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Student Financial Services
Federal Stafford (Student) Loan Program
A Federal Stafford Loan is a low-interest student loan funded by the federal government through the Federal Direct Lending program. This is the largest federal financial aid program, and is made up of both Subsidized and Unsubsidized loan components. To apply, the first step is to complete the FAFSA. Your maximum loan amount depends on your FAFSA dependency status, your grade level (the cumulative number of credit hours you've earned) for the specific loan period for which you're borrowing (see the chart below), and the total amount of scholarship, grant, and other assistance you're receiving for the loan period. A credit check is not required for a student to be approved for Federal Stafford Loan Funds.
Subsidized Stafford Loan aid is awarded in accordance with your calculated financial need. No interest is charged, no repayment of principal or interest is required, and no interest accrues during the time you're enrolled at least half-time. You're required to begin repayment of your Subsidized Stafford Loan six months after graduating or dropping below half-time enrollment status. The current Subsidized Stafford Loan interest rate is 3.4%. Beginning with the 2012 Fall semester, please be advised that a graduate student is no longer permitted to receive Subsidized Stafford Loan funds, even though (s)he may have a high level of financial need.
Unsubsidized Stafford Loan aid is awarded to you regardless of your financial need, although the FAFSA must still be completed and submitted. No repayment of the loan principal is required while you're enrolled at least half-time. However, interest (currently 6.8%) starts accruing once the loan is disbursed. The interest may be allowed to accrue and then be added to the loan principal (this is referred to as capitalization). However, many students wisely elect to pay the accrued interest on a quarterly basis in order to eliminate or reduce the effect of compounding. Beginning with the 2012 Fall semester, Unsubsidized aid is the only type of Stafford Loan a graduate student is permitted to borrow.
Students frequently receive a combination of Subsidized and Unsubsidized Stafford Loan funds in their financial aid packages.
Maximum Annual Stafford Loan Amounts
Grade Level |
Dependent Undergraduate |
Independent Undergraduate |
Freshman |
$5500 |
$9500 |
Sophomore |
$6500 |
$10,500 |
Junior |
$7500 |
$12,500 |
Senior |
$7500 |
$12,500 |
Graduate |
A graduate student fully admitted to a UCM masters or education specialist degree program may be considered for up to $20,500 in Unsubsidized Stafford Loan funds. However, the total amount borrowed may not exceed the student's assigned Cost of Attendance at the University of Central Missouri (less all other aid received for the borrower's loan period). |
Detailed information about the Federal Stafford Loan program is available here.


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A Relco thats seen action in WWII
Posted Jul 2, 2012 9:39 PM
This Relco was in the European theather. I want to share a little history. I Know Mel and Greg will appreciate this. I had dinner with Bill last Saturday night and he told me about the war. What started the watch topic was his daughter needed a battery replaced and the jewelers wouldn't do it so, I put one in for her. Thats when he asked if I could I take a look at an old watch of his. I said geez Bill, this watch looks like it went through the war. With a half grin he said "yes, it did".
Bill is 89 today, he was 19 when he enlisted, he was trained as a michine gunner and was part of the second landing at Normandy. Awhile back he came over and we watched Saving Private Ryan. During the landing and advancement on the beach, Bill stated that you see this scene, Hollywood would never be able to reproduce what it was really like. There wasn't enough men and equipment on the beach (he was refering to the casualties).
Three weeks after his landing, he was assigned to Pattens third Army where he went through France and they met up with divisions of Scotts, English and Canadians, all of which he said was a great group of guys. All the while wearing this watch. He was at the Battle of the Bulge where he said they couldn't dig they're fox holes deep enough. During one of the barrages by the Germans, he dove into the fox hole and scraped the crystal. The watch was also part of the liberation of three death camps Dachhu, Buchanwald, and I forgot the third. He showed me pictures of the camps and what you see on TV documentries has been "sanitized" for the viewers.
I said this watch has history to it Bill. He said the commanders had a drawing for the watch before the landing. Bill laughed, he said out of thousands of guys there, he got the watch. He went on to say that he was really lucky to come back in one piece other than losing his hearing to the concusion of the German Train cannon that was 300 yards in front of them at the "bulge". He said that back in those days you move at night and in the morning then you find out where you are..
This Relco was in bad shape. He wanted it leaned up a bit so,I cleaned the crystal and case. He wore the watch on his right hand so the crown is in good shape but the other side is worn down to the brass. Thats all I did, there are still marks on it. He can tell his grand kids where he wore it and there are some marks left to show..The watch runs dead nuts...
Enjoy the watch and the history, here it is one last time.
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Hi guys,
Recovering my PA-20 and will be installing the crosswind stol leading edges. Is there a jig available to help find the right placement for the new leading edge?
Also, would like to buy bigger tail feathers. What`s the biggest that would fit and work well? I'm in Canada and owner maintenance so don't need an STC.


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Oct. 16, 2009
A Virus and Chronic Fatigue?
Researchers have identified a link between the presence of a virus known as XMRV and Chronic Fatigue Syndrome -- but what does the presence of such a link mean?
- Hello...Is There Anybody Out There?
The SETI Institute's Jill Tarter talks about her career searching for intelligen...
- A 'Goldilocks' Planet?
Planet hunters say they've identified the first planet orbiting a distant star w...
- SETI Throws A Party
SETIcon celebrates all things extraterrestrial this weekend.
- The Search for Extraterrestrial Intelligence Is Put On Hold
Funding cutbacks have forced the hibernation of the Allen Telescope Array--that'...
- Could Life Exist on Newfound Alien Planet?
Astronomer Steven Vogt discusses a new discovery of a potentially habitable exop...


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Huawei set to announce Windows Phone 8 device 25th September
Out of the four key partners announced by Microsoft, Huawei looks to be last to announce its Windows Phone 8 devices. The rumour is they are looking at September 25th to let us know what they have in store. Granted, we haven't heard anything official from Huawei so we'll use a pencil to mark the date just in case things change.
Most of the conversation and media focus has been on the more well-known partners, Nokia, Samsung and HTC so it's of great interest to us to see what the newcomer will bring to the Windows Phone 8 party.
According to the folks over at wincp, who cite "reliable sources" for this information, the device is said to come in at around 2000 Yuan (US $300) and be called the Ascend W1. If that is indeed the price then we'd expect the device to be firmly targeted at the low end of the market. We're going to hear from HTC on Wednesday about their Windows Phone 8 plans, perhaps they will have a low end device to compete at that price point as well.
If the rumours are correct then 25th September may see the close of the initial Windows Phone 8 device announcements. If Huawei is looking to make a splash with their smartphones then Windows Phone 8 could provide the platform. With relatively little in the way of other device manufacturers and strong demand in the Chinese market we could be about to witness the ascendancy of a new key player.
If all holds true, are you excited about Huawei bringing a Windows Phone to market? A three hundred dollar Windows Phone 8 device, think it will be too good a deal to turn down? We'd love to know your thoughts. Let us know down below in the comments or in this WPCentral Forums discussion.
Source : winp
There are 36 comments. Sign in to commentDrewidian says:
I'm sure HP, Dell, and LG will be back to make devices in 2013 to flesh out the portfolio. Lenovo has already said they will have a device for 2013. It will mainly be interesting when we get to see them all fight over price and unique features. Its going to be a great year.
unstoppablekem says:
HP, idk. Dell, they stopped smartphones and tablets completely, so... And LG, they can focus on crap android.
Doffen says:
But Dell is releasing the Dell XPS 10 which is a tablet with Windows RT.
Faise says:
For what it's worth, Acer have one planned for next year too.
jabtano says:
I really want to see anyone who invest in WP8 to bring good devices. good low end good mid range and more so outstanding high end device. Also I would like to see that range on all the carriers not just a select few.
Nakazul says:
I concur about the carriers. While I don't live in USA, it seems like a terrible deal to not being able to choose the phone you like.
simmomelb says:
Pfft Dell, who cares ;)
unstoppablekem says:
I kind of liked my dvp. If they improve it majorly, and have a model without the keyboard, I might be sold. But don't get me wrong, the keyboard on the dvp was just amazing.
greg2k says:
Dude, you're not getting a Dell
unstoppablekem says:
Dude, I like my NL900 and I'm getting the 920. Chill.
unstoppablekem says:
Look up at my comment Robert. :-)
unstoppablekem says:
I love my NL900, which makes the dvp crap, but it was a 2010 device with an amazing keyboard.
Virtual Insanity says:
Anything that isn't Nokia is crap to you
unstoppablekem says:
HTC isn't crap... STFU
AriesDog says:
if they're aiming for the low end of the market I would love to see Windows Phone 8 represented on the smaller, bargain carriers like Metro PCS, Cricket, Walmart Simple Talk, etc.
unstoppablekem says:
I think it's called Straight Talk.
Andrew L says:
Does this mean Criket will carry WP8?
unstoppablekem says:
Maybe. US Cellular will for sure (they said, not saying this device, maybe a Nokia. :-)). It's AT&T, T-Mobile, Verizon, and US Cellular.
I'm on AT&T though.
Ticomfreak says:
I thought MetroPCS would carry them too
unstoppablekem says:
kullkid92x says:
Yes, Metro did confirm that btw. i live here close to their store in miami and the guy at the front desk actually knew his stuff about the tech world and reads all the mobile nations blogs :D he is very interested in wp8 as well. he says he knows a couple customers who would like the UI.
DavidinCT says:
I dont know any devices from Huawei, How long have they been making phones ? Do they have models here in the US ? How is their quality of devices, better than HTC ?
I'm all for other companies making WP8 devices but, they are new to me.
Virtual Insanity says:
They usually make Android phones for cricket
CoZmicShReddeR says:
From what I have seen in the past Huawei puts a lot of the latest and greatest in their products...
gibbyhome says:
Newcomer,what happened to LG, Dell, Toshiba and ZTE ? are they out of the game and is METROPCS every going to get a windows phone....
Hammered Pizza says:
LG have decided against producing Windows Phone handsets for the foreseeable future, and Dell have stopped making smartphones completely.
Toshiba were never in the Windows Phone game to begin with, while ZTE are expected to release a handset next year.
And MetroPCS seem pretty enthusiastic about Windows Phone 8, with their chief operating officer saying; "Windows Phone 8 we think has a place in the portfolio. We're actually working with a manufacturer right now on bringing Windows Phone 8 to marketplace. We think we want to offer it."
Faise says:
Actually, Toshiba -were-, the IS12T, but it was Japan-only
unstoppablekem says:
If that came out in the US, I would have bought it at the time.
lippidp says:
If it has a keyboard I will consider it. Otherwise - meh.
peterjr1boom says:
There is an instagram tile on that screen...
Munkeyphyst says:
Instagram tweets in the marketplace uses that logo
jdep1 says:
Huawei has always focused on making low end devices. Many friends that have cricket service own Huawei devices & trust me I would never buy a smartphone from them hardware is cheap in some of them regular headphone jack doesn't fit, phones are slow & laggy (of course wp8 should fix that) but I can't say the phone could last you at least a year.
Microsoftjunkie says:
You said it yourself...low end!!!


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I am not usually given the opportunity to photograph animals – but when asked by fellow Australian photographer Ainslie Bernoth of Wild Spirit Studio, I jumped at the opportunity!
The owner of the Arabian horse stud farm had a gorgeous English riding habit that I simply could not wait to photograph in the later hours of the Australian Winter afternoon. As well, model Charni rose to the occasion as well and created moving portraits of girl and horse.
Simone, the owner of the ranch and her special horses.
And Charni's images


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Heather Boling, accused of trying to hire a hitman to kill her …
Heather Boling, accused of trying to hire a hitman to kill her …
A Warren County government building was shut down Monday after …
Updated: Tuesday, 26 Jun 2012, 9:13 AM EDT
Published : Tuesday, 26 Jun 2012, 9:13 AM EDT
LEBANON, Ohio (WDTN) - Miller Road will be closed in Turtlecreek Township at Bridge 101-0.03 for a bridge replacement project starting Monday, July 9, 2012. The bridge replacement project will require the closure of Miller Road just east of the Hart Road intersection. The closure will last for eight (8) weeks, ending on August 31, 2012, weather permitting.
Bridge #101-0.03 is in need of replacement as the existing concrete bridge and wingwalls are deteriorating. The existing bridge will be replaced by force account with a precast concrete box culvert. The project is estimated to cost $75,000 and is funded by the Warren County Engineer.
The detour for the closure will utilize Hart Road, SR 122, and SR 48.
With WDTN.com's new commenting system you don't need to register. You can login with an existing Facebook, Yahoo!, Google, or Twitter account and more. |
The following people have recently been booked into Jail. They may not have been convicted of the crimes they are charged with and are innocent until proven guilty.


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Recordex USA AXIS360Item ID: AXIS36014" Wall bracket for ReTract Projector Screens Under 80" in Width
This item dropships directly from Recordex USA and delivery time could depend on whether or not it is in stock at Recordex USA at the time you place your order.
Note: While most of the items we sell ship for free, this item does not qualify for free shipping due to special circumstances. Get More Value From Sweetwater
From Our Research Team:A Clean, Sturdy Wall Bracket for Your ReTract Screen!The Recordex USA AXIS360 display screen 14" mounting bracket lets you mount your ReTract electric projector screen securely. The AXIS360 also provides a very simple and clean mounting setup. It's made for ReTract screens under 80" in width.
Can We Help?Sweetwater's friendly and knowledgeable Sales Engineers are regarded as the most experienced and educated professionals in the music industry, with extensive music backgrounds and intense training on the latest products and technologies. As your personal contact here at Sweetwater, they are available to provide personalized advice any time you need it.Call toll-free (800) 222-4700 or E-mail us Be the first to review this product Bruce, North Canton, OH Also popular


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Sweetwater Sales Engineers have the gear knowledge and the real-world experience to answer your questions about the M-Audio KeyStudio Bundle with Pro Tools SE Software. We'll be happy to take all the time you need to help you decide whether this is the right product for you. Submit your questions below and we'll get right back to you. Name, Email and Questions/Comments are required.
Keystudio 49-note USB Keyboard Controller Bundled with Avid Pro Tools SE Software and a Micro USB Recording Interface
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By Robert Lucke
With the summer camping season rapidly approaching, take some time to learn about preventing recreational impacts to wetlands.
We all play an important role in protecting wetlands across Montana and many times we don't even know that we are on them. For instance in Beaver Creek Park, from Beaver Creek Reservoir all the way to Rotary Hill, much of that area of the park is wetlands. And yet moisture conditions vary so much from season to season and year to year that at times some of the wetlands area appears to be completely dry.
Many of this areas wetlands are some of the most fragile of all the land and are home to as many diverse creatures as red fox and snapping turtles. In Montana nearly 40 percent of endangered species are found in or are dependent upon wetlands. Unfortunately, recreationalists spend lots of time in and around wetlands as well.
Bird watching, photography, fishing, hunting, hiking, camping, horseback riding, and the list goes on and on. They are all things that are traditionally done on or around wetlands.
Montana Watercourse at MSU-Bozeman has produced a pamphlet telling what to do to keep Montana wetlands in a more pristine condition and yet be able to pursue recreational activities.
The guidelines are simple, and yet represent an effective way to keep wetlands unharmed.
Honor all trail signs or closures. Keep your tracks on the trail. Resist the urge to create a new trail or to cut a switchback. Avoid the spread of noxious weeds. Use weed-seed free feed and wash vehicles. Plan ahead. Consider the timing of the trip. If it is wet, don't go. Learn how to read the terrain to avoid low spots and watercourses.
The pamphlet goes on to tell how to identify what is a wetland, whatever conditions may be prevalent.
Water is often on or near the surface all or part of the year. Soil is poorly drained and may look gray. Water-tolerant plants, such as cottonwoods, willows and cattails, may be present.
If you have any questions, contact the Hill County Health Department at 265-5481 or visit with Watercourse directly in Bozeman at (406) 994-6671.


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Dianna's Diaper Cakes
Welcome To DiaperCakesbyD's Shop
Baby Diaper Cakes by Dianna's Diaper Cakes are listed here. I hope you can find what it is you are looking for, I have a variety of baby gifts to choose from. I'm sure you'll be very happy with any product you purchase. Look around this shop and if you have any questions or comments, please feel free to contact me. I gladly accept and welcome custom orders. I hope to have you as a satisfied customer or please check back later for new updates to my shop, as there's more to come! Thanks for looking, Dianna
DiaperCakesbyD is currently on vacation.
To purchase a baby diaper cake from Dianna go to www.diannasdiapercakes.com
DiaperCakesbyD $24.99 -
DiaperCakesbyD $59.99
Seller Info
- Feedback:
- 1, 100% pos.
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- since May 30th, 2011
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- Harker Heights, TX


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Sadly due to extenuating circumstances, I won't be working for the same artist I have been for oh so long.
Here's a sample list of some of the books/series I've worked on:
-Marvel Mangaverse
-Adventures of Spidey
-Sonic the Hedgehog
-Army of Darkness
-Rusty Gulch
-Various X-Men, Fantastic Four, Hulk, and Civil War
I've been doing flats for years, and if you want someone who's quick, painless, and relatively fun to work with, here I am. And dear sweet lord I need work, especially with that $250 rent bill floating over my head.


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Ship Details - Carnival Spirit
Carnival Spirit - Ship Description The exciting Carnival Spirit was the first of an entirely new style of Fun Ships--the Spirit class. The ship introduced the two-level promenade and reservations-only supper club. It's revolutionary design means that 80 percent of the staterooms offer glorious ocean views; and of those, 80 percent have private balconies. Read full description |


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The design and content of the Texas Biology End-of-Course Examination (EOC) (available from the Texas Education Agency (TEA) at http://www.tea.state.tx.us/studentassessment /release.htm) was evaluated using the National Science Education Standards (NSES) Assessment Standard B, the NSES Life Science Content Standards for Grades 9 through 12 (National Research Council, NRC, 1996), and the recommended guidelines for standardized tests from the NRC's Board on Testing and Assessment (BOTA) (NRC, 1999). Results indicated that the Texas Biology EOC did not comply with standards from NSES in areas concerning coverage of biology concepts, depth of knowledge required to answer questions, format of questions, and lack of assessment in three NSES science content categories. Furthermore, the Texas Biology EOC did not comply with standards from BOTA in areas concerning validity, reliability and fairness.
The conversation between Lee and Laura concerning a standardized state-mandated science test is typical of many conversations in faculty lounges at the end of a day of testing. Unfortunately, these anecdotal opinions of a test rarely become part of an objective, formal, and useful test evaluation. Those who have been teachers in public school classrooms know why: in the hurried rush of a typical school day, science teachers do not have the time to make a formal evaluation of a standardized science test. Their job, after all, is to teach young people.
The intent of the paper is two-fold: 1) to provide a brief historical overview of standardized testing in science including its purpose, consequences, characteristics, and evaluation; 2) to provide a critique that is unique in that it uses national standards to evaluate a state standardized science test.
Purpose of Standardized Testing
The emergence of national standards in science education began in 1989 when the American Association for the Advancement of Science (AAAS, 1989) published Science for All Americans which was a set of recommendations on what a scientifically literate person should know in science, math and technology. Others followed such as the National Science Teachers' Association's (NSTA) The Content Core, (1992). It specified which science topics should be taught in each discipline at a range of grade levels. One year later, in 1993, the American Association for the Advancement of Science (AAAS) published Benchmarks for Science Literacy, (BSL) that also specified science topics at different ranges of grades. The development of national standards culminated in 1996 with the publication of the National Science Education Standards (NSES), by the National Research Council (NRC) (NRC, 1996). The NSES not only specify the science content that students should know, but also specify how to assess the knowledge. The NSES are contained in a 250 page document that provides standards in six areas of science education, five of which are: science content, assessment, professional development, science education programs and science education systems (NRC, 1996). The NSES was designed to improve science education. Thus, the use of the NSES assessment standards can enable educators to evaluate standardized science tests.
Besides the basic and vital purpose of assessing scientific literacy in the United States, standardized testing has been used for other purposes. The historical purposes of standardized testing in education have generally fallen into three categories; 1) to serve as a diagnostic tool to support learning, 2) to report the achievements of individuals and 3) to satisfy the demands of public accountability (Black, 1998). From the early part of the 20th century until today, there has been a change in the purpose of standardized testing from its use as diagnostic tools to their use in determining accountability. In the first half of the 20th century, standardized tests in the United States were composed of questions that were answered in an oral manner or by written essays for diagnostic purposes (Goslin, 1963). For example, the first standardized achievement tests in education were designed by Edward L.Thorndike in 1904 to assess reading, handwriting and spelling at Teachers College, Columbia University. They were considered standardized only because the administration and scoring of the tests were uniform. As technology improved and tests were made easier to process by machine scoring, standardized tests in education became ever more widely used and evolved from an oral mode to written essay to multiple-choice format. Today, standardized tests heavily emphasize multiple-choice questioning and, as a result, rote learning is more often tested (The National Center for Fair and Open Testing (NCFT), 1997). Thus, in the United States, most large-scale testing programs are weak as diagnostic tools because they generally do not provide an opportunity for sustained and engaged thinking (NCFT, 1997).
Today, most standardized testing in science is for the purposes of reporting individual achievement and public accountability. Many states, with the number increasing each year, require students to pass science tests in order to graduate from high school. In 1999, 39 states had developed their own state-wide science standards, mostly based on recommendations in the national standards documents, and 48 states had statewide science tests to measure student achievement (Jerald & Boser, 1999). For example, the state of New York, one of the first states to begin standardized testing in science in the early 1900's, administers the Regents Examination. The Regents Examinations are comprehensive tests in 13 different subjects for grades 9 through 12. (Madaus, 1994).
Consequences of Standardized Testing
Since standardized tests today are largely for accountability purposes, teachers and administrators have become focused on having students pass standardized tests. This may contribute to significant gains in the scores on certain state and national tests. Nationally, students in grades 4, 8, and 12, are achieving higher scores in mathematics and slightly higher scores in reading (National Educators Goals Panel, 1999, NAEP, 1998). And, in specific student populations, there has been significant improvement in basic skills in certain states. For example, African-American students in Texas have shown significant improvement in writing skills and had the highest African-American scores in the United States on the 1998 NAEP writing test (NAEP, 1998). Persistent efforts by Texas teachers to teach writing skills to students because of an exit-level writing requirement, imposed in 1985 by Texas' state-wide accountability, may have contributed to the increased writing scores.
However, there are well-known negative consequences of standardized testing on education, such as the "narrowing of the curriculum" due to "teaching to the test". When there is public pressure to improve test results, schools and teachers are more likely to emphasize, in their instruction, the material covered by the test (Shepard, 1991; Madaus, 1991; Herman & Golan, 1992). Standardized tests heavily emphasize multiple-choice questioning (The National Center for Fair & Open Testing (NCFT), 1997). As a result, rote memorizing, "cramming" of concepts and test-taking strategies have become part of the daily instruction (Madaus, 1991). This type of instruction or "teaching to the tests" causes students to gain the "most elementary knowledge and skills and less of the deep understanding of even a few topics" (Stake, 1991 p. 246). This is demonstrated in the inability of test scores to generalize or transfer to other indicators of achievement. For example, when a new testing program is brought into a state, scores tend to plummet in the initial years of testing since students have not been prepared for that exact test (Bracey, 2000). Consequently, test scores that reflect higher-order thinking have been steadily declining (Darling-Hammond, 1991; 1994). In fact, the rote learning that was involved in "teaching-to-the-test" in the 1970s has been cited as one of the reasons that U.S. students have ranked low in international achievement tests (McKnight et. al., 1987).
Characteristics of Standardized Science Tests
In 26 states, K-12 standardized state-wide science achievement tests are used to evaluate the effectiveness of public school science programs (Jerald & Boser, 1999). Each year more states are adding science achievement tests to their testing program. An overview of science tests in the various states indicates that most states have developed their own tests in accordance with their state standards (Edwards, 1999). For example, New York , Texas and California, the most populous states, have developed their own unique tests. New York administered the 4th grade Elementary Science Program Test (ESPET) and the 12th grade Regents Examination (Madaus, 1994). In Texas, students must take the 8th grade Science Texas Assessment of Academic Skills (TAAS), and the Biology End-of-Course Examination (EOC) (Texas Education Agency, TEA, 1997). In California, the newly developed Golden State Examinations are administered to biology, chemistry, coordinated science and physics students. The assessment design can be viewed at the California Department of Education Web site (http://www.cde.ca.gov/statetests/).
Statewide K-12 state-developed science assessment tests share many similarities. For example, they predominantly contain multiple-choice questions. In 1995, twenty-six states used all multiple-choice and eighteen states used a majority of multiple-choice items on their state-wide assessments (NCFT , 1997). Specifically, most state-developed, standardized science achievement tests have these characteristics: 1) were multiple-choice, 2) were short (fewer than 60 items), 3)contained few questions about science concepts, 4) administered for one hour, 5) required only paper and pencil, 6) made for individual student work and 7) administered twice a year. Only fourteen states use performance assessment in their statewide science examinations in a few grade levels. For example, California has a laboratory component in the Golden State Examinations in science. New York also has a laboratory component in its ESPETS. By contrast, Texas does not include performance assessment in any of the science standardized examinations (TEA, 1994, 1996). Also, most tests tend to be criterion-referenced in that students are expected to answer correctly a certain percentage of items that are based on state standards (NCFT, 1997, Gong, 1990). Lastly, portfolio assessment is not used in any state-wide science assessment system (Jerald & Boser, 1999).
Evaluation of State-wide Standardized Tests
It is important to evaluate statewide-standardized science tests because these tests define what will be taught to students. In a sense, the test content becomes the curriculum (Madaus, 1988). Most states do not attempt to ascertain whether the state-wide examinations measure "the ability of students to think critically or in complex ways in the various subject areas" (NCFT, 1997). A literature search (1986 to present) using the Education Resources Information Center (ERIC) and key words 1) "science tests and evaluation" and 2) "science examinations and evaluation" revealed 194 articles concerning testing in science. These keywords identified articles under the ERIC subject headings, "Evaluation Methods, Science Education, Student Evaluation, Science Tests and Sciences." The search revealed only two critiques of state-wide science examinations; the Connecticut Academic Performance Testing Program (CAPT) and the Common Core of Learning (CCL) Science Assessment Project (Lomask, 1995). Both of these critiques examined the development and the use of these performance tests rather than critiques of the tests themselves.
The only substantial critique of state science assessments was conducted by Webb (1999) in conjunction with the Council of Chief State School Officers (CCSSO) and the National Institute for Science Education (NISE). His study examined five state science assessments from two states and their alignment to state science standards based on four criteria: categorical concurrence, depth-of-knowledge consistency, range-of-knowledge correspondence, and balance of representation. Alignment was weakest in two of the criteria. The depth-of-knowledge analysis indicated that test items generally required a lower level of knowledge than those in the state standards. The range-of-knowledge analysis indicated that the test items covered a narrower range of knowledge than those expressed in the standards (Webb, 1999). Generally, the tests were balanced in that the assessment items were nearly evenly distributed among the test objectives (Webb, 1999).
Thus, it appears that, with the exception of the Webb study, states have either not evaluated their statewide science examinations or they have not made the evaluations available for a national audience. Furthermore, many state-wide standardized tests are not released to the public. For example, the North Carolina Biology End-of-Course Examination, which has been administered annually since 1987, is not available for public scrutiny. The assessment program for North Carolina can be viewed at the North Carolina Dept of Public Instruction Web site (http://www.dpi.state.nc.us/accountability/testing.abcs_testing_program.html ). On the other hand, all of the Texas End-of-Course Examinations in Biology have been released to the public since 1997. The examinations are available from the Texas Education Agency (TEA) Web site (http://www.tea.state.tx.us/student assessment/release.htm).
Without evaluation of these tests, it is difficult to determine whether rising test scores signify any real gains in learning. Rising test scores often reflect "teaching-to-a-test" that assesses recall of low level knowledge but not gains in conceptual learning (Morgenstern & Renner, 1984). Although it may be the intent of most science teachers to teach for in-depth conceptual understanding of science in their students, their efforts may be undermined by pressure to teach to a traditional science achievement test. The curriculum then becomes defined by the test even though it may only assess memorized facts (Madaus, 1988). Thus, there is a need for educators to evaluate these examinations as part of the process of science education reform, and to inform the science education community, and the public, as to their adequacy or inadequacy in complying with national guidelines, such as the NSES, for reform of assessment in science education.
An external monitoring agency, that is independent of test developers and education agencies, should be supported by the states in order to evaluate the adequacy of science standardized examinations for compliance with guidelines recommended for reform of assessment in science education. (NRC, 1999). If an external monitoring agency is not being used in a state to evaluate the tests, or if additional evaluation is needed, those who are familiar with the guidelines for science education assessment reform, such as university science teacher educators, should conduct their own evaluation of standardized tests and disseminate their findings to the science education community. By means of such evaluations, a dialogue may begin between science educators and those who regulate testing, in order to improve standardized science examinations.
Selection of a Test
We evaluated the effectiveness of a secondary school science assessment, the Texas Biology End-of-Course Examination [EOC], as an instrument for assessing scientific literacy. The purpose of the Texas Biology EOC is to provide the state with additional information about the effectiveness of the science program (TEA, 1992, TEA, 1993). The Texas Biology EOC was chosen because 1) it is available for evaluation since all test forms are posted on TEA Web site (http://www.tea.state.tx.us/student assessment/release.htm), and 2) a critique of the Texas Biology EOC has not been published for a national audience. Our evaluation of the Spring 1997 Biology EOC was the first and is still the only formal and documented evaluation of the test (Westerlund and West, 1999). The Texas Biology EOC is a traditional, multiple-choice, machine-scorable test of 42 questions. Results for the tests from 1994 to 1998 indicated average state-wide passing rates (70% of test items correct) of 80%, although some population groups had passing rates as low as 53% (TEA, 1999).
Qualifications of Test Evaluators
As university science teacher educators, the authors are qualified to critique science standardized examinations in regard to science education reform and science content. Both are knowledgeable in the NSES. Familiarity with the NSES has been established through frequent use of it in designing science curricula and assessments, teaching science courses, and through participation in NSES discussions in national science education conferences (National Association of Research in Science Teaching, National Science Teacher's Association and Association for the Education of Teachers in Science). The authors are further qualified as evaluators because they are proficient in science content. Proficiency has been documented with undergraduate degrees in biology and composite science and graduate degrees in genetics, marine biology and science education from the University of Texas at Austin, Texas A&M University, and the University of Minnesota at Minneapolis/St.Paul. Proficiency in science content and teaching have also been established through teaching biology and other sciences at the high school level (8 years and 16 years experience) in public school districts in Houston, Austin and San Antonio, Texas, and at the college level (5 and 12 years experience in the biology department) at the University of Texas at Austin and Southwest Texas State University. Both have served as internal and external evaluators in numerous projects. Furthermore, Dr. Sandra West has received National Science Foundation (NSF) training in the evaluation of science assessments at The Evaluation Center at Western Michigan University.
Test Evaluation Guidelines
In our evaluation of the Texas Biology EOC, we used the National Science Education Standards (NSES) Assessment Standards, the NSES Life Science Content Standards for grades 9 through12 and the NRC's Board on Testing and Assessment (BOTA) (NRC, 1999) guidelines for tests. Our approach was unique in that we chose to evaluate the Texas Biology EOC by its alignment with national standards, as opposed to Texas state science standards, so that other state tests could also be evaluated using this alignment model. The few evaluations of state science tests, such as Webb's study (1999), generally examined their alignment to state standards. Thus, this evaluation is unique, when compared with the literature that we encountered, in that it employed the NSES Assessment Standards. Our evaluation of the Texas Biology EOC can be used as a tool in the promotion of scientific literacy in biology. Since the purpose of the Texas Biology EOC was to provide the state with additional information about the effectiveness of the science program (TEA, 1992), it was appropriate to select the NSES Assessment standards. As stated in the NSES, "The assessment standards provide criteria to judge progress toward the science education vision of scientific literacy for all (NRC, 1996, p. 75)."
The NSES Assessment Standard B requires measurement both of achievement and of the opportunity-to-learn science. The achievement component of the standard was used to evaluate the Biology EOC. The achievement component stipulates that: "Achievement data collected focus on the science content that is most important for students to learn" (NRC, 1996, p.79). According to the NSES, "science content" refers to abilities in science. The achievement component of NSES Standard Assessment B was used as an evaluation tool because it concerned the science content that should be contained in science examinations. The opportunity-to-learn component of the standard is typically evaluated through other measures such as the alignment of teacher practices with assessments (Porter & Smithson, 2000).
The "most important science content for students to learn," as outlined by NSES Assessment Standard B, includes: 1) The ability to inquire, 2) Knowing and understanding scientific facts, concepts, principles, laws, and theories, 3) The ability to reason scientifically, 4) The ability to use science to make personal decisions and to take positions on societal issues, and 5) The ability to communicate effectively about science (NRC, 1996, p.79-82). The content of the 42 questions of the Spring 1997 Biology EOC (TEA Web Site, http://www.tea.state.tx.us/student assessment/release.htm) was examined using these five NSES categories of science content.
Questions on the Texas Biology EOC that probed for scientific knowledge and understanding were further evaluated using the NSES Life Science Content Standards for grades 9- 12. These standards specify that, "As a result of their activities in grades 9- 12, all students should develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living organisms and behavior of organisms (NRC, 1996, p.181)."
State-wide science assessments must meet professional standards of validity, reliability and fairness in order to be deemed an appropriate test according to BOTA (NRC, 1999). The NRC's BOTA guidelines in these areas were also used in the evaluation of the Texas Biology EOC. The test was examined for its ability to measure what it is supposed to measure, its internal consistency measures, and whether the test scores from the examination indicate equity between all individuals and groups (NRC, 1999).
Test Analysis
We compared the overall design of the Texas Biology EOC (TEA Web Site, http://www.tea.state.tx.us/student assessment/release.htm) and the individual questions of a representative example, the Spring 1997 Biology EOC with the NSES Assessment Standard B, the NSES Life Science Content Standards for grades 9-12 (NRC, 1996) and BOTA guidelines for appropriate tests (NRC, 1999). All of the Biology EOCs are similar in the number, type and content of questions.
All 42 questions in the Spring 1997 Biology EOC were classified and coded. Critical to the validity of the coding process was the authors' expertise in the subject area. We used standard qualitative analysis to examine individual test items rather than the traditional psychometric item analysis. During the initial phase of the data analysis, we independently sorted the 42 questions into the five NSES categories of science content that were mentioned in the previous paragraph. New categories were created for those questions that could not be grouped into the NSES categories.
We developed the new categories independently by reading each question and defining categories that clustered the questions into groups that concerned similar ideas or that contained similar key phrases or graphics (Patton, 1990). After the initial classification phase of the data analysis was completed, we examined the data together, compared our categories, and redefined the categories. Disagreements about categories or placement of questions into categories were discussed. The NSES and BSL were jointly reviewed and the authors agreed on a common definition for categorization. From our discussions, we established a rationale for categories and placement of questions into particular categories. The rationale for categories and the placement of the Spring 1997 Biology EOC questions are described in Table 1. Inter-rater reliability was not calculated since the categories and placement of questions came about through discussion between the evaluators. A calculation of inter-rater reliabilities is appropriate for test evaluation studies in which the categories are defined for the evaluators prior to the analysis such as in Webb's (1999) study. The reliability or dependability, as Marshall and Rossman (1995) define reliability in qualitative analyses, of this analysis is based on evaluators not being constrained by previously determined categories but empowered to select categories through consensus based upon their expertise.
Table 1
Rationale for Categorization of Questions
Category Name | Rationale for Placement of Question in Category | Questions Classified in this Category |
Knowing and understanding scientific facts, concepts, laws, and theories | Required knowledge of biology to answer question | 10, 13,14, 15, 18, 19, 20, 22,
23, 25, 33, 35, 42
Total = 13 |
The ability to reason scientifically | Required knowledge of experimental research design or graphing to answer question | 3, 11, 16, 24, 32, 34, 36, 38,
Total = 9 |
The ability to interpret a chart or diagram | Required the ability to interpret a chart or diagram to answer question | 1, 2, 5, 6, 7, 9, 17, 26, 29,
30, 31, 37, 39, 41
Total = 14 |
Manipulative laboratory skills | Required knowledge of the safe use of laboratory equipment to answer question | 12, 21, 27, 28
Total = 4 |
The ability to answer common knowledge questions | Required the ability to answer common knowledge or "common sense" questions | 4, 8
Total = 2 |
All of the Spring 1997 Biology EOC questions were organized into five categories. Two of the five categories were labeled by the NSES categories of science content that were mentioned previously since the questions fit those areas. Categorizing questions is a subjective process. Those with other perspectives may categorize the test questions differently. Our evaluation is based upon our content expertise in biology and our knowledge of the NSES. An individual trained in psychometrics would most likely evaluate the test differently. By providing the TEA Web site (http://www.tea.state.tx.us/student assessment/release.htm) which contains all of the questions on the Spring 1997 Biology EOC and Table 1 which describes the rationale for placement of specific questions into categories, the reader and others in the science education community may examine our analysis.
The content of the 42 questions on the Spring 1997 Biology EOC was classified into five categories. Two of these categories corresponded to two of the five NSES Assessment Standard B science content categories that are considered by NSES "the most important for students to learn." These were noted in the italicized quotations in the preceding section. The other three categories of the Biology EOC science content, as shown by the authors, did not conform to criteria stated by NSES as science content that is most important for students to learn. Of the 42 Biology EOC examination questions, 31% were classified in the NSES category Knowing and understanding scientific facts, concepts, laws, and theories; 21% were classified in the NSES category The ability to reason scientifically; 33% were classified as The ability to interpret a chart or diagram; 10% were classified as Manipulative laboratory skills; and 5% were classified as T he ability to answer common knowledge questions. Students were tested for isolated bits of knowledge or for definitions in all but one of the questions that were classified in the NSES category Knowing and understanding scientific facts, concepts, laws, and theories. The only exception was question #20. The other questions in this NSES category were not structured in a manner that would test for understanding of a biological concept.
The questions that were classified in the NSES category
and understanding scientific facts (31% of the 42 questions), were
further analyzed using the NSES Life Science Content Standards for grades
9-12 (see Table 2).
Table 2
Rationale for Categorization using NSES Life Science Content Standards
Category Name |
Rationale for Placement of Question in Category |
Questions Classified in this Category |
Cell |
Required knowledge of cell structures and functions |
14, 20, 33 |
Molecular Basis of Heredity |
Required knowledge of structure of DNA, cellular division, human genetics, mutations
15, 25 |
Biological Evolution |
Required knowledge of evolutionary processes, natural selection, classification of organisms |
18, 19, 23
Interdependence of organisms |
Required knowledge of energy flow through ecosystem, interdependence of organisms, carrying capacity, global stability
22 |
Matter, energy and organization |
Required knowledge of energy input into living systems, photosynthesis, respiration, energy flow through levels of living systems |
None |
Behavior of Organisms |
Required knowledge of nervous systems, behavioral response to internal changes and external stimuli
None |
Only 9 questions (14, 15, 18, 19, 20, 22, 23, 25 and 33) out of the 13 questions in this category were aligned with the NSES Life Science Content Standards. Questions 14, 20, and 33 were classified as "Cell" type questions. Questions 15 and 25 were classified as "Molecular basis of heredity" type questions. Questions 18, 19 and 23 were classified as "Biological evolution" type questions. Question 22 was classified as a "Interdependence of organisms" type question. Concepts from two of the NSES Life Science Content standards, "Matter, energy, and organization in living systems" and "Behavior of organisms" were not found in any of these questions. The questions from the other four categories in Table 1 were not analyzed using the NSES Life Science Content Standards because they did not probe for an understanding or knowledge of life science or biology. Overall, 9 questions out of 42 or 21% of the questions on the Texas Biology EOC aligned with the NSES Life Science Content Standards. This reflects differences in content emphases between state and national content standards.
The validity of a test, or inferences that can be made from a test, is determined by whether it measures what it is intended to measure. The end-of-course examinations are intended to possess content validity and construct validity because (a) they are content-based, and (b) the construct that is tested is the mastery of the state-mandated curriculum at the time, the "Texas Essential Elements" (TEA, 1997).
The 9 objectives of the Biology EOC, which are based on the "Texas Essential Elements", are described in a TEA report called the "Biology I Objectives and Measurement Specifications" (TEA, 1994). The Biology EOC objectives, categorized into two domains, specify the content that appears on the test. The first domain, "Understanding Concepts," has 3 objectives. For each of the 3 objectives, there are 6 Biology EOC questions, totaling 18 questions. The second domain, "Integrating Concepts with Process Skills," has 6 objectives. For each of the 6 objectives, there are 4 Biology EOC questions per objective, totaling 24 questions. Altogether, there are 42 questions that are related to 9 objectives. Each objective has 3 through 7 broad sub-objectives. (TEA, 1994).
The Biology EOC may not be valid because it is comprised of so few questions (only 42 items). This may affect the ability of the test to assess adequately the objectives it is intended to assess. They were only 4-6 test items per objective. Furthermore, validity may be further compromised because some sub-objectives were not evaluated. Valid inferences may not be made about the students' knowledge of biology if the test does not provide representative coverage of the content (NRC, 1999).
The reliability of a test is an estimate of the consistency of test scores on an examination by the same individual at different times. The reliability estimates for the biology end-of-course examinations are based on internal consistency measures. The test developers used the Kuder-Richardson formula, Number 20 (KR20), and the items were "scored dichotomously" (TEA, 1997). The KR20 is a measure of the internal consistency of a test (Hills, 1981). The Spring 1997 Biology EOC had a KR20 value of 0.877 (TEA, 1997), which means that if a student were to take it again, there would be an 87.7% probability of achieving the same score (Joe Wilson, personal communication, TEA Student Assessment Office, June 21, 1996). A KR20 of 0.877 appears to indicate high reliability. The KR20 was also used to measure the reliability for each of the 9 objectives. When items for each of the 9 objectives were examined for reliability, the reliability was low. The reliability for each of the 9 objectives ranged from 0.356 to 0.602. A KR20 test of reliability of each of the objectives may be meaningless since the number of items per objective (4 to 6) was small (TEA, 1997). However, it is important to include the reliabilities of specific objectives in the evaluation of the Biology EOC since the individual student Biology EOC reports that are generated indicate pass or fail on the specific objectives. By knowing the reliabilities of the individual objectives, accurate inferences about the students' knowledge of biology can be made. Since the reliabilities for the sub-objectives were low on the Spring 1997 Biology EOC, the test appears not to be a reliable indicator of student knowledge.
The professional standard of fairness of an examination is difficult to measure. The standard measures whether the tests were "applied consistently and equitably between individuals and groups for the proposed purposes" (NRC, 1999). There is approximately a 30 % difference in passing scores between non-minority students and minority students on the Texas Biology EOC examinations (TEA, 1999). For the 1997 Spring Biology EOC, 91% of white students, 62% of Hispanic students, 60% of African American students and 60% of all economically disadvantaged students passed the examination. This difference has been consistent since 1994 (TEA, 1999). Fairness does not require the same outcomes across different groups. A valid and reliable test may consistently indicate differences between groups that signify differences in knowledge levels or may be "systematically underestimating the knowledge or skill of members of a particular group." (NRC, 1999, p.72) These group differences may be due to differences in the opportunity to learn. The examinees may not have had equal access to certified teachers, classrooms and homes conducive to learning, practice materials, appropriate testing conditions, etc. Since there is a consistently large percentage difference between minority and non-minority students in passing rates on the Biology EOCs, the professional standard of fairness needs to be addressed. Further, the reasons for these differences need to be explored and, where possible, addressed.
Standardized testing in science is done in nearly every state in the United States. If the purpose is accountability, which is often the case, teachers will design their curriculum around the test objectives (Shepard, 1991; Madaus, 1991; Herman & Golan, 1992). In order to promote a high quality of science education, high quality science tests need to be used so that when teachers "teach to the test", they improve their curriculum and thus improve student understanding of important science concepts and principles. The NSES, developed by experts in the field of science education, were designed to improve science education. (NRC, 1996). Standardized testing in science should be dependent on the development and evaluation of science tests in accordance with national science standards, such as the NSES (NRC, 1996).
Our use of the NSES Assessment and Life Science Content Standards, and guidelines from the NRC's Board on Testing and Assessment, BOTA, as tools to evaluate state standardized testing provides one approach to evaluating state-wide science examinations. We have shown in our evaluation of the Texas Biology EOC that the NSES Assessment Standard B and the BOTA standards concerning validity, reliability and fairness can be used to evaluate science state-wide assessments. The outcomes of an evaluation based on NSES and BOTA standards can be used to guide the test development process, so that future science tests meet national standards in science education. For example, future Texas Biology EOCs could be improved by 1) adding a section that contains open-ended questions which probe students' understanding of biology and allows students opportunities to communicate their views on societal biological issues, and 2) increasing the number of test items, particularly in biology concepts.
If teachers "teach to tests" that have been evaluated and developed according to national standards, such as the NSES and BOTA, there should be more teaching for deeper conceptual understanding of science and less teaching towards memorization of unrelated facts. This should create learning environments that are more conducive to effective science teaching and learning. Thus, by applying national standards in the development and evaluation of tests, both the teaching of science and the scientific literacy in our students can be improved.
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About the authors...
Julie F. Westerlund is an Assistant Professor of Biology at Southwest Texas State University in San Marcos, TX. She has eight years of experience as a high school teacher in Texas. Dr. Westerlund's research interests include inquiry-based science teaching, standardized testing in science, earth science education, and science teacher professional development. Sandra S. West is an Associate Professor of Biology at Southwest Texas State University in San Marcos, TX. She has taught in public schools at the secondary level for 18 years. Dr. West's research primarily focuses on safety in science education.


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Klein, No. 4 K-State rout No. 17 WVU
Collin Klein ran for four touchdowns and threw three TD passes as No. 4 Kansas State got little resistance from No. 17 West Virginia in a 55-14 victory Saturday night that turned a matchup of Heisman Trophy contenders into campaign ad for the Wildcats&...Tags: Texas Tech Red Raiders, College Football, Texas Longhorns, Heisman Trophy, Elections
Saturday's matchup: Kansas State at West Virginia
TV/radio: 6 p.m. Saturday; WFLD-Ch. 32. Line: West Virginia by 21/2. Records: Kansas State 6-0, 3-0 Big 12; West Virginia 5-1, 2-1. Last meeting: Kansas State won 19-0 on Oct. 31, 1931 in Morgantown. ON THE OFFENSIVE: Heisman Trophy favorite Geno...Tags: Oklahoma Sooners, West Virginia Mountaineers, Big 12 Conference, Sports, Kansas State Wildcats
College football TV lineup for Saturday
MORNING No. 6 Louisiana State (6-1) at No. 20 Texas A&M (5-1) 9 a.m., ESPN Call this a five-alarm, alarm-clock special. Texas A&M's electric offense, averaging 47 points per game, searches for crevices in LSU's stone-solid defense, giving up 14...Tags: LSU Tigers, College Basketball, Tennessee Volunteers, Colorado Buffaloes, South Carolina Gamecocks
#4 K-State gets set for #17 West Virginia
MORGANTOWN, W. Va. (AP) - Collin Klein vs. Geno Smith. A showcase of Heisman Trophy contenders. A share of Big 12 supremacy at stake. No. 4 Kansas State at No. 17 West Virginia has implications on several fronts. The Wildcats (6-0, 3-0 Big 12) can...Tags: West Virginia Mountaineers, Big 12 Conference, Kansas State Wildcats, Sports, Geno Smith
Heisman Watch: Braxton Miller, Collin Klein close gap on Geno Smith
The college football season is in full swing and the buzz is already growing on several players who could be Heisman Trophy candidates. Geno Smith, QB, West Virginia Buzz: It was bound to happen sooner or later. The Texas Tech defense spent much of...Tags: Indiana Hoosiers, Big Ten Conference, Students, LSU Tigers, Iowa Hawkeyes
Play it forward: Week ahead in college football
Five things to watch this week in college football. 1. Oregon at Arizona State on a Thursday didn't look like much of a game two months ago with the Sun Devils coming off a 6-7 season. First-year Coach Todd Graham, however, has Arizona State at 5-1 and...Tags: LSU Tigers, Texas Tech Red Raiders, South Carolina Gamecocks, Texas Longhorns, College Football
K-State ramps up Heisman campaign for QB Collin Klein
Kansas State is kicking off its Heisman Trophy campaign for quarterback Collin Klein. Well, technically the school is calling it an MVP campaign, but let's be honest here. The MVP award for college football is the Heisman Trophy so you can call it...Tags: Politics, Kansas State Wildcats, Sports, Geno Smith, College Football
#7 K-State dominates KU, 56-16 in Sunflower Showdown
KWCH 12 Eyewitness SportsA competitive first half of the Sunflower Showdown turned into the Sunflower Beatdown, once again as #7 K-State dominated hapless KU, 56-16 in Manhattan. It's the Wildcats (5-0) fourth straight win over KU in the annual instate rivalry game. K-State...Tags: National Collegiate Athletic Association, Oklahoma State Cowboys, Iowa State Cyclones, Big 12 Conference, Kansas State Wildcats
#7 K-State starting to air it out more
KWCH 12 Eyewitness SportsIn a league of high-powered offenses that love to air it out, Kansas State is a misfit. The No. 7 Wildcats would prefer, in the words of Kansas coach Charlie Weis, to "ram it down your throat every single play." But an improved passing game has allowed...Tags: Kansas Jayhawks, Kansas State Wildcats
Tom Z's Highly Unethical College Football Gambling Picks: Week 5
Before we get into this week's picks, I'd like to quickly honor the 3 biggest stars of the past week. 3) Collin Klein, Kansas State – With a lot of help from the K-State defense, Klein led the Wildcats to a victory over Oklahoma and a...Tags: Alcohol Addiction, Students, Tyler Bray, Tennessee Volunteers, South Carolina Gamecocks
Big Ten gets an ESPN 'GameDay' close-up, deserved or not
It must be a slow week if ESPN's "GameDay" is headed to the Big Ten Conference, which doesn't have a title-eligible school ranked among the top 19 of the Associated Press media poll. Close-as-it-gets No. 20 Michigan State is locking down for its...Tags: Big Ten Conference, South Carolina Gamecocks, Michigan Wolverines, Heisman Trophy, Elections
No. 15 Kansas State upsets No. 6 Oklahoma, 24-19
Collin Klein rolled up 228 yards of total offense and Jarell Childs picked up a fumble and returned it for a touchdown as No. 15 Kansas State upset No. 6 Oklahoma, 24-19. It was the Wildcats' first regular season win against the Sooners since...Tags: Oklahoma Sooners, Big 12 Conference, Kansas State Wildcats, Sports, Football
Oct 20, 2012
|Story| Herald Mail
Oct 19, 2012
|Story| Chicago Tribune
Oct 18, 2012
|Column| Los Angeles Times
Oct 19, 2012
|Story| KWCH
Oct 16, 2012
| Orlando Sentinel
Oct 15, 2012
|Column| Los Angeles Times
Oct 11, 2012
| Orlando Sentinel
Oct 8, 2012
|Story| KWCH
Oct 3, 2012
|Story| KWCH
Sep 28, 2012
|Story| WTXX-LTV
Sep 27, 2012
|Column| Los Angeles Times
Sep 22, 2012
| Orlando Sentinel
Original site for Collin Klein topic gallery.


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Local artists paint gourds
Published: Sunday, September 19th, 2004
Three area artist traveled to Taos yesterday to submit gourds they had painted for a special benefit art show of nothing but painted gourds called, "Out of your gourd".
The three, Sharon and Doug Quarles and Tom Windem, have spent much of the last week on their small canvases - preparing the surfaces, sketching the images they would create and finally actually painting their creations.
"We're having a great deal of fun with this," said Sharon Quarles.
Her husband Doug agreed but added that the shape of the surface added an entirely different level to the entire process." The show will benefit the Taos area food bank, "Shared Tables." The sponsor of the show, Leslie Cronin who owns and runs the Taos Gallery said she is very excited about having entries from artists of the caliber of the Quarles and Windem.
"They came into the gallery to visit awhile back and I just asked them, 'Have you ever painted on a gourd?'" said Cronin. "They of course said they hadn't but were willing to try. I just know it will be wonderful. All three are just superb artists."
Artists from all over the country will be participating in the benefit art show. The painted gourds will first be displayed in the Taos Gallery until they are sold to benefit the food bank on Sept. 25 between 7-10 p.m. For more information call 800-511-6773.
Click Here To See More Stories Like This


text: AGP Birthday Goody Bag (2011) Aug 5, 2011 9:32:51 GMT -5 Quote Select PostDeselect PostLink to PostMemberGive GiftBack to Top Post by irishnurse68 on Aug 5, 2011 9:32:51 GMT -5 We have that set as well, and it is absolutely worth the money. The mini AG shopping bag is in high demand among our girls! DD and I had a lot of fun with the Talk Time book on the train ride home from AGPC.


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It's not often we can use the words "classic," "elegant" and "fun"to describe a fabulous Kate Aspen favor, but those words just seem to fit our "Mod Dots" Glass Photo Coasters. Elegant enough for even the most posh event and playful enough for more laid-back occasions, our black-and-white polka dot coasters will find the perfect "spot" at your tables, too! Features and facts:-Set of two black glass coasters with white polka dots and space for a photo in the center -Each coaster measures 3 1/2" square -Photo space measures 2" h x 1 1/2" w -Gift presentation includes a white base, a clear display cover, a "For You" insert in the photo space, and a white-satin ribbon and bow -Gift box measures 1/2" h x 3 3/4" square
Product #: 480227409


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AREA FISHING TOURNAMENTS May 10-12, 2013 Treeland Walleye Challenge May 17-19, 2013 Northern Encounter May 17-19, 2013 Fishing Has No Boundaries June 21 - 23, 2013 Hayward Lions Musky Festival Fishing Contest September 5-7, 2013 Chippewa Flowage Musky Hunt October 4-6, 2013 Hayward Lakes Chapter of Muskies, Inc. Tournament October 11-12, 2013 Cabelas Bass World Championship Tournament
Spend a day or two GOLFING one of our many fine courses. Hayward (Golf Capital of Wisconsin) has 10 golf courses within an 25-mile drive. These golf courses feature rolling hills, majestic northern pines, and the finest greens interwoven with sand bunkers and water hazards. Golf amongst the scenic environment, relaxing atmosphere and charm of the Northwoods.
We also pride our home for its approximately 300,000 acres of forest. The Chequamegon National Forest alone is 124,000 acres. Its apparent why so many title Sawyer County to be the ultimate Northwoods experience. We have over 200 miles of bike trails and are home to the largest off-road bike race in North America, the Chequamegon Fat Tire Festival, mountain biking, HORESEBACK RIDING, HIKING trails, ATVING. If its FISHING youre into, Sawyer County is the place! We have over 55,000 acres of lakes, and we are home to the National Freshwater Fishing Hall of Fame. This is where world record catches are registered; there are no fishing stories here. Its easy to findjust look for the four-story musky, where you can look over Hayward from the big fishs mouth.
. . . the opportunities are unlimited.
Welcome to the northwoods! Hayward Lakes Visitors and Convention Bureau, Sawyer County, WI USA
Sawyer Country, WI, USA P.O.Box 1055 - Hayward, WI 54843 (715) 634-4801 / (800) 724-2992


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My first impression was "this is not what I saw in the pictures on the website". The place appeared older than I had expected, but the staff more than made up for it! They were helpful, courteous, and generous . We did not have a car so we took advantage of their free shuttle. They were more than willing to... More
- Also Known As:
- Springhill Suites By Marriott Chicago Elmhurst Hotel
- Springhill Suites By Marriott Chicago Elmhurst Hotel Elmhurst
- Springhill Suites Elmhurst
- Reservation Options:
- TripAdvisor is proud to partner with Booking.com, Priceline, Marriott, Travelocity, Expedia, Orbitz, Hotels.com and Tingo so you can book your SpringHill Suites by Marriott Chicago Elmhurst reservations with confidence. We help millions of travellers each month to find the perfect hotel for both holiday and business trips, always with the best discounts and special offers.


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These simple steps may be all it takes to stay healthy and stop worrying about sugar problems. This condition is growing at a scary rate, but it's also one of the most preventable diseases around.
Nearly 25% of Americans are thought to have prediabetes-a condition of slightly elevated blood sugar levels that often develops into diabetes within 10 years-but only 4% of people know it. What's worse, of those who are aware, less than half really tried to reduce their risk by losing weight, eating less, and exercising more.
Top things that reduce your lifespan
Effective And Simple Asthma Home Remedies
These are just a few of the good-for-you habits that can reverse prediabetes and ensure you never get the real thing, which can mean a lifetime of drugs and blood sugar monitoring, an increased risk of heart disease, Alzheimer's disease, and other scary health threats. Read on for 12 simple tricks everyone can start today. How to Stress Less with Nutrilite
3 Reasons To Choose


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New-look Australian paceman Peter Siddle says he's fit to fire against South Africa
- Herald Sun
- October 31, 2012
Australia's pace workhorse Peter Siddle is ready to shoulder an even bigger load despite dropping a hefty chunk of his own.
Siddle, who revealed four weeks ago that he had become a vegetarian and been off the booze for the last six months, on Tuesday said his new lean frame was fitter than it has ever been and was ready to bowl up to 35 overs a day in the coming Test series against South Africa.
The Victorian, 27, the only Aussie quick to have played every domestic Test in the past two summers, said he'd lost 5kg and changed body shape since the April tour of the West Indies.
"I'm feeling good ... the fitness is right up there and I'm feeling strong throughout the games and recovering well," Siddle said as Cricket Australia launched a new partnership with OPSM in Melbourne.
"It's another way of staying on top of injuries and maintaining good fitness and good recovery methods.
"It's put me in that position now of knowing I've done everything I can on the fitness side of things ... I've given myself every chance to steer clear of (injuries).
"Obviously we spend a lot of long days ... in hot weather and I've got confidence to last out a full Test match whether that be 20 overs or it might be 30-35 that I can keep going."
Siddle said Australia's emerging band of young quicks had also improved their fitness with the increased focus on bowlers' longevity.
But he said he stood ready to answer captain Michael Clarke's call to bowl as much as required.
Things You'll See
We bring you 12 things you will, won't and might see this summer. Make your predictions.
"I've always been like that. I like to have the ball in my hand and I like to do anything I can for the captain and the team," Siddle said.
"If I have to bowl long overs I will, but it's a good team set-up, a good squad and we'll all cover each other pretty well."
He said his preparation - along with Victorian teammate James Pattinson - had been ideal with a fourth Sheffield Shield game this week before next week's first Test.
The short matches created by Victoria's demolition jobs on Western Australia and Perth had created almost the perfect workload in the past month.
"It's worked out well," Siddle said. "The body is feeling good, I've got good rhythm through the crease and I'm feeling good throughout my spells."
Australia coach Mickey Arthur and captain Michael Clarke will appear on the season-opening episode of Inside Cricket – Monday November 5, 8:30pm (EDT) on Fox Sports 2HD.
Follow the action. Like Fox Sports.


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Digital Content Management
Media, Entertainment & Government Every day we produce and consume content at increasing rates. The problem with so much data is finding what we need quickly and using it in interactive ways to increase audience engagement, save time and provide higher relevance. Access to archived data and the ability to transmit and share it through a variety of different mediums is often a challenge requiring integration of different software and hardware systems to produce the desired outcomes. The rotating staff of 15 producer-editors uses the SGI NAS system - approximately 16 hours a day in season - to create content for HEATV. The right combination of ingest, editing and archival systems enables broadcast media to increase the capacity of digital content production for consumers.
""Having a kind of 'big brother' in the NBA go through it first made the decision a lot easier. I needed the reassurance that the system would work and because we wanted a turnkey system for a networked storage solution, having SGI physically in the NBA, and working at the NBA, was significant enough for me to make the choice with SGI. What we wanted to do, the Miami HEAT and SGI, was to basically create a module for other teams in the NBA and other sports. The SGI system is providing us with the tools that we need to produce all the different presentations for all the different mediums. We have very high standards here in Miami. And, the expectation, after winning a World Championship, is huge: We're the hottest ticket in America right now and we're under a magnifying glass. The important thing is that we feel confident that SGI will be with us as the expectations continue to rise.""
— Ed Filomia Backup and recovery system for critical financial trading solution A large financial institution in the UK supports over 22,000 users at 520 clients around the world, is used by 9 out of 10 of the world's largest asset managers and serves over 85% of global, tier-one equity brokers. Its network carries over 95 million messages each month to and from brokers, buy-sides and exchanges. Their need for a fully integrated backup and recovery solution came with stringent requirements. SGI Professional Services approached the project through simulation modeling to design and configure a resilient solution that would provide the customer with the optimal configuration to meet their requirements. Expedite news production across a network of media properties "SGI is one of the few companies that provides the needed network capability with a file server this size, ensuring a reliable and proven path to all clients who need best access to large data files." News production moves fast, is often volatile, and represents one of the most demanding broadcasting applications. The prevalence of short deadlines, immense quantities of information and a broad range of sources, pose many inherent challenges that can be successfully addressed by a shared repository-including 2 television stations and multiple radio stations.
"The success of the pilot project proved the feasibility of the undertaking and demonstrated a return on investment. We began broadcasting live news with the pilot system on December 7, 2001, and then extended to a new three-hour morning news service. In the pilot project, more than 1,000 news broadcasts were digitally produced, delivered, and archived. We have been very pleased with the quality and speed of production."
— Torben Lundberg Digital content solutions enable fast retrieval and production capabilities for sharing information with the world-or a private network of prized customers. Information delivery is critical to keep people informed, to entertain them and to do business. That's not going to change. We've been involved in some of the most innovative projects in the world, which makes us the perfect choice for your next project. Contact SGI Professional Services today to find out how we can architect a digital content solution to put your information to work successfully in an interactive environment. Contact SGI Professional Services today to find out how we can architect a digital content solution to put your information to work successfully in an interactive environment. | |


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Your Special Occasion
Ringwood Hall Hotel has a number of splendid suites - perfect for your special occasion !!
Private Dining . Special Occasions . Birthdays . Anniversaries . Christenings . Festive Occasions . Engagements .
No matter what the occasion we can make it special. So why not call our sales team on 01246 280077 to talk through your plans, see our fabulous buffet and private dining menus, and check our availability for you.
We have a number of different sized suites, perfect for all sizes of groups, you can view these online, or better still ask to come and have a look. All our splendid suites are finished in exquisite period decor with ceiling high drapes and chandeliers, to creat the perfect atmosphere for your special occasion. Our friendly and caring staff are here to assist you with every detail.
Why not make your special occasion even more special by taking advantage of our attending function accommodation rates. For only £75.00 you can enjoy a night in one of our superb double or twin ensuite bedrooms, and enjoy in the price two full cooked English breakfasts served buffet style in our restaurant - healthy options also available.
In addition you can enjoy complimentary membership to our Health & Fitness Club with indoor pool, sauna & steamroom poolside, plus well equipped gymnasium. You will need a £1 coin (returned) for your changing room locker, and large towels are available from the Health & Fitness Club reception.
You can upgrade for only £25 a night to one of our luxurious Feature Rooms or Four Posters, subject to availability of course. So call our sales team on 01246 280077 to discuss your event plans today.


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Bureau of Asset Management
Advisor to New York City Pension Funds
The New York City Comptroller serves as a member of the Board of Trustees of four of the five City Public Pension Funds and is investment advisor to, and custodian of, the five Funds. As the investment advisor to the Funds, the Comptroller has the fiduciary responsibility of investing and protecting the Funds for more than 237,000 retirees and beneficiaries and more than 344,000 City and City affiliated employees. Investing in the City's pension funds is one of the Comptroller's most critical tasks.
Through a rigorous procurement process, the Bureau of Asset Management (BAM) assists the Pension Funds in selecting investment advisors and consultants. The Funds invest in a variety of asset classes, including U.S. and foreign equities and U.S. fixed income products. The Funds also make Economically Targeted Investments.
As part of their asset allocations to U.S. equity and fixed income, a number of the Funds maintain an emerging managers' program in which a number of smaller investment advisory firms, including many minority/women owned businesses, provide services to the Funds. BAM maintains a list of Minority-and Women-Owned Broker Dealers for the Funds' investment advisors. Advisors are encouraged to use minority and women-owned broker-dealers. To be added to this list, click here.
BAM manages the Funds' cash, directs allocations to the investment advisors and assures that investments recommended by the advisors meet legal requirements. The bureau also analyzes the performance of individual advisors, their investments and transactions for compliance with investment guidelines.
In addition, BAM invests certain City funds for the short term and earns additional money for the City before the funds are distributed to pay for expenses.
Finally, BAM, on behalf of the Trustees of the Pension Funds, votes the proxies for shares held by the Funds, and coordinates Corporate Governance and Shareholder Initiatives.
See the City of New York Comprehensive Annual Financial Report of the Comptroller FY 2011 for more information on the Pension Funds.
On these pages, the use of the term "Systems" and "Funds" are used interchangeably.


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MySpaceSocial networking and dating site forums | |||||||||||||||||||||||||||||||||||||
rankings highlight
forum information Social networking and dating site forums No description has been provided for MySpace. If you would like to submit a description for these message boards, click here.
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Related sites: your site here |
MySpace is a third-party website that is not under the control of big-boards. Big-boards makes no representations whatsoever about any other website to which you may have access through this site and is not responsible for the accuracy or reliability of any information, data, opinions, advice, or statements made on MySpace or any other site. Forum software and all trademarks are the property of their respective owners.


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PRE or CO-REQUISITES:
MLIS and Dual MAS/MLIS: LIBR 500 is a co-requisite
MAS: completion of MAS core and permission of the SLAIS Graduate Adviser
GOAL : This course introduces students to the range of organizations whose purpose is to gather, organize, and transfer information; their role in society; their procedures; their rationales; how they are staffed and the division of labour in each institution. It introduces students to the profession they will eventually join as a professional librarian. The overarching goal of this course is to provide students with a better understanding of what libraries and information based organizations attempt to do in society and what activities take place in those institutions. It also attempts to provide you with an understanding of the nature and characteristics of the library profession.
Upon completion of this course students will be able to:
School of Library, Archival and Information Studies
Irving K. Barber Learning Centre
470 – 1961 East Mall
Vancouver BC Canada V6T 1Z1
Tel: 604-822-2404


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Celebrity Photos
Welcome to Right Celebrity's collection of hot photos and videos of your favorite celebrities. We encourage you to search our photo archives for Lindsay Lohan, Britney Spears, Paris Hilton, Angelina Jolie, Aishwarya Rai, and all of the hottest actresses and actors in Hollywood, Bollywood, and around the world. Our video collection is superb.
We have a particular emphasis on provocative fashion photos and videos showing the dress styles of our favorite female stars. Right Celebrity brings you the latest movies, television, sexy fashion models, gossip, dance, hot recording artists, music, international videos, and news. Picture what you want, and the pictures will be here!
Hot Celeb News:
- New Challenge on MTV: Battle Of The Exes (Cast List)
- The Challenge: Battle of the Exes "Crazy In Love" Preview
- Vinny Foti: Battle Of The Exes Interview
- Battle Of the Exes: "Love The Way You Lie" Preview
- Priscilla Presley vs Kelly Ripa


text: Highland Copper Company Inc. is a Canadian exploration company focused on exploring and developing copper projects in the "Copper Country" of the Keweenaw Peninsula within the Upper Peninsula of Michigan, U.S.A. In 2011, Highland and Keweenaw Copper Co. entered into a mining venture agreement under which they are entitled to earn a 65% interest in the Keweenaw Copper Project by spending $11,500,000 in development and exploration and completing a feasibility study by October 26, 2015. The Keweenaw Copper Project covers about 13,000 acres of mineral rights. Highland is well funded having completed a $16.5 million private placement in May 2012. Highland has put in place an experienced technical team and is conducting a drilling program with the objectives of validating the results of historic diamond drill holes covering a zone of chalcocite mineralization known as the 543S deposit and further exploring the potential of a 20-mile long chalcocite belt. Highland also intends to complete a NI 43-101 compliant resource estimate in the first half of 2013.


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Events - Detail
Insider's Look at Entrepreneurism & Social Entrepreneurism with Omar Wasow
Omar Wasow, Senior Research Assistant, in the Politics department will talk about his own career journey, with both entrepreneurial and social entrepreneurial accomplishments. His advice and experiences will form the basis of a lively discussion for all participants. Co-sponsored by the Black History Month Committee.
Location: Career Services
Date/Time: February 20, 2013 at 7:30 pm - 8:30 pm
Omar Wasow will be an Assistant Professor in the Department of Politics in the fall of 2013. His research focuses on race and politics, particularly in relation to education and criminal justice. In addition, Omar was the co-founder of BlackPlanet.com, a social network he helped grow to over three million users a month. Omar also works to demystify technology through regular TV and radio segments. In 2003, he helped found a K-8 charter school in Brooklyn. He is a recipient of the NSF Graduate Research Fellowship and the Aspen Institute's Henry Crown Fellowship. Follow him on Twitter at @owasow.


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(Nearly) full tickless operation in 3.10
Since the resource management code was added by Linus at the beginning of the 2.3 development cycle, the unsigned long type has been used to track actual resource values. That worked at the time, but it can be problematic on 32-bit machines which have I/O memory resources at high addresses. If a memory region is located out of the 32-bit range, the resource management code can no longer deal with it.
The solution, of course, is to start using 64-bit numbers to track resource allocations. Vivek Goyal (along with others) has been working for some time on a set of patches which makes this change. Those patches have been fixed up by Greg Kroah-Hartman and, by all appearances, are set for merging once the 2.6.18 development cycle starts.
Introducing new typedefs into the kernel is generally frowned upon, but this patch creates resource_size_t anyway. Early in the patch series, this type is just unsigned long; only when the type has propagated through the source is it changed to a 64-bit value. There is a configuration option controlling whether 64-bit resources are used; interestingly, 64-bit is the default, and the old 32-bit mode is marked "experimental."
The result of the change is that the prototypes for some commonly-used functions change:
struct resource *request_region(resource_size_t start, resource_size_t n, const char *name); void release_region(resource_size_t start, resource_size_t n); struct resource *request_mem_region(resource_size_t start, resource_size_t n, const char *name); void release_mem_region(resource_size_t start, resource_size_t n);
Most driver code will be unaffected by these changes; simple constant resource locations will still work, and, in many cases, the bus layer handles the details of resource allocation anyway. But, in cases where a driver is directly storing or working with resource locations, the new type will have to be used.
Copyright © 2006, Eklektix, Inc. Comments and public postings are copyrighted by their creators. Linux is a registered trademark of Linus Torvalds