African American women that have circulated in the U.S. since the times of slavery. The NCNW cookbooks work to form a cohesive African American identity surrounding food.

Political standpoint
Although Bethune and the NCNW were very much involved in the struggle over the Equal Rights Amendment, especially in the late 1940s, even she was careful to keep her organization on the conservative side of the issue and refused to support the amendment. In 1965 the NCNW recruited many northern women with professional backgrounds in such fields as psychology, social work, and education as well as unskilled volunteers to aid the Freedom Schools and other developing programs under the Office of Economic Opportunity which the NCNW had held to establish in Mississippi.

Mary McLeod Bethune
From 1936 to 1942, Bethune was simultaneously the president of Bethune-Cookman College (founded by her for black students in Daytona, Florida), the first president and founder of the NCNW and the special Roosevelt as Director of the Division of Negro Affairs of the National Youth Administration. Her plans were to plan, initiate, and carry out the dreams of African-American women who felt unheard and mistreated.

Other founders
When Bethune stepped down from the presidency of the NCNW, in November 1949 at the age of 74, her two successors, Dorothy B. Ferebee, who presided from 1949 to 1953, and Vivian C. Mason, who presided from 1953 to 1957, carried on the tradition of "black first". After 1958, under Dorothy Height's leadership, the NCNW began to move in new directions to come to terms with a number of old problems, and she works to bring the organization up to date with the times. In her first years as president, Height concentrated on achieving concrete goals: the acquisition of tax-exempt status; the erection of the Bethune Memorial Statue; the professionalization of the NCNW; and the establishment of Mary McLeod Bethune Memorial Museum and National Archives for Black Women's History.

Dorothy Height
Dorothy Height served as the NCNW's fourth president from 1957 to 1997, helping women feel empowered until the day she died. She marched with Martin Luther King at the civil rights marches and was invited to President Obama's inauguration. President Obama also spoke at her funeral along with many other women and men who cared deeply for her. One of Height's main concerns was with the problems many blacks faced as a result of their poverty. So, she began a campaign in Mississippi that would make better food and shelter available for those at a disadvantage by partnering with the federal government to support Black women with getting houses built for their families. The main project of this campaign was to establish a "pig bank" which would lend pigs to black families and charge interest equal to one pig per family. By 1957 the original "pig banks," of what was 55 had grown to more than 2,000 pigs. Thus, the NCNW aided many poor families in the rural South by helping them to make many practical improvements in their daily lives. This program helped many families out of poverty giving them free meals to live off of.

Archives project

Mary McLeod Bethune, the founder, worked to get African-American women their own institution that contained records and history of other black women to support the uplift of women's empowerment. She used the NCNW to help create the National Archives of Negro Women's History by establishing a committee specifically to find information about different African-American women so they could feel just as educated.

National and international programs
Some of NCNW's recent programs include:
 The annual Black Family Reunion Program Celebration
 Public education and advocacy for African Americans on Supreme Court and lower court nominees
 Early childhood literacy programs to close the achievement gap
 A new initiative and publication entitled African American Women As We Age, which is intended to educate women on health and finances
 A national obesity abatement initiative
 A partnership with National Aeronautics and Space Administration (NASA) to develop Community Learning Centers targeting traditionally underserved students
 Technical assistance to eight Youth Opportunity Centers in Washington, DC

Some of NCNW's recent international activities include:
 Maintaining consultative status at the United Nations to represent the voice of African-American women
 Partnering with national women's organizations in Benin to deliver technology, literacy, microcredit and economic empowerment programs
 Linking youth in Uganda, north Africa and the U.S. in a three-nation educational exchange.
Developing a small business incubator in Senegal
 Partnering in the implementation of a large microcredit program in Eritrea extending small business loans and training to more than 500 women.

Serving as an umbrella organization for 39 national and local advocacy groups for women of African descent both in the U.S. and abroad, the National Council of Negro Women coordinates its activities with partners in 34 states. The Council also runs four research and policy centers in its efforts to develop best practices in addressing the health, educational, and economic needs of African-American women. In 2007, NCNW's administrative costs were an estimated $4 million of the organization's group's $6 million budget for programs.

National Black Family Reunion
NCNW organizes the National Black Family Reunion, a two-day cultural event celebrating the enduring strengths and traditional values of the African-American fathers.

National chairs of NCNW
 Mary McLeod Bethune (1935–1949)
 Dorothy Boulding Ferebee (1949–1953)
 Vivian Carter Mason (1953–1957)
 Dorothy Height (1957–1997)
 Barbara L. Shaw (2010–2012)
 Ingrid Saunders Jones (2012–2018)
 Johnnetta B. Cole (2018–2022)
 Dr. Thelma T. Daley (2022–2023)

National President & CEO
 Rev. Shavon L. Arline-Bradley (2023–present)

Executive Directors of NCNW
 Alfreda Davis
 Avis Jones-DeWeever (2010–2012)
 Janice L. Mathis (2016–2023)

Uncommon Height Awards
As of 2016:

 2020: Susan Taylor
 2016: Tom Joyner
 2016: Cicely Tyson
 2014: John Lewis
 2014: Valerie Montgomery Rice
 2011: Ingrid Saunders Jones
 2011: Steve Perry
 2011: Earl W. Stafford
 2011: Vanessa Williams
 2009: Oprah Winfrey
 2008: Sidney Poitier
 2007: Dorothy I. Height
 2006: Johnnetta B. Cole
 2006: Ann M. Fudge
 2006: Cathy Hughes
 2005: Nancy Wilson
 2004: Quincy Jones
 2003: Bill and Camille Cosby
 2002: Maya Angelou
 2000: Vernon Jordan
 1999: Marian Wright Edelman
 1998: Dorothy I. Height

See also
 Africana womanism
 List of women's organizations

References

 Tuuri, R. (2018). Strategic Sisterhood: The National Council of Negro Women in the Black Freedom Struggle. UNC Press Books.
 Higgins, A. L. (2019). "Strategic Sisterhood: The National Council of Negro Women in the Black Freedom Struggle" by Rebecca Tuuri. Journal of Southern History, 85(3), 732–733.

Further reading
 Julie A. Gallagher. "The National Council of Negro Women, Human Rights, and the Cold War," in Laughlin, Kathleen A., and Jacqueline L. Castledine, eds, Breaking the Wave: Women, Their Organizations, and Feminism, 1945–1985 (Routledge, 2011), pp. 80–98

External links
 www.ncnw.org – official website

African-American feminism
African Americans' rights organizations
African-American women's organizations
Women's organizations based in the United States
Civil rights movement
1935 establishments in the United States
Organizations established in 1935
Organizations based in Washington, D.C.

redpajama_set_name: RedPajamaWikipedia


Osteoarthritis (OA) also known as degenerative arthritis or degenerative joint disease, is a group of mechanical abnormalities involving degradation of joints, including articular cartilage and subchondral bone. Symptoms may include joint pain, tenderness, stiffness, locking, and sometimes an effusion. A variety of causes—hereditary, developmental, metabolic, and mechanical—may initiate processes leading to loss of cartilage. When bone surfaces become less well protected by cartilage, bone may be exposed and damaged.
Be kind to your knees, you'll miss them when they're gone – these lyrics from a song speak volumes and only a patient of osteoarthritis will know the significance of these words. May be the author had this disease, may be he didn't, but he surely knew what he said is going to get famous one day!
Osteoarthritis is one of the most common forms of arthritis usually occurring after middle-age. It is a degenerative disorder that affects knees (most commonly) and hips as well as joints of the hands, feet and spine. Being progressive in nature, its treatment is mainly aimed at pain control and improving the mobility; Homeopathy can offer safe and effective treatment in terms of both of these.
In a study conducted at the University Of Pittsburgh School Of Medicine in the Division of Geriatric Medicine, it was demonstrated that Homeopathic remedies do show positive response in the treatment of Osteoarthritis and rheumatoid arthritis. At Dr. Nitin Darda's, we have been successful in giving good relief to a large number of patients suffering from this disease and imparting a better quality of life to them. Go ahead and experience holistic healing with Homeopathy at Dr. Nitin Darda's.
Homeopathy has very good medicine for Osteoarthritis. It help to reduce the severity of symptoms & ultimately recurrencewith in 3 months to 12 Months depend on severity of Symptoms.and it will also help to make bones and joint stronger.


text:
Group = Class:extend
{
	-- Property: active
	-- If false, none of its member sprites will receive update-related events.
	active = true,

	-- Property: visible
	-- If false, none of its member sprites will be drawn.
	visible = true,

	-- Property: solid
	-- If false, nothing will collide against this group. This does not prevent
	-- collision checking against individual sprites in this group, however.
	solid = true,

	-- Property: sprites
	-- A table of member sprites, in drawing order.
	sprites = {},

	-- Property: timeScale
	-- Multiplier for elapsed time; 1.0 is normal, 0 is completely frozen.
	timeScale = 1,

	-- Property: translate
	-- This table's x and y properties shift member sprites' positions when drawn.
	-- To draw sprites at their normal position, set both x and y to 0.
	translate = { x = 0, y = 0 },

	-- Property: translateScale
	-- This table's x and y properties multiply member sprites'
	-- positions, which you can use to simulate parallax scrolling. To draw
	-- sprites at their normal position, set both x and y to 1.
	translateScale = { x = 1, y = 1 },

	-- Property: gridSize
	-- The size, in pixels, of the grid used for collision detection.
	-- This partitions off space so that collision checks only need to do real
	-- checks against a few sprites at a time. If you notice collision detection
	-- taking a long time, changing this number may help.
	gridSize = 50,

	-- Method: add
	-- Adds a sprite to the group.
	--
	-- Arguments:
	--		sprite - <Sprite> to add
	--
	-- Returns:
	--		nothing

	add = function (self, sprite)
		assert(sprite, 'asked to add nil to a group')
		assert(sprite ~= self, "can't add a group to itself")

		if STRICT and self:contains(sprite) then
			local info = debug.getinfo(2, 'Sl')
			print('Warning: adding a sprite to a group it already belongs to (' ..
				  info.short_src .. ' line ' .. info.currentline .. ')')
		end

		table.insert(self.sprites, sprite)
	end,

	-- Method: remove
	-- Removes a sprite from the group. If the sprite is
	-- not in the group, this does nothing.
	--
	-- Arguments:
	-- 		sprite - <Sprite> to remove
	--
	-- Returns:
	-- 		nothing

	remove = function (self, sprite)
		for i, spr in ipairs(self.sprites) do
			if spr == sprite then
				table.remove(self.sprites, i)
				return
			end
		end

		if STRICT then
			local info = debug.getinfo(2, 'Sl')
			print('Warning: asked to remove a sprite from a group it was not a member of (' ..
				  info.short_src .. ' line ' .. info.currentline .. ')')
		end
	end,

	-- Method: collide
	-- Collides all solid sprites in the group with another sprite or group.
	-- This calls the <Sprite.onCollide> event handlers on all sprites that
	-- collide with the same arguments <Sprite.collide> does.
	--
	-- It's often useful to collide a group with itself, e.g. myGroup:collide(myGroup).
	-- This checks for collisions between the sprites that make up the group.
	--
	-- Arguments:
	-- 		other - <Sprite> or <Group> to collide with, default self
	--
	-- Returns:
	--		boolean, whether any collision was detected
	--
	-- See Also:
	--		<Sprite.collide>

	collide = function (self, other)
		other = other or self

		if STRICT then
			assert(other:instanceOf(Group) or other:instanceOf(Sprite), 'asked to collide non-group/sprite ' ..
				   type(other))
		end

		if not self.solid or not other then return false end
		local hit = false

		if other.sprites then
			local grid = self:grid()
			local gridSize = self.gridSize

			for _, othSpr in pairs(other.sprites) do
				local startX = math.floor(othSpr.x / gridSize)
				local endX = math.floor((othSpr.x + othSpr.width) / gridSize)
				local startY = math.floor(othSpr.y / gridSize)
				local endY = math.floor((othSpr.y + othSpr.height) / gridSize)

				for x = startX, endX do
					if grid[x] then
						for y = startY, endY do
							if grid[x][y] then
								for _, spr in pairs(grid[x][y]) do
									hit = spr:collide(othSpr) or hit
								end
							end
						end
					end
				end
			end
		else
			for _, spr in pairs(self.sprites) do
				hit = spr:collide(other) or hit
			end
		end

		return hit
	end,

	-- Method: displace
	-- Displaces a sprite or group by all solid sprites in this group.
	--
	-- Arguments:
	-- 		other - <Sprite> or <Group> to collide with
	-- 		xHint - force horizontal displacement in one direction, uses direction constants, optional
	--		yHint - force vertical displacement in one direction, uses direction constants, optional
	--
	-- Returns:
	--		nothing
	--
	-- See Also:
	--		<Sprite.displace>

	displace = function (self, other, xHint, yHint)
		if STRICT then
			assert(other:instanceOf(Group) or other:instanceOf(Sprite), 'asked to displace non-group/sprite ' ..
				   type(other))
		end

		if not self.solid or not other then return false end

		if other.sprites then
			local grid = self:grid()
			local gridSize = self.gridSize

			for _, othSpr in pairs(other.sprites) do
				local startX = math.floor(othSpr.x / gridSize)
				local endX = math.floor((othSpr.x + othSpr.width) / gridSize)
				local startY = math.floor(othSpr.y / gridSize)
				local endY = math.floor((othSpr.y + othSpr.height) / gridSize)

				for x = startX, endX do
					if grid[x] then
						for y = startY, endY do
							if grid[x][y] then
								for _, spr in pairs(grid[x][y]) do
									spr:displace(othSpr)
								end
							end
						end
					end
				end
			end
		else
			for _, spr in pairs(self.sprites) do
				spr:displace(other)
			end
		end
	end,

	-- Method: setEffect
	-- Sets a pixel effect to use while drawing sprites in this group.
	-- See https://love2d.org/wiki/PixelEffect for details on how pixel
	-- effects work. After this call, the group's effect property will be
	-- set up so you can send variables to it. Only one pixel effect can
	-- be active on a group at a time.
	--
	-- Arguments:
	--		filename - filename of effect source code; if nil, this
	--				   clears any existing pixel effect.
	--		effectType - either 'screen' (applies the effect to the entire
	--					 group once, via an offscreen canvas), or 'sprite'
	--					 (applies to the effect to each individual draw operation).
	--					 Screen effects use more resources, but certain effects
	--					 need to work on the entire screen to be effective.
	--
	-- Returns:
	--		whether the effect was successfully created

	setEffect = function (self, filename, effectType)
		effectType = effectType or 'screen'

		if love.graphics.isSupported('pixeleffect') and
		   (effectType == 'sprite' or love.graphics.isSupported('canvas'))then
			if filename then
				self.effect = love.graphics.newPixelEffect(Cached:text(filename))
				self.effectType = effectType
			else
				self.effect = nil
			end

			return true
		else
			return false
		end
	end,

	-- Method: count
	-- Counts how many sprites are in this group.
	--
	-- Arguments:
	--		subgroups - include subgroups?
	--
	-- Returns:
	--		integer count

	count = function (self, subgroups)
		if subgroups then
			local count = 0

			for _, spr in pairs(self.sprites) do
				if spr:instanceOf(Group) then
					count = count + spr:count(true)
				else
					count = count + 1
				end
			end

			return count
		else
			return #self.sprites
		end
	end,

	-- Method: die
	-- Makes the group totally inert. It will not receive
	-- update events, draw anything, or be collided.
	--
	-- Arguments:
	--		none
	--
	-- Returns:
	-- 		nothing

	die = function (self)
		self.active = false
		self.visible = false
		self.solid = false
	end,

	-- Method: revive
	-- Makes this group completely active. It will receive
	-- update events, draw itself, and be collided.
	--
	-- Arguments:
	--		none
	--
	-- Returns:
	-- 		nothing

	revive = function (self)
		self.active = true
		self.visible = true
		self.solid = true
	end,

	-- Method: contains
	-- Returns whether this group contains a sprite.
	--
	-- Arguments:
	--		sprite - sprite to look for
	--		recurse - check subgroups? defaults to true
	--
	-- Returns:
	--		boolean

	contains = function (self, sprite, recurse)
		if recurse ~= false then recurse = true end

		for _, spr in pairs(self.sprites) do
			if spr == sprite then return true end

			if recurse and spr:instanceOf(Group) and spr:contains(sprite) then
				return true
			end
		end

		return false
	end,

	-- Method: grid
	-- Creates a table indexed by x and y dimensions, with each
	-- cell a table of sprites that touch this grid element. For
	-- example, with a grid size of 50, a sprite at (10, 10) that
	-- is 50 pixels square would be in the grid at [0][0], [1][0],
	-- [0][1], and [1][1].
	--
	-- This can be used to speed up work that involves checking
	-- for sprites near each other, e.g. collision detection.
	--
	-- Arguments:
	--		existing - existing grid table to add sprites into,
	--				   optional. Anything you pass must have
	--				   used the same size as the current call.
	--
	-- Returns:
	--		table

	grid = function (self, existing)
		local result = existing or {}
		local size = self.gridSize

		for _, spr in pairs(self.sprites) do
			if spr.sprites then
				local oldSize = spr.gridSize
				spr.gridSize = self.gridSize
				result = spr:grid(result)
				spr.gridSize = oldSize
			else
				local startX = math.floor(spr.x / size)
				local endX = math.floor((spr.x + spr.width) / size)
				local startY = math.floor(spr.y / size)
				local endY = math.floor((spr.y + spr.height) / size)

				for x = startX, endX do
					if not result[x] then result[x] = {} end

					for y = startY, endY do
						if not result[x][y] then result[x][y] = {} end
						table.insert(result[x][y], spr)
					end
				end
			end
		end

		return result
	end,

	-- passes startFrame events to member sprites

	startFrame = function (self, elapsed)
		if not self.active then return end
		elapsed = elapsed * self.timeScale
		if self.onStartFrame then self:onStartFrame(elapsed) end

		for _, spr in pairs(self.sprites) do
			if spr.active then spr:startFrame(elapsed) end
		end
	end,

	-- passes update events to member sprites

	update = function (self, elapsed)
		if not self.active then return end
		elapsed = elapsed * self.timeScale
		if self.onUpdate then self:onUpdate(elapsed) end

		for _, spr in pairs(self.sprites) do
			if spr.active then spr:update(elapsed) end
		end
	end,

	-- passes endFrame events to member sprites

	endFrame = function (self, elapsed)
		if not self.active then return end
		elapsed = elapsed * self.timeScale
		if self.onEndFrame then self:onEndFrame(elapsed) end

		for _, spr in pairs(self.sprites) do
			if spr.active then spr:endFrame(elapsed) end
		end
	end,

	-- Method: draw
	-- Draws all visible member sprites onscreen.
	--
	-- Arguments:
	--		x - x offset in pixels
	--		y - y offset in pixels

	draw = function (self, x, y)
		if not self.visible then return end
		x = x or self.translate.x
		y = y or self.translate.y

		local scrollX = x * self.translateScale.x
		local scrollY = y * self.translateScale.y
		local appWidth = the.app.width
		local appHeight = the.app.height

		if self.effect then
			if self.effectType == 'screen' then
				if not self._canvas then self._canvas = love.graphics.newCanvas() end
				self._canvas:clear()
				love.graphics.setCanvas(self._canvas)
			elseif self.effectType == 'sprite' then
				love.graphics.setPixelEffect(self.effect)
			end
		end

		for _, spr in pairs(self.sprites) do
			if spr.visible then
				if spr.translate then
					spr:draw(spr.translate.x + scrollX, spr.translate.y + scrollY)
				elseif spr.x and spr.y and spr.width and spr.height then
					local sprX = spr.x + scrollX
					local sprY = spr.y + scrollY

					if sprX < appWidth and sprX + spr.width > 0 and
					   sprY < appHeight and sprY + spr.height > 0 then
						spr:draw(sprX, sprY)
					end
				else
					spr:draw(scrollX, scrollY)
				end
			end
		end

		if self.onDraw then self:onDraw() end

		if self.effect then
			if self.effectType == 'screen' then
				love.graphics.reset()
				love.graphics.setPixelEffect(self.effect)
				love.graphics.setCanvas()
				love.graphics.draw(self._canvas)
			end

			love.graphics.setPixelEffect()
		end
	end,

	__tostring = function (self)
		local result = 'Group ('

		if self.active then
			result = result .. 'active'
		else
			result = result .. 'inactive'
		end

		if self.visible then
			result = result .. ', visible'
		else
			result = result .. ', invisible'
		end

		if self.solid then
			result = result .. ', solid'
		else
			result = result .. ', not solid'
		end

		return result .. ', ' .. self:count(true) .. ' sprites)'
	end
}

redpajama_set_name: RedPajamaGithub


How can I stop an spd child from doing something she's not supposed to do like unmaking a bed?
My daughter has spd she keeps unmaking her bed, taking out all of her summer clothes and wanting to put them, (its cold outside) unlocking my dish washer while it's running, (Kind of makes it hard to wash dishes) turning of the T.V. when we are watching a movie as a family. I can't keep up "I've tried everything from, having her help me make the bed back up, to time out, to not making it up at all (which that's she wants), but she has allergies so we really need to keep it made up, and if her bed remains unmade then she unmakes her sisters. Also she does this when we visit other places.
She will not keep the same outfit on. I'm having more laundry to do then needed because she some how mess-up some of the clothes. This is all being done in a day, while i'm also taking care of my youngest as well.
My youngest daughter is tired of her older sister unmaking her bed. It's so hard to teach my daughter now that she has gotten a little more demanding, SPD children i have found kind know its' wrong but all they know in moment is want they want to do. so they want give-up it's seems. i've notice that some of the things that she gets hook-on doing either will last 6 months or more, then its stops. Sometimes the habit stays w/ her. I've even tried redirecting the action and that's not helping anymore. I'm tired. Help!
Comments for How can I stop an spd child from doing something she's not supposed to do like unmaking a bed?
My daughter also had alternating habits. i would work on one thing and she would begin another. it's like one of those toys where you push one piece in and another pops out.
Forget about making up the beds, who cares? you mentioned something about allergies, but if she sleeps there is it really going to make a big difference being uncovered during the day?
Place the tv higher so she can't reach it to turn it off.
My daughter loves tight summer cloths, she frequently has a swim suit on under her winter cloths.
I know how exhausting children with spd are, i live with one everyday but when i step back i realize there's always a way around every problem, even if it means just going with the flow and realizing that i may not be able to control everything to be honest, i can't imagine having a younger child to take care of in addition to my spd daughter so i do feel for you.


text:
Developing a rapid-response program for health system decision-makers in Canada: findings from an issue brief and stakeholder dialogue
Overview of attention for article published in Systematic Reviews, March 2015
3 Facebook pages
Systematic Reviews, March 2015
Michael G Wilson, John N Lavis, Francois-Pierre Gauvin
There is currently no mechanism in place outside of government to provide rapid syntheses of the best available research evidence about problems, options and/or implementation considerations related to a specific health system challenge that Canadian health system decision-makers need to address in a timely manner. A 'rapid-response' program could address this gap by providing access to optimally packaged, relevant and high-quality research evidence over short periods of time (i.e. days or weeks). We prepared an issue brief that describes the best available research evidence related to the problem, three broad features of a program that addresses the problem and implementation considerations. We identified systematic reviews by searching for organization-targeted implementation strategies in Health Systems Evidence ( www.healthsystemsevidence.org ) and drew on an existing analytical framework for how knowledge-brokering organizations can organize themselves to operationalize the program features. The issue brief was then used to inform a half-day stakeholder dialogue about whether and how to develop a rapid-response program for health system decision-makers in Canada. We thematically synthesized the deliberations. We found very few relevant systematic reviews but used frameworks and examples from existing programs to 1) outline key considerations for organizing a rapid-response program,, 2) determine what can be done in timelines ranging from 3 to 10 and 30 business days, and 3) define success and measure it. The 11 dialogue participants from across Canada largely agreed with the content presented in the brief, but noted two key challenges to consider: securing stable, long-term funding and finding a way to effectively and equitably manage the expected demand. Recommendations and suggestions for next steps from dialogue participants included taking an 'organic' approach to developing a pan-Canadian network and including jurisdictional scans as a type of product to deliver through the program (rather than only syntheses of research evidence). Dialogue participants clearly signalled that there is an appetite for a rapid-response program for health system decision-makers in Canada. To 'organically' build such a program, we are currently engaging in efforts to build partnerships and secure funding to support the creation of a pan-Canadian network for conducting rapid syntheses for health system decision-makers in Canada.
The data shown below were collected from the profiles of 22 tweeters who shared this research output. Click here to find out more about how the information was compiled.
Chile 2 9%
Lebanon 1 5%
Germany 1 5%
Brazil 1 5%
Colombia 1 5%
Egypt 1 5%
United Kingdom 1 5%
Members of the public 19 86%
Practitioners (doctors, other healthcare professionals) 3 14%
Student > Master 11 18%
Researcher 10 16%
Student > Ph. D. Student 10 16%
Librarian 5 8%
Student > Bachelor 4 7%
Other 12 20%
Medicine and Dentistry 16 26%
Nursing and Health Professions 10 16%
Social Sciences 7 11%
Business, Management and Accounting 3 5%
This research output has an Altmetric Attention Score of 15. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 10 April 2015.
Outputs from Systematic Reviews
Outputs of similar age from Systematic Reviews
So far Altmetric has tracked 827 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.4. This one has done well, scoring higher than 78% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 209,827 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 89% of its contemporaries.
We're also able to compare this research output to 34 others from the same source and published within six weeks on either side of this one. This one has done well, scoring higher than 76% of its contemporaries.

redpajama_set_name: RedPajamaCommonCrawl


Connecticut Studio — NEEDBASED inc.
Surrounded by beautiful mid-century architecture, this artist studio was designed over the span of a wonderfully intense and creative weekend. Much of our experience with natural daylighting design was implemented to create a private yet open space. We like relying on indirect light and simplicity. Most of the design work was done on an iPad, a great approach if you have a good builder.


SolarWinds, a leading provider of powerful and affordable IT management software, today announced the findings of its Little-Known Facts survey. The results reveal that IT professionals tend to go above and beyond the scope of their core responsibilities as the changing business landscape demands more of their attention, both inside and outside of the office. The survey supports IT Professionals Day, which is observed the third Tuesday of every September (September 19, 2017), to emphasize the need for greater appreciation for IT professionals and the critical role they play in modern business and the lives of nearly all technology end-users.
"Without a doubt, today's IT professionals are the backbone of the modern enterprise," said Joseph Kim, executive vice president and chief technology officer, SolarWinds. "This year, to celebrate the third annual IT Professionals Day, we wanted to draw attention not only to the data center's growing complexity and end-user demands that IT professionals must manage, but more personal facts, like their favorite social media platforms and how they feel about end-users. By understanding and knowing our own IT professionals, we can better appreciate them."
IT pros spend just over two-thirds of their time (65 percent) actually managing IT and IT-related services. What are they doing with the rest?
Of the 65 percent of time IT professionals spend on core responsibilities, nearly half of that time (47 percent) is dedicated to resolving technology issues from senior executives/chief officers.
In any given week, nearly one-third of IT pros surveyed spend more time communicating with their IT monitoring systems than the people close to them: 30 percent say they receive more texts from their IT monitoring systems (for example, system alerts) each week than they do from their friends/family/loved ones.
LinkedIn® is the preferred method to network and connect with peers, according to 57 percent of IT pros surveyed.
Nearly half of all IT professionals (45 percent) use Facebook® as their preferred social media platform, followed by Twitter® (29 percent) and Instagram® (nine percent). Just three percent, however, feel compelled to share face-filtered selfies on Snapchat®.
Despite industry hype that Artificial Intelligence (AI) and machine learning are threatening their jobs, keeping their organizations secure is IT pros' greatest concern: 89 percent of IT professionals most fear a security breach. Just nine percent fear AI will take their jobs, a finding that is echoed by a recent McKinsey report on AI's nuances.
91 percent of IT pros surveyed work overtime hours - and of those, 57 percent do so with no compensation for working overtime.
94 percent of IT pros surveyed enjoy being an IT pro, and over half of all IT pros love what they do.
"In 2016, we found that IT is everywhere, and end-users were expanding IT beyond the traditional four walls of their organizations," Kim added. "This required IT professionals to adopt an 'always-on' mentality; this year's key findings highlight that the trend continues, with IT pros performing their core IT responsibilities, in addition to dedicating time to educate end-users and business leaders, problem-solving for senior executives, and keeping their organizations secure from the threat of security breaches. In recognition of IT professionals everywhere, we are thrilled to be celebrating the third annual IT Professionals Day and spotlighting the hard work they do to keep businesses running smoothly."
Fielded in July 2017, the survey was conducted by C. White Consulting on behalf of SolarWinds and yielded responses from 161 IT practitioners, managers, and directors in the U.S. and Canada. Full survey results are available here.
In honor of IT Pro Day, SolarWinds is proudly donating to Girls in Tech in support of their inspiring vision. We hope you'll contribute too!
Girls in Tech (GIT) is a global non-profit focused on the engagement, education and empowerment of girls and women who are passionate about technology. With headquarters in San Francisco, and more than 50,000 members around the globe, GIT aims to accelerate the growth of women entering high-tech careers and provide a support framework for successful startups and advancement in STEM fields.
"Girls in Tech is utilizing the power of technology to bring women together to shape their future and democratize the world," said Rani Johnson, CIO, SolarWinds. "SolarWinds is proud to support the vision of Girls in Tech with a donation to help further their mission. Technology has become more complex than ever, impacting both IT professionals and end users in a variety of ways, and we're thrilled to contribute to GIT to facilitate learning and skills building within the STEM fields."
Visit girlsintech.org for more information.
IT Professionals Day is designed to annually celebrate all IT professionals regardless of discipline. Whereas holidays such as System Administrator Appreciation Day do well at recognizing one category of the profession, IT Professionals Day honors not only system administrators, but network engineers, database administrators, information security professionals, developers, IT support technicians, and all other professionals serving in IT-related roles.
Please visit ITProDay.org to learn more.


The Executive Committee visited The Guardian Newspaper on Monday 21st May, 2018. We had an interactive session with the management team of the Guardian Newspaper led by Mr. Marcel Mbamalu, who welcomed us warmly. The Chairman in his response to issues raised by Mr. Marcel Mbamalu in his welcome address informed them that it was our Estate Surveyors and Valuers week and a day set aside for media houses. He thanked them for their support to the Institution so far. He also informed them of our efforts to build our members capacity with the introduction of E-library and resource center. This he stressed will help us stand up to the foreign contemporaries. They were also informed about the on-going collaboration within the members to have a data bank. When asked by the Management Team of Guardian Newspaper ,the efforts Valuers were making to ensure that ,our members were represented at the decision level in Government, the Chairman informed them the effort made so far, both at the National and State level to have a Valuer General of the Federation and Lagos State.
The Guardian team promised to continue to collaborate with Estate Surveyors and Valuers.


The Counseling Program also maintains the Community Counseling Clinic that provides free or reduced cost counseling services to residents of the Youngstown area. All students in the clinical, school, addiction and college counseling options take one practicum course and counsel clients via the clinic during their first practicum experience. We have a strong connection with alumni, program supervisors, agencies and schools, and community leaders who support the profession of counseling in the Youngstown area.
For more information about the Department of Counseling, School Psychology and Educational Leadership contact the Department Office at 330-941-3257 or visit our Department website.
Our program is designed to prepare graduates that have necessary knowledge, skills, and dispositions to best serve in mental health centers, schools, recovery centers, and colleges in the area. Our program seeks to meet the Addiction Counseling, Clinical Mental Health Counseling, School Counseling, Student Affairs & College Counseling needs of Northeast Ohio, Western Pennsylvania and other areas of the state/country.
We are CACREP accredited and nationally awarded - 2015 ACES Outstanding Counselor Education Program Award and the 2014 NCACES Innovative Counselor Education Program Award. Our program is exemplified by the quality and diversity of classroom instruction, field experiences, program options, students, faculty and the outstanding reputation of graduates in the community. We have a 45 year history and over 1500 master's degree graduates who have served the area as licensed professional clinical counselors, licensed/certified school counselors, licensed/certified chemical dependency counselors, student affairs professionals, professors, agency directors, and public servants. We have a strong connection with alumni, program supervisors, agencies and schools, and community leaders who support the profession of counseling in the Youngstown area. Master's students will find a unique educational experience that prepares them for employment and/or advanced study in Counseling. I encourage you to review the website and to contact the program director with any questions.
The Addiction Counseling Program prepares students to work in a variety of community settings, including addiction/recovery centers, residential/community mental health centers, hospitals, employee assistance programs, and private practice. Students are taught to diagnose and treat mental and emotional disorders using a variety of interventions and methods. Students within this program focus on all areas of addiction including drug and alcohol, gambling, sexual, and other process addiction. The Addiction Counseling Program is currently accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) under the 2009 standards for Community Counseling programs as a Community Counseling program. The CACREP 2009 standards provide a new CACREP specialty in Addiction Counseling. Completion of this program will satisfy the educational portion of the requirements for Professional counselor and Professional Clinical Counselor licensure by the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board. In addition to the 63 semester hours of coursework, students complete experiential activities early in the program, a practicum, and a 600-hour internship in one of a variety of addiction settings in Northeast Ohio or Western Pennsylvania.
Students are taught to diagnose and treat mental and emotional disorders using a variety of interventions and methods. Students are also taught ways to facilitate clients' growth and wellness, and how to help people live optimally as they move through developmental changes. The Clinical Mental Health Counseling program is currently accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). A completed 600-hour internship in an appropriate community setting is required. Students interested in clinical mental health counseling complete a 63-semester-hour curriculum that is recognized by the state of Ohio's Counselor, Social Worker, and Marriage and Family Therapist Board. The curriculum enables graduates to pursue Ohio Professional Counselor licensure and Professional Clinical Counselor licensure. Students seeking counselor licensure in other states, such as Pennsylvania, have the responsibility to ensure that they meet the requirements of those particular states.
The School Counseling option prepares students to work in public or private K-12 education settings. The program is designed to help students with or without teaching backgrounds to support the academic, career, and personal/social development of all students within a school system. The program has an urban focus and seeks to prepare students who understand the impact of poverty and culture on disenfranchised populations. The School Counseling program is currently accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The program meets the education requirements for school counselor licensure in the state of Ohio. Students seeking school counselor licensure who do not have teacher certification in Ohio must have completed an approved school counseling program with a one-year induction process. Students must also pass the school counseling specialty portion of the Praxis Exam administered by Educational Testing Service for the State of Ohio or any other state required standardized testing. In addition to the 54 semester hours of coursework, students complete experiential activities early in the program, a practicum, and a 600-hour internship in one of a variety of school counseling settings in Northeast Ohio or Western Pennsylvania. Students seeking school counselor licensure/certification in other states, such as Pennsylvania, have the responsibility to ensure that they meet the requirements of those particular states.
Individuals who complete the 66 hour licensure option are prepared to work with college students in community mental health centers, hospitals, addiction/recovery centers, employee assistance programs and private practices. Individuals are taught to diagnose and treat mental and emotional disorders using a variety of interventions and methods. Completion of the 66 semester hour licensure track will satisfy the educational portion of the requirements for licensure as a Professional Counselor and a Professional Clinical Counselor by the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board. Individuals complete experiential activities early in the program, a practicum, and a 600-hour internship in one of a variety of college and university settings in Northeast Ohio or Western Pennsylvania.
The mission of the Counseling Program is to educate students, and to help them develop into counselors and related professionals who are sensitive to the impacts of human development, culture, and context upon students and consumers of counseling services; who are caring and compassionate counselors and people; who are self-reflective; who promote opportunity and social justice for the impoverished urban and rural populations; and, who are committed to empowering consumers of counseling services to thrive, and to achieve their fullest potential.
The Counseling Program advocates equality of opportunity for all persons. The curriculum and all educational experiences are designed to educate counselors in understanding and applying various counseling methods and techniques to aid a multicultural and diverse population with psychological, educational, vocational, and personal concerns. The Counseling Program fosters a learning environment that is challenging for both personal and professional development, humane in its emphasis upon respect for the dignity and worth of the individual, and realistic through its emphasis upon integration of academic, clinical, and field-based learning.
Program faculty are involved in scholarship, and university, professional, and community service, and to use those involvements to mentor students, to enhance students' learning experiences, to serve the community, the counseling profession, and consumers of counseling services who reside in northeast Ohio.
The Counseling Program emphasizes high standards of professional competence. The Counseling Program continues to remain committed to its stated mission through ongoing accreditations by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), and National Council for Accreditation of Teacher Education (NCATE). The Counseling Program also emphasizes ethical practice and keeps with state and national standards for certification and licensure for practice in educational, mental health and social service environments. Department programs have full approval by the Ohio Counselor, Social Worker, and Marriage and Family Therapists Board (OCSWMFT), and the Ohio Department of Education (ODE). The Department engages in ongoing program development and refinement based on accrediting bodies' and licensure boards' developments and recommendations, and sensitivity to licensure requirements and legal and ethical issues is a priority.
Our program is fully accredited by CACREP through 2023. Our last site visit was December 4, 2014 and we will have our next campus visit prior to the date of our next accreditation review in 2023.
What factors are motivating you to pursue a masters degree in Counseling at this time?
Please give an example of when you have determined to make desired changes in your life. What motivated you to seek this change and what obstacles did you overcome?
What do you believe are the most important counseling skills for helping a culturally-different individual?
The Counseling Program offers four (4) options; Addiction Counseling, Clinical Mental Health Counseling, School Counseling, and Student Affairs/College Counseling. Which Counseling Program option(s) are you most interested in pursuing? What is your motivation to specialize in this area and what type of work would you like to be doing in 5 years?
Students are required to complete appropriate coursework for their program option, including satisfactory completion of the counseling comprehensive examination prior to beginning their field placements. Coursework related to specialized cognate areas (e.g., electives and/or thesis) serve to enhance each program option.
Twelve semester hours of internship are required. Since this requirement entails 20 hours per week at the internship site, students who are employed full time may need to arrange for accommodations with their employers to fulfill this requirement.
Internship placement involves a minimum of 600 clock hours completed over two semesters. COUN 7002 Clinical Mental Health Counseling Practicum 2 is to be completed the semester immediately prior to beginning the internship. Students are to apply for their field placement for the fall or summer semesters no later than the fourth week of the spring semester. (Application forms are online and should be submitted to the internship coordinator.) If a student would like to begin his or her field placement in the spring semester, the student should apply no later than the fourth week of the fall semester. Students who fail to submit their field placement application form by the deadline will not be permitted to complete their field placement during the specified semester. For further information refer to the appropriate Fieldwork Handbook.
Not all courses are offered every semester. It is the student's responsibility to carefully plan his or her program of study in order to meet all prerequisite course and graduation requirements.
All candidates are required to purchase a Task Stream account to complete the critical task for each courses which is essential for the CACREP accreditation.
All candidates are required to purchase a Task Stream account to complete the critical task for each courses which is essential for the CACREP and CAEP accreditation.
Internship placement involves a minimum of 600 clock hours completed over two semesters. COUN 7007 School Counseling Practicum 2 is to be completed in the fall semester immediately prior to beginning internship. Students are to apply for their field placement for the fall or summer semesters no later than the fourth week of the spring semester. (Application forms are online and should be submitted to the internship coordinator.) Students who fail to submit their field placement application form by the deadline will not be permitted to complete their field placement during the specified semester. For further information refer to the appropriate Fieldwork Handbook.
Internships must be completed in approved educational settings. In order to provide a comprehensive experience, Practicum II/Internship are only offered beginning in the fall semester of the final year in the program. This experience is comprised of 750 supervised hours in an approved setting in an August through June format.
Not all school counseling courses are offered every semester. Students are responsible for carefully planning their programs of study in order to meet all prerequisite course and graduate requirements.
Students are required to purchase a Task Stream account to complete the critical tasks for each course which is essential for CACREP and CAEP.
Internship placement involves a minimum of 600 clock hours completed over two semesters. COUN 7004 Practicum in Student Affairs and College Counseling is to be completed in the fall semester immediately prior to beginning internship. Students are to apply for their field placement (note: application forms are in the central office and should be turned in to the internship coordinator) for the fall or summer semesters no later than the fourth week of the spring semester. Students who fail to turn in their field placement application form by the deadline will not be allowed to complete their field placement during the specified semester. Refer to Fieldwork Handbook for additional information.
Not all courses are offered every semester. It is the student's responsibility to carefully plan his/her program of study in order to meet all prerequisite course and graduation requirements.
Ohio Licensure Option will include an additional 18 semester hours of listed coursework. COUN 7021 will not be required for Non-Licensure students.
COUN 5821 Seminar in Guidance and Counseling 1-3 s.h.
Study of selected topics chosen by staff, e.g. career guidance, counseling process, and other contemporary issues in school personnel work.
COUN 5822 Seminar in Guidance and Counseling 1-3 s.h.
COUN 5823 Career Education and Career Guidance 2 s.h.
Study of public school career education and career guidance programs; the career education continuum, legislation relating to vocational programs, historical development, and principles of vocational education and vocational guidance. Also a survey of economic services: distributive education, human resources, programs, and placement.
COUN 5825 Group Processes in the School 2 s.h.
An introduction to group activities applicable to the needs of students in the school setting. Includes the study of group processes and group dynamics for social and personal problem solving as well as in the general area of individual and group behavior. Also a study of programs that provide for counselor-teacher cooperation in the development of groups in the classroom.
COUN 5879 Talented Students and Their Families 3 s.h.
A study of consulting and referral practices related to the developmental, social and personal difficulties often experienced by gifted/talented students and their families. Includes a field study component.
COUN 5888 Introduction to Health and Wellness Counseling 3 s.h.
Provides an introduction to basic counseling principles with special focus on those factors encountered in the provision of health and wellness-related services.
COUN 5895 Counseling Workshop 1-3 s.h.
Selected topics related to prevention and intervention approaches in school and community settings. Designed primarily as continuing professional education, this course is not included in counseling degree programs.
COUN 5898 Orientation and Ethical Issues in Community Counseling 3 s.h.
This course provides students with an introduction to the field of professional counseling and the foundations of community counseling. The course addresses the following topics: history, philosophy, cultural dynamics, advocacy, consultation, technology applications, and trends in professional and community counseling. The counseling profession's ethical standards are also addressed with an emphasis on the ACA code of ethics and counselor ethical decision making processes. Requirements differ for undergraduate and graduate students.
COUN 5965 Counseling Workshop 1-5 s.h.
COUN 5967 Guidance Counseling Workshop 1-3 s.h.
COUN 6900 Counseling Methods and Practice 3 s.h.
Methods and practices of professional counseling relative to relationship, goals, process, and documentation. Relevant ethical guidelines are stressed. Includes experiential skill training. For counseling majors or by permission of Department of Counseling.
Prereq. or concurrently: COUN 6962.
COUN 6902 Theory and Foundation of Addictions Counseling 3 s.h.
This course provides a comprehensive overview of chemical dependency and process addictions. There will be an emphasis on all aspects of addiction, including etiology, classification, physiological effects of substances, theory, assessment, interventions, and recovery models.
COUN 6903 Addictions Counseling: Treatment and Intervention 3 s.h.
Knowledge, skills, and practice related to chemical dependency and process addictions. There will be an emphasis on assessment, models for treatment, and skills necessary to work in addiction/prevention programs in diverse settings.
COUN 6904 Crisis Counseling 3 s.h.
An overview of the professional concerns and issues school psychologists face working in public school systems. Orientation and preparation for the supervised internship experience will be discussed; future responsibilities as a professional and staff consultant. Legal and ethical issues pertaining to the role of a school psychologist will be reviewed.
COUN 6905 Cultural/Ethnic Issues Relating to Youth and Families 3 s.h.
COUN 6910 Human Development and Family Systems Counseling 3 s.h.
The purpose of this course is to provide students with the content knowledge of human development and systems theory in order to become effective in helping individuals and families change. Major theoretical approaches to life span development and family counseling will be addressed.
COUN 6911 International Area Study: Project Learning Around the World 3 s.h.
COUN 6912 Multilevel Tier Interventions Across General Education and Special Education Programming 3 s.h.
COUN 6930 College Counseling and Student Mental Health 3 s.h.
This course provides students with an overview of the field of college counseling. The course addresses the following topics: history, philosophy, theories, cultural dynamic, technology applications, assessment and evaluation responsibilities, legal and ethical issues, and current trends in college counseling settings. The college counselor's role, function, and professional identity as a student advocate, program coordinator, individual/group counselor, and prevention specialist is addressed.
COUN 6961 Orientation and Ethical Issues in School Counseling 3 s.h.
This course provides students with an introduction to the field of professional counseling, and the foundations of school counseling. The course addresses the following topics: history, philosophy, cultural dynamics, advocacy, consultation, technology applications, classroom management issues, and trends in professional and school counseling. The counseling profession's ethical standards are also addressed with an emphasis on the American Counseling Association (ACA) and American School Counselor Association (ASCA) code of ethics, and counselor ethical decision-making processes.
COUN 6962 Counseling Theory 3 s.h.
Basic principles of counseling in an educational context. Development of procedural bases for counseling and educationally oriented counseling theory. Ethics and limitations involved in counseling practices.
COUN 6963 Occupational and Educational Information in Guidance 2 s.h.
Principles of career development and use of educational and occupational information resources in the guidance program. Lecture and discussion are used to explore occupational structure of the United States, sources of educational and occupational information including community resources, and the collecting, classifying, filing, and organization of educational and occupational information for use in the guidance program.
COUN 6964 Appraisal Techniques in Counseling 3 s.h.
Overview of the administration, scoring, and interpretation of standardized tests and measures used in counseling practice with specific focus and supervised practice in the administration and interpretation of standardized ability, interest, intelligence, and aptitude tests.
COUN 6965 Applied Testing in Career Counseling 2 s.h.
Administration, scoring, and interpretation of selected assessment tools and their application to career counseling.
COUN 6968 Research in Counseling 3 s.h.
The study and application of quantitative and qualitative research in counseling with statistical application component.
COUN 6969 Administration of Personnel and Guidance Services 2 s.h.
A comprehensive study of the dynamic qualities inherent in planning, management, functioning, and structuring of personnel and guidance services in public schools.
COUN 6970 Counseling and Social Services in the Schools 2 s.h.
Examines the scope and comprehensive developmental programs for counseling and social services in the schools with consideration of need assessment and development of such programs.
COUN 6971 Human Relations for the Classroom 2 s.h.
The course focuses on skill development in human relations. These skills are studied and integrated with cognate skill development in the classroom, classroom planning and organization conflict resolution, and coping with behavior problems and motivation. Application is made to the classroom environment.
COUN 6972 Career Counseling 3 s.h.
Theories of vocational choice, vocational success and satisfaction, decision making, and vocational testing. Career counseling as related to the economic and social context.
COUN 6973 Group Counseling Theory and Practice 2 s.h.
Theories pertaining to group dynamics, process, interaction, consultation, and counselor intervention. For counseling majors or by permission of Department of Counseling.
COUN 6973L Group Counseling Laboratory 1 s.h.
Supervised experience in the use of interventions appropriate to stages of group development. Emphasis will be placed on promoting self-awareness, interpersonal skills, and group skills and techniques. Laboratory is taken concurrently with COUN 6973.
COUN 6974 Case Studies in School Guidance and Field Experience in Community Social Agencies 2-4 s.h.
Methods of collecting data, synthesis, and interpretation of data about a person and relationship to environment. Real and assumed situations of pupils over an extended period of time are presented for study and analysis. The course includes practical field experience with various community social agencies to acquaint the student with agency services and social casework methods. Particular emphasis is placed on the disadvantaged and exceptional child.
COUN 6975 Counselor Consultation and Prevention 3 s.h.
This course is a study of the theoretical models of consultation and prevention. Techniques for implementation of consultation and prevention in schools, agencies, and higher education settings will be presented.
COUN 6976 Social and Cultural Issues in Counseling 3 s.h.
Counseling theory and techniques related to social and economic change, ethnic groups, subculture, issues of sexuality and gender, urban and rural societies, cultural mores, the use of leisure time, and differing life patterns.
COUN 6977 College Admission Counseling 3 s.h.
This course provides practical information on advising student and parents about the college admission process. The course is designed to promote career advisement knowledge and skills related to: consultation with parents, drop out prevention, student motivation, academic/career preparation, assessment, application process, financial aid, and interventions to enhance student and parents decisions regarding college admission process.
COUN 6980 Diagnosis of Mental Disorders 3 s.h.
Overview of Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV-TR) format, with emphasis placed on the development of diagnostic skills for the major mental and emotional disorders commonly encountered in social service, educational, and community counseling agencies.
COUN 6982 Educational Leadership in Primary and Intervention Strategies 2 s.h.
This course will identify mental health issues that impact individuals, families, and the educational system. Prevention and intervention strategies will be explored, as well as issues and procedures of referral.
COUN 6990 Independent Study 1-3 s.h.
Individual investigation of advanced topics under guidance of selected staff. Permission of instructor required. Special approval required.
COUN 6991 Family Systems 3 s.h.
Systems theory as applied to family functioning. Major theoretical approaches to family counseling, including ethics and techniques, will be addressed.
COUN 7001 Counseling Practicum 1 3 s.h.
Supervised individual counseling practice with volunteer clients. Focus upon process, clarification, and resolution of counselee goals and counselor self-awareness/evaluation. Students are required to attend a scheduled orientation in the Community Counseling Clinic prior to the first class. Special approval required.
Prereq.: COUN 5898 or COUN 6961, COUN 6900, COUN 6962, COUN 6973 (can be taken concurrently), COUN 6980 (required for clinical counseling students only).
COUN 7002 Clinical Mental Health Counseling Practicum 2 3 s.h.
Supervised individual and group counseling practices in settings appropriate to student's programs. Requires field placement of 150 hours. Special approval required.
Prereq.: COUN 7001, no PR grades, successful completion of counseling program comprehensive exam, and permission of program area internship coordinator.
COUN 7003 Counseling Children and Adolescents 3 s.h.
Various theories and respective techniques for counseling and psychotherapy with children and adolescents. Research concerning the efficacy of such approaches will also be studied. Special approval required.
COUN 7004 Practicum in Student Affairs and College Counseling 3 s.h.
This course will provide an orientation to the student services division, as well as offering students the opportunity to gain experience in a higher education setting. The program component will include individual and group supervision, as well as supervised field experience. Special approval required.
COUN 7005 Internship in Student Affairs and College Counseling 6 s.h.
This course will provide a weekly supervision and 600 hours of supervised field experience for student affairs and college counseling students. The internship supervision is designed to promote the integration of theory and practitioner experiences for students in a higher education setting and to help students prepare for the transition to a professional student affairs position following completion of the degree. Special Approval required.
Prereq.: COUN 6900, COUN 6962, COUN 7004, and COUN 7026.
COUN 7006 Guidance in the Classroom 2 s.h.
Studies various factors important to a facilitative climate in the classroom and activities through which elementary counselors and teachers can provide these conditions. Considered as classroom management and discipline techniques based upon learning theory, implementation of democratic group structure for elementary school classrooms, and organized activities designed to promote the development of self-understanding and understanding of others in the child's world. The course requires extensive reading and review of published materials designed for classroom guidance in addition to observation of classrooms and role playing experiences.
COUN 7007 School Counseling Practicum 2 3 s.h.
Supervised individual and group counseling practices in school counseling. Requires field placement of 150 hours. Special approval required.
Prereq.: COUN 7001, no PR grades, successful completion of department comprehensive exam, and permission of instructor.
COUN 7008 Assessment for Educational Decision Making 2 s.h.
Assessment procedures used for making leadership decisions in the educational setting. Emphasis on community assessment, identifying high-risk students, and the development of guidance and state testing programs.
COUN 7009 School Counseling Internship 6 s.h.
Supervised internship in approved school counseling programs. May be repeated. For counseling majors. Special Approval required.
COUN 7010 Clinical Mental Health Counseling Internship 6 s.h.
Supervised internship in approved community agencies offering counseling and other mental health services. May be repeated. For counseling majors. Special Approval required.
COUN 7013 Topical Seminar in Counseling 1-3 s.h.
The course is for practicing counselors and counselor trainees and will include a survey of literature in counseling, contemporary issues, individual and small group study of special problems chosen by staff, for example, research in counseling, counselor values, and the counseling process; student values and drug abuse; team approach to counseling services; etc. May be repeated to a maximum of 10 semester hours.
COUN 7014 Topical Seminar in Counseling 1-3 s.h.
COUN 7015 Topical Seminar in Counseling 1-3 s.h.
COUN 7017 Group Procedures in Counseling 2 s.h.
A laboratory course intended as an experimental introduction to dynamics of groups. Students will participate in community experiences involving the entire class as well as small group activities involving subdivisions of the class. Readings on group processes and involvement in relevant projects and reports are also included in the course.
COUN 7018 Diagnosis and Treatment of Children and Adolescents 3 s.h.
Overview of Diagnostic and Statistical Manual of Mental Disorders, fifth edition, text revision (DSM-V-TR) with an emphasis placed on the development of diagnostics skills for the major mental disorders commonly encountered in social service, educational, and community counseling agencies. The course will additionally focus on the development of diagnostic skills and treatment strategies for working with children and adolescents.
COUN 7019 School Counseling Program Development 3 s.h.
This course provides students with a comprehensive framework for planning, designing, implementing, evaluating, and enhancing content-based and comprehensive developmental counseling programs. The course is designed to promote knowledge and skills related to: prevention and crisis intervention strategies; use of a student information system to collect, analyze, and evaluate data in order to improve student outcomes; integration of the school counseling program into the total school curriculum to assist preK-12 students.
COUN 7021 Legal and Ethical Issues in Student Affairs 3 s.h.
This course is designed to provide graduate students with an introduction to the legal and ethical issues which affect higher education and student affairs practice. The primary goal of this course is to provide an exploration and understanding of legal issues pertaining to the various constituents of colleges and universities (students, faculty, and administrators).
COUN 7023 Life Span and College Student Development 3 s.h.
The purpose of this course is to provide an introduction to the field of college student and human development across the life span. Students will be exposed to a range of human development theories and student characteristics that offer insight into the processes of student learning, growth, and development. Special focus will be directed toward understanding patterns of growth and change during the college years for different student subgroups and the implications of these changes for the practices of student affairs and college counseling.
COUN 7026 Orientation and Functions of Student Affairs 3 s.h.
The primary purpose of this course is to provide students with a comprehensive introduction to the functional areas of student affairs. The application of a counseling-based knowledge and skills for student affairs practitioners will be emphasized.
COUN 7028 Advanced Counseling Theory and Treatment Seminar 3 s.h.
Research and discussion on selected counseling theories (e.g., Adler, Rogers, Ellis, Carkhuff, Berne) chosen by staff. May be repeated.
COUN 7029 Professional Issues in Student Affairs 3 s.h.
The purpose of this course is to expose graduate students to contemporary issues shaping student affairs practice. Topics will vary but will focus on the development of knowledge and skills in emerging areas relevant to professionals in student affairs (e.g., enrollment management, retention, assessment, finance and budget, grant writing).
COUN 7030 Human Relations Training for School Personnel 2 s.h.
Designed to improve the interpersonal relationships of administrators, counselors, teachers, and other professional staff. Objectives include examination of personal communication styles, the effect of the individual on task groups, and increasing leadership potential. For counseling majors or permission of Department of Counseling.
COUN 7031 Clinical Psychopathology and Treatment 3 s.h.
Counseling theories of abnormal behavior and mental disorders throughout the total life cycle. Specific personality theories and examinations of empirically-derived treatments will be included.
COUN 7032 Clinical Intellectual Testing 3 s.h.
Supervised practice in the administration and interpretation of standardized intelligence and aptitude tests.
COUN 7033 Personality Objective/Projective Assessment 3 s.h.
Supervised practice in the administration and interpretation of standardized objective and projective measures of personality.
COUN 7034 Advanced Evaluation of Mental and Emotional Status 3 s.h.
This course provides an advanced overview of the administration and interpretation of intelligence and personality tests. The course is designed to assist the student in becoming aware of testing procedures, testing practices and professional issues concerning the topic of assessment and to provide the student with practical assessment skills applicable to counseling.
COUN 7036 Consultation and Educational Approaches to Prevention 2 s.h.
The study of consultation theory and models. Educational approaches to prevention of substance abuse, child abuse, family and marriage problems, etc. will be included.
COUN 7037 Counseling and Psychopharmacological Treatments of Mental and Emotional Disorders 3 s.h.
The study of pharmacological, behavioral, cognitive, and emotive strategies and techniques associated with the treatment of mental and emotional disorders commonly encountered in mental health settings.
Prereq.: COUN 6980 or COUN 7013A.
COUN 7038 Counseling with Couples 3 s.h.
Application of family systems theory to intervention and prevention strategies with couples.
COUN 7039 Administration and Supervision of Mental Health Services 2 s.h.
A comprehensive study of management, planning, function, personnel structuring, supervision, and counseling services in a mental health setting.
COUN 7040 Supervision Practicum 3 s.h.
Theory and practice of counselor supervision. Includes practicum assignment in counselor education. For counseling majors only and by permission of Department of Counseling.
COUN 7041 Case Conceptualization, Treatment Planning, and Clinical Supervision 3 s.h.
The purpose of this course is to provide students with the advanced case conceptualization, treatment/planning intervention (24 hours) and theory/practice of supervision (24 hours). Includes 12 contact hours of supervision of practicum students at the YSU Counseling Program Community Counseling Clinic.
Prereq. or concurrent: COUN 7010.
COUN 7042 Administration and Organization in Higher Education 3 s.h.
The purpose of this course is to expose graduate students to the complex study of administrative practices and organizational theory in the context of examining campus environments. By developing an informed knowledge base regarding the multiple perspectives of organizations and campus environments, students will be better prepared to lead change in student affairs settings.
COUN 7044 Leadership and Administration in Student Affairs 3 s.h.
This course provides students with an opportunity to read, reflect, and integrate theories, concepts, and practices related to leadership and administration. Students will be challenged to reflect on their core values and principles. Students will see leadership through a new paradigm, and formulate their own philosophy of leadership. Students will be challenged to employ visionary leadership in the planning and implementation stage of change.
COUN 7046 Assessment in Student Affairs Practice 3 s.h.
The purpose of this course is to promote the understanding of assessment and program evaluation in enhancing practice. The course will focus on how to utilize assessment to improve practice and to demonstrate the effectiveness of programs, as well as to provide opportunities to effectively assess various dimensions of the college experience. By learning the usefulness and appropriateness of various assessment methodologies, the emerging practitioner will learn to provide evidence for effective practice.
COUN 7050 College Counseling Internship 3 s.h.
Supervised experience in a college counseling clinic/center offering diagnosis and treatment of mental and emotional disorders. For counseling majors or by permission of program area internship coordinator.
COUN 7060 Thesis Research 1-6 s.h.
Design, proposal, completion, and reporting of scholarly research deemed acceptable by the department faculty. For counseling majors or by permission of Department of Counseling.
Prereq.: COUN 6964, COUN 6968, or permission of department chair.
COUN 7509 Family Systems Within an Educational Context 3 s.h.
The focus of the didactic and experiential course will be on identifying patterns of children's symptoms, repositioning of the therapist within the educational system context and learning various therapeutic techniques to use with families of children with disabilities or other mental health issues.


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Hutto's season ends with bidistrict loss to Lancaster
Rick Cantu @Rickyprep
As the state's defending Class 4A track and field champion, Lancaster has built its athletic foundation on speed.
That includes some Tigers on the Lancaster football team, which used a bundle of explosive plays — mainly on the ground — to defeat Hutto 33-27 in a bidistrict playoff game Thursday night at Panther Stadium.
Lancaster will play Kilgore in an area-round playoff next Friday in Corsicana.
Hutto (9-2) nearly pulled off a late comeback when quarterback Ryan Higgins connected with receiver Daryl Harrison for a 12-yard touchdown pass on a fourth-down play with 1:55 to go, cutting Lancaster's lead to 33-27.
Lancaster, though, recovered the ensuing onside kick and ran out the clock.
With first-string quarterback Davon Hodge on the sideline with an injured ankle, Lancaster backup Demarcus Ayers rallied the Tigers from a 20-13 deficit in the third quarter.
Ayers hit Dominique Martin on a 47-yard touchdown pass and, after the Tigers recovered a fumble, Devonte Gill scored on a short run to put Lancaster ahead 26-20 after three quarters.
Lancaster (9-2) gashed Hutto with a strong option running game, led by Ayers and tailback Tre' White. The Tigers rushed for 285 yards, consistently puncturing the interior of Hutto's defensive front.
The game's pivotal play came with 5:02 to play. Hutto, facing a fourth-and-10 at the Lancaster 47 and trailing 26-20, lost 10 yards when Higgins was sacked.
Lancaster padded its lead minutes later on a short run by Gill, putting the Tigers up 33-20.
The verdict offset a terrific performance by Hippo senior tailback Tae Howard, who rushed for a game-high 162 yards on 27 carries while scoring three touchdowns.
One touchdown came on a 47-yard blast up the middle on the third play of the second half, giving the Hippos a 20-13 lead. Howard's 13th touchdown of the season appeared to give Hutto a shot of momentum, but Lancaster continued to pepper the Hippos with big runs.
Lancaster's White dodged and weaved for 110 yards, while Ayers kept Hutto off-balance with 66 yards on 10 carries.
Hodge had 61 yards in the first half before twisting his ankle. His absence did not slow down the Tigers.
White had runs of 20, 15 and 11 yards. Ayers was impressive, too, busting loose on runs of 15, 10, 8 and 7 yards as Lancaster registered 21 first downs.
Higgins was effective in the first half, hitting his first five passes — all to wideout Matt Olsen.
Lancaster put two defensive backs on Olsen in the second half, holding the Hippo senior to zero catches in the final 24 minutes.
Lancaster and Hutto were tied 13-13 at halftime. Each team scored on a pair of touchdown runs, and both missed one extra point.
Higgins finished his final high school game with 245 yards passing.
rcantu@statesman.com; 445-3953


Miss American Samoa, Matauaina To'omalatai, was the special guest for the Samoa Stationery and Books Book Fair yesterday.
President of Miss American Samoa Inc., Simeafou Imo said the event was an ongoing partnership with S.S.S.A.B. Pago Inc.
"Owner of S.S.A.B. Inc, Fiti Leung Wai, was the sponsor for the former Miss American Samoa which is Antonina Lilomaiava," said Ms. Imo.


Parties | Let's win college.
As the days of summer continue to tick by, the countdown to the first day of college creeps closer and closer for many nervous pre-frosh….
I'm an introvert. One of "those" people who would rather spend their free time quietly in a small group of trusted friends or simply alone….


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Millie Dresselhaus
by Millie Dresselhaus
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Walter Kohn
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Walter Kohn is a condensed matter theorist who has made seminal contributions to the understanding of the electronic structure of materials. He played the leading role in the development of density functional theory, which has revolutionized scientis....
Leo Esaki
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Herbert Kroemer
by Herbert Kroemer
In 2000 Herbert Kroemer, who was born in Germany, and works at UCSB in the USA shared half of the Nobel Prize for Physics with Zhores I. Alferov ( Russia ) 'for basic work on information and communication technology' and in particular 'for developing....
Alexander Müller
by Alexander Mller
K. Alexander Müller shared the Nobel Prize for Physics with J. Georg Bednorz in 1987 'for their important break-through in the discovery of superconductivity in ceramic materials'. At the age of 9 Mller was given a radio (a single vacuum tube receiv....
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