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FRANKFORT, Ky. (AP) — A panel of doctors would have to review and approve malpractice lawsuits against nursing homes before they could proceed to court under a bill the Senate approved Wednesday.
The vote was 23-12, mainly along party lines, in the Republican-controlled chamber.
Republican Sen. Julie Denton of Louisville, the bill's sponsor, said the panel would weed out frivolous lawsuits filed by large, out-of-state law firms. She said the money currently spent on litigation would be better spent on care.
"We need to do some commonsense things so the people who are truly hurt have the opportunity to be compensated and the wrongs that were done to them righted," she said before the vote. "But at the same time we also need to protect not just the nursing home industry but the rest of us from those who would come in and prey upon families and individuals, and especially those who come in from out of state to take advantage of people for the almighty dollar."
Democratic Sen. Ray Jones of Pikeville, who voted against the bill, said the legislation only protects the billion-dollar nursing home industry. He held up poster-sized photos of bed sores and other signs of abuse and neglect of some nursing home residents. He said such victims should have direct access to the courts, which helps hold accountable abusive nursing homes.
"The only deterrent that will stop this (abuse) is the threat of litigation," Jones said.
He also accused the Republicans of railroading the bill through the Senate without a real discussion on the matter or consideration of Democratic amendments to the bill.
The bill would create a medical review panel made up of three licensed physicians in good standing with the state and one attorney who would serve as chair but would not vote. The panel would be required to decide within six months whether an accused nursing home has failed to meet the standards of care.
The overall cost of medical malpractice ranges from $55 billion to $200 billion, according to the National Conference of State Legislatures. Several states have passed measures to contain costs, such as limiting malpractice suit awards. And some of those states had the lowest levels of malpractice claims, according to the NCSL.
The bill will proceed to the House for consideration.
The legislation is Senate Bill 9.

subset: commoncrawl


text:
2 bed, 1 full bath.More info
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Balancing Digital Arthrodesis With Flexor Tendon Transfers And MPJ Corrections
- Volume 24 - Issue 3 - March 2011
- 14490 reads
- 0 comments
Identify the long flexor tendon with the use of a curved hemostat. When isolating the flexor tendon, plantarflex the ankle to reduce tension.5 After identifying the tendon and delivering it into the joint space, clamp the tendon as distally as possible using a straight hemostat. Cut the tendon on the distal side of the clamp and apply two curved hemostats, one on either side of the tendon. Free the plantar hood around the long flexor tendon. Using the central groove along the plantar shaft of the proximal phalanx, slice the tendon through its center to the desired length.5
Direct your attention dorsally and release the extensor hood apparatus. Incise the capsule at the MPJ dorsally, medially and laterally, and evaluate the joint. Apply a load to the second metatarsal and determine if additional soft tissue dissection is required. If contracture is still present along with dorsal displacement, release plantar structures with a McGlamry elevator. If further digital displacement is present, a metatarsal osteotomy of your choice is required.
One may also perform plantar plate repair at this time. Once you find the base of the proximal phalanx is articulating well with the head of the metatarsal, address lateral or medial drift. Do this by tightening either the medial or lateral capsular component.
When it comes to type II and type III deformities, after you have transferred the flexor tendon dorsally to the base, cross and suture the tendon with the appropriate tension and desired resting position. One may use the excess tendon slips medially or laterally as an adjunct ligament to strengthen the correction.2 Suture the MPJ capsular section.
Now that you have balanced the MPJ pathology, complete the surgery by performing the fixation for the digital arthrodesis. Reapproximate the extensor tendon and perform subsequent skin closure. It is highly recommended to obtain intraoperative C-arm pictures. This will verify exact apposition of the arthrodesis components and provides a legal document prior to patient discharge. Follow appropriate postoperative instructions based on your choice of fixation devices.
In Conclusion
In order to have successful hammertoe surgery, one must also evaluate the MPJ and correct the appropriate pathology. Evaluate the pathology and determine whether you are dealing with Slavitt classification type I, II or III pathology. Then institute the appropriate surgical procedures. Perform all capsular soft tissue releases and corrections, flexor tendon transfer positioning, metatarsal osteotomies and arthrodesis fixation, ensuring complete balance. Select a fixation device with a high rate of success. At the end of the procedure, you will be satisfied and so will your patient.
Dr. Slavitt is board-certified by the American Board of Podiatric Surgery. He is the Chief of Podiatry in the Department of Orthopedics-Division of Podiatry at the Northwest Hospital Center in Randallstown, Md. Dr. Slavitt is also the Residency Director for the Northwest rotation of the Baltimore Veterans Administration residency program. He is also a consultant and lecturer for BioPro, Inc.
1. Fishco WD. Emerging concepts in hammertoe surgery. Podiatry Today. 2009; 22(9):34-38.
2. Baravarian B. Essential insights on flexor tendon transfers. Podiatry Today. 2007; 20(4):66-74.
3. Reber L, Baravarian B. Point-counterpoint: is plantar plate repair more effective than flexor tendon transfers? Podiatry Today. 2006; 19(6):64-73.
4. Olms K, Randt T. Current concepts in treating second MPJ pathology. Podiatry Today. 2008; 21(10):44-48.
5. Chang TJ. Masters Techniques in Podiatric Surgery: The Foot and Ankle. Forefoot surgery. Lippincott Williams &Wilkins, December, 2004.
Additional References
6. Fishco WD, Roth BJ. Digital fracture after a flexor tendon transfer for hammertoe repair: a case report. J Foot Ankle Surg. 2010; 49(2):179-181.
7. DiDomenico L. Essential insights on tendon transfers for digital dysfunction. Podiatry Today. 2010; 23(4):44-51.
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Emily Bronte
Adult Fiction BRONTE
Summary: The title of the novel comes from the Yorkshire manor on the moors of the story. The narrative centres on the all-encompassing, passionate, but ultimately doomed love between Catherine Earnshaw and Heathcliff, and how this unresolved passion eventually destroys them and the people around them. Virginia Woolf said of Emily Brontë that her writing could "make the wind blow and the thunder roar," and so it does in Wuthering Heights . Catherine Earnshaw, Heathcliff, and the windswept moors that are the setting of their mythic love are as immediately stirring to the reader of today as they have been for every generation of readers since the novel was first published in 1847. With an introduction by Katherine Frank. (Book Jacket Status: Jacketed) nbsp;
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Uncultured; passionate.
Catherine Earnshaw
Headstrong; selfish; born into a well-to-do family.


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6 Shows ONLY!
Performing October 24, 25, 26, 31 and November 1, 2, 2013.
Doors Open 7:00 pm. Showtime 8:00.
Celebrating our 11th annual production, we proudly present Richard O'Brien's The Rocky Horror Show! Bursting at the seams with timeless classics including "I'm Just a Sweet Transvestite", "Damn It Janet" and the pelvic-thrusting "Time Warp"! Don't dream it, be it at the Oh Canada Eh? Theatre when the biggest and best rock n' roll musical of them all swings back into Niagara Falls.
On the way to visit an old college professor, the two clean cut kids, Brad Majors and his fiancée Janet Weiss run into tire trouble and seek help at the strange "house with a light" just down the road. The light is coming from the Frankenstein place, where Dr Frank N. Furter, is in the midst of one of his maniacal experiments. Come along for the ride as Brad and Janet meet Riff-Raff, Magenta, Columbia, Rocky and more and embark on a night that they will never forget!
Raising more than $57,000 for AIDS Niagara over the past 10 years, we are pleased to bring "Rocky" back to life every Halloween Season. Partial proceeds from ticket sales and proceeds from audience participation kits help to make this AIDS Niagara's biggest fundraiser of the year.
Doors open at 7:00
Showtime 8:00 pm
PLEASE NOTE: This is a SHOW ONLY event and does not include a meal. A selection of appetizers are available for purchase throughout the evening and a cash bar is available before and during the show. Be part of the action and help support AIDS Niagara by purchasing your ROCKY LIVE participation kit prior to each performance. Be warned, this show is a little bit naughty!
This is an adult only performance and is not recommended for children under the age of 16.


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Bostitch B8 Heavy-Duty Electric Stapler Value Pack, 45-Sheet Capacity, Black
by Bostitch | Item #: 309143 |Model #: BOSB8EVALUE | (4) |
Pick up the pace with the optical trip fire device and solenoid drive system that delivers quick stapling. NoJam™ technology eliminates frustrating staple jams. Staple indicator light lets you know when it's time to reload. Sleek contemporary design in plastic and metal. Suction feet provide stability. 1/2" throat depth. Front loads 1/4" and 3/8" heavy-duty staples. Six-foot cord. Package includes 5,000 B8 Powercrown™ staples.
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The Game Caps Bowl Slate
NEW HAVEN, Conn. – Tickets can be purchased for the 2011 Yale Football Season beginning on Monday, July 25. The Bulldogs host five games – all kicking off at noon-- at Yale Bowl and the Class of '54 Field, including the Nov. 19 contest with Harvard.
2011 Home Schedule
Sept. 17 Georgetown
Sept. 24 Cornell
Oct. 8 Dartmouth
Nov. 5 Brown
Nov. 19 Harvard
Here is information to help you get tickets now:
To Purchase Tickets
Ticket prices, parking options, and special offers available at: www.yalebulldogs.com/information/tickets/football
Game Day Information
Yale-Harvard Information
The Yale Athletics Department is pleased to announce the continuation of 2009's successful parking and shuttle plan for the Nov. 19 Yale-Harvard football game at Yale Bowl. The plan has been implemented to control heavy traffic in the vicinity of Yale Bowl caused by overwhelming interest in the Yale-Harvard football game.
For the 2011 Yale-Harvard game, in order to address parking challenges and the delays that have resulted from them in the past, General Admission parking will not be available. Instead, all parking at the Bowl will require a purchased pass. Parking passes must be purchased in advance and are available on a first-come, first-served basis. In order to purchase a parking pass, fans must purchase at least two game tickets; two purchased tickets will then entitle them to buy one parking pass. Yale students and Yale employees can purchase one parking pass by visiting the Yale Athletics Ticket Office and providing proper identification. Fans without Yale Bowl parking should plan to park downtown, or make other arrangements for transportation and parking.
There are approximately 4,000 available parking spaces around the Yale Bowl, and Yale expects to sell out them in advance. Parking passes for regular-sized vehicles are being sold for $20.00. A limited number of oversized vehicle and bus parking passes are on sale for $25.00. All parking passes can be purchased online at the Yale Athletics Tickets website or by calling the Yale Athletics Ticket Office at (203) 432-1400.
On Nov. 19, FREE shuttle buses will bring fans from downtown New Haven to Yale Avenue at the Yale Bowl. The buses will run during and after the game from Yale Avenue to two downtown locations. The BLUE LINE is located at the Corner of Chapel and College Streets adjacent to Old Campus and the New Haven Green. The WHITE LINE is located at Payne Whitney Gymnasium (70 Tower Parkway) on the Yale campus."
Yale Ticket Office (20 Tower Parkway) open from 9am-5pm, Monday-Friday.


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2009 Fender American Vintage '62 Stratocaster
2006 Epiphone John Lennon 1965 Casino #1203
2012 Fender American Standard Telecaster
2011 Fender Telebration Cabronita Telecaster
2009 Martin Custom Artist 0000-18
2005 Fender Eric Clapton Stratocaster
1978 Fender Telecaster Custom Antigua
Willie's American Guitars specializes in vintage, used and new electric and acoustic guitars as well as tube amplifiers. We also carry many fine basses, ukuleles, mandolins and effects pedals. Satisfaction guaranteed.
If you can't find what you're looking for in our inventory, put your name and request on our wish list and we'll email you when it comes in.
Listen to Willie on Minnesota Public Radio
Last updated 9-12-14
Willie's is open Sundays 12-4


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Learn More
Membership Recruitment
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What will you do today? Discover new things about yourself? Accomplish something you've dreamed of? Change your community? Impact the world?
Leadership experiences are what make Girl Scouting unique. There is no better time to join, than now!
For 100 years, Girl Scouts has offered every girl the opportunity to discover who she can be and what she can do, wherever she chooses to put her energies. If you think it, chances are you can do it!
Girl Scouts is for every girl, every where. But, it's also for adults - caring women and men willing to share their time and talents to help girls explore their interests and achieve their potential.
Learn how to become involved with Girl Scouts by attending a recruitment event in your area.
Please select your school.
Schools in CONROE ISD District
- Grangerland Intermediate School
- Hailey (Sam) Elementary School
- Hauke Alternative High School
- Houser Elementary School
- Houston Elementary School
- Kaufman Elementary
- Knox Junior High School
- Lamar Elementary School
- McCullough Junior High School
- Milam Elementary School
- Mitchell Intermediate School
- Moorhead Junior High School
- Oak Ridge Elementary School
- Oak Ridge High School
- Oakridge High School 9th Grade Campus
- Peet Junior High School
- Powell Elementary School
- Reaves Elementary School
- Rice (B B) Elementary School
- Ride (Sally) Elementary School
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- Yaron Tokayer
- Teaneck, NJ
- United States
This conversation is closed.
Will humankind ever achieve an end to science history?
My bioelectricity class is half science and half history. When we bring up a new topic, we often first pause to set its historical backdrop from a political and experimental perspective. This is particularly interesting, given that in bioelectricity, experiments date back several hundred years, but are also unfolding every day (quite literally, if we consider that ion channels are proteins whose foling structures are a topic of this field -- see http://fold.it/portal/ for a link to the fold it protein folding game taking the world by storm). But when I try to consider new research, I find myself feeling viscerally skeptical of our own time's limited perspective on our own accomplishments to date.
Phillip von Jolly, Planck's professor at Munich, is pretty much solely known for falsely predicting of physics that, "in this field, almost everything is already discovered, and all that remains is to fill a few unimportant holes." Similarly, Lord Kelvin is said to have proclaimed that "there is nothing new to be discovered in physics now. All that remains is more and more precise measurement." Both of these quotes were said at the dawn of the quantum era. I think we humans tend to assume that we are at the end of history, that all scientific and social progress has culminated to the present.
The question I would like to pose is whether or not science is at least honing in on an absolute reality--what philosophers call "scientific realism." Are we getting closer--converging--to the end of scientific discovery with each paradigm shift, or do we just recast how we understand the world in a different vocabulary? From one perspective, the miasma theory of disease, which preceded today's germ theory, was thought to be approximately accurate experimentally, just like today's germ theory is "approximately accurate" as far as it's clinical effectiveness. Is there a truth of nature behind a curtain for us to discover? If there is, are humans capable of acieving it?
Showing single comment thread. View the full conversation.
Feb 16 2013: I'm somewhat nervous about the idea of paradigm shifts, at least as they tend to be construed. I think a lot of people get Kuhn wrong--he ends up getting recruited to support all kinds of epistemic relativism (see, e.g., the work of Feyerabend on "epistemic anarchy"), when I think that was the last thing he had in mind. It seems to me that the most plausible position is not this kind of anything goes approach to knowledge, where we jump from incommensurable paradigm to incommensurable paradigm, but rather an _accretive_ process by which different sets of patterns are cataloged and mapped.
That is, it seems to me that the endpoint of the insight that Kuhn had--that big breakthroughs in science often result in entirely new ways of looking at things--isn't relativism, but a kind of integrated pluralism. We can recognize that there are many different ways to look at the world around us, and that each of those ways might contribute to a more holistic understanding of the natural world _even if_ they can't be expressed in a common language. The project of cross-referencing patterns in the time-evolution of the natural world is an important one, and Kuhn's real legacy is, I think, first suggesting that this _is_ a project worth pursuing. The story of science is a story of progress through collaboration.
Feb 17 2013: Thanks for all of your insightful responses.
From the little that I've read and learned formally (from you), I believe it is true that Kuhn is commonly misunderstood in that way. I tried to use the term in a parve (neutral) way, but thanks for the clarification.
So if I'm understanding correctly, this "cross-referencing" that Kuhn calls for is acknowledging that accurate results from old theories are maintained in later ones, as they should be. And sometimes we'll even utilize an older language to describe things because it is most useful if a particular case. For example, we may use Newton's formula for gravity in a simply 2 body problem, because it is a good way to look at the problem, even if it may not be the entire picture, according to general relativity. Is this correct?
It also sounds like Kuhn does believe then in a sort of convergence of theories. Scientific progress, according to him, seems like an iterative revision proccess, which to me implies finer and finer tunings and an eventual finished product.
Showing single comment thread. View the full conversation.


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The Behavioral Services CARE Fund provides support for patients and families in our community who are in need and are being treated through FirstHealth Behavioral Services. The Fund also provides scholarships for nurses and other clinical professionals in need of addiction treatment.
To learn more about the Foundation and its programs call (910) 695-7500.


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tekenaars Artist: Grégory Charlet
Artist Grégory Charlet
Beschikbare series in de webshop categorie "Stripboeken"
Grégory Charlet in the
"Grégory Charlet studied fine arts in Tournai. In 1998, he cooperated on a book by the academy, called 'Envie de Fraise'. His participation got the attention of Eric Corbeyran, who suggested a cooperation. This resulted in the series 'Le Maître de Jeu', that started at Delcourt in..." [ Lees meer ]


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Everything went smooth as silk. I got a great airgun at a great price, $40 less than anywhere else I could find the model I wanted. I went looking for ... read more
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member for 5 years, 8 months, 4 days
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..... (Į`vīĮ)
.ēīł.ē*®) ł.ē*®)
(ł.ēī (ł.ēī .ēī łł.ē®Į`ē ƸӜƷ
To live in the hearts of others, is to live forever!
Ecclesiasticus 44:14 Their bodies are buried in peace; but their name liveth for evermore.
Hebrews 13:2
Be not forgetful to entertain strangers: for thereby some have entertained angels unawares
My name is Sharon and I live in Idaho. I am married and have one son. Both of our dogs died last year and that left us pet-less. For various reasons, our decision has been to not get any other pets at this time, except fish
At the time of my updating this bio, August, 2014, I am 50 years old and the picture of me is a couple of years old.
Yes, I am a Christian...Does that mean I am perfect and will never make a mistake? It does not, I make plenty of them and will continue to do so because I am also human.
I am passionate about spreading the word about child abuse prevention. I take it very seriously. Nothing sickens me more than the death of a child due to abuse. If you don't want them, don't have them. If you have them and don't want them...don't kill them, find them a good home with family or friends or even foster parents. Children matter, children are important! LEAVE THEM ALONE!
"When a child hits a child, we call it aggression.
When a child hits an adult, we call it hostility.
When an adult hits an adult, we call it assault.
When an adult hits a child, we call it
Haim G. Ginot
Unfortuantely, for the first time ever since becoming a Find A Grave member, I have a rant:
In August of 2014, I was contacted by someone who didn't like that I had left a flower on a memorial they said they were working on during the time I left the flower. I had no way of knowing this person was still working on the memorial and would like to make it clear that I would NEVER intentionally do anything to upset another Find A Grave member.
I am not here to be in control of others, I am here to be in control of ME. As for what is acceptable, Find A Grave states that quite nicely in their "guidelines" section and probably doesn't need their members telling other members they are "doing it wrong", in a rude way. I have made suggestions when I see a duplicate or if I notice something is out of order like a date, but that is as far as I have gone and that's not rude, that's just helping someone and I have been thanked many times for that.
Find A Grave enables me to memorialize people in a way that I had never known before. I have made mistakes and Find A Grave has POLITELY corrected me along the way, I don't mind that, we ALL make mistakes, even those who believe they are incapable of making mistakes and want to rule the online world. There is NEVER a reason to be rude or out of line when a simple, POLITE e-mail or note will do.
I'm Just sayin...
I personally LOVE Find A Grave. It has allowed me to be in contact with family members that I had no way of finding before I added memorials that they had viewed and then contacted me about.
I have been a member for a short time compared to some people I have seen but I hope that others enjoy Find A Grave as much as I do and they don't try to ruin the experience for others the way I have seen in that one message. None of us are getting out alive, we all put our pants on one leg at a time. We're all the same in the eyes of God and THAT is what matters.
Please enjoy your experience on Find A Grave, what a great opportunity, privilege and honor we have all been given to memorialize our loved ones, friends, strangers and in some cases I have seen, even our beloved pets. Let's all help to make it a positive experience for others, whenever we can!
ďNo one is too big to be courteous, but some are too littleĒ
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Messages left for Angel (75)
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Monte Harding
Most Gracious
Angel, Your profile and all that followed was so very Gracious and uplifting. I too have had some not so nice complaints. Been doing findagrave for sometime and it is so very nice to have been able to read your profile and rant. Loved it.
Keep doing what you do. "God Bless Us, Everyone."
Added by
Monte Harding
on Sep 11, 2014 2:10 PM
Sandi P
RE: Find A Grave Memorial# 134505595
Sorry that I havn't replied before. I can find nothing further about these children.
They had such short sad lives.
Added by
Sandi P
on Sep 11, 2014 3:04 AM
Anonymous Graver
Infant Brown edit
The memorial #84816088 you said was a duplicate to my memorial #135604429 does not exist. Are you sure you got the right #.
Added by
Anonymous Graver
on Sep 08, 2014 10:23 PM
RE: Jerald Rooms
Not a problem. Thank you so much!
Added by
on Sep 07, 2014 7:28 PM
Your Profile
Just wanted to tell you that I love your profile :-) I could not have worded it better no matter how hard I tried Ö I have encountered many disrespectful members on Find A Grave and it's sad but I must say there are more kind, generous and friendly members than there are disrespectful ones and that's why I'm still a member - because of members like you that know how to treat others with the same respect they want to be treated with.
Thank you!!
Added by
on Sep 05, 2014 7:44 PM
for those that remain
RE: your rant
You were doing a good thing and keep up the good that you do. Always. Lisa
Added by
for those that remain
on Sep 04, 2014 1:10 PM
for those that remain
your rant
Just wanted to thank you for your rant. Never did I think when I join this sight that I would end up feeling like a piece of #### because I left a flower or asked for a picture of someone's loved ones. I thought that's what findagrave was all about but I learned early to tread lightly. Again thanks for saying what I've kept silent about.
Added by
for those that remain
on Sep 04, 2014 8:49 AM
Chesnut/Behunin Descendant
I am a total stranger. I am bored and tired of hitting my head on the wall with my current puzzle, so I wandered a bit and I found your bio.
FULL ON I agree with you over child abuse. My hubby's nephew is our son. His mother was buried the day before his first birthday and life was hell for him after that. His bio father is in prison for that and I have attended every parole hearing to KEEP HIM.
Next agreement. My Grampa was amazing but he died early and Grandmother was a tyrant and lied to me when I asked questions about family. Generally denying everything that made Grampa the man he was. I have met cousins on Find a Grave that come from both of his Great Grandfathers. and 1 cousin from my Grandmothers Great great Grandparents.I am an odd ball but if I go deep enough into my roots, I find I am not the only one.
Lastly. Full on agree with you on communication. I use and I see nothing wrong with Please and Thank you. Respect, Courtesy, Kindness what is wrong with that.
But I grew up ghetto. You bring rude to my party, I will educate you.
As Grampa said; Kill them with Kindness.
Some people do not come back. Good riddance.
Some people do not even realize how toxic they sound.
sorry, I am slinking away now. That wall is giving me a head ache but I will leave you alone. thank you.
Added by
Chesnut/Behunin Descendan...
on Aug 31, 2014 1:21 PM
David Freer
Just one more thing -- I have replaced one of his former photos with the one that came through Mountain Home, if you want to pass that on.
My best,
Added by
on Aug 29, 2014 6:08 PM
David Freer
I have done as you asked -- the Mtn. Home obituary is now first. What a good friend you are!
Added by
on Aug 29, 2014 1:54 PM
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MONTREAL - Dave Stala is back with the Montreal Alouettes.
The veteran slotback signed a two-year deal with the Alouettes on Friday, a day after he was released by the Hamilton Tiger-Cats. Stala spent his first six CFL seasons with Montreal before joining the Ticats as a free agent.
The Alouettes also signed receiver Geoff Coventry to a three-year deal.
"We are happy we have the opportunity to bring Dave back to his original team so that we can make use of his versatility and give him the chance to finish his career in Montreal," Montreal coach/GM Jim Popp said in a statement. "Dave is a great teammate, a dependable player, a community guy, and a fan favourite."
Stala, 34, had 263 receptions for 3,336 yards and 20 TDs in 86 regular-season games with Hamilton.
Coventry, 24, spent five years with the Bishop's Gaiters, helping the club post a 6-2 record last year. The native of Orleans, Ont., had 37 catches for 525 yards and two TDs.
CFL on TSN analyst Paul LaPolice opens his playbook and breaks down key plays from each week's games. More...
The CFL on TSN panel is all set to answer your football questions!
Send your question on Twitter to @CFLonTSN using the hashtag #AskThePanel.


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Thursday, September 25, 2014
Deb Mortillaro and Dreadnought wines takes us to South Africa for this voyage.Priory October (Al Fresco - Hopefully!) Wine Tasting
Thursday, October 16, 2014
October brings a taste of California's some of California's hottest new wine pioneers.
Source: North Side Chronicle
May 08, 2014
The North Side Chronicle's Alyse Horn covered the Priory Hotel's "Stash Bash" party celebrating the Priory's affiliation with Stash Hotel Rewards, a nationwide network of indpendent hotels which offers a rewards program where guests can build up points toward fee stays. Stash Hotel Rewards is affiliated with more than 180 indpendent hotels nationwide.
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via AP
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With the debut of the Bolt report, even I thought it would be better than it was! All the music and excitement at the start of the show! Wow – I was expecting fireworks with our very own Glen Beck equivalent rising up out of the smoke and hype! Unfortunately, all the bang and whiz was not matched by pizazz or content. It was if he was reading straight from his pitiful column in the Sun Herald. If I were Gina Rinehart, I would be asking for my money back! It seems that almost everybody was disappointed with the content. I guess Channel 10 will continue on its downward slide.
What was Andrew thinking? Here is an amusing review of the 'Bolt Report' by Tim Dick, Sydney Morning Herald's media editor. His review is insightful and entertaining. Surely Boltie's show should be called 'Nuts and Bolts' (as a good friend suggested the other day). Actually, that title would be misleading given that practical mechanics is a lot more exciting than the drivel we saw on Sunday!
The Bolt Report: all Bolt, no report
Tim Dick, Sydney Morning Herald media editor, May 9 2011
Read the original article here
Not having seen every attempt at television current affairs in Australia, it is impossible to judge The Bolt Report the worst. But surely it comes close.
Andrew Bolt's Sunday morning shift from panellist on ABCInsiders to his own show on Network Ten has brought talk-back to TV, but it didn't bring a pulse. It is named for Bolt, hosted by Bolt, and dominated by the Boltian worldview. It featured white middle-aged men talking about Boltian fundamentals – namely, the great climate change con and those refugees taking over the country – with a surfing Afghan refugee beamed in to be scolded for high unemployment among his compatriots.
The most interesting aspect of the first instalment is whether there will be a second. In its favour is that there are so few people who watch TV on Sunday mornings, it doesn't really matter what is on the screen. Perhaps Ten could try the test signal next week for a livelier program.
Neither the energetic jingle, a red-on-red set, nor a logo recalling James Bond could lift Bolt's program into the compelling car-crash television it presumably is meant to be. It ended up being Bolt's tabloid newspaper column on the small screen, with the same topics but without its impact. It is also harder to skim to the predictable point and get your life back.
Bolt's skill is to write the outrageous and craft an agenda, often based on "facts" which are little more than fantasy. He allowed his first guest, Tony Abbott, for instance, to bag the government's climate change ambassador, Tim Flannery, for his recent comment that global climate action would have no effect for 1000 years.
Bolt, among the most ideological of interviewers, was never going to point out that Flannery didn't say that. His point was that while climate action would not reduce average global temperatures for as many as 1000 years, such action is aimed at mitigating further temperature increases. But that does not fit Boltian fundamentals.
He must have been delighted to hear of Julia Gillard's announcement on Saturday of a plan to swap some 800 asylum seekers for 4000 refugees with Malaysia. It duly dominated the program, with Abbott parroting Bolt's lines, and Liberal powerbroker Michael Kroger joining the show alongside Mark Latham to furiously agree about how shockingly bad the government was.
It is hardly basking in glory right now, but general agreement is generally dull, which is The Bolt Report in two words. Bolt is not dull. But if his show continues in this fashion, it will prove only that he was better off where he was on Sunday morning, playing the contrarian on the ABC. And if Network Ten gave Bolt a show to give us a reason to tune in on Sunday mornings, we still don't have one.
Tim Dick is Sydney Morning Herald media editor.
Read more: http://www.smh.com.au/opinion/blogs/media-matters/the-bolt-report-all-bolt-no-report-20110508-1ee9g.html#ixzz1Lp3sVYvN
6 Responses to The Bolt Report: 'generally dull'.
Super-groovy says:
Leave Boltie alone … after all, he has to make some money somehow. He might not be Kerry O'Brien but he is a lot better then all of you academics!
OveHG says:
Super-groovy. Glad you noticed that Andrew Bolt is not Kerry O'Brien!
janama says:
He got 160,000 viewers on his first show, The Insiders had 172,000 after 10 years.
OveHG says:
Let us see how long that lasts. The Australian public might be curious but it is not stupid!
Ken Fabos says:
I think thanks are in order to Tim Flannery for providing such a simple benchmark for distinguishing those who jump on glib, looks good at a glance arguments that seem to support their position – even if completely wrong and don't – from those engaged in real reasoned debate; how many of our pollies and advocates of inaction have revealed themselves to be the former by parroting the '1000 years makes action pointless' line?
OveHG says:
Well spoken Ken – it seems there are a lot of people who love publicity, and don't give a hoot about the truth or the impact on society and understanding of this misinformation on important issues such as climate change and its impacts on the earth and well-being. The glib statements that misrepresent people like Tim Flannery are extremely dangerous in their impact on progress towards solutions.
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I watched the television show "Castle". In the television show Richard Castle is a writer who gets to ride along with Detective Kate Becket and her team. In the television show (and I emphasize this) Richard Castle (played by Nathan Fillion) writes a book about Detective Kate Becket and calls her Nikki Heat. Someone thought hey lets write a real book about Nikki Heat and pretend it is written by Richard Castle just like in the television series. There are now 6 books in the Nikki Heat Series written by Richard Castle. Nobody knows who really writes these books. The book jacket shows a picture of Nathan Fillion but they say his name is Richard Castle. Nathan Fillion has even signed some books using his television name Richard Castle. The books have the same characters as in the show but they change the names. Richard Castle is called Jameson Rook, Kate Becket is of course Nikki Heat, Detective Ryan is Raley and Detective Esposito is Ochoa. I like that they renamed Castle as Rook. In Chess in a move called Castling, the Rook can change positions with the King. There after you call that piece a Castle. I like that they choose to use that play on words. When reading the books it is like watching the show but can get confusing. I was reading one of the books and watching the show at the same time, not exactly the same same time, and was getting a wee bit confused. In the show her mother was killed in an alley, but in the book she is killed in their kitchen. On the show during think tank sessions they toss around a little ball the size of a tennis ball, in the book they toss a basketball, I like the show version better. I downloaded from KPL and listened to these books on my mp3 player, KPL also has the print versions and digital. So whether you prefer print, digital or audio KPL has it all. Check it out at KPL.
Clive Cussler and Jack Du Brul have written another book, Mirage, filled with the adventures of the crew from the ship the Oregon. This time it's all about invisible ships and magnetic blue beams. A Navy ship sailing out of Philadelphia disappears and somehow an inventor named Nikola Tesla is involved. Give it a read at KPL.
Yes, I studied actuarial science before getting my library science degree, which statement probably prompts most of you to think, "I didn't even know those two sciences existed." But I bring this up, because I am currently enjoying reading/listening to three books on three completely different subjects, but where numbers and statistics play a big part:
The Big Short by Michael Lewis
Triumphs of Experience by George Vaillant
The Numbers Game: Why Everything You Know About Soccer Is Wrong by David Sally
Lewis' book The Big Short is a well- known bestseller that explains the financial meltdown of 2008. It is fascinating and infuriating and may leave you swearing like a Wall Street bond trader (bond trader is worthy of replacing sailor in that cliché).
In Triumphs of Experience, Vaillant tells the story of the Harvard Grant Study, a longitudinal study that started in 1938 and has followed almost three hundred men of which the survivors are in their 90s now. The study was started as an attempt to, "transcend medicine's usual preoccupation with pathology and learn something instead about optimum health and potential and the conditions that promote them." The conclusions are interesting as well as the different factors they study over time that they think might lead to optimum health and the changes in the definition of optimum health.
Sally's book The Numbers Game is to soccer what Moneyball (written by Michael Lewis who wrote The Big Short) is to baseball. As he crunches the numbers, he comes up with conclusions like launching corner kicks into the box hoping to score a goal is less valuable than just retaining possession with a short safe pass and that the team that takes the most shots on goal actually loses slightly more than half of the time.
Isn't it great that libraries have books to please all sorts of tastes?


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Here is another warning from mathematicians, the Georgia Council of Supervisors of Mathematics, about the state plan to revert to traditional math in view of high numbers of failing students.
Their members maintain that the state will make a mistake offering two math programs, saying that Georgia has made real progress in math and the plan is "alarming and place this trajectory of success at risk." The statement includes supporting data charts, which I will try and post in a Google doc later today.
To Whom It May Concern:
As members of the Georgia Council of Supervisors of Mathematics (GSCM), we would like to extend our support and commitment to the implementation of the Common Core Georgia Performance Standards (CCGPS). We strongly believe that ALL students can learn mathematics, and we applaud the state's commitment to implementing the rigorous Common Core State Standards.
Georgia has earned national recognition for establishing high academic standards in mathematics with the implementation of the Georgia Performance Standards, earning a prestigious A- score from the Thomas B. Fordham Institute, one of only eight states earning this esteemed score.
Although the implementation of the GPS in Mathematics only started in 2005-2006, the state is already seeing success as evidenced by:
-Increase in 8th grade NAEP scores (21% scoring at Proficient and above in 2003 compared to 26% in 2009; percent of students scoring Below Basic decreased from 41% in 2003 to 33% in 2009)
-Closing of achievement gap – CRCT 8th grade.
-Gains on more rigorous tests based on more rigorous curriculum
- Overall CRCT score improvements (6th, 7th, and 8th 2010 scores higher than any QCC year)
-Pass rates increased for typical 9th grade state assessments (56% pass rate on 2007-2008 Algebra 1 EOCT compared to 64% pass rate on 2009-2010 Math I EOCT….no useable scores for 2008-2009)
- Pass rates for typical 10th grade state assessments (49% pass rate on 2008-2009 Geometry EOCT compared to 54% pass rate on 2009-2010 Math II EOCT)
These data suggest that Georgia's approach to raising expectations and achievement of ALL students in mathematics is 'on track'. Recent discussions about altering Georgia's current approach are alarming and place this trajectory of success at risk and also jeopardize the upcoming transition to the CCGPS.
We envision that the proposed change to allow multiple pathways in the high school mathematics curriculum will require the GADOE and school districts to support Georgia's teachers in two major changes in the next 18 months. The first change would be to teach the reshuffled GPS into traditional (domain specific) courses for 2011-2012 and another change occurring in 2012-2013 with full implementation of CCGPS. Additionally, we foresee challenges regarding:
- Capacity to support two pathways in high school mathematics (i.e. resources, funding, scheduling)
- Capacity to reorganize the GPS into traditional/domain specific courses in a timely manner
-Capacity to provide appropriate resources for a traditional/domain specific pathway
-Capacity to create and support tests for two pathways (i.e. resources, funding)
-Diversion of attention and resources which will be needed to prepare for CCGPS implementation
Based on the data, the GCSM supports full and quality implementation of the CCGPS and recommends that the GADOE maintain the current integrated courses pathway without the diversion and distraction of an additional pathway. We respectfully offer our full support to help the GADOE accomplish this ambitious and global endeavor to prepare our students and our state for leadership in education and industry in the 21st century.
Membership of the Georgia Council of Supervisors of Mathematics
–From Maureen Downey, for the AJC Get Schooled blog
February 22nd, 2011
8:42 am
Having worked with kids on all levels of the integrated math, I can see how well it fits together and how much better it is than the old system. The issue was in the implementation, but it's too late to do anything about that now and it no longer matters anyway as kids are growing up with the new math rather than switching from one system to another. I won't get all up on my soapbox (gotta get to work) right off the bat, but integrated math is not the problem with bad math grades and scores.
February 22nd, 2011
8:43 am
This battle over mathematics makes me laugh. Do people not see the bigger picture? This is indicative of how ALL education is run. Whatever cure du jour is proposed, it is abandoned at the first sign of hardship or controversey. In this case, it might be to the detriment of the students as the new integrated Math seems to be working in many cases. However, it is really moot point. With proper discipline and accountability, ANY student can achieve in ANY subject.
Funny. That's a timeless truth, yet no one wants to push for more student discipline and accountability. They just want the next cure du jour.
February 22nd, 2011
8:43 am
Why? Doesn't anyone listen to the experts before making changes to our education system? Just frustrating to be a parent in Georgia.
February 22nd, 2011
8:45 am
When this math program was implemented I did a copious amount of research on other states that had used this "integrated math" . It was a total failure and was dumped after several years in each of the states that had tried it. Please google and do the research. This is a foolish way to teach math. It is like learning 3 languages in one year and the next year picking up and learning the next level of that language. All that was learned, say, in the algebra portion during freshman year, is long forgotten by the time sophomore year rolls around and the next level of algebra is built upon. My favorite examples of this math program occurred when my daughter (who is now a sophomore in high school) was in middle school in a pilot program for this "math" and had to write an essay on why the number 22 was special as well as when she was marked off for spelling errors on the essay portion of the math test (this is the God's honest truth!). Get rid of it and bring back traditional math.
February 22nd, 2011
8:50 am
It has been brought up on this blog numerous times that Kathy Cox lowered the cut scores to inflate the pass rate on the CRCT. Also the state used lower level questions as well. What disturbs me about this process is how the people making the recommendation for teaching math miss use statistics to make their point.
If you are purposely misleading people and or just do not understand the basic principals behind statistics either way should make everyone very skeptical of what you write.
February 22nd, 2011
8:52 am
Here's my question: Do they use this method in the colleges and universities? Is this just a change in curriculum or is a change in pedagogy. If the latter, are students in the Math 123 curriculum going to know what to make of the more traditional pedagogy in our institutions of higher learning?
Just a bit of anecdotal nonsense: when I was in HS, math teachers were really "high" on the technological advancement in calculators – graphing calculators were all the rage. The Ti-85 was the math teacher's new friend. My HS bought a ton of them and we spent the better part of Geometry, Trig, and Calc I learning how to use the things for those respective courses. Well, when I got to my first college math class I was met with an old-school hardnose who announced on the first day of class, "We don't use calculators in this class." That was Calculus I. You better believe my jaw dropped as did those of my classmates. Only 12 out of the initial 35 students stuck with it. I'm forever indebted to that professor (Dr. Nichols at YHC), but it was the most challenging mathematics course I've ever taken and I took my share.
February 22nd, 2011
8:52 am
Talk to teachers in the classroom, on level students and the honor students suffering through this debacle. There is no deep understanding of the multiple math concepts thrown at the students each day. The teachers only have time to briefly introduce daily new math concepts because they are forced to move on to another concept because of the mandated crazy schedule. There is no reason to throw in statistics, geometry, etc into a 9th grade algebra class. Stick to Algebra I, then Algebra II. The only math teachers happy about this are those booked with paid math tutoring. Just ask the parents how hard it was to find an available math tutor this year.
February 22nd, 2011
8:53 am
Reading this article and the rates is NOT indicative of a program that is "on track" to me. The idea that Ga is making great progress in math based on the numbers projected in this article over a 3-4 yr period is not indicative of great progress. We are still 2 states from being @ the bottom of the list in education!!! The math requirements for our students have changed midstream in recent years and 4 our children and it has put them at a disadvtanged. I say this because of the change in midstream there was no bridge to make the connection between the math students had been previously taught to the introduction of the new model. Speaking as a parent and someone w/experience in the education field, while the powers that be continue to make changes (no doubt in an attempt to better education for this state) our children are the pawns in the experiment. ITS NOT WORKING!!! Stick to the program and build a bridge to make it work for ALL CHILDREN!!! Hire quality teachers that can successfully implement the program, to where children are LEARNING and not just "passing tests"!!!!
February 22nd, 2011
8:58 am
I think removing the CCGPS program is taking a step backwards. But given this backwards @$$ state, what's new?
February 22nd, 2011
8:59 am
This math sucks please stop making excuses it doesn't make sense and how kids are going to use it. They move to fast for students and it's not right for the kids with learning disability's to move so fast also. Not all teachers care some just want a paycheck and don't care what they teach and if the child learns it or not.
February 22nd, 2011
9:01 am
Maureen: V for Vendetta has hit the nail on the head.
I freely admit that math is not a strong point with me. But, I can observe that all of this Math 1, 2, 3, & 4 approach with the integration and synthesis is probably right on target for 10% to 20% of our student population in Georgia, but it has contributed greatly to many low-performing students dropping out of school all together. Can we say "Talented Tenth," to borrow a phrase from W. E. B. DuBois?
Most students simply need the basics of math (addition, subtraction, multiplication, division, percentages). If you are not worried about your scores on the ACT or SAT, then this new math is highly irrelevant for most students.
Bring back vocational education. Not just the new technology education, but the old vocational courses (wood shop, auto shop, sheet metal shop, electrical shop, plumbing shop, etc.) too. Quit trying to make all students scholars. It's not going to happen. Hey, wake up! It's not going to happen, and it is unconscionable to force such stupid curricula on the backs of unwilling and/or incapable students. Is this blunt enough? I write so as not to be misunderstood. © MACE, February 22, 2011.
February 22nd, 2011
9:04 am
As a high school math teacher, I can honestly say that the past 3 years of my 24 year teaching career has been total agony. This new math is HORRIBLE… Let these "supervisors of math" try teaching this fabulous curriculum of theirs. You seriously want me to teach ninth graders combinations and permutations when we don't normally teach that until the Spring of 11th grade????? This is a JOKE, and I can't wait to get rid of it. Oh, and check out the SAT scores of these children…. they are tanking.
February 22nd, 2011
9:05 am
"has" should've been have….
February 22nd, 2011
9:13 am
This "integrated" math is a a joke. It's small wonder that such a large number of HOPE recipients have to take remedial classes prior to the start of their collegiate career. When I graduated in the 90's, all students took 9th grade geometry, 10th grade Algebra 2, 11th grade trig, and seniors could take Calculus AB, BC or Stats. It worked, none of us had to go to summer school to catch up on classes that our scholarships alleged we had certain math skills.
February 22nd, 2011
9:15 am
Dr. Trotter and I agree for once. I graduated with both a Vocational and College Prep seal on my diploma. Many of my classmates in the Vocational track were not "scholars," but they were brilliant mechanics, welders and carpenters. A few of them – the ones I see from time to time when I visit my folks – are successful business owners or have good jobs with local businesses. They make a good living for their family and are good at what they do. They couldn't explicate a poem or graph a parabola, but that doesn't mean that they aren't intelligent, hardworking people.
That system was a success for them and many others. It's when our "education" administrators got caught up in standardized tests and scrapping over federal grant dollars that our public education started truly failing the majority of our students. The "everybody should go to college" crowd bought into the myth and perpetuate that myth – a myth that has simultaneously hurt our students in the public schools AND dumbed-down our colleges and universities. This new math just may be the death blow to our public education system.
February 22nd, 2011
9:29 am
I wholly agree that a new emphasis on technical schools is the right way to go – but the idea is thwarted by a president who continues to tell everyone that they should expect to be college graduates. As for math education in Georgia – I think we should check and make sure that the teachers teaching math are actually proficient in math. All of us know math teachers that are struggling to keep a few days ahead of their students – so how can we expect implementation to succeed? Let's evaluate the program using math teachers that can teach math and then determine if the program is feasible.
February 22nd, 2011
9:30 am
[...] This post was mentioned on Twitter by Dr Math E Matics, Maureen Downey. Maureen Downey said: State math supervisors: Don't change. Maintain integrated math. http://bit.ly/efLrab [...]
February 22nd, 2011
9:33 am
I believe that the real problem with the Integrated Math Program (as it is with our reading programs) are the social promotion policies that seem to be widespread across Georgia. Students in lower grades do not always learn the necessary reading or math skills due to immaturity, processing problems, or the environment that they come from. By the end of the second grade, students not making satisfactory progress in reading and/or math should be placed into an intensive program that diagnoses the student's specific problems, uses techniques that specifically address and remediate those problems, and constantly monitors the progress of the student. This would not be a "one size fits all" program and would be expensive. Therefore, such an intensive program is not implemented and the administration sends the student on to third grade because "he will learn to read next year".
The student is not stupid–he just has a problem learning to read or do math. He figures out that he doesn't have to meet expectations, so in middle grades he fails three or four of his four core subjects and can't do math problems because he does not know his basic math facts but he is sent on to next grade anyway. This continues until the student hits high school and can't earn enough credits to progress. Then he is on his own because the system can no longer cover his lack of progress. So, he drops out.
The Integrated Math Program is a step in the right direction but the state is already trying to weaken its effects and go back to the old social promotion system. I have never met a teacher that is in favor of social promotion.
February 22nd, 2011
9:36 am
I 100% agree and you find this study from Harvard interesting.
Harvard Study Questions Lack of Vocational Education
… That system was a success for them and many others. It's when our "education" administrators got caught up in standardized tests and scrapping over federal grant dollars that our public education started truly failing the majority of our students. The "everybody should go to college" crowd bought into the myth and perpetuate that myth – a myth that has simultaneously hurt our students in the public schools AND dumbed-down our colleges and universities. This new math just may be the death blow to our public education system….
February 22nd, 2011
9:38 am
Stubioge is correct, our President is telling the masses that they should EXPECT to go to college and graduate with a degree. This creates two problems-
1) we are experiencing a massive decline in the laboring/middle class, blue collars folks that master a trade to make a living e.g. mechanics/electricians/plumbers etc.
2) young adults are assuming massive amounts of debt that they cannot afford to bear to fund college to get a degree that really doesn't qualify them to do much aside from hard science majors.
The net takeaway is that we are creating successive generations of debt-laden, relatively unskilled "scholars" that aren't able to find employment or pay into the tax base.
February 22nd, 2011
9:43 am
John Konop – Well, I can tell you this. Speaking with some folks in Deal's offices, the Governor is already talking to people about how that system, or some form of it, can be re-implemented into our schools. I imagine we'll be hearing something soon – possibly this summer. Whatever the case, the Governor is a "friendly" on this issue and will start greasing the wheels this year.
February 22nd, 2011
9:43 am
If the kids can't cut the mustard, then they don't belong in school. Americans need to wake up to the fact that if they don't learn something in school, get a good education, and work hard, then they're going to be in a world of hurt. Grade inflation will not solve the problem.
February 22nd, 2011
9:47 am
As someone else mentioned, these discussions are meaningless because people use words with no clear definitions – definitely antithetical to mathematics. For example, what do people mean by "integrated math"? What is the "program"? The State of Georgia has established a set of learning expectations for our students in each course (MATH I, II, III, and IV, along with the accelerated version that gets done in 3 years). In each course, there are some ideas about algebra, some about geometry, and some about statistics. The document does not specify how those ideas are to be taught or how they are to be sequenced. I suspect many people who complain are referring to the Math Frameworks, but mainline publishers' textbooks are still organized in units that focus on one of the strands at a time.
V says the integrated approach is learning 3 languages at the same time and it is foolish. But why is it any less foolish to study one language for one year, then go to another language next year, only to come back to the first language the following year?
Mr. Konop claims that the cut scores for the EOCT was deliberately set low so that the number of failing students will be lowered. Yet, many other (and maybe Mr. Konop, too) are complaing about a much larger number of students who are failing these courses.
Some say they only care about the nationally normed tests and want to know how the group under the new program is doing on SAT/ACT. Well, the first group is about to take those test. In other words, we are making judgment based on no data. This is like Cobb dropping the balanced calendar a half way into the first year of 3-year experiment and declare that the experiment was failure before getting any data.
But, the bottom line is, why do we teach mathematics in schools? What's the point of schooling? I believe it is to help students become better thinkers. We are not trying to create "walking encyclopedia" since most of us won't be anywhere near the poorest encyclopedia available in a corner bookstore. We want students who can think – think mathematically, in this case. Yes, specific contents/knowledge is important but if they have to ask someone else what operation to perform to solve a problem,then, they are useless – knowing which operatin to perform isn't good enough, either, if they can't actually perform the operation. We need both. I don't care how the topics are put together – as long as there is a logical sequence to it – IF we are teaching in such a way that we are fostering students' ability to think better than what they could do when they started.
February 22nd, 2011
9:48 am
Happy to help anyway I can. BTW Senator Fran Miller is also very knowledgably and supports the concept.
February 22nd, 2011
9:49 am
@ UGA Teacher,
So, can you share with us their SAT scores – you must know it, why are you hiding them?
In many Asian countries, permutation and combination are Grade 6 topics, by the way. What's so difficult about it?
February 22nd, 2011
9:50 am
Actually, the data in this article sort of proves the point — the reason there is no useable data for 2008-2009 Math I EOCT is because so many students failed THEY THREW IT OUT! Just wait until results are in for the graduation test in math for this class. That and the SAT scores should be telling.
As I said yesterday, maybe the ones starting this program in elementary school will do just fine. Maybe it's a great program. But for the majority of freshmen in 2008-2009 who should graduate in 2012, it has been a colossal failure and caused great damage to their college expectations.
February 22nd, 2011
9:50 am
As a parent of an 9th grader who was part of the new math curriculum experiment since the 6th grade – it has been a mess since day one. My son going prior to the new math was one of the better math students – but since the 6th grade it's been a struggle. The biggest problem is the extreme fast pace that the teachers have to teach the concepts to meet the state's requirements – it's unreal. For those people that say, well the students just need to work harder or get a tutor – that is not a realistic answer – the pace is way to fast for students to get a handle on it. I also agree with other posts that 9th graders are working on concepts that weren't being taught before until the 11th grade – and a high level 11th grade math class at that. As for the so called Georgia state math supervisors – you seem to be more concerned about being recognized by this association or that association – not for what is happening to our state's students. BTW – I'm not just a whiney mother because my child is struggling – he actually received the math student of the year award in the 6th grade and continued to do well in math but with an unrealistic extensive amount of work and I am grateful that he has a gift for math – what about students who don't?
February 22nd, 2011
9:52 am
Who belongs to the "Georgia Council of Supervisors of Math?" Are these math teachers, or math administrators?
Also, the letter seems to be under the misimpression that the entire math program is being changed. It is not – only the high school courses are affected. Rigor, practical application, high expectations, and high standards are needed whether high school math is taught in an integrated manner or using the traditional courses.
BTW, the top private schools seem to be graduating students who ace the math portions of the SAT and ACT and perform quite well in highly competitive universities. Same with high achieving public schools.
February 22nd, 2011
10:03 am
Wow, when 45% of the people speak we should change direction of what we are doing. Backwards is not forward and the traditional math is a cop out to get "better scores" for the schools who aren't meeting the standard.
In defense of the schools, integrated math was rolled out with little training, professional development, and support. We left our teachers (most of whom are not mathematicians) flapping in the wind to try to teach it. Until we fix the problem of throwing curriculum at teachers without the professional development and support to effectively use them, we'll always have the urge to go back to yesterday.
February 22nd, 2011
10:04 am
@Dream On,,,@Joyce…@UGA Teacher..and the like….Thank goodness for your comments! Those of us who have had to deal with this fiasco of a program, either as a parent, a student, or a Teacher, know what a mess it truly is ! For those out there who just love to say unbelievable things like the kids need to work harder or talk about grade inflation, or say the kids need to just get used to the rigor…need to get a grip on reality! I have a student who is an extremely hard worker, a classified gifted student, who never before got anything less than an A (not because of grade inflation, but because of hard work)…when she entered this new math in high school she could not do well no matter how hard she tried….in our county we are on the block schedule….so her Math course was crammed into a semester….it was absolutely unbelievable how the topic of study changed every single day with no mastering of anything! The teacher even told me that when the children failed the tests (and believe me they failed in great numbers) she could not go over it to help them learn it…it was not in the pacing of the course…she had to move on to another topic. For those of you who still keep saying work harder…listen up- my child stayed up till 2AM most nights working math problems over and over again….went to tutoring with the teacher after school….worked with me for hours on end going over the problems….did all her homework-always…..and still would fail test after test….because sadly she had not mastered all the different information that she was being inundated with…and this was a previously high achieving student…what about an average student, or an already struggling student? I would definitely rather that a struggling student absolutely master Algebra 1, than be exposed to Trignometry and master nothing.
The saddest part of this for me is that my child actually learned very little math…she may have been taught every topic under the clear sun over the last few years, but she has not learned. Her brain is a messed up jumble of ideas on how to solve problems. She in no way has the basics ingrained in her brain like I still do from my high school math education.
What has been done to these students is a crime….it has affected all their futures….and most of all their self-esteems.
February 22nd, 2011
10:07 am
Jackie T,
The below happens when you teach toward the middle. The reason I got involved is in Cherokee county my son was in a national ranked math program that started advance math students in 7th grade in algebra 1 when Kathy Cox forced the change years ago. The program yielded tremendous results and students like my son will graduate with 6 AP math and science classes that directly correlate with the University system. We fought Kathy Cox very hard to grandfather my son's class and won.
My son tutors fellow students in physics at his school. What he found out is fellow classmates he helps had a common problem of not having the proper math knowledge for the class who took math 123 rathet than his track; he also saw the same problem last year with chemistry with students he was helping.
I than starting asking different math and science teachers and they confirmed the problem. That is just 1 example of many how the below is happening. And we have not even gotten into the kids not math oriented forced into this mass confusion style of teaching math.
…. Mr. Konop claims that the cut scores for the EOCT was deliberately set low so that the number of failing students will be lowered. Yet, many other (and maybe Mr. Konop, too) are complaing about a much larger number of students who are failing these courses…..
February 22nd, 2011
10:09 am
GCSM is the group of math administrators who are against the transmission curriculum because academic content creates unequal outcomes and that's unacceptable. Its national parent, NCSM, functions as the industry cartel pushing math as a socialization activity and the importance of group work so everyone will recognize their interdependence. Academic knowledge and skills developed independently encourages individuality and that's not acceptable in the utopian world they want to create.
NCSM and NCTM push the constructivist approach on schools, publishers, prof devt, etc. in the same way that the International Reading Association serves as the cartel to make sure everyone adopts Whole Language techniques in fact using its various names of the moment. Currently it is Balanced Literacy and Guided Reading.
What GCSM, NCTM, NCSM, and IRA do is use the monopoly power given to them effectively through government to push political theories about how to restructure the American economy and society through changing the nature of its future citizens through the schools, both K-12 and higher ed.
It was always about the learning tasks and activities and group work and never the content. The content only exists as a tool for political support and to get at the kids socially and emotionally.
Except with Common Core they will now have control over the assessments which will only measure what they want to be doing in the classroom. That's why Race to the Top was so critical. To bribe the states into adopting Common Core so they would turn over prof devt and assessments so that academic knowledge and content could be gutted overtime without there being a mechanism to catch the change in K-12 nationally.
February 22nd, 2011
10:09 am
I love this math system and grading that goes on in Paulding School District. Kids are not help accountable for the tests that matter.
My step-daughter's (an 11th grader) first three 71% grades were F,B,F and after she took the 29% cumlative test they were CHANGED to A, higher B, A. because she showed mastery of the material.
When did this crap start? If you tell kids that this test is over written by that one they will NEVER study for the first test and only study for the one that really matters.
Can not wait for her to get to college and completely fail because of the bs the the high school is teaching them.
February 22nd, 2011
10:19 am
"Young adults are assuming massive amounts of debt that they cannot afford to bear to fund college to get a degree that really doesn't qualify them to do much aside from hard science majors."
What does a hard-science bachelor's degree qualify one to do?
February 22nd, 2011
10:24 am
Thank you@attentive parent for that information. Why am I not surprised?
February 22nd, 2011
10:33 am
There is still considerable demand for engineers(of virtually any sort) and medical professionals, because these courses of study teach employable skills. I recently interviewed candidates for a technically oriented sales position. The kid with the philosophy degree had no relevant experience. The young lady that was a music (wtf?) major didn't understand the product. The gentleman with a background in computer science not only understood the industry vernacular, but could explain it in layman's terms as well.
Out of the three, two had virtually no useful skill sets and the third was very employable.
February 22nd, 2011
10:52 am
Engineering isn't really a hard science. I'm talking about biology, chemistry, physics, geology, astronomy, etc. These majors are no more practical than art history or comparative literature. Regarding your interview story, I'd expect someone so keen on science to use more than a single, anecdotal example to draw a conclusion about the relative values of different degrees.
February 22nd, 2011
10:52 am
@V for Vendetta, your comments are misinformed. The comments here and the results of the CRCT tests across the state demonstrate the failure of this program. Students are trying. If they succeed and excel in other subjects, but fail this Math "experiment" the students are not unmotivated. Look at the evidence, we will have a drastic decline in graduation rates for the class of 2012 and in turn they will have learned little from their High School Math program. Students who attend before and after school tutoring, have private tutors and spend hours each night struggling with this Math approach are not unmotivated. These students have been failed by our state.
February 22nd, 2011
11:35 am
Until students are held accountable for mastering each level of math skills, our students will never be able to do the integrated math or truly understand high school math in general. We have kids that barely have a number sense, understand basic concepts, how do we expect these kids to apply anything. We also have math teachers who don't understand these concepts very well themselves, as they weren't math majors and then earned their teaching certification. How many of these people received enough training to teach the math curriculum well? It's easy to say get rid of the new math program, but if people looked into the issue deeper, they would see that there are many layers to this problem and that they each contribute to the poor understanding and reception of the new math program.
February 22nd, 2011
11:50 am
These Common Core Cheerleaders are workshop divas who haven't taught a lower-level math class since Clinton was re-elected. They're trying to press down on this mis-shapened lid, knowing it's catching the fingers and toes of those lower kids, but they don't care – the ends (dubious results) justify the means. They never cared about the "laggard group", nor the people who have to teach to them.
Failing 50% or more of your students trying to learn college prep math is no fun. Trying to maintain classroom discipline to a bunch of johnny gym rats in Math 1 (second tour of duty) is no fun. Let those divas with the pedigrees, pedicures, and poodle-like manners come shovel some manure for a change.
February 22nd, 2011
12:17 pm
Jay you are completely out of the loop. I have a degree in Math. I also have a master's in applied math. What do I do? Well, I've done many things.
Worked writing software, doing implementations. Doing statistics analysis for an energy company. Worked doing more analysis for a hotel company.
Statistics and analysis are VERY popular these days. Even when I've been out of the workforce (having kids) when I start sending out resumes, I get tons of phone calls. Because I've done a lot and clearly can learn quickly, and clearly understand statistics and numbers and software, etc, and can also explain it to people with a diff. background.
Physics – well, wall street firms are still hiring them.
chemistry – go check out job sites, companies hire them quite a bit (bio engineering, medical, etc). Biology – same thing.
Tons of jobs out there for those with the right degree. There are tons of people with liberal arts degrees, not as many jobs for them out there.
February 22nd, 2011
12:19 pm
and my kids are in elementary school, but i've been working with the math curriculum for the high school – and as I said, I have advanced math degrees…and wow. I can't see how anyone learns from those curriculum.
February 22nd, 2011
1:01 pm
Math isn't a hard science, it's a liberal art. Tychus said only hard science degrees are useful. Quants working in (legitimate) finance rarely have just a bachelor's degrees in physics, and those who do hold only a B.S. almost invariably hail from top-ten colleges, where humanities majors, too, land jobs on Wall Street. In other words, Goldman Sachs is far more likely to hire a history major from Princeton than a physics major from UGA, or even Georgia Tech. Similarly, a bachelor's in chemistry alone might get you a lab tech or pharma sales position, but not much more.
February 22nd, 2011
1:47 pm
As many have stated prior, this math debacle starts in ES. We have third graders that are struggling and told that memorization of math facts is not necessary. Only today I received an email from a frustrated Sope Creek parent asking what to do for her child. I don't care who you march out for the Dog and Pony show to show support for the integrated approach GA adopted for ALL GRADES; it isn't working. The discovery method, what a waste of time. The problem is so huge in HS because the students have years of non-mastery and then are thrown into the incredible fast pace dictated for Math 1, 2, 3, 4. While the current HS students started in 6th grade, the current MS students started in ES. Wait until you see that train wreck. Don't try and sell the "more rigor"; those of us with a math background are not buying it. I've looked it over, I've seen what is happening in the classrooms, math is to be experienced and enjoyed. Children should be entertained. REALLY? We've got first and second graders that cannot count money, cannot tell you that two quarters equal $.50, yet peek in the classroom, students are engaged but they are not learning. Return to the basics of memorization of math facts, build at a reasonable pace, group by ability – at least the kids will learn. Parents are spending a small fortune subsidizing their child's math education. I've often wondered if Kathy Cox was a silent partner in all the tutoring centers that are in each shopping center. I can't imagine anyone really buying that this math is better.
February 22nd, 2011
1:47 pm
I agree with Dr. Trotter: "Bring back vocational education. Not just the new technology education, but the old vocational courses (wood shop, auto shop, sheet metal shop, electrical shop, plumbing shop, etc.) too. Quit trying to make all students scholars. It's not going to happen."
I took typing in High School and because I took typing I have had some wonderful jobs. I worked for the Dept. of Justice (under J. Edgar Hoover), Boeing Airlines (Apollo 15 spacecraft project), a university (biophysics research))and in education.
In the sixties we had basic math (Algebra I, II, Geometry, physics) and we did okay in our careers.
February 22nd, 2011
1:56 pm
well, EC parent: you have elementary school teachers who have no idea how to teach math. Many of them 'hate math' too – and those are the people teaching our kids. *sigh*
February 22nd, 2011
2:03 pm
Career Clusters are fine and dandy; however, when your school can't afford extra desks (due to social promotion from middle school – no filter, mind you), then you're going to be hamstrung; you will not have many choices. I do believe strongly in a good, vocational education for those students who don't look out of windows and see $400,000 houses next to theirs. Give them basic Algebra & basic Geometry, and maybe a 3rd year of …..YES….consumer math, and send them out into this world. They'll be happy as Irishmen on St. Pat's Day, and will probably make more money than most starting math teachers.
February 22nd, 2011
2:15 pm
At atlmom, if I had a $1 for every time I've heard a teacher explain that they never liked math so now they teach math this way….well I could vacation anywhere I wanted. I'm so tired of it, if you don't like math then let someone who does and understands it teach math. I do wonder if Cobb County scripted that line for all ES teachers. I will say I've been fortunate that my children had math teachers that shut the door and taught ignoring the instructions by central. My children did timed math addition and subtraction tests in first grade even when the other classes did not. The same is true of multiplication in 3rd. My youngest no longer attends public, it became too much of a struggle to try and teach every afternoon after a full day at "school".
I do think all students should take a consumer math course that covers the basics of budgets, checkbooks, credit cards etc. I don't think it would be a year long course.
February 22nd, 2011
2:51 pm
@EC parent: it's so terrible. Many people who go into elementary ed love kids, but don't like math. So kids get hamstrung from the very beginning. And they learn to 'hate' math -without really knowing anything about it. Or they say: oh, it's too HARD.
MY kid's doing fine – I *know* it's easy for him, it wouldn't matter how much wasn't taught…and he has two parents who could teach it to him if he couldn't understand it. Not all kids pick it up that quickly. In teaching/tutoring math, I have found that most people learn math differently (from each other, also from me, but I'm not talking about that) – so math *does* need to be taught in different ways. Which is why each math curriculum fails – and why we keep changing it from decade to decade (or every few years). In middle school, they weren't sure that I was going to be able to cut it in advanced math. Crazy.
The people in charge don't seem to know what's going on – the state just hands down a curriculum, and the schools jump.
February 22nd, 2011
2:54 pm
I am tired of my seven year old being expected to add 12 + 8 three different ways and explain her answer. Grocery store math isn't what will get the child through calculus.
At my house it's flash cards and drill baby drill.


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Crunchy Potato Balls
Comment on this recipe
2 cups cooked, stiff mashed potatoes
2 cups finely chopped, cooked ham
1 cup (4 ounces) shredded Cheddar or Swiss cheese
1/3 cup mayonnaise
1 egg, beaten
1 teaspoon prepared mustard
1/4 teaspoon pepper
2 to 4 tablespoons flour
1-3/4 cups crushed cornflakes
Combine potatoes, ham, cheese, mayonnaise, egg, mustard and pepper in mixing bowl. Mix well. Add enough flour to make a stiff mixture. Chill.
Shape mixture into 1- inch balls. Roll in crushed cornflakes. Place balls on greased baking sheets. Bake at 350 degrees for 25 to 30 minutes or until heated through. Serve hot. Makes about 6 dozen.
Nancy O'Mary
Rock Island
Holiday Pecans
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Then came Starbucks. The first store opened in 1971, and we more or less abandoned tea as a breakfast beverage. Who knows why. Maybe preparing tea implied patience, and the slap-in-the-face caffeine content of coffee better resonated with our modern hurry-up attitude.
But once again, for whatever reason, tea is hot. Much of this shift has to do with the health benefits of tea. It is lower in caffeine, less taxing on the adrenals, and higher in antioxidant polyphenolic compounds than coffee. For those of you who still consider Lipton an acceptable black tea, we've got brews for you. I prefer loose, but have listed bags too, since they're marginally more convenient. A few of these bags are beautiful—made of silk, pyramid shaped, they're little works of art in a cup. Some to try include the following:
Basic black. It's the most versatile color for evening-wear and tea alike. But just as a little black dress comes in many cuts, so it is with tea. Varieties number in the hundreds, but all come from the Camellia sinensis plant. Growing regions account for the differences. For example, Darjeeling, a fruity, complex tea, is grown at elevations of nearly 7,000 feet in the Himalayan foothills, while Assam comes from a low-altitude region in northeastern India, and has a full-bodied, malty flavor. Differences in harvesting and processing techniques further develop individual tea flavors.
If you're a hard-core coffee drinker, try vigorous blends that have the same wake-up-fast quality (and robust caffeine content) as coffee. Three good bets: smoky Russian, a blend of Lapsang souchong and Chinese teas; Irish breakfast, a hearty, full-bodied tea that's usually a blend of Assam teas with Chinese or other blacks; or English breakfast, traditionally made by blending Assam and Ceylon teas. Black tea may also be flavored or scented with other ingredients. Earl Grey, for example, is flavored with bergamot, a citrusy flower; others may contain jasmine, lemon, even dried rosebuds. Brews for you: Numi Chinese Breakfast Tea; Tazo Awake Tea; Stash India Darjeeling Summer Tea; Choice Organic Russian Caravan.
|How much caffeine is a cup of tea? An 8-oz. brew of black tea has about 45—47 mg, whereas green ranges from 30—50 mg per cup; white tea has about 15 mg per 8 oz.
Green revolution. Green is our favorite color for energy sources, automobiles, packaging, and sometimes for tea. Though it's markedly different from black, green tea also comes from the Camellia sinensis plant. The difference is in the processing. Green tea leaves are steamed, crushed, and rolled after picking to release flavorful volatile oils. Because green tea is not fermented or oxidized like black teas are—a process that converts some of the antioxidant polyphenols—green tea is exceptionally high in healing compounds. It's also lighter in color and more delicate in flavor, with less caffeine. Some of the most popular varieties include genmaicha, sencha, bancha, and houjicha. Brews for you: Stash Amaranth & Jasmine Flowering Green Tea; Tazo Zen Green Tea; Numi Monkey King Jasmine Green Tea; Revolution Tropical Green Tea (in a pyramid infuser).
Whiter shade of pale. Black may be the most versatile hue for both evening wear and hot beverages, but stark white is a stunning statement as well. White tea comes from the same plant as black and green, but it's uncured and unfermented, a process that yields a subtle flavor and delicate hue. Bai hao yinzhen, or silver needle, considered the highest grade, consists of the pale, unopened buds of the tea plant; it's also the lowest in caffeine content. Brews for you: Numi Velvet Garden White Rose, with rose petals; Choice Organic Lychee White, with lychee fruit and osmanthus flowers; Republic of Tea Silver Rain.
Seeing red. Red tea, or rooibos, is made from an indigenous herb that hails from South Africa. Red tea, which has no caffeine, is fermented, turning the leaves from a bright green to a deep ruby hue and developing a full-bodied, and mildly sweet flavor. Though it's not from the Camellia sinensis plant, and thus not a tea to purists, it boasts both antioxidants and a rich enough flavor to impress most tea drinkers. Brews for you: Revolution Honeybush Caramel Tea (in a pyramid infuser); Celestial Seasonings Madagascar Vanilla Red Rooibos; Republic of Tea Botswana Blossom Red Tea.
Herbal brews. They're not really teas, but they're prized for their calming qualities and sometimes for their medicinal benefits. Peppermint and ginger teas are lovely after meals, and a little chamomile tea before bedtime is always soothing. Brews for you: Traditional Medicinals herbal teas; Yogi Tea Mexican Sweet Chili; Celestial Seasonings Mint Magic.
Traditional Medicinals Organic Throat Coat
Revolution Tropical Green Tea
Choice Organic Magnolia Oolong Tea