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Showing results 1 to 25 of 500
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|Forum: Prophecy and Psychics 05-05-2008, 04:25 AM
Replies: 2
Views: 2,726
For Kristine Lutz...
You look at me...
and life goes on.
|Forum: Encounterboard Family 05-05-2008, 03:46 AM
Replies: 2
Views: 2,547
A World Of Pain?
So lost am I.
I never meant it to be this way?
Why must I deal with this?
All good deeds do not go unpunnished.
I can kill with words.
|Forum: Prophecy and Psychics 05-05-2008, 12:30 AM
Replies: 25
Views: 5,818
Perhaps I am single minded.
Those moons have me.
as do the ones about Saturn.
Something is going on.
I am not stupid.
|Forum: The Media 05-05-2008, 12:01 AM
Replies: 1
Views: 2,910
No Subject
I always liked john more then paul
|Forum: The Media 05-04-2008, 10:51 PM
Replies: 3
Views: 3,272
My personal favorite...
|Forum: Angels & Spirits 05-04-2008, 10:15 PM
Replies: 328
Views: 76,972
You are the ONE. It is you. My life is forfiet...
You are the ONE.
It is you.
My life is forfiet for you.
I will freely and without question give my life for you.
I shall give myself to keep you!
|Forum: Encounterboard Family 05-04-2008, 10:04 PM
Replies: 7
Views: 5,151
Oh' Goddess!
This is the most beautiful that has ever been said to me.
I collapse in reverance. I cry for the wings of the morning!
|Forum: UFOs & Extraterrestrials 05-04-2008, 09:51 PM
Replies: 23
Views: 7,288
North east of there is an other place of...
North east of there is an other place of power.
I forget what they call it.
Stones monolithic in stature.
|Forum: UFOs & Extraterrestrials 05-04-2008, 09:46 PM
Replies: 23
Views: 7,288
Shirley is not reptilian.
About Uluru...
There is something about that place!
|Forum: Encounterboard Family 05-04-2008, 09:33 PM
Replies: 7
Views: 5,151
My Chi
For you my wings of perception open...
I shall bring the galaxies to your opened door
and lay them upon your floor.
You shall see the endless realities of all existence.
Mending my broken spirit...
|Forum: Encounterboard Family 05-04-2008, 08:55 PM
Replies: 7
Views: 5,151
I am ashamed
Things get out of hand.
Reality escapes me.
I loose touch and control.
I am really not a bad guy.
I can only do the best I can.
|Forum: Encounterboard Family 05-04-2008, 04:28 PM
Replies: 6
Views: 4,997
They have no honor. I would suppose if someone...
They have no honor.
I would suppose if someone came in my back yard I might feel as they do.
To use women and children as a device to protect themselves is without honor.
It works as a stimulant,...
|Forum: Encounterboard Family 05-04-2008, 04:11 PM
Replies: 6
Views: 4,997
There are women and children in there!
The bastrards use civilian quarters.
They use their own women and children!
Fuck them I will see them and in hell!
|Forum: Encounterboard Family 05-04-2008, 03:02 PM
Replies: 6
Views: 4,997
that is it...
I embrace my past, my Karma.
If this does not kill me nothing will.
I am of The Valkyrie.
I have compassion.
I hate no one.
|Forum: Encounterboard Family 05-04-2008, 02:15 PM
Replies: 6
Views: 4,997
It is yours also. You shall not have oblivion my...
It is yours also.
You shall not have oblivion my darling.
I have reserved this only for them!
|Forum: Encounterboard Family 05-04-2008, 03:21 AM
Replies: 6
Views: 4,997
they are so few...
and we are so many.
They want us to die.
So they can live.
I will not allow this to happen.
I know them.
|Forum: Activism 05-04-2008, 02:36 AM
Replies: 7
Views: 3,261
It is planned.
They have no compassion for us.
Let them all die of starvation.
Thereby reducing the surplus population.
Look, I have compassion.
I see their agenda.
|Forum: Creativity Corner 05-04-2008, 01:25 AM
Replies: 30
Views: 7,187
The Night Skys...
There has only been one constellation who has beckoned to me.
She grabs hold of my heart and makes me cry.
She is the mother of my culture.
I do not know about the rest of you.
|Forum: UFOs & Extraterrestrials 05-03-2008, 01:51 PM
Replies: 23
Views: 7,288
George W Bush's dad. I don't have an image of...
George W Bush's dad.
I don't have an image of him. Hitler was better then him!
|Forum: UFOs & Extraterrestrials 05-03-2008, 01:40 PM
Replies: 23
Views: 7,288
Dick Cheney....
Dick Cheney....
|Forum: Prophecy and Psychics 05-03-2008, 01:26 PM
Replies: 3
Views: 3,479
This is good, Linda.
I also believe this can be stopped.
If we can keep in our hearts and minds compassion and understanding.
To keep our thoughts and intentions on the red road.
There will be this battle.
I do not...
|Forum: Prophecy and Psychics 05-03-2008, 12:43 PM
Replies: 3
Views: 3,479
A prophesy...
The world will go to war once again.
There will be a battle of Armageddon.
I am a soldier. I know.
We will watch once again as the world brings itself to the brink of total destruction.
|Forum: I.E. Radio 05-02-2008, 01:10 PM
Replies: 12
Views: 4,402
You will live again, and I will find you, and we...
You will live again, and I will find you, and we will know each other!
|Forum: Prophecy and Psychics 04-30-2008, 07:22 PM
Replies: 25
Views: 5,818
Troy we let them pull a wooden horse in...
we let them pull a wooden horse in there.
it actually happened.
|Forum: Creativity Corner 04-30-2008, 07:00 PM
Replies: 23
Views: 5,528
No star am I...
Though you put me upon pedestal to admirer me on high.
Simply I am one of you who would not adhere...
To ideology of pain inflicted through fear.
I am of The Valkyrie, and yes we exist!
|Showing results 1 to 25 of 500
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Hull Male Voice Choir22/10/2014
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If you could create a model for future success in the draft, would you do it? What would the model look like? How would you refine the model? Could the model help you draft better (and more) NHL players? We're talking a fine line here–one more regular coming out of the draft every three years is an exceptional talent spike for an NHL team (imagine if Riley Nash were a young Jarrett Stoll now, and that Marc Pouliot was a 40 point 2-way center).
- Craig MacTavish after the draft: The guys that we employ to make some of those decisions, we actually have a rating of all the picks and it's a simple mathematical calculation; over time, what gives you your best opportunity? what increases your odds of hitting some core players? And so we base those decisions largely on that template.
This was in regard to a question about dealing down for increased picks and getting more (long shot) chances at a player. The GMs wording is interesting: it sounds like they dealt down (twice) because their numbers people were telling them this draft was so deep the Moneyball move was to deal down and grab a player later–and that player's chances of making it would be superior to the 'stand and deliver' method of drafting at your turn.
The trades yesterday went like this (courtesy Gordie's elbow in the post below):
- MacT traded the 37 for 57, 88, and 96, and then moved the 57 for 83, 94, and 113. For the 37 (Zykov,) Edmonton got 83 (Yakimov), 88(Slepyshev), 94(Houck), 96(Platzer), 113(Muir).
My way of dealing with things is NHLE. Let's put all of these players on a line (NHLE per 82gp)
- Valentin Zykov 14-12-26
- Anton Slepyshev 18-6-24
- Jackson Houck 8-12-20
- Kyle Platzer 2-6-8
- Bogdan Yakimov (no NHLE available)
- Aidan Muir (no NHLE available)
Yakimov is the guy with no NHLE who we need to qualify: he's a player.
- Kent Wilson: There's no precise way to calculate NHLE for the MHL or VHL but on the surface, Yakimov's numbers look pretty good. He split time in VHL with two teams scoring eight goals for 22 points in 37 games following a solid six goals and 13 point performance in 11 MHL games.
I don't know the formula the Oilers might use to reach the conclusion that caused #37 to turn into #83, #88, #94, #96, #113 but it's an interesting approach. I'd love to see how wide this formula goes? Does it also tell you which player type is best taken in a specific area? Wouldn't the people who figure this out want TOI? Do they have it?
My question for you is this: using NHLE (or whatever projection tool you'd prefer) does the trade above look like good value?


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Piaget's theory of cognitive development
|This article needs attention from an expert in Education. (September 2011)
Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence, first developed by Swiss developmental psychologist. Piaget believed that the child plays is vital and an active role to growth of intelligence and learns by doing more than learning. The theory of intellectual development involves focuses on reasoning, believing, remembering and perceiving Jean Piaget (1896–1980). It is primarily known as a developmental stage theory but, in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it. To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. Accordingly, children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment.[1] Moreover, Piaget claimed the idea that cognitive development is at the center of human organism, and language is contingent on cognitive development. Below is a short description of Piaget's views about the nature of intelligence, followed by a description of the stages through which it develops until maturity.
- 1 Nature of intelligence: operative and figurative
- 1.1 Assimilation and accommodation
- 1.2 Sensorimotor stage
- 1.3 Pre-operational stage
- 1.4 Concrete operational stage
- 1.5 Formal operational stage
- 1.6 The stages and causation
- 2 Practical applications
- 3 Postulated physical mechanisms underlying schemas and stages
- 4 Relation to psychometric theories of intelligence
- 5 Challenges to Piagetian stage theory
- 6 Post-Piagetian and Neo-Piagetian stages
- 7 See also
- 8 References
- 9 External links
Nature of intelligence: operative and figurative[edit]
Piaget noted reality is a dynamic system of continuous change and, as such, is defined in reference to the two conditions that define dynamic systems. Specifically, he argued that reality involves transformations and states. Transformations refer to all manners of changes that a thing or person can undergo. States refer to the conditions or the appearances in which things or persons can be found between transformations. For example, there might be changes in shape or form (for instance, liquids are reshaped as they are transferred from one vessel to another, humans change in their characteristics as they grow older), in size (for example, a series of coins on a table might be placed close to each other or far apart), or in placement or location in space and time (e.g., various objects or persons might be found at one place at one time and at a different place at another time). Thus, Piaget argued, if human intelligence is to be adaptive, it must have functions to represent both the transformational and the static aspects of reality. He proposed that operative intelligence is responsible for the representation and manipulation of the dynamic or transformational aspects of reality, and that figurative intelligence is responsible for the representation of the static aspects of reality.[2]
Operative intelligence is the active aspect of intelligence. It involves all actions, overt or covert, undertaken in order to follow, recover, or anticipate the transformations of the objects or persons of interest. Figurative intelligence is the more or less static aspect of intelligence, involving all means of representation used to retain in mind the states (i.e., successive forms, shapes, or locations) that intervene between transformations. That is, it involves perception, imitation, mental imagery, drawing, and language. Therefore, the figurative aspects of intelligence derive their meaning from the operative aspects of intelligence, because states cannot exist independently of the transformations that interconnect them. Piaget stated that the figurative or the representational aspects of intelligence are subservient to its operative and dynamic aspects, and therefore, that understanding essentially derives from the operative aspect of intelligence.
At any time, operative intelligence frames how the world is understood and it changes if understanding is not successful. Piaget stated that this process of understanding and change involves two basic functions: assimilation and accommodation.
Assimilation and accommodation[edit]
Through his study of the field of education, Piaget focused on two processes, which he named assimilation and accommodation. Assimilation is how humans perceive and adapt to new information. It is the process of fitting new information into pre-existing cognitive schemas. Assimilation occurs when humans are faced with new or unfamiliar information and refer to previously learned information in order to make sense of it. In contrast, accommodation is the process of taking new information in one's environment and altering pre-existing schemas in order to fit in the new information.
Through a series of stages, Piaget explains the ways in which characteristics are constructed that lead to specific types of thinking. This chart is called cognitive development. To Piaget, assimilation is integrating external elements into structures of lives or environments, or those we could have through experience. It is through assimilation that accommodation is derived. Accommodation is imperative because it is how people will continue to interpret new concepts, schemas, frameworks, and more.[3] Assimilation is different from accommodation by how it relates to the inner organism due to the environment. Piaget believes that the human brain has been programmed through evolution to bring equilibrium, which is what Piaget believes ultimately influences structures by the internal and external processes through assimilation and accommodation.
Piaget's understanding is that these two functions cannot exist without the other. To assimilate an object into an existing mental schema, one first needs to take into account or accommodate to the particularities of this object to a certain extent. For instance, to recognize (assimilate) an apple as an apple, one must first focus (accommodate) on the contour of this object. To do this, one needs to roughly recognize the size of the object. Development increases the balance, or equilibration, between these two functions. When in balance with each other, assimilation and accommodation generate mental schemas of the operative intelligence. When one function dominates over the other, they generate representations which belong to figurative intelligence.
Sensorimotor stage[edit]
The sensorimotor stage is the first of the four stages in cognitive development which "extends from birth to the acquisition of language".[4] In this stage, infants progressively construct knowledge and understanding of the world by coordinating experiences (such as vision and hearing) with physical interactions with objects (such as grasping, sucking, and stepping).[5] Infants gain knowledge of the world from these physical actions they perform within it. They progress from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage.
The child learns that he/she is separate from the environment and that aspects of the environment continue to exist, even though they may be outside the reach of the child's senses. In this stage, according to Piaget, the development of object permanence is one of the most important accomplishments. Object permanence is a child's understanding that objects continue to exist even though they cannot be seen or heard.
Piaget divided the sensorimotor stage into six sub-stages".[6]
|1 Simple Reflexes
|Birth-6 weeks
|"Coordination of sensation and action through reflexive behaviors".[6] Three primary reflexes are described by Piaget: sucking of objects in the mouth, following moving or interesting objects with the eyes, and closing of the hand when an object makes contact with the palm (palmar grasp). Over the first six weeks of life, these reflexes begin to become voluntary actions. For example, the palmar reflex becomes intentional grasping.[7]).
|2 First habits and primary circular reactions phase
|6 weeks-4 months
|"Coordination of sensation and two types of schema: habits (reflex) and primary circular reactions (reproduction of an event that initially occurred by chance). The main focus is still on the infant's body".[6] As an example of this type of reaction, an infant might repeat the motion of passing their hand before their face. Also at this phase, passive reactions, caused by classical or operant conditioning, can begin.[7]
|3 Secondary circular reactions phase
|4–8 months
|Development of habits. "Infants become more object-oriented, moving beyond self-preoccupation; repeat actions that bring interesting or pleasurable results".[6] This stage is associated primarily with the development of coordination between vision and prehension. Three new abilities occur at this stage: intentional grasping for a desired object, secondary circular reactions, and differentiations between ends and means. At this stage, infants will intentionally grasp the air in the direction of a desired object, often to the amusement of friends and family. Secondary circular reactions, or the repetition of an action involving an external object begin; for example, moving a switch to turn on a light repeatedly. The differentiation between means and ends also occurs. This is perhaps one of the most important stages of a child's growth as it signifies the dawn of logic.[7]
|4 Coordination of secondary circular reactions stages
|8–12 months
|"Coordination of vision and touch—hand-eye coordination; coordination of schemas and intentionality".[6] This stage is associated primarily with the development of logic and the coordination between means and ends. This is an extremely important stage of development, holding what Piaget calls the "first proper intelligence". Also, this stage marks the beginning of goal orientation, the deliberate planning of steps to meet an objective.[7]
|5 Tertiary circular reactions, novelty, and curiosity
|12–18 months
|"Infants become intrigued by the many properties of objects and by the many things they can make happen to objects; they experiment with new behavior".[6] This stage is associated primarily with the discovery of new means to meet goals. Piaget describes the child at this juncture as the "young scientist," conducting pseudo-experiments to discover new methods of meeting challenges.[7]
|6 Internalization of Schemas
|18–24 months
|"Infants develop the ability to use primitive symbols and form enduring mental representations".[6] This stage is associated primarily with the beginnings of insight, or true creativity. This marks the passage into the preoperational stage.
By the end of the sensorimotor period, the child sees objects as both separate from the self, and permanent.[6]
Pre-operational stage[edit]
Piaget's second stage, the pre-operational stage, starts when the child begins to learn to speak at age two and lasts up until the age of seven. During the Pre-operational Stage of cognitive development, Piaget noted that children do not yet understand concrete logic and cannot mentally manipulate information. Children's increase in playing and pretending takes place in this stage. However, the child still has trouble seeing things from different points of view. The children's play is mainly categorized by symbolic play and manipulating symbols. Such play is demonstrated by the idea of checkers being snacks, pieces of paper being plates, and a box being a table. Their observations of symbols exemplifies the idea of play with the absence of the actual objects involved. By observing sequences of play, Piaget was able to demonstrate that, towards the end of the second year, a qualitatively new kind of psychological functioning occurs, known as the Pre-operational Stage.[8][9]
The pre-operational stage is sparse and logically inadequate in regard to mental operations. The child is able to form stable concepts as well as magical beliefs. The child, however, is still not able to perform operations, which are tasks that the child can do mentally, rather than physically. Thinking in this stage is still egocentric, meaning the child has difficulty seeing the viewpoint of others. The Pre-operational Stage is split into two substages: the symbolic function substage, and the intuitive thought substage. The symbolic function substage is when children are able to understand, represent, remember, and picture objects in their mind without having the object in front of them. The intuitive thought substage is when children tend to propose the questions of "why?" and "how come?" This stage is when children want the knowledge of knowing everything.[9]
Symbolic function substage[edit]
At about two to four years of age, children cannot yet manipulate and transform information in a logical way. However, they now can think in images and symbols. Other examples of mental abilities are language and pretend play. Symbolic play is when children develop imaginary friends or role-play with friends. Children's play becomes more social and they assign roles to each other. Some examples of symbolic play include playing house, or having a tea party. Interestingly, the type of symbolic play in which children engage is connected with their level of creativity and ability to connect with others.[10] Additionally, the quality of their symbolic play can have consequences on their later development. For example, young children whose symbolic play is of a violent nature tend to exhibit less prosocial behavior and are more likely to display antisocial tendencies in later years.[11]
In this stage, there are still limitations, such as egocentrism and precausal thinking.
Egocentrism occurs when a child is unable to distinguish between their own perspective and that of another person. Children tend to stick to their own viewpoint, rather than consider the view of others. Indeed, they are not even aware that such a concept as "different viewpoints" exists.[12] Egocentrism can be seen in an experiment performed by Piaget and Swiss developmental psychologist Bärbel Inhelder, known as the three-mountain problem. In this experiment, three views of a mountain are shown to the child, who is asked what a traveling doll would see at the various angles. The child will consistently describe what they can see from the position from which they are seated, regardless of from what angle they are asked to take the doll's perspective. Egocentrism would also cause a child to believe, "I like Sesame Street, so Daddy must like Sesame Street, too".
Similar to preoperational children's egocentric thinking is their structuring of a cause and effect relationships. Piaget coined the term "precausal thinking" to describe the way in which preoperational children use their own existing ideas or views, like in egocentrism, to explain cause-and-effect relationships. Three main concepts of causality as displayed by children in the preoperational stage include: animism, artificialism and transductive reasoning.[13]
Animism is the belief that inanimate objects are capable of actions and have lifelike qualities. An example could be a child believing that the sidewalk was mad and made them fall down, or that the stars twinkle in the sky because they are happy. Artificialism refers to the belief that environmental characteristics can be attributed to human actions or interventions. For example, a child might say that it is windy outside because someone is blowing very hard, or the clouds are white because someone painted them that color. Finally, precausal thinking is categorized by transductive reasoning. Transductive reasoning is when a child fails to understand the true relationships between cause and effect.[9][14] Unlike deductive or inductive reasoning (general to specific, or specific to general), transductive reasoning refers to when a child reasons from specific to specific, drawing a relationship between two separate events that are otherwise unrelated. For example, if a child hears the dog bark and then a balloon popped, the child would conclude that because the dog barked, the balloon popped.
Intuitive thought substage[edit]
At between about the ages of 4 and 7, children tend to become very curious and ask many questions, beginning the use of primitive reasoning. There is an emergence in the interest of reasoning and wanting to know why things are the way they are. Piaget called it the "intuitive substage" because children realize they have a vast amount of knowledge, but they are unaware of how they acquired it. Centration, conservation, irreversibility, class inclusion, and transitive inference are all characteristics of preoperative thought.
Centration is the act of focusing all attention on one characteristic or dimension of a situation, whilst disregarding all others. Conservation is the awareness that altering a substance's appearance does not change its basic properties. Children at this stage are unaware of conservation and exhibit centration. Both centration and conservation can be more easily understood once familiarized with Piaget's most famous experimental task.
In this task, a child is presented with two identical beakers containing the same amount of liquid. The child usually notes that the beakers do contain the same amount of liquid. When one of the beakers is poured into a taller and thinner container, children who are younger than seven or eight years old typically say that the two beakers no longer contain the same amount of liquid, and that the taller container holds the larger quantity (centration), without taking into consideration the fact that both beakers were previously noted to contain the same amount of liquid. Due to superficial changes, the child was unable to comprehend that the properties of the substances continued to remain the same (conservation).
Irreversibility is a concept developed in this stage which is closely related to the ideas of centration and conservation. Irreversibility refers to when children are unable to mentally reverse a sequence of events. In the same beaker situation, the child does not realize that, if the sequence of events was reversed and the water from the tall beaker was poured back into its original beaker, then the same amount of water would exist. Another example of children's reliance on visual representations is their misunderstanding of "less than" or "more than". When two rows containing equal amounts of blocks are placed in front of a child, one row spread farther apart than the other, the child will think that the row spread farther contains more blocks.[9][15]
Class inclusion refers to a kind of conceptual thinking that children in the preoperational stage cannot yet grasp. Children's inability to focus on two aspects of a situation at once inhibits them from understanding the principle that one category or class can contain several different subcategories or classes.[13] For example, a four-year-old girl may be shown a picture of eight dogs and three cats. The girl knows what cats and dogs are, and she is aware that they are both animals. However, when asked, "Are there more dogs or animals?" she is likely to answer "more dogs". This is due to her difficulty focusing on the two subclasses and the larger class all at the same time. She may have been able to view the dogs as dogs or animals, but struggled when trying to classify them as both, simultaneously.[16][17] Similar to this is concept relating to intuitive thought, known as "transitive inference". Transitive inference is using previous knowledge to determine the missing piece, using basic logic. Children in the preoperational stage lack this logic. An example of transitive inference would be when a child is presented with the information "A" is greater than "B" and "B" is greater than "C". This child may have difficulty here understanding that "A" is also greater than "C".
Concrete operational stage[edit]
The concrete operational stage is the third of four stages from Piaget's theory of cognitive development. This stage, which follows the preoperational stage, occurs between the ages of seven and 11 years,[18] and is characterized by the appropriate use of logic. During this stage, a child's thought processes become more mature and "adult like". They start solving problems in a more logical fashion. Abstract, hypothetical thinking has not yet developed, and children can only solve problems that apply to concrete events or objects. Piaget determined that children are able to incorporate inductive reasoning. Inductive reasoning involves drawing inferences from observations in order to make a generalization. In contrast, children struggle with deductive reasoning, which involves using a generalized principle in order to try to predict the outcome of an event. Children in this stage commonly experience difficulties with figuring out logic in their heads. For example, a child will understand that "A is more than B" and "B is more than C". However, when asked "is A more than C?", the child might not be able to logically figure the question out in their heads.
Milestones of the concrete operational stage[edit]
The primary milestones of a child's concrete operational stage are:
- Ability to distinguish between their own thoughts and the thoughts of others: children recognize that their thoughts and perceptions may be different from those around them.
- Increased classification skills: children are able to classify objects by their number, mass, and weight.
- Ability to think logically about objects and events.
- Ability to fluently perform mathematical problems in both addition and subtraction.
Important processes[edit]
Important processes during the concrete operational stage include:
- Classification: the ability to name and identify sets of objects according to appearance, size or other characteristic, including the idea that one set of objects can include another. Hierarchical classification refers to the ability to sort objects into classes and subclasses based on similarities and differences among groups.
- Conservation: the understanding that, although an object's appearance changes, it still stays the same in quantity. Redistributing an object does not affect its mass, number, or volume. For example, a child understands that when you pour a liquid into a different-shaped glass, the amount of liquid stays the same.
- Decentering: the child now takes into account multiple aspects of a problem to solve it. For example, the child will no longer perceive an exceptionally wide but short cup to contain less than a normally wide, taller cup.
- Reversibility: the child now understands that numbers or objects can be changed and then returned to their original state. For example, a child understands that his or her favorite ball that deflates is not gone and can be filled with air and put back into play again. Another example would be when the child realizes that a ball of clay, once flattened, can be made into a ball of clay again.
- Seriation: the ability to sort objects in an order according to size, shape, or any other characteristic. For example, different-shaded objects may make a color gradient.
- Transitivity: transitivity, which refers to the ability to mentally sort objects and recognize relationships among various things in a serial order. For example, when told to put away his books according to height, the child recognizes that he starts with placing the tallest one on one end of the bookshelf and the shortest at the other end.
Two other important processes in the concrete operational stage are the elimination of egocentrism and logic.
Egocentrism is the inability to consider or understand a perspective other than one's own. During this stage, the child acquires the ability to view things from another individual's perspective, even if they think that perspective is incorrect. For instance, show a child a comic in which Jane puts a doll under a box, leaves the room, and then Melissa moves the doll to a drawer, and Jane comes back. A child in the concrete operations stage will say that Jane will still think it's under the box even though the child knows it is in the drawer. (See also False-belief task.)
Children in this stage can, however, only solve problems that apply to actual (concrete) objects or events, and not abstract concepts or hypothetical tasks. Understanding and knowing how to use full common sense has not yet been completely adapted.
Piaget determined that children in the concrete operational stage were able to incorporate inductive logic. On the other hand, children at this age have difficulty using deductive logic, which involves using a general principle to predict the outcome of a specific event. This includes mental reversibility. An example of this is being able to reverse the order of relationships between mental categories. For example, a child might be able to recognize that his or her dog is a Labrador, that a Labrador is a dog, and that a dog is an animal, and draw conclusions from the information available, as well as apply all these processes to hypothetical situations.[19]
The abstract quality of the adolescent's thought at the formal operational level is evident in the adolescent's verbal problem solving ability.[19] The logical quality of the adolescent's thought is when children are more likely to solve problems in a trial-and-error fashion.[19] Adolescents begin to think more as a scientist thinks, devising plans to solve problems and systematically test opinions.[19] They use hypothetical-deductive reasoning, which means that they develop hypotheses or best guesses, and systematically deduce, or conclude, which is the best path to follow in solving the problem.[19] During this stage the adolescent is able to understand such things as love, "shades of gray," logical proofs and values. During this stage the young person begins to entertain possibilities for the future and is fascinated with what they can be.[19]
Adolescents also are changing cognitively by the way that they think about social matters.[19] Adolescent egocentrism governs the way that adolescents think about social matters, and is the heightened self-consciousness in them as they are, which is reflected in their sense of personal uniqueness and invincibility.[19] Adolescent egocentrism can be dissected into two types of social thinking, imaginary audience that involves attention-getting behavior, and personal fable, which involves an adolescent's sense of personal uniqueness and invincibility.[19] These two types of social thinking begin to affect a child's egocentrism in the concrete stage. However, it carries over to the formal operational stage when they are then faced with abstract thought and fully logical thinking.
Testing for concrete operations[edit]
Piagetian tests are well known and practised to test for concrete operations. The most prevalent tests are those for conservation. There are some important aspects that the experimenter must take into account when performing experiments with these children.
One example of an experiment for testing conservation is an experimenter will have two glasses that are the same size, fill them to the same level with liquid, which the child will acknowledge is the same. Then, the experimenter will pour the liquid from one of the small glasses into a tall, thin glass. The experimenter will then ask the child if the taller glass has more liquid, less liquid, or the same amount of liquid. The child will then give his answer. The experimenter will ask the child why he gave his answer, or why he thinks that is.
- Justification: After the child has answered the question being posed, the experimenter must ask why the child gave that answer. This is important because the answers they give can help the experimenter to assess the child's developmental age.[20]
- Number of times asking: Some argue that if a child is asked if the amount of liquid in the first set of glasses is equal then, after pouring the water into the taller glass, the experimenter asks again about the amount of liquid, the children will start to doubt their original answer. They may start to think that the original levels were not equal, which will influence their second answer.[21]
- Word Choice: The phrasing that the experimenter uses may affect how the child answers. If, in the liquid and glass example, the experimenter asks, "Which of these glasses has more liquid?", the child may think that his thoughts of them being the same is wrong because the adult is saying that one must have more. Alternatively, if the experimenter asks, "Are these equal?", then the child is more likely to say that they are, because the experimenter is implying that they are.
Formal operational stage[edit]
The final stage is known as the formal operational stage (adolescence and into adulthood, roughly ages 11 to approximately 15-20): Intelligence is demonstrated through the logical use of symbols related to abstract concepts. At this point, the person is capable of hypothetical and deductive reasoning. During this time, people develop the ability to think about abstract concepts.
Piaget stated that "hypothetico-deductive reasoning" becomes important during the formal operational stage. This type of thinking involves hypothetical situations and is often required in science and mathematics.
- Abstract thought emerges during the formal operational stage. Children tend to think very concretely and specifically in earlier stages, and begin to consider possible outcomes and consequences of actions.
- Metacognition, the capacity for "thinking about thinking" that allows adolescents and adults to reason about their thought processes and monitor them.[22]
- Problem-solving is demonstrated when children use trial-and-error to solve problems. The ability to systematically solve a problem in a logical and methodical way emerges.
"However, research has shown that not all persons in all cultures reach formal operations, and most people do not use formal operations in all aspects of their lives".[23]
The stages and causation[edit]
Piaget sees children's conception of causation as a march from "primitive" conceptions of cause to those of a more scientific, rigorous, and mechanical nature. These primitive concepts are characterized as supernatural, with a decidedly nonnatural or nonmechanical tone. Piaget has as his most basic assumption that babies are phenomenists. That is, their knowledge "consists of assimilating things to schemas" from their own action such that they appear, from the child's point of view, "to have qualities which, in fact, stem from the organism". Consequently, these "subjective conceptions," so prevalent during Piaget's first stage of development, are dashed upon discovering deeper empirical truths.
Piaget gives the example of a child believing that the moon and stars follow him on a night walk. Upon learning that such is the case for his friends, he must separate his self from the object, resulting in a theory that the moon is immobile, or moves independently of other agents.
The second stage, from around three to eight years of age, is characterized by a mix of this type of magical, animistic, or "nonnatural" conceptions of causation and mechanical or "naturalistic" causation. This conjunction of natural and nonnatural causal explanations supposedly stems from experience itself, though Piaget does not make much of an attempt to describe the nature of the differences in conception. In his interviews with children, he asked questions specifically about natural phenomena, such as: "What makes clouds move?", "What makes the stars move?", "Why do rivers flow?" The nature of all the answers given, Piaget says, are such that these objects must perform their actions to "fulfill their obligations towards men". He calls this "moral explanation".[24]
Practical applications[edit]
Parents can use Piaget's theory when deciding how to determine what to buy in order to support their child's growth.[25] Teachers can also use Piaget's theory, for instance, when discussing whether the syllabus subjects are suitable for the level of students or not.[26] For example, recent studies have shown that children in the same grade and of the same age perform differentially on tasks measuring basic addition and subtraction fluency. While children in the preoperational and concrete operational levels of cognitive development perform combined arithmetic operations (such as addition and subtraction) with similar accuracy,[27] children in the concrete operational level of cognitive development have been able to perform both addition problems and subtraction problems with overall greater fluency.[28]
The ability to perform mathematical operations fluently indicates a level of skill mastery and a readiness to learn more advanced mathematical problems. Teachers who work with children in both the preoperational and the concrete operational levels of cognitive development should adopt suitable academic expectations with regard to children's cognitive developmental abilities. The need for educators to individualize and adopt appropriate academic expectations appears to be most relevant for children at the first-grade level.
Postulated physical mechanisms underlying schemas and stages[edit]
In 1967, Piaget considered the possibility of RNA molecules as likely embodiments of his still-abstract schemas (which he promoted as units of action)—though he did not come to any firm conclusion.[29] At that time, due to work such as that of Swedish biochemist Holger Hydén, RNA concentrations had, indeed, been shown to correlate with learning, so the idea was quite plausible.
However, by the time of Piaget's death in 1980, this notion had lost favour. One main problem was over the protein which, it was assumed, such RNA would necessarily produce, and that did not fit in with observation. It was determined that only about 3% of RNA does code for protein (Mattick, 2001, 2003, 2004).[full citation needed] Hence, most of the remaining 97% (the "ncRNA") could theoretically be available to serve as Piagetian schemas (or other regulatory roles now under investigation). The issue has not yet been resolved experimentally, but its theoretical aspects were reviewed in 2008[30] — then developed further from the viewpoints of biophysics and epistemology.[31][32] Meanwhile, this RNA-based approach also unexpectedly offered explanations for various other bio-mysteries, thus providing some measure of corroboration.
Relation to psychometric theories of intelligence[edit]
Piaget designed a number of tasks to verify hypotheses arising from his theory. The tasks were not intended to measure individual differences, and they have no equivalent in psychometric intelligence tests. Notwithstanding the different research traditions in which psychometric tests and Piagetian tasks were developed, the correlations between the two types of measures have been found to be consistently positive and generally moderate in magnitude. A common general factor underlies them. It has been shown that it is possible to construct a battery consisting of Piagetian tasks that is as good a measure of general intelligence as standard IQ tests.[33][34][35]
Challenges to Piagetian stage theory[edit]
|This section needs additional citations for verification. (February 2013)
Piagetians' accounts of development have been challenged on several grounds. First, as Piaget himself noted, development does not always progress in the smooth manner his theory seems to predict. "Decalage," or unpredicted gaps in the developmental progression, suggest that the stage model is, at best, a useful approximation. Furthermore, studies have found that children may be able to learn concepts supposedly represented in more advanced stages with relative ease.[36] More broadly, Piaget's theory is "domain general," predicting that cognitive maturation occurs concurrently across different domains of knowledge (such as mathematics, logic, and understanding of physics or language).
During the 1980s and 1990s, cognitive developmentalists were influenced by "neo-nativist" and evolutionary psychology ideas. These ideas de-emphasized domain general theories and emphasized domain specificity or modularity of mind. Modularity implies that different cognitive faculties may be largely independent of one another, and thus develop according to quite different timetables. In this vein, some cognitive developmentalists argued that, rather than being domain general learners, children come equipped with domain specific theories, sometimes referred to as "core knowledge," which allows them to break into learning within that domain. For example, even young infants appear to be sensitive to some predictable regularities in the movement and interactions of objects (for example, that one object cannot pass through another), or in human behavior (for example, that a hand repeatedly reaching for an object has that object, not just a particular path of motion), as it becomes the building block of which more elaborate knowledge is constructed.
More recent work has strongly challenged some of the basic presumptions of the "core knowledge" school, and revised ideas of domain generality—but from a newer dynamic systems approach, not from a revised Piagetian perspective. Dynamic systems approaches harken to modern neuroscientific research that was not available to Piaget when he was constructing his theory. One important finding is that domain-specific knowledge is constructed as children develop and integrate knowledge. This suggests more of a "smooth integration" of learning and development than either Piaget, or his neo-nativist critics, had envisioned. Additionally, some psychologists, such as Lev Vygotsky and Jerome Bruner, thought differently from Piaget, suggesting that language was more important than Piaget implied.
Post-Piagetian and Neo-Piagetian stages[edit]
In recent years, several scholars attempted to address concerns with Piaget's theory by developing new theories and models that can accommodate evidence which violates Piagetian predictions and postulates.
- The neo-Piagetian theories of cognitive development, advanced by Case, Demetriou, Halford, Fischer, Michael Commons, and Pascual-Leone, attempted to integrate Piaget's theory with cognitive and differential theories of cognitive organization and development. Their aim was to better account for the cognitive factors of development and for intra-individual and inter-individual differences in cognitive development. They suggested that development along Piaget's stages is due to increasing working memory capacity and processing efficiency. Moreover, Demetriou´s theory ascribes an important role to hypercognitive processes of self-recording, self-monitoring, and self-regulation, and it recognizes the operation of several relatively autonomous domains of thought (Demetriou, 1998; Demetriou, Mouyi, Spanoudis, 2010).
- Piaget's theory stops at the formal operational stage, but other researchers have observed the thinking of adults is more nuanced than formal operational thought. This stage has been named postformal thought.[37] Postformal stages have been proposed. Kurt Fischer suggested two[clarification needed], and Michael Commons presented evidence for four postformal stages: systematic, metasystematic, paradigmatic, and cross-paradigmatic. (Commons & Richards, 2003; Oliver, 2004)[full citation needed] There are many scholars, however, who have critizized "postformal thinking," because the concept lacks both theoretical and empirical verification. The term "integrative thinking" has been suggested for use instead.[38][39][40][41][42]
- A "sentential" stage, said to occur before the early preoperational stage, has been proposed by Fischer, Biggs and Biggs, Commons, and Richards.[43][44]
- Searching for a micro-physiological basis for human mental capacity, Traill (1978, Section C5.4 [6]; - 1999, Section 8.4 [7]) proposed that there may be "pre-sensorimotor" stages ("M−1L", "M−2L", … … ), which are developed in the womb and/or transmitted genetically.
- Jerome Bruner has expressed views on cognitive development.
- Michael Lamport Commons proposed the model of hierarchical complexity.[45][46]
- Kieran Egan has proposed stages of understanding.
- Lawrence Kohlberg developed stages of moral development.
- Andreas Demetriou has expressed Neo-Piagetian theories of cognitive development.
- Ken Wilber has incorporated Piaget's theory in his multidisciplinary field of Integral Theory.
- The process of initiation is a modification of Piaget's theory integrating Abraham Maslow's concept of self-actualization.[47]
See also[edit]
- ^ McLeod, S. A. "Piaget | Cognitive Theory". Simply Psychology. Retrieved 18 September 2012.
- ^ Piaget, J., & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul.
- ^ "Block, Jack" "Assimilation, Accommodation, and the Dynamics of Personality Development"
- ^ Tuckman, Bruce W., and David M. Monetti. Educational Psychology. Belmont, CA: Wadsworth, 2010. Print
- ^ Bernstein, Penner, and Clarke-Stewart, Roy. Psychology Study Guide
- ^ a b c d e f g h Santrock, J.W. (2008). A Topical Approach To Life-Span Development (pp.211-216). New York, NY: McGraw-Hill
- ^ a b c d e Piaget, J. (1977). Gruber, H.E.; Voneche, J.J., eds. The essential Piaget. New York: Basic Books.
- ^ Loftus, Geoff. (2009). "Introduction to Psychology (15th Ed.)".- Chapter 3
- ^ a b c d Santrock, John W. (2004). Life-Span Development (9th Ed.). Boston, MA: McGraw-Hill College - Chapter 8
- ^ Russ, S. W. (2006). "Pretend play, affect, and creativity". New directions in aesthetics, crreativity and the arts, Foundations and frontiers in aesthetics: 239–250.
- ^ Dunn, Judy; Hughes, Claire. ""I Got Some Swords And You're Dead!": Violent Fantasy, Antisocial Behavior, Friendship, And Moral Sensibility In Young Children". Child Development.
- ^ Piaget, A Child's Conception of Space, Norton Edition, 1967; p. 178
- ^ a b Rathus, Spencer A. (2006). Childhood: voyages in development. Belmont, CA: Thomson/Wadsworth.
- ^ "Preoperational Stage". Retrieved February 2, 2013.
- ^ McLeod, S. A. (2010). Simply Psychology
- ^ Andrews, Glenda; Graeme S. Halford, Karen Murphy, Kathy Knox. (2009). "Integration Of Weight And Distance Information In Young Children: The Role Of Relational Complexity". Cognitive Development 24 (1): 49–60. doi:10.1016/j.cogdev.2008.07.005.
- ^ Branco, J. C; Lourenco, O (2004). "Cognitive and linguistic aspects in 5- to 6-year-olds' class inclusion reasoning". Psicologia Educacao Cultura 8 (2): 427–445.
- ^ Herbert Ginsburg and Sylvia Opper (1979), Piaget's Theory of Intellectual Development, Prentice Hall, ISBN 0-13-675140-7, p. 152.
- ^ a b c d e f g h i Santrock, J.W. (2008). A Topical Approach to Life Span Development (pp.221-223). New York, NY: McGraw-Hill.
- ^ Karplus, R., & Lavatelli C. S. (Experimenters), & Davidson films (Producer). (2010, August 10). Classic Piaget Volume 1 (Davidson Films, Inc.)[Experiments]. Retrieved December 1, 2012, from http://www.youtube.com/watch?v=2FjIso13i20.
- ^ McLeod, S. A. (2010). Concrete Operational Stage. In Simply Psychology. Retrieved December 1, 2012, from http://www.simplypsychology.org/concrete-operational.html
- ^ Arnett, Jeffrey Jensen (2013). Adolescence and Emerging Adulthood. NJ: Person Education Inc. pp. 64–65. ISBN 0-205-89249-3.
- ^ Arnett, Jeffrey (2013). "3". Adolescence and Emerging Adulthood: A Cultural Approach (5th ed.). New York: Pearson Education Inc. p. 91.
- ^ Piaget, J. (1928). La causalité chez l'enfant. British Journal of Psychology, 18, 276-301
- ^ BUCKLEITNER, W. (2008, June 12). New York Times.
- ^ Hinde, E. R., & Perry, N. (2007). Elementary School Journal, 108(1), 63-79.
- ^ Ramos-Christian, Vanessa; Robert Schleser, and Mary E. Varn. (2008). "Math fluency: Accuracy versus speed in preoperational and concrete operational first and second grade children". Early Childhood Education Journal 35 (6): 543–549. doi:10.1007/s10643-008-0234-7.
- ^ Wubbena, Zane (2013). "Mathematical fluency as a function of conservation ability in young children". Learning and Individual Differences. doi:10.1016/j.lindif.2013.01.013.
- ^ Piaget, J. (1967/1971). Biologie et connaissance: Essai sur les relations entre les régulations organiques et les processus cognitifs. Gallimard: Paris — Biology and Knowledge. Chicago University Press; and Edinburgh University Press.
- ^ Traill, R.R. (2008). Thinking by Molecule, Synapse, or both? — From Piaget's Schema, to the Selecting/Editing of ncRNA. Ondwelle: Melbourne. [1]
- ^ Traill, R.R. (2011a). "Coherent Infra-Red as logically necessary to explain Piagetian psychology and neuro-microanatomy — …" Journal of Physics: Conference Series, 329, 012018. [Prague conference: "Electrodynamic Activity of Living Cells"; (1–3 July 2011)]. doi:10.1088/1742-6596/329/1/012018 [2]
- ^ Traill, R.R. (2012). A molecular basis for Piaget's "schème" (as memory-code): Some surprising implications; 'PowerPoint' presentation at the 42nd Annual Conference of the Jean Piaget Society [3] plus the accompanying notes [4]
- ^ Humphreys, L.G., Rich, S.A. & Davey, T.C. (1985). A Piagetian Test of General Intelligence. Developmental Psychology, 21, 872–877.
- ^ Lautrey, J. (2002). Is there a general factor of cognitive development? In Sternberg, R.J. & Grigorenko, E.L. (Eds.), The general factor of intelligence: How general is it? Mahwah, NJ: Erlbaum.
- ^ Weinberg, R.A. (1989). Intelligence and IQ. Landmark Issues and Great Debates. American Psychologist, 44, 98–104.
- ^ Kay C. Wood, Harlan Smith, and Daurice Grossniklaus. "Piaget's Stages of Cognitive Development". pp. 6 [5] Retrieved May 29, 2012
- ^ Jan D. Sinnott "The Development of Logic in Adulthood: Postformal Thought and Its Applications" (Plenum Press 1998)
- ^ Kallio, E. Integrative thinking is the key: an evaluation of current research into the development of thinking in adults. Theory & Psychology, 21 Issue 6 December 2011 pp. 785 - 801
- ^ Kallio, E. & Helkama, K. 1991. Formal operations and postformal reasoning: A replication. Scandinavian Journal of Psychology 32 (1), 18-21
- ^ Kallio, E. 1995. Systematic reasoning: Formal or postformal cognition? Journal of Adult Development 2 (3), 187-192
- ^ Kramer, D. Post-Formal Operations? A Need for Further Conceptualization Hum Dev 1983;26:91–105
- ^ Marchand, H. The Genetic Epistemologist Volume 29, Number 3
- ^ Commons, M. L., & Richards, F. A. (1984a). A general model of stage theory. In M. L. Commons, F. A. Richards, & C. Armon (Eds.), Beyond formal operations: Vol. 1. Late adolescent and adult cognitive development (pp. 120-140). New York: Praeger.
- ^ Commons, M. L., & Richards, F. A. (1984b). Applying the general stage model. In M. L. Commons, F. A. Richards, & C. Armon (Eds.), Beyond formal operations: Vol. 1. Late adolescent and adult cognitive development (pp. 141-157). New York: Praeger.
- ^ Commons, M. L., & Pekker, A. (2008). Presenting the formal theory of hierarchical complexity. World Futures: Journal of General Evolution 65(1-3), 375-382.
- ^ Commons, M. L., Gane-McCalla, R., Barker C. D., Li, E. Y. (in press). The Model of Hierarchical Complexity as a measurement system. Journal of Adult Development.
- ^ Kress, Oliver (1993). "A new approach to cognitive development: ontogenesis and the process of initiation". Evolution and Cognition 2(4): 319-332.
External links[edit]
- Piaget's Theory of Cognitive Development
- Cognitive development of a child
- Only one-third of adults can reason formally


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text: Providers miss opportunities to prevent depression in and discuss birth control with women with unplanned pregnancies Research Activities, August 2011, No. 372 The American College of Obstetricians and Gynecologists recommends that clinicians screen pregnant women during the first prenatal visit for depression, stress, support, and whether the pregnancy was planned. This screening allows providers to pinpoint women who may be at risk for post-partum depression or who may need social support once the baby arrives. A new study finds that this counseling is inconsistent, and clinicians miss opportunities to discuss future birth control and social support with women whose pregnancies were unplanned.Judy C. Chang, M.D., M.P.H., of Magee-Women's Hospital, and colleagues recorded conversations during 48 prenatal visits with 16 providers in an academic medical center in Pittsburgh. Thirty-five of the women indicated that their pregnancies were unplanned. Most of the visits included discussion about how the women felt about their unplanned pregnancies (29 of 35 visits), but only 8 women's visits included discussion about pregnancy options. What's more, providers referred just six women to counselors or social services, despite evidence showing that an unplanned pregnancy is a risk factor for depression during and after pregnancy. Finally, future birth control plans were addressed in the visits of just 4 of the 35 women whose pregnancies were unplanned.Because one unplanned pregnancy is a red flag for future unplanned pregnancies, the authors suggest that providers are missing opportunities to help women prevent future unplanned pregnancies. This study was funded in part by the Agency for Healthcare Research and Quality (HS13913).See "Now is the chance: Patient-provider communication about unplanned pregnancy during the first prenatal visit," by Rebecca Meiksin, M.P.H., Dr. Chang, Tina Bhargava, M.A., and others in the December 2010 Patient Education and Counseling 81(3), pp. 462-467. Current as of August 2011 Internet Citation: Providers miss opportunities to prevent depression in and discuss birth control with women with unplanned pregnancies: Research Activities, August 2011, No. 372. August 2011. Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/news/newsletters/research-activities/aug11/0811RA18.html


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Recipe Mailing List
Recipe Mailing List
Vidalia ®
onions are available from late April through mid-November.
The crop is planted from September through
February each year, with 70, 000 plants produced on each acre.
Similar onions are grown in other parts of the country, but the
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onion with its distinct flavor.
Vidalia ® onions are a good source of vitamin C and dietary
Vidalia Onion Story
The Vidalia Onion Story takes root in Toombs County, Georgia
over 60 years ago, when a farmer by the name of Moses Coleman discovered in the late spring
of 1931 the onions he had planted were not hot, as he expected. They were sweet! It
was a struggle to sell the onions at first, but Moses persevered, and managed to sell them
for $3.50 per 50-pound bag, which in those days was a big price.
Other farmers, who through the Depression years had
not been able to get a fair price for their produce, thought Coleman had found a gold
mine. They began to follow suit, and soon after, their farms were also producing the
sweet, mild onion.
In the 1940's, the State of Georgia built a
Farmer's Market in Vidalia, and because the small town was at the juncture of some of
South Georgia's most widely traveled highways, the market had a thriving tourist business.
Word began to spread about "those Vidalia onions". Consumers, then, gave the
onions their famous name. Reorders were made, and "Vidalia Onions" began
appearing on the shelves of Piggly Wiggly and A & P grocery stores. Through the
1950s and 60s, production grew at a slow but steady pace, reaching some 600 total acres by
the mid 1970s. At that point, a push was made for Vidalia Onions to be distributed
throughout the nation, and several promotional efforts were begun. Onion festivals became
an annual event in both Vidalia and nearby Glennville, Georgia, and production grew
tenfold over the next decade.
In 1986, Georgia's state legislature passed
legislation giving the Vidalia Onion legal status and defining the 20-county production
area. The Vidalia Onion was named Georgia's Official State Vegetable by the state
legislature in 1990.
In 1989, Vidalia Onion producers united to
establish Federal Marketing Order No. 955 for the crop. This USDA program established the
Vidalia Onion Committee and extended the definition of a Vidalia Onion to the Federal
level. The Marketing Order provided a vehicle for producers to jointly fund research and
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Beginning in 1990, technology borrowed from the
apple industry was adapted to begin the controlled atmosphere (CA) storage of Vidalia
Onions. Now some 20,000,000 pounds of Vidalia Onions can be put into CA storage for up to
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Onions are
difficult for archaeologists to track because they are too small and
their tissues leave little, if any, trace. Some food historians place
the earliest onion cultivation at the edges of the Mediterranean as long
ago as 5,000 years. Others believe that onions originated in central
Asia. The National Onion Association says onions were first grown in
Iran and Pakistan. It's difficult to say in which area onions originated
as several hundred varieties of onions grow wild in temperate climates
all around the world.
The Egyptians left
onions in their tombs about 3,500 years ago. In fact, the mummy of King
Ramses IV, who died in 1160 B.C., had small onions in the eye sockets,
probably because they had some spiritual significance and because they
replicated a real eyeball. Paintings of onions appear on the inner walls
of the pyramids of Unas (c. 2423 B.C.) and Pepi II (c.2200 B.C.), and in
tombs of both the Old Kingdom and the New Kingdom.
The Roman satirist
Juvenal wrote of the Egyptians:
How Egypt, mad
with superstition grown,
Makes gods of monsters but too well is known.
'Tis mortal sin an Onion to devour,
Each clove of garlic hath a sacred power,
Religious nation sure, and best abodes,
When every garden is o'errun with gods!
Many early
documents tell of onion cultivation and use. There is evidence that the
Sumerians were growing onions as early as 2500 B.C. The great food
historian, Waverly Root, cites a Sumerian text dated to about 2400 B.C.
that tells of someone plowing of the city governor's onion plot.
Three different
varieties of alliums (onions) are mentioned to have been eaten by the
Israelites in the Biblical book Numbers; leeks, onions and
The Roman writer
Pliny the Elder wrote of onions grown in Pompeii. When Pompeii was
excavated, archaeologists found cavities in the gardens where the onion
bulbs had grown, just as he had written.
Texts from India
dated to the early 6th C. write of the onion's use as
medicine. They were used as a diuretic, and taken for the heart, the
eyes and the joints.
The onions we use today are very similar to
those described and eaten 2000 years ago. By 1900, plant breeders were
already refining the species to meet the needs of the grower and
consumer. A 1900 seed catalog might offer red, yellow, white, oblate,
globe and spindle shaped onions.
The accidental discovery of a male-sterile
onion by the botanist Henry Jones in 1925 marked the beginning of modern
onion breeding. Crossing the sterile line of onions with other onions
having desirable characteristics could produce new and better hybrids.
Cooperative breeding programs began at universities all across the
country. The result was that onion varieties were developed for specific
and varied growing conditions.
Onion breeders have been able to strengthen
the plant's resistance to many diseases. It is now possible to plant
varieties that are not only immune to most diseases but are resistant to
diseases prevalent in certain types of geographic areas. For example,
researchers in Wisconsin were able to breed for onions containing more
phenol. Phenol, when it is diluted, is carbolic acid. Carbolic acid can
be used to protect onions from smudge, a naturally occurring mold-like
The complex role of day-length in onion
bulb development was another important factor in breeding onion
varieties. Many onion varieties were developed which would form bulbs at
the correct time, i.e. varieties for both northern and southern growers.
In 1945, analysis of the sulfur compounds
in onions (the compound that makes people cry when an onion is cut)
resulted in breeders being able to develop a sweet onion. These onions
are spring and summer onions, high in water and sugar content, and known
for their sweet mild flavor. They don't store as well as other onion
varieties do, but they offer a distinctive variation in flavor and have
become very popular.
Today, most of the onions eaten in North
America are storage onions, grown primarily in western Idaho and eastern
Oregon. As much as a quarter of the U.S. fall and winter crop of storage
onions is produced in this area. California produces an equivalent
amount, another 25% of America's onions, and not just storage onions,
but also sweet, speciality, and processing onions. In fact, half of
California's onion production goes to processors. Other states produce
substantially lesser amounts. Texas grows about 10% of the total onion
acreage, mostly sweets; Georgia grows about 5%. New Mexico, Washington,
and Arizona also produce substantial quantities of sweets. Colorado, New
York, Michigan, Wisconsin, Nevada, Utah, Nebraska and Ohio are also
onion-growing states.
There are onion varieties for every climate
and latitude, large and small, hot and sweet, ready to eat and storage
types. So many varieties, so many producing areas. There should never be
a time when onions cannot be found in any supermarket.
© 2006 Vidalia Onion
Bros. All rights reserved.
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text:
Louise Thaden was a renowned woman pilot who came to prominence in the interwar years. She was winner of the 1929 transcontinental Women's Air Derby (the so-called "Powder Puff Derby"), one of the founders of the Ninety-Nines, and the first woman (with Blanche Noyes) to win the Bendix Trophy Race in 1936, flying from New York to Los Angeles in slightly less than fifteen hours.
Image Number: 82-2132
Credit: National Air and Space Museum Archives, Smithsonian Institution
For print or commercial use, please contact: Smithsonian Institution
Reproductions are not currently available. If you would like to use this image as-is, please submit a permission request.


text:
Lewis Pugh:
My mind-shifting Everest swim
After he swam the North Pole, Lewis Pugh vowed never to take another cold-water dip. Then he heard of Lake Imja in the Himalayas, created by recent glacial melting, and Lake Pumori, a body of water at an altitude of 5300 m on Everest — and so began a journey that would teach him a radical new way to approach swimming and think about climate change.
pin This talk was presented at an official TED conference, and was featured by our editors on the home page.
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Royce® Leather Double Cigar Case
Item # WX2-219688
- Google+
This item is shipped directly from the factory. To see the expected shipping date, please add to your Shopping Cart. Sorry, no express shipping available. We are unable to ship factory direct items to Alaska, Hawaii, Puerto Rico or APO or FPO addresses.
- Details & Specs
Royce® Leather Double Cigar Case provides perfect storage for the traveling aficionado.
For the refined gentleman who never leaves home without two of his favorite cigars, here's everything you need in one stylish package. A genuine leather Case, plus two stainless steel tubes (they'll fit around 50-gauge cigars), plus a nice metal cutter. Case is snap-close. Measures 8 x 3 x 1 1/2 " h. Imported.
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text:
Product DescriptionAtomlab Pimp Rim: Bombproof performance, lightweight and drilled for standard nipples.
Review Options: Sorted by Latest Review | Sort by Best Rating
|Reviews 1 - 1 (1 Reviews Total)
User Reviews
Date Reviewed: March 27, 2008
Strengths: Lierally un bendable...un warpable....never needed major trueing....multiple colors......slanted walls and offset spokes with pins and welds
mavics are nice but they have compitition with the atomlabs
Weaknesses: weight=strength so none at all.....
Bottom Line:
The rims strip does not say TOUGH AS HELL for nothing
They are ATOMLAB.....5 chillis easy because they have handled my off camber riding
Expand full review >>
Duration Product Used: 1 Year
Price Paid: $110.00
Purchased At: local dealer
Similar Products Used: mavic 729/721
atomlab trailpimp
Bike Setup: TOP pimps argyle SS deity
|Reviews 1 - 1 (1 Reviews Total)
Review Options: Sorted by Latest Review | Sort by Best Rating
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Pimp My Ride !
So after a couple of months on the Goblin XO I decided to dress it up a bit. i have ordered Jagwire shifter and brake lines in Organic Green. Should look nice with the green highlights on the XO frame. Shift cables arrive tomorrow. brake lines coming next week. Here is a pic of the color. s ... Read More »
Help me pimp a 2011 Specialized Hardrock to impress this girl!
Okay, I know, before anyone says it, I know if I really wanted to impress her I'd get her a Stumpjumper. But hey, I scored this on Craigslist for...are you ready...$150! There are a few scuff marks and scratches but nothing that makes the bike look too banged up. Plus side is that it's perfectly rid ... Read More »
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r u pimp'd by atomlab?
OK so anyone other than myself purchase a pair of pimplite wrx pedals just to have the sh!tty DU bushings wear out in a couple rides and have huge grooves worn into the inboard side of the platform? Well I did, and I'm pissed the f**k off cause universal cycle has had them since mid october! Hacksaw ... Read More »
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text:
International Archaeology Day is October 18! We've got partners statewide to offer "300 miles of Iowa Archaeology" from Council Bluffs to Iowa City.
Iowa Archaeology Month is September 15-October 18, 2014. Although Iowa Archaeology Month never officially discontinued, it got lost along the way. Find out more!
Check out this year's route maps, team roster, and booklet!
The OSA exhibit in the University of Iowa Mobile Museum tells the story of the Glenwood culture centered in the Loess Hills and their connections to the Iowa landscape through agriculture. Watch for us across Iowa!
These resources develop students' scientific, cultural, and historical literacy with hands-on materials and lessons. Available to all Iowa educators.
Upcoming Events
Mon, Oct 06, 2014 - 7:00pmWhat Can Artifacts Tell Us About Life Long Ago? - Location: Jefferson County Park Nature Center, Fairfield
Fri, Oct 10, 2014 - 6:00pm to Sat, Oct 11, 2014 - 4:15pmIowa Archeological Society Fall Meeting - Location: Sioux City, IA
Sat, Oct 18, 2014 - 11:00am4th Annual International Archaeology Day: 300 Miles of Iowa Archaeology - Location: Statewide
Mon, Oct 20, 2014 - 7:30pmAIA Lecture Series: Geoarchaeological Investigations at Monte Polizzo, Western Sicily (tentative title) - Location: Art Building West, University of Iowa
Thu, Oct 23, 2014 - 6:30pmThe Archaeology and Cultural History of the Upper Iowa River Water Trail - Location: Decorah, IA


text: Walk Through Walls Wii code In certain areas like when your next to a wall get as close to the wall as possible and turn around. (Be sure you don't walk away from the wall.) Hold DOWN on the control pad and turn back towards the wall. While still ducking, push toward the wall to go through it!


text: Table 1_3_3-1 2009 National Healthcare Quality and Disparities ReportsThe National Healthcare Quality Report (NHQR) is a comprehensive national overview of quality of health care in the United States. It is organized around four dimensions of quality of care: effectiveness, patient safety, timeliness, and patient centeredness. Table 1_3_3.1Adults age 50 and over who received a fecal occult blood test in the last 2 years,a United States, 2000 and 2005 20052000Population groupPercentSEPercentSETotal 17.10.424.00.5Age, not age adjusted50–6415.10.521.90.665 and over19.40.626.60.8RaceAI/AN onlyDSUDSU25.86.9Asian only12.92.324.43.6NHOPI onlyDSUDSUDSUDSUBlack only188.8.131.52.3White only17.40.524.60.5Multiple races17.54.320.45.2EthnicityHispanic, all races12.11.313.51.2Non-Hispanic, all races17.50.424.70.5Non-Hispanic, Black184.108.40.206.3Non-Hispanic, White17.90.525.20.6GenderMale17.30.623.20.8Female17.00.524.90.6Health insurance,b ages 50–64, not age adjustedPrivate16.10.623.70.7Public only18.01.522.62.0Uninsured18.104.22.168.2Health insurance, age 65 and over, not age adjustedMedicare and private20.80.828.51.0Medicare and public20.81.720.72.0Medicare only220.127.116.11.3Family incomecNegative/poor22.214.171.124.3Near poor/low15.40.920.31.1Middle18.00.823.50.9High18.70.729.01.0EducationLess than high school12.40.816.60.8High school graduate16.50.722.90.8At least some college19.90.629.10.8Residence locationdLarge central metro16.40.8DNADNALarge fringe metro16.40.8DNADNAMedium metro19.50.9DNADNASmall metro17.51.3DNADNAMicropolitan (nonmetro)16.41.4DNADNANoncore (nonmetro)15.01.3DNADNAa Estimates are age adjusted to the 2000 standard population, , except where indicated.b A small number of people who were covered by both public and private health insurance plans were included in the "private health insurance" category only.c Negative/poor refers to household incomes below the Federal poverty line; near poor/low, the poverty line to just below 200 percent of the poverty line; middle, 200 percent to just below 400 percent of the poverty line; and high, 400 percent of the poverty line and over. Missing values for family income were imputed using multiple imputation methodology. A small number of people were excluded because their family income could not be imputed.d For more information, see National Health Interview Survey entry in Appendix A, Data Sources.DNA - Data have not been analyzed.DSU - Data do not meet the criteria for statistical reliability, data quality, or confidentiality.Key: AI/AN: American Indian or Alaska Native; NHOPI: Native Hawaiian or Other Pacific Islander.Source: Centers for Disease Control and Prevention, National Center for Health Statistics, National Health Interview Survey. Current as of March 2010 Internet Citation: Table 1_3_3-1: 2009 National Healthcare Quality and Disparities Reports. March 2010. Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/research/findings/nhqrdr/nhqrdr09/1_cancer/T1_3_3-1.html


text: Posted Online: April 29, 2013, 9:07 pm Four-run third helps Spartans hold off A-W and stay perfect in LTC Comment on this story By Terry Duckett, firstname.lastname@example.com ANNAWAN — Beginning a three-game stretch in four days against two of their fellow Lincoln Trail Conference baseball title contenders, the Ridgewood Spartans got down to business Monday afternoon. Taking on second-place Annawan-Wethersfield, Ridgewood parlayed a four-run third inning into a 4-3 victory and a sweep of the season series. Ridgewood sophomore pitcher Ridge Greenman (4-1) went the distance at Howes Park to move the 19-3 Spartans to 15-0 in the LTC with key games against Mercer County looming today in Woodhull and Thursday at Aledo. "A-W is a pretty good team, so it feels good to do this," Greenman said. "Now, we've got to get it done (today)." A-W (17-5, 11-3 LTC) opened the scoring in the bottom of the second inning when Grant Baele singled in Matt Jenkins. The Spartans got it done in the top of the third by putting up their decisive four-spot. Three straight singles loaded the bases with nobody out, including a bad-hop hit by Dusty Werner that bounded off the chest of A-W third baseman Tyler Litton. Ridgewood's Nick Ragan then belted a two-run double to right field. "I just wanted to hit it and put it in play," said Ragan, who was 2-for-3 against A-W hurler Cody Phillips (4-1). "The infield was pretty choppy, so anything could happen." After that rough third, Phillips settled down to blank Ridgewood. He allowed three earned runs on six hits, walking none and striking out eight. His Spartan counterpart, Greenman, allowed seven hits, walked three and struck out seven. "Cody got his hand stepped on on a bang-bang play at third, but he gutted it out, even though he didn't have as much confidence in his fastball after that," said A-W coach Jeff Parsons. "He's gutty, though. That's what you expect from a senior leader like Cody." A-W, the defending LTC champs, closed the gap to 4-2 in the fifth when Litton's two-out double scored Trey Hannam. Then in the seventh, consecutive one-out doubles by Phillips (2-for-3) and Zach VanWassenhove made it a one-run game. Greenman issued a two-out walk to Kegan Jacobson to put the winning run at the plate but got Jenkins to ground out to end the ballgame. "We just didn't string the hits together like we usually do," Parsons said. "This hurt us a bit, LTC-wise, but not for regionals. We're 17-5, and a lot of schools would love to have that record. We've got to move on, forget about this and get ready for Galva-Williamsfield (today and Thursday)."


text:
Ranges in price (i.e. $98-$550) means there are multiple printings and/or sizes available. Click on an item to view a list of printings and prices.
Our vintage jackets are unique pieces of concert memorabilia. Many were commissioned for Bill Graham Presents events; others are from the personal collections of photographers or band managers. With sizes ranging from small to extra large, our selection of vintage jackets can make anyone feel like a rock star.


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Sunset Sky Side-Shirred Skirted Hipster Bikini Bottoms (# TSW10712B)
- 92% nylon, 8% spandex
- For best results, hand wash with our Swim Suit Cleaner
- Front lining
- Tops sold separately
- Imported
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Nice Skirted Hipster I purchased this skirted hipster to go with the halter and they are beautiful together! I usually like a little more coverage with my swim skirts, but this one fits well and stretches out a little when wet. It covers and flatters curvy body types, which is always a plus for me!! August 10, 2014
1-1 of 1


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|Holiday Inn Titusville hotels are listed below. Search for cheap and discount Holiday Inn hotel rooms in Titusville, NJ for your group or personal travels. We list the best Holiday Inn Titusville hotels & lodging so you can review the Titusville Holiday Inn hotel list below to find the perfect place.
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SOURCE Mobility Services International
MSI's Talent Management Division will deliver the world-renowned Thunderbird "Global Mindset Inventory" (GMI) to clients worldwide.
HAMPTON, N.H., July 10, 2014 /PRNewswire/ -- MSI a global business solutions company and the leading provider of Global Talent Mobility has partnered with Thunderbird Najafi Global Mindset Institute (Thunderbird).
Through this newly established relationship, MSI's Talent Management Practice - www.msitalent.com - has been certified to administer and debrief the popular Global Mindset Inventory (GMI) survey and results.
The GMI, developed by Dr. Mansour Javidan, is a scientifically validated assessment tool that measures an international assignee candidate's knowledge, skills and abilities in the areas that make up Global Mindset: global intellectual capital, global psychological capital and global social capital. The survey assesses their readiness for international leadership and improves their ability to manage effectively in diverse environments.
MSI provides a comprehensive portfolio of business services and solutions including global mobility, immigration services, talent management, global compensation and global expansion services. As a result of the new Thunderbird partnership, MSI will now be able to offer continuous leadership development through in-house courses, workshops and programs focused on strengthening global mindset.
"We are thrilled about the partnership with Thunderbird Najafi Global Mindset Institute. They are a very credible and well-known organization and we are excited to be able to deliver and administer the Global Mindset Inventory (GMI) survey and results to our growing list of clients," said Timm Runnion, MSI's CEO.
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MSI is a global business solutions company and the leading provider of global talent mobility to corporations worldwide. Through the alignment of global mobility management (including global compensation and immigration), talent management capabilities and global expansion services, we enable companies to grow, compete, and globalize by helping them strategically develop, mobilize and retain their talent.
The leveraging of global mobility, talent management, and global expansion services has become increasingly more critical as corporations strive to successfully achieve their corporate goals and business objectives in today's competitive marketplace. MSI focuses on delivering human capital services and corporate development services that yield measurable outcomes to both the business and their employees.
Our highly skilled and service-oriented workforce, and tri-regional operation centers located in the Americas, EMEA, and Asia Pacific, allows MSI to provide a one-stop solution for talent mobility in over 190 countries and territories.
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LEGO Shop Home Themes Ninjago LEGO® Ninjago Key Chain Snake
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text:
Northfield, Mass. • Jerry Pattengale's cell phone won't stop ringing as he leads a secretive group of four wide-eyed college administrators around a majestic campus built in 1879 by legendary evangelist D.L. Moody.
Calls and visitors are pouring in for one reason: The billionaire Oklahoma family that owns the 217-acre site and its 43 buildings aims to give it away to a Christian institution. Free. No charge. Just take it.
|Join the Discussion
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"That was a national organization in Colorado that just called," said Pattengale, a college administrator hired to help find a new owner for the property. "They want to come and see."
The extraordinary offer went out to 15 handpicked institutions in January after plans fell apart to locate a new C.S. Lewis College on the site that once housed the Northfield campus of Northfield Mount Hermon School. Moody founded a predecessor school, the Northfield Seminary for Young Ladies, here in 1879.
Now the Green family, owners of the Hobby Lobby craft store chain, is soliciting new proposals. The winner will need to demonstrate both an orthodox Christian vision and the financial wherewithal to pull it off.
Whoever gets the property will inherit a gem with hilltop views stretching to New Hampshire and Vermont. Since buying the campus in 2009 for $100,000, the Greens have poured $5 million into improvements. Visitors now stroll along new sidewalks, smell fresh paint in the 2,400-seat auditorium where Moody preached and marvel at seamlessly rebuilt buttressing for a formerly condemned stone chapel.
For the Greens, giant gifts to promote Christian education and the Bible are a stock in trade. The family saved Oral Roberts University with a $70 million donation; gave a campus in Haverhill, Mass., to Zion Bible College; and built a 1 million-square-foot complex for Liberty University in Lynchburg, Va. They're currently planning a Bible museum to house their private collection of biblical antiquities, which ranks among the world's largest.
Though none of the Greens has been to college, Pattengale said, the family is committed to strengthening Christian higher education. The so-called "Moody campus" here provides an asset for doing so in a region famous for academic institutions and secular liberalism.
"While the Northeast has become very secular, we feel like it needs to reconsider the roots that this country was founded upon and that D.L. Moody taught," said Hobby Lobby President Steve Green. "If there can be a light in that area that this campus can play a part in, we would love to see that happen."
Interest has been keen, and not just from organizations requesting anonymity. Delegations from Liberty, Azusa Pacific University and Indiana Wesleyan University were on site within days of being invited. (Indiana Wesleyan, where Pattengale is assistant provost, opted to take a pass).
But giving away a historic, picturesque campus is turning out to be a challenge.
So far, only the Redlands, Calif.-based C.S. Lewis Foundation has offered to take the entire property. The group is still raising funds with hopes of launching a "great books" college on the site, where students would focus on classic literature and arts. But organizers missed their Dec. 31 fundraising target by more than $3 million, thus triggering the new search.
"Everything is in place except money," said C.S. Lewis Foundation founder and president Stan Mattson. The curriculum is ready for would-be C.S. Lewis College students, but one year's operating costs for the campus (estimated at $1.5 million) would virtually deplete its resources.
Colleges have expressed interest in owning select portions of the campus, but not the whole thing. Thus the Greens are now considering a scenario of co-ownership among various institutions with one serving as the anchor, like a department store in a mall.
Liberty is a leading contender since it has a 40-year track record, has 80,000 students (including online enrollments) and, unlike many universities, "moves at lightning speed," Pattengale said. Liberty would likely offer short-term and weeklong intensive courses in Northfield for its thousands of online graduate students who live and work in the Northeast, according to Liberty Provost Ronald Godwin.
But even deep-pocketed Liberty doesn't want exclusive ownership of the campus.
"Liberty is a large school, but we still couldn't see how we'd utilize that whole property," said Liberty University President Jerry Falwell Jr. "We suggested that maybe several schools could work together to jointly use the property for different programs. ... We put together a proposal along those lines."
Negotiating a cultural fit for the local community could pose challenges as well. When Pattengale recently met with 15 community leaders, he asked if the campus had ever hosted a contemporary Christian music event, such as an Amy Grant concert.
"We had Peter, Paul and Mary play once," answered Ted Thornton, the chairman of the history department at Northfield Mount Hermon, which continues to operate on a separate nearby campus in Mount Hermon, Mass.Next Page >
Copyright 2014 The Salt Lake Tribune. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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1-10 of 51 houses for sale found
6 bedroom detached house for sale Beddlestead Lane, Farleigh
A unique opportunity to acquire an impressive Grade II* listed detached country home, set in beautiful grounds of some 22 acres with unspoilt views over the surrounding countryside yet still within the M25. More details ›
£1,895,000 Guide Price
Guide Price £1,895,000
5 bedroom detached house for sale Butterfly Walk, Warlingham, Surrey, CR6
Set in a prestigious residential area close to Warlingham and transport, this exclusive & substantial property offers extensive living space of over 5000 Sq Ft including 6 ensuites, garage with accommodation above, stunning kitchen and 4 reception rooms. More details ›
5 bedroom detached house for sale Butterfly Walk, Warlingham
An Imposing and highly specified 5/6 Bedroom Family Residence of some 5,000 sq/ ft nestling in a picturesque elevated location with views over Woldingham and Marden Park standing within an established level plot. More details ›
5 bedroom detached house for sale Butterfly Walk, Warlingham
This executive detached family home has five bedrooms all with en suite facilities and four reception rooms. The property was built in 2008 to a high specification throughout and is situated in a private tucked away location close to Warlingham Village Green. More details ›
£1,750,000 Offers in Excess of
Offers in Excess of £1,750,000
5 bedroom detached house for sale Ridley Road, Warlingham, Surrey
A completely remodelled and beautifully extended, five bedroom, four bath/shower room, four/five reception room detached family residence, offering approximately 5,000 sq ft of luxury living accommodation, including surround sound system and underfloor heating, situated on a level plot in a much ... More details ›
£1,695,000 Guide Price
Guide Price £1,695,000
6 bedroom detached house for sale Landscape Road, Warlingham, Surrey, CR6
A stunning and substantial detached six bedroom house finished to a high standard with superb family living space and beautiful views in a tucked away position in this sought after residential road near to transport. More details ›
£1,595,000 Guide Price
Guide Price £1,595,000
6 bedroom detached house for sale Tydcombe Road, Warlingham (Private Road Location)
Frost Estate Agents are truly delighted to offer this stunning new build by "Scandia-Hus" found on a private road in the heart of Warlingham. The property is built to an exacting energy saving standard meeting level 4 of the "Code for Sustainable Homes". The property offers 4550 sq ft of stun... More details ›
Reduced on 14/07/2014 by Frost Estate Agents, Purley. Call: 020 8012 1894 Local call rate
4 bedroom detached house for sale Landscape Road, Warlingham, Surrey, CR6
An impressive and substantial 4/5 bedroom Victorian property boasting 4166 Sq Ft of extensive family accommodation located in a tucked away position with views and in a convenient location for the commuter near to Upper Warlingham Station. More details ›
5 bedroom detached house for sale Farleigh Road, Warlingham
Set back from the road and accessed via a private driveway, Fieldview Cottage is a beautifully appointed family home with views over greenbelt countryside. The property offers spacious and versatile accommodation. More details ›
4 bedroom detached house for sale Tydcombe Road, Warlingham
A detached family house set on a half-acre level south facing plot, tucked away down a private drive in a highly regarded and sought after residential road. More details ›
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