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Throwing like a girl('s brain)
Posted by gregdowney on February 1, 2009
We've all read some of the discussions about differences in men's and women's brains, but the case of throwing overhand offers a cautionary tale about thinking we've found something inherent in being male or female. The danger is that we accept too quickly observed differences without digging a bit deeper into their variation and potential causes. In the United States, most of our readers will have run across the idea that women throw like, well, … girls.In fact, the empirical gulf between average throwing ability in men and women is huge (just as it is symbolically important), dwarfing virtually any other measurable difference between the sexes, even things like aggression, frequency of masturbation, attitudes towards casual sex, and spatial abilities on paper-and-pencil tests.
Janet Shibley Hyde, one of the leading proponents of the 'gender similarity hypothesis,' concedes that there are some marked differences between men and women, singling out throwing ability as the most pronounced among them (2007: 260; see also 2005).
Thomas and French (1985: 266 & 276), in a meta-analysis reviewing all available research on sex differences in throwing, found that the gap stood at 1.5 standard deviations at three years of age, and increased over time, widening to between three and five standard deviations by puberty. By contrast, the much discussed 'math gap' between boys and girls, in Hyde's meta-analysis of 48 studies, was a +0.08 on problem solving and +0.16 on national math tests (Hyde 2005; 2007: 260). In other words, if you're impressed by the gap in math scores (I'm not), you should be awestruck at the gap in throwing ability.
I just finished writing the draft of a potential book chapter on throwing ability for a volume Prof. Robert Sands is putting together on biocultural approaches to sports. The chapter steps off from my observations that most of my colleagues in Brazil, men included, 'threw like girls' even though they were incredibly talented athletes, some of the most astounding capoeira practitioners I have ever seen. The book chapter is linked to some other work I've been doing, so I've got notes enough for several chapters – I thought I might put some up on Neuroanthropology.net because they were especially related to some of the things we focus on here.
This is probably going to wind up being at least two or three posts, so in this one, I'm only going to discuss the neurological issues surrounding throwing and the likely mechanical or technical issues that make (some) women (and Brazilian men and others) 'throw like girls.' At least one more post is going to deal with physiological plasticity beyond the nervous system, such as the way throwing remodels the shoulder, to explore anatomical plasticity more broadly, but you're going to have to come back later for that one…
Do all women throw like girls?
The book chapter I just submitted explores the ineptness of Brazilian men at throwing in light of the late phenomenologist and philosopher Iris Marion Young's (1990) remarkable paper on 'throwing like a girl.' Young suggests that the inept throwing motion of girls arises from three signature feminine motor traits: self-consciousness, inhibition, and kinetic dis-unity of the body (although she uses more sophisticated terminology to describe each). If you're interested in Young's discussion and related pieces, you may want to look at a book review here and her obituary here.
I have a number of issues with Young's analysis, although I think her work is incredibly important, a landmark piece for anyone interested in phenomenological approaches to motor learning or embodiment. When I teach about phenomenology in anthropology, it's one of the first pieces I turn to for its clarity and persuasiveness. I may come back to some of my other objections at a later date, but here I want to specifically focus on the neural and technical dimensions of skill acquisition in throwing to offer a more neuroanthropological perspective on 'throwing like a girl,' one that doesn't argue this throwing style arises from existential or essential traits of being feminine.
The reason for this is simple: since the passage of the Patsy T. Mink Equal Opportunity in Education Act (commonly known as 'Title IX') – and even before, for that matter – many women have learned how to throw very hard, most without significantly jeopardizing their femininity (that's sarcastic understatement, in case it doesn't come through in print). (Young also wrote about Title IX in Young [1998], but she came to different conclusions than I do.)
For example, Olympic softball pitcher Jennie Finch regularly struck out any Major League Baseball batter brave (or fool) enough to take the 'Jennie Challenge' on This Week in Baseball (here's a You Tube video from FSN Sport Science testing whether it's harder to hit a baseball or a Jennie Finch pitch; Finch broke the force plate with her pitching before she dusted some poor prospect from the Arizona Diamondbacks.). And although they do not reach the highest velocities found in men's throwing, elite female athletes reach velocities far in excess of average men, especially when we take into account their smaller size, shorter arms, and lighter musculature.
(For more on softball pitching see, Why Is It So Hard to Hit a Softball? Rob Neyer in Slate Magazine.)
An ironic footnote to the question of whether or not women can throw is the case of Virne Beatrice 'Jackie' Mitchell Gilbert (see the entry for Ms. Mitchell at the Baseball Hall of Fame) who pitched for the Chattanooga Lookouts Class AA minor league baseball team. In a 1931 exhibition game against the New York Yankees, she struck out Babe Ruth and Lou Gehrig back-to-back (although the Lookouts went on to lose 14-4), only to have the commissioner of baseball nullify her contract the next day because baseball was 'too strenuous' for women. Just this past year, a 16-year-old Japanese knuckleballer, Eri Yoshida, was signed by the Kobe 9 Cruise professional team.
If women can acquire the skill to throw overhand (witness Olympic softball fielders), then the question should be, instead of why do girls 'throw like girls,' why do some girls throw so poorly if they are capable of throwing well? Most students of the biomechanics of throwing would argue that it's a technical problem: women don't throw properly and the technique that they put together is hampered by a number of kinaesthetic problems, some of which obscure avenues of further skill development.
Learning to throw
In a series of research papers, Mary Ann Roberton explored how children learned to throw. Roberton broke with the influential model of developmental stages in learning to throw that had been proposed first by Monica Wild (1938), and later refined by other researchers. These stage models posited the existence of predictable levels of development from one type of technique to the next.
Wild had used photographs to distinguish among four different stages in the unfolding of skilful throwing. The model of stages, like Piaget's or Freud's more general models of cognitive and psychological stages of development, helped to illuminate the progressive nature of skill acquisition; in fact, virtually all novice throwers 'throw like girls,' but the more skilful ones go on to develop more sophisticated techniques. (When I say 'virtually all,' I simply mean that there are other ways to be incompetent; for example, the novice 'wild pitcher' may be overly uninhibited, flailing explosively and launching the ball in an almost random direction.)
The downside of a 'stage' model like Wild's, however, is that it tends to artificially homogenize development and, at the same time, suggest that a contingent process was much more orderly than it might actually be (which was an empirical question concealed by theoretical assumption). If a person did not progress beyond a particular stage, they suffered from arrested development (my phrase, in this case)
Developmental systems theorists like Esther Thelen (see Thelen 1995; Thelen and Smith 1996) have pointed out this general problem with staged developmental models, like those proposed by Piaget; in fact, children often take very different developmental trajectories even in the emergence of basic skills like reaching or walking. Children must experiment with their own bodies and develop different facets of a whole body skill.
The fact that we eventually all learn how to walk leads some theorists to assume that the ability to walk, which emerges from almost all children's motor learning but not in the same way, is instead pre-programmed into the person. Without a more exacting analysis, it simply appeared that women who 'threw like girls' had a kind of derailleur of kinaesthetic development that hampered them or that they were simply evidencing an innate feminine style of movement which could develop no further.
Roberton suggested, based on more elaborate analysis of kinematic data, that throwing ability didn't demonstrate the clear succession of developmental stages, but rather advanced unevenly in different parts of the body (1977, 1978; Roberton and Halverson 1984; Roberton and Konczak 2001). Roberton recognized that a throw was assembled from different kinaesthetic elements, and that one part could grow more sophisticated while another part lagged behind.
For example, a child might improve his or her arm motion without necessarily developing contralateral (opposite foot) stepping. Even though the physical experimentation was likely not fully conscious (although it might be subject to coaching or self examination), children were in fact experimenting at the envelope of their kinaesthetic ability, which often produced unstable techniques, liable to vary without much control.
Roberton's approach to throwing ability does not contradict Young's perspective directly, but it does open up a much more subtle way of approaching the nature and origins of ineptness. Specifically, we can ask where in the throwing motion does female inferiority arise: do women actually do the same motion with less force, or do they do a different motion, as the idea 'throwing like a girl' suggests? (I'm not going to deal here with the question of accuracy, but will instead focus on force; if you're interested in the 'spatial accuracy' issue, see especially Duffy, Ericsson and Baluch's [2007] analysis of dart throwing, where biomechanical ability to generate force is less of an issue.)
The brain assembling the motion
Throwing is a physically demanding task, placing enormous strains on the body at elite levels, as I will discuss in a later post, but it is also a neurologically difficult task in several respects. The first, and most basic challenge is simply the complex motor management of all the muscles and joints in the body that contribute to the throw.
An expert throw is a kinaesthetic cascade that begins with a windup in which the body, counter-intuitively, swivels in the opposite direction from the eventual throw, turns the shoulder on the throwing arm back, and lifts the opposite foot to pivot backwards. The throw progresses to a forward step on the contralateral foot while the arm actually cocks in the opposite direction. Finally, during the acceleration phase, the momentum generated successively by the step, rotation of the pelvis, rotation of the torso, twisting of the shoulder, elbow straightening and wrist extending, must be transferred between body parts, stabilized, and then, suddenly, once the ball is released, decelerated and dissipated in the follow-through.
In summary, the brain and nervous system have to orchestrate a complex sequence of movements in a very short period of time; the whole movement is only around 2 seconds in a major league pitcher, and 1.5 seconds of this is the preparation, before the ball is accelerated to release.
Some recent research highlights how other primates also throw food, for example (see Westergaard et al. 2000), but humans significantly out-perform other primates in overhand throwing. There's lots of nice things to say about chimpanzee brains, but don't expect a chimp to be bowling yorkers in cricket or pitching knuckle-balls unless they make some remarkable leaps in control of their limbs.
We tend to think of our neurological difference from other primates as being primarily cognitive; we expect to be better than chimps at chess, math problems, and self-analysis. But we also have significant motor differences from our hairy brethren; the fact that we can train up our nervous system, and have the behavioural and social supports to channel our extended neuroplasticity, makes it possible to develop specialized motor abilities that other apes cannot challenge. Only a human has the brain, as well as the society and technology, to devote hours of adolescence to perfecting skateboard tricks that have no bearing on our survival chances.
When a child – boy or girl – first learns to throw, he or she is confronted by this terribly difficult coordination task, one that requires counter-intuitive motions and precise sequencing of high-speed motions fused into an integrated motor synthesis. Expert technique is quite simply impossible for a beginner to accomplish because the novice has to explore the movements, as it were, from the inside, learning about the capacities of the body and the dynamic links one can make between its parts through experience. Although this process is largely non-conscious, it can be affected by conscious processes such as coaching, self-coaching, and conceptually motivated training techniques (see Downey 2008).
Degrees of freedom as a problem
Russian anatomist Nicholai Bernstein (1996) referred to this coordination problem as an overabundance of 'degrees of freedom.' The human body has so many joints that it's difficult to reliably coordinate their movement; not only do they have too much freedom, but we now know that muscle fibres themselves don't even respond identically each time to a uniform nerve impulse.
Kari M. Newell (1996:413), drawing on Bernstein, argues that all novices contend with the 'degrees of freedom' problem by 'freezing' most of the body:
Because the basic problem of coordination is the harnessing of the extreme abundance of degrees of freedom of the system, the first stage in learning is characterized by coordination solutions that reduce the number of degrees of freedom at the periphery to a minimum. The freezing strategy effectively reduces the number of biomechanical degrees that need to be coordinated and controlled.
'Throwing like a girl' is not so much a defective technique as it is a normal and even effective strategy for dealing with body management when a person is not experienced coordinating certain sorts of complex whole-body movements. Even experts often engage in 'girl-like' throwing when asked to throw for accuracy, at short range, in an activity like darts or many classic carnival games. That is, a person's strategy for throwing can shift depending upon the demands made of the activity.
As Roberton's work has suggested, novice technique itself can be unstable, coming together in different kinaesthetic configurations depending upon the task environment. In other words, get a Little Leaguer trying to throw quickly in an unfamiliar position, and he (or she) is liable to lose control of parts of the motion or revert to a less sophisticated technique.
While the brain has to learn how to assemble the kinetic chain of expert overhand throwing, the experience of throwing has to reorganize, recruit, and even generate the neural resources it needs for the task. Improvement in the neurological control over muscles, for example, can lead to strength gain, even in the absence of changes in the cross-section of the muscles, as Yue and Cole (1992) showed by having subjects visualize doing hand exercises.
Research on skill acquisition suggests that training, over time, leads to reorganization of the primary motor cortex, changing its functional organization and excitability (see, for example, Adkins et al. 2006; Karni et al. 1996; Kelly and Garavan 2005; Rosenkranz, Kacar, and Rothwell 2007). Klein and colleagues (2004), for example, found in rats that the late stages of skill learning involved motor map reorganization and the generation of new synapses. They conclude that the brain changes involved in skilful action take significant time and repetition to occur.
As they write: "The results demonstrate the temporally dynamic nature of learning-dependent plasticity that occurs within a single brain region during training on a single task and show how different phases of learning may be supported by different forms of plasticity" (ibid.: 632).
Learning to throw overhand remodels neural resources to make certain forms of coordination possible; from this perspective, the ineptness of some women (and men) at throwing overhand needs less study and explanation than the transformation of bodies and brains that leads to elite athletes' performance. Ineptness is the normal outcome of not allocating neural resources to a task.
So why do they throw differently?
For a more complete discussion of that question, you're going to have to come back for another post. This is getting a bit long, but I want to wrap this part up. I'll give you a bit of the punch line right now, but there will be more on this by the end of the week.
In a forthcoming article in Behavioural Brain Research, Shoshi Dorfberger, Esther Adi-Japha, and Avi Karni (forthcoming) suggest one possible answer to the question of why women throw differently: that male-female differences in performance on motor tasks may arise, not from innate ability, but from a more efficient learning process in men after puberty. They found that male subjects, post-adolescence, benefited more from training, especially after having some time to consolidate learning. Their discussion reports:
Taken together, our results therefore suggest that given a similar amount of motor training, males benefited more than females in the performance of the trained movement sequences. This effect was age dependent with the male advantage becoming significant in the post-puberty group, the 17-year-old participants. Moreover, males from all three age-groups were found to evolve significantly larger delayed (consolidation phase/between session) gains, and these were well retained for 6 weeks. Thus, the male advantage was most significant in the post-training motor consolidation and retention phase; the current results suggest therefore that males, especially after adolescence, may have an advantage, over females, in procedural memory consolidation.
There are some caveats to this research, which I'll discuss in the later postings, but in general, I like their explanatory approach. Rather than just looking at the tail end of what might be a complex causal chain and saying, 'Girls throw like girls because of girl-ness,' they try to sort out more specifically what the differences might be.
To me, the failure to demand this specificity of causation is at the heart of essentialist approaches to answering problems, whether they be genetic essentialist or endocrine essentialist or phenomenological essentialist. Take a complex causal change and just ignore it with some simplistic gloss that fits the categories you already believe.
For example, an essentialist perspective might argue that men and women throw definitely because of 'hormones,' and then just drop the question, without explaining which endocrine processes affect what part of the throw or how. Before some commenter writes — 'you believe there's no difference between men and women!' (I don't) — I'm not against acknowledging differences between men and women; in fact, I think we should be exploring them more carefully. But the resulting story is likely to be a bit more intricate than an essentialist explanations that 'boyness' or 'girlness' causes something.
To me 'masculinity' and 'femininity' are squishy, culturally-specific gender descriptors applied indiscriminately to biological, ideological, behavioural, cultural, and other traits. To treat either descriptor of a pattern as the cause of that pattern begs all the crucial questions.
For example, in the case of throwing, we know that some of the gap between men' and women's average throwing velocity likely arises from limb length and muscle mass. Jennie Finch has a leverage advantage because she's around six feet tall, and you will often find that baseball pitchers are taller than average. The averages of size and limb length clearly differ between men and women, although there's a fair bit of overlap, and we have a pretty good understanding of some of the endocrine causes of these overall size differences between the sexes. If you control for size and muscle mass, according to researchers like van den Tillaar and Ettema (2004), you have no residual effect of a person's sex on throwing velocity. That's intriguing, but we still have this yawning gap in technique, not just velocity, to study and explain.
If the difference in motor learning described by Dorfberger, Adi-Japha, and Karni were the only significant cause of male-female differences in throwing, we would also expect to see it across all skilled motor activity, not just throwing. As a sometime dance instructor, I can definitively say that men do not always have an obvious advantage over women when it comes to learning motor techniques, even whole-body motor techniques.
Clearly, men and women are different, but how they are distinct, and the developmental processes that actually lead to the manifest divergences, are what I find more interesting. The error of essentialism is not saying that there are differences between men and women, but in being content with flimsy non-explanations, offering stereotypes rather than compelling accounts of the origins of patterns.
Don't worry, this is just the intro. I want to get into the details more, including research on throwing techniques in other cultures and some of the evolutionary arguments. More soon, and I'll post links to the successive chapters here in updates as I go…
References cited:
Adkins, DeAnna L., Jeffery Boychuk, Michael S. Remple, and Jeffrey A. Kleim. 2006. "Motor training induces experience-specific patterns of plasticity across motor cortex and spinal cord." Journal of Applied Physiology 101(6): 1776-1782. doi:10.1152/japplphysiol.00515.2006. (pdf available here)
Bernstein, Nicholai A. 1996. "On Dexterity and Development." Translated by Mark L. Latash. In Dexterity and Its Development. Edited by Mark L. Latash and Michael T. Turvey. Pp. 1-244. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Calvin, William H. 1983. "A stone's throw and its launch window: timing and precision and its implications for language and hominid brains." Journal of Theoretical Biology 104:121-135. (online version at Calvin's homepage)
_____. 1991. "Did Throwing Stones Lead to Bigger Brains?" In The Throwing Madonna: Essays on the Brain. Bantam. (Chapter online here)
Dorfberger, Shoshi, Esther Adi-Japha, and Avi Karni. Forthcoming. "Sex differences in motor performance and motor learning in children and adolescents: An increasing male advantage in motor learning and consolidation phase gains." Behavioural Brain Research. doi:10.1016/j.bbr.2008.10.033. (abstract)
Downey, Greg. 2008. "Scaffolding Imitation in Capoeira: Physical Education and Enculturation in an Afro-Brazilian Art." American Anthropologist 110(2): 204-213. doi:10.1111/j.1548-1433.2008.00026.x (abstract)
Duffy, Linda J., K. Anders Ericsson, and Bahman Baluch. 2007. "In Search of the Loci for Sex Differences in Throwing: The Effects of Physical Size and Differential Recruitment Rates on High Level Dart Performance." Research Quarterly for Exercise and Sport 78(1): 71-78. (abstract)
Hyde, Janet Shibley. 2005. "The Gender Similarity Hypothesis." American Psychologist 60(6): 581-592. doi:10.1037/0003-066X.60.6.581 (pdf of article)
_____. 2007. "New Directions in the Study of Gender Similarities and Differences." Current Directions in Psychological Science 16(5): 259-263. doi:10.1111/j.1467-8721.2007.00516.x (abstract)
Karni, Avi, Gundela Meyer, Christine Rey-Hipolito, Peter Jezzard, Michelle M. Adams, Robert Turner, and Leslie G. Ungerleider. 1998. "The acquisition of skilled motor performance: fast and slow experience-driven changes in primary motor cortex." Proceedings of the National Academy of Science USA 95(3): 861–868, 1998. (abstract with link to pdf)
Kelly, A. M. Clare, and Hugh Garavan. 2005. "Human Functional Neuroimaging of Brain Changes Associated with Practice." Cerebral Cortex 15(8): 1089-1102. doi:10.1093/cercor/bhi005. (abstract, pdf of article)
Kleim, Jeffrey A., Theresa M. Hogg, Penny M. VandenBerg, Natalie R. Cooper, Rochelle Bruneau, and Michael Remple. 2004. "Cortical synaptogenesis and motor map reorganization occur during late, but not early, phase of motor skill learning." Journal of Neuroscience 24(3): 628–633. doi:10.1523/JNEUROSCI.3440-03.2004 (abstract, pdf of article)
Newell, Kari M. 1996. "Change in Movement and Skill: Learning, Retention and Transfer." In Dexterity and Its Development. Edited by Mark L. Latash and Michael T. Turvey. Pp. 393-430. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Roberton, Mary Ann. 1977. "Stability of stage categorizations across trials: Implications for the 'stage theory' of overarm throw development." Journal of Human Movement Studies 3: 49-59.
_____. 1978. "Longitudinal evidence for developmental stages in the forceful overarm throw." Journal of Human Movement Studies 4: 167-175.
Roberton, Mary Ann, and Lolas E. Halverson. 1984. Developing Children: Their Changing Movement. Philadelphia: Lea & Febiger.
Roberton, Mary Ann, and Jürgen Konczak. 2001. "Predicting Children's Overarm Throw Ball Velocities from Their Developmental Levels in Throwing." Research Quarterly for Exercise and Sport 72(2): 91-103.
Rosenkranz, Karin, Aleksandra Kacar, and John C. Rothwell. 2007. "Differential Modulation of Motor Cortical Plasticity and Excitability in Early and Late Phases of Human Motor Learning." Journal of Neuroscience 27(44): 12058 –12066. doi:10.1523/JNEUROSCI.2663-07.2007 (abstract, pdf of article)
Thelen, Esther. 1995. "Motor Development: A New Synthesis." American Psychologist 50 (2): 79-95. (abstract)
Thelen, Esther, and Linda B. Smith. 1996. A Dynamic Systems Approach to the Development of Cognition and Action. Cambridge, MA: MIT Press/Bradford Books.
Thomas, Jerry R., and Karen E. French. 1985. "Gender differences across age in motor performance: A meta-analysis." Psychological Bulletin 98: 260-282.
van den Tillaar, Roland, and Gertjan Ettema. 2004. "Effect of body size and gender in overarm throwing performance." European Journal of Applied Physiology 91(4): 413-418. doi:10.1007/s00421-003-1019-8 (abstract)
Westergaard, G. C., C. Liv, M. K. Haynie and S. J. Suomi. 2000. "A comparative study of aimed throwing by monkeys and humans." Neuropsychologia 38: 1511–1517. (available here as pdf download)
Wild, Monica. 1938. "The behavior pattern of throwing and some observations concerning its course of development in children." Research Quarterly 9: 20-24.
Young, Iris Marion. 1990. Throwing Like a Girl and Other Essays in Feminist Philosophy and Social Theory. Bloomington and Indianapolis: Indiana University Press. (Google book link)
_____. 1998. "'Throwing Like a Girl': Twenty Years Later." In Body and Flesh: A Philosophical Reader. Donn Welton, ed. Pp. 286-290. Oxford: Blackwell Publishers.
Yue, Guang, and Kelly J. Cole. 1992. "Strength Increases from the Motor Program: Comparison of Training with Maximal Voluntary and Imagined Muscle Contractions." Journal of Neuropsychology 67(5): 1114-1123. (abstract, pdf behind subscription wall — sad, it's a great piece.)
26 Responses to "Throwing like a girl('s brain)"
February 1, 2009 at 1:15 pm
Sunday morning links…
What is it about throwing like a girl?
Obama dozed, people froze. Where's the outrage?
Yes, this lady is nuts.
Klaus attacks Al Gore. Good for him.
Nurse suspended for offering to pray for patient.
Why they want to terrify us about this rec…
February 2, 2009 at 1:50 am
[...] Skepticism – Gender, Activism and Education MiniBlogThrowing like a girl('s brain)February 2, 2009From Neuroanthropology – Throwing like a girl('s brain): [...]
February 3, 2009 at 9:41 am
Wow. An amazing post.
Will attempt to read your blog whenever possible.
March 17, 2009 at 10:41 am
Interesting. As someone researching injuries amongst girl and women football (soccer) players. I wonder if there is also "kicking like and girl's brain"??? Iris Marion Yong was arguing something very sophisticated, ie interactions between physiology, psychology and the social/cultural. I would add to this technology, given the injury potential in artificial pitches and soccer boots that are designed for boys/men and not for girls/women.
April 3, 2009 at 8:31 pm
Very interesting and informative. In observing my son, it seems that "throwing like a girl" involves flicking one's wrist as opposed to throwing with a full follow-through (I apologize if these descriptions are specific enough). In any event, is there any way to teach him to throw "like a boy"?
April 5, 2009 at 5:34 am
Thank you, Greg – or should I say Professor Downey,
After "googling" you, I must say that I sincerely appreciate the time and effort you have given to this subject and to my reply in particular.
My son is 15 and I admit that I have spent little time playing ball with him as his primary interests are music and theater. As such, I have not tried to "teach" him how to throw, while this has been a concern of mine for some time. When he and his cousin were playing ball yesterday, it prompted me to try to have him model my throwing style to see if I could change his approach – with little success. I will see if I can have him rotate his body, but I'm trying to see how I can have him "not" flick his wrist, which, to me, is the most obvious movement that distinguishes the difference between "throwing like a girl" or a boy.
This brings me to another, perhaps more controversial, question. The statement "throwing like a girl" is generally used when making fun of boys, and often used mockingly about gay men. First of all, does the research indicate that there is a something that can be described as "throwing like a girl" so that statistically one can conclude that there is indeed such a phenomenon? If so, and to the extent that some ascribe a hormonal element, is it possible that gay men would be more likely to "throw like a girl" than heterosexuals? I apologize if my lack of knowledge in this area seems to suggest a sexist conclusion. In fact, I'm a life-long "lefty" and have fought in political campaigns on behalf of liberal causes since 1970, but I know that you, too, acknowledge that there are differences between males and females. On the other hand, if "practice" makes a difference, gays or others (like my son) who may have less interest in playing ball, may merely have not "practiced" throwing enough to develop whatever motor skills necessary to change their throwing habits. For what it's worth, my son has been diagnosed as a "high functioning autistic" child and has deficiencies in fine and gross motor skills resulting in very poor handwriting and an irregular running pattern.
Again Greg, I appreciate any time you have to devote to this issue, and welcome any and all feedback which could only serve to educate me further.
August 14, 2010 at 9:26 am
You describe the wrist flick as the most obvious part of "throwing like a girl", but obviousness is in the mind of the beholder.
Speaking as someone who's been studying Tai Chi for a while, it takes time to learn to see that the coordination in the torso is crucial to the quality of movement for the arms and legs.
I don't have specific advice for teaching throwing, but his wrist flick might be the movement which makes sense considering what your son is doing with the rest of his body.
I recommend experimenting with throwing the way he does, and seeing whether that gives you some information.
- August 14, 2010 at 9:26 am
July 18, 2009 at 2:04 pm
I am a woman, a dancer and mover who spent all her life throwing 'like a girl' (and running like one, too). I am currently doing research on the role of movement in the construction of identity (although rooted in actor/performance training rather than sport, but then human movement is human movement). Anyway, my point was: I learnt to throw last week. Taught by one of my fellow MA Movement students I learnt, in about 30 minutes, to throw with ease, accuracy and power. It was one of the most liberating moments of my life, and I could not get the grin off my face. At the same time I felt exasperated that noone had shown me this before.
I am in the depths of Young and co, and discussions of how body image/sense of self and movement may affect one another. I will be following your thoughts with interest.
July 20, 2009 at 5:18 am
[...] also been a little research done into the phenomenon of "throwing like a girl." Turns out, it's a load of [...]
October 21, 2009 at 12:26 pm
Thanks for your post. I am interested in the follow up, particularly cross-cultural info. Is there any forthcoming?
January 6, 2010 at 12:18 pm
[...] Throwing like a girl('s brain) — I wrote a chapter on throwing for a forthcoming book on biocultural approaches to sport, [...]
July 10, 2010 at 11:26 am
[...] example of this that I have discussed is overhand throwing, a task that has been used in some tests of motor coordination in spite of the fact that different [...]
August 4, 2010 at 7:07 pm
Great article!
February 20, 2011 at 4:20 pm
I have an older sister (17 month difference). She was bigger and stronger than me until I was about 10 years old. Because of the fact that I "had" to learn how to throw a baseball, she did too. I cannot remember a time when there was ANYTHING that I could do physically that she couldn't. She played tackle football with the boys all the way through high school and she was FEARED for how hard she could hit. Granted, she is much taller than most women (6′) and has made efforts to become stronger, but I think its evidence of exactly what this article was driving at. It is far more about external gender conditioning than actual ability.
Girls are supposed to be skinny and weak. Pick up any fashion magazine and look at our value set concerning that. Girls who are strong are considered "butch" and often ostracized for even competing with boys. My sister was constantly ridiculed because of her superiority, something that has no positive place in "development." She was better, and was punished for it.
Look up "Ball girl makes amazing grab" on Youtube if you think girls can't jump (another misconception).
Excellent article, I would buy any book you write on the topic.
February 20, 2011 at 4:26 pm
actually, that video is fake, sorry about that.
- February 20, 2011 at 4:26 pm
April 29, 2011 at 8:36 pm
[...] work on gender and sport got me thinking and I just tracked down a post at Neuroanthropology that interested me a lot. Greg Downey does a fascinating survey of current research on the [...]
August 9, 2011 at 1:05 am
Hi – I am a human movement student looking at getting girls involved in cricket – this is great stuff and supports supporting involvement for girls in sport. But I need part 2?!!!!!
November 8, 2011 at 2:06 am
This is amazing work; I'm a coach who teaches girls (high school) Ultimate — throwing a flying disc. Any further readings on this topic would be helpful here — as would links to the rest of the series.
January 31, 2012 at 7:10 am
Greg, that's a great article. Please let me know where to find part 2. You created so much anticipation in this first part and it seems it's not complete without the promised 2nd part. Is it on http://blogs.plos.org/neuroanthropology? Thanks anyway!
October 5, 2012 at 5:12 pm
[...] Greg Downey, "Throwing Like a Girl('s Brain)." 2009. Neuroanthropology Blog. Posted February 1, 2009. [...]
November 20, 2012 at 3:45 pm
[...] Downey. "Throwing Like a Girl('s Brain)." 2009. Neuroanthropology Blog. Posted February 1, [...]
February 3, 2013 at 5:17 am
[...] See, it's all about how men posing bigger muscle and most of the time better athleticism? I came across this neuropathologist blog about the analysis of what and why is I'm the way I am. "Throwing like a girl"! [...]
July 18, 2014 at 1:56 am
It's evolution. Men had to hunt and throw spears in order for them to survive. Men evolved to have a powerful overhand throw.


text: Wade GrubbsSqueezeSqueeze The English Beat August 1, 2010@The Fillmore Better than: Staying home for the second episode of the new series of Mad Men. Yes, I said it. All human life is here at a completely sold-out Fillmore. There were many variations of New Wave chic, includin ... More >>

subset: commoncrawl


text:
Rated 4 out of 5Â by 4 reviewers.
Men,Women CrossFit Accessories
Reebok CrossFit Graphic Headband
Pink/Blue/Yellow (Z80387)
+ Save To Wishlist
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Rated 2 out of 5Â by Jeff23 It's says it's unisex and one size fits all. I usually wear a small or medium for a hat. But this product runs really small. 4/22/14
Rated 4 out of 5Â by DesiJ It will serve for looks rather than performance. If you have a lot of hair to hold back this will not work. Need a thicker band. Also a little tight for his big head. 4/20/14
Rated 5 out of 5Â by Redskins21 Sturdy, well made, absorbant I sweat like heck, especially because I have a crew cut the sweat pours off my head and into my eyes. This stops that from happening. My only complaint is that it was a little tight on my big head 7 3/4 hat size 4/1/14
Rated 5 out of 5Â by tofevi The Best! I sweat a lot. This is the Best Headband I've ever used. 2/27/14
1-4 of 4


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Cobb County Detention Division
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The Detention Division of the Cobb County Sheriff's Office manages the county's jail, the Work Deployment Facility and the Records and Information Unit. The jail spreads out over 11 acres and includes Building A, the site's original jail, which was constructed in 1987 for $13.5 million; Building B, an expansion added in 1997 that cost $39.2 million; and C Tower, a $110 million project finished in 2010. The entire complex can house 3,077 inmates, all of whom are awaiting trial or sentencing. The Work Deployment Facility can house up to 384 inmates assigned to supervised county work crews and work release programs. These are inmates who have been sentenced to serve their time within the county. The maximum sentence allowed for this institution is 24 months, although the average time served is between six and 12 months. The Records and Information Unit maintains arrest and identification records, fingerprints, photographs and court documents for any person that has served a sentence in a Cobb detention program. Col. Milton Beck serves as division commander.
1825 County Services Pkwy SW, Marietta, GA 30008
(770) 499-4200
- Accessibility Details: This location is at ground level.
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The Loft Corner Sectional, with its block-like, sculptural form and flexible seating arrangement, presents itself as a striking complement to your living area. Comfortable seating for five and a modular construction that can be easily re-configured set it apart. Ottoman included.
Loft Corner Sectional Features:
If you'd like to see all fabric options, please View Younger Furniture's Material Library
Availability:Custom made when you orderShips within 5-6 weeks from the purchase date for destinations within the contiguous United States
Standard Ship Method:Ships via standard freight
For additional information, please see our shipping and delivery policies page.
Springs:10 Year Warranty
Cushions:1 Year Warranty
All other parts:1 Year Warranty
View full warranty
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text:
1999-2005 Pontiac Grand Am Ignition Cylinder with Keys1AZIS00026
This part replaces:
- New
This replacement ignition cylinder is just what you need to get your vehicle in good working condition again!
- Includes ignition cylinder & keys
- Replaces dealer part numbers: 12458191, 12533953, 15822350, 19168637, 25832354
- Direct replacement
- Built to strict quality control standards
- Ignition cylinder is pre-coded for the included keys
- Vehicles with Factory Anti-Theft System will require a Security Relearn
NOTE: On many GM vehicles, the relearn process is as follows:
- Insert the key and turn to the ON position
- Attempt to start the car; it will fail at this point. Release key and leave in ON position
- After 10 minutes in the ON position, the SECURITY light should turn off.
- Turn key to OFF and wait 5 seconds
- Programming complete
This ignition cylinder makes a great replacement and has good cost savings over the dealer part.
Lifetime Warranty
Effective June 23, 2014: This item is backed by a Limited Lifetime Warranty. In the event this item should fail due to manufacturing defects during intended use, we will exchange the part free of charge (excludes shipping charges) for the original purchaser. Please keep your invoice for proof of this warranty.
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*Winner of the 2013 TripAdvisor Certificate of Excellence* Our hotel is in the top 10% of all hotels on TripAdvisor!
Complimentary incoming fax; Copy service and outgoing fax services are available for a small fee. Mail, faxes and packages may be delievered to and are avaliable for pickup at the front desk.
Full Service (provided weekly): Dusting, vacuuming, changing linens and towels, emptying trash, cleaning of bathroom and kitchen, and replenishing soap and toilet paper if needed. Additional Full Service can be purchased at $10 per service.
Refresh Service (optional service): Replacing soiled towels, emptying trash, replenishing soap and toilet paper if needed, and making bed with existing linens. Refresh Service can be purchased at $5 per service.
*Dishes are not washed during either service.
Check-in time for arriving guests will be 3:00 p.m. Guests arriving earlier may be asked to store their bags and wait until a room becomes available. Check-out time for departing guests will be 11:00 a.m. Property management may agree to extend the standard check-out hour based on property availability and demand. EARLY DEPARTURE MAY RESULT IN A HIGHER RATE
It is the policy and practice of Extended Stay America to require payment in advance for guest rooms. At check-in, guests paying the nightly rate will be charged for their entire stay. Guests paying the weekly rate will be charged for the first week of their stay upon check-in. Children 17 years of age and under stay free with an adult in the same room.
10% commission is paid for up to the first 7 nights only. Commission is paid within 30 days of the date of room consumption. Contact the General Manager at the property for commission issues.


text:
Installing, configuring and maintaining Fibre Channel (FC) host bus adapters (HBAs) is the bane of many storage area network (SAN) administrators today. Often challenging to configure during installation and sometimes requiring server reboots after the initial deployment, the HBA becomes yet another maintenance nuisance for SAN administrators. But help is on the way: Some new cards offer better management tools that should simplify HBA administration tasks and extend the capabilities of this vital SAN component.
SANs already contain many points of complexity. Compatibility matrices require SAN administrators to double check HBA driver and firmware levels before doing even the most basic tasks. Storage arrays come and go from storage networks, necessitating that HBAs be reconfigured to discover the new logical unit number (LUN) assignments on the arrays. And as data continues to grow, LUNs must be allocated, so server reboots become mandatory for some operating systems in order for their HBA to discover these new LUNs.
With so many other administrative tasks, the last thing a SAN administrator needs is a long HBA to-do list. HBAs continue to improve, but SAN administrators can't assume that even the newest HBA will resolve all their existing issues or work in their environment. Each vendor's HBA comes with its own set of considerations that administrators must evaluate before looking to deploy and maintain.
The next generation of HBAs offers some features
|Finding the right HBA
This was first published in July 2003


text:
Leaked Drone Documents Show Two-Faced U.S.-Pakistan Relationship
Leaked documents indicate Islamic nation complicit in U.S. targeting of terrorist suspects.
The Pakistani government has known about and, at times, been complicit in the highly criticized U.S. drone campaign against suspected terrorists within the Islamic nation's borders, according to recently released documents.
The revelation, unveiled through classified CIA materials obtained by the Washington Post, flies in the face of Pakistani rhetoric which for years has denounced the strikes as acts of war and crossing a "red line." The Pakistani prime minister said as recently as Wednesday after a meeting at the White House that the U.S. must end such strikes.
[READ: Army Chief Chafes at New Reliance on Technology]
The U.S. has conducted roughly 350 drone strikes in Pakistan since the program began in 2004, according to numbers compiled by both the Long War Journal and the Bureau for Investigative Journalism. These have accounted for more than 3,600 deaths, roughly 1,000 of which were civilians.
The CIA memos, maps and photos unveiled by the Post indicate the intelligence agency shared this information with the Pakistani government between 2007 and 2011, when the campaign intensified. In some instances, the CIA's Counterterrorism Center specifically prepared documents to share with its Pakistani counterparts.
Yet the public face of Pakistan denies such acknowledgement, and frequently blasts the U.S. for continuing the attacks.
"We see them as a direct violation of our sovereignty. We also see them as a violation of international law," Pakistani Ambassador to the U.S. Sherry Rehman told reporters in February.
Amnesty International on Tuesday said the strikes were unlawful and could amount to war crimes or extrajudicial executions.
The ambassador also denied claims that Pakistan secretly complies with the strikes while publicly condemning them.
[READ: Syria Becoming Breeding Ground for Attacks on Europe, U.S.]
"There is no question of quiet complicity. There is no question of 'wink and nod.' This is a parliamentary 'red line' that all our government institutions have internalized as policy," she said.
Pakistani Prime Minister Nawaz Sharif met with President Barack Obama at the White House on Wednesday. Sharif brought up the issue of drones with Obama, and later emphasized "the need for an end to such strikes."
The two leaders underscored the importance of continued security cooperation between the two nations. Indeed, the U.S. is forced to rely on Pakistan for its ongoing war in Afghanistan, largely for logistical purposes. Previous protests by the Pakistani government, in which they denied ground access to U.S. convoys, forced the U.S. to spend millions more on alternative transportation.
The relationship remains a complicated one. Many security experts doubt that Pakistani intelligence service ISI was completely oblivious to the presence of Osama bin Laden in a fortified mansion in Abbottabad. Media reports indicate that property was once used as an ISI safehouse.
A break in U.S. drone strikes in May 2013 also aligned with the Pakistani election. Experts in counterterrorism strikes and relations with Pakistan believed at the time this was not a coincidence.
[READ: Human Rights Groups Allege U.S. Drone Strikes Unlawful]
"It's not for want of targets. There are political considerations," said Bill Roggio, editor of Long War Journal, in May. "[The strikes] are publicized, for certain. Political candidates would definitely use them."
The Washington Post reported Thursday the leaked files indicate the "explicit nature of a secret arrangement struck between the two countries." Neither the CIA nor the Pakistani government was willing to comment on the content of the leaked documents.
More News:


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Tongan back rower, Chris Hala'ufia, has gained a reputation as being one of the most dynamic and destructive Number 8's in the game since joining the club in July 2008.
The 35-year-old forward joined after two seasons with Harlequins having previously played for Rotherham and Grand Parma in Italy.
With 20 international caps for his country, Hala'ufia has brought valuable experience to the Exiles' back row and has been terrifying defences ever since. The powerful runner has scored 17 tries in 107 matches.
In his first season he played in all of London Irish's Premiership matches and earned himself the title of Best Newcomer at the club's end-of-season awards ceremony. Hala'ufia was back on the winners' rostrum 12 months later, when he was crowned as Player's Player of the Season for the 2009/10 campaign.
Click the squad picture and the action pictures on the left to zoom them.


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The Around The World Performance Series continues at Stepping Stones Museum in Norwalk.
This week we will focus on on India, with a visit from Classical Indian Dancer, Anindita Nanda -- Saturday, January 12th, from 2:00 – 3:00 pm
Anindita Nanda – Experience Indian dance, music and culture during a fun and interactive workshop.
Arunodhaya Dance Academy – Watch students perform traditional Indian dances.
Anindita, a danseuse par excellence is a rare combination of dancer, classical vocalist, choreographer, teacher & scholar. She is an accomplished artist of the Guru Kelucharan Mohapatra gharana of dancing and is a known name with in the Odissi genre. She has a Masters in Indian (Odissi style) Classical Dance from Chandigarh University and Bachelors in Hindustani Classical Vocal from ABGMM, Mumbai, India. She has been learning, performing and teaching Odissi classical dance and Hindustani Vocal and light music, semi-classical, folk and contemporary dances for over two decades in India and currently in the USA, where she lives at present.
Anindita's dance has the excellent blend of sensuous movement , graceful stances and strong defined footwork with absolute control of the rhythm and space. The elaborate choreography's, fluidity of her movements and intrinsic foot works are trademark of her performances and her creations.


text:
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text:
Linux Journal Contents #182, June 2009
What comes only once a year and you get a present? No, it's not your birthday, it's the Linux Journal Readers' Choice Awards. Check them out and see if your favorites won. And if the Readers' Choices don't give you enough to choose from see our Cooking With Linux column (back this month after a one month hiatus) for an overview of a host of other open source apps. And the goodness doesn't stop there, we also have articles on Dojo's grid widget, on SNMP and Nagios, on building your own cluster, on adding HTML validation to your test suite, and on a spate of other topics to soothe your open source gland.
Readers' Choice Awards 2009
by James Gray
High-Performance Computing
Building a Linux-Based High-Performance Compute Cluster
by Tom Lehmann
Don't toss 'em, cluster 'em.
Dojo's Industrial-Strength Grid Widget
by Matthew Russell
Display arbitrarily large volumes of tabular data.
SNMP Monitoring with Nagios
by Jason Ellison
Monitor Dell servers with SNMP and Nagios.
Reuven M. Lerner's At the Forge
Checking Your HTML
Marcel Gagné's Cooking with Linux
Serious Cool, Sysadmin Style!
Dave Taylor's Work the Shell
Deal or No Deal!
Kyle Rankin's Hack and /
Lightning Hacks Strike Twice
Doc Searls' EOF
The Post-Monopoly Game
In Every Issue
Google Chrome is nice
Google Chrome is nice because it is not loaded with addons so it loads faster. But I still prefer Firefox. Firebug is crucial to any Web Developer.
Thanks for the update on the
Thanks for the update on the Readers Choice Award. Looks like some of those winners were no-brainers such as Firefox and Open Office. I wonder if Google's Chrome is every going to pose a challenge....I guess time will tell.
Thanks again!
Linux has become a key foundation for supporting today's rapidly growing IT environments. Linux is being used to deploy business applications and databases, trading on its reputation as a low-cost operating environment. For many IT organizations, Linux is a mainstay for deploying Web servers and has evolved from handling basic file, print, and utility workloads to running mission-critical applications and databases, physically, virtually, and in the cloud. As Linux grows in importance in terms of value to the business, managing Linux environments to high standards of service quality — availability, security, and performance — becomes an essential requirement for business success.
Sponsored by Red Hat
If you already use virtualized infrastructure, you are well on your way to leveraging the power of the cloud. Virtualization offers the promise of limitless resources, but how do you manage that scalability when your DevOps team doesn't scale? In today's hypercompetitive markets, fast results can make a difference between leading the pack vs. obsolescence. Organizations need more benefits from cloud computing than just raw resources. They need agility, flexibility, convenience, ROI, and control.
Stackato private Platform-as-a-Service technology from ActiveState extends your private cloud infrastructure by creating a private PaaS to provide on-demand availability, flexibility, control, and ultimately, faster time-to-market for your enterprise.
Sponsored by ActiveState
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text:
Liferay Portal Enterprise Intranets
save 15%!
save 37%!
|Also available on:
- Install, set up, and use a corporate intranet with Liferay—a complete guide
- Discussions, document management, collaboration, blogs, and more
- Clear, step-by-step instructions, practical examples, and straightforward explanation
Book DetailsLanguage : English
Paperback : 408 pages [ 235mm x 191mm ]
Release Date : April 2008
Author(s) : Jonas X. Yuan
Topics and Technologies : All Books, CMS and eCommerce, Content Management (CMS), Java, Open Source
Table of Contents
Chapter 1: Introducing Liferay for Your Intranet
Chapter 2: Set-up The Home PageAnd Navigation Structure for The Intranet
Chapter 3: Bringing In Users
Chapter 4: Discussion Forums And Tags
Chapter 5: Wikis, Web Form And Polls
Chapter 6: Internal Bloggings And RSS
Chapter 7: Shared Calendars, WSRP And Workflow
Chapter 8: Content Management and Publishing
Chapter 9: Chat and Instant Messaging
Chapter 10: Help Desk/Customer Support
Chapter 11: Roll Out To Other Teams
Chapter 12: Search
Chapter 13: Ongoing Admin Tasks
The book is targeted to Liferay beginners and "Do-It-Yourselfers" who want to develop a simple but powerful corporate intranet. Hence, I can recommend this book to anyone who want's to learn how to use Liferay and it's built in portlets. It might also be good reference to administrators on how to do basic tasks in Liferay.
Overall, the "Liferay, Portal Enterprise Intranets" book is a great practical guide for Liferay administrators, specially those that are just getting started. You can find useful howtos to configure and customize the base portal and the well designed book structure makes it easy to locate specific sections and topics.
Code Downloads
Download the code and support files for this book.
Submit Errata
Please let us know if you have found any errors not listed on this list by completing our errata submission form. Our editors will check them and add them to this list. Thank you.
Errata- 2 submitted: last submission 11 Nov 2013
Errata type: Technical | Page number: 33
In the 'Add Pages' topic, the second point in the second bullet should say 'Books' as the page name instead of 'Home'.
Errata type: Technical | Page number: 45
should really be
Sample chapters
You can view our sample chapters and prefaces of this title on PacktLib or download sample chapters in PDF format.
What you will learn from this book
- Installing and configuring Liferay Portal
- Setting up the navigation structure for the intranet
- Managing users, groups, and roles
- Enabling staff to communicate using discussion forums
- Marking content for easy retrieval using tags
- Creating Wikis, Web Forms, and Polls
- Managing Blogs and RSS
- Deploying calendar portlet, WSRP, and Workflow portlet
- Content management and publishing
- Configuring instant messaging server, mail server, mail portlet, and SMS text messenger portlet
- Providing help-desk assistance and customer support information on the website
- Administering communities; using community tools; setting up virtual hosting, staging, and publishing for communities.
- Plugin management
- Handling federated search and OpenSearch and deploying search-based portlets
- Managing Admin portlet and Enterprise Admin portlet
- Integrating with Alfresco, LDAP, and SSO
- Applying SSO authentication for both portal and portlets
In Detail
Liferay Portal is the world's leading open-source portal platform built on Java and Web 2.0 technologies. Corporations use it to provide a unified web interface to data and tools scattered across many sources.
Liferay Portal uses the latest in Java, J2EE, and Web 2.0 technologies to deliver solutions for enterprises across both public and private sectors. Liferay Portal's flexibility allows it to be deployed in a number of different scenarios to meet key business needs. Some of the key business benefits are:
- A rich, friendly, intuitive, and collaborative end-user experience
- A single point of access to all information
- High adaptability to the demands of fast changing markets
- Highest value
- Lowest costs
This book is a complete guide to building an intranet with Liferay (version 4.4)—assess your needs, install the software, start using it, deploy portlets, customize it per your requirements, and train users. The book focuses on leveraging the Liferay framework by configuring the XML files, without changing the underlying Java code. Each chapter gives practical guidance on how to install, use, and customize Liferay. There are many step-by-step examples for better understanding.
Learn, with the help of practical examples, how to implement a complete corporate intranet using the features of Liferay.
This book is a practical guide with a very user-friendly approach. The author has taken a virtual enterprise as an example and has used the features of Liferay to build a corporate intranet for that enterprise.
Who this book is for
This book is for System Administrators or experienced users (not necessarily programmers) who want to install and use Liferay in their teams or businesses without dealing with complex code. Pre-knowledge of Liferay is not expected for this book.


text:
Get a steady stream of short, 140-character tweets with tips, updates and hotlinks.
Some good small biz sites: @smallbiztrends, @ducttape, @jimblasingame, @susansbtvcom, @cbanningma, @chiefhotmomma (yes, it's a university project on small biz), @shashib, and @rieva.
Follow @scorementors of course.
On your tweet site, post news about your company and cool tips. Dip your toe in the twitter stream. Visit Twitter.
Christine Banning, SCORE
View more posts by Christine
Nice site
Maybe this is the most inspiring story for me. It is simple but strong in motivating people. Thank you for sharing here. If you don't mind, please also comment on my blog: Tweet Adder. Thanks.


text:
TAHLEQUAH — The Oklahoma State Bureau of Investigation is looking for information in the beatings of two Cherokee County men that apparently occurred late last week.
The two men were "badly beaten" either Thursday night or sometime on Friday in rural parts of the county, according to a spokesperson with the OSBI.
The two men are identified as Owen White, 51, and Charles Shade, 49. White was taken to a local hospital and later transferred to a Tulsa hospital, while officers found the injured Shade at White's home on East 765 Road.
The OSBI is asking anyone with information about the assaults, or who saw either man Thursday evening or Friday, to call the agency at 1-800-522-8017, or CCSO at (918) 456-2583.
For more details, see the Tuesday edition of the Tahlequah Daily Press.


text:
Room was clean and large, everything worked - Anonymous
We got to the hotel two hours before check-in time. The front desk was very gracious and had us in our room in minutes without any fuss or annoyance at an early arrival. We were very grateful. - Irene
everything was great - Anonymous


text:
Tailor application rates with stainless-steel spreaders that provide individual variable speed control for both the conveyor and the spinner. Powered by the truck's 12V electrical system, the units also have blast control for quick, extra-dense applications and a reverse switch to clear jams quickly and easily. Two models: the 6.5-ft. 635 with 1.50 cu. yd. hopper capacity, and the 8-ft. 835 with 1.80 cu. yd. capacity. Tip-up spinner assembly makes unloading unused material simple and provides easy trailer hitch access.
Hiniker Co.www.hiniker.com[Booth 2025]
De-Icing and Anti-Icing
Four of the five projects that could be the world's Outstanding Civil Engineering...
Snow and Ice Control
BOSS Snowplow adds 14- and 16-ft box plows with a new adjustable hitch fork system that...
Tools and Equipment
Klein Tools for professionals since 1857, announced the release of the new Switch Drive...
PUBLIC WORKS Staff
The NTEA's Work Truck Show takes place March 5-7 in Indianapolis.
Wacker Neuson has expanded its popular vibratory rammer line to include two models...
Please read our Content Guidelines before posting.
Copyright ©
2014 Hanley Wood Media, Inc. All rights reserved.


text:
San Antonio District - 2014 Standings
Clicking on the team name will take to you to the team's page containing schedule details.
Overall Standings
Rules for determining district/division/team standings as well as post-season games are defined in the THSLL rulebook which can be found on the league rules page.
District Standings
* Tie breakings will be calculated


text:
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Updated Oct. 25 at 2:35 p.m.
Wheaton police used a Taser on a half-naked man Wednesday night after he allegedly took "aggressive steps" toward them near the intersection of Briarcliffe Boulevard and 22nd Street, according to Wheaton Police Chief Mark Field.
Police responded to a report of a man without pants walking around an apartment complex at around 10:20 p.m., according to Wheaton Police. Upon investigation, officers found Christopher Shukin, of Glen Ellyn in the 1600 block of South Briarcliffe Boulevard.
Shukin tried to run, and when he clenched his fists and took aggressive steps toward the officers, they used the Taser on him, police said.
He fell to the ground and continued to resist arrest. Police then used the Taser again and he was taken into custody, according to Wheaton police.
He was charged with criminal trespassing, disorderly conduct—breach of peace, disorderly conduct—peeping Tom and resisting arrest. He was also charged with a violation of bail from an Oct. 21 arrest in Glen Ellyn.
Glen Ellyn Police Deputy Chief Bill Holmer confirmed Shukin was arrested at about 4 p.m. Oct. 21 in the 200 block of Regent Street. He was charged with criminal trespass to a residence and released on $1,000 bail.
He was released Wednesday night on cash bond, according to Wheaton Police.
Local Editor Charlotte Eriksen contributed to this report.
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International Cricket Captain 2013
Out now on PC. Coming soon on Mac, iPhone and iPad.
International Cricket Captain is back for 2013, with the most realistic game engine ever seen in a cricket game, new game modes, features and statistics. Everything is set for an action packed season of international and domestic cricket, which sees Australia and England battle it out in home and away test series. Whichever form of cricket you enjoy, from test to twenty over, Cricket Captain simulates every nuance to perfection putting you in complete control.
Every wondered how Bradman would shape up against Botham? This year sees the introduction of the 'all-time greats' series, which allows you to play a custom-made international series featuring star players from the golden ages of test cricket to the present day. You can also re-create some of the classic test series between England and Australia. Options to play custom-series game modes home or away, and to pick the opposition team, allow you to simulate the clash exactly as it happened. You can even play along with the summer's test match cricket and one-day competitions.
Another first for Cricket Captain is the much requested introduction of international matches on-line. Build up an international team in single player mode and then challenge players from across the globe. Improved detection of edited teams in all online modes, and the ability to play mobile and Mac users, make this all the more addictive.
Improvements to the game engine have allowed greater realism in the close-catching positions for field settings, and refinements in the run-scoring engine mean every form of cricket is now perfectly balanced.
Another great feature, included by popular demand, is the ability to choose to captain just the T20, OD, or FC teams in English and Australian domestic cricket. We've also added separate player statistics for each competition (separating Indian, English and Australian season stats).
International Cricket Captain 2013 is all set for the summer. Are you ready to take your team to glory?


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- About UHD
- Academics
- Admissions
- Computing
- Distance Education
- Employment
- Financial Aid
- Library
- Registrar
- Student Life
The following page is a blank template with a header that contains a quicklinks jump menu and the search UHD function. Page sections are identified with headers. The footer contains all required links, contact and emergency information.
Quick Links
Information for:
For the Media:
Primary Links:
General Information:
Online Services & Logins:
In the semester of your graduation, you must turn in a completed portfolio for review by the Fine Arts faculty and exhibit your work at the BAFA Salon. Your portfolio must be submitted no later than the first Monday in Octoberfor fall graduation or the first Monday in Marchfor spring graduation. Your portfolio will be issued a Pass or Fail grade, and it will be considered for the annual Best Fine Arts Portfolio Award given in the spring. Students must discuss the contents of their portfolio with a professor in their area of concentration. Faculty members with whom students should consult are listed below after each concentration area.
As this is an interdisciplinary degree your portfolio should reflect aspects of all three fine arts areas but each discipline has slightly different formats for portfolios. For example, if your concentration is in art please refer to the Art Portfolio guidelines and see that area head for specific advice.
All portfolios should include:
This section of the portfolio should include: a cover page that documents the skills and knowledge you have gained from your BAFA courses and how you plan to use these tools to achieve your future career goals; a table of contents; a resume with at least three professional references from professors, employers, and/or supervisors (if possible, include your internship supervisor as a reference) who agree to be contacted by potential employers; and a list of courses you have taken at UHD in the BAFA curriculum.
Written Work:
Portfolios should include a minimum of 3 writing samples, ideally, one sample from each discipline (art, drama, and music). Each writing sample should come from a different BAFA course. Students who took a majority of history courses should submit up to 5 writing samples from upper level BAFA courses. Students are encouraged to further edit or revise their work before adding that material to their portfolio.
Studio Products:
Portfolios should include a minimum of 3 studio products including at least one product from ART 3305 Advanced Graphic Design. Students who took a majority of studio courses may submit up to 5 studio products. No more than two products may come from the same course, and ideally products will come from upper level BAFA courses.
Business Projects:
Portfolios should include one project or product created in each of the upper level business courses required in the BAFA major (MGT 3301, MKT 3301, and Arts Administration, HUM/ART/DRA/MUS 3325).
Internship Summation:
Portfolios should include internship information limited to a summary of duties and a one-page description of your internship experience that includes an analysis of skills gained and an evaluation of the overall quality of your internship experience, including whether or not you would recommend this internship to other students. This section may also include documentation with brief explanation of any outside endeavors related to your degree (Student Initiated Projects, exhibitions, productions, etc.).
Portfolios must be submitted to the Fine Arts faculty via BlackBoard Learn. Since a portfolio will contain multiple parts in different formats, to make them easier to view all materials should be formatted and organized into a single PDF. Instructions for how to create your portfolio using Adobe Acrobat Pro have been posted in Blackboard.
Your portfolio will be assessed based on:
Benefits To You
Your portfolio is designed to be a presentation of all the skill sets you learned while earning your degree and as such it is an excellent tool when seeking employment or applying for admission to a graduate institution. For this reason, we encourage you to begin crafting your portfolio early and to invest enough effort in your portfolio to create an impressive documentation of your degree work. This means that you will need to save your class work and document any projects, extracurricular or otherwise.
The Bachelor of Arts in Fine Arts is an interdisciplinary degree and each discipline has specific expectations and formats for their portfolios. Please adhere to the portfolio guidelines for each area, with your concentration area taking precedence.
Art Portfolio
All parts of the portfolio mentioned above must be submitted electronically as a single PDF for students concentrating in either art history or studio art.
If your concentration area is in studio art, in addition to the general portfolio items your portfolio should include high quality resolution digital images (at least one megabyte) of at least ten of your best works. You should submit an image list that provides information about each work, including title, medium, and size. Consult the College Art Association guidelines for formatting: http://www.collegeart.org/guidelines/newmedia.html. You should describe the assignment that led to each work's production or the intention of each work.
Students should consult with Mr. Mark Cervenka or Mr. Floyd Newsum concerning the studio contents of their portfolio. Students should consult with Dr. Susan Baker or Dr. Azar Rejaie concerning the art history contents of their portfolio.
Drama Portfolio
If your concentration area is drama, then it is likely that you have a variety of skills to showcase in your portfolio, from acting and directing to design and stagecraft, theatre history and dramaturgy. Your portfolio may include visual documentation (photos of ground plans, renderings, models, blocking charts, scene breakdowns, and/or video), as well as written descriptions and coursework. Your portfolio should be neatly grouped into the following areas. Organize the different areas with your strongest areas presented first.
When presenting your acting coursework, you may wish to include a short demo-CD of monologues, scenes, stage combat, etc. Still photos from productions, properly labeled with the title of show/character/venue/year performed, are also desirable.
When presenting your directing coursework, begin with a statement of purpose describing your directorial style. You should include a statement of your directorial concept for each production as well as still photos illustrating blocking, proximics, visual metaphor, special challenges, etc. Include copies of rehearsal schedules, scene divisions, cast handouts and favorable reviews, if any.
When presenting your design coursework, you should include class assignments as well as any realized coursework. If you are documenting an entire project, include a brief statement of the concept for that production, any preparatory work (research sources, rough sketches, costume charts, drafting, etc.), final renderings or models and photos of the completed design, if any.
When presenting your technical theatre coursework, you should include a short description of your construction process (including materials and tools used), process photos and a final photo of the project. If the project is used in a production, please include a photo of the project in use under show lighting conditions.
When presenting your theatre history or dramaturgy projects or writing samples, include your revised paper (with all spelling/grammatical corrections made, necessary clarifications, etc.) as well as a brief description of the assignment. Remember, the purpose of the writing sample in your portfolio is to show off your writing skills to future employers – you will want this document to be clear and to demonstrate attention to formatting details. If you have done a dramaturgical note in a program or a lobby display, either a copy of the note or a selection of pictures of the display would be appropriate.
Students concentrating in Drama must consult with Dr. Tom Lyttle, Dr. Kate Roark, Ms. Kelly Switzer, or Mr. Frank Vela concerning the Drama-related contents of their portfolio.
Music Portfolio
For students whose concentration area is music, all parts of the portfolio mentioned above must be submitted electronically.
The general portfolio items you should also include in your portfolio are at least three research papers (which must include bibliography) completed in upper-level music courses (these may simultaneously serve as your Writing (W) course samples). If a proposal was required as part of the assignment, it should be included. If not, a brief explanation of the purpose and goals of the assignment should be included. The papers should be submitted in electronic form using Microsoft Word and should include graphics and audio and/or video clips. One PowerPoint presentation created for course work or other purposes may be substituted for a proposal.
The portfolio must also include representative samples of music theory work. Among possible choices are major assignment from courses, composed and notated songs, and independent projects. MIDI and FINALE files may be part of this section.
Students who have performance studies as part of their education may include audio and/or video examples of their work. Among the possible choices are audio/video clips of your performances, either public or in class; MIDI clips of compositions; audio/video clips of your works being performed by others.
Students concentrating in Music must consult with Dr. Yvonne Kendall or Dr. Carrie Allen concerning the Music-related contents of their portfolio.
All BAFA students who submit a portfolio will participate in a Salon intended to showcase their skills. In the past, the word "Salon" called to mind two meanings; one was a gathering of people under the roof of an inspiring host, held to educate, instruct, and amuse through witty conversation and the display of one's talents, while the other was an official exhibition of art. At UHD, the BAFA Salon combines both definitions.
At this event, held once each Fall and Spring Semester, BAFA majors in the areas of Art, Drama, and Music will demonstrate excellence in their concentration area for the instruction, inspiration, and amusement of an audience made up of Fine Arts faculty as well as your fellow BAFA majors and your friends and families. This exhibition must include an oral presentation 8-10 minutes in length. The oral presentation should be focused on special projects from your area of concentration. Possible presentation formats include display of studio art projects with a brief introduction and explanation of the goals and influences on those works, performance of a monologue or short scene, musical performance, reading of a research paper, or other formats subject to BAFA faculty approval.
Please discuss how you intend to participate in the BAFA Salon with a Fine Arts faculty member in your concentration area, and with the BAFA Coordinator, Dr. Azar Rejaie [S-1081; email@example.com; 713-222-5300]
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Last updated or reviewed on 3/7/12


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Springfield, Mass. -- February 4, 2012 -- The Springfield College women's track & field team won its own Springfield February Track & Field Meet at the Springfield College Field House this afternoon by scoring 175 points. The Pride defeated eight other teams.
The final order of finish was as follows: Springfield (175), Williams (158), Hartford (154), Oneonta (132), Eastern Connecticut (52), Trinity (28), Stevens (23), Mount St. Mary's (16), and Manhattanville (1).
All individual results, men's and women's, may be found on: www.nesportstiming.com.
Winners for Springfield College included senior Kelly Curtis (Princeton , N.J.) in the 60-meter hurdles in 9.42 seconds, junior Laurie Jenkins (Columbia, Conn.) in the 60-meter dash in 8.02 seconds and in the 200 in 26.13 seconds, and sophomore Jenn Kapinos (Agawam, Mass.) in the 800 in 2:25.26.
Curtis also won the pentathlon with a total of 3048 points. She took two firsts -- in the 60-meter hurdles (9.37 seconds for 834 points) and in the shot put (37-5 for 621 points). She also took two seconds -- in the 800 (2:48.79 for 476 points) and in the long jump (16-6 3/4 for 551 points). In the other event, the high jump, she placed third in 4-9 for 566 points.
Others who performed well for the Pride included junior Bethany Young (Canajoharie, N.Y.) in the 60-meter hurdles. She placed third in 9.88 seconds. Junior Crystal Davis (Hartford, Conn.) took eighth in the 60-meters with a time of 8.37 seconds.
A trio of SC athletes went 3-4-7 in the 3000. They were freshman Nora Letendre (Northampton, Mass.) in third in 11:21.40, sophomore Erica Fisher (Chicopee, Mass.) in fourth in 11:22.26, and junior Katie Burns (Billerica, Mass.) in seventh in 11:28.35.
Finishing in second in the mile run was senior Alex Mustardo (Honeoye, N.Y.) with a time of 5:46.98. Also finishing in second in the 400 meters was senior Katie Schumann (Cromwell, Conn.) in 1:00.32. Another who finished second was senior Michelle Mirti (Pompton Plains, N.J.) in the 1000 in 3:10.33.
In the 4x400 meter relay, SC finished third with a time of 4:06.97.
Sophomore Gabrielle Williams (Rutland, Mass.) placed seventh in the 600 meters in 1:48.61.
In the weight throw, three from SC placed in the top eight. They were junior Colleen Brague (Smithfield, R.I.) in fourth in 12.98 meters, senior Michelle Angelo (Woburn, Mass.) in fifth in 12.78 meters, and sophomore Amber Judge (Orange, Mass.) in eighth in 11.77 meters.
In the shot put, Angelo took fourth (11.33m), Judge sixth (10.85m), and Curtis seventh (10.64m). Curts also placed fourth in the high jump in 1.45 meters. She tied sophomore Elizabeth Robataille (Ludlow, Mass.).
In the pole vault, junior Rhian Duggan (Northboro, Mass.) finished second in 3.05 meters, while Schumann was fifth in 2.75 meters.


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Nathan Gold Penny Stock Egghead Reviews
Does Nathan Gold Penny Stock Egghead work? Here are reviews, testimonials and complaints about this secret weapon of trading. Nathan Gold claimed which you could convert only a $1,000 investment decision into $1 Million bucks fortune simply by trading a golden stock at the time every week.
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Wearing an ear-to-ear smile and her hair slightly frizzy from her helmet, Caltech junior Curie Ahn craned her neck toward the sky, her eyes still wide from the adrenaline.
"I was actually pretty terrified," the biology major said. "I'm a little bit afraid of heights."
Afraid or not, Ahn didn't have much of a choice when the senior class gave her the task of rappelling about 60 feet down the side of one of the school's buildings Friday. It was "Ditch Day" at Caltech, and overcoming the senior class obstacles is tradition.


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|enlightenment (ɪnˈlaɪtənmənt)
|the act or means of enlightening or the state of being enlightened
|Buddhism the awakening to ultimate truth by which man is freed from the endless cycle of personal reincarnations to which all men are otherwise subject
|Hinduism a state of transcendent divine experience represented by Vishnu: regarded as a goal of all religion
"The philosophy of the Enlightenment insisted on man's essential autonomy: man is responsible to himself, to his own rational interests, to his self-development, and, by an inescapable extension, to the welfare of his fellow man. For the philosophes, man was not a sinner, at least not by nature; human nature -- and this argument was subversive, in fact revolutionary, in their day -- is by origin good, or at least neutral. Despite the undeniable power of man's antisocial passions, therefore, the individual may hope for improvement through his own efforts -- through education, participation in politics, activity in behalf of reform, but not through prayer." [Peter Gay]
An intellectual movement of the seventeenth and eighteenth centuries marked by a celebration of the powers of human reason, a keen interest in science, the promotion of religious toleration, and a desire to construct governments free of tyranny. Some of the major figures of the Enlightenment were David Hume, Immanuel Kant, John Locke, the Baron de Montesquieu, Jean-Jacques Rousseau, and Voltaire.


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The Effect of Federal Health Care 'Reform' On Kansas General Fund Medicaid Expenditures
This study estimates PPACA's effect on future Kansas' Medicaid expenditures by constructing and comparing state Medicaid expenditure projections with and without PPACA mandates.
The Effect of Federal Health Care 'Reform' on Kansas General Fund Medicaid Expenditures
Medicaid is the second largest expenditure in Kansas, exceeded only by education.
The Economic Impact of the Kansas Renewable Portfolio Standard
Executive Summary
How the Kansas Business Partnership Can Learn from Other HIPS
In this report, the authors examine on how to best establish a defined contribution consumer choice program.
The Real Revolution in Health Care: Defined Benefit Plans
This document notes that the idea of employers providing support for their employees' health insurance by way of a defined contribution toward the premium, leaving it to the employees to


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I had been teaching at a Chinese university for only two weeks last spring when my top student bluntly asked me: How can the U.S. be so far ahead of us in science when we are so far ahead in university science courses?
Although not a scientist, I ventured an answer based on what I had already learned about Chinese education. U.S. higher education encourages creativity, so even though our basic knowledge lags behind in the high school years, our students are able to pull ahead during the college years.
I think about that exchange as I listen to discussions about higher education in North Carolina. Everyone agrees that we should not ignore the skills required in todays workplace. My time in China made me realize that focusing higher education exclusively on a narrow set of employable skills would be just as big a mistake, however.
The most revered American in China last year among Chinese university students was Steve Jobs. His biography was a runaway bestseller. Random students who saw my iPhone would tell me: I love America; I love Apple in the same breath. Jobs personified American innovation and success.
My students worship of Jobs was understandable and ironic at the same time. Creativity was one of the keys to Jobs success, yet the Chinese educational system stifles creativity. Students are given little choice about what to study, are expected to memorize more than analyze, are generally not encouraged to develop their own ideas and are assigned to universities and sometimes even majors based on high school test scores.
The story of Jobs higher education could not have been more different. Despite an already considerable expertise in computers, he enrolled in a small liberal arts college to pursue his artistic and philosophical interests. He eventually dropped out because he wanted to take only the courses that interested him and continued attending classes for no credit simply out of personal interest.
Jobs also spent a lot of time in college studying Zen Buddhism, a seemingly odd choice for a computer genius but one whose influence is obvious to anyone who has experienced the simplicity of design of an iPod, iPad or iPhone. When Jobs learned to combine the fruits of his wide-ranging and passionate curiosity with his computer expertise, the result was Apple.
As we discuss higher education in North Carolina, I hope we wont lose sight of what we already do well in comparison with places like China. Human capital is the comparative advantage that matters most in todays global economy, and we produce creative thinkers and workers who are the envy of the world.
We do that by allowing students to study some things simply because they find them interesting. Steve Jobs without Zen Buddhism might have been just another computer engineer.
Maybe that is why China sent over 56,000 students to study in the U.S. last year. Next year, my top Chinese student will be one of them.
Joseph E. Kennedy is a professor of law at UNC Law School and a fellow at UNCs Parr Center for Ethics. In 2012 he taught law at Northwest University in Xian, China, as a Fulbright lecturer.


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X_'Tis the season
SLIDESHOW: 10 most dangerous toys
As you shop for the kids and grandkids this holiday season, keep an eye out for potentially dangerous toys. The nonprofit consumer watchdog group World Against Toys Causing Harm, or WATCH, has released its annual list of the 10 worst toys.
- X_'Tis the season
A Christmas Story
A broken family, a promise kept: The annual Press-Republican Christmas Story.
Generosity ensures gifts for children
A business that wanted to remain anonymous paid off layaway balances at Kmart in Plattsburgh.
Singing Santa celebrates 50 years of entertaining
The Singing Santa, Ron Wood, is still entertaining children and adults alike with his music, shenanigans and Christmas stories from Mrs. Claus.
Give gift of entertainment this holiday season
Chicago, Machine Head, 'Mamma Mia!' and more set to perform in Montreal this winter.
Plattsburgh man lights up when talking holidays
Roy Nagle first plugged in his outdoor decorations of more than 50,000 lights at his Cumberland Avenue home seven years ago.
Meat-pie tradition ushers in Christmastime
Rose Furnia, 93, uses her mother's recipe to make the French-Canadian dish for many loved ones and friends. INCLUDES VIDEO
5 last-minute Christmas gifts you can buy online
There are only five days left until Christmas, and many people are scrambling to finish their holiday shopping. But there is still time to find last-minute gifts for family and friends, without having to spend hours roaming the local shopping mall.
Skating Club presents 'Holiday Extravaganza'
The Skating Club of the Adirondacks will perform to live music by Benjamin Bright Saturday at the Plattsburgh State Field House.
Residents reminded of holiday fire safety
From Christmas lights to decorative candles, this season is one of the most fire destructive times of the year, claiming more than $990 million in fire damage annually.
Gift card givers, beware: 6 tips to protect your purchase
Many shoppers looking for a simple, easy present for friends and family this holiday season will turn to gift cards, letting the recipient do the shopping at their favorite store or restaurant. But the Better Business Bureau says consumer complaints about gift cards are on the rise, and buyers need to beware of potential pitfalls.
- More X_'Tis the season Headlines
- A Christmas Story


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Dear guest!
Welcome to Losone, set in the region Lake Maggiore, Ticino. It has a population of 5500 inhabitants. The location is Riverside.
You are planning to spend your holidays in Losone? Losone offers you the following accommodations:
Hotel Losone (2)
3 Stars Hotel Losone (2)
Please change to German to access further information!


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Remember Me
The prediction of Dr. Richard Boylan, who'd been magically tipped off by some extragalactic Star People about an impending cataclysm, seems to have failed. On November 15th – as we'd expected – no asteroid hit the Earth, though Mogens Winther informs us that one named "2008 UL3" missed us by 7,452,000 miles, but that had been calculated many years ago by real astronomers.
All the sweating and grunting expended by the team Boylan assembled to divert a monstrous rock that only existed in his fevered mind, was not needed. Whew!
In case you were worried, 2008 UL3 is only about a hundred feet across, but since it's on its way elsewhere, we can all relax…
The Brits have inflicted enough damage on measurement systems
Soon we WILL suffer a near miss (meaning we WILL GET HIT!)
This list seems emminently reasonable: 1,000: one thousand 1,000,000: one million 1,000,000,000: one billion 1,000,000,000,000: one trillion 1,000,000,000,000,000: one quadrillion