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Right: New Mexico Governor Bill Richardson (center) cut the ribbon for the new Optical Surface Technologies, LLC. Also pictured are (left to right): Dale Hite, U.S. Air Force Research Laboratory (AFRL) deputy director; Earl Good, AFRL retired director for Directed Energy Directorate; Governor Richardson; New Mexico Tech President Daniel H. López; and Edelmiro Muñiz, owner and CEO of Muñiz Engineering.
by George Zamora
ALBUQUERQUE, Aug. 31, 2004 – A university/ business partnership forged nearly two years ago between New Mexico Tech and Muñiz Engineering, Inc. of Houston has now resulted in the official opening of a world-class optics research and manufacturing center in Albuquerque.
The new facility already has developed extensive capabilities that include optical systems design and optimization, complete "start-to-finish" fabrication and metrology of optical components (from .3 - 3 meter size), full-range coating capacity, and complete spectral performance testing.
A ribbon-cutting ceremony for the new Optical Surface Technologies, LLC (OST) took place on Thursday, September 2, at the company's facility at 2801 Broadbent Parkway, NE. New Mexico Governor Bill Richardson cut the ribbon at the event.
OST was established earlier this year in collaboration with the New Mexico Tech Research Park Corporation, a non-profit umbrella organization affiliated with the state research university in Socorro, and Muñiz Engineering, Inc., an innovative, minority owned consulting and engineering firm.

subset: commoncrawl


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Victims of Obamacare: A New Urban Legend
The discussion of the roll-out of the Affordable Care Act, coming as it did around Halloween, reminded me that it's time to extend my traditional Halloween offer: $100 to anyone who can prove that a trick-or-treater was harmed in any way by a stranger.
No one has ever, in perhaps 15 years, taken me up on it, for good reason. It just doesn't happen.
When I first started making this offer, the media abounded in reports of razor blades in apples and similar devilish plots perpetrated on unsuspecting children. These were usually retracted—in fine print—some weeks after Halloween, but the damage was done by then.
Parents everywhere cautioned their kids to accept nothing but commercial candy, wrapped by the manufacturer. No homemade cookies, no apples—who knew what could be in them?
An occasional case of Junior sampling dad's marijuana brownies was reported, but nothing having to do with strangers was ever proved. The useful Snopes.com exposed such stories as urban legends. Probably they were started by candy manufacturers. This year, as always, we offered kids apples along with the candy, and every year more and more have enthusiastically chosen the apples (I do live in Berkeley, after all).
How does this connect to the Affordable Care Act? This year's razor-blades-in-apples story is how some percentage of the 5% of Americans who use privately-paid health insurance will be forced to change their coverage, even though President Obama said they wouldn't have to.
This is illustrated in the media with touching personal stories from residents of what I'm sorely tempted to call the "dumb states"—the states that have elected officials too stupid or venal to create their own locally-tailored systems for accessing affordable care or even to expand Medicaid with federal funding. (Thank goodness, California is not one of them.)
The dumb-staters must use the federal front-end, and yes, it's not quite functional yet. So there's really no good way for newsies to know what effect Obamacare will ultimately have in any given case. But that doesn't stop them from dutifully transcribing anyone's outlandish claim that the sky is falling as if it were fact. And also, the media ghouls can't know whether such people, if they exist, would be better or worse off if they needed to change insurers. Daily Kos contributors are all over the story—but the conventional newsies, including the ones on NPR who should know better, are not.
Sometimes (often) people aren't good judges of what's good for them. I learned this in the course of managing two companies where all employees were offered full employer-paid insurance of their choice in an amount equivalent to what Kaiser would charge, accompanied by a strong recommendation that Kaiser offers the best bang for the buck. It's amazing how many of them chose, instead of Kaiser, some kind of off-brand insurance which promised trendy alternatives but inevitably let them down in a crisis.
And in fact the subsidies in the Affordable Care Act will make it possible for most lower-income citizens in that 5% group to buy whatever kind of insurance they want. If the mass media did statistics, it's likely they'd discover when the data's in that very few people will have to change insurance companies, and that most who do will be much safer because of it.
Barbara Stack, the shepherd of Free Speech Movement veterans, forwarded to me a link to a very interesting utility: this One-Step Internet site for people who want to quickly calculate what it would cost them to sign up for Obamacare. By filling in a few blanks, users in a state which must rely on the federal front-end can easily determine what their options are.
The site doesn't calculate what subsidies would apply for a given person—it links to another, more complicated system which does that. It would, however, be possible for any reporter who's tempted to use a sob-story from a dumb-stater to use this tool to make an educated guess about whether they're getting a correct (or honest) analysis from the potential insurance buyer.
Scary anecdotes without data should always be suspected of being urban legends, just as the tale about razor-blades-in-apples has proved to be. Until the federal registration site is up and running, as it will be eventually, sob-stories from dumb-state residents won't mean much.


text: The 2012 Harley-Davidson Heritage Softail Classic motorcycle FLSTC is fully equipped with modern touring capabilities and even has a removable motorcycle windshield. New for 2012, the Harley Heritage Softail Classic features a powerful, new, larger air-cooled Twin Cam 103 Harley engine with 6-speed cruise drive transmission, providing more performance power for passing, hill-climbing, and riding with passenger and luggage. Enjoy mile after mile with a large capacity 5-gallon Softail fuel tank. The Softail tank is also dripping with authentic Harley-Davidson style.


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The head of the Army has issued a warning to ministers that any further cuts to spending would jeopardise the success of the service's reform programme.
General Sir Peter Wall, the Chief of the General Staff, said they would need all their current allocation if they were to deliver a "well-trained, well-equipped and fully funded" force capable of defending the national interest.
His intervention comes after the former chief of the defence staff, General Lord Richards of Herstmonceux, warned last night that the armed forces were not in a fit state to deal with the current threats facing the country - most notably terrorism - and would deteriorate further if spending did not increase.
And earlier this month, the National Audit Office warned of "significant risks" to the Army reform programme - known as Army 2020 - which is seeing the regular Army cut by 20,000 to 82,000 while the number of part-time reservists is being increased from 19,000 to 30,000.
Speaking at the Royal United Services Institute land warfare conference in London, Gen Wall said that any further cuts in next year's strategic defence and security review could leave them unable to honour commitments made by Defence Secretary Philip Hammond.
"This is primarily about resources. The complexity of our change programme and its dependencies is significant - with plenty of risk," he said.
"We will need all of our current resource allocation - and the freedom to reinvest savings in equipment support - if we are to deliver Army 2020 in a balanced manner and realise Mr Hammond's commitment to a firm foundation of men and materiel, well trained, well equipped and fully funded to operate in the nation's interests.
"In particular, any pressure on our equipment programme is likely to lead to an unbalanced force."
With operations winding down in Afghanistan, Gen Wall acknowledged that there was currently little appetite among politicians for fresh military engagements overseas.
"Boots on the ground may be out of vogue in the run up to a UK election - certainly in a combat context," he said.
However he stressed that it was vital that the Army was prepared to deal with any new threat which might emerge.
"We must pay special attention to understanding the rapidly shifting environment in which we may well have to operate sooner than some would have us think," he said.
"Demand for land power may well be low at this point in the cycle - more from public reticence than because the world lacks security challenges - but that could soon change."
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text: Cheryl and Rick Hamel did their share of praying, hoping and wishing to no avail as the Baltimore Ravens stole the Patriots' Super Bowl dreams Sunday night. The couple did get in some cheering early in the game, but after that the picture deteriorated. One good thing - they were joined by friends at Dave's Bar and Grill and they had plenty of other company, too. (Warwick Beacon photo)


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Moderators: Three Stars, dagny, pfim, netwolf
Sarcastic wrote:He was talking about job security and a short time a player enjoys in the league. I find that offensive. Many people go back to school later in life, gain degrees, and do fine. What do these players want. To play for 3 years and be set for the rest of their life!? If you're only 3 years in the league, it means you suck, so you don't really deserve millions ($). The more talented guys who stay in the game play long enough where they make enough, even if not as talented as the stars.
Now. I talked to a buddy of mine not so long ago who's going back to school at 45 years old and jumping to a completely new career. I'll quote: "one last career change before I croak" followed by some genuine laughter.
So spare me the tears, Fehr. I buy none of it.
Nick Cotsonika @cotsonika
Kypreos says decertification is farther away now because players smell a deal. I agree. This thing is close -- or should be.
MRandall25 wrote:It is close. The owners are trying to break the Union.
They've done this 3 times since negotiations began. It's a bluff and the players aren't calling it (nor should they).
Sarcastic wrote:You get a stud like Sid, you probably don't want him on the FA market in 5. Just my thinking. Maybe I don't get it.
MRandall25 wrote:Sarcastic wrote:You get a stud like Sid, you probably don't want him on the FA market in 5. Just my thinking. Maybe I don't get it.
Would the "You can extend a player a year before their contract expires" rule still be in play?
Sarcastic wrote:MRandall25 wrote:Sarcastic wrote:You get a stud like Sid, you probably don't want him on the FA market in 5. Just my thinking. Maybe I don't get it.
Would the "You can extend a player a year before their contract expires" rule still be in play?
Yeah, I think that's a good rule. I just think that if you have a player you want, you don't want him to consider the FA market often.
In fact, let's reverse this. If salaries keep rising from year to year, why don't players want a shorter contract so they could sign a bigger one next time? Career-ending injuries don't happen often, as far as I remember.
Now I'm all confused.
no name wrote:Gaucho wrote:Shorter contract lengths a curse in disguise?
I kinda agree with this, after a player plays out his contract he is not going to want to accept less. So even then he will want his next contract as high, even if a owners knows his best years are behind him.
Also i think this might pave the way for KHL teams who can make crazy long term offers to a player that he might concider.
I don't mind the players offer of the 25% rule, but i would rather that upped to 50%
Sarcastic wrote:Campoli brought up the issue of 5 year contracts killing the middle class, saying stars will decline discounts. I'm still not sure how I feel about that.
4 hours ago
We always hear - what have the owner's given? When the last CBA was signed there was no intention for 20 year contracts to the age of 46 all front-loaded in the first 8 years. The agents/players found this loophole and have abused it. The owners could have made a huge issue but stayed within the confines of the agreed CBA waiting until this CBA to address. In this the owners have given a lot in the past 5 years.
why so serious?
4 hours ago
Cheap PR stunt on Fehr's part running to cry to another union cause he thinks that's one of the few places on earth where he'll get sympathy. Really hope it backfires and some autoworker who busts his butt all year for what Gomez makes to float for a game calls the PA out for being so dumb and greedy, that would be awesome!
Could be. Could be that Bettman desperately misses all of those nights at the rink. Could be, also, that he doesn't like the idea of having "Only Sports Commissioner Ever To Lose Two Full Seasons To Owner Lockouts" engraved on his tombstone.
But here's an alternate explanation.
What set Bettman off was staring across the bargaining table at his mirror image.
Ask anyone who has had to haggle out a deal with Bettman behind closed doors and they'll paint a picture of a brilliant, calculating and ruthless negotiator, who seizes every advantage, who when presented with an opportunity goes straight for the kill. He understands his opposition's weak points, he knows his side's strengths, and with a cool head and cold eyes he calculates the path to victory. That's one reason why his employers, the owners, love him, and pay him the big bucks.
Consider the last NHL labour negotiations in 2004 and 2005. Employing classic divide and conquer tactics, understanding that hockey players in their hearts still feel darned lucky to be playing a game for a living, seeing the cracks in the infrastructure around Bob Goodenow, Bettman soon enough had the union membership enthusiastically sticking knives in the back of their own leader.
And the tipping point of that process?
When the players offered up a 24 per cent salary roll back to avoid a salary cap, and Bettman and the owners gratefully accepted their generosity as a starting point, and then ground them into the dust.
The players hired Donald Fehr as their union head because he is Bettman's equal. He is there to guard them against falling prey to their own sentimentality about the game, to protect their interests in a negotiation in which everyone understood that they would be giving back, would be surrendering rights and surrendering money guaranteed in the previous collective agreement.
pens_CT wrote:MRandall25 wrote:It is close. The owners are trying to break the Union.
They've done this 3 times since negotiations began. It's a bluff and the players aren't calling it (nor should they).
Break the union not really, stick it to Don Fehr most definitely. The more militant union members who remember the last lockout wanted revenge and brought in the hired gun Fehr to handle things. Too bad the owners locked the players out because they took away Fehr's first option which would have been to start the season under the old CBA, and then called a strike just before the playoffs when no progress on a new agreement was made (see baseball 1994 for reference). Fehr mised his option 2, by not asking for union decertification before the season started. This is not an option now, because the owners will cancel the season now if he tries that move, and its unlikely he can get a majority of his membership to vote for it anyhow. Fehr also miscalculated that public pressure would cause the owners to cave. This isn't the MLB, and the majority of Americans don't know or care that the NHL isn't playing games.
The tragic part of all of this is had Paul Kelly stayed as head of the NHLPA we would have never gone down this path. They would have settled for around 50/50, which is what Fehr will deliver when the dust clears, and no players would have lost a paycheck. The union brethren can thank those individuals who pushed Kelly out as the reason that all of this happened.
Sarcastic wrote:But it is the stars that get long contracts. You're not going to see Dupuis with one over 5 years. So I would think it's the stars who get the 10 year/$100 million deals that are fighting to extent contract length. Not the mid and low level players. My guess is that the higher paid players convinced a number of the lower paid guys that their (stars') contracts may affect theirs.
I don't think it's the low level guys who are holding things in place. It's the big players.
Gaucho wrote:Fehr would like to get back to the bargaining table, but says it's "up to them".
Daly would like to get back to the bargaining table, but says it's "up to them".
What is this, kindergarden?
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Landowner of the Year 2008 - Chris Cowlbeck
Chris Cowlbeck of Ardmore is not unlike other landowners in
Oklahoma in that his piece of property is relatively small —
just 115 acres — but his efforts to manage his land for wildlife
stand out, so much so that he was recently selected as the 2008
Oklahoma Department of Wildlife Conservation Landowner of the
"Chris Cowlbeck has made a number of wildlife habitat improvements to his Carter Co. property that, though done on a smaller scale, set a strong example for other landowners like him," said Mike Sams, senior private lands biologist for the Wildlife Department. "There are quite a few small scale landowners in Oklahoma whose habitat work can go a long way in conserving wildlife in our state."
Cowlbeck's conservation efforts have included restoring native grasses by getting rid of Bermuda pastures, restoring oak savannah and woodlands, placing brush piles throughout open prairie habitat, fencing off riparian areas, constructing ponds, planting food plots and planting 1,700 sandplum trees to create permanent cover for quail and other wildlife. Additionally, Cowlbeck used prescribed fire to promote new growth while controlling overgrowth, and practices proper cattle stocking ratios for optimum grazing pressure. Cowlbeck also uses his property as a demonstration area for wildlife conservation practices.
Cowlbeck refers to his management efforts as the "postage stamp" approach, in that he is able to coordinate with neighbors and other nearby landowners to create a greater impact for wildlife, even though tracts of land may be of varying sizes. He said he has worked with neighbors on a number of occasions to share information, assist with projects and achieve results.
Cowlbeck's 115 acres have been in his family for more than 30 years, but for much of that time he said it "laid idle" and became overgrown. When a friend took a walk on Cowlbeck's land one day and reported seeing wild quail, Cowlbeck became increasingly interested in improving the property for quail habitat. From there, conservation and land management became a passion for Cowlbeck, and his passion has spread to others.
In addition to his hard work on his own land, Cowlbeck is responsible for a number of habitat improvement projects on other property as well, including the initiation of a 2,000-acre demonstration area on the Lake Murray Field Trial Grounds. Cowlbeck also chairs the Arbuckle Mountain Area Chapter of Quail Unlimited, and he developed the Habitat Improvement Team (HIT), which assists landowners in conservation efforts by providing equipment and assistance. Additionally, Cowlbeck continues to help area landowners with management practices throughout the year.
Visit with Cowlbeck and you will quickly learn why he puts so much effort into conservation. He calls it "infectious," and though he owns six bird dogs and enjoys hunting, he has just as much interest in the actual work that goes into producing results ideal for hunting.
"I get equal amounts of satisfaction in improving the land and harvesting quail and watching the birddogs work," Cowlbeck said.
Cowlbeck emphasizes his belief that many people want to practice habitat management on their property but do not know where to start, but he says the solution is not as complicated as it may seem and encourages landowners to go to work, even if it is just one step at a time.
"You have to put your feet on the ground and your hands on the equipment to see the birds fly," Cowlbeck said.
The Wildlife Department offers several landowner programs ranging from deer management assistance (DMAP) to the Landowner Incentive Program, which provides technical and financial assistance to private landowners for habitat restoration and enhancement. There is also a wealth of information available for those interested in managing pond fisheries and publications and newsletters released regularly that contain useful information on conservation and habitat management.
For more information about landowner programs offered by the Wildlife Department, log on to wildlifedepartment.com.


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Wed, 20 February 2008
First, Representative Lance Horbach with a smoking ban update. Scary and Hilarious. Senator Paul McKinley with a progress report on SF 3097...he concludes this isn't about raising the standards of Iowa's education system, but a power grab by educrats to kill off local control. Worse, the core of the core curriculum is rotten (constructivist).
And for something really different... last week I had a chance to visit the Jacobson Academy at George Washington Carver Elementary school in Des Moines. It is a co-operative effort amongst the school, the Boys and Girls Club of Central Iowa and Judy Hintz from Educational Resources. It is a pilot program designed as an afternoon after school remedial program for academically distress kids. I was invited to a roundtable discussion of the evaluation of phase one....about 4 months into the program. Plus a sample of the actual classroom demonstration. Very cool. (Please excuse the poor camera work... I'm a radio guy, ok? with an el cheapo flip cam)
Direct download: mickelson-2008-02-20.mp3
Category:podcasts -- posted at: 10:33am CDT


text:
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text:
PhysTEC 2007 Conference Presenters
Wendy Adams, University of Colorado
Wendy is a graduate researcher in the Physics Education Research group at Colorado. She developed and validated the Colorado Learning Attitudes about Science Survey (CLASS). In addition, she has studied the effectiveness of and developed the interface design guidelines for the Physics Education Technology Project (PhET) interactive computer simulations. Currently Wendy is studying problem solving and developing a problem solving evaluation tool.
David Aragon, Director, Multicultural Engineering Program, University of Colorado at Boulder
David Aragon serves as the Co-Director of the Multicultural Engineering Program (MEP) for the College of Engineering and Applied Science at the University of Colorado at Boulder. As the MEP co-director for student development and retention, David administers a comprehensive scholarship and academic excellence program for 200 underrepresented minority undergraduate engineering students. In addition, David serves on the management team for the National Science Foundation Colorado Alliance for Minority Participation (CO-AMP) which funds academic enrichment activities supporting the retention and graduation of underrepresented minority engineering and science students at fourteen colleges and universities in Colorado and the four-corners region. David has 20 years of experience and increasing responsibility in the design, management, and administration of programs supporting the educational, career and leadership development of students of color.
David currently leads a collaborative partnership with the National Action Council for Minorities in Engineering, Inc. (NACME) which funds scholarships for underrepresented minority engineering students enrolled at the University of Colorado. David also serves as secretary on the Board of Directors for Colorado MESA, a state-wide pre-college program providing enrichment activities (mathematics, engineering and science) in K-12 schools throughout Colorado; and, he recently completed a two-year term as treasurer on the Board of Directors for the National Association of Multicultural Engineering Program Advocates, Inc. (NAMEPA). He previously worked in Admissions at the University of Colorado, and also spent two years as Manager for Training and Development for INROADS/Colorado, Inc.
Janet A Blume, Brown University
Janet Blume got her a Bachelor of Science in Engineering degree from Princeton University in 1982, followed by a PhD in Applied Mechanics from the California Institute of Technology in 1986. She immediately joined the faculty in Engineering at Brown as an as a member of the Mechanics of Solids and Structures group, doing research in the mathematical issues in the behavior of solids undergoing large deformations.
Professor Blume has taught many engineering courses in the mechanical and civil engineering areas at all levels of the graduate and undergraduate curricula. She is particularly devoted to teaching the Introduction to Engineering course, which includes design projects and applied laboratories. She advises research theses at all levels.
In addition to the teaching and research listed above, Professor Blume is actively involved in Engineering Outreach and leads several programs aimed at bringing engineering topics into math and science education at the pre-college level. She runs a unique Engineering Undergraduate Teacher Preparation Program, in which engineering students can graduate in 4 years with an ScB degree and Rhode Island certification to teach high school physics.
Professor Blume lives in Providence with her husband, 2 sons, and lots of pets.
David Buck-Moyer
After receiving my teaching credential in chemistry from Occidental College in Eagle Rock, California, I began my teaching career in 1977. For the first five years I taught a variety of science and math courses in a continuation high in Santa Maria, California. After teaching 1 year in the U.S. Virgin Islands we returned to the mainland, and I started teaching in a Jr. High School in Los Osos, California. I thought it was only until I could find a job at the high school level. It turned out I loved the age and the curriculum and didn't leave for 19 years. In 2001 I started working at San Luis High, where I taught physical science, chemistry, and math. Now I am extremely fortunate that the local college, California State University at San Luis Obispo, asked if I would serve as a Teacher in Residence for the year 2005-2006. Over the years I have participated in the variety of extras that teachers involve themselves in. A partial list includes having served as a mentor teacher, union negotiator, and technology mentor. I've participated in pilot teaching programs, presented numerous workshops, been the site teacher of the year, club advisor and served as the science department representative on more committee meetings than seems possible.
Catherine Crouch, Swarthmore College
Catherine Crouch is Assistant Professor of Physics at Swarthmore College, where she joined the faculty in 2003. She earned her B.A. in physics from Williams College and her Ph.D. in experimental condensed matter physics at Harvard University. She then did postdoctoral research in both physics education and condensed matter physics with Eric Mazur at Harvard University. Her education research interests include gender differences in introductory college and university physics, the effectiveness of lecture demonstrations. She is also interested in curricular teaching issues, in particular how to optimize the introductory physics course for life science students. Her current physics research is on fluorescence from single semiconductor nanoparticles.
Eugenia Etkina, Rutgers University
Eugenia Etkina has an extensive teaching experience in physics and astronomy instruction at middle school, high school and university levels. She earned her Ph.D. in physics education from Moscow State Pedagogical University. She now is an associate professor of science education at Rutgers University. She taught middle school physics and mathematics, high school physics and astronomy and university physics courses. She is currently teaching pre- and in-service teachers how to teach physics and works collaboratively with the department of Physics and Astronomy to reform introductory physics courses. She developed an approach to teaching physics where students construct their understanding using processes similar to those used by scientists in real world research. She studies how students develop and transfer scientific abilities
Cathy Mariotti Ezrailson, Texas A&M
Dr. Cathy Mariotti Ezrailson is an Assistant Research Scientist and Lecturer at Texas A&M University. Dr. Ezrailson is also Director of the Texas Alliance for Math, Science, Engineering and Technology initiatives in the Department of Teaching, Learning and Culture. An AAPT Physics Teaching Resource Agent, she has taught AP physics, scientific research and design, computer technologies, geology, chemistry in Texas public schools and community colleges for more than 25 years. She currently teaches science methods for elementary and middle school science education majors at Texas A&M University She has designed and implemented the EMIT model, an inquiry-based teaching method for Graduate Teaching Assistants, Peer teachers, Pre-K through 12th grade pre-service, in-service teachers and math and science tutors. She is also the managing editor of ThePhysicsFront, the AAPT/NSDL pre-college collection for physics and astronomy.
Noah Finkelstein, University of Colorado at Boulder
Noah Finkelstein is an assistant professor of physics at the University of Colorado at Boulder. He received his Ph.D. at Princeton University, studying laser physics and light interaction with matter. During a post-doc, he studied education, learning, conditions which support learning in a cross-cultural psychology laboratory at the University of California, San Diego. Since he has been at CU (Fall 2003), he has helped build one of the largest and newest research groups in physics education in the U.S. (http://per.colorado.edu). His work focuses on understanding student learning in context and understanding what context in physics education means and how it shapes learning. That is, rather than focusing on individuals learning a particular concept, he focuses on how individuals learn particular concepts in particular environments using particular tools (both material and intellectual tools). His work stems from the socio-cultural school of psychology and education. Noah is a member of AAPT, APS, and serves on the APS Forum on Education and the Physics Education Research Leadership Organizing Council. More about Noah can be found on his website at: http://spot.colorado.edu/~finkelsn
Kathleen A. Harper, The Ohio State University
Kathleen Harper serves as Director of Undergraduate Course Development in the Department of Physics and the Managing Director of the College of Mathematical and Physical Sciences' INitiative for Quantitative Education Research Infrastructure (INQUERI). She received her Ph. D. in physics from The Ohio State University, specializing in physics education research and working with Alan Van Heuvelen. Her research focus is the development of problem solving skills in introductory physics courses, and she has presented or co-presented numerous workshops on the use of non-traditional problem types in physics instruction. She has been part of the national Modeling movement since the mid 90's, participating in the national leadership workshop in Chicago from 1995-1997 and co-leading a national Phase II workshop in the Washington, DC area from 1998-1999. At the local level, she has co-led Modeling workshops for Ohio teachers since 2004. Dr. Harper currently serves on the AAPT Research in Physics Education committee.
Charles Henderson, Western Michigan University
Charles Henderson is an assistant professor at Western Michigan University with a joint appointment in the Physics Department and the Mallinson Institute for Science Education. Much of his research focuses on understanding and promoting educational change, both empirically through interviews, observations, and interventions with physics faculty and theoretically through analysis of change models and assumptions. Dr. Henderson has a number of publications and presentations related this work (see http://homepages.wmich.edu/~chenders/). His primary teaching assignments have been in the introductory calculus-based physics sequence, where, as part of the PhysTEC project, he has worked with his WMU colleagues to develop courses consistent with the results of educational research. He has taught high school physics and chemistry and is currently an officer in the Michigan AAPT section and chair of the national AAPT committee on research in physics education.
Paula Heron, University of Washington
Paula R.L. Heron is an Associate Professor of Physics at the University of Washington. She received a B.Sc. in physics from the University of Ottawa and a Ph.D. in theoretical condensed matter physics from the University of Western Ontario (1995). She joined the Physics Education Group at the University of Washington in 1995. Dr. Heron has published a number of papers on her research, which focuses on difficulties that students encounter in applying concepts from introductory physics in their subsequent studies. She has given invited talks at national meetings and international meetings and in university physics departments. In 2005 she co-organized and co-chaired "Foundations and Frontiers in Physics Education Research," the first major conference devoted to the field in the United States. She has extensive experience in designing and conducting special courses for prospective and practicing K-12 teachers. Dr. Heron is currently an elected member of the Executive Committee of the APS Forum on Education and serves on the AAPT Committee on Teacher Preparation. She has consulted on several NSF-funded education projects.
Steve Iona, University of Denver
Steve Iona served as a high school science and mathematics teacher for about 30 years. Outside of the school district, Steve has worked with teacher preparation programs at several local schools of education. He has been trained as a Mentor Teacher, earned an administrative license, and has supervisor several student teachers alternative licensure candidates. He has served as a Teacher in Residence at the University of Colorado-Boulder as part of the PhysTEC program, served as a consultant and teacher as part of the STEM-Colorado program co-teaching an education seminar for Learning Assistants, and he is a consultant with the LA-TEST Program at CU-Boulder.
Steve is a Departmental Lecturer in the Department of Physics and Astronomy at the University of Denver. He also plays an important role in outreach activities for DU including directing the Denver Area Physics Teachers Group. Steve was recently elected to serve as national secretary for the American Association of Physics Teachers.
Drew Isola, Western Michigan University
Drew Isola began teaching in 1982 having just graduated from Michigan Technological University in Michigan's Upper Peninsula certified to teach both math and physics. He started teaching in a small private school in center-city Philadelphia. After which he moved back to Michigan where he completed his M.S. in Science Education at Western Michigan University and started teaching for Allegan Public Schools in Allegan, MI, a small town on the west side of the state. In 1999 he finished his PhD with a dissertation focused on students' mental models and how they are constructed. His teaching experience ranges over wide variety of levels in both mathematics and science, both as an adjunct faculty member for various colleges and universities in West Michigan and as a high school and middle school teacher. He has been the Teacher - in- Residence at Western Michigan University since August 2005. Being a TIR has given him opportunities to share with pre-service and beginning teachers some of the lessons learned from his classroom experiences, spend more time mentoring novice and cross-over physics teachers, and make numerous presentations at state and national meetings on the subject of teacher preparation.
Patsy Ann Johnson, Slippery Rock University
Patsy Ann Johnson is a Full Professor at Slippery Rock University of Pennsylvania in the Secondary Education/Foundations of Education Department. She earned her Ph.D. at the University of North Dakota. She has taught mathematics and physics in high schools and in colleges. She designed and directed professional development programs for in-service mathematics and science teachers of grades 5 -12 that she gave the title of Optimizing the Learning of Female Students. She was a Director and an External Evaluator for Operation Physics teacher professional development programs in Pennsylvania. She was a member of the development group for the Powerful Ideas in Physical Science curriculum model for use while teaching elementary education majors. She was a Co- Principal Investigator and the Western Coordinator for the Collaborative for Excellence in Teacher Preparation in Pennsylvania. She has been a leader of workshops about physics education and gender equity throughout the United States. The participants in these workshops have been teachers of kindergarten through professors of undergraduate physics courses.
Mila Kryjevskaia, University of Washington
As a PhD student in the Physics Education Group at the University of Washington, Mila has been investigating student understanding of mechanical waves and using the results to guide the development of instructional materials. She has developed a new module on waves for Physics by Inquiry, which is used in courses for prospective and practicing K-12 teachers. She has also revised and extended the materials in waves included in Tutorials in Introductory Physics, which is intended to supplement standard introductory physics courses.
Micahel Marder, University of Texas at Austin
Michael Marder is a Professor of Physics at UT Austin. His work in physics focuses on theoretical, experimental, and numerical investigations of how things break, for which he was recently named a Fellow of the American Physical Society. He is the author of a graduate text on Condensed Matter Physics. In 1998 he was asked to direct programs in the College of Natural Sciences involving outreach to public schools, and to help build a new program to prepare secondary teachers of science and mathematics called UTeach. He is currently co-director of UTeach. He also directs the Discovery Learning Project, which aims to help university faculty teach through inquiry, and several other projects to improve teaching of science and mathematics in public schools in Austin and in Texas.
Lillian McDermott, University of Washington
Lillian Christie McDermott is a Professor of Physics and Director of the Physics Education Group at the University of Washington. She received her B.A. from Vassar College and a Ph.D. in experimental nuclear physics from Columbia University (1959). For more than 30 years, Prof. McDermott has worked to establish research on the learning and teaching of physics as a field for scholarly inquiry by physicists. The research-based instructional materials developed by the group are used nationally and internationally in undergraduate courses (Tutorials in Introductory Physics, Prentice Hall, 1998, 2002) and in special physics courses for the preparation of K-12 teachers (Physics by Inquiry, Wiley, 1996). Among her most significant awards are the 2002 Medal of the International Commission of Physics Education (International Union of Pure and Applied Physics), the 2001 Oersted Medal of the American Association of Physics Teachers (the highest award of the AAPT), the 2000 Education Research Award of the Council of Scientific Society Presidents, and the 1990 Millikan Lecture Award of the AAPT. She has served on numerous national boards and committees, including the National Research Council's Board on Science Education and Committee on Undergraduate Science Education.
Cherry Murray, Lawrence Livermore National Laboratory
Cherry Murray is the Deputy Director for Science & Technology at Lawrence Livermore National Laboratory. In this position, she is the senior executive responsible for overseeing the quality of science and technology in the Laboratory's scientific and technical programs and disciplines. This includes the development of the strategic science and technology plan; development of standards for scientific research performance and program quality; and oversight of efforts to recruit, develop and retain the Laboratory's scientific, engineering and technical workforce.
Murray comes from Bell Labs, Lucent Technologies, where she served as senior vice president for Physical Sciences and Wireless Research. Murray joined Bell Labs in 1978 as a member of the technical staff. She was promoted to a number of positions over the years, including department head for low-temperature physics, department head for condensed-matter physics and semiconductor physics and director of Bell Labs' physical research lab. In 2000, Murray became vice president for physical sciences and then senior vice president in 2001.
Murray has been nationally recognized for her work in surface physics, light scattering and complex fluids. She is a member of the National Academy of Science, the National Academy of Engineering, and the American Academy of Arts and Sciences. Discover Magazine named her as one of the "50 Most Important Women in Science" in 2002.
Murray received her BS and PhD in physics from Massachusetts Institute of Technology. She has served on the governing boards of the National Research Council and Argonne National Laboratory, and the Executive Board and Council of the National Academy of Science and the National Research Council. Murray is Vice President of the American Physical Society, and Chair elect of the Physics Section and Member of the Board of the American Association for the Advancement of Science. Murray is also a fellow of the American Physical Society and the American Association for the Advancement of Science. In 1989, she won the APS Maria Goeppert-Mayer Award and was awarded the 2005 APS George Pake Prize. She is the author of two patents and more than 75 publications. She served on the "NRC Gathering Storm" Committee in 2005.
Julia Olsen, University of Arizona
Julia Olsen is completing her PhD in Science Education, with a minor in Special Education. Her current research is on Impacts of Technology-based, Differentiated Instruction on Special Needs Students in the Context of an Activity-Based Middle School Science Instructional Unit, where she developed computer mediated instructional modules for learning disabled students, field tested with Lawrence Hall of Science's GEMS Middle School Space Science Sequence. Specific areas of interest and research are curriculum design and development of resources for differentiated instruction in science, as well as supporting classroom teaching of special education and at-risk students in inclusionary science classrooms, using technology to assist conceptual understanding among diverse learners.
Valerie Otero, University of Colorado
Valerie Otero is an assistant professor of Science Education at the University of Colorado at Boulder. She is involved in focused efforts to create pathways for undergraduate mathematics and science students to integrate content, pedagogy, and practice through collaborations among mathematics, science, and education faculty. Dr. Otero is a co-developer of the Physics for Elementary Teachers curriculum and the Colorado Learning Assistant Model. In addition to studying the efficacy of the Learning Assistant Model, Dr. Otero investigates pre-service teacher cognition in highly interactive science learning environments, particularly involving physics content. She studies how mediating features of learning environments enhance or reduce opportunities for participation, identity development, and physics learning among teachers and students of all ages.
Kathy Perkins, University of Colorado
Kathy is an Assistant Professor Attendant Rank in the PER group at University of Colorado. She has used the CLASS survey to characterize students' beliefs in a range of physics classes, to investigate correlations between students' beliefs and other educational outcomes, and to probe correlations between teaching practices and shifts in belief. Her other research interests include: the design and use of interactive simulations for teaching and learning science; and mechanisms for supporting sustainable course reform.
Bob Poel, Western Michigan University
Bob Poel is currently an Emeritus Professor of Physics from Western Michigan University but still active in the field of science education and science teacher preparation. Currently he is serving as co-chair of the Michigan Department of Education's High School Science Education Project and worked specifically with the physics work group that wrote the physics expectations. He is the co-PI on a project that recently published middle-school physical science textbook titled, InterActions in Physical Science, that is based upon National Science Education Standards and the latest research findings in how students develop a deep understanding of basic physical science concepts and the nature of scientific inquiry. Previous teaching experience includes work at the middle-school, high-school, undergraduate and graduate levels with recent emphasis in curriculum development, in-service teacher professional development and teacher preparation. Professional memberships involving various committee positions and offices include Michigan Science Teachers Association, National Science Teachers Association, and the American Association of Physics Teachers. At Western Michigan University he was a member of the Mallinson Institute for Science Education and Director of the Center for Science Education that provided a wide-range of professional development opportunities for K-12 science teachers via summer short courses, workshops, and extended programs with school districts.
Steven Pollock, University of Colorado at Boulder
Steven Pollock is an associate professor of physics at the University of Colorado, (CU) Boulder. His research activities are focused on Physics Education, with particular interest in student learning in large scale classes, and the constraints and opportunities of replicating "proven" curricular practices. He is actively involved in implementing and evaluating innovations in teaching physics, including the incorporation of undergraduate Learning Assistants into the classroom.
Edward F. Redish, University of Maryland and University of Colorado / JILA
E. F. (Joe) Redish is a Professor of Physics and an affiliate Professor of Curriculum & Instruction at the University of Maryland. For over twenty-five years he was an active researcher in theoretical nuclear physics. He always had a strong interest in teaching, and, upon discovering that a classroom was an even more complex strongly-interacting many-body system than a nucleus, switched his field of research to physics education. For more than a decade, Joe has been a leader in helping to establish a discipline-based education research community within physics. He has researched a variety of topics ranging from the implications of student expectations for their behavior in introductory physics to the difficulties advanced students have with quantum mechanics. His current interest is in building theoretical models for science education with ties to neuroscience, cognitive science, and the behavioral sciences. He is the winner of numerous awards for his education work including the Millikan Medal from the American Association of Physics Teachers, the Director's Distinguished Teaching Scholar award from the National Science Foundation, and a Distinguished Scholar-Teacher award at the University of Maryland.
[Homepage: http://www2.physics.umd.edu/~redish/]
Peter S. Shaffer, University of Washington
Peter S. Shaffer is an Associate Professor of Physics at the University of Washington. After completing his undergraduate work at the Massachusetts Institute of Technology in 1982, he received his Ph.D. in physics from the University of Washington in 1993 for research on the learning and teaching of physics. Dr. Shaffer has focused on student understanding of basic physics concepts that are typically taught at the precollege and introductory university levels. He is also conducting research on more advanced topics such as quantum mechanics and special relativity. The research includes students at a wide variety of instructional levels including precollege teachers, introductory and advanced undergraduates, and physics graduate students. Results have guided the development of two sets of instructional materials that are used nationally and internationally: Physics by Inquiry and Tutorials in Introductory Physics. In addition to presenting invited talks at national and regional meetings of the AAPT, he regularly conducts workshops and seminars for faculty and K-12 teachers.
Nancy Stauch, Cal Poly, San Luis Obispo.
Nancy Stauch received her Bachelors of Science degree in Biology from Cal Poly State University in 1979. After teaching outdoor education in the San Luis Obispo, area she returned to Cal Poly and earned her teaching credential. Nancy has taught middle school, high school, and continuation high school in her 23 years in the classroom. During this time she has been actively involved in teacher preparation, mentoring numerous science teachers over the years. In addition, she has been a guest lecturer in the teaching methods course, designing lessons that bring the reality of secondary science teaching to the program. She is currently in her third year as a Teacher in Residence at Cal Poly, where she is working on improving the teacher preparation program. Her compassion and enthusiasm for teaching continues to grow as she works at recruiting, training and mentoring new science teachers.
Robert Thorne, Cornell University
Robert Thorne is a professor of physics at Cornell University and president of Mitegen, LLC. He received his B.Sc. in electrical engineering from the University of Manitoba and his Ph.D. in electrical engineering from the University of Illinois, Urbana. His research explores quasi-one-dimensional electronic conductors, problems in determining the structures of proteins by X-ray crystallography, and new approaches to recovering text from ancient stone inscriptions. Following an "apprenticeship" with Raphael Littauer (who introduced in-class electronic polling to physics instruction at Cornell in 1971), Robert Silsbee and Don Holcomb (former AAPT president), he has focused on introductory course teaching. In an attempt to address one of his greatest professional frustrations (and reduce hateful student comments), he has devoted particular effort to understanding and connecting with students who enroll in Cornell's introductory physics sequence for life science, chemistry, earth and atmospheric science, and human ecology majors and others in the pre-medical/pre-veterinary track. For his efforts he has received a Cornell Faculty Innovation in Teaching Award, the Class of 1972 Award for Teaching Innovation, and a Faculty Appreciation Award from Cornell's Intrafraternity Council, Multicultural Greek Letter Council and the Panhellenic Association. He co-directs Cornell's PhysTEC site with Deb Trumbull of Education. For more information, visit http://www.physics.cornell.edu/people/faculty and http://pages.physics.cornell.edu/~rthorne/physics-ed/index.html.
Alan Van Heuvelen, Rutgers University
In the latter 1980s with support from the U.S. Department of Education Fund for the Improvement of Postsecondary Education I developed a college version of a new physics learning system called Overview Case-Study (OCS) Physics. A set of materials was developed to support OCS Physics instruction: an OCS Workbook, the Active Learning Problem Sheets (the ALPS Kits), and an ActivPhysics comprehensive multimedia product developed with Paul D'Alssandris. The materials were based on the findings of physics education research and cognitive science and emphasize multiple representations of processes, active student participation, the use of hierarchical methods to store and access knowledge, and contextually interesting more complex problems.
Over time I became aware of workplace studies, which indicated that traditional physics instruction did not hit the mark in terms of the needs of the 21st century workplace. I bought into an instructional system developed by Eugenia Etkina. We have since collaborated to build a new Investigative Science Learning Environment (ISLE) learning system based on her methods of scientific inquiry and on my previous work using multiple representations to enhance learning. During the last 14 years, I have led or co-led over 60 physics education workshops for physics professors and physics teachers on five continents and have given about 45 invited talks concerning physics education.
Carl Wenning, Illinois State University
Carl J. Wenning is coordinator of the Physics Teacher Education program at Illinois State University - a member of PhysTEC. He has been a member of the Physics Department there since 1978. Wenning was named coordinator of the Physics Teacher Education (PTE) program in 1994. Starting with only two physics teaching methods courses and five PTE majors, the program has since grown to six undergraduate PTE courses and some 50 PTE majors. A Master's-level teacher education program is slowly emerging with several graduate courses now in place. Wenning is chair of the Ad Hoc Committee for High School Physics Teacher Recruitment, Preparation, and Retention for the Illinois Section of the AAPT. He has obtained multiple grants since 2001 to establish school-university partnerships in Illinois. He is working with Illinois science education organizations to increase the number of high school physics teacher candidates. Carl has served as editor-in-chief of Journal of Physics Teacher Education Online since 2002.
Carl Wieman, University of British Columbia and University of Colorado at Boulder
Dr. Carl Wieman is Director of the Carl Wieman Science Education Initiative at the University of British Columbia. Before taking that position at the start of 2007, he was at the University of Colorado at Boulder where he has been since 1984 and maintains a part time appointment. At Colorado, he held the multiple titles of Distinguished Professor of Physics, Presidential Teaching Scholar, and Director of the Science Education Initiative. Wieman has carried out extensive research in experimental atomic physics and physics education, and he has over 200 publications. His work in atomic physics research has been recognized with numerous awards, including the Nobel Prize in Physics in 2001. Wieman also carries out research and has numerous publications in physics and chemistry education research, particularly focusing on a) the use of interactive simulations (PHET), and b) student beliefs about science and their relationship to instruction and student outcomes. His education work has been recognized by being named the US University Professor of the Year in 2004 by the Carnegie Foundation for the Advancement of Higher Education, and receiving the 2006 Oersted Medal for contributions to physics education by the American Association of Physics Teachers. He is a member of the National Academy of Sciences and is the founding Chair of the NAS Board on Science Education.


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Anderson County resident Kristen Hamrick has been named an honorable mention All-Mid-South Conference tennis selection in voting by the league's coaches.
Hamrick, a freshman, had posted a 14-4 record going into Monday's MSC Tournament championship match. The Tigers fell to Lindsey Wilson, 5-4, in the tournament final.
Hamrick, who played in last year's Kentucky high school state tournament, helped lead Campbellsville to its first Mid-South regular season championship
Vicki Peavler was in the Prudential Center in Newark, N.J., last weekend, but chances are people watching the Kentucky Wildcats take care of Ohio State and North Carolina at home saw more of the last-minute heroics from Brandon Knight and DeAndre Liggins.
"Scott Padgett and his wife were directly in front of us," she says of one of the heroes of Kentucky's last national championship team in 1998. "When I was hiding my eyes in the last few minutes, she was updating me on the score."
Eric McKee scored 29 points in 22 minutes to lead Kentucky Christian University to an 85-77 win over Lancaster Bible College in the first game of the National Christian College Athletic Association tournament being held in Springfield, Mo.
McKee and Kat Haney led Kentucky Christian to a 49-35 halftime lead with 14 points each in the first 20 minutes. The Knights scorched the nets at a 67 percent clip and hit 54 percent from beyond the 3-point line, according to the school website.
The Kentucky Christian University men's basketball team will begin play in the National Christian College Athletic Association Division II tournament on Tuesday March 8 against Lancaster Bible College. If the eighth-seeded Knights win that game, they will play top-seeded Grace Bible College on Thursday, March 10 at 2 p.m., Central Time. The tournament is being held on the campus of Central Bible College in Springfield, Missouri.
Here is a link to the tournament pairings. You will need to scroll down on the page. http://netcom.cbcag.edu/NetCommunity/Page.aspx?pid=814
(Editor's note: The following article was written by Anderson County resident Ryan Alves, the sports editor of The Eastern Progress at Eastern Kentucky University.)
Jacob Russell has decided to pursue his dream.
Russell, a 6-foot-2, 225-pound quarterback from Anderson County who was on scholarship at Eastern Kentucky University last fall, said he has started classes at the University of Kentucky and has decided to walk-on for head coach Joker Phillips and the Wildcats.
The St. Catharine College women's basketball team found its game midway through the first half last Monday night and never looked back in recording a 91-72 victory at Asbury College.
Lena Bramblett's squad found themselves down 18-14 at the ten minute mark after the Eagles (3-6) went on a 13-2 run. But St. Catharine (4-3) went on their own 26-6 run that gave them a 40-24 halftime lead.
"It was the best basketball we have played," said Bramblett. "We played with some emotion and enthusiasm that has been missing. We played like a team with no letdowns when we substituted."
LEXINGTON -- Things have sure changed since Loretta Lynn introduced the world to the Blue Kentucky Girl.
Some mornin' when you wake up all alone
Just come on home to your blue Kentucky girl.
Let's just say the Blue Kentucky women are a long way from being alone these days.
No country blues allowed. Just high-energy fun, all in line with the Wildcats' season motto, "Can you hear us now?"
Alone? Hardly. In the building that was once the hoops home of Hagan, Nash, Dampier and Issel, there are new stars, new expectations and new fans.
Lots of new fans are hearing the Wildcats now.
GRAYSON – It's always been about "my boys" to Ron Reed.
Even though the last time he directed a basketball team was guiding the Russell High School girls in the 16th Region tournament at Morehead State University, Reed wanted to make sure his boys would be the first to know about the latest development in his life.
"I asked them not to say anything until I told my boys," Reed said of his new employer at Kentucky Christian University. "I wanted to tell my boys first.'
Copyright © 2019
The Anderson News is your source for local news, sports, events, and information in Lawrenceburg, KY and the surrounding area.


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by Katie Parker, sports information graduate assistant
KANSAS CITY, Kan. - The Georgia College & State University soccer team earned the National Soccer Coaches Association of America College (NSCAA) Team Academic Award for the third-straight year, as announced recently by the organization.
The award is given to teams posting a group GPA of 3.0 or higher. With a team GPA of 3.49, Georgia College is one out of three Peach Belt Conference (PBC) teams receiving this year's honor. Both Armstrong Atlantic State University and Columbus State University earned spots on the list with GPAs of 3.36 and 3.14, respectively.
Within the state of Georgia, the Bobcats were among one of 13 teams to receive this year's award. Aside from the other two PBC schools, those teams included Emory University, Covenant College, Piedmont College, the University of Georgia, Georgia Southern University, Georgia State University, LaGrange College, Mercer University, Agnes Scott College and the University of West Georgia. Of the 13 schools, the 'Cats had the second highest team GPA, just behind Division III's Emory.
"We are obviously very proud of this recognition for the program," said head coach Juan Pablo Favero. "Our student-athletes continue to exemplify the highest standards of excellence on the field and in the classroom. This honor is especially meaningful to us because our players are accomplishing this in a highly challenging academic environment."
The Bobcats are tied for ninth among all Division II schools with their 3.49 GPA. Georgia College is also tied for 31st among all women's programs in all divisions. This includes 327 teams throughout the NAIA, JUCO, DIII, DII and DI.
Despite a difficult schedule, this was the third-straight double-digit win season for the Bobcats. Georgia College continues to be one of the top teams in the Peach Belt, suffering just one loss in PBC play, and landing six players to the All-PBC teams this season, more than any other school.
The GCSU Department of Athletics, winners of the 2008-09 PBC Commissioner's Cup, sponsors 10 varsity athletic programs at the NCAA Division II level. As a Division II program, GCSU prides itself on balancing the life of the student-athlete, evidenced by the Bobcats' multiple appearances in post-season competition as well as documented academic success and community-service involvement. Sign up at Twitter.com username GCSUSID for up-to-the-minute reports, and visit www.GCSUBobcats.com to nominate your favorite former Bobcats and Colonials to the GCSU Athletics Hall of Fame.


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Executive Summary:
The debugging and logging capabilities in SQL Server Integration Services (SSIS) are greatly improved over those found in DTS. In SQL Server Integration Services (SSIS), you can debug packages, Control Flow tasks, and Data Flow tasks. SQL Server Integration Services (SSIS) also includes logging capabilities that display information about a package after it's been executed.
It's been more than two years since SQL Server 2005 shipped with SQL Server Integration Services (SSIS). However, many companies still haven't converted their DTS packages to SSIS, possibly because the migration process can be painful or they don't have the time to learn about a new product.
Those of you who have made the conversion know that SSIS definitely isn't the "next version of DTS." Debugging and logging are just two of many areas that have undergone a complete overhaul in SSIS. Let's take a high-level look at SSIS's debugging and logging capabilities. If you're among those who are still using DTS, prepare to be impressed.
Debugging Packages During Development
SSIS is far ahead of DTS in the area of debugging, which is the process of identifying errors that prevent a package from being executed or producing the desired results. In DTS, debugging typically involves using MsgBox statements or the VBScript Stop command to simulate a breakpoint in scripts. Such statements had to be removed from the package before it was put into production. In contrast, debugging is built into SSIS, and nothing has to be removed when the package is moved to a production environment.
The problem with SSIS's debugging tools is that they aren't consistent across all types of tasks, so knowing when to use what tools can be a big help. Let's look at SSIS's debugging capabilities at the package level, followed by debugging within Control Flow tasks and Data Flow tasks.
Package-Level Debugging
During the development process, SSIS provides red or yellow icons within the SSIS designer that tell you when something is inherently wrong with the package. To view the message associated with an icon in a collection of packages, hover your mouse over the icon, as Figure 1 shows.
These messages are typically related to data-source connections or data-type problems. Because it can take time to sift through the messages in the Output pane (which is located below the Error List pane in the SSIS designer) during debugging to see what caused a package to fail, SSIS lets you click the Progress tab from the designer to view an outline structure of the package, as Figure 2 shows, and see where the failure took place.
When you debug a package in a Business Intelligence Development Studio environment, you can see which task is running and how far it's progressed by the background color of the task: Yellow indicates that the task is running, green indicates that the task completed successfully, and red indicates that the task completed with errors. Next to Data Flow tasks, you also get a count of the rows that have been processed by the task. You might notice that SSIS often runs multiple tasks simultaneously, whereas DTS runs only one task at a time. The pipeline nature of SSIS is one of the core architectural differences between it and DTS.
Debugging Control Flow Tasks
Control Flow tasks control the flow of the package. SSIS's debugging tools for Control Flow tasks closely resemble those available in any respectable development environment. Breakpoints and the Debug windows can be especially helpful in debugging Control Flow tasks.
Breakpoints tell SSIS to pause execution at the indicated point in the package. When processing encounters a breakpoint in Debug mode, processing pauses, and the Debug windows give you access to additional information such as variable values, call stacks, and status messages. You can set breakpoints at the package, container, task, or Script task level. You can even set breakpoints to pause after a given number of encounters with an event, such as on the tenth iteration of a task in a For Loop construct. Figure 3 shows how you can interrogate an object to reveal its property values during a breakpoint session.
I find the Locals window, which is accessible from the Debug/Windows/Locals menu item, to be the most useful of SSIS's Debug windows. It displays values for all the variables in the package and even lets you modify variable values, which can be useful when skipping ahead to a later point in the package or simulating certain conditions during package development.
Debugging Data Flow Tasks
Data Flow tasks control how and when data is manipulated in the package. The primary debugging tool available in Data Flow tasks is the data viewer. I use the data viewer during the development of Data Flow tasks to see what the data looks like in the pipeline as it flows from one task to another—usually just before the task that actually loads the data into its destination.
You can add a data viewer between two Data Flow tasks by right-clicking the connector between the tasks, selecting Data Viewers, and then selecting the data viewer you want to use. You can view the data in a grid, chart, scatter plot, or histogram. I usually view data in a grid, as shown in Web Figure 1, but I recommend playing with all four data viewers to get a feel for when you should use each one. Although I typically remove my data viewers before deploying a package in production, you don't have to do so.
You can modify columns displayed by a data viewer either as you set up the data viewer or after setup. To modify a data viewer after you've created it, right-click the connector, select Data Viewers, highlight the data viewer, then click Configure.
Another Data Flow task debugging technique that I use frequently during package development and debugging is the RowCount task. The RowCount task relates only to Data Flow tasks. The RowCount task isn't usually billed as a debugging tool but can be quite useful as one. The RowCount task simply counts the rows passed through the pipeline and puts the final row count into a variable. I almost always use the RowCount task as my initial data destination because it serves as a way of examining the data, via a data viewer, without actually loading the data anywhere. Because the Row- Count task carries no measurable overhead, it can also be used for baselining or to diagnose performance problems. For more information about using the RowCount task, see the Microsoft white paper "Integration Services: Performance Tuning Techniques."
Error Logging
Because you can't foresee all the conditions that will ultimately occur in a production environment, SSIS provides powerful and flexible logging capabilities to display information about a package after it's been executed. The challenge is to log enough information to help you quickly diagnose and minimize the impact of problems that might occur in production.
Several error log providers let you specify where log messages will be written—to text files, SQL Server Profiler, a SQL Server table, the Windows event log, or XML files. You can indicate for which events log messages will be written and the amount of information that's written. The type of events that trigger log messages can vary based on the Control Flow task type. For instance, a Data Flow task can log events such as OnPipelineRowsSent and PipelineInitialization.
To add logging to a package, click Logging on the SSIS menu and select one or more error log providers (i.e., log entry destinations), which enable you to write to a target destination. Select the check box next to the events you want to log, then click the Details tab and specify the events you want to log. Next, click Advanced to specify the columns to be logged, otherwise all the columns will be logged. After configuring logging, you can view log events in real time during development runs by right-clicking in the Control Flow designer and selecting Log Events.
Because the error log identifies each logged task by name, I recommend implementing a naming standard that uniquely identifies the running SSIS package. Depending on the events you choose to log, the error log can grow fairly rapidly. Be sure to log only the events that you need and occasionally prune old log entries. Because SSIS doesn't include a process to do this out of the box, you must manually prune logs if your error log provider doesn't provide the functionality to do so. For example, if the error log provider is configured to send log messages to SQL Server, rows in the msdb.dbo.sysdtslog90 table can be deleted after a specified period of time. You can also create logging configurations as templates to provide a consistent strategy across packages that perform similar functions and make log management easier.
Checkpoints, another powerful SSIS feature, let you restart a failed package in production. SSIS package execution—especially extraction, transformation, and loading (ETL) package execution—can be lengthy. By its nature, ETL moves and transforms large amounts of data, which can be time-intensive. The failure of a package or task two hours into an ETL process could be catastrophic in a data warehouse system that's required to be available by a set time. Checkpoints let you save the work that's been accomplished so that when you restart the package after resolving the problem that caused it to fail, the process can pick up where it left off. Checkpoints aren't enabled by default, however; they have to be turned on for each package.
Knowing how checkpoints work before you develop your packages is important because they can affect package design. Note that checkpoints can only be applied to Control Flow tasks. For example, a package can't be restarted in the middle of a Data Flow task, which is considered to be a unit of work that's either entirely successful or not. The lack of ability to checkpoint Data Flow tasks provides a good argument for componentizing packages to break logical tasks into Data Flow tasks or, ideally, to try to group packages together based on a Data Flow tasks' packages. For example, you might modularize the packages by taking one big package and making into several smaller packages grouped together inside a controlling package. Then you could set a checkpoint on each module package.
Each package must be configured to be checkpointcapable on the Details tab of the Package window (shown in Figure 4), which can be accomplished in a SSIS process that includes parent and child packages. You can configure each package to create a checkpoint log to track execution information in case the package fails, as shown in Figure 4. If the entire process runs without error, the logs are removed when the ETL process is complete. Web Table 1 shows a high-level view of the properties you have to set for each package.
Debugging and Logging in SSIS
As you can see, SSIS provides more powerful debugging and logging capabilities than DTS, enabling you to debug packages more efficiently. Knowing when and how to use these tools can greatly reduce the time it takes to develop packages and resolve problems before and after the package is sent to production.