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|Up a level
Mason, Kathryn and Rowley, Katherine and Marshall, Chloë and Atkinson, Joanna and Herman, Rosalind and Woll, Bencie and Morgan, Gary (2010) Identifying specific language impairment in deaf children acquiring British Sign Language: implications for theory and practice. British Journal of Developmental Psychology, 28 (1). pp. 33-49. ISSN 0261-510X (print); 2044-835X (electronic)


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This division delivers science-based engineering solutions to meet regional and national energy, water and other critical environmental challenges.
Specifically, researchers work to advance technologies, processes, and environmental safeguards necessary for DOE, other national agencies and institutions - to bridge funding and technology gaps that delay regulatory compliance, mandated milestones, and implementation of environmental goals. Currently, critical program areas across the DOE complex experience intense pressure to achieve results - while meeting enforceable milestones and sustaining environmental stewardship with diminishing resources.
The division's technical capabilities are rooted in six decades of actively managing DOE legacy wastes and environmental concerns related to the nation's weapons complex - and more recently - with site cleanup, groundwater quality, new waste streams, energy development, and demand for water.
The four departments comprising the division include: Environmental Engineering and Technology, Environmental Stewardship and Water Management, Nuclear Materials Disposition and Engineering, and Systems Engineering. Their capabilities include hazardous and radioactive waste management; transporting and disposing of spent nuclear fuel and high level waste; environmental remediation; ecological risk assessments; and web-enabled geographic information and visualization systems.
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It was ugly, but a win is a win. The Utah Jazz outscored the Minnesota Timberwolves 18-6 over the final 2:40 to pull out another come from behind win. It is almost ridiculous how many times that they have come from behind this year (insert inapproproate joke here). I don't believe in jinx's, but it is almost like they are a team of destiny. If somehow the Lakers and Spurs could beat each other up...I'll stop there.
Jerry Sloan is now third on the all time NBA wins list. I personally think he breaks the record in the next four years.
Al Jefferson got off to a horrible start but finished strong and had a career high in blocks(7) against his old team. One thing that I noticed tonight about Al was his push (the wheezy) was consistanley falling. A few times he even made over the out stretched hands of Kevin Love.
D-Will didn't shoot that well from the floor, but went 13-14 from the line and finished with 25-11. I think that Deron is at the point now that we as Jazz fans have hated opposing players to be at. The point where they get every call when they are in the lane. Don't get me wrong I love that he is going I just know that other teams fans are probably saying what we say when Kobe, Wade and Dirk come to our house.
From my observations Deron is getting about 4-6 minutes a night at the 2 guard postion. Here is a sneak peek at a breakdown video I am working on.
Paul Millsap has been unbelievable so far this season. He just comes out every night and puts up solid numbers. In the month of December he is averaging 17 points 7.4 rebounds and is shooting 56% from the field. Interestingly enough, he has not shot a three ball this month,keeping his season average at a balmy 57%.
Jazz win and move to 21-9.
Stat of the Day from Elias-
From Elias: C.J. Miles led the Jazz with 22 points as a substitute on Monday - his seventh game this season in which he scored at least 20 points off the bench. The only player with more 20-point games as a substitute this season is Washington's Nick Young, who has nine. (Young has been in the starting lineup in each of the Wizards' last two games and scored at least 20 points in each game.)
What are the Timberwolves saying?no comments
Well, we want to thank Bloguin for inviting us over to their site. We are glad to be here and represent the Utah Jazz in the NBA section of the site. We are life long Jazz fans and have cheered our guts off for the past 25 or so years. We think MJ pushed off, that John Stockton is better than Magic, that Duncan is a five, that Jerry Sloan is COTY every year, and we HATE the Los Angeles Lakers. We are glad to be here and are excited to talk NBA basketbal, specifically about the Utah Jazz.
The Utah Jazz Blog.no comments


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Trinidad Corona, 31, is facing a theft charge after a Southwest side woman said he took her purse containing $2,000 from her car.
The woman reported the theft to San Antonio police Feb. 5, saying that she had left the purse in her car outside her home for just a few minutes.
She said she had carried her infant and groceries into her home, then returned to her car where she saw Corona removing her purse, which contained $2,000 in cash, an arrest warrant affidavit stated.
The woman told police she yelled at Corona to stop, but he ran away.
The affidavit stated that although the woman had seen Corona around her neighborhood, and knew him as a neighborhood thief, she did not know his name.
It stated that a friend was able to supply police with Corona's name and show them where he lives. Corona was arrested Thursday on a charge of theft.
For a list of recent stories Katrina Webber has done, click here.


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Given the blistering heat entering July, Sparks-area residents may have been surprised to see heavy thunderstorms and a flash-flood warning Tuesday evening. As Wednesday's temperatures grew to the high 90s, heavy rain was expected and Sparks continued to be on flash flood watch until 9 p.m.
National Weather Service meteorologist David Myrick said the rain comes as no surprise due to the overhead pressure currently stationed above the region. He said it is "not uncommon" for brief rain storms to follow hot daytime temperatures.
"Typically in western Nevada we will get these large areas of high pressure that set up, and after a couple days, it is so warm that we see a pattern of thunderstorms," Myrick said Wednesday afternoon. "We are expecting another round this afternoon and this evening locally with heavy rainfall, flash flooding and gusty winds that could be as high as 50 miles per hour in some of the lower elevations."
Myrick said Thursday's predicted thunderstorms will move much faster as the high ridge of pressure breaks down and begins to move. He said wind speeds will pick up causing the storms to leave the area swiftly.
"We could get some more severe-type storms with hail and gusty winds," Myrick said of Thursday's forecast. "By Friday the main overhead threat will shift to the east and places such as Mineral County could be seeing the storms."
As the holiday weekend rolls on, Myrick said temperatures will return to their normal July averages, which have yet to be displayed. He said 88 degrees is a normal average high for this time of year.
Tuesday evening's downpour brought in less than a half-inch of precipitation (0.21) though it caused plenty of large puddles in the Sparks industrial area. Records from the Reno-Tahoe International Airport show just 1.68 inches of precipitation this year.
Forecasts for Friday, Saturday and Sunday show clear afternoon skies with highs reaching from 94 to 97 degrees and overnight lows in the mid-60s. Of those three days, Friday is the only day with expected winds as the overhead pressure moves out, but gusts are only expected to reach 10 to 15 miles per hour in the afternoon and possibly 25 miles per hour in some areas.


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IOWA FALLS - The Webster City girls' tennis team dropped all nine matches in a dual-meet loss to Iowa Falls-Alden here yesterday evening.
The Cadets controlled singles play and were only pushed in the No. 4 bout where Emily Knipfel held off Lynne Chalfant, 10-7.
Chalfant and Kelsey Bahrenfuss fell behind 6-1 early in their doubles' match against Brianna Keane and Knipfel before making a run. The Cadets eventually won 10-5.
"Lynne had a really nice night," WCHS head coach Heather Kierzek said. "She played really well in singles, and Kelsey and her made a nice run in doubles. They did a nice job at the end, but just ran out of time."
WCHS will be at home today to take on North Polk at 4:30 p.m. On Saturday, the Lynx will travel to Fort Dodge for Class 1A team regionals; they'll open up against host Fort Dodge St. Edmond.
Fact Box
At Iowa Falls
Brianna Keane (IF-A) def. Cambria Hoffmann 10-4; Sarah Adams (IF-A) def. Ariel Clabaugh 10-1; Harli Janes (IF-A) def. Kelsey Bahrenfuss 10-1; Emily Knipfel (IF-A) def. Lynne Chalfant 10-7; Sarah Emerson (IF-A) def. Allison Bailey 10-1; Maggie Cooper (IF-A) def. Olivia Tasler 10-0.
Adams/Janes (IF-A) def. Hoffmann/Clabaugh 10-1; Keane/Knipfel (IF-A) def. Bahrenfuss/Chalfant 10-5; Emerson/Jessica Dague (IF-A) def. Bailey/Tasler 10-7.


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Beautifully crafted of mouth-blown glass, this lovely blue carafe comes packaged in a gift box.
Sagaform brings the tradition of Nordic design to your kitchen and dining room. Each piece in the collection is conceived and created by top designers and based on genuine Swedish design tradition. Every item in Sagaform's wide range conveys pleasure and innovation in the kitchen and on the table, both indoors and out.


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Partnership to Reform Inquiry Science
in Montana (PRISM)
Why the PRISM Project?
The Partnership to Reform Inquiry Science in Montana (PRISM) grant seeks to develop and strengthen the pedagogical and content understandings of teachers associated with science in all partner schools within the Region III Southern Montana Alliance for Resources and Training (SMART). The restructuring of schools relies on the development of highly skilled, effective teachers. As they progress in their careers, teachers need to be encouraged to remain knowledgeable of new findings in content, pedagogical research, and innovative teaching strategies like inquiry. Findings such as those in the Third International Mathematics and Science Study (TIMSS) report, the National Assessment of Educational Progress (NAEP) and subsequent national and international research calls for a different way to look at the nature of science teaching and learning in American schools. From its inception, the National Science Education Standards (NSES) have called for inquiry as the predominant mode of delivery of science concepts in K-16 classrooms. Subsequent publications, i.e. Inquiry and the National Science Education Standards (NRC, 2000), have successfully defined inquiry for practitioners. However, it remains painfully clear, when observing science teaching in our schools, that little of these published efforts have resulted in significant change in classroom delivery. The PRISM grant seeks to work with LEA partners needing to improve student achievement in science by providing grades 3-6 science teachers with immediate understandings and support for research-based applications in inquiry methodology. To accomplish this, STEM faculty, Science Education faculty, LEA faculty and administrators, and Region III SMART schools will partner in the TRIAD model of professional development to achieve a better understanding of the delivery of science content through inquiry-based procedures.
Research Reflection
Guskey Reflection on Professional Development
- Evidence of research-based characteristics of professional development.
- Workshops
Research on professional development (Guskey and Yoon 2009) suggests that workshops can be among the least effective methods of professional development because they often offer little opportunity for active-learning, lack follow-up, and do not provide teachers with an opportunity to adapt practices to their classrooms. Taking this research into account the PRISM Project utilized a blended model of professional development in which teachers actively engaged in inquiry activities presented by both content and pedagogical experts and their peers during several face-to-face workshops and then engaged in online discussions and science content modules that enabled them to implement inquiry-based science strategies in their classrooms.
- Outside Experts
Recognizing that most elementary schools and rural school districts lack the resources and expertise to implement quality, research-based professional development in inquiry science, the PRISM Project uses both content area specialists (STEM faculty) and pedagogical experts (education faculty) to provide training during workshops and to facilitate online discussions of content and pedagogy. To encourage the development of teacher leaders and to draw from the "real-world" classroom experience of project teachers, the PRISM Project also uses science coaches who successfully participated in the project for two years to act as peer coaches, facilitating online discussions and presenting at workshops.
- Time
The amount of time teachers are engaged in professional development appears to be critically important for the effectiveness of the professional development. But equally as important is the organization and focus of that time (Birman, et al 2000; Garet, et al 2001). The PRISM Project has provided teachers with 24 hours of face-to-face workshop time each year and has required much more time on-site. Workshop evaluations suggest the PRISM Project has demanded a significant amount of teachers' time. Completion of the SciPack online content modules, for example, can take several hours to complete. All time required by teachers has been carefully structured by project staff to align with project goals and to help teachers meet project outcomes.
- Follow-up
A strength of the PRISM Project is the degree to which teachers are engaged in the project throughout the year through the use of monthly online discussions. Rather than expecting teachers to take knowledge and skills gained through face-to-face workshops and implement it in their classrooms, teachers are supported by content and pedagogical experts and peer coaches. Qualitative analysis of the online discussions suggests that teachers are actively engaged in meaningful discussions of science content and inquiry methods. Teachers are also required to complete at least three inquiry lessons in their classrooms, reflecting and documenting each to include in a Scoop Notebook. Evidence from Scoop Notebooks suggests that all teachers are implementing elements of inquiry science in their classrooms.
- Activities
Rather than having teachers passively receive information during workshops, which is a common complaint of current professional development, PRISM teachers were actively engaged in inquiry science activities during face to face workshops. Teachers participated in lessons on buoyancy, mass and volume, and the properties of dry ice, for example. By experiencing inquiry lessons it is believed that the teachers gained a better understanding of how to implement them in their own classrooms. Evidence collected from teachers suggests that this is the case. Requiring teachers to implement their own inquiry science lessons also provided opportunities for them to be actively engaged in their learning.
- Content
To support teachers' ability to effectively implement inquiry science the PRISM Project provided them with a solid foundation of content knowledge on key topics in science through the use of NSTA SciPacks. These online content modules introduced teachers to concepts such as Force and Motion, Electricity, and the Solar System in an engaging manner. Results from pre and post teacher of teacher science content knowledge gained from the SciPacks were highly significant statistically.
- Workshops
Birman, B., Desimone, L., Porter, A. and Garet, M. (2000). Designing professional development that works. Educational Leadership, 57, 28-33.
Garet, M., Porter, A., Desimone, L., Birman, B., and Yoon, K. (2001). What makes professional development effective?: Results from a national sample of teachers. American Educational Research Journal, 38, 915-945.
Guskey, T. and Yoon, K. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495-500.
Project Design
PRISM Project Blended Learning Model...
Research on blended learning models for professional development suggests that such an approach can clearly enhance the content and pedagogical knowledge of teachers. As it is typically defined, a blended learning environment combines "some face-to-face instruction where learners are co-located, with web-based instruction where they are not in the same location" (Oweton, Sinclair, & Wideman, 2008, ¶11). The purpose of blended learning models is to provide teachers the opportunity to interact with peers over significant periods of time to develop knowledge and skills while remaining in their classrooms. This model will allow for STEM faculty to work with teachers online to develop science content and for the science education faculty to develop inquiry-based teaching strategies over longer periods of time. Thus, this method will enable university faculty to monitor learning and provide feedback online to teachers in the field.
The PRISM project has integrated multiple blended learning strategies that combine face-to-face workshops and school visits with online learning. Partner teachers meet three times a year for science inquiry workshops that give teachers opportunities to personalize their understanding of inquiry by exploring and performing science inquiry activities, learning questioning strategies, and creating inquiry-based lesson plans. Face-to-face workshops focus on building a community of learners and understanding the New Science Standards and the Science Inquiry Continuum.
In addition, training of "how to" work in an online environment was a needed component in a face-to-face format. Teachers were systematically walked through the process of signing on and using the online programs we have made available that include an online threaded discussion course as well as the NSTA SciPacks and website.
The Project Evaluators have begun routine visits to cohort teachers' schools. These initial visits have witnessed interesting discussions regarding science content and program responsibilities. Each school visit is scheduled for one hour and addresses concerns from both the teacher participants, principals and the project faculty. Discussion points include the inquiry continuum, the NSTA SciPacks, the online course, and related implementation issues.
Complementing the face-to-face experiences, the PRISM project offers many online learning opportunities. First there is the main web page of the project found at http://www.msubillings.edu/prism From this site participants can access the National Science Teachers Association home page and are linked to the NSTA SciPacks, SciGuides, and other content information provided by NSTA with a full membership status. The NSTA website is rich with professional development opportunities for participants. Participants can access teaching guides and curriculum materials through this site or research current understandings for teaching science in the classroom.
Second, the teachers are registered to participate in the D2L online threaded discussion course called Integrating Inquiry into the Curriculum. This online format has been very successful and encourages participants to asynchronously interact with the STEM faculty, Evaluators, Project Coordinator and Science Education faculty regarding all the happenings in the project. The partners are interacting on the SciPacks and other difficult concepts. The STEM faculty is explaining concepts beyond the content of the SciPacks helping teachers to begin to apply the newly learned information into their classroom. The Science Education faculty is requiring the participants to interact and post lessons regarding their use of Montana's Inquiry Continuum. In this blended learning format, the partners are learning about the lessons they are currently teaching and how these lessons fit on the Montana Inquiry Continuum.
Research Design...
The research design is based on Thomas Guskey's model for evaluation of professional development:
- Participant reactions will assess satisfaction with each workshop using survey information collected at the end of each workshop.
- Participant learning will be assessed by measuring their learning in science from the SciPacks (test scores), and from their online discussions about the content.
- Organizational support and change will be assessed through participant surveys, onsite interviews of project staff with participating teachers and administrators, and records of discussions at project meetings.
- Participant use of new knowledge and skills will be assessed through examination of Scoop notebooks, observation of participants' classrooms, records of online discussions, and their reflections on the success of the implementation.
- Student learning outcomes will be assessed though an analysis of student test scores (grade 4 only). Students will also be surveyed about their reaction to this type of learning.
Methods of Data Collection...
Multiple types of data were collected at various times during the year, both at workshops and onsite. Data was analyzed by the project's evaluators Michael Scarlett and David Davison. A quasi-experimental design was used to compare the participants' learning of science content and their level of comfort with teaching inquiry science with a comparison group of approximately 30 teachers. A summary of the type of data collected for each level of the evaluation is included in Table 1.
|Guskey Level
|Source 1
|Source 2
|Source 3
|Instruments used
|Participants' Reactions
|Workshop evaluations
|Partnership Survey
|D2L participation rates/other qualitative D2L data
|Workshop Evaluations
Relevant Partnership Survey Questions
D2L Prompts
|Participants' Learning
|SciPack pre/post tests
|Threaded discussions on D2L
|Teacher Empowerment Post Scale
|Teacher Empowerment Scale
|Organizational Support and Change
|Partnership Survey
|Interview with STEM Faculty
|Workshop evaluations
|Partnership Survey
Interview Protocol
Workshop evaluations
|Participants' Use of New Knowledge and Skills
|Scoop Lesson Ratings and pre/post lesson reflections
|Threaded discussions on D2L
|Scoop Rating Scales
RTOP Rating Scales
|Student Learning Outcomes
|MontCAS data for 4th grade students
|MontCAS Science Test
Methods of Data Collection:
- Workshop surveys: At the end of each workshop, participants completed a survey indicating their level of satisfaction with the workshop and what they learned from it, and were learning from the project.
- For the first two of the six SciPacks completed, participants took a pre-test and a post-test to assess their learning from that SciPack. (The same pre- and post-tests were administered to a comparison group.)
- Online discussions focused on questions about science content and its application to participants' classrooms. These discussions were evaluated.
- All participants (along with many of their administrators) were visited informally in their school settings by an evaluator to assess their satisfaction and comfort with project goals and activities, and whether there were issues that needed to be addressed.
- Scoop notebooks were completed during the second year of a participant's involvement in the project. Examination of these notebooks by both the participants and the project evaluator indicated how well the participants were implementing new knowledge and skills in their lesson planning.
- A random sample of participants were observed using RTOP to assess how well they were using inquiry-based strategies in their science instruction.
- The Survey of Enacted Curriculum and the Teacher Empowerment Survey were administered as pre- and post-tests to evaluate teachers' beliefs about the teaching process.
Project Testimony
Read teacher testimonies...
Lucy Jensen
3rd Grade Teacher
Joliet School
No matter how long you teach there is always something new that will turn your teaching around; PRISM has done that for me. Inquiry teaching has been out there, but the question has been, how do we go about it? PRISM put this into focus and helped to enhance my curriculum. The program challenged my background knowledge and then gave me tools to improve these areas with an interactive online study. These SciPack programs are truly designed to help everyone succeed with their vocabulary building, knowledge sharing, quizzes and amazing experiments to do online and other experiments to do with simple objects in my room. My students loved these experiments and wanted to do them over and over, even in their spare time. We also worked with the MSU-Billings college professors through provocative questioning that required research and soul searching. We had help when we needed it and had the other teachers to share with through the on-line chat format.
My favorite part of this program was the interaction with other teachers in our grade level. In a rural school system we are often the only one in our school at our particular grade level. PRISM gave us a vehicle to bounce thoughts and procedures off of and a way to find out how someone else handles different topics. Inquiry, in general, takes the lesson out of the teachers' hands and gives it to the students to experience the excitement and wonder. It goes from "This is what will happen, this is how you will find out," to "What do you think will happen, how will you find out?" The science recipe book method is put back onto the shelf, allowing students to think and create ideas, to solve problems put before them. Stepping back and letting the students decide what they need for an experiment, ponder over their observations and put together their results is not an easy thing for the teacher to do. But, when the kids share their results with others and explain what happened and why, the teacher can see what they truly understand. It has made my science teaching more fun for me and my students. Third graders love science! With the inquiry method, this love for science will stay alive as they work their way through the grades.
Roland Karlin
5th Grade Teacher
Big Timber Grade School
I've always felt that I never have taught any two years the same in 38 years of teaching science to my fifth graders. I've always been active in trying new ways to teach. The PRISM program I'm involved in at MSU-Billings has provided me with tools I can use to teach science through inquiry.
A valued and often used tool is the inquiry continuum. Using the continuum helps me reflect on my methods and decide if there may be a more effective way to help students wrap their minds around a certain concept.
Another helpful tool is the Montana Content Standards framework. The content standards are written for each grade level and include the Essential Learning Expectations. Each content standard includes inquiry.
PRISM provides me access to NSTA's SciPacks. SciPacks provide an opportunity to increase/improve my content knowledge. At first, I thought they would be a waste of my time because I considered myself fairly knowledgeable. However, I was pleasantly surprised and challenged by the material. I did learn plenty by doing the SciPacks. I've even got some of my students learning from them.
My participation in PRISM is exciting, fun, challenging, and helpful. It has even caused me to step out of my comfort zone. I've developed totally new investigations and inquiry labs. After teaching as long as I have, I didn't think I'd need any new and different labs. Yet, Dr. Ken, Dr. Dave, Dr. Stuart, and Dr. John have inspired me to make my science lessons more inquiry based.
Michelle McCarthy
Science Teacher, Grades 6-8
Bridger School
I've spent three years in the Partnership to Reform Inquiry Science in Montana (PRISM) grant. Every year has helped me become a better teacher. All teachers know that if a student is engaged, real learning will take place, but with the current structures and time constraints it makes it difficult to build lessons that relate to, and engage students. We tend to squelch curiosity in order to "get through" the necessary material. We have been losing student interest and inhibiting the true explorers of the future. PRISM has been a mentor to me in several ways. It is a constant reminder that time is needed for student investigation – making me take time in my classes. PRISM has also given me great resource including, but not limited to, the National Science Teachers Association (NSTA) website. Through this connection I've become more "content" aware so I can feel ease in scientific areas I was inhibited in before. I only wish that it could be an ongoing learning center. Science is huge and so necessary. I'd like to see more interactions with math and technology in a continuance of this grant.
Tasha Obert
5th Grade Teacher
Hillcrest Elementary
How PRISM has changed my science teaching:
Children are born curious. All go through the questioning stage early in life. Parents are asked why and how nearly a million times. A child will look at his or her world and wonder about all the workings. As a child grows, these questions still occur. As parents, we tend to give immediate answers of "because I said so" or "the stork brings them." Children start to expect answers and ask fewer questions as they grow.
PRISM has reminded me that children are curious and interested beings. Just like when they were young, fifth-grade students still want to know the how and the why of the world. Each lesson I teach in science, I try to remember to allow my students to be inquisitive. I also try to step back and allow them to formulate their own answers. There is a place for teaching and a place for stepping back.
I love to watch my students as they lead their own learning more and more. This would have never happened if not for PRISM. I used to think I was a teaching ace if I did a hands-on "let's make goo" demonstration. Now, I realize that hands-on and inquiry are two very different things. Often inquiry is hands-on, but not all hands-on is inquiry. I take time to create lessons that are stimulating for both mind and body. We all learn more this way!
PRISM has been beneficial to me in more than just my teaching. I love having a community of other professionals to discuss science and teaching with. PRISM has given me an opportunity to learn so much from my peers. Stuart, Michael, and Ken are a great help with any question or concerns. I wish we, as teachers, had more opportunities to learn from such amazing men. They are truly experts in their fields and have helped me to become a better teacher.
Professional Development
The PRISM project seeks to develop and strengthen the pedagogical and content understandings in science of Grade 3-6 teachers. It provides two cohorts of teachers with professional development that has significant and meaningful science content that will enhance the understanding and implementation of inquiry science techniques into the classroom. The PRISM project provides instructional strategies of inquiry that enable teachers to teach in a manner that will improve student achievement in science and further develop the ability of teachers to understand and use the Montana Standards for Science.
The PRISM project is a blended learning model that combines face-to-face workshops with online learning. Partner teachers meet three times a year for science inquiry workshops facilitated by Dr. Miller and his project team that includes STEM faculty and evaluators. Teachers are given opportunities to personalize their understanding of inquiry by exploring and performing science inquiry activities, learning questioning strategies, and creating innovative lesson plans (See Scoop link). Workshops provide a format for teachers to learn from each other and to develop a professional learning community.
Online learning is also a major component of the PRISM project. Teachers are empowered to expand their content learning by participating in online threaded discussions and completing SciPacks through the National Science Teachers Association Learning Center. The online discussions provide teachers the opportunity to reflect on science inquiry and content questions and interact with peers. Instructors monitor learning and provide feedback to teachers in the field. A continuation of the professional learning community established in the workshop setting is a huge benefit of the online discussions.
The other component of online learning is SciPacks. Teachers complete three SciPacks a year. SciPacks are online science content learning experiences that employ an inquiry based approach with engaging simulations, embedded questions, and pedagogical implications. An example of the SciPacks is the Force and Motion SciPack with the learning objectives focusing on understanding and explaining the concepts of speed, velocity, and acceleration. A comprehension of mass and inertia, the nature of forces, and the meaning and significance of Newton's Laws of Motion and Newton's Law of Gravity must also be demonstrated. SciPacks help teachers better understand the science content they teach and are a useful resource and tool for teachers to utilize in their classrooms.
The PRISM project strives to empower teachers to find new innovative ways to implement science inquiry lessons into their classrooms. It is an exciting project with potential for amazing science inquiry learning not only for teachers but also for students!
Lessons Learned
- Participants have enjoyed and learned much from the on-campus workshops, especially in terms of the modeling of inquiry-based lessons in science.
- The SciPacks proved to be most effective in increasing the teachers pedagogical content knowledge in elementary science.
- Teachers' lesson plans showed evidence of an increasing use of inquiry-based methods in science instruction.
- Desire to Learn was effective as a means of getting teachers to interact with each other.
- In a context of limited financial resources, blended learning (partly live, partly online) is shown to be an effective way to provide professional development for teachers in a large geographical area.
- Particularly in rural schools, teachers are called upon to wear many hats, and there appears to be an increasing number of demands on their time. A number of teachers pulled out of the program because they were unable to balance all of these demands.
- More time at the workshops should have been devoted to introducing the teachers to implementing the online aspects of the project. Some frustrations that occurred would have been eliminated had that been done.
- The two surveys based on teachers' self-perceptions of their beliefs (Survey of Enacted Curriculum and Teacher Empowerment Survey) are based on teachers reflecting on their own beliefs and behaviors. Some results were counter-intuitive. We judge this to be the result of teachers' baseline for self-perceptions changing as they gained more information, rather than a failure to change in the direction anticipated.
- While it might have been desirable to observe more of the teachers' science lessons, in a large geographical region (and without appropriate funding), this was not feasible.
Project Findings
Science Content Tests...
Cohort teachers completed two SciPack pre- and post-tests: Force and Motion and Energy. The test score gains are submitted as evidence that the participating teachers have successfully gained content knowledge appropriate for the teaching of elementary science.
Cohort 1
Force and Motion Test
Mean gain score: 16.38
t = 4.10 (df=23);
p = 0.0004. This result is extremely statistically significant
Energy Test
Because SDs so different, Sign Test used to compare means: n+ = 19, n- = 3
P= 0.0009, statistically very significant
Thus Cohort 1 teachers showed significant improvement in science content knowledge
Cohort 2
Force and Motion Test
Mean gain score: 23.78
t = 6.38 (df=27)
p = 0.0001. This result is extremely statistically significant
Energy Test
Mean gain score: 15.81
t = 5.18 (df=25)
p = 0.0001. This result is extremely statistically significant
Based on this analysis, we judge that these teachers have shown a significant improvement in science content knowledge based on the results of these two SciPacks.
Comparison Group Teachers
Comparison group teachers have completed the same two SciPack pre- and post-tests. The test scores are submitted as evidence that these teachers remained relatively unchanged in their content knowledge of these two areas of elementary science.
Force and Motion Test
Mean gain score: 3.92
t = 1.01 (df=25)
p = 0.324. This result is not statistically significant
Energy Test
The t-test calculations are reported here but the disparity of the standard deviations makes the use of this test inappropriate (not random samples from equivalent populations). [Mean gain score: -1.64, t = 0.56 (df=24), p= 0.582]
A preferable statistical comparison is made from using the Wilcoxon matched-pairs, signed-ranks test, a non-parametric test. According to this test, W+ = 130.5, W- = 100.5, N= 21, leading to p = 0.614, which is statistically not significant.
Based on this analysis, we judge that these teachers have shown no significant difference in science content knowledge based on the results of these two SciPacks.
Scoop Notebooks...
In order to understand the degree to which the goals and objectives of the PRISM Project were reflected in teachers' practices, participants collected artifacts from three of their science lessons to create a "Scoop Notebook." Using a procedure developed by researchers from the University of Colorado, Boulder and the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) (Borko, H., Stecher, B., & Kuffner, K.. (2007). Using artifacts to characterize reform-oriented instruction: The Scoop Notebook and rating guide. National Center for Research on Evaluation Technical Report 707), teachers collected artifacts of classroom practice and made observations in the forms of pre and post-reflections similar to the way a scientist might take a sample from nature to analyze back in a laboratory. For each scooped lesson teachers were instructed to include a lesson plan, instructional materials (handouts, worksheets), examples of student work (high, medium, and low quality), tests, quizzes, rubrics, and pictures of the classroom set-up, including instructions on the whiteboard, and instructional tools/materials.
Scoop Notebooks were evaluated using rating scales that included 11 Dimensions of Reform Science developed by CRESST and the five Essential Features of Classroom Inquiry (Montana K-12 Content Standards and Performance Descriptors for Science-Inquiry Continuum, 2008. Office of Public Instruction). Teachers were also asked to rate their own lessons using the five Essential Features of Classroom Inquiry. Although the teachers evaluated each individual "scooped" lesson, the evaluator gave his rating based on an overall evaluation of the Scoop Notebook. A total of 16 Scoop Notebooks were collected, a turn-in rate of 64%. Forty-eight science lessons total were included in the Scoop Notebooks.
Overall, it was clear from the Scoop Notebooks that teachers were using inquiry-based science instruction in their classrooms and the Scoop Notebook was a useful tool for understanding what science instruction looks like in teachers' classrooms. The majority of the lessons incorporated elements of inquiry-based instruction either somewhat or to a great extent, according to both teachers and the evaluator. Of the 48 lessons evaluated, none were rated a 1 (not at all) for degree to which the lesson address an aspect of the inquiry continuum. Interestingly, one area in which there was disagreement between the teachers' rating and the evaluator's rating was the degree to which the lesson allowed learners to formulate explanations from evidence. This may be due to the difference between how the lesson actually taught and the evidence that was provided in the Scoop Notebook.
The ratings based on the 11 Dimensions of Reform Science also suggest that teachers are meeting the goals of the professional development by incorporating aspects of inquiry-based science into their teaching. Specifically, it was very clear from the lessons that teachers are engaging students in hands-on activities, creatively using available scientific resources. It was also clear that teachers are adept at grouping students to work cooperatively on scientific problems. Similar to the rating scale based on the Inquiry Continuum, it appears that teachers need to require their students to provide explanations/justification for activities completed during science lessons.
Survey of Enacted Curriculum...
Survey of Enacted Curriculum Sample
Cohort 1
The attached chart shows that Cohort 1 showed improvements in the following areas of Instructional Practices: Communicate Understanding, Analyze Information, Make Connections, and Active Learning. Until we have access to the individual teacher data the significance of these improvements cannot be assessed. However, Miller's Teacher Empowerment Survey did show significant improvement in the area of Instructional Strategies for Cohort 1 over the Comparison Group. This would confirm the belief that this is an area where the project has contributed to growth in the performance of the teacher participants. (It should be noted that with both instruments the teachers are recording a self-perception. There are instances in both instruments where the teachers' self-ratings deteriorated between the two test administrations: one explanation is that after participating in the project for a year, the teachers' self-perceptions were more realistic.)
The following factors appear to be worthy of more in-depth analysis based on statistical examination of individual teacher scores.
- Content ready: scores appear to show growth
- Active Engagement of Teachers: scores appear to show growth
- Communicate Understanding: scores may show aspects of growth
- Equity Readiness: scores show some median shifts
- Influence of standards: scores show limited shift
- PD Data Focus: scores may show some shift (probably not significant)
- PD Student Learning: two items (135, 138) appear to show shift in scores
The following items in the survey show a shift in the median score from 2009 to 2010:
|PD Standards Focus:
|128, 129
|PD Data Focus:
|PD Content:
|128, 129
|PD Coherency:
|119, 121
|Assessment Use:
|Content Ready:
|82, 84, 86
|Equity Readiness:
|87, 89, 90
|38 (negative)
|Communication Understanding:
|28, 50
|Analyze Information:
|54, 55, 61
|Make Connections:
|Active Learning:
|31, 34, 44
|PD Active Engagement Teachers:
|112, 114, 115, 117 (negative)
|Influence of Standards:
RTOP Observations...
Cohort 2
The project agreed to use RTOP as the means of observing the extent of the implementation of inquiry methods by the project teachers in their classrooms. Because such observations are time-consuming, a random sample of eight of the 24 Cohort 2 teachers was selected for observation. These observations were originally intended to be conducted during Fall 2009 while Cohort 2 teachers were still being inducted into the project; scheduling problems caused a delay until Winter/Spring 2010. As can be noted from the observation scores (60, 55, 49, 45, 37, 29, 27, 24), several of the teachers were already using inquiry strategies in their science teaching.
The use of direct classroom observation was not part of the original project design. While it would, no doubt, have been interesting to make before and after comparisons of the teachers' science instruction, we expect to learn as much or more from the evaluation of the teachers' SCOOP notebooks. (Further, four of these eight teachers have since withdrawn from participating in the project for various reasons.) Therefore, this data serves merely to reinforce information gathered from other sources.
Teacher Empowerment...
This instrument was developed by the Principal Investigator as part of his doctoral research at the University of Wyoming. (Miller, K. W., 1993. Restructuring the school through a partnership of teacher, administrator, and professional development leader. Unpublished doctoral dissertation, Laramie, WY: University of Wyoming.)
In this study, the pre-test was administered in October 1991 and the post-test in May 1992. A chief finding of this study was that teachers typically did not realize how unempowered they were until they worked on this project.
Based on a factor analysis of the scale items, five major factors emerged in Miller's study:
- Self-reflection (Items 3, 5, 8, 19)
- Educational Influence (Items 1, 2, 4, 6, 7, 22, 27)
- Collegial Relationships (Items 11, 13, 14, 16)
- Confidence: (Items 9, 15, 17, 18, 20, 25)
- Instructional Strategies: (Items 10, 12, 21, 23, 24, 26)
These subtests of factors are used in this investigation to assess teacher empowerment within this project.
Cohort 1 teachers took the pre-test in August 2008 and the post-test in April 2010, while the Comparison Group took the pre-test in November 2009 and the post-test in May 2010. This evaluator was concerned about the capacity of Cohort 1 teachers to respond to this survey in a consistent manner over such an extended period. What was particularly interesting was that both groups indicated a significant change of rating for Factor B, while there was no statistical difference between the two groups. One wonders what might have happened to cause the Comparison Group to feel more empowered relative to Factor B in a period of six months. Nevertheless, the data has been analyzed as though it is valid.
For both groups of teachers the data being analyzed is the change in rank of the teacher's self-perception on a given item. The changes from pre-test to post-test have been analyzed using the Wilcoxon Matched-Pairs Signed-Ranks test, an appropriate test for analyzing small groups of data, especially when the underlying distribution is not known.
Based on the array of comparisons, this evaluator concludes that there is a real difference in the ratings of the Cohort 1 teachers and the Comparison Group on Factor E, Instructional Strategies. In terms of the focus of the project and the emphasis in the workshops and the online instruction, we judge that this difference is to be expected.
Cohort 1 Results
|Factor B
W+ = 25.5, W- = 2.5, N = 7, p ≤ 0.047: significant
|Factor E
W+ = 21, W- = 0, N = 6, p ≤0.03: significant
Comparison Group
|Factor B
W+ = 26.5, W- = 1.5, N = 7, p ≤ 0.03: significant
Comparing Results for Both Groups
|Factor B
W+ = 12, W- = 9, N = 6, p ≤ 0.84: not significant
|Factor D
W+ = 20, W- = 1, N = 6, p ≤ 0.6: approaches significance
|Factor E
W+ = 21, W- = 0, N = 6, p ≤0.03: significant
Workshop Surveys...
Analysis of Participants' Written Comments
At each workshop to date participant satisfaction responses have been uniformly positive. That was generally true in this workshop also. Participants enjoyed the activities, and the more reflective of them welcomed having essential features of inquiry science modeled for them through these activities. One comment that has been oft repeated is that a number of the participants are looking for a repertoire of inquiry-based activities to take away with them from the workshop. This is not a surprising finding–the evaluator has encountered this type of response in a wide range of professional development activities for teachers. It does make good sense for teachers to go away from a workshop with a lot of ready-made ideas to put into practice. The danger is when we cross the line providing teachers with access to valuable resources to "spoon-feeding" them. What is disturbing is that one goal of inquiry-based learning is to have teachers become more reflective in their selection of learning materials. Some of the D2L learning assignments set out to do just that, especially in terms of having participants convert a textbook based activity into an inquiry-based activity, and some of the responses suggested that this was too time-consuming. As we interviewed many of these teachers, typically outside of regular school hours, we noted that their school commitments engaged them for many hours and left them little time for reflection or for finding new resources. In that sense, if the goals of the project are to be attained in a sustainable manner, teachers need to learn to share access to valuable resources. We judge that this is one reason why these workshops have been so well appreciated. But they are also a costly portion of the project and, in a region as large as that embraced by this project, distance learning/conferencing becomes the only cost-effective way of promoting such collegiality.
The area of participant responses that was not always so positive dealt with their views towards D2L. There were some technical issues, and participant concerns about them were valid. However, in a society that has "sold out" to Facebook, Twitter and YouTube, we expect teachers to be technologically literate. Perhaps there should have been more before-the-fact discussion on how to use D2L effectively, and making sure that the staff and the participants were all on the same page. One possibility might have been for the staff and the participants to discuss together what should be expected using D2L. From personal interactions with the participants, as well as the reading of their workshop comments, we judge that the participants do want to use D2L effectively, but they want its use to be smooth.
Notwithstanding the mildly positive/neutral comments about D2L, participants continue to be quite satisfied with the workshops. As the project continues (and after it is completed), attention must be directed to finding ways of accomplishing the goals of the workshop in a distance learning format.
Analysis of Ratings
- I am making substantial use of the knowledge gained from the SciPacks in my teaching of science.
The median response for Cohort 1 was Strongly Agree and for Cohort 2 it was Agree. This difference might be explained by the Cohort 1 participants having had an additional year to implement this knowledge.) In any event, viewed along with the scores on the SciPack tests for both cohorts, it is clear that the participants have learned a great deal from the SciPacks and value what they have learned.
- The Inquiry Continuum is improving my ability to teach using the methods of inquiry science.
The median response for Cohort 1 was Agree and for Cohort 2 it was Strongly Agree. This result is again very positive for both groups, but we might have expected that it would have been stronger for Cohort 1. There is no ready explanation for this situation, especially because Cohort 1 teachers have had an additional year to become accustomed to using the continuum.
- The teacher workshops are improving my ability to teach using the methods of inquiry science.
The median response for both cohorts was Agree (leaning towards Strongly Agree). This positive response supports the written comments the participants made about the workshops.
- The teacher workshops have increased my knowledge of content needed to teach science in my classroom.
The median response for both cohorts was Agree. While one might initially expect the rating to be closer to Strongly Agree, we must remember that the workshops have focused on instructional strategies, not content. Of course, participant content knowledge would have been strengthened by the science activities in which they were engaged. The surprising rating is the teacher who was ambivalent about responding to this and the previous statement. (From personal interviews with each teacher, this evaluator was unaware of any such ambivalence.)
- My school's administration has supported my involvement in the PRISM Project.
The median response for both cohorts was Agree. Sometimes the response to a question of this type may be a matter of perception, but it is disconcerting to note that administrative endorsement was a precondition of participation in the project. At least one respondent validated this dissonance in the narrative comments. We note that administrative interest in the workshops has been modest at best, in spite of their receiving invitations to attend. This must raise questions about the capacity of the goals of the project to be spread to other teachers who might potentially be impacted by project teachers. It will be interesting to note the effectiveness of those teachers from Cohort 1 who will engage in Year 3 of the project, essentially to mentor their colleagues in inquiry science.
- The PRISM Project Staff has supported my involvement in the PRISM Project
The median response for both cohorts was Strongly Agree. It is pleasing that the participants are satisfied with their contacts with project staff.
- The D2L online course has been effective in improving my ability to teach using the methods of inquiry science.
The median response for Cohort 1 was Neutral and for Cohort 2 it was Agree. This response is not surprising in view of the extensive comments about D2L in the participants' additional comments. Some of the issues were technical in nature, but others raised questions about using the online instruction more effectively.
- The pedagogical discussions have been successful in improving my ability to teach using the methods of inquiry science.
The median response for Cohort 1 was Neutral and for Cohort 2 it was Agree. It is not unexpected that this item's ratings should be consistent with those of Item 7. In addition to the comments made in response to this survey, this evaluator gathered many comments of dissatisfaction about D2L from the personal interviews with Cohort 2 participants.
- The pedagogical discussions have been successful in increasing my knowledge of content needed to teach science in my classroom.
The median response for Cohort 1 was Neutral and for Cohort 2 it was Agree. This response is consistent with those of the two previous items and the remarks made earlier are valid here.
- The content discussions have been successful in increasing my knowledge of content needed to teach science in my classroom.
The median response for Cohort 1 was Neutral and for Cohort 2 it was Agree. Again, the responses to all of the items dealing with D2L remain consistent and point to the need to address how D2L is implemented.
- The content discussions have been successful in improving my ability to teach using the methods of inquiry science.
The median response for Cohort 1 was Neutral and for Cohort 2 it was Agree. Again, the responses to all of the items dealing with D2L remain consistent and point to the need to address how D2L is implemented. It needs to be remembered that one goal of this project is to make inquiry science accessible to remote area teachers, and online learning and discussions are integral to achieving this goal. It is critical, therefore, that problems (real or perceived) in making D2L effective must be addressed.
- Creating a Scoop Notebook has been successful in improving my ability to teach using the methods of inquiry science.
This item was answered only by Cohort 1 teachers since Cohort 2 teachers have not yet worked on their SCOOP notebooks. The median rating was Agree, indicating that the teachers view it positively. More discussion of this issue will be found in the analysis of the SCOOP notebooks.
These ratings taken as a whole support the participants' overall satisfaction with the project. The one issue that caused concern deals with the implementation of D2L. These ratings results are all consistent with the written comments that the participants made at the same time.


text:
Disciple of Asher Presents - DEATH BUNNY
Originally Posted by NiallF96
#temamodest are the nicest people aboit. get outa here team ego! its not that my spelling gets shit when ikm drunk, just that i canr be bothered correctin the many mistakes i make while typing !
Reserved for when Arsenal lift the FA Cup
The Future of the WWE Women's Division: Brittani Knight AKA Paige!
''Ricardo Rodriguez is the best character on WWE TV.''
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Texas Laws and Policies
If you are seeking an abortion, the state of Texas requires that we provide you with certain information.
Abortion Pill or In-Clinic Abortion?
There are two methods of abortion, learn how each works and what you can expect.
Medical Treatment for Minors
Some minors (under the age of 18) will be required to obtain consent from a parent or guardian before receiving certain medical services.


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Lone Wolf 40022 Landslide Folding Knife 3.5" Drop Point N680 Corrosion Resistant Steel Blade Polymer Handle Orange
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text:
Bow Hunt Cape Buff cow - Infinito Safaris
This is a discussion on Bow Hunt Cape Buff cow - Infinito Safaris within the GREAT DEALS on Hunts Worldwide forums, part of the HUNT AFRICA category; Bow hunt Cape Buffalo Cow and Plains Game with Infinito Safaris 2010 Trophy Fee Dangerous Game Due to the fact ...
- Hunted South Africa
Bow Hunt Cape Buff cow - Infinito SafarisBow hunt Cape Buffalo Cow and Plains Game with Infinito Safaris 2010
Trophy Fee Dangerous Game
Due to the fact that the currencies are never consistent I will give you a price for the Buffalo Cow in South African Rand. This is to ensure that if the currencies change after we have quoted that the trophy fee stay fixed in the local currency.
Cape Buffalo Cow = R30 000.00
Day Rates Dangerous Game
We have a fixed price when hunting dangerous game. This day rate will be a fixed price for 5 days of hunting the Cape Buffalo Cow.
Day Rates = $550.00 US per day per hunter for 5 days.
Trophy Fee Plains Game
Our Trophy Fee for plains game for 2010 are as follows:
Our plains game bow hunting concessions are bow hunting only.
Trophy Animals US $
Vervet Monkey 250.00
Baboon 250.00
Jackal - black backed 250.00
Warthog 350.00
Impala 350.00
Duiker common 400.00
Steenbok 400.00
Blesbuck - Brown 400.00
Mountain Reedbuck 550.00
Caracal/Lynx 550.00
Bushpig * 650.00
Springbuck 700.00
Ostrich 700.00
Blesbuck - White 750.00
Bushbuck - Limpopo 1000.00
Blue Wildebeest 1150.00
Klipspringer 1250.00
Red Hartebeest 1250.00
Gemsbuck/Oryx 1300.00
Black Wildebeest 1300.00
Zebra 1450.00
Waterbuck 1750.00
Eland 1950.00
Greater Kudu 1950.00
Greater Kudu >= 60" 2700.00
Nyala 2450.00
Tsesebe 2450.00
Giraffe 2850.00
Sable Antelope POR
Roan Antelope POR
Cape Buffalo POR
* Bushpig if encountered by chance normal trophy fee if baited and hunted specifically we will charge a higher rate for first pig every pig thereafter will be cheaper.
Daily Rates Plains Game
We are willing to offer you a 5 day rate for plains game of $300.00 US per day for 1 x hunter and 1 x PH . We strongly suggest that you book a minimum of 5 hunting days to allow you enough time to hunt for the specific animals on your wish list.
To conclude
1 x Cape Buff Cow = R30 000.00
5 days Dangerous Game Daily Rates = $550.00 US per day per hunter
5 days Plains Game Daily Rates = $300.00 US per day per hunter.
Plains Game Trophy Rates as indicated and hunted.Gerhard
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For traveling shows, we offer a collection of sturdy portable stages and risers, with or without carpeting. All stages and risers are constructed from quality materials and designed to support large casts through years of performances. With customer satisfaction as our top priority, Hertz Furniture offers extended warranties.
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When you buy from Hertz Furniture, you don't need to compromise on ideals or preferences. You get great warranties, quality and designs all with the additional benefits American made products. With everything from office desks to school chairs conveniently organized on this one Made in USA page, you can definitely afford to buy American.
There are lots of reasons to look for school furniture that is made in the USA. If we want to teach our students to be patriotic, we need to demonstrate our own patriotism in the classroom. By furnishing a learning space with American made school desks, student chairs and bookcases, we send a message to children that we are proud of our country and our home-grown goods. They will understand that there are many reasons to be proud to be an American.
When you go shopping for furniture made in the USA, make sure to really check the label before purchasing anything. While some companies might claim that they are only using American labor, it is possible that certain steps in the assembly process are happening overseas, or that international parts are being used with the assembly process in America. It is important to demonstrate to manufacturers, the American public and the world that it does make a difference to consumers when they have furniture made in America.
There are tons of benefits to purchasing made in USA furniture. First of all, America has very strict standards regarding pollution in product production. When you buy American, you help keep a cleaner environment for the future of our children. When you purchase products without looking for the made in USA label, you don't know what they might contain or what kinds of conditions they were made under. Products from overseas might have been made under substandard working conditions, in factories which are causing tons of air pollution or using child labor.
American labor standards and worker conditions ensure that your office furniture is only produced under acceptable conditions. Made in the USA products have been manufactured through processes which take into account the safety of the workers, the quality of the products and the impact on the environment. When you buy American, you celebrate our country's independence and promote a self-sufficient economy.
When you buy domestically-produced furniture, you can feel good about your purchase. It's great to know that it was made under particular conditions, in compliance with strict standards. You also know who made it. The production of American made furniture creates jobs for our country's citizens. It is always important to support the American labor force, and buying furniture made in the USA is a mutually-beneficial way to do so.
At Hertz Furniture, we know what is important to the American consumer. With our wide array of American made furniture, you can be patriotic and still rely on the quality, style and reliability you have come to expect from Hertz Furniture. So next time you are looking for furniture made in the USA, you can simply come to this page to buy American. Need help choosing which great models will fit best in your space? The experts in the Hertz Design Center will be happy to help with free project-planning advice.


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Automotive Parts & Systems
Air conditioning
One of the most expensive options offered on cars is the air conditioner. Here's a brief explanation of how this high priced item keeps you cool on the road.
Air injection
The four major emission control systems are the catalytic converter, positive crankcase ventilation, exhaust gas recirculation and air injection. One of the most elaborate systems is air injection, or air pump system as it is sometimes referred.
The alternator is a type of electrical generator which is run off a drive belt connected to the crankshaft. When your engine is running, it spins the alternator creating electricity, which is stored in the battery.
Your car's battery does not produce energy, it simply stores it. Auto batteries contain six cells. Each cell is made up of a positive and a negative plate capable of storing two volts making auto batteries 12 volt.
The fuel system in your car includes parts as simple as the fuel tank to the carburetor which is probably the most complex instrument. In between, you'll find the fuel lines, fuel pump, fuel filter and air filter.
Catalytic converter
One of four major emission control systems, the catalytic converter is found in the exhaust system in front of the muffler. When the exhaust gases travel through the catalytic converter, the carbon monoxide and hydro carbons are converted into harmless carbon dioxide and water vapor.
Cooling system
You'll want to check your coolant every month or one thousand miles, to prevent your engine from overheating and causing serious damage. If you tow a trailer, check the coolant every day
Diesel engines
The diesel engine is a lot like the gasoline engine. Both use the four stroke system of intake, compression, ignition and exhaust.
Emission control
Public awareness regarding pollution really took off in the 70's. As a result, new methods were developed to curb the pollution problems.
Exhaust gas recirculation
Carbon monoxide and hydrocarbons are converted to harmless gases by catalytic converters and air injection emission control systems. However, there's a third pollutant in automobile exhaust that neither systems deal with.
Front- and rear-wheel drive
Front-wheel drive means that only the front wheels of your automobile receive power from the transmission. On the other hand, in rear-wheel drive automobiles, only the rear wheels receive power.
Fuel filter
The fuel filter is one of several filters found in today's engines. All are vital for optimum performance and a longer engine life.
Fuel filter/water separator
Because a diesel engine uses a sparkless ignition, it is highly sensitive to water in the fuel. Even a small amount of water entering the cylinder with the fuel mixture can make a diesel engine foul out.
Fuel injection
Instead of using a carburetor to regulate the air/fuel mixture, fuel injection systems use an engine driven pump or a mechanical fuel regulator. Like the name suggests, fuel injection involves spraying or injecting the air/fuel mixture directly into either the intake manifold on gasoline engines or into the cylinder on diesel engines.
Gas engines
The internal combustion engine, or gasoline-powered engine has come a long way since Henry Ford's original 'Tin Lizzy.' The gasoline engine now has emission controls, turbo charging, fuel injection, and computer chips, all designed to make your driving experience more efficient.
Ignition system
Timing is everything, especially when it comes to your ignition system. It's job is to see that each spark plug is fired at precisely the right moment and in the correct order.
Lubrication system
Your car's lubrication system helps reduce the intense heat and friction produced by the engine. The lubrication system consists of an oil pump, oil filter, dipstick, oil filler cap, oil pan and of course, oil.
Piston engines
The purpose of an engine is to convert a fuel mixture into motion. In a piston engine-- the kind you find in American cars and most foreign cars-- four successive actions have to take place: intake, compression, ignition and exhaust.
Positive crankcase ventilation
Four of the most important emission control systems used today are the catalytic converter, air injection system, EGR or Exhaust Gas Recirculation and Positive Crankcase Ventilation. The latter system, positive crankcase ventilation or PCV, is designed to collect any gases that leak past the piston rings and into the crankcase.
Rotary engines
The Wankel rotary engine, while still not in major use, does have it's advantages including fewer moving parts, less friction area and two spark plugs per rotor to ensure total combustion of the fuel mixture. The Wankel rotary engine propels a car using the four basic functions shared by the conventional piston engine-- intake, compression, ignition and exhaust.
Safety features
Today's modern vehicle is equipped with dozens of safety features. Seat belts, active head restraints, dual front air bags, side air bags, collapsible steering columns, shatterproof safety glass, anti-lock brakes, and traction control are now standard equipment on many new vehicles.
Shock absorbers
Simply put, shock absorbers serve as a cushion to resist the up-and-down motion of a vehicle as it rolls down an uneven and often bumpy roadway. A variety of shock absorbers exist for different load conditions.
The electric starter is sure a lot less strenuous and a lot more convenient than the starters of the old days. When cars were first built, the owner stood in front of the car and actually hand cranked the engine to life.
Steering system
There are two types of steering mechanisms on cars. On small cars where space is a concern, the type of steering is usually rack and pinion.
Suspension system
Your car's suspension system works to give you a smooth ride even on rough roads. Plus, a suspension system should keep the tires in proper contact with the road.
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Come and experience the magic of mendocino wine country. Our luxury vehicle will pick you up at the MacCallum House property where you are staying and take you on a guided day-long tour of the region's award-winning boutique wineries. Local wine guides will lead you in style to the lairs of some of the bestand least knownof California's North Coast vintners. You can kick back and sip sparkling wine as you enjoy the Anderson Valley's beautiful scenery. A gourmet lunch will be served al fresco at one of the wineries. You can taste as many wines as you want during the day without the hassle or hazard of driving.
About Us
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707.937.0289 | 800.609.0492 | email | 45020 Albion Street | PO Box 206 | Mendocino, Ca 95460
© Copyright 1998-2009 MacCallum House Inn and Restaurant. All rights reserved.
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306 S High St, Baltimore, MD | Directions 2120239.285973 -76.601917
Neighborhoods: Little Italy
The happiest birthday. – This was a surprise 78th birthday dinner planned by my family and their dear friend, Diane. Close to Baltimore Harbor, there are not enough words to describe this fantastic restaurant, the location, the ambiance/decor, the service, the kind, perfect attention to our party, treating us royally. No, trust me, I am not a relative....had never been there, previously. The wine, the food (Jumbo Maryland Crab Cakes....my mouth is watering as I write this), the Napoleon for dessert, and the Lemon Jello to cap off the most fabulous dinner I can ever remember. As if that was not enough, Sergio, one of the owners, and an unbelievable opera singer (I get chills just thinking about his magnificent voice) sang an aria, Nessun Dorma, at my request. This young man is a young Pavarotti, both in talent and looks (but better looking, trust me). If it was up to me, he would be singing at the NY Metropolitan Opera. I cannot stop bragging about his performance. As an added attraction, having dinner there that same night (Saturday, March 26th), we met Chazz Palminteri, the famous actor from movies (A Bronx Tale, etc.), and T.V. He was so very kind and gracious to pose for a photo with my son, and speak with us. Everyone in my party had an exceptional time, we were treated like family, the food, the wine, the hometown atmosphere made for one of the best birthdays which I will never forget. My sincere thanks to the Vitale family and staff for making everyone so very happy.
Worth the drive – When you think of Baltimore food you think of Little Italy. If you think about the best of Little Italy you think Aldo's. A staff that will do anything to make you happy, valet car service, a beautiful place but mostly it's the the food that keeps me coming back. Whether you have a guest/date to impress or a desire to make you glad that you ate those calories... Aldo' is the place.
Best in Baltimore – Am a frequent visitor to Aldo's in Little Italy. Have read some of the recent reviews, and am mystified. I have always found the food to be exception - literally the best in Baltimore. I have never had any issue with service either. I can't imagine why other diners would not rave about this restaurant. You definitely need to try this place and see for yourself.
Poor service, poor seating, lukewarm food, expensive – Don't believe the other glowing reviews, this restaurant is definitely NOT worth the effort. The good reviews must have been written by relatives of the owners. When we were seated on Sunday night, 3/7/10 @ 6:15p.m. there were only two other people in the restaurant, and we were seated right next to them in a table with barely enough room for our plated and drink glasses. We had to wait for the 5-7 minutes for a glass of water, waited to place a drink order, waited for dry bread and butter had to REQUEST a menu. Food came very quickly which surprised us, but it was because the food was barely cooked and only lukewarm. We would definitely NOT recommend this restaurant to anyone.
Well executed cuisine but disappointing details – We went to Aldo's last night, it's restaurant week in Baltimore. We were planning on Cinghialis for Italian, but someone told us to try Aldo's. My overall review is that the food was very good, but the experience was disappointing. It's all in the details. When we arrived, the host was uninterested and waited a few seconds longer than necessary before looking up, so a bit uncomfortable. We were seated immediately, which was nice since we were early. A waiter asked if we would like sparkling or still water. Still, please. Normally I'm pretty savvy with the water trick question, but I missed it that night. The bottle of still water was six dollars. I noticed another couple being served ice water from a silver pitcher immediately after the waiter walked away and knew I'd been had. My partner was reviewing the wine list when he burst out laughing, startling me. Apparently a couple of bottles that we frequent at home were on the list and the mark up was well, insane (and we're used to markup, right?) A David Bruce (normally around $18-20) was $95. And a Robert Mondavi Cabernet (reserve) is usually about $30 and was listed at $165. I'm pretty much a wino, but could not in good conscience order a bottle with a markup like that. That's just stupid. It made us really suspicious with the rest of the list, finally settling on a Francisco (?) for $55. Now the food. The Restaurant Week menu was great. I ordered the grouper from this menu. My partner wanted the veal saltimbucco which wasn't on the restaurant week menu, so he did that. His audible gasp of pleasure when he took the first bite was pretty funny. My entree was fabulous as well. Egg breaded pan crusted grouper seared in lemon butter chardonnay sauce with seafood risotto and spinach. It rocked. I would recommend this place for the food, but only if you've got a thick skin to deal with snotty host, ridiculous wine list, and slick servers with trick water question.
Disaster dinner – Went with high hopes, but dinner was literally a disaster. Our server was less than attentive. A martini came complete with floating gnat. Entrees were delivered literally 2 hours after we were seated. The two chicken dishes ordered by our table were completely raw in the middle (yes, raw!). Manager was pompous and unapologetic. This is likely an anomaly, but I most certainly will not return to find out!
Extraordinary service, wine list and food – My wife and I were celebrating our wedding ann. here few nights ago.
Fantastic food to match an incredibly friendly staff. They've treated us like (royal) family.
The Beaf Carpaccio was the best I've ever had, and Orichette pasta was amazing as well.
Good Food, but Terrible Service – I had heard wonderful things about Aldo's, but tonight's experience was very frustrating. The food was very good. The lambs chops were excellent. The waiter (John) was very cold & seemed absolutely disinterested in serving us. Did not ask if we wanted another glass of wine. Did not ask if we wanted a second cup of coffee. To make matters worse, when the bill came, there was a 19% gratuity already added (for just 2 of us)! Very disappointing. We won't be back.
Best Food, Best Service...What else is there? – My girlfriend and I enjoyed a dinner at Aldo's the past saturday night. What happened exceded our expectations and resulted in an evening that we will remember forever. We had a table in the Loggia. While we expected a high quality evening of food and service (as the price demands) we did not expect to watch two different couples become engaged! A quick dinner turned into a complete evening of meeting new friends! After some drinks, we agreed to meet one of the newly engaged couples out for drinks later in the week! Most fine-dining places have service that seems to be doing you a favor. After asking questions about wine, our waiter suggested a $50 bottle of wine! At Aldo's, we had a waiter who actually cared about our evening....even though we are not high spending big-wigs! A most unique experience and worth every penny! I know where I have to ask my girl to marry me! The Loggia at Aldo's! (p.s. get the veal chop butterflied! awesome!)
Best Takeout Ever – I was visiting and staying at a hotel, found Aldo's online, and called in hopes that they would deliver. Before I get to the food, let me tell you about the AMAZING service. I call - yes they deliver - the guy offers to make my favorite italian dish - but makes a great recommendation. Very nice and helpful. He ends up delivering it himself - turns out later he's the owner.
I had the Timballo and Strawberry Shortcake. Both very yummy. Wish I had ordered more because I love to eat.
The serving sizes are small/regular -- not the huge portions some places give, so don't expect to be stuffed at the end. And yes, I also agree that the prices are a little bit high.
Next time I come into town, I'm definitely going there. The great service is a rare find and the place looks like it would be beautiful.
Thanks Alessandro!
Pros: Service
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If your hair feels slick if you skip even a single day's shampoo, your scalp is likely producing an excess of sebum. A little bit of natural oil keeps hair and scalp from drying out, but a lot makes for a greasy mess. With a pleasant woodsy –scent, this formula is designed to be used daily to prevent oil buildup. In addition to leaving hair squeaky clean, this shampoo actually enhances follicles, making them denser, stronger, and healthier.
I love the smell of this shampoo, it's very masculine. After receiving a sample, I went on to buy one of the other products in the Capital Force line - for anti-dandruff.
Leaves my hair clean and silky feeling. My girlfriend is a bit jealous of the shampoo for some reason. The only letdown is I got this thinking it would help my dandruff and so far it has not. It is also very expensive so I probably won't buy it again.
I received this as a sample in my birchbox and immediately loved it! I ran out so I purchased the full sized bottle . It's a little pricey but to me well worth it.
Even with Bain Capital in the news, this stuff is great! It has a wonderful woodsy scent. It didn't leave my hair feeling over- or under-moisturized. Even my wife enjoyed it from outside the shower!
Tried this out because my husband was letting it sit in the shower. Wow. If this was for women, I would be all over it. I have curly, long hair and my scalp is always coated in products while my ends are dry. This was a perfect clarifying shampoo. My scalp was literally squeaky clean.
I have oily hair, and this really made a difference. Much shinier and definitely softer.
I love how it cleans my scalm without leaving super dry.
This shampoo smells nice, but I can't really be a good judge of weather or not it works. I have dry hair, as I noted in the questionnaire I filled out. When will we get products that are a little more custom tailored to my needs? you might as well have sent me acne cream... which I also don't need.
the results of this were nice. GOt my hair really clean without leaving that oily feeling
This is a pretty great shampoo. I'm still trying to decide whether to purchase a full sized version - I need to use it a few times more to decide whether it's worth the price.


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Introducing FL Studio 11
FL Studio 11 is a complete software music production environment or DAW (Digital Audio Workstation) representing more than 14 years of innovative developments and our commitment to Lifetime Free Updates. Everything you need in one package to compose, arrange, record, edit, mix and master professional quality music. FL Studio 11 is the fastest way from your brain to your speakers.
Already bought FL Studio? Install FL Studio 11 and start working >
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FL Studio comes in 3 Editions - check their features:
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FL Studio system requirements:
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Wish to build a hackint0sh using the
i7-970 6core CPU
12G Kit (4Gx3) DDR3 1333 Kingston
MSI X58-Pro-E
Video Card ?????
2 x Seagate SATA3 2TB for Storage
1 x Seagate Momentus XT 2.5 500GB SATA 2 SSD Hybrid 7200RPM (for Cache and working folders)
1 x Kingston 2.5 128G (for OS and Applications)
Case , power supply etc etc.
Which video card to use? Do I need 2 of them to help with HD Video editing and Green Screen?
Haydn Brisbane Australia