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Twitter This Commentary In The News: Thanks this morning to ChrisM, my MP3Angel, for supplying the news and commentary audio files. The circus is back in town - Today the Republicans and Democrats will select their leadership, but it's unlikely that anything will change much. There was one attempt to take Nancy Pelosi out and replace her with John Conyers, but that's not gonna happen either. The House leader selection process is over for the day but the Judiciary committee is in full swing looking at a possible censure, but more likely a reprimand, over Charles Rangel's ethics violation conviction . The Senate Republicans have voted in caucus to kill the practice of 'Earmarks', but it MAY turn out to be just a moratorium. It has been tacked onto the Food Safety Bill. But are they part of the government in the same country everyone else in America lives in? The Republicans are refusing to meet as scheduled this Thursday with the President... They're also pledging to block the START treaty confirmation. Its been hanging fire for ten years. Information on START I , START II , and the New START treaty from Wikipedia. Lisa Murkowski has apparently won the Alaska senate seat by about 8,000 votes. Even counting Joe Miller's contested ballots she's still about 3,000 votes ahead. In OTHER News: The BP Gulf of Mexico oil spill is going to make your food more expensive. BP oil spill Corexit dispersants suspected in widespread crop damage UPDATED POST: August 10, 2010 The US EPA contacted me and said the suspected "Corexit rain" was in fact jet fuel dumped by a Fedex plane ( NICE! ) It seems like damage brought by the oil gusher has spread way beyond the ocean, coastal areas and beaches. Collateral damage now appears to include agricultural damage way inland Mississippi. A mysterious "disease" has caused widespread damage to plants from weeds to farmed organic and conventionally grown crops. There is very strong suspicion that ocean winds have blown Corexit aerosol plumes or droplets and that dispersants have caused the unexplained widespread damage or "disease". There is no other explanation for the crop damage. It's conjecture on my part but everything points to something that has a widespread effect on plants and crops. Studies on Corexit and its effects on plants are consistent with the damage sustained in the lower Mississippi area. Check out the table on page 877 of the study. While no one precisely knows, all the signs point to BP's use of aerosolized Corexit brought inland by the ocean winds or rain. HERE IS AN EXTRACT OF THE PLANT STUDY TITLED I REFERENCED: Morphological changes observed in Paspalum vaginatum after treatment with Abura heavy crude oil (AC) or Oredo light crude oil (OC) and Corexit 9527/Gold crew. [ More @ SFGate ] But our food crops, specifically our grain harvests , are already in decline, and the USDA is so confused about what to tell the public that they are literally delivering conflicting data regarding the harvests across Amreica. Sunday, December 20, 2009 You Are Being Lied To, Part 2: US Department of Agriculture Edition "All someone needs to do to know the world is headed is for food crisis is to stop reading USDA’s crop reports predicting a record soybean and corn harvests and listen to what else the USDA saying. Specifically, the USDA has declared half the counties in the Midwest to be primary disaster areas, including 274 counties in the last 30 days alone. These designations are based on the criteria of a minimum of 30 percent loss in the value of at least one crop in the county. The chart below shows counties declared primary disaster areas by the secretary of Agriculture and the president of the United States. For a list of Secretarial disaster declarations, see here. For a list of Presidential disaster declarations, see here. The same USDA that is predicting record harvests is also declaring disaster areas across half the Midwest because of catastrophic crop losses! To eliminate any doubt that this might be an innocent mistake, the USDA is even predicting record soybean harvests in the same states (Oklahoma, Louisiana, Arkansas, and Alabama) where it has declared virtually all counties to have experienced 30 percent production losses. It isn’t rocket scientist to realize something is horribly wrong." [ In Full ] -30- Creative Commons Copyright Courtesy of Cabale News Service, KPIG Radio , and KVMR Radio . Listen to KVMR Recorded & transcribed by Razer Raygun @ Razed By Wolves Postings Auntie Imperial, Razer Raygun, and Da' Buffalo Have Done Lately Are [ Here ] The Consolidated Items Listing in RSS format [ Here ] In accordance with Title 17 U.S.C. Section 107 and The Berne Convention on Literary and Artistic Works , Article 10, the news clippings, audio, and images used in this posting are made available without profit for research and educational purposes.

Mary Greendale and Paul LeBeau host Town Government 101 Part 2 on February 10, 2021.

This week we had the chance to interview Lelia, who is a community activist and a part of the group Comunidad Colectiva, an immigrant rights group based in Charlotte NC. We got to talk about a lot of things in this interview, the work that they and other groups do with immigrant and undocumented communities, about the February ICE raids that got national attention, what effective rapid response can look like, and the challenging tension associated with both being anti state and being in the position of having to negotiate with police and sheriffs for safety reasons, plus many more topics. We wanted to mention something called 287(g) and give a bit of information for listeners who may not have heard of this before. 287(g) was a contract between local officials and ICE which essentially made police forces extensions of ICE, and also instituted deportation proceedings as part of run of the mill arrests. More is explained about this contract later on in the interview, but it gets mentioned fairly heavily before that time. You can keep updated on this group's work by hitting them up on Facebook by going to https://www.facebook.com/ComunidadColectivaCLT/ and if you have a few dollars you’d like to throw them to recoup the costs associated with their rapid response network, their Venmo is @comunidad-colectiva. Next week on The Final Straw, stay tuned for an interview with a member of the Montreal based group Ni Frontiers Ni Prison (which is No Borders, No Prison) about fighting a proposed new migrant prison, decolonization, the rise of far right sentiment in so called Canada, and many associated topics, plus a possible other interview. . ... . .. Update on Kinetic Justice In a brief update to last week’s interview on the hunger strike by Kinetic Justice of the Free Alabama Movement, we’d like to share the following news: On March 20th, Kinetic Justice Amun (aka Robert Earl Council) resumed his hunger strike as he was transferred briefly to segregation housing at Limestone prison, but ended his hunger strike within a few days and was transferred to general population at that prison. He can be written at the following address: Robert Earl Council #181418 Limestone Correctional 28779 Nick Davis Rd Harvest, AL 35749 Consequently, 8 of the prisoners transferred with Kinetic in the middle of the night, began engaging in a hunger strike in response to their own incarceration in solitary. In response to the hunger strike, administration cut off water to the cells they were held in, giving them bottled water. The 8 prisoners ended their hunger strike on March 22nd, and administration claims they’ll be transferred to general population in the Alabama prison system as they’re not under investigation currently. Their names are as follows: Kotoni Tellis #223155 Marcus Lee #175056 Mario Avila #259514 Corey Burroughs #207639 Earl Taylor 3rd #168616 Tyree Cochroan #172306 Earl Manassa #175099 Antonio Jackson #246560 and they can be written at: Holman Correctional Facitily 1240 Ross Rd. Atmore, AL 36502 . ... . .. Playlist

We propose a multilevel structural equation model analysis to test the effects of conspiratorial thinking on government rule compliance with regards to the COVID-19 pandemic using data from Round 10 of the European Social Survey. The model includes country level contextual factors such as the severity of containment government policies and COVID-19 related mortality.

We propose a multilevel structural equation model analysis to test the effects of conspiratorial thinking on government rule compliance with regards to the COVID-19 pandemic using data from Round 10 of the European Social Survey. The model includes country level contextual factors such as the severity of containment government policies and COVID-19 related mortality.

Engin Ayaz, Co-Founder, Atölye asks the question: what is the point of building government institutions if they are not looking towards future generations? This, and more, in the #WorldGovSummit 2022 session, ‘The Future of Government Strategy – Innovation and Agility by Design’ #WGS2022 Source: https://www.youtube.com/watch?v=7JwtJBm5dQA Uploader: World Government Summit

Engin Ayaz, Co-Founder, Atölye asks the question: what is the point of building government institutions if they are not looking towards future generations? This, and more, in the #WorldGovSummit 2022 session, ‘The Future of Government Strategy – Innovation and Agility by Design’ #WGS2022 Source: https://www.youtube.com/watch?v=7JwtJBm5dQA Uploader: World Government Summit

Dan Gallagher, CEO of OpenCape, Paul Niedzwiecki, Executive Director of the Cape Cod Commission, and Ed Senteio, Finance Department, Town of Yarmouth will provide a glimpse into our smarter future by introducing current efforts towards digital regionalization, and smarter government service delivery.

Andrea Siodmok, head of the Cabinet Office Policy Lab explores how design is helping government think differently about future policy. Design is emerging as a significant force for change in governments across the world. What is it about design that promises to radically transform our lives? How might design principles enable the creativity and freedom of a wider number of people, organisations and institutions to drive social change? A designer by training, over the last two years Andrea has been based at the Cabinet Office, bringing design approaches to some of the country’s most intractable policy problems. In this talk she shares insights from her current and past projects exploring how design is shaping our world in remarkable ways. Follow the RSA on Twitter: https://twitter.com/RSAEvents Like the RSA on Facebook: https://www.facebook.com/theRSAorg Listen to RSA podcasts: https://www.mixcloud.com/RSA/ See RSA Events behind the scenes: https://instagram.com/rsa_events/

It’s infuriating when my Republican colleagues play politics with people’s lives without thinking about what is best for the country. The solution is clear. We must reopen the government. https://t.co/Rfqq1FgHbe Source: https://twitter.com/MichaelBennet/status/1088629222741028865 Uploader: Michael Bennet

I give a link below to a new article of mine on the above subject; https://www.lotuseaters.com/why-is-homeschooling-on-the-increase-in-britain-17-02-23

In this Joint Applied Project, we study application of lean thinking at White Sands Missile Range, an Army Major Range and Test Facility Base (MRTFB), tasked with developmental Test and Evaluation (T and E) as its primary mission. We interviewed a representative segment of leaders, managers, and working level lean implementers, and surveyed 285 participants in lean events at White Sands. We employed a comprehensive, uniform set of questions in those interviews and surveys to gain insight into significant expectations, questions, issues, concerns, difficulties, constraints, and uniquely governmental situations and circumstance related to this implementation. We organized and analyzed a massive and significant resulting data set around emerging themes including linkage between lean and personnel cuts, management support of lean, small incremental benefit versus large bottom-line impact, process documentation, metrics and measurement, vision, urgency, and goals, uniquely governmental issues, and the lean process itself. We offer relevant conclusions and recommendations, based on those themes, which may significantly aid similar government organization who are currently, or expectantly, engaged in lean implementations or other process improvement efforts. We offer those conclusions and recommendations as academic and neutral examinations of real issues associated with an actual lean implementation. Notwithstanding the difficulties and complexities that we have examined in this study, we find an overwhelming majority of our participants believe there was broad incremental benefit from lean, that its cost was warranted and necessary, and that it absolutely should continue to be used as a tool to achieve greater efficiency, quality, and effectiveness in government business processes.

The topic of discussion on this edition of Just Thinking is about Town Government with guests Sam Tyler and William Mayer on February 4, 2019.

Vaccines are an effective means to reduce the spread of disease that are sometimes met with a degree of hesitancy. Inter-individual differences in general vaccine hesitancy have been shown to determine vaccine behaviour. In order to effectively combat hesitancy, it is critical to understand the underlying factors that contribute to vaccine attitudes and ultimately vaccine behaviours. This is particularly the case in the event of diseases that threaten global health and safety, such as the COVID-19 virus which has spread rapidly throughout the world with devastating consequences. Because the COVID-19 pandemic has affected individuals across the globe and vaccines became available along a rapid timeline, circumstances related to this event provide an ideal model for understanding factors that impact vaccine hesitancy at the individual and country-levels. This is an extension of the pre-registered study: Living a year with the COVID-19 pandemic: COVIDiSTRESS Global Survey Round II (https://osf.io/pg3h8), with additional planned analyses as described below. All relevant data and source code files will be available via GitHub: https://github.com/hyemin-han/COVIDiSTRESS2_Vaccine.

This study designed 1) to develop a multidimensional thinking styles scale based on theory of mental self-government for sixth grade student 2) to investigate quality of the developed scale 3) to study profile of styles of sixth grade student and a relation of profile of styles of student in each dimension and background of gender and grade with the group sample of 1,545 sixth grade students from schools affiliated with the Office of Basic Education Commission, Education Department Bangkok Metropolitan Administration, and Office of the Private Education Commission. Thinking styles scale for sixth grade student was utilized in this study and received information was analyzed by using Nominal Response Model (NRM), Confirmatory Factor Analysis and Cluster Analysis. The results revealed that: 1) Thinking styles scale comprised 5 dimensions of function, form, level, scope and leaning with reliability at 0.872, 0.913, 0.722, 0.777 and 0.799 respectively and construct validity by confirmatory factor analysis found that 5 dimensions of thinking styles scale conformed to the empirical data (CFI were 0.918 to 0.975, TLI were 0.919 to 0.988 RMSEA were 0.036 to 0.046 and SRMR were 0.060 to 0.081); 2) The majority of students had judicial styles of function, hierarchical styles of form, local style of level, external style of scope and liberal style of leaning; 3) 96 Profiles of thinking styles be clustered into 3 groups those were Detail Conscious Thinking Procedural Thinking and Achievement Motivation Thinking. The majority of students had Achievement Motivation Thinking; and 4) Thinking styles of students in each dimension related to their background of gender and grade with the level of significance at 0.05.

This booklet sets forth four core learning goals in government for Maryland's high school students. Divided into four sections that correspond to the goals, the booklet lists both diverse content indicators in each section and the respective thinking and communication skills. Goal 1's Indicator 1.1.1 states: "The student will analyze historic documents to determine the basic principles of the United States government and apply them to real-world situations." Under this indicator in the booklet are nine thinking skills goals, such as "The student will develop alternative perspectives or ways of thinking and acting in complex situations," and six communication skills goals, such as "The student will construct spoken and other messages in forms appropriate to purposes, audiences, and situations." Goals 2, 3, and 4 have similar indicators and goals for thinking skills and communication skills, in ascending spheres of difficulty. (BT)

This booklet sets forth four core learning goals in government for Maryland's high school students. Divided into four sections that correspond to the goals, the booklet lists both diverse content indicators in each section and the respective thinking and communication skills. Goal 1's Indicator 1.1.1 states: "The student will analyze historic documents to determine the basic principles of the United States government and apply them to real-world situations." Under this indicator in the booklet are nine thinking skills goals, such as "The student will develop alternative perspectives or ways of thinking and acting in complex situations," and six communication skills goals, such as "The student will construct spoken and other messages in forms appropriate to purposes, audiences, and situations." Goals 2, 3, and 4 have similar indicators and goals for thinking skills and communication skills, in ascending spheres of difficulty. (BT)

As we celebrate the 85th anniversary of the Social Security Act, I’m thinking about the woman who fought to make it happen—because she knew that “the role of government should be to give all the people under its jurisdiction the best possible life.” https://t.co/H9x28fU8pw Source: https://twitter.com/ewarren/status/1294371488456421380 Uploader: Elizabeth Warren

Mary Greendale and Paul LeBeau host Town Government 101 on Wednesday, February 3, 2021.

2019Nov26 - LSRW and T ~ Communication Skills – Listening, Speaking, Reading and Writing with Thinking and Communication Skills – as a part of Skills Development Training Programme on Agriculture Extension Service Provider for Unemployed Youth from Telangana – organized at  Extension Education Institute (Southern Region), IEEI, Department of Agriculture & Cooperation, Ministry of Agriculture, Government of India, at Professor Jaishanker Telangana State Agricultural University, Rajendranagar, Hyderabad 500 030, Telangana   This is a live audio recording of a session, titled,  LSRW and T ~ Communication Skills – Listening, Speaking, Reading and Writing with Thinking and Communication Skills,  in Telugu, with slides in English - in 3 parts.     A power point presentation used, and those who are interested in having a copy of the same are requested to drop a line: [email protected]  The participants were informed that they can easily access many more presentations and live audio recordings by visiting: www.viswam.info   You are most welcome to give your valuable feedback:   [email protected]

In this Joint Applied Project, we study application of lean thinking at White Sands Missile Range, an Army Major Range and Test Facility Base (MRTFB), tasked with developmental Test and Evaluation (T&E) as its primary mission. We interviewed a representative segment of leaders, managers, and working level lean implementers, and surveyed 285 participants in lean events at White Sands. We employed a comprehensive, uniform set of questions in those interviews and surveys to gain insight into significant expectations, questions, issues, concerns, difficulties, constraints, and uniquely governmental situations and circumstance related to this implementation. We organized and analyzed a massive and sinificant resulting data set around emerging themes including linkage between lean and personnel cuts, management support of lean small incremental benefit versus large bottom-line impact, process documentation, metrics and measurement, vision, urgency, and goals, uniquely governmental issues, and the lean process itself. We offer relevant conclusions and recommendations, based on those themes, which may significantly aid similar government organization who are currently, or expectantly, engaged in lean implementations or other process improvement efforts. We offer those conclusions and recommendations as academic and neutral examinations of real issues associated with an actual lean implementation. Notwithstanding the difficulties and complexities that we have examined in this study, we find an overwhelming majority of our participants believe there was broad incremental benefit from lean, that its cost was warranted and necessary, and that it absolutely should continue to be used as a tool to achieve greater efficiency, quality, and effectiveness in government business processes.

Based on part of a line of research on children's prior knowledge and thinking (including misconceptions) about topics addressed in the traditional K-3 social studies curriculum, a study was designed to provide such information with respect to the topic of government. Individual interviews were conducted with K-3 students (n=96), stratified according to grade level, achievement level, and gender. Students were asked 24 questions including what government is, who is the head of the U.S. government and how that person gained office, who can become president, what are the differences between presidents and kings and queens, who is allowed to vote, why rules and laws are needed, what taxes are, who owns the school and pays the teachers, what are differences between public schools and private schools, and other similar questions. Analyses of the responses replicated and extended previously reported findings about children's thinking on government. Sophistication of responses was related more closely to age (grade level) than to achievement or gender. Findings are discussed with emphasis on their implications for early elementary social studies. The belief is that primary-grade students stand to benefit considerably from treatments of cultural universals that are more powerful than those typically offered by textbook series. Appended are interview questions and a table. (Contains 52 references.) (Author/BT)

Based on part of a line of research on children's prior knowledge and thinking (including misconceptions) about topics addressed in the traditional K-3 social studies curriculum, a study was designed to provide such information with respect to the topic of government. Individual interviews were conducted with K-3 students (n=96), stratified according to grade level, achievement level, and gender. Students were asked 24 questions including what government is, who is the head of the U.S. government and how that person gained office, who can become president, what are the differences between presidents and kings and queens, who is allowed to vote, why rules and laws are needed, what taxes are, who owns the school and pays the teachers, what are differences between public schools and private schools, and other similar questions. Analyses of the responses replicated and extended previously reported findings about children's thinking on government. Sophistication of responses was related more closely to age (grade level) than to achievement or gender. Findings are discussed with emphasis on their implications for early elementary social studies. The belief is that primary-grade students stand to benefit considerably from treatments of cultural universals that are more powerful than those typically offered by textbook series. Appended are interview questions and a table. (Contains 52 references.) (Author/BT)

Based on part of a line of research on children's prior knowledge and thinking (including misconceptions) about topics addressed in the traditional K-3 social studies curriculum, a study was designed to provide such information with respect to the topic of government. Individual interviews were conducted with K-3 students (n=96), stratified according to grade level, achievement level, and gender. Students were asked 24 questions including what government is, who is the head of the U.S. government and how that person gained office, who can become president, what are the differences between presidents and kings and queens, who is allowed to vote, why rules and laws are needed, what taxes are, who owns the school and pays the teachers, what are differences between public schools and private schools, and other similar questions. Analyses of the responses replicated and extended previously reported findings about children's thinking on government. Sophistication of responses was related more closely to age (grade level) than to achievement or gender. Findings are discussed with emphasis on their implications for early elementary social studies. The belief is that primary-grade students stand to benefit considerably from treatments of cultural universals that are more powerful than those typically offered by textbook series. Appended are interview questions and a table. (Contains 52 references.) (Author/BT)

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2015Feb24 - Creative Thinking for Better Problem Solving - Training Programme on "Seed Production Technology of Major Crops", organized at SAMETI, Hyderabad, for the officers of the Department of Agriculture, Government of Andhra Pradesh, by Director, ATMA, Agriculture Technology Management Agency, Andhra Pradesh.  This is a live audio recording of the session, conducted in an interactive manner. A power point presentation was used and those who are interested in having a copy of the same are requested to drop a line to: [email protected].

2018Mar27 – LSRW and T ~ Communication Skills – Listening, Speaking, Reading and Writing with Thinking and Communication Skills – as a part of Skills Development Training Programme on Agriculture Extension Service Provider for Unemployed Youth from Telangana – organized at Extension Education Institute (Southern Region), IEEI, Department of Agriculture & Cooperation, Ministry of Agriculture, Government of India, at Professor Jaishanker Telangana State Agricultural University, Rajendranagar, Hyderabad 500 030, Telangana   This is a live audio recording of a session, titled, LSRW and T ~ Communication Skills – Listening, Speaking, Reading and Writing with Thinking and Communication Skills, in Telugu, with slides in English. Part 1 and 2 contain the live audio recording of the session and in Part 3, the feedback of the session can be heard. Prof. S. Chandra Shekar and Prof. P. Vijaya Lakshmi, coordinated the programme.  The power point presentation used, can be easily accessed:   https://www.slideshare.net/viswanadham/2018-mar-27-l-s-r-w-and-t-communication-skills-eei-extension-education-institute-please-download-and-view-to-appreciate-better-the-animation-aspects   The participants were informed that they can easily access many more presentations and live audio recordings by visiting: www.viswam.info   You are most welcome to give your valuable feedback: [email protected]

2018Mar27 – LSRW and T ~ Communication Skills – Listening, Speaking, Reading and Writing with Thinking and Communication Skills – as a part of Skills Development Training Programme on Agriculture Extension Service Provider for Unemployed Youth from Telangana – organized at Extension Education Institute (Southern Region), IEEI, Department of Agriculture & Cooperation, Ministry of Agriculture, Government of India, at Professor Jaishanker Telangana State Agricultural University, Rajendranagar, Hyderabad 500 030, Telangana   This is a live audio recording of a session, titled, LSRW and T ~ Communication Skills – Listening, Speaking, Reading and Writing with Thinking and Communication Skills, in Telugu, with slides in English. Part 1 and 2 contain the live audio recording of the session and in Part 3, the feedback of the session can be heard. Prof. S. Chandra Shekar and Prof. P. Vijaya Lakshmi, coordinated the programme.  The power point presentation used, can be easily accessed:   https://www.slideshare.net/viswanadham/2018-mar-27-l-s-r-w-and-t-communication-skills-eei-extension-education-institute-please-download-and-view-to-appreciate-better-the-animation-aspects   The participants were informed that they can easily access many more presentations and live audio recordings by visiting: www.viswam.info   You are most welcome to give your valuable feedback: [email protected]

Government Publishing Office U.S. Congress Senate Congressional Committee TRIBUTES TO HON. ROBERT F. BENNETT Robert F. Bennett U.S. SENATOR FROM UTAH TRIBUTES IN THE CONGRESS OF THE UNITED STATES [GRAPHIC] [TIFF OMITTED] TONGRESS.#15 ? [GRAPHIC] [TIFF OMITTED] T4801.001 Robert F. Bennett ? Tributes Delivered in Congress Robert F. Bennett United States Senator 1993-2011 a ? Compiled under the direction of the Joint Committee on Printing CONTENTS Biography............................................. v Farewell to the Senate................................ vii Proceedings in the Senate: Tributes by Senators: Alexander, Lamar, of Tennessee................. 3 Baucus, Max, of Montana........................ 11 Bond, Christopher S., of Missouri.............. 5 Bunning, Jim, of Kentucky...................... 18 Carper, Thomas R., of Delaware................. 18 Conrad, Kent, of North Dakota.................. 12 Cornyn, John, of Texas......................... 16 Dodd, Christopher J., of Connecticut........... 15 Durbin, Richard, of Illinois................... 6, 15 Enzi, Michael B., of Wyoming................... 13 Harkin, Tom, of Iowa........................... 17 Hutchison, Kay Bailey, of Texas................ 19 McConnell, Mitch, of Kentucky.................. 8 Murkowski, Lisa, of Alaska..................... 20 Reed, Jack, of Rhode Island.................... 7 Reid, Harry, of Nevada......................... 5 Warner, Mark R., of Virginia................... 7 BIOGRAPHY Former Senator Robert F. Bennett has earned the reputation among his colleagues, constituents, and clients as a pragmatic problem-solver who seeks creative and commonsense solutions to their issues. Robert F. Bennett entered the political arena by managing his father's Senatorial reelection campaign 49 years ago, in 1962. Wallace F. Bennett was a U.S. Senator from 1951 to 1974. It was this experience that would later inspire Mr. Bennett to seek public office. In the meantime, he used his strong leadership skills and lessons learned from working as a staffer on Capitol Hill in several successful entrepreneurial pursuits. His greatest triumph in the business world came when he was CEO of Franklin International Institute, now known as Franklin Covey. Mr. Bennett grew the business from 4 employees to more than 1,000, and it was listed on the New York Stock Exchange. In 1992, Mr. Bennett followed in his father's footsteps and ran a successful campaign for the U.S. Senate, carrying his businessman-like approach with him to the Hill. He served as a senior member of the Senate Banking Committee and a member of the distinguished Joint Economic Committee, where he was at the center of national economic policy discussions. He also served as the ranking Republican on the Senate Rules Committee. As a member of the Senate Appropriations Committee, Senator Bennett strived to balance fiscal discipline in government while representing the needs of his constituents in the distribution of Federal funds. He also represented the interests of the West as the ranking Republican on the Senate Appropriations Subcommittee on Energy and Water and a member of the Senate Energy and Natural Resources Committee. Senator Bennett was at the forefront of health care reform. He cosponsored the Healthy Americans Act, the first major bipartisan health care legislation in more than a decade. His Healthy Americans Act guaranteed quality, affordable, portable health coverage for every American, cutting health costs by more than .2 trillion over the next decade. Mr. Bennett is a graduate of the University of Utah, where he was student body president. He and his wife Joyce are the proud parents of 6 children and have 20 grandchildren. Farewell to the Senate Thursday, December 9, 2010 Mr. BENNETT. Madam President, there once was a very strong tradition in the Senate that every new Senator gave a maiden speech, and in that tradition some Senators waited as long as a year before they gave the speech. Then, when the time came, the more senior Senators would gather and take notes and then critique the newcomer on how well he did. Life has changed a good deal. I never gave a maiden speech. I plunged right into the debate when I got here. Now the tradition seems to be to give a farewell speech. So I am grateful to my colleagues who will gather for this occasion as I contemplate saying farewell to the Senate. But I will warn them, this is probably not my last speech. I intend to be heavily involved in the debate over whether we pass a continuing resolution or an omnibus bill. I have a history with the Senate, and it began when I was a teenager as a summer intern. I remember sitting in the gallery and watching Bob Taft prowl across the back of the Senate, watching to make sure things were going according to his desire. He had been the majority leader. He had stepped down from that position because of the cancer he had contracted, but he was still paying attention to this body where he served with such distinction. Lyndon Johnson was sprawled out with his lanky frame at the Democratic leader's desk, and I was watching from the gallery, thinking what an extraordinary place this was. Ten years later, I came back as a staffer, and I served here. I was sitting in my cubicle in the Dirksen Building when word came that John F. Kennedy had been shot in Dallas. We didn't know whether he was dead. We all rushed over to the Senate, where there was a ticker tape back in the back lobby, to see what was happening. I rushed in with the others to see what was there and then looked to see whom I had jostled aside in order to get to see the ticker tape. It was Mike Mansfield. I quietly withdrew, realizing I had done something that was not appropriate on that occasion. I was here in Washington when Martin Luther King gave his ''I Have a Dream'' speech. I was here as a staffer when the historic civil rights bill of 1964 was passed and was involved in the drafting of that bill at a very low kind of level and the conflict that occurred on that occasion. Then I came back into government as the head of the congressional relations function for a Cabinet-level department. I worked with Senator Dirksen in trying to pursue the Nixon administration's goals forward and ran into a bright young Senator from Kansas with a sharp wit named Bob Dole. I had the opportunity of working with Dirksen and Dole and the others in that situation. Watergate came along. I was given the dubious honor of being called to testify by a young Senator from Tennessee named Howard Baker. He assigned me to his staffer, who grilled me for 3 hours under oath Date(s) Held: 2010-12-09, 2010-11-30, 2010-12-08, 2010-12-09, 2010-12-10, 2010-12-13 111th Congress, 2nd Session GPO Document Source: CHRG-111shrg64801 Related Items:

Government Publishing Office U.S. Congress Senate Congressional Committee TRIBUTES TO HON. ROBERT F. BENNETT Robert F. Bennett U.S. SENATOR FROM UTAH TRIBUTES IN THE CONGRESS OF THE UNITED STATES [GRAPHIC] [TIFF OMITTED] TONGRESS.#15 ? [GRAPHIC] [TIFF OMITTED] T4801.001 Robert F. Bennett ? Tributes Delivered in Congress Robert F. Bennett United States Senator 1993-2011 a ? Compiled under the direction of the Joint Committee on Printing CONTENTS Biography............................................. v Farewell to the Senate................................ vii Proceedings in the Senate: Tributes by Senators: Alexander, Lamar, of Tennessee................. 3 Baucus, Max, of Montana........................ 11 Bond, Christopher S., of Missouri.............. 5 Bunning, Jim, of Kentucky...................... 18 Carper, Thomas R., of Delaware................. 18 Conrad, Kent, of North Dakota.................. 12 Cornyn, John, of Texas......................... 16 Dodd, Christopher J., of Connecticut........... 15 Durbin, Richard, of Illinois................... 6, 15 Enzi, Michael B., of Wyoming................... 13 Harkin, Tom, of Iowa........................... 17 Hutchison, Kay Bailey, of Texas................ 19 McConnell, Mitch, of Kentucky.................. 8 Murkowski, Lisa, of Alaska..................... 20 Reed, Jack, of Rhode Island.................... 7 Reid, Harry, of Nevada......................... 5 Warner, Mark R., of Virginia................... 7 BIOGRAPHY Former Senator Robert F. Bennett has earned the reputation among his colleagues, constituents, and clients as a pragmatic problem-solver who seeks creative and commonsense solutions to their issues. Robert F. Bennett entered the political arena by managing his father's Senatorial reelection campaign 49 years ago, in 1962. Wallace F. Bennett was a U.S. Senator from 1951 to 1974. It was this experience that would later inspire Mr. Bennett to seek public office. In the meantime, he used his strong leadership skills and lessons learned from working as a staffer on Capitol Hill in several successful entrepreneurial pursuits. His greatest triumph in the business world came when he was CEO of Franklin International Institute, now known as Franklin Covey. Mr. Bennett grew the business from 4 employees to more than 1,000, and it was listed on the New York Stock Exchange. In 1992, Mr. Bennett followed in his father's footsteps and ran a successful campaign for the U.S. Senate, carrying his businessman-like approach with him to the Hill. He served as a senior member of the Senate Banking Committee and a member of the distinguished Joint Economic Committee, where he was at the center of national economic policy discussions. He also served as the ranking Republican on the Senate Rules Committee. As a member of the Senate Appropriations Committee, Senator Bennett strived to balance fiscal discipline in government while representing the needs of his constituents in the distribution of Federal funds. He also represented the interests of the West as the ranking Republican on the Senate Appropriations Subcommittee on Energy and Water and a member of the Senate Energy and Natural Resources Committee. Senator Bennett was at the forefront of health care reform. He cosponsored the Healthy Americans Act, the first major bipartisan health care legislation in more than a decade. His Healthy Americans Act guaranteed quality, affordable, portable health coverage for every American, cutting health costs by more than .2 trillion over the next decade. Mr. Bennett is a graduate of the University of Utah, where he was student body president. He and his wife Joyce are the proud parents of 6 children and have 20 grandchildren. Farewell to the Senate Thursday, December 9, 2010 Mr. BENNETT. Madam President, there once was a very strong tradition in the Senate that every new Senator gave a maiden speech, and in that tradition some Senators waited as long as a year before they gave the speech. Then, when the time came, the more senior Senators would gather and take notes and then critique the newcomer on how well he did. Life has changed a good deal. I never gave a maiden speech. I plunged right into the debate when I got here. Now the tradition seems to be to give a farewell speech. So I am grateful to my colleagues who will gather for this occasion as I contemplate saying farewell to the Senate. But I will warn them, this is probably not my last speech. I intend to be heavily involved in the debate over whether we pass a continuing resolution or an omnibus bill. I have a history with the Senate, and it began when I was a teenager as a summer intern. I remember sitting in the gallery and watching Bob Taft prowl across the back of the Senate, watching to make sure things were going according to his desire. He had been the majority leader. He had stepped down from that position because of the cancer he had contracted, but he was still paying attention to this body where he served with such distinction. Lyndon Johnson was sprawled out with his lanky frame at the Democratic leader's desk, and I was watching from the gallery, thinking what an extraordinary place this was. Ten years later, I came back as a staffer, and I served here. I was sitting in my cubicle in the Dirksen Building when word came that John F. Kennedy had been shot in Dallas. We didn't know whether he was dead. We all rushed over to the Senate, where there was a ticker tape back in the back lobby, to see what was happening. I rushed in with the others to see what was there and then looked to see whom I had jostled aside in order to get to see the ticker tape. It was Mike Mansfield. I quietly withdrew, realizing I had done something that was not appropriate on that occasion. I was here in Washington when Martin Luther King gave his ''I Have a Dream'' speech. I was here as a staffer when the historic civil rights bill of 1964 was passed and was involved in the drafting of that bill at a very low kind of level and the conflict that occurred on that occasion. Then I came back into government as the head of the congressional relations function for a Cabinet-level department. I worked with Senator Dirksen in trying to pursue the Nixon administration's goals forward and ran into a bright young Senator from Kansas with a sharp wit named Bob Dole. I had the opportunity of working with Dirksen and Dole and the others in that situation. Watergate came along. I was given the dubious honor of being called to testify by a young Senator from Tennessee named Howard Baker. He assigned me to his staffer, who grilled me for 3 hours under oath Date(s) Held: 2010-12-09, 2010-11-30, 2010-12-08, 2010-12-09, 2010-12-10, 2010-12-13 111th Congress, 2nd Session GPO Document Source: CHRG-111shrg64801 Related Items:

Government Publishing Office U.S. Congress Senate Congressional Committee TRIBUTES TO HON. ROBERT F. BENNETT Robert F. Bennett U.S. SENATOR FROM UTAH TRIBUTES IN THE CONGRESS OF THE UNITED STATES [GRAPHIC] [TIFF OMITTED] TONGRESS.#15 ? [GRAPHIC] [TIFF OMITTED] T4801.001 Robert F. Bennett ? Tributes Delivered in Congress Robert F. Bennett United States Senator 1993-2011 a ? Compiled under the direction of the Joint Committee on Printing CONTENTS Biography............................................. v Farewell to the Senate................................ vii Proceedings in the Senate: Tributes by Senators: Alexander, Lamar, of Tennessee................. 3 Baucus, Max, of Montana........................ 11 Bond, Christopher S., of Missouri.............. 5 Bunning, Jim, of Kentucky...................... 18 Carper, Thomas R., of Delaware................. 18 Conrad, Kent, of North Dakota.................. 12 Cornyn, John, of Texas......................... 16 Dodd, Christopher J., of Connecticut........... 15 Durbin, Richard, of Illinois................... 6, 15 Enzi, Michael B., of Wyoming................... 13 Harkin, Tom, of Iowa........................... 17 Hutchison, Kay Bailey, of Texas................ 19 McConnell, Mitch, of Kentucky.................. 8 Murkowski, Lisa, of Alaska..................... 20 Reed, Jack, of Rhode Island.................... 7 Reid, Harry, of Nevada......................... 5 Warner, Mark R., of Virginia................... 7 BIOGRAPHY Former Senator Robert F. Bennett has earned the reputation among his colleagues, constituents, and clients as a pragmatic problem-solver who seeks creative and commonsense solutions to their issues. Robert F. Bennett entered the political arena by managing his father's Senatorial reelection campaign 49 years ago, in 1962. Wallace F. Bennett was a U.S. Senator from 1951 to 1974. It was this experience that would later inspire Mr. Bennett to seek public office. In the meantime, he used his strong leadership skills and lessons learned from working as a staffer on Capitol Hill in several successful entrepreneurial pursuits. His greatest triumph in the business world came when he was CEO of Franklin International Institute, now known as Franklin Covey. Mr. Bennett grew the business from 4 employees to more than 1,000, and it was listed on the New York Stock Exchange. In 1992, Mr. Bennett followed in his father's footsteps and ran a successful campaign for the U.S. Senate, carrying his businessman-like approach with him to the Hill. He served as a senior member of the Senate Banking Committee and a member of the distinguished Joint Economic Committee, where he was at the center of national economic policy discussions. He also served as the ranking Republican on the Senate Rules Committee. As a member of the Senate Appropriations Committee, Senator Bennett strived to balance fiscal discipline in government while representing the needs of his constituents in the distribution of Federal funds. He also represented the interests of the West as the ranking Republican on the Senate Appropriations Subcommittee on Energy and Water and a member of the Senate Energy and Natural Resources Committee. Senator Bennett was at the forefront of health care reform. He cosponsored the Healthy Americans Act, the first major bipartisan health care legislation in more than a decade. His Healthy Americans Act guaranteed quality, affordable, portable health coverage for every American, cutting health costs by more than .2 trillion over the next decade. Mr. Bennett is a graduate of the University of Utah, where he was student body president. He and his wife Joyce are the proud parents of 6 children and have 20 grandchildren. Farewell to the Senate Thursday, December 9, 2010 Mr. BENNETT. Madam President, there once was a very strong tradition in the Senate that every new Senator gave a maiden speech, and in that tradition some Senators waited as long as a year before they gave the speech. Then, when the time came, the more senior Senators would gather and take notes and then critique the newcomer on how well he did. Life has changed a good deal. I never gave a maiden speech. I plunged right into the debate when I got here. Now the tradition seems to be to give a farewell speech. So I am grateful to my colleagues who will gather for this occasion as I contemplate saying farewell to the Senate. But I will warn them, this is probably not my last speech. I intend to be heavily involved in the debate over whether we pass a continuing resolution or an omnibus bill. I have a history with the Senate, and it began when I was a teenager as a summer intern. I remember sitting in the gallery and watching Bob Taft prowl across the back of the Senate, watching to make sure things were going according to his desire. He had been the majority leader. He had stepped down from that position because of the cancer he had contracted, but he was still paying attention to this body where he served with such distinction. Lyndon Johnson was sprawled out with his lanky frame at the Democratic leader's desk, and I was watching from the gallery, thinking what an extraordinary place this was. Ten years later, I came back as a staffer, and I served here. I was sitting in my cubicle in the Dirksen Building when word came that John F. Kennedy had been shot in Dallas. We didn't know whether he was dead. We all rushed over to the Senate, where there was a ticker tape back in the back lobby, to see what was happening. I rushed in with the others to see what was there and then looked to see whom I had jostled aside in order to get to see the ticker tape. It was Mike Mansfield. I quietly withdrew, realizing I had done something that was not appropriate on that occasion. I was here in Washington when Martin Luther King gave his ''I Have a Dream'' speech. I was here as a staffer when the historic civil rights bill of 1964 was passed and was involved in the drafting of that bill at a very low kind of level and the conflict that occurred on that occasion. Then I came back into government as the head of the congressional relations function for a Cabinet-level department. I worked with Senator Dirksen in trying to pursue the Nixon administration's goals forward and ran into a bright young Senator from Kansas with a sharp wit named Bob Dole. I had the opportunity of working with Dirksen and Dole and the others in that situation. Watergate came along. I was given the dubious honor of being called to testify by a young Senator from Tennessee named Howard Baker. He assigned me to his staffer, who grilled me for 3 hours under oath Date(s) Held: 2010-12-09, 2010-11-30, 2010-12-08, 2010-12-09, 2010-12-10, 2010-12-13 111th Congress, 2nd Session GPO Document Source: CHRG-111shrg64801 Related Items:

This toolkit was developed to assist principals in structuring their thinking about the return to school, in whatever form it takes. It offers tools and tip sheets, the context for using them, and suggestions for actions principals might consider. The toolkit is organized around four sections: (1) Change (staying current in understanding changes from the outside (states, Federal Government, school boards, districts, community organizations, and for schools located in tribal communities, their tribes) and taking the changes into account when planning); (2) Communication (planning how to welcome back students, families, teachers, and staff, whether in person or by other means); (3) Collaboration (engaging teachers, staff, families, and students, vested stakeholders and community groups in preparation for the return to school); and (4) Care (addressing common fears and anxieties, addressing the needs of students experiencing chronic stress and trauma, preparing personnel to meet various student needs, and preparing social service agencies for work with school personnel, students, and families). [This toolkit is based on the toolkit developed for the Principal Leadership Academy (PLA) at the Bureau of Indian Education (BIE), supported by the Region 13 Comprehensive Center. It was prepared with the assistance of the Systemic Technical Assistance Team (STAT) project at the National Comprehensive Center. Cover title varies: "Returning to School Toolkit for Principals."]

2019Feb28 -   Communication Skills, Reading Skills, Writing Skills, Listening and Thinking Skills - Skills Development Training Programme - Agriculture Extension Service Provider -  organized at Extension Education Institute (Southern Region), EEI, Department of Agriculture & Cooperation, Ministry of Agriculture, Government of India, at Professor Jaishanker Telangana State Agricultural University, Rajendranagar, Hyderabad 500 030, Telangana This is a live audio recording of a session on   Communication Skills, Reading Skills, Writing Skills, Listening and Thinking Skills, in Telugu, conducted in an interactive manner. A power point presentation was used, and those who are interested in having a copy of the same are requested to drop a line: [email protected] The participants were informed that they can easily access many more live audio recordings and ppts by visiting www.viswam.info You are most welcome to give your valuable feedback : [email protected]

2019Feb28 -   Communication Skills, Reading Skills, Writing Skills, Listening and Thinking Skills - Skills Development Training Programme - Agriculture Extension Service Provider -  organized at Extension Education Institute (Southern Region), EEI, Department of Agriculture & Cooperation, Ministry of Agriculture, Government of India, at Professor Jaishanker Telangana State Agricultural University, Rajendranagar, Hyderabad 500 030, Telangana This is a live audio recording of a session on   Communication Skills, Reading Skills, Writing Skills, Listening and Thinking Skills, in Telugu, conducted in an interactive manner. A power point presentation was used, and those who are interested in having a copy of the same are requested to drop a line: [email protected] The participants were informed that they can easily access many more live audio recordings and ppts by visiting www.viswam.info You are most welcome to give your valuable feedback : [email protected]

xvi, 375 p. ; 24 cm

xvi, 375 p. ; 24 cm

xvi, 375 p. ; 24 cm

xvi, 375 p. ; 24 cm