text:
Nkopodi NkopodiI; Mogege MosimegeII
ISenior Lecturer at the University of South Africa. His research interests include language, culture, and indigenous knowledge in mathematics and science education. E-mail: email@example.com
IIVice Rector: Academic at North-West University, Mafikeng Campus. His research interests are ethnomathematics, socio-cultural issues in mathematics education, access to mathematics, science and technology education, and Indigenous Knowledge Systems. E-mail: firstname.lastname@example.com
For many years, education in South Africa has been based mainly on western values. This has contributed to the fact that many learners from disadvantaged backgrounds cannot see the connection between the education they receive at school and their everyday experiences. This may well have contributed to the high failure rate amongst mathematics learners as well as the perceived difficulty of mathematics. It is believed that indigenous knowledge, in general, can be used to promote the teaching of mathematics in multicultural classes. We report on an enquiry into the use of the indigenous game of morabaraba in the mathematics class. Various mathematical concepts have been identified from the game. It was found that learners enjoy playing the game, and that it can be used in the mathematics classroom to promote the learning of mathematics. It was also found that the use of this game promotes spontaneous interaction amongst learners as they communicate their activities to fellow participants. The enjoyment of the game was found not to be restricted to a specific cultural group, which suggests that it can be used in a multicultural setting.
Keywords: culture and mathematics; ethnomathematics; Indigenous Knowledge Systems (IKS); mathematics education; traditional mathematics
Since 1994, South Africa has made an effort to take into consideration various cultural groups in all spheres of life. It remains a challenge for educators to extend this in classrooms, particularly in science and mathematics classrooms. Anecdotal evidence shows that this challenge is usually explained through the statement that mathematics and science are seen as 'western' and are never associated with African culture.
Our aim in this article is to show that some cultural aspects related to indigenous games can be incorporated in the teaching and learning of mathematics. Examples used for illustration in this article have been trialled in South African mathematics classrooms. This has been done by incorporating mathematical activities identified from the analysis of the indigenous game of morabaraba, a game played in different communities in South Africa and other neighbouring countries, like Lesotho and Mozambique. The Mindsports Games in South Africa (formerly known as the South African War Games Union) has, over that past 10 years, promoted the game by organising clubs and competitions nationally and supporting international participation in related competitions.
Contexts in which mathematics is used in different cultures have already been documented by many authors, amongst others Mosimege (2005) and Vithal (1992). Various mathematics concepts that can be identified in different indigenous games can be related to both geometry and algebra and other points of focus in mathematics. We focus here on examples found in indigenous games, in particular morabaraba (also known as 'mmela' by some Sotho speakers and 'umlabalaba' by the Nguni speakers). Mosimege (2006) points out that the South Sotho name of morabaraba is the name most used for this game by South Africans. Zaslavsky (1999) uses the term 'mill' in referring to the game.
Our purpose is to show that the indigenous game of morabaraba has the potential of being used with success in the teaching and learning of mathematics. The use of indigenous games in general in mathematics classrooms provides the learners with an opportunity to relate their experiences outside the classroom to mathematical concepts and processes encountered in their mathematics classrooms. This, to a greater extent, creates familiarity between mathematics and indigenous games and in the process helps learners to overcome their fear of mathematics. The use of indigenous games in the classroom also creates a relationship between culturally specific activities and classroom activities (Laridon, Mosimege & Mogari, 2005:147).
Theoretical background
We will discuss some learning theories and how the game of morabaraba fits in with the theories.]]> Learning for understanding
According to Klafki's theory, there are five basic questions according to which learning content may be analysed (Fraser, Loubser & Van Rooy, 1994:19):
This section elaborates on the first three aspects of Klafki's theory.
In the context of this study, 'child' should be understood to refer to a learner. The importance of taking into consideration what the learner already knows in creating a meaningful learning environment was documented as early as 40 years ago (Ausubel, 1968). According to constructivist theory, learners construct new knowledge based on what is already known to them. This is in line with Tobin and Tippins' (1993:4) view that "science is viewed as set of socially negotiated understanding of events and phenomena that comprises the experiences universe". It will therefore be important for learners to be exposed to learning opportunities that link mathematical concepts and principles with their applications encountered in everyday experience. Play is a relevant tool to help achieve this connection if it can be linked to school mathematics. Although play and games are generally similar, there are some situations where play becomes different from a game, since in play, the participants' objective may not be to determine a winner but merely to while away the time.]]> Van der Stoep and Louw (1981) describe play as an entertaining action or relaxation that takes place according to rules. Kirkby (1992) states that games can help learners to develop mathematical skills. Educators are challenged to find ways in which games can be used to develop and enhance mathematical skills. This may be motivating to learners when they enjoy playing the game.
In a game, participants have to follow the rules of the game or come to a consensus on how the rules can be amended. Each player wishes to win the game while simultaneously having the same interpretation of the rules as the opponent. This is in line with mathematical problem solving, as certain rules have to be followed in solving a mathematical problem. Each player plans the next move and strategies, while keeping all the rules in mind. At the same time the player considers what the opponent's next move will be, based on the move he is taking and the fact that the player must follow certain rules. The player in fact visualises these moves. These activities are similar to problem solving where one has to arrive at a solution according to proven rules. In some cases participants can form teams of two or more members to compete against a person or a team, also comprised of two or more members.
Vithal (1992) suggests that there may be both cognitive and affective advantages for the learners when games are used, and further points out that time and money could cause problems. The issue of a lack of time will need to be addressed alongside the general matters of teaching strategies. By using indigenous games, the problem of inadequate finances may partly be alleviated, because indigenous games can often be constructed simply without spending any money. In the South African context, some of these matters have been discussed by Nkopodi (2001) as well as by Mosimege (2000) and Vithal (1992). The important principle is that what is used from different cultures should be familiar to all cultures. If a game from one culture is to be used, then other learners who are unfamiliar with the game should first be taught how to play it.
Definition of games and their uses in the teaching and learning of mathematics
The word 'game' is usually associated with recreation, competition, sportsmanship, winning, losing, enjoyment, and many other similar and related notions. According to Ascher (1991:85), the term 'game' encompasses a variety of activities like children's street play, puzzles, board games, dice games, card games, word games, golf, team sports, and international competitions. She goes on to define a game as "an activity that has clearly defined goals towards which the players move while following agreed upon rules". Other definitions of games like those of Bright, Harvey and Wheeler (1985), Fletcher (1971), and Guy (1991) specify various criteria that define a game. These criteria concur with Ascher's definition.
Crump (1990:115) expresses the view that games, as a category of human activity, are easier to recognise than define. He identifies three properties which, if not sufficient to define the category unambiguously, are in practice common to almost all games. The second category is particularly important as it highlights the importance of context:
Games have a clearly defined context — generally both in time and space. The context is defined not so much by the rules of the game, but by the culture in which it is played, in which the game itself will have any number of well-recognised connotations.
It is this context that tends to be overlooked when games are played, especially as part of "formal" education. It is generally assumed that games can be used in a variety of circumstances without consideration of the culture in which such games were initiated or the social circumstances under which they are played.
More than a decade ago, Vithal (1992:178-179) pointed out that games have been used in the teaching and learning of mathematics over the years, and that this use has increased in the recent past. Since Vithal's statement, a number of reports on research into games and their uses in classrooms have been published (Coombe & Davis, 1994; Mapapa, 1995; Ismael 1997; Mosimege 1997; 1998; 1999). Some of the uses of games in mathematics education are to learn the language and vocabulary of mathematics, develop mathematical skills, develop ability with mental mathematics, and devise problem-solving strategies and to be the generator of mathematical activity at a variety of different levels. Games also contribute in stimulating investigational work in mathematics (Kirkby, 1992; Sobel & Maletsky, 1975). Studies that explore the use of games in problem-solving situations have been documented (Krulik, 1977; Williford, 1992), suggesting an important relation between games and problem-solving, one of the central aspects in mathematics learning. The use of games also leads to discovery of patterns (Harlos, 1995), decision making (Buckhiester, 1994), and logical reasoning, deduction and skills (Brumfiel, 1981).]]> The above uses of games suggest that games play a more profound role than just being recreational or pastime activities, which tends to be the focus most of the time when games are used. As people engage in any game, the language, vocabulary, mathematical skills and a variety of mathematical activities are generated. Although some of these aspects may be very basic, they serve as important components in the development of mathematical concepts.
Indigenous games, indigenous knowledge systems and ethnomathematics
On 24 February 2001 the Minister of Sports and Recreation launched the indigenous games of South Africa at the Basotho Cultural Village in the northern part of the Free State province. This was a culmination of one of the phases of the project by the South African Sports Commission (SASC) to revive indigenous games in South Africa. In this phase the project by the SASC had identified 23 indigenous games in the different regions of South Africa. These games are linked to "traditions of a cultural group, being of a local origin and requiring physical skill, strategy and/or chance" (SASC, 2001:3). The launch focused on seven games which were found to be generic in most regions of the country. These are dibeke, kho-kho, kgati, diketo, jukskei, moruba, and morabaraba. The SASC notes that these games were "grossly neglected in historical and anthropological accounts of indigenous peoples in South Africa" (SASC, 2001:3). The launch and focus of indigenous games has resulted in an annual celebration of indigenous games in the different provinces of South Africa.
The focus on Indigenous Knowledge Systems (IKS) worldwide and the associated debates have led to a variety of definitions of IKS. Most of these definitions have taken into account the importance and relevance of indigenous, traditional and local knowledge, as well as the subtle but important differences between these three concepts. One of the earlier definitions of IKS is that of Warren (1996) who defined it as
a systematic body of knowledge acquired by local people through the accumulation of experiences, informal experiments and intimate understanding of their environment in a given culture (Warren, 1996).
After exploring the extent of indigenous knowledge in Tanzania, Mascarenhas (2004:5) defined indigenous knowledge as
[t]he sum total of the knowledge and skills which people in a particular geographic area possess, and which enable them to get the most out of their natural environment. Most of this knowledge and these skills have been passed down from earlier generations, but individual men and women in each new generation adapt and add to this body of knowledge in a constant adjustment to changing circumstances and environmental conditions. They in turn pass on the body of knowledge intact to the next generation, in an effort to provide them with survival strategies.
According to Mosimege and Onwu (2004:2), indigenous knowledge is]]>
an all inclusive knowledge that covers technologies and practices that have been and are still used by indigenous and local people for existence, survival and adaptation in a variety of environments. Such knowledge is not static but evolves and changes as it develops, influences and is influenced by both internal and external circumstances and interaction with other knowledge systems. Such knowledge covers contents and contexts such as agriculture, architecture, engineering, mathematics, governance and other social systems and activities, medicinal and indigenous plant varieties, etc.
The study and analysis of indigenous games has shown that they are a component of indigenous knowledge systems. Both indigenous games and indigenous knowledge systems deal with knowledge of local origin which is known largely by specific cultural groups. However, this knowledge is not strictly confined to the specific group, as evidenced by different cultural groups' knowledge of the morabaraba game. The knowledge of other cultural groups may be attributed to interrelations between cultures and studies on a variety of cultures and cultural activities which have been published. However, the fact that other cultural groups have knowledge of the game does not make the game less indigenous and less contextual.
IKS is a broad concept which incorporates ethnomathematics. This can be seen in the definitions given by D'Ambrosio (1984, 1985). Two of D'Ambrosio's earlier definitions of ethnomathematics show a close link between ethnomathematics and indigenous knowledge systems. D'Ambrosio's 1984 definition states that
[societies] have, as a result of the interaction of their individuals, developed practices, knowledge and in particular, jargons and codes, which clearly encompass the way they mathematise, that is the way they count, measure, relate, and classify and the way they infer. This is different from the way all these things are done by other cultural groups. [We are] interested in the relationship between ethno-mathematics and society, where 'ethnos' comes into the picture as the modern and very global concept of ethno both as race and/or culture, which includes language, codes, symbols, values and attitudes. This naturally implies science and mathematics practices.
Here D'Ambrosio looks at the cultural elements such as language, codes, symbols, values, and attitudes which characterise a particular practice. In a subsequent definition, he defines the cultural groups as national tribal societies, labour groups and children of a certain age bracket. D'Ambrosio (1985: 45) states that "we will call ethnomathematics the mathematics which is practised among identifiable cultural groups, such as national-tribal societies, labour groups, children of a certain age bracket and professional classes". On the basis of D'Ambrosio's two definitions, and other definitions of ethnomathematics not quoted here, it is appropriate that ethnomathematics is classified as one of the components of indigenous knowledge systems.
Ethnomathematical studies and the mathematics classrooms
Vithal and Skovsmose (1997:135) indicate that one of the main challenges of ethnomathematics is that there are relatively few detailed descriptions of the actual implementation and outcomes of such an approach within the formal school system. They further argue that this is still an under-researched area. Since their article was published in 1997, a number of studies have been undertaken to address this concern that they raised. The study reported here is an attempt to explore how ethnomathematical studies may be implemented in the context of the mathematics classroom and how related challenges may be dealt with. It follows on similar studies by Ismael (2002), Cherinda (2002), Mogari (2002), and Mosimege (2000), which outline how various ethnomathematical activities may be used in mathematics classrooms.
Indeed as pointed by Vithal and Skovsmose (1997:137), to South Africans the language of ethnomathematics — particularly its articulation of a concern with culture in education — may appear all too familiar and conceptually rather close to apartheid education. Our view however, is that this focus has contributed to a greater and deeper understanding of how various cultures can contribute and how they can be viewed and interpreted with respect to mathematical classroom challenges. Studies that focus on relations between mathematics and culture enable one to reflect on the different cultures and find ways in which classroom challenges may be explored in classroom settings.]]>
Research design
Qualitative research was used in this study. This was considered appropriate since the researchers wished to obtain an in-depth understanding of how and what learners thought about the game of morabaraba as they played the game (De Vos & Fouche, 1998; Trochim 2001). In this regard, participant observation and teaching experiments were used. Learners were video recorded while playing the game. Their discussions were transcribed verbatim.
The research sites consisted of schools in Limpopo and the North-West Province, respectively. These schools were chosen because the learners and educators in the two provinces were familiar with the game as played in the provinces and were willing to participate freely in the study. In addition, the researchers had grown up in the two provinces and so were also familiar with the games in the context of the provinces.
Participant observation
Participant observation is one of the central ways of collecting data in qualitative studies (Overholt & Stallings, 1976; Booth, 1987; Jacobs, 1988). One of its key successes is fitting in, becoming part of the group i.e. establishing an accepted social role as a participant in the interaction being studied. Ellen (1984) argues that every kind of anthropological research requires a certain, if minimal, amount of participation on the part of the researcher. This is due to necessities like exchange of greetings, introductions, explanation of what is involved in the research and which tasks the subjects are expected to perform.
In classroom application, participant observation may mean joining the learners in the activities that they have been assigned to undertake and noting all pertinent aspects thereof. It may also mean creating an atmosphere for an in-depth investigation of a particular area or problem of concern by arranging the classroom activities. This depends on the circumstances of the work and the problem being researched. This is the participant observation approach used in this study. The game of morabaraba that was introduced was not part of the regular classroom activities that the learners were exposed to, and this resulted in the introduction of the game in the classroom and an intense observation of the learners' behaviours when they engaged in the game. The participant observation approach therefore took the form of a teaching experiment which is explained below.
Teaching experiment
The 'teaching experiment' is a generic term for a variety of pedagogical research forms in which the strictly statistical analysis of quantitative data is of less concern than the daily subjective analysis of qualitative data (Kantowski, 1979:3). Its aim is to "catch" processes in their development and to determine how instruction can optimally influence these processes. This Soviet research methodology grew out of a need to permit researchers to observe qualitative effects of various forms of instruction.
Lessons were presented to the learners by the researchers and not by the educators after their training on the use of ethnomathematical materials. This was decided after the realisation that most of the time, when the schools' educators had taken part in earlier workshops on ethnomathematical activities were visited, the educators still felt very uncomfortable in presenting ethnomathematical lessons, especially in the presence of the researchers. Using the 'teaching experiment' therefore allowed the researchers to introduce the game into the daily classroom activities at intervals for the duration of the study. Perhaps this study also fitted the 'teaching experiment' model owing to its longitudinal nature (another characteristic of the 'teaching experiment'), i.e. working with each of the schools over a period of about two years.]]> Preparation of using indigenous games in the classroom
Specific activities necessary before indigenous games can be used in the mathematics classroom will be discussed.
Identification of indigenous games according to the potential of their use in the curriculum
There are a variety of indigenous games in South Africa. If educators want to use these games in the classroom, they would have to select a particular game or number of games depending on the subject area of focus and the relevance of such games in terms of the curriculum focus. The following questions should be asked in selecting games:
The last criterion would apply specifically when the games are to be used in the teaching and learning of mathematics.]]> Analysis of games
A mathematical analysis (applying mathematical concepts, principles and processes) of any game reveals the extent to which mathematical concepts are embedded in the game. The following mathematical concepts are found in the analysis of morabaraba:
]]> Application of indigenous games in the classroom
Our research revealed interesting observations in both schools despite their location in different provinces. These observations are discussed below.
As learners play together, most of them tend to be very quiet in order to concentrate on the moves they are going to make. Whenever any verbalisation takes place, it is in hushed tones, with verbal expressions few and far between. As a result, it is generally very difficult to follow the reasoning behind the learners' moves without asking them questions. The following episode illustrates that even when the researcher continuously requested the learners to speak loudly so that he could hear, the learners still struggled to do so.
Illustration of the game of morabaraba
Notations will be used for ease of identifying players, moves taken and positions of tokens.
|Notation used for players and moves
|Male learner
|Female learner
|When there is more than one male learner they are specified by using ML1 for male learner 1, ML2 for male learner 2. The same applies for the female learners, i.e. FL1, FL2, etc.
|Placements of tokens are represented by P, where P1 represents the placement of the first token, P2 placement of the second token, etc.
|Movements of tokens are represented by M, where M1 represents the movement of the first token, M2 movement of the second token, etc.
The discussion took place at School A in Limpopo province where all learners speak Sepedi (North Sotho) as home language. The school uses English as medium of instruction.
School A, Grade 10 B
Morabaraba game between two male players at the back of the classroom
|Le boleleleng godimo, le boleleleng godimonyana because ke batla gore ke lekwe mo, akere? [Speak loudly, speak loudly because I need to hear you here, isn't it?]
|Ja. [Yes.] {The second learner looks at me and nods his head slightly in agreement with the first learner.}
|Le boleleleng godimonyana. [Speak loudly.]. {The learners then continue to place the tokens on the board, 7 remaining tokens by each player. They still speak in hushed tones. They place most of the tokens without saying anything.}
Despite the repeated request by the researcher that the learners should speak a bit louder and the agreement by both learners (one of them agreeing verbally and the other through nodding the head) the learners still continued to speak so softly that the researcher could not hear exactly what they said. This instance and many similar instances seem to indicate that morabaraba is a game which is not characterised by speaking loudly but is characterised by either quietness or some thinking as it relates to the tokens and the related movements. This is different from the indigenous game of moruba in which most of the activities are verbalised.
A few learners verbalised to express that a good move had been made and a token captured, or to express desperation on the part of the losing player, but not to explain why a particular move was made. The expressions were mostly made in the learners' home language. For instance, a learner would express the capturing of a token by saying "mamo", (short for "mamola") meaning either 'removing' or 'beating'.]]> Some of the learners made physical gestures to signify a particular activity (placement, movement, formation of three-in-a-row) in the game. For instance, after capturing a token, a learner would show this by making a hand-sign that signifies beating. When this action is signified physically, players move a pointing index finger downwards, such that at the end of the movement the finger makes a striking sound against the other fingers, particularly the third finger. This results in a striking sound made by the two fingers, giving a feeling that something has been beaten.
Within a period of 10 minutes the learners had played an average number of three games. This was dependent on whether learners who were playing together both understood the rules of the game. If both learners did not know the game they would spend a few minutes referring to the rules at the back of the morabaraba board. In instances where one of the learners knew the rules, this learner would explain the rules to the other learners. If one or both learners did not know how to play the game, they generally played only two games at the most. This shows that a lack of knowledge of the game caused the game to take longer than when the rules were known. If one of the learners knew the rules a Learning and Sharing Opportunity (LSO) was presented on the part of the knowledgeable learner. However, it also presented a difficulty in which the learner who did not know the game was to a greater extent dependent on the knowledgeable learner for some of the decisions, which in turn favoured the knowledgeable learner as he/she could exploit this situation to his/her advantage.
Notation on the morabaraba board
The morabaraba board is made up of three squares, with lines joining the corners of the squares and the middle of each square. These lines, including the lines forming the squares, indicate where the tokens can be moved after placement. Each square has 8 junctions at which tokens may be placed, numbered as follows:
Square 1 — Outer square: A1, A2, A3, A4, A5, A6, A7, A8
Three-in-a-row combinations of this square: A1A2A3; A3A4A5; A5A6A7; A7A8A1
Square 2 — Middle square: B1, B2, B3, B4, B5, B6, B7, B8
Three-in-a-row combinations of this square: B1B2B3; B3B4B5; B5B6B7; B7B8B1
Square 3 — Inner square: C1, C2, C3, C4, C5, C6, C7, C3]]> Three-in-a-row combinations on this square: C1C2C3; C3C4C5; C5C6C7; C7C8C1
Combinations may also be made that involve the three squares as follows:
Square cutting combinations: A1B1C1; A2B2C2; A3B3C3; A4B4C4; A5B5C5; A6B6C6; A7B7C7; A8B8C8.
The above possible combinations can be seen in Figure 1.
Below is a description of the game of morabaraba as played by learners, L1 and L2.]]>
M1: L1 — C2 to C1 {Before making this move, L1 places the right palm on top of the left knuckles and then a few moments later moves the left hand over possible junctions, starting with the side of the board containing A7A8A1, followed by the side containing A1A2A3, and finally moving the token on C2}; L2 — B6 to C6 {Forming three-in-a-row on C1C2C3, captures the token on C1, hits the palm of the right hand against the flat part of clenched left fist. This move temporarily forms a free pathway ("seregerege") between the middle square and the inner square on the side facing L1};
M2: L1 — A6 to B6 {Blocking the "seregerege" by L2 between C1C2C3 and B1B2B3. Before L1 makes this move, he realises that L2 is paying attention to players in another group, so he draws his attention to the move he is about to make}; L2 — C3 to C2 {a move that does not seem to be aimed at anything specific for L2 and therefore inconsequential};
M3: L1 — B6 to A6 {Forming three-in-a-row on A5A6A7, captures the token on B5, destroying a possible three-in-a-row for L2 on B1B2B3. Before capturing this token, L1 moves his right hand as if to capture the token on C2, but then immediately realises that there is danger on B6 because of the free pathway. He uses his finger to point out the three-in-a-row on C5C6C7 and what could happen, then settles for the token on B5}; L2 — C6 to B6. {This move disrupts the three-in-a-row on C5C6C7 with the intention of closing it again. However, L2 does not seem to realise that L1 can move A5 to B5, thereby forming three-in-a-row on B3B4B5, which L2 could have prevented by moving C5 to B5 instead of C6 to B6};
M4: L1— A5 to B5 {forming three-in-a-row on B3B4B5, captures on B6 which destroys the possible formation of three-in-a-row for L2 on C5C6C7}.
The recording of the game ends after the fourth (M4) move by L1 in which he formed a three-in-a-row on B3B4B5. The recording shifts away to focus on another activity just after L1 has captured the token from the formation of a three-in-a-row on B3B4B5. Even though the video recording had shifted from this game before it was completed, the way in which the game was progressing gave a good indication that L1's tokens were so well placed that he was going to win. There are two three-in-a-rows for L1 who is using the blue tokens, and in his next movement he can just move B5 to C5 to form another three-in-a-row whereas L2 does not have that luxury. L1 does not even have to rush into forming the obvious three-in-a-row on A5A6A7 but can instead create other opportunities as L2 has only one option of creating a three-in-a-row by moving A1 to A8, which can be easily blocked by L1 who can then move B1 to A1, thus blocking the possibility for L2 and also creating another opportunity on B1B2B3. It is therefore safe to conclude that L1's token is placed such that he can win the game if he follows the strategy just suggested.
It was clear from the observation of the learners' activities and the comments they made amongst themselves that they were enjoying participating in the games. This enjoyment of the game can be used to enhance the learners' interest in mathematics. This can lead to the enjoyment of mathematics itself, minimise the fear of mathematics and encourage more learners to take mathematics as a subject.
Implications for mathematics education
As learners engage in a variety of games on morabaraba, they use a number of terms in the game. Here is an opportunity that educators can use to correct, introduce and highlight some of the mathematical concepts (such as geometric shapes, ratio and proportion, symmetry, logical reasoning and counting) that are part of the game being used. Learners should be encouraged to use the language of mathematics while playing the game so that the understanding of concepts can be noted.]]> An alternative approach of getting an idea of learners' understanding of concepts would be to video-record the play in action. The video can then be replayed and paused at intervals so that the game can be analysed. Moves taken can be discussed and the everyday language used translated into mathematical language. Gifted learners themselves can be asked to identify mathematical concepts in the applied during the game and in the construction of the game board itself. The teacher's role would be to ask appropriate questions for the level of learners.
This clearly shows an important role that educators can play in elevating games from being an activity for fun to be activities that can be related to a variety of mathematical concepts. There are many other mathematical concepts that may be identified in various games, such as has been done in games like chess (Rubin, 1981; Hayes, 1992), tic-tac-toe (Rosenholtz, 1984, 1993; Schram, 1986; Markowsky, 1990a; Markowsky 1990b), and mancala games (Broline & Loeb, 1985). It is the role of mathematics educators to continue analysing a variety of games for the mathematical concepts that are embedded in them or mathematical concepts that can be taught through the use of these games.
The analysis and identification of related mathematical concepts should not be done without the related and important socio-cultural context and implication of the games. Leaving the socio-cultural context out when indigenous games are used deprives the mathematics learners of the rich context that is necessary to fully understand and use such games in mathematics learning. Room should thus be given for bystanders to take sides with either player and encourage them. The teacher's role should also be to enable learners to relate concepts learned to their everyday life. This is in line with constructivism where learners construct new knowledge by linking their new knowledge with their prior knowledge.
In the South African context, the National Curriculum Statement encourages the incorporation of the Indigenous Knowledge Systems in the learning of mathematics. Using indigenous games such as morabaraba in this way is therefore important for putting government policy into practice.
Ascher M 1991. Ethnomathematics: A Multicultural View. California: Brooks/Cole Publishing Company. [ Links ]
Ausubel DP 1968. Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston. [ Links ]]]>
Bright GW, Harvey JG & Wheeler MM 1985. Learning and Mathematics Games. Journal for Research in Mathematics Education Monograph 1. Virginia: National Council of Teachers of Mathematics. [ Links ]
Broline DM & Loeb DE 1995. The Combinatorics of Mancala-Type Games: Ayo, Tchoukaillon, and 1/?. The UMAP Journal, 16:1. [ Links ]
Booth EO 1987. Researcher as Participant: Collaborative Evaluation in a Primary School. Education as Urban Society, 29:55-85. [ Links ]
Brumfiel C 1981. Using a Game as a Teaching Device. In: KE Easterday, LL Henry & M Simpson (eds). Activities for Junior High School and Middle School Mathematics: Readings From the Arithmetic Teacher and the Mathematics Teacher. Virginia: NCTM. [ Links ]
Buckhiester PG 1994. Probability, Problem Formulation and Two-Player Games. Mathematics Teacher, 87:154-159. [ Links ]]]>
Cherinda M 2002. The use of a cultural activity in the teaching and learning of mathematics: exploring twill weaving with a weaving board in Mozambican classrooms. Unpublished PhD thesis, University of the Witwatersrand, Johannesburg. [ Links ]
Coombe J & Davis Z 1994. Games in the Mathematics Classroom. In: K Brodie & J Strauss (eds). Proceedings of AMESA First National Congress and Workshop,Johannesburg: University of the Witwatersrand. [ Links ]
Crump T 1990. The Anthropology of Numbers. Cambridge: Cambridge University Press. [ Links ]
D'Ambrosio U 1984. Socio-Cultural Bases for Mathematical Education. Proceedings of ICME 5, Adelaide. [ Links ]
D'Ambrosio U 1985. Ethnomathematics and its Place in the History and Pedagogy of Mathematics. For the Learning of Mathematics, 5:44-48. [ Links ]]]>
De Vos AS & Fouche CB 1998. General introduction to research design. In: AS de Vos (ed.). Research at grass roots. Pretoria: JL van Schaik Publishers. [ Links ]
Ellen RF 1984. Ethnographic Research: A Guide to General Conduct. London: Academic Press. [ Links ]
Fletcher JL 1971. The Effectiveness of Simulation Games as Learning Environments. Simulation and Games, 2. [ Links ]
Fraser WJ, Loubser CP & Van Rooyen MP 1994. Didactics for the undergraduate student. Butterworth Publishers (Pty) Ltd. [ Links ]
Guy RK 1991. What is a Game? In: RK Guy (ed.). Combinatorial Games: Proceedings of Symposia in Applied Mathematics. Rhode Island: American Mathematical Society. [ Links ]]]>
Hayes P 1992. A Problem of Chess Queens. Journal of Recreational Mathematics, 24:264-271. [ Links ]
Harlos CA 1995. And the Winner Is Mathematics Teaching in the Middle School, 1:450-454. [ Links ]
Ismael A 1997. A Study on N'tchuva: An Ethnomathematical Approach. In: M Sanders (ed.). Proceedings of the 5th Annual Meeting of the Southern African Association for Research in Mathematics and Science Education. Johannesburg: University of the Witwatersrand. [ Links ]
Ismael A 2002 An Ethnomathematical Study of Tchadji — About a mancala type boardgame played in Mozambique and possibilities for its use in mathematics education. Unpublished doctoral thesis, University of the Witwatersrand, Johannesburg. [ Links ]
Jacobs E 1988. Clarifying Qualitative Research. Educational Researcher, 17:16-24. [ Links ]]]>
Kantowski MG 1979. The Teaching Experiment and Soviet Studies of Problem Solving. In: L Hatfield & D Bradford (eds). Mathematical Problem Solving: Papers from a Research Workshop. Columbus, OH. [ Links ]
Kirkby D 1992. Games in the Teaching of Mathematics. Cambridge: Cambridge University Press. [ Links ]
Krulik S 1977. Problems, Problem Solving, and Strategy Games. Mathematics Teacher, 70:748-752. [ Links ]
Laridon P, Mosimege M & Mogari D 2005. Ethnomathematics Research in South Africa. In: R Vithal, J Adler & C Keitel (eds). Researching Mathematics Education in South Africa: Perspectives, Practices and Possibilities. Pretoria: HSRC Press. [ Links ]
Mapapa A 1995. Children's Games/Toys for Mathematics Education: The Case of Mozambique. In: T Kjaergard, A Kvamme & N Linden (eds). Proceedings of the Third International Conference of the Political Dimensions of Mathematics Education. Bergen: Caspar-Forlag. [ Links ]]]>
Markowsky G 1990a. Numerical Tic-Tac-Toe — I. Journal of Recreational Mathematics, 22:114-123. [ Links ]
Markowsky G 1990b. Numerical Tic-Tac-Toe — II. Journal of Recreational Mathematics, 22:192-200. [ Links ]
Mascarenhas A 2004. Knowledge, Indigenous Knowledge, Peace and Development. Indilinga: African Journal of Indigenous Knowledge Systems, 3:1-15. [ Links ]
Mogari D 2002. An ethnomathematical approach to teaching and learning of some geometrical concepts. Unpublished doctoral thesis, University of Witwatersrand, Johannesburg. [ Links ]
Mosimege MD 1997. The Use of Games in Mathematics Classrooms. In: M Sanders (ed.). Proceedings of the 5th Annual Meeting of the Southern African Association for Research in Mathematics and Science Education. Johannesburg: University of the Witwatersrand. [ Links ]]]>
Mosimege MD 1998. Culture, Games and Mathematics Education: An Exploration Based on String Games. In: A Olivier & K Newstead (eds). Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education. Stellenbosch: University of Stellenbosch. [ Links ]
Mosimege MD 1999. The Use of Cultural Games in Secondary School Mathematics Classrooms. Paper presented at the 77th Annual Meeting of the National Council of Teachers of Mathematics, San Francisco. [ Links ]
Mosimege MD 2000. Exploration of the Games of Malepa and Morabaraba in South African Secondary School Mathematics Education. Unpublished PhD thesis, University of the Western Cape, RSA. [ Links ]
Mosimege MD & Onwu G 2004. Indigenous Knowledge Systems and Science Education. Journal of the Southern African Association for Research in Mathematics, Science and Technology Education, 8:1-12. [ Links ]
Mosimege M 2006. Indigenous Knowledge Systems and Ethnomathematics. In: B Barton (ed.). Proceedings of the Third Ethnomathematics Conference, University of Auckland, New Zealand, 12-16 February. [ Links ]]]>
Nkopodi N 2001. Using games to promote multicultural mathematics. In: A Rogerson (ed.). Proceedings of the International Conference on New Ideas in Mathematics Education, Palm Cove, Queensland, Australia. 19-24 August. [ Links ]
Overholt GE & Stallings WM 1976. Ethnographic and Experimental Hypothesis in Educational Research. Educational Researcher, 5:12-14. [ Links ]
Rosenholtz I 1984. Tackling a Ticklish Type of Tic-Tac-Toe (Or the Case of the [Almost] Total Tactics) II. Journal or Recreational Mathematics, 17:81-90. [ Links ]
Rosenholtz I 1993. Solving Some Variations on a Variant of Tic-Tac-Toe Using Invariant Subsets. Journal of Recreational Mathematics, 25:128-135. [ Links ]
Rubin SJ 1981. The Longest Game. Journal of Recreational Mathematics, 14:241-245. [ Links ]]]>
Schram JM 1986. Boolean Tic-Tac-Toe. Journal of Recreational Mathematics, 18:118-124. [ Links ]
Sobel MA & Maletsky EM 1975. Teaching Mathematics: A Sourcebook of Aids,Activities, and Strategies. Englewood Cliffs, NJ: Prentice-Hall Inc. [ Links ]
South African Sports Commission (SASC) 2001. South African Indigenous Games. A Report on Indigenous Games in South Africa. [ Links ]
Topin K & Tippins D 1993. Constructivism as a referent for teaching and learning. In: KG Tobin (ed.). The practice of constructivism in education. Available at books.google.co.za/books. Accessed 4 February 2008. [ Links ]
Van der Stoep F & Louw WJ 1981. Inleiding tot Didaktiese Pedagogiek. Pretoria: Academica. [ Links ]]]>
Vithal R 1992. Use of games in teaching mathematics. In: M Moodley, RA Njisane & NC Presmeg (eds). Mathematics education for in-service and pre-service teachers. Pietermaritzburg: Shuter & Shooter. [ Links ]
Warren MD 1996. Indigenous Knowledge in Education. Proceedings of a Regional Workshop on Integration of Indigenous Knowledge into Nigerian Education Curriculum. University of Ibadan. [ Links ]
Williford H 1992. Games for Developing Mathematical Strategy. Mathematics Teacher, 85:96-98. [ Links ] ]]>


text:
Thomas Kinkade Lighted Musical Christmas Snowglobe Tree
Thomas Kinkade illuminated Christmas tree with snowglobe features 4 sculpted village scenes, swirling snow, plays 8 holiday melodies. Limited edition.
Measures 8" H
- Price:
- s&s◇
There's no place like home for the holidays, and this magnificent limited-edition Thomas Kinkade Christmas snowglobe tree perfectly captures that special feeling, combining the golden glow of welcoming homes, festive Christmas carols, and the swirl of sparkling snow!
An innovative first-ever snowglobe tree exclusively from The Bradford Exchange, this snow-covered tabletop Christmas tree is superbly handcrafted. Four fully sculpted village scenes - including one inside the snow globe - recapture Thomas Kinkade's beloved holiday art. At the flip of a switch, lights glow inside each building and snow swirls through the air; flip the switch again to add a medley of eight classic holiday tunes. All this, and a wealth of sculptural tree trimmings too, from bows and candy canes to a gleaming golden star topper. It's 'sno wonder strong demand is anticipated - hurry, order now!
- An innovative first-ever masterwork that combines the wonders of a Christmas tree AND a snowglobe, all inspired by the holiday artistry of Thomas Kinkade and exclusively from The Bradford Exchange
- This unique tabletop Christmas tree is handcrafted and lavished with glittery snow from top to bottom, along with a wealth of sculptural trimmings, including garland, bows, candy canes and an elegant golden star topper
- 4 fully sculpted village scenes - including one inside the snowglobe - recapture Thomas Kinkade's beloved holiday art
- It lights up and snow swirls! Flip a switch and each building glows with golden light as sparkling snow automatically swirls inside the globe - no need to shake!
- Flip the switch again to hear a medley of 8 beloved holiday melodies, including "Jingle Bells" and "Deck the Halls"
- Displayed upon a handsome mahogany-finished base with a golden title plaque
- Also features volume control and a 3-way switch, plus a 1-hour timer for automatic shutdown
- Uses 3 "AA" batteries (not included); AC adapter ready (not included)
- Hand-numbered with matching Certificate of Authenticity
- Measures 8" H; 20.3 cm H
- Buy This Item Now:
- Thomas Kinkade Lighted Musical Christmas Snowglobe Tree
Thomas Kinkade Christmas Tree with Snowglobe a Holiday Wonder with Lights, Music and Swirling Snow! An Exclusive First!
- Price:
- s&s◇
- Item no:
- 112937001
©2011 The Bradford Exchange

subset: commoncrawl


text:
The City of Angels gets destroyed yet again, Martians find themselves in need of mothering, two very old and very different stories about young women coming of age, a legendary gangster, a couple of award-winning art-house darling and a load more are all on offer this week. Oh, and "Bonnie and Clyde vs Dracula."
Battle: Los Angeles
The City of Angles is targeted for destruction yet again, this time by alien invaders. Loosely based on the WW II "alien invasion" over Santa Barbara, the same incident that inspire Steven Spielberg's "1941." In theaters everywhere, read our review and watch the trailer
Mars Needs Moms
From director Robert Zemeckis comes this CGI adventure about Milo, a 9-year-old boy whose mom is kidnapped by Martians who need people to look after them. In theaters everywhere, watch the trailer
Red Riding Hood
Amanda Seyfried stars in this retelling of the beloved fairy tale from director Catherine "Twilight" Hardwicke, and co-starring Gary Oldman—doesn't he have to be the villain? In theaters everywhere, read our review and watch the trailer
Jane Eyre (2011)
Mia Wasikowska and Michael Fassbinder star in director Cary Fukunaga's retelling of the classic story about forbidden love, class and crazy ex-wives. In limited release, read our review and watch the trailer
Kill the Irishman
Ray Stevenson plays Danny Greene, the real-life gangster who went to war with Cleveland's Italian mafia in the 1970s. Co-stars Vincent D'Onofrio, Val Kilmer and Christopher Walken. In limited release, read our review and watch the trailer
3 Backyards
Columbia University film professor won Best Director at Sundance for this portrait of three people in Long Island, each experiencing an emotionally wrenching day. Featuring great performances from Elias Koteas and Edie Falco, but be warned: this only for serious art-house film nerds. In limited release, read our review and watch the trailer
Bonnie and Clyde vs Dracula
The title says it all. In limited release, read our review and watch the trailer
U.S. & World
Black Death
Sean Bean and Eddie Redmayne star in this film set in England at the outbreak of the Bubonic Plague, when a young monk is called on to investigate claims that some people are coming back from the dead. In limited release, watch the trailer
Certified Copy
Juliette Binoche won Best Actress at Cannes lat year for this performance as an art dealer who spends the day showing around a visiting writer, played by opera star William Shimell. After a being mistaken for a married couple, they proceed to play husband-and-wife. From the director Abbas Kiarostami. In limited release, watch the trailer
Clash (Bay Rong)
A Vietnamese action film about a gun for hire who must do one final job so that she can go live a normal life with her young daughter. These "last jobs" never seem to go well, do they? In limited release, watch the trailer
Elektra Luxx
Carla Gugino is an ex-porn star who learns she's pregnant by her dead rocker boyfriend. Things get weird when she's approached by a woman in possession of the lyrics to the dead guy's last, unmade album. Co-stars Joseph Gordon-Levitt, Lucy Punch, Timothy Oliphant, Adrienne Palicki, Emmanuelle Chriqui and Malin Akerman. In limited release, watch the trailer
Making the Boys
This documentary featuring the likes of Edward Albee, Dominick Dunne, William Friedkin Tony Kushner and Robert Wagner looks back at the making of "The Boys in the Band," the first play and film to reach a mainstream audience. In limited release, watch the trailer
Chris Messina, Rashida Jones and Meital Dohan star in this story of an engaged photographer who is hired by a mysterious woman to take voyeuristic photos of her. When the situations her catches her becoming increasingly intimate, he becomes increasingly more obsessed with her. In limited release, watch the trailer


text:
'PA glorifies Dimona terrorists ' – Muslims Against Sharia call on Palestinian Authority President Mahmoud Abbas to shut down Al-Hayat al-Jadida, Al-Iyam and Al-Quds as terrorist mouthpieces that glorify homicide bombings. Failure to do so will show that Palestinian Authority's quest for peace is nothing more than empty words.
Technorati – 'palestinian' terrorism 'palestinians' Israel IDF 'palestinian' Apartheid Zionism Anti Israel bigotry Islamic Apartheid War on terror Terror victims 'palestinian' propaganda jihad Genocide bombing Anti Israel bias Arab racism Jews IDF Anti Israel racism Islamofacsism Conflict Israel "Palestine" "Palestinians" Israelis Civilwar Arabs MuslimsJihad Terrorism Fatah non-Muslims Christians Hamas Gaza Terrorism Islamofascism Jerusalem Muslims PA Dimona Muslims Against Sharia Moderate Muslims


text:
I almost didn't make these. I thought they were going to be ridiculously, ridonkulously difficult--I mean, they sell tins of these things at Balducci's for, like, $10 a pop! That must mean they're ridiculously scary and difficult! Despite my reservations, however, I was determined to avoid making a plain sugar cookie to represent half of the black and white ball; I was going to tackle these crazy confections if it killed me!
It, um, didn't. Clearly. In reality, I'm not sure these could actually have been easier.
Three ingredients. These things have only three ingredients. They also require only one bowl--the one on your food processor. The most complicated thing about them is the fact that you have to pipe them on to the baking sheet, and that's not so much complicated as just requiring a certain amount of precision (these cookies puff up exponentially in the oven, so you really want to make sure your batter drops are no more than 3/4 of an inch, or else you will find yourself with an amaretti sheet cake).
As an aside, these are the only cookies I've ever made that turned out to look exactly the way I'd anticipated (i.e., exactly like any store-bought variety, except better because it's homemade), if that gives you any sense of how easy this recipe is, and how formidable an achievement it will seem to your audience.
And thus, I declaim these cookies an excellent party food--they're elegant, delicious, store for days in an airtight container, and won't drive you crazy. You don't need to admit anything to your partygoers; let them think you slaved.
Chewy amaretti cookies
Adapted from Gourmet magazine, January 2009
1 (7oz) tube pure almond paste (not marzipan!)--roughly 3/4 c
1 cup sugar
2 large egg whites, at room temperature for 30 minutes
- Preheat your oven to 300 degrees F. Line rimmed cookie sheets with parchment
- Pulse the almond paste and sugar in a food processor until about the consistency of sand.
- Add the egg whites and pulse again until smooth.
- Transfer to a pastry bag and pipe on to prepared sheets in 3/4" rounds (1/3" high)
- Bake until golden and puffed, about 15-18 minutes, rotating the pan about halfway through.
- Cool cookies in pans on racks until COMPLETELY cool.


text:
Course: Essentials In Worship Theology
You cannot view this unit as you're not logged in yet.
Course: Essentials In Worship Theology
Dan Wilt, M.Min. is an author, communicator, and innovative voice in the fields of Worship and the Arts. He is the creator of the Essentials In Worship Course for worship leaders and teams, and is the Founder of the 40K member WorshipTraining.com. Dan serves as the Director of Communications & Resources for Vineyard USA, and his…View More


text:
PG&E diverted safety money for profit, bonuses
Reports: Utility diverted safety funds into profit
Pacific Gas and Electric Co. diverted more than $100 million in gas safety and operations money collected from customers over a 15-year period and spent it for other purposes, including profit for stockholders and bonuses for executives, according to a pair of state-ordered reports released Thursday.
An independent audit and a staff report issued by the California Public Utilities Commission depicted a poorly led company well-heeled in its gas operations and more concerned with profit than safety.
The documents link a deficient PG&E safety culture - with its "focus on financial performance" - to the pipeline explosion in San Bruno on Sept. 9, 2010, that killed eight people and destroyed 38 homes.
The "low priority" the company gave to pipeline safety during the three years leading up to the San Bruno blast was "well outside industry practice - even during times of corporate austerity programs," said the audit by Overland Consulting of Leawood, Kan.
Making money
But PG&E wasn't hurting for cash, according to the audit. From 1999 to 2010, the company collected $430 million more from its gas-transmission and -storage operations than the revenue authorized by the California Public Utilities Commission, which sets the rates the company can charge its customers.
"PG&E chose to use the surplus revenues for general corporate purposes" rather than improved gas safety, the Overland audit said.
The audit was unable to trace exactly how PG&E spent the diverted money. But in a separate report on the San Bruno explosion released Thursday, the utilities commission staff noted that in the three years leading up to the San Bruno explosion, the company spent $56 million annually on an incentive plan for executives and "non-employee directors," including stock awards, performance shares and deferred compensation.
"A cursory review reveals that a significant portion, in the millions, has been awarded to the CEO," the commission staff report said in a reference to former PG&E head Peter Darbee, who retired last year.
Cutting corners
By cutting back on pipeline-replacement projects and maintenance, laying off workers, using cheaper but less effective inspection techniques and trimming other pipeline costs, PG&E saved upward of 6 percent of the money designated for pipeline safety, maintenance and operations programs, the Overland audit said.
Meanwhile, on the revenue side, transmission pipeline operations were "very profitable" for PG&E since March 1998, the audit said.
Assemblyman Jerry Hill, D-San Mateo, whose district includes San Bruno, called the company's diversion of customers' money "criminal behavior."
"When you divert funds intended for maintenance and safety to profits, there is nothing clearer," Hill said. "It is criminal."
Hill noted that the San Mateo County district attorney, the state attorney general and the U.S. attorney's office are conducting a joint investigation of the San Bruno disaster. He said he would talk to them about incorporating the Overland audit in their probe.
However, it is unclear whether PG&E broke any criminal statutes governing its behavior at the time, unless there was fraud.
The utilities commission staff report said that under state law and agency regulations, PG&E could spend less than what it was authorized to spend "because the commission is generally precluded from asking for the money back if the company overestimated its revenue requirement."
The Legislature passed a law last year, sponsored by Hill and others, that requires a utility to account for any under-spending and explain where every dollar went.
'Truly unconscionable'
"It is truly unconscionable that PG&E was allowed by the CPUC to steal ratepayer monies that should have been spent on safety and, instead, was put in the pockets of PG&E shareholders," said Rep. Jackie Speier, D-Hillsborough, who represents the devastated San Bruno neighborhood. "All these monies identified in the audit should be returned to ratepayers, presumably as a credit against the work that PG&E should have done, but didn't."
PG&E officials declined to comment on specifics of the two reports.
"Our No. 1 priority is to make our system the safest in the nation," said PG&E President Chris Johns.
No new money
The utilities commission issued the documents as part of a process that could lead to millions of dollars in fines. In addition, the commission recommended changes in how PG&E spends money on gas-system maintenance and pipeline replacement.
Before PG&E "seeks additional ratepayer funds," the commission said, it should:
-- Allocate $95.4 million that the company under-spent on capital expenditures since 1997 - including pipeline replacement - for those purposes.
-- Use the $430 million in additional revenue it collected since 1999 "to fund future transmission and storage operations."
-- Use $39.3 million that it collected but failed to spend for pipeline-transmission operations and maintenance since 1997 for those purposes.
Those recommendations put the commission and PG&E on a collision course.
In August, PG&E outlined a plan to modernize its gas-transmission lines in response to the San Bruno disaster. Included was money to replace 185 miles of pipe segments in PG&E's 5,700-mile gas-transmission system and to upgrade 200 miles of other segments unable to accommodate a modern inspection tool known as a "smart pig."
The company pegged the price at $2.2 billion and said 90 percent of that would be paid by gas customers through rate increases, with the rest covered by company investors.
Meeting new rules?
On Wednesday, PG&E issued a statement promising that it won't dun customers for any expense required to upgrade its gas system to meet existing federal and state standards.
"That said, let's be just as clear about what PG&E is proposing," the company added. "The vast majority of the pipeline safety work going forward is not about correcting issues from the past. It's about meeting entirely new standards being established by the California Public Utilities Commission."
PG&E estimated that the average residential customer will pay $1.93 per month more through 2014 to finance the work.
A Chronicle investigation published in March revealed that in 2000, PG&E sharply curtailed a program started in the mid-1980s to replace hundreds of miles of aging gas-transmission pipe. Records obtained by The Chronicle showed the decision was made by PG&E and approved by the utilities commission's safety chief.
The Overland audit noted that PG&E's replacement of transmission pipelines for safety purposes all but ceased in 2000.
Complete coverage
To see Chronicle reports on pipeline safety since the 2010 explosion in San Bruno, video of the disaster and government investigative documents, go to www.sfgate.com/san-bruno-fire.
San Bruno blast findings
Some key revelations in reports by the California Public Utilities Commission and auditors hired to investigate the deadly 2010 explosion of a Pacific Gas and Electric Co. gas pipe in San Bruno.
Testing: PG&E violated U.S. law by not conducting pressure-test inspections of the San Bruno pipeline after the company spiked gas levels in 2003 and 2008. Such tests would have revealed the substandard condition of the pipe and averted the 2010 disaster.
Video: PG&E destroyed a video of events at its gas-control center in Brentwood the night of the explosion, violating a state order.
Upkeep: PG&E diverted over the years more than $100 million collected from customers for pipe maintenance, replacement and safety to other purposes, including profit and executive bonuses.
Money: PG&E's gas transmission and storage operations collected $430 million over what the PUC authorized from 1998 to 2010.
Read the full reports: cpuc.ca.gov/puc/sanbrunoreport.htm
Sources: California Public Utilities Commission, Overland Consulting
E-mail Eric Nalder at email@example.com.


text:
I'm a christian living in the UK. Some people on here have intimated that atheists in the US are persecuted in some ways. I have no idea what this means, but would very interested to find out. So the questions is how? Its a genuine question, and i'm not looking for discussion on whether God exists etc, just the topic at hand. Thanks.
Views: 1922
I am an atheist from Spain and I can tell you. YES! not only in theUS, but all over the World there are millions o atheists in the "closet" for fear of being discriminated against, even persecuted, tortured and executed in religious dictatorships. In Latin America, atheists are very isolated in many communities, surrounded by ignorant, fanatic believers... 93% of US scientists are in the "closet" at work and declare themselves non believers in private.
I am from south africa and i promise you it happens there. i was about 15 when i came out atheist and suffered the backlash, At school i had my fellow students, teachers, the principal and the preachers that used to come around every thursday all call me evil, a devil worshiper, continualy tell me how i was going to burn in hell for all eternity etc etc. In a school of nearly a thousand people i was the only atheist there untill i made a handfull of friends and turned them onto atheism.but then when that was noticed their parents would get a call from concerned teachers and parents about how i was a bad influence and atheist and a majority of the time they would be told they where not allowed to be friends with me.
and the same happened when i left school and started working. as soon as it was known i was an atheist i would be shunned, delegated the worst work and let go at the slightest opportunity.
I Can promise you it is not easy being atheist in a highly religious country and i cant tell you just how amazing it is to live in England where religion is not an issue. Infact i have found among the younger generation it is very uncommon to find a believing christian
It depends on your definition of persecution. Atheists are generally misunderstood, reviled, and discriminated against in certain ways in the United States. However, persecution would be a bit hyperbolic when compared to what persecution represents in other scenarios and in other countries.
Also, the U.S. is a large country, geographically speaking. An atheist living in New York would likely have a vastly different experience than one living in Des Moines, who in turn would have a different experience than one living in the deep south.
All in all, most Americans don't trust atheists and would elect to public office candidates of a different religion before choosing an atheist. There are many stereotypes and misunderstandings among the general population regarding atheism.
I am from the USA and yes, atheists are persecuted. I have had a stalker that harrasses me almost daily on youtube and I have even had death threats.
I am going to try and give some information about persecution and the behavior of some Christians and Christian groups in the United States in regards to non-believing citizens here. I will try and not get into a war of words regarding the general aspects of atheism vs. religious peoples beliefs, as your inquiry seems honest and fair.
I have lived in the United States for 51 years. I have been an atheist since my early teens (really as soon as I could really form an informed personal decision on the matter.) In grade school I received constant ridicule by many christian schoolmates regarding my non-belief. Even the parents of the religiously inclined students harassed me, and attempts were made by some teachers to somehow change my atheist perspective (this was in a public school, not a religious institution) I have been fired from jobs because people found out about my atheist viewpoints. I have never pushed my philosophies on any one,especially in the work environment. I do not and have never hidden or not been honest to anyone about my lack of a belief in supernatural beings or religions in general. Traveling through the bible belt in America as a child and early teen, did learn to have fear for my life and well being from many religious people, as they seemed to consider an non-believer/atheist on the same negative platform as Hitler, Stalin the Antichrist or countless other objects of hate.,
There are still states in the U.S. that ban a atheist from holding public office. To even consider the attempt to run for election in publicly held offices you would need to be a christian or lie about your atheism. There is one elected official in the US senate and house that admits to not having a belief in some kind of god or gods.
As an adult I have had many threats on my life and property from certain christian peoples and groups. Today I was told by other workers at my job that I was not to bring any of my science books to read while on break, and that I better not tell anyone of my lack of belief in the supernatural. I work at a large aero-space company that has government contracts, and thankfully if I am fired for my atheism, many lawyers are in the wings to sue the heck out of them. But you need to know that in many other jobs in the United States that have a small amount of employees, you can be fired for not believing in christianity, and people have no real protection against this intolerance.
I have many many more personal experiences, and can bring to the front countless other experiences of other atheists that have had similar unpleasant events brought on by the intolerance of many christians in this country. I have met some christians that actually seem to at least follow the basic teachings of the christian religion and respect other peoples viewpoints, but the environment here can be just as dangerous and unfair as a fundamental Islamic controlled society.
Facts and rationality do not need to bend and contort against the force of irrational and supernatural based belief structures....rationality and facts are not held in check even by the force of a psuedo-democracy The positive aspect for me and many of the non-believing citizens here in the United States, is that our population is now the second largest social/ philosophical grouping here. We just need to exert our social and political energy to demand a secular and fair government and public domain. We need to show our faces and come out of the "closet" not to be intimidated by religious fundamentalists determined to silence science and the rational behavior of many of our best citizens. I think that you do not have a clear picture of what it feels like to be marginalized and yes, even persecuted for you beliefs or in my case a lack of those beliefs in this environment.
I have tried to give some insight into the situation in many areas of the United States regarding your inquiry, I hope that I did not get too verbose and get my strong convictions and words to the point that I may have offended you.....But you did put forth a question and an inquiry that I felt needed an answer...
With the hope of mutual respect and understanding,
Jeff C, In the state of Arizona,
Those 8000 people probably were all a single family. Inbreds.
Glad to hear it's better now.
I think everybody who has a belief of some sort can plead that they are oppressed in some way or other. Compared to the oppression of gays, women, and the poor in the U.S., I have little to complain about. Whenever you find yourself in a minority of some sort, you can plead oppression.
I am still for the most part "in the closet" with my atheism, not from my family, but mostly because I fear for the backlash against my family. Right now, I live in a larger community where I have friends who can help and support me if needed. Back home, my parents live in a town of 3000 or so, and the high school just put on the play Godspell which was accepted without any criticism for being put on in a public school. Lack of religion is viewed as horrific, even in a place where meth busts and teenage pregnancies are considered norm.
My family knows my views, and I can talk freely with them about it. Its the townspeople that I fear with tell them that they have spawned a son of satan in the absolutely serious manner.
I live in Chicago, IL. Not exactly the bible belt. But there is a stigma to it. I loss a couple of friends because I'm a atheist. But I never really hung out with them anyway so I don't care.
I think they weren't real friends, then, but just people you knew and maybe hung with a bit.
I'm an atheist living in California. I don't even know where to start about all the hatred I've experienced from other people for being an atheist. Well, when I went across the country to visit my grandparents in Maine (only my second time meeting them) I told them I was an atheist. I honestly expected them to be understanding because they aren't particularly religious (at least they never ever made it seem that way), but they yelled at me, literally yelled at me for my beliefs. They were asking me question after question without even letting me answer or partake in the "conversation". They told me I'm going to hell and blah blah, you know, the typical theist remarks. After that night they never treated me the same and I felt like they hated me. I no longer talk to them because of this, our relationship is just not the same, plus they abandoned my mother when she was a little girl, so they don't deserve us in their life anyways. When I came out to my second family who is christian(my bestfriend and her family, were just really close) they pretty much just criticized me. They weren't too mean to me, they've accepted it now. They would just tell me things like how their disappointed, that they'll never give up on saving me, they pray for me every night, and other things. Then when I was talking to her mom, and she asked me what tattoo I'm getting now that I'm 18, and I told her about it (it's an atheist symbol kinda thing), she was insisting that I get something else, and begging me not to do it... but she has a huge cross tattood on her arm, so I asked her "Why is it okay for you to have your beliefs tattood on you, but not okay for me?" And she says because god is real and he's our savior and I'm gonna regret it when I come to terms with god and all that bullshit. But I still love them, I'm just relieved that they no longer bug me about it... well at least not as often as they used to. I'm very lucky to have the mother and brothers that I do, my mom believes in some sort of power or force but encourages me to explore explanations for the world, and both of my brothers are also atheists, so no persecution in my home, thank godlessness. When I was working about a year ago I got into an argument with a coworker about gay marriage (it was a very unprofessional environment), but of course it turned into an argument about god. She was the most ignorant person I have ever argued with; she couldn't make any valid points, everything she said was very inconsistent, and she just sounded completely uneducated. I knew more about her god and the bible than she did. But anyways, about being persecuted... she began calling over 2 of our coworkers, who are also christian. So the three of them were basically attacking me (not physically)... yet I somehow still out smarted all of them and made them all sound and feel dumb. (: I love when that happens. But everyday from then on my name wasn't Krystal, it was Satan girl, fag lover, god hater, pretty much anything that came to them I guess. I ended up quitting like a month later because I couldn't take it anymore. It shocks me that people think we're the hateful, mean, judgmental ones, but look at everyone's stories of religious people harassing and being hateful to us atheists. I think they feel threatened by our intelligence (:


text:
We are excited to announce, in collaboration with Red Light District and co-sponsors Equator, Etymotic, Fable Sounds and Novation, the 5th FL Studio Remix Competition.
Click here for details and to grab the remix pack shown below
The Remix Pack will load as a .zip FL Studio Project or you can extract the samples as usual
Prize Pool:
$500, $300 and $250 IL VCash plus...
Equator D8 Monitors
Etymotic ER-4 In Ear Monitors
Broadway Lites
Novation Launchpad S
Band info:
Red Light District on Bandcamp
Red Light District on Soundcloud
The competition is open to registered Image-Line customers.
Closes September 30, 2013


text:
Hi Everyone,
I am doing another book review for TLC Book Tours and this week it is for Woodrow the White House Mouse by Peter W. Barnes and Cheryl Shaw Barnes. If you remember my first post here, you read about Woodrow's journey of going thru the election process.
In Woodrow the White House Mouse we get to partake in celebrating Woodrow's victory, learn what its like to be the President, and what life is like in the big white house! Woodrow the White House Mouse does a nice job explaining the President's role, how the President either passes or vetoes bills, and explains the different policies and groups of people the President works with on a daily basis.
An extra feature young readers will discover is that there is a hidden illustration of the Presidential Seal on each page! I think that is a very creative detail.
Thank you TLC Book Tours for allowing me to review another great read!
The Perfect Black Dress in Normal People
2 hours ago


text:
In LiteSpeed Web Server terminology, a "context" is a virtual location, a common parent URL, that identifies a group of resources. Contexts can be thought of as different directories in your website's directory tree. For example, "/" is the root context mapped to the document root of a website. "/cgi-bin/" is a context farther up on the tree, dedicated to the CGI applications for this site. A context can be explicitly defined in LiteSpeed's WebAdmin console for the following purposes:
The type of context created determines it's usage.:


text:
Last night Community set an entire episode around an Inspector Spacetime Convention. It was pretty fantastic. The costumes were spot on, the booths were perfection, and there were plenty of sly little one-liners thrown around: "Normally we don't concern ourselves with adultery because then hotels wouldn't exist." It almost felt like old Community again!
But the best part wasn't the new characters or the hatred of Minerva (who sucks), but the debut of an Americanized Inspector Spacetime. Which probably could have been alright had Pierce been kicked out of the test group. Glad to see his "ideas for women" in the flesh.


text:
Why is there such a big fuss over fracking?
According to Karen Moreau, who heads the New York State Petroleum Council, environmentalists have stirred up the controversy as a fundraising tool.
"It's part of a movement to enrich the environmental groups," she says, "Because through hysteria, and creating an environment of fear, it certainly does cause people to support the mission of some of these groups."
Environmentalists, obviously, disagree with that assertion.
"That's preposterous," says Katherine Nadeau, of the Environmental Advocates for New York, "[Our members] are incredibly concerned about the harmful effects of fracking that have happened all over the country."
Nadeau argues that her organization has attracted more members and more money in recent years, because fracking is such a bad idea.
"[The drilling industry] is just trying to paint us as someone who stands to gain," she says, "At the end of the day, it's these multi-billion dollar corporations that have something to gain. Most New Yorkers have something to lose."
"Politically sensitive"
Moreau, and dozens of other members of the oil and gas industry were in Albany yesterday for a public forum hosted by the American Petroleum Institute, a trade organization representing more than 400 oil and gas producers.
The educational workshop featured detailed presentations about how fracking works.
Many of the attendees included geologists, engineers, and landowners from the Southern Tier and Central New York - places where fracking would likely occur, if New York State lifts its temporary moratorium.
Moreau says oil and gas producers are concerned about some fracking bans by local municipalities, which have recently been upheld in court.
"The nature of gas development and exploration is one that transcends municipal lines," she says.
Moreau argues that current regulations proposed by the Department of Environmental Conservation (DEC), including bans on fracking Syracuse and New York City watersheds, are motivated by politics, and would stifle business.
"They carved out certain parts of the state, where I think that they thought, for a variety of reasons, it would be certainly politically sensitive," she says.
Environmental groups have argued that those regulations don't go far enough, and many would like to see a permanent ban on fracking.
The DEC's current position is that fracking can be done safely in New York, as long as it's properly regulated. The agency is expected to complete its environmental review sometime later this year.


text:
ACMT Certifications
- Track: ACMT
- Total Exams: 2 Exams
- Update Date: 09-Aug-2020
- Product Types: PDF + Online Practice Test
- Discount: 30%
- $184.00 $128.80
- Bundle (PDF Questions + Online Practice Test Software)
Other promising details of Pass4Leads include:
- No Need Any Installation: Instant access to all kinds of ACMT Certification Exams Practice Material through Pass4Leads.
- 100% Updated Practice Material: The most appropriate and updated practice material available for the members round the clock
- 100% Secure Transaction: McAfee antivirus readily installed on the site to keep the practice material safe from any potential virus
- Happy Customers: The members can comment and share their experience publically on the material available on Pass4Leads. Customers' feedback is highly appreciated who utilize our material or visit Pass4Leads.
Significance of ACMT Certifications for the Candidates:
The ACMT Certifications are extremely significant to acquire challenging jobs and perform well in those positions. Once the candidates are able to qualify for the ACMT Certifications exams, they get enormous chances of getting highly paid jobs on the basis of their knowledge and acquired skills.
How the candidates can prepare for the ACMT Certification Exams effectively
The main thing to clear the ACMT Certification Exam in first attempt is that the candidate should be aware of the whole syllabus of the ACMT Exams. Usually the ACMT Certification Exams Dumps are set on the basis of the new updates included in the syllabus, and the out dated information is simply removed from the syllabus. So, it is necessary for the candidates to know the new updates in the syllabus as well as the topics which have been excluded from the ACMT Certification actual exams.
When the candidates have all the updated topics of the ACMT Certification Exams syllabus, they need to make continuous effort and practice for the ACMT Exams. Only their hard work and practice will make them successful and clear the ACMT Certification Exams in the first attempt.
To know about the syllabus and latest topics added to the ACMT Certification Exams Practice Questions, the candidates can search a lot of material available on internet. The ACMT Certification Exams Preparation material available on internet is equally innovative and up to the mark; the candidate just needs to refer to the right source for the ACMT Exams Practice material.
How to pick the finest source of ACMT Exams practice material
There are hundreds of sites available which provide material for ACMT Certification Exams. However, every site does not guarantee that the material provided by them for ACMT Exams practice is the most appropriate and updated one. The candidate needs to search and select that right source from where he can get access to the most appropriate and updated practice material for the ACMT Certification Exams.
Pass4Leads provides the latest ACMT practice material to its members
Pass4Leads offers the most comprehensive and state-of-art practice material for the ACMT Certification Exams Dumps to the candidates with a guarantee that they easily prepare for the ACMT Exams using that material. Pass4leads undertakes to assist the candidates in preparing for the ACMT Exams without any difficulty or lack of right practice material. The candidates can get access to the top quality practice material for ACMT Certification Exams.
At Pass4Leads, we provide an updated imitation of the ACMT exams Practice Test to our members, from which they can practice thoroughly and estimate their weaknesses and perfection themselves. Since Pass4Leads offer the most handy layout to access the ACMT Certification Practice material and practice, the members can easily operate the site and get the right results without any hurdle.


text:
Transducer Smart Setup
Transducer Smart Setup is a mobile application that works in combination with data matrix codes (similar to QR codes™) on transducers, to simplify and automate multi-channel test setups. The data matrix code also gives you instant access to specifications and calibration information.
With the Transducer Smart Setup app, you can scan the data matrix code on a transducer using the smartphone's camera. It will then recognize the transducer and allow you to add associated data, such as its location and orientation (Component ID, Node ID and DOF Direction), minimizing the risk of data entry errors. Data can be imported into PULSE Reflex as hardware setup tables. In addition, PULSE Reflex recognizes which transducer is plugged into which input connector, removing the need to trace cables.
Standard transducers benefit too
For Brüel & Kjær accelerometers and microphones without a data matrix code, and third party transducers, the Transducer Smart Setup app semi-automates inputs such as alignment and location, saving time and reducing the risk of errors in comparison to traditional setup procedures.
Access transducer documentation on your smartphone
Even without the app, the data matrix code on your transducer provides fast and easy access to detailed product information such as calibration data and specifications, when scanned with a matrix code scanner on your smartphone or tablet.
Try scanning the data matrix code on the accelerometer below with your smartphone's matrix code scanner to see how you can get access to transducer documentation.
A data matrix code has been engraved on the transducer, giving you easy access to product documentation, such as:
- Specification
- Accessories
- Documentation
- Local sales information
- Sensitivity calibration history
- Calibration chart
- Transducer Smart Setup app
See how the Transducer Smart Setup app simplifies setting up multi-channel test projects
Get a detailed introduction to the features of the app
Download the Transducer Smart Setup app
The Transducer Smart Setup app is available for iOS devices (iPhone®, iPad® and iPod touch®) and can be downloaded from the App Store®.
Subscribe to Waves and get the stories from the world of sound and vibration
Get Waves directly in your inbox
Industry innovation
Customer case studies


text:
Big Beach Clean
- Tue 18th Aug
- 11:00am
- Cornwall
Due to the current outbreak of Coronavirus (COVID-19) we have taken the decision to close submissions to the Whats On Guide until appropriate.
We will be back as soon as possible and look forward to promoting your events once again.
Thanks for your understanding Cornwall.
Stay Safe
Cornwall's Local Events Guide Submit Event Log In/Sign Up
The What's On Guide is one of the most comprehensive listings for local events happening here in Cornwall!
Want to submit your event?
Enter your details here and follow the instructions.
Once it's online, not only is it available for all our website visitors to search through - but we'll also use this information to give it a plug on-air, as part of the What's On Guide.
Found 2 items. showing 1 to 2.


text:
5-Hydroxytryptophan(redirected from 5 htp)
Also found in: Medical.
5-hydroxytryptophan[¦fīv hī¦dräk·sē′trip·tə'fan]
C11H12N2O3 Minute rods or needlelike crystals; the biological precursor of serotonin.
(also β-5-hydroxyindolyl-3-alanine), an amino acid. Two optically active forms and one racemic form exist for 5-hydroxytryptophan. In animals and man, L-5-hydroxytryptophan is produced as a result of the enzymatic hydroxylation of L-tryptophan during the conversion of L-tryp-tophan into the nervous-system mediator serotonin. When injected parenterally, 5-hydroxytryptophan has a hallucinogenic effect.


text:
1.State : Sweaters
Layer up with our cozy sweaters, shawls, capes, cardigans and turtlenecks.
1 result
- Clear Filters
- 1.State
1 result
Women's Sweaters
Never leave the house without your favorite sweater? Us either. At Sole Society, we know that your outfit isn't ever complete without a sweater which is why we've curated a vast collection of comfortable and stylish sweaters from some of the best names in fashion.
Sweater Styles We Offer
Pullovers, cardigans, cable knits, ponchos name it, you'll find it on Sole Society. We've carefully selected each and every sweater in our collection to fit seamlessly into your unique wardrobe. Throw on an oversized cable knit cardigan for bohemian vibes on the weekend or a cozy poncho and leather leggings for a casual office-friendly look that is perfect for those mornings when you hit the snooze button one too many times—the possibilities are endless.
Styling Tips
On their own, your favorite sweaters aren't a statement, but when they're paired with the right look, you become an instant knockout. Your chunky grandpa-esque knit sweater becomes the star of the show when paired with a sweet high-waisted shirt, opaque tights, and a simple tee. Your classic pullover doesn't stand out until is paired with a leather skirt and timeless black pointed heels. These simple style tips will help take your sweater from an afterthought to the start of the show.


text:
Current Articles
The NCBW Forum
is one of the oldest, most trusted publications covering
the field of bicycle and pedestrian design issues. First published
in 1977 as Bicycle Forum, the quarterly newsletter
changed its name in 2001 to become the NCBW Forum.
This was done partially in response to the broadening focus
of the organization; the content now explicitly includes pedestrian-related
articles, references, and news items.


text:
Two Stevens Alumni Recipients of the Robert Reed Service Award
On October 13, 2012, Giovanni Gaccione '09 '11 and Katherina Imperial '10 '11 were announced as the 2012 recipients of the Robert Reed Service Award at DeBaun Auditorium, Edwin A. Stevens Hall.
David Zimmerman '90, Executive Director of DeBaun Center for Performing Arts, made the announcement during the curtain speech of the evening performance of Tomfoolery, a musical review by Tom Lehrer being presented during Homecoming and Freshman Parents Weekend 2012. Both Gaccione and Imperial were producers for Tomfoolery and Imperial also served as choreographer.
"It was by unanimous decision of the staff of DeBaun Center," said Zimmerman during his announcement, "that Giovanni and Kathy receive this award for the amount of work they put into creating the idea of putting on and producing this show [Tomfoolery]." In addition to volunteering their time on Tomfoolery, they have also contributed their time and resources to other events at DeBaun Center since their graduation from Stevens. With this production of Tomfoolery, there are now continuing plans to make this type of production an annual event.
The Robert Reed Service Award is named for Robert Reed '70 and former Executive Director of DeBaun Center. The award inscription reads as follows: "This award is named for the one person who has been the ultimate volunteer, giving of himself, his time, talent and energy to the Center and its Student Staff. This will award will be given annually to a person(s) or organization that has given of themselves unselfishly to support the staff and mission of the Center for Performing Arts at the Grace E. and Kenneth W. DeBaun Auditorium."
Gaccione obtained a B.S. in Information Systems, and M.I.S. in Computer Science from Stevens and currently works at Genetec as a Sales Engineer. Imperial obtained a B.E. in Civil Engineering and M.S. in Construction Management from Stevens at currently works at Turner Construction Company as a Cost Engineer. They are engaged to be married in January 2013.


text:
In this blog post: List of Burials with Headstone Images I learned that the Filter Out of Media files did not work as I had seen in my file BEFORE I posted the message. What I learned was that only the Media Files, linked to a PERSON will be excluded. That means, that if there is a Media file, a family portrait for example, that Person would be excluded from that report. Not the desired result.
This step should NOT be used in the blog post mentioned above.
The blog post has been updated to reflect that this step should now be used.
Copyright © 2012 by H R Worthington


text:
Greenwich baseball rallies to beat New Canaan
Recommended Video:
NEW CANAAN -- The New Canaan and Greenwich baseball teams had both secured spots in next week's FCIAC tournament, meaning neither team needed a win Wednesday at Mead Park but that did little to diminish the playoff like atmosphere present from the opening pitch.
After grabbing an early lead, Greenwich came from behind to beat the Rams 7-5, with the final two outs coming on strikeouts with the bases loaded in the bottom of the seventh inning.
The Cardinals (16-3, 15-2 FCIAC) switched things up at the top of the order, moving Taylor Olmstead from the three spot to leadoff and moving Ryota Fujikura to third in an attempt to better utilize Olmstead's speed and get him more at bats during the game.
The strategy worked to perfection in the first inning as Olmstead led off with a single, Ricky Okazaki bunted for a single and Fujikura sacrifice bunted them to second and third before new clean-up hitter Vincent Ferraro sent a blast to the right center field fence to give Greenwich a 2-0 lead.
Ferraro then came around to score on a single by Liam O'Neil, giving the Cardinals a 3-0 advantage after a half inning.
"With Taylor's speed and being able to get him up more times in a game worked out," Greenwich Coach Mike Mora said. "We aren't sure we are always going to do that but I felt like in a game like today if he got on base it would put pressure on them and it did."
Greenwich was on the verge of breaking the game open in the second inning but Alex LaPolice caught a fly ball in foul territory down the leftfield line and fired a strike to home plate to cut down the Greenwich runner attempting to tag up from third base.
The Rams (15-4, 13-4 FCIAC) got on the board in the third with Henry Lavieri getting hit by a pitch to lead off the inning, followed by an infield single by Casey Ouellette and a wild throw to first base that allowed Lavieri to score.
Andrew Casali then singled and with two outs Brian Moran tied the game with a double over the head of the centerfielder that rolled past the oak tree in centerfield.
Grady Amrhein gave the Rams a 4-3 lead in the fourth with a sacrifice fly that plated LaPolice.
New Canaan Coach Mitch Hoffman was pleased with how his team responded after falling behind early.
"It was a nice fight and I am happy with how we played after being a little flat the last few games," Hoffman said. "I think we had 10 or 11 hits in the last four innings and that is nice to see. The game didn't mean anything but we have to learn from the experience and learn how to capitalize in spots where we didn't today."
Greenwich re-took the lead in the fifth when Olmstead led off with a double and Okazaki plated him with a single and came around to score himself on a groundout by O'Neil, making it 5-4 Cards.
Okazaki went 4 for 4 with 2 RBI and 2 runs.
"Last game I couldn't really help out the team so today I just came out and played my game," Okazaki said. "We don't really care about hat seed we are in the playoffs, we just want a home game and go into the playoffs playing like we did today."
Greenwich built the lead to 6-4 on another RBI hit by Okazaki in the sixth, but New Canaan cut the lead to 6-5 on a sacrifice fly by Lavieri in the bottom of the inning.
The Cardinals tacked on an insurance run in the seventh, making it 7-5.
The Rams loaded the bases with one out in the seventh but reliever J.T. Hintzen struck out the last two batters, including a 12-pitch at bat by LaPolice to close out the game.
Greenwich 7, New Canaan 5
Batteries: G -- Kyle Dunster (W), J.T. Hintzen (7, S) and Jon Dreher; NC -- Andrew Casali (L), Jeff Chen (7), Alex LaPolice (7), Matt Toth (7) and Casey Ouellette. Doubles: G -- Taylor Olmstead, Vincent Ferraro; NC -- Brian Moran
Records: G 16-3, 15-2; NC 15-4, 13-4


text:
June 12, 2012
Scanlon's biggest challenges have included securing enough sponsors. Entry fees for the 11 tournaments Scanlon will fish this year exceed $50,000.
Stories this photo appears in:
Area angler joins the elites
LONE STAR — The fish play hard to get at first on this windswept late spring day, one of at least 200 that Casey Scanlon will spend on a lake this year. Today it's Lone Star Lake in southwest Douglas County where the 28-year-old Lenexa resident and Kansas University alum will fish to tune up for June's three Bassmaster Elite Series tournaments — the first of which was fished over the weekend at Toledo Bend in Many, La.
Use the comment form below to begin a discussion about this content.
Commenting has been disabled for this item.


text:
Welcome to A & J Scott Ltd, a leading independent UK homegrown sawmill.
We supply sawn timber for a wide variety of uses, principally in the outdoor and garden products, fencing, landscaping, DIY and pallet and packaging sectors.
We are also one of the country's leading hardwood round timber merchants, providing hardwood of all species and qualities to customers of varying sizes.
We are FSC® registered, and source timber from sustainable, managed forests.
We hope you find the information on this site useful; if you would like any further information please contact us.
Click here for Covid-19 company info


text:
You don't have any saved vehicles!
Look for this link on your favorites:
Once you've saved some vehicles, you can view them here at any time.
The 2020 Toyota Camry and its distinction for unsullied reliability allow it to be a strong contender in the fading family-sedan segment. - Car and Driver
Toyota of Hollywood has a reputation, in fact, the oldest reputation of any Toyota dealer in the United States. We have proudly served Burbank, Glendale, Los Angeles, Van Nuys, and North Hollywood drivers since 1957, when we were the first Toyota dealership to open in the United States.
New vehicle pricing includes all offers and incentives. Tax, Title, Tags, and $85 Dealer Documentation fee not included in vehicle prices shown and must be paid by the purchaser. While great effort is made to ensure the accuracy of the information on this site, errors do occur so please verify information with a customer service rep. This is easily done by calling us at (323) 300-5026 or by visiting us at the dealership.
*Seller Disclaimer*
Car Availability, Mileage, Equipment, Color and Prices (including MSRP) may
vary due to the involvement of other vendors and human error.
**Prices do not include government fees, taxes, any finance charges, any dealer document processing charge, any electronic filling charge and any emissions testing charge.**
*Number of views in last 30 days
† Based on 2020 EPA mileage ratings. Use for comparison purposes only. Your actual mileage will vary depending on how you drive and maintain your vehicle.
You don't have any saved vehicles!
Look for this link on your favorites:
Once you've saved some vehicles, you can view them here at any time.
(323) 300-5026Call Now
6000 Hollywood Blvd • Hollywood, CA 90028Get Directions
Open Today! Sales: 9am-9pm
Open Today! Service: 7am-5pm
Open Today! Parts: 7am-5pm


text:
Your nearest MBE location has been selected for you and is:
If you would like to select another store please enter your town or post code below.
At Mail Boxes Etc. London - Vauxhall we understand that you have loads to think about – both when you're preparing for your time at university or college and during your studies.
During your course you are likely to move around from halls of residence to private homes and back again, with three probable changes of address. As a result, parcels and important mail may go missing. But Mail Boxes Etc. London - Vauxhall have a solution – a single, virtual mailing address for your entire time at university. We have developed a Personal Mailbox service ( we call it 'OneDrop') at a special 'student-only'* price of £99 inc VAT per annum*, available at Mail Boxes Etc. London - Vauxhall.
OneDrop is a personal click and collect service designed to allow you to have parcels from any retailer delivered to us, for you to collect whenever convenient. Never miss another letter or parcel delivery!
*Terms and Conditions apply and you'll need to produce a valid student ID/NUS card along with your ID - available in participating stores only.