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I am often asked about how to appropriately monitor student progress in relation to interventions. Progress monitoring is a key feature of Response to Intervention (RTI), and in fact, there can be no RTI unless we are monitoring the extent to which students are responding to our intervention.
How do we monitor the progress of school's overall RTI efforts? How can we be sure that our coordinated, systematic supports on behalf of students are resulting in positive outcomes? What would the indicators be? Many schools express confusion about the best measure to use. I feel that the confusion relates not to progress monitoring but to how targeted the intervention is.
The Right Intervention
The best intervention is a targeted intervention. Yet we find that interventions are too frequently broad in nature and that they often address symptoms instead of causes. When the specific cause of reading difficulties is a challenge with multi-syllabic phonics, for example, providing general reading support is too broad an intervention. Similarly, providing support for adding fractions with unlike denominators is not an appropriately targeted intervention when the cause is difficulty related to finding equivalent fractions. I encourage teams to target interventions as specifically as possible on the causes of difficulties.
When interventions are appropriately targeted, the type of progress monitoring process to employ will be clear. If multi-syllabic phonics interventions are provided, monitor student improvement in decoding multi-syllabic words. When interventions are provided for multiplication or finding equivalent fractions, monitor student improvement in these areas.
Creating a Plan
When monitoring the progress of RTI efforts, start by revisiting the specific areas of student need that were targeted.
We know that RTI and the practices associated with it are among the most research-proven strategies a school can engage (Hattie, 2011). But just implementing RTI-based practices is not enough. We must ensure that RTI is resulting in improved student outcomes.
Just as with any school initiative, monitoring the progress and success of RTI is essential. Schools should identify what will be measured, how it will be measured, and when it will be measured before getting started. Once these measures are defined, questions about progress monitoring can be more easily resolved, and the real work of RTI can begin with confidence for success.
Related reading:
Corey's Story: My Son No Longer Needs Intervention After Using Fast ForWord
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Categories: Education Trends, Reading & Learning, Special Education
There's a tug of war going on in American schools, a tension between learners' developmental needs and the academic rigor required to meet challenging educational standards. In the classroom, where standardized assessments are the driving force of the day, the developmental realities of learners are often overlooked and shortchanged—and it's something we ought to be talking about.
Signs of a Struggle
My co-worker's son, Eli, is a case in point. As a kindergartener, he was expected to sit cross-legged with his hands in his lap on an 18" x 18" carpet square for 30-40 minutes of circle time each morning—something he was often unable to do. His teacher regularly reported home that Eli needed to improve in his ability to sit still, and the enthusiasm he had for school in September quickly waned.
His mother discussed the situation with her child's pediatrician, who replied that Eli's difficulty sitting still was a developmental stage that was perfectly normal for a five-year-old boy. The doctor also noted that Eli was expending so much energy trying to sit still that he was probably not able to attend to what he was supposed to be learning.
Eli's parents transferred him to a different school the following year where he was assigned a teacher who designed her learners' activities with their developmental needs in mind. For example, she gave her socially focused first-graders many opportunities to work with other learners in pairs or groups. Eli's motivation skyrocketed, and in addition to performing at the top of his class academically, he began describing himself as a person who liked to be challenged.
Meeting Learners Where They Are
With so much to accomplish each year, and so little time, it's no surprise that considerations around learners' developmental stages often take a back seat to the focus on academic rigor. But as Eli and his parents learned, a standards-based curriculum isn't likely to be effective if students are developmentally unable to attend to the material as it's presented.
Some educators are calling for a renewed interest in child development and a move toward creating more developmentally appropriate classrooms for young learners. What might classrooms look like if developmental considerations were given greater weight? Here are just a few possibilities:
The Original Common Core
Long before we had the Common Core Standards, we understood that there are developmental stages that children step through as they move toward adulthood. Although children progress through them at different rates and there can be considerable overlap between stages, the stages are predictable for most children.
Learners bring their entire developmental selves to school each day, not just the cognitive components that are reflected in their standardized test scores. Classrooms that don't take standards and developmental considerations into account aren't likely to move students as far ahead as they need to go to stay on track.
Educators may find that aligning communication styles and classroom activities with their learners' developmental stages results in less time spent on discipline and more time on task. Loosening the reins a little by adapting to learners can support the more "serious" work of building the cognitive skills that matter so much in meeting today's standards.
Wood, C. (2007). Yardsticks: Children in the Classroom Ages 4-14. Turners Falls, MA: Northeast Foundation for Children.
Eccles, J.S. (1999). The Development of Children Ages 6 to 14. The Future of Children, 9(2), 30-44.
Related reading:
How to Support Social Development in Young Children
Building Unstructured Play Into the Structure of Each Day
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Education Trends, Reading & Learning
If you want to master something, teach it. Or so the saying goes. But is the platitude based in fact? Can students really learn better by explaining? The evidence says yes.
The Self-Explanation Effect
Research shows that coming up with an explanation can help students learn more effectively than having an explanation handed to them (Fonesca and Chi, 2010). For example, when two groups of learners study the same material but only one group is tasked with explaining it (the other group engages in alternative tasks or spends an equivalent amount of time studying), the explainers typically outscore the non-explainers on a post-test (Lombrozo, 2013).
How Explaining Helps Students Learn
How does explaining yield these results? Hypotheses abound:
There's recent evidence, as well, that explaining may be easier than predicting. Preschoolers in one study, for example, were able to explain another person's behavior more accurately than they were able to predict it (Legare, Wellman, & Gelman, 2010).
Why Does Explaining Help Learning?
One theory says that explaining sheds light on causal relationships and causal mechanisms. For instance, when a group of children was asked to explain how an unfamiliar mechanical toy worked, the explainer group showed a greater understanding of the toy's mechanics than did children in another group that was invited to simply observe the toy. However, the explainer group did not have any greater awareness than the observer group when it came to details that weren't relevant to the toy's workings—such as the toy's colors (Legare and Lombrozo, unpublished data, cited in Lombrozo, 2013).
An alternate theory suggests that explaining helps learning because it requires the learner to relate a specific property or event to more general principles or patterns. In studies of category learning, learners who were tasked with explaining were more likely to discover patterns underlying the category structure than learners who were given alternate tasks (Williams and Lombrozo, 2010). This theory also predicts that explaining can sometimes impair learning when the material being explained is not strongly rule-based—and recent findings confirm this prediction (Williams, Lombrozo, & Rehder, 2010).
Much is still unknown about the role of explanation in learning, but it's clear that explaining engages the brain in a way that other tasks do not. Perhaps some of the benefit comes from the fact that explaining something clearly and accurately demands more evolved language skills than those required when simply receiving an explanation. Students who improve their language skills, as with Fast ForWord, are likely to be better explainers and learners—and that sounds like a pretty big win in the classroom.
Fonesca, B.A., & Chi, M.T.H. (2010). Instruction based on self-explanation. In R. Mayer & P. Alexander (Eds.), The handbook of research on learning and instruction (pp. 296-321). Oxford, UK: Routledge.
Lombrozo, T. (2013) Explanation and abductive inference. In K.J. Holyoak & R.G. Morrison (Eds.), The Oxford handbook of thinking and reasoning (pp. 260-276). New York, NY: Oxford University Press.
Legare, C.H., Wellman, H.M., & Gelman, S.A. (2009). Evidence for an explanation advantage in naïve biological reasoning. Cognitive Psychology, 58(2), 177-194. doi:10.1016/j.cogpsych.2008.06.002
Williams, J.J., & Lombrozo, T. (2010). The role of explanation in discovery and generalization: evidence from category learning. Cognitive Science, 34(5), 776-806. doi:10.1111/j.1551-6709.2010.01113.x
Williams, J.J., Lombrozo, T., & Rehder, b. (2010). Why does explaining help learning? Insight from an explanation impairment effect. In S. Ohlsson & R. Catrambone (Eds.) Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2906-2911). Austin, TX: Cognitive Science Society. Retrieved from http://cocosci.berkeley.edu/joseph/WilliamsLombrozoRehder.pdf
Related reading:
The Question Formulation Technique: 6 Steps to Help Students Ask Better Questions
Teaching Inference as a Reading Strategy: The What, the How, and the Why
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Education Trends, Reading & Learning
Do you recall how you learned to read? Were you an early reader, someone who learned to read before starting school? I was an early reader and so were my brother and sister. Yet, we didn't learn to read in the way that most early readers learn.
According to Dolores Durkin's landmark study of early readers, most children who start school knowing how to read were read to on a regular basis by their parents. My family was lower middle-class and I cannot recall my parents reading to or with me in the traditional sense—sitting next to me with a children's storybook. Indeed, after reading Durkin's study, I had to ask my mother how I learned to read.
When I chatted with my mother about this, she reminded me that my father was a musician who played in his band on weekends at local clubs. Although his day job was as a factory worker, he would regularly come home from work, take his shower, and come into the living room with his saxophone or clarinet in hand. For a half hour to an hour several days a week he would rehearse for his upcoming gig (big band songs popular from the 1940s and 50s) while my mother, brother, sister, and I would often sit with him and sing along with the songs that we had heard him play and heard on the radio throughout our childhoods. We also had songbooks in front of us so we could follow along with the words after my mother's lead. The rhythmic and melodic nature of these old songs made them easy to learn and remember. As we sang them week after week, we apparently began to match the words that we were singing with the printed words in the songbooks. I never thought of this as reading, but in retrospect it clearly was one of my initiations into reading the printed word.
I also remember my mother regularly reading poetry to me after I had said my nighttime prayers and before I went to sleep. Mom often had a favorite child's poem or prayer that she would read once or twice while I would listen. After a minute or two to chat about the poem I was off to sleep. Over the course of the next several days she would bring in the same poem and invite me to join in the recitation, eventually reaching the point where I could often recite the entire text on my own. Later, she would show me the poem in the printed form and I found I could read it to her. Although my "reading" was mostly a matter of memorization of the poem, the fact that I was matching the words I recited to the words on the page was an early form of reading. Interestingly, when my mom took me in for first grade screening (we didn't have kindergarten in my school), I read for the teacher and found myself spending time in the second grade classroom for reading instruction.
Now years later as I reflect on how I learned to read, I realize that many of the things my parents had done to introduce me into reading were much the same methods that have been advocated for building phonemic awareness, phonics, and fluency—the Common Core foundations for reading. My parents exposed me to short, highly rhythmic and melodic texts that were enjoyable, easy to learn, and played with the sounds of language. Before I recited the songs and poems on my own, my parents modeled the texts by reading or singing them to me. Later we engaged in a form of assisted reading by reading them together as a family or with one of my parents. And then, once I had learned the songs and poems, I found myself reciting them over and over again—I had a hard time getting them out of my head. Although my parents may not have known the term "repeated reading," that was exactly what they were providing for my siblings and me.
Sometimes the best models for good reading instruction can be found in our own personal histories. I think I found my models and inspiration for my work in reading fluency from my own parents. Thanks Mom and Dad!
Further reading:
Reutzel, D.R. & Cooter, R.B. (2004). The Essentials of Teaching Children to Read. Upper Saddle River, NJ: Prentice Hall.
1Durkin, D. (1978 - 1979). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14, pp. 481-533.
Related reading:
Inspiring Fluency: One School's Journey to Improve Reading Skills
Why We Can't Neglect Reading Fluency – A Personal Journey
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Family Focus, Reading & Learning
Last week's blog post ended with the mention of a new (2013) peer-reviewed study showing that Fast ForWord Language v2 improved auditory processing in children with auditory processing disorders (APD). The study also provided evidence that the children's brains rewired themselves during the eight-week study to more closely resemble typical brains. Today I want to go deeper into these findings.
To understand what brain changes the researchers found it is helpful to explain first how the brain actually goes about the task of perceiving speech. The first job the brain has to tackle when one person is listening to another person speak is to sort out the speech signal from the other sounds in the environment. That, of course, is the problem we have when listening to someone at a loud party. But that is also a challenge in most classrooms. Children, as we know, have trouble sitting perfectly still and younger children especially are often fidgeting and scooting their chairs around as well as whispering to children nearby. Add to that noise that comes from outside the classroom like hallway noise and playground noise, which even the best teacher cannot control, and a classroom can be a very noisy place. Part of maturation of the brain is the ability to learn to filter out irrelevant noises. But children must learn to do this and many with APD find that a real challenge.
It is not clearly understood why some children develop this capacity to filter speech from noise fairly easily and others do not, but audiologists do know that the problem can be traced to specific regions of the brain, especially regions of the brainstem. These regions can be tested through a process referred to as auditory brainstem response, or ABR. This test allows researchers to measure brain stem responses to sound through use of electrodes placed on the scalp. ABR is a critical measure of sound processing because it provides information about how well the auditory pathways to the brain from the ear have matured and how well they are functioning. In the study at Auburn University, a specific kind of ABR was used that has been shown to be especially helpful in diagnosing APD in children with language-based learning problems. It is called BioMARK. Using this procedure, the researchers could objectively measure whether a specific intervention not only improved listening skills but also whether it changed the brainstem response to speech.
To test whether auditory processing disorders can be improved though targeted intervention, the researchers at Auburn identified four children with APD using a battery of auditory processing, language, and intelligence tests that they administered before and after eight weeks of Fast ForWord Language v2. They also used BioMARK testing before and after Fast ForWord to determine if the actual brainstem response was affected by the intervention.
Their results were very exciting. The children who completed all of the before-treatment tests, eight weeks of Fast ForWord Language training, and all the post-treatment tests plus BioMARK showed marked improvements in their auditory processing skills. For example, the children showed improvements in a test designed to assess listening to competing words (like we have to do when two people are talking to us at the same time) as well as deciphering words that are not very clear (like listening on a cell phone when there is a poor connection). They also improved in skills like listening for sound patterns and remembering complex sentences. And, important to teachers and parents, one of the children showed marked improvement in a measure of nonverbal intelligence as well as ability to follow complex directions.
Those results alone were remarkable after just eight weeks of intervention. But the most compelling part of the research was the finding that the BioMARK results also changed significantly in the children. And the changes were positive, meaning the children's brain stem responses resembled typical children, those who do not have any evidence of auditory processing disorders affecting language skills and listening. In other words, the eight weeks of Fast ForWord resulted in what brain scientists call "neuroplastic" changes in brain function. And the changes occurred specifically in regions that are very specific to and important for accurate listening and language processing.
Abrams, D.A., Nicol, T., Zecker, S.G., &Kraus, N. (2006). Auditory brainstem timing predicts cerebral dominance for speech sounds. Journal of Neuroscience, 26(43), 11131-11137.
King, C., Warrier, C.M., Hayes, E., &Kraus, N. (2002). Deficits in auditory brainstem encoding of speech sounds in children with learning problems. Neuroscience Letters 319, 111-115.
Krishnamurti, S., Forrester, J., Rutledge, C., & Holmes, G. (2013). A case study of the changes in the speech-evoked auditory brainstem response associated with auditory training in children with auditory processing disorders. International Journal of Pediatric Otorhinolaryngology, 77(4), 594-604. doi: 10.1016/j.ijporl.2012.12.032
Wible, B., Nicol, T., Kraus, N. (2005). Correlation between brainstem and cortical auditory processes in normal and language-impaired children. Brain, 128, 417-423.
For further reading:
Related reading:
Dyslexia, Auditory Processing Disorder, and the Road to College: Maria's Story
What Makes a Good Reader? The Foundations of Reading Proficiency
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Brain Fitness, Brain Research, Education Trends, Fast ForWord, Reading & Learning, Special Education
Does this ever happen to you? You ask your child to do something simple, and he or she says, "huh?" For example, you might say something like, "Chris, time to get ready for school: go upstairs, get your shoes, grab your homework (we worked really hard on that last night) and shut your window because it looks like rain." And your child acts as though he didn't hear a word.
Often teachers describe a child like this as having poor listening skills because the same thing will happen in class—except that in school the child misses important assignments, fails to follow instructions on tests, or is unable to learn information when it is presented orally. What is going on here?
Parents or teachers may assume that a child is deliberately ignoring them when they ask to have instructions repeated or miss important information in school. But audiologists, who are specialists in hearing, have identified a specific reason for these listening problems. They refer to them as auditory processing disorders, or APD for short.
APD is not a hearing loss and not an attentional problem, although it can often seem as though the child is not paying attention. Rather, with APD a child has trouble figuring out what was said, although it sounds loud enough. All of us suffer from this problem when we are trying to listen to someone talk in a very noisy room, like at a party where a band is playing very loudly. We know the person is speaking—we can hear their voice—but we can't easily discern what they are saying. Sometimes we try to read the person's lips to figure out what they are talking about. But after a while it gets so hard to listen we just tune out or leave the situation. Now, imagine you are a child and speech always sounds muddled like that. The child's natural instinct, just like yours, is just to stop listening. As a result, children with APD often achieve way under their potential despite being very bright. And in some cases, the children may have speech and/or language problems as well.
Audiologists have been able to diagnose auditory processing problems for many years. The recommendations for school intervention with children with this disorder have been largely compensatory, such as "seat the child at the front of the class, right in front of the teacher" or "amplify the teacher's voice with a microphone and provide the child with a listening device to hear the teacher's amplified voice more clearly than other noises in the room." Specific, targeted interventions like Fast ForWord are a more recent development.
Although Fast ForWord Language and later Fast ForWord Language v2 were specifically developed to treat temporal sequencing problems associated with specific language impairment, and the programs have been successfully used as a clinical intervention for auditory processing problems for fifteen years, specific peer-reviewed case studies on auditory processing benefit from these programs has been lacking. That changed in April of this year (2013) when researchers at Auburn University, a leader in the study of APD, published controlled research in International Journal of Pediatric Otorhinolaryngology on the benefits of intervention with children diagnosed with APD. The researchers not only found that Fast ForWord Language v2 improved auditory processing skills, and in one child language and cognitive skills as well, but they found evidence of what scientists call "neuroplastic" brain changes in the children with APD after the program as well. This means that the children's brains were rewiring themselves and getting better at auditory processing at the same time.
I will discuss the study in detail in next week's blog post. If you're not already a subscriber, you can sign up here to have the next blog post delivered to your inbox.
Abrams, D.A., Nicol, T., Zecker, S.G., &Kraus, N. (2006). Auditory brainstem timing predicts cerebral dominance for speech sounds. Journal of Neuroscience, 26(43), 11131-11137.
King, C., Warrier, C.M., Hayes, E., &Kraus, N. (2002). Deficits in auditory brainstem encoding of speech sounds in children with learning problems. Neuroscience Letters 319, 111-115.
Krishnamurti, S., Forrester, J., Rutledge, C., & Holmes, G. (2013). A case study of the changes in the speech-evoked auditory brainstem response associated with auditory training in children with auditory processing disorders. International Journal of Pediatric Otorhinolaryngology, 77(4), 594-604. doi: 10.1016/j.ijporl.2012.12.032
Wible, B., Nicol, T., Kraus, N. (2005). Correlation between brainstem and cortical auditory processes in normal and language-impaired children. Brain, 128, 417-423.
Related reading:
Auditory Processing Skills & Reading Disorders in Children
What New Brain Wave Research Tells Us About Language-Based Learning Disabilities
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Brain Fitness, Brain Research, Fast ForWord, Reading & Learning, Special Education
If you've been following Dr. Timothy Rasinski's webinars and posts on this blog, then you know how passionate he is about reading fluency. In September, more than 2000 educators signed up to hear Dr. Rasinski speak about the importance of fluency instruction.
What fluency is really about, Rasinski explained, is automaticity in word recognition and reading with appropriate expression. There are many kids at the middle school level and higher—and even adults—Rasinski said, who come across as robotic readers and could benefit from greater fluency.
Dr. Rasinski entertained many questions along the way in his most recent webinar, such as:
A recording of the complete webinar, including audience questions and answers, is now available. Anyone who works with beginning or struggling readers, or who wishes to improve their own reading fluency, can benefit from Rasinski's insights.
In just a few short weeks, Dr. Rasinski will return to give a follow-up presentation continuing the fluency conversation. The next presentation will focus on methods for effective reading practice. Check our webinar registration page for details, or follow us on Twitter or Facebook for webinar announcements
Related reading:
Why Dr. Timothy Rasinski Thinks Reading Fluency Should Be "Hot!"
Reading and Riding: How Learning to Read is Like Learning to Ride a Bike
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Education Trends, Reading & Learning, Reading Assistant
When teachers think of teaching writing, they typically begin with the type of writing they want their students to compose—persuasive pieces, personal narratives, academic essays and the like. They think of following the steps of the writing process—prewriting, drafting, revising, editing, and publishing—and conduct mini-lessons during writers' workshop. Others teachers begin diagraming sentences, discussing subject-verb agreement or distinguishing between nominative and objective case pronouns.
All too often, however, little attention is given to the cognitive skills of writing. And that's a shame, because cognitive skills are the building blocks upon which writing depends.
The Cognitive Building Blocks of Writing
Cognitive skills such as memory, attention, sequencing, and processing speed underlie all composition. It is generally presumed that by middle and high school, students have mastered these basic cognitive skills, and, as such, mainstream writing curricula for secondary students rarely explicitly address the cognitive skills of writing. Nonetheless, research evidence is mounting that many middle and high school students who continue to struggle with writing have not mastered the underlying cognitive and linguistic skills on which written language depends (Berninger, Fuller, & Whitaker, 1996)
To write cohesive, readable, and understandable text, the writer must not only have a firm linguistic foundation in order to select the appropriate vocabulary and grammatical structure to convey the meaning intended, but must also hold the concepts, vocabulary, and grammatical form of sentences and paragraphs in working memory while formulating each new sentence.
The writing process itself places considerable demands on real-time verbal working memory, as writers construct and hold in mind the ideas they wish to express, inhibiting the irrelevant and attending to the relevant details of what they are presently writing. Simultaneously writers must keep in mind what they have already written, and plan for what they are about to write to complete their thoughts (Torrance & Galbraith, 2008).
Another cognitive skill that has been shown to affect writing is focused and sustained attention (Ransdell, Levy, & Kellogg, 2002). A writer's full attention is consumed in thinking about what to say and applying correct spelling, punctuation, and syntactical rules to what is written. Sentence generation involves consciously reflecting on and manipulating knowledge that needs to be retrieved rapidly from long-term memory or actively maintained in short-term working memory. Writers must toggle their attention between formulating their thoughts to be written and the transcriptional demands of actually recording these thoughts in written form, all the while inhibiting distractions from the environment.
Sequencing and Processing Speed
Writing also places heavy demands on both perceptual and motor sequencing. Writers must process their thoughts sequentially as they compose letters into words, words into sentences, and sentences into paragraphs that conform to the rules of any language. Applying language rules during writing—from recalling the correct sequence of letters within words, to recalling the proper order of words within sentences (such as, in English, nouns precede verbs and adjectives precede nouns), to building multiple paragraphs within a composition—also places particularly heavy demands on the writer's sequencing abilities.
As the writer translates this mental process into a motor process of composing each word in a sentence, all preceding words in that sentence must be kept in working memory while words and sentences are strung into paragraphs. The writer needs to coordinate these cognitive tasks almost simultaneously, placing heavy demands on processing speed. The significance of processing speed is felt most heavily in the classroom, where students who cannot process rapidly enough are often times left behind.
What the Research Says
Because of the heavy cognitive demands that writing places on attention, sequencing, working memory, and processing speed, Robert T. Kellogg, a professor of psychology at Saint Louis University suggested (Kellogg, 2008) that explicit cognitive skills training programs—especially ones that emphasize deliberate practice—might prove particularly beneficial in improving student's writing skills.
In two separate studies conducted by the author (Rogowsky, 2010; Rogowsky, Papamichalis, Villa, Heim, & Tallal, 2013) a significant improvement in students' writing skills occurred after their participation in a computer-based cognitive and literacy skills training. In the first study, a pretest-posttest randomized field trial was conducted in a public middle school (Rogowsky, 2010). The study compared the writing skills of sixth-grade students who either did or did not receive individually adaptive, computer-based cognitive skills instruction (Fast ForWord) in conjunction with their standards-aligned comprehensive literacy curriculum for one school marking period (45 days). The writing skills of students who received the cognitive training, in addition to the standards-aligned comprehensive literacy curriculum, improved significantly more than those who received the standards-aligned comprehensive literacy curriculum alone, with a large between-group difference.
In a second study, Fast ForWord training was shown to improve college students' writing (Rogowsky et al., 2013). College students with poor writing skills participated in 11 weeks of computer-based cognitive and literacy skills training, and were compared to a group of college students from the general population of the same university. Results from this study showed the group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training. Although writing was not explicitly trained, the individually adaptive, computer-based training designed to improve foundational cognitive and linguistic skills generalized to improve writing skills in both middle school and college students.
What it Means for Writing Instruction
Based upon these two studies, there is clearly a link between writing and the foundational cognitive skills upon which writing exists. Learning to write is one of the most cognitively demanding academic activities a student must perform. It is not surprising that so many students struggle to perfect and improve their writing abilities throughout their academic years. In addition to the traditional writing methodologies, the future of writing instruction calls for the inclusion of cognitive skills training.
Berninger, V.W., Abbott, R.D., Swanson, H.L., Lovitt, D., Trivedi, P., Lin. S., Gould, L., Youngstrom, M., Shimada, S., & Amtmann, D. (2010). Relationship of word- and sentence-level working memory to reading and writing in second, forth, and sixth grade. Language, Speech, and Hearing Services in Schools, 41, 179-193. doi:10.1044/0161-1461(2009/08-0002)
Berninger, V.W., Fuller, F., & Whitaker, D. (1996). A process model of writing development across the life span. Educational Psychology Review, 8(3), 193-218. doi: 10.1007/BF01464073
Kellogg, R.T. (2008).Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1-26. http://www.jowr.org/articles/vol1_1/JoWR_2008_vol1_nr1_Kellogg.pdf
Ransdell, S., Levy, C. M., & Kellogg, R.T. (2002). The structure of writing processes as revealed by secondary task demands. L1-Educational Studies in Language and Literature, 2(2), 141-163. doi: 10.1023/A:1020851300668
Rogowsky, B.A. (2010). The impact of Fast ForWord® on sixth grade students' use of Standard Edited American English. (Doctoral dissertation). Retrieved from ProQuest Digital Dissertations. (AAT 3432348)
Rogowsky, B.A., Papamichalis, P., Villa, L., Heim, S., & Tallal, P. (2013). Neuroplasticity-based cognitive and linguistic skills training improves reading and writing skills in college students. Frontiers in Psychology, 4, 137. doi: 10.3389/fpsyg.2013.00137
Torrance, M., & Galbraith, D. (2008). The processing demands of writing. In C.A. MacArthur S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (67-80). New York, NY: Guilford Press.
Related reading:
Reading to Write: Fast ForWord Writing Improvement Among College Students
What Makes a Good Reader? The Foundations of Reading Proficiency
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Brain Fitness, Fast ForWord, Reading & Learning
Last week, Scientific Learning was pleased to host The Neuroplasticity Revolution, a webinar with Dr. Norman Doidge—psychiatrist, psychotherapist, researcher, and author of the New York Times bestseller The Brain That Changes Itself. The concept of brain plasticity—the brain's ability to grow and change in structure and function in response to experience—is "the most important change in our understanding of the brain in 400 years," Doidge told an audience of more than 3800 registrants.
Doidge reviewed concepts of brain and mind in history—dominated until very recently by the idea that the adult brain is hard-wired and therefore fixed in ability—and explained why it took scientists such a long time to observe and accept the brain's plasticity. He then told the story of a woman named Cheryl, who was fortunate to find herself in need of brain rehabilitation after that old notion had been put to rest.
Cheryl had a balance problem. Her sense of balance had been so damaged by the antibiotic gentamicin that she couldn't stand up without feeling that she was falling. Physician-neuroscientist Paul Bach-y-Rita treated Cheryl with "sensory substitution," a therapy he developed that provided corrective sensory feedback from a motion sensor through electrodes to Cheryl's tongue. The technique immediately helped Cheryl gain her bearings and she found that she could maintain her balance for a period of time after removing the training gear. This residual effect gradually lengthened, and over the course of a year, Cheryl regained the ability to stand normally without using the device at all.
Cheryl was able to regain normal function, said Doidge, despite having 97.5% damage to her vestibular apparatus—the semicircular canals in the ear that connect to the brainstem and help to orient us in space. He noted that often, but not always, there's some kind of neural workaround even in severe cases. Cheryl's recovery not only seems miraculous, but also points to the fact that her brain changed itself to heal—by recruiting dormant pathways or making new pathways for the corrected sensory information to travel.
Cheryl's, story, said Doidge, is just one example of how the brain learns. He went on to discuss "conventional learning" and learning disorders in the classroom, walking his audience through Dr. Michael Merzenich's research demonstrating the neural underpinnings of brain plasticity and learning.
Dr. Merzenich conducted a series of experiments in which he rearranged the wiring of the nerves connecting a monkey's fingers to its brain. He expected to see the brain maps for these fingers become distorted or jumbled, but instead found that they turned out fairly normal. He realized that the brain was able to adapt to the structural changes by taking timing into account. The thumb usually initiates movement, for example, followed closely in time by the index finger. The middle and ring finger behave in a similar way. And Merzenich realized that the monkey's brain used the timing intervals to determine which fingers were adjacent to one another and map them accordingly. These experiments finally converted the brain plasticity skeptics.
A recording of the full webinar is now available on the Scientific Learning website. Watch and learn:
Related reading:
Overcoming Language and Reading Problems: The Promise of Brain Plasticity
Auditory Processing Skills & Reading Disorders in Children
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Brain Fitness, Brain Research, Fast ForWord, Reading & Learning, Scientific Learning Research
See the original infographic at http://www.readingassistant.com.
Related reading:
Why We Can't Neglect Reading Fluency – A Personal Journey
The Essential Nature of Developing Oral Reading Fluency
Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!
Categories: Reading & Learning, Reading Assistant


text:
Product Summary
Slim-Fast! 3-2-1®Plan. Want to look great for that special occasion coming up? Or just have some weight to lose? With tasty variety, balanced nutrition and proven results, Slim-Fast! 3 2 1®Plan is the simple daily plan to help you get results and lose weight now! Pick 3 snacks a day - A fruit, veggies or a Slim-Fast! Snack. Choose 2 Slim-Fast! meals: shakes or bars. Have 1 sensible 600 kcal meal. Drink around 2 litres of water and get some exercise. Create your Free 3-2-1®Plan on www.slimfast.co.uk. To get the best out of the plan and for free support visit www.slimfast.co.uk or www.slimfast.ie
SOYA Nuggets (25%) (Isolated SOYA Protein, Tapioca Starch, Calcium Carbonate, Salt), White Chocolate (12%) ^Sugar, Cocoa Butter, Whole MILK Powder, WHEY Powder, Skimmed MILK Powder, Emulsifiers (SOYA Lecithin, Polyglycerol Polyricinoleate), Vanilla Extract], Glucose Syrup, Bulking Agent (Polydextrose), Oligofructose Syrup, Pectose Paste (Fructose, Dried Glucose Syrup, Water, Flavourings, Pectin), Rice Crispies (5.3%) (Rice Flour, Sugar, Skimmed MILK Powder, Dextrose, Malted WHEAT Flour, Salt, Rapeseed Oil, Emulsifier (SOYA Lecithin)], Dried Cranberries (4.9%) (Sugar, Cranberries, Sunflower Oil), Humectant (Vegetable Glycerol), Sunflower Oil, Vitamins and Minerals*, Isolated SOYA Protein (3%) ^Isolated SOYA Protein, Emulsifier (SOYA Lecithin)], Oatflakes (GLUTEN), Freeze Dried Raspberry (1%), Freeze Dried Strawberry (1%), Flavourings, Emulsifier (SOYA Lecithin), Salt, Caramelised Sugar Syrup, LACTOSE, *Vitamins and Minerals: Dipotassium Phosphate, Calcium Carbonate, Vitamin C, Magnesium Oxide, Niacin, Ferric Pyrophosphate, Vitamin E, Zinc Oxide, Pantothenic Acid, Vitamin B6, Riboflavin, Thiamin, Vitamin A, Copper Carbonate, Folic Acid, Potassium Iodide, May contain traces of Egg, Peanuts and Tree Nuts
Preparation & Storage
- If you are adolescent, pregnant, breastfeeding, have a medical condition, or want to lose more than 20% of your weight - then talk about your weight loss plans with your doctor or dietitian. Slim-Fast! meals are not designed to be your only food - add a balanced nutritious meal and healthy snacks every day. Can only help weight loss as part of a calorie controlled diet and an active lifestyle.
Store in a cool dry place.

subset: commoncrawl


text:
Tag Archives: Forbes
Biz magazine ad revenue growth doubles rest of industry
by Chris Roush
The 13 business magazines reported ad revenue of $588.2 million in the first six months of 2011, up 8.6 percent from the first six months of the previous year, far outpacing the 4.0 percent increase for the entire magazine industry, according to data released Thursday by the Publishers Information Bureau and analyzed by Talking Biz News.
Ad pages also rose 4.1 percent to 6195.95 for the business magazines, which also outperformed the 1.3 percent decline in ad pages for the entire industry during the first half of the year.
The increases continue the biz magazine industry's rebound after years of declines. Ad revenue rose 9.6 percent and ad pages rose 7.2 percent in 2010 after a 21.7 percent decline in ad revenue and a 28.7 percent decline in ad revenue in 2009.
The strongest performer in the first half of the year was Wired, which saw a 37.7 percent increase in ad revenue to $43.9 million and a 26.6 percent increase in ad pages to 412.44.
Among the biggest business titles, Bloomberg Businessweek continues to outperform Forbes and Fortune. It reported a 27.7 percent increase in ad revenue to $98 million and a 15.8 percent increase in ad pages to 15.8 percent.
In comparison, Forbes reported a 2.6 percent rise in ad revenue to $111.7 million and a 3.2 percent decline in ad pages to 767.18 for the first six months of 2011. Fortune reported a 4.6 percent increase in ad revenue to $84.2 million and a 1 percent decline in ad pages to 629.06.
The personal finance magazines continue to struggle.
Money magazine's ad revenue fell 9.8 percent to $50.9 million in the first six months of the year, while its ad pages fell 13.7 percent to 236.38. SmartMoney's ad revenue fell 8.2 percent to $17.4 million and its ad pages fell 13.1 percent to 179.50.
Fast Company performed well in the first six months of the year. It saw a 21.7 percent rise in ad revenue to $21.3 million and a 17.1 percent rise in ad pages to $246.69.
See all of the magazine data here.
The battle between Forbes magazine and Forbes.com
by Chris Roush
Stewart Pinkerton, the former managing editor of Forbes who is the author of "The Fall of the House of Forbes," due out in September, writes about the conflicts in the past decade between the magazine's print staff and its online writers.
Pinkerton writes:
The staffs built up walls and stereotypes between each other: print writers were seen as overpaid and lazy, writing maybe two stories a month, taking long lunches at the nearby Gotham Bar and Grill, and living it up on expense accounts that dwarfed those of dot-comers who rarely got a chance to travel anywhere. Web writers were dismissed as giggling twenty-three-year-olds in high heels and skirts who churned out silly lists and other fluff not worthy of the Forbes brand: The infamous "Top Ten Topless Beaches" list was the most frequently cited example.
Magazine writers resisted requests to do Web stories, which they considered insignificant. Most importantly, no magazine writer believed Baldwin when he said Web stories counted in the complicated system he used to calculate annual productivity for each writer. Baldwin himself frequently made fun of Web stories in staff meetings and once told the Silicon Valley bureau he didn't want anyone spending "more than a day a month" on Forbes.com work. When magazine writers did pitch ideas to the Web, their phone calls or e-mails were often ignored.
Though giving lip service to the magazine as the "core" of the company, Forbes.com executives privately dismissed the print part of the company as irrelevant, since magazine stories generated no revenue for the site. It was a message embraced and repeated within Forbes.com, one that traveled quickly and frequently to 60 Fifth Avenue.
Web editors resisted attempts by magazine editors to recruit their best writers to do print stories. Why? Because those writers produced stories that generated lots of traffic, and Web editors got an incentive payment if they exceeded their monthly traffic goals.
Talking Biz News finished reading an advance uncorrected proof version of the book in two days. It is an easy read, especially for those interested in a behind-the-scenes look at one of the top publications in business journalism.
From "The Fall of the House of Forbes"
by Chris Roush
Talking Biz News has acquired an advanced uncorrected proofs copy of "The Fall of the House of Forbes" by Stewart Pinkerton, the magazine's former managing editor, due out in September.
Here is an excerpt from the book as Pinkerton describes the scene at the magazine in 2002:
With a global audience of 38 million in Web, video, and print, including fourteen foreign language editions, Forbes had long sought to make its readers richer and smarter by delivering unique insights: mapping the smart places to put money; exposing the traps that await the unwary; drawing inspirational portraits of those who find opportunity where others see only adversity; and pointing a powerful searchlight in the faces of any who seek to exploit, mislead, or defraud.
Embedded with evidence and logic, Forbes's edgy stories were always highly numerate, told with clarity and brevity. Like well-crafted jury summations, they proved, never assets. Typically contrarian to what the rest of the press was reporting. Forbes would question where others applauded, find the silver lining when others derided. Surprise was a constant litmus test for whether a writer's story idea would be approved.
The payoff for the reader was always a lesson to learn and/or profit from — an obscure mutual fund that's outperformed the market; a company beating the pants off the competition because it embraces a technology or distribution technique the others dismiss or haven't thought of; a new way of using an old tax code provision to get a bigger refund. The Forbes 400 list, the "franchise issue" each year, ranks the country's riches people and dissects the reasons behind their successes and failures. It has, Bill Gates once told publisher Rich Karlgaard, "an MBA between its pages."
But unbeknownst to many employees, the company was in a tailspin. In 2000, at the height of the tech frenzy, the magazine was bulging with 6,081 pages of ads, more than any other magazine that year, including the bride books. The problem was that 1,500 of those pages came from companies that didn't exist at the end of2001. And without the lucky push of the nineties economy, there was no more cover for the owners' management missteps.
Forbes expose due out in September
by Chris Roush
Cindy Adams of the New York Post writes about the new book "The Fall of the House of Forbes" due out in September, by former Forbes magazine editor Stewart Pinkerton.
Adams writes, "Stewart Pinkerton did not write a valentine. Gritty stuff like:
"Malcolm Forbes' death, what preceded it and was it suicide.
"'Bumbling' Steve Forbes' two nowhere presidential runs, which were only 'a $75 million sales call.'
"Young male staffers hiding when Malcolm sailed by.
"Creation of the famous 'Rich List' franchise.
"Osmosis from a boring, second-rate stock tip sheet to a respected business publication.
"Fierce succession battles.
"Family's management removal by rocker Bono's investment group.
"Dirty dish. Like a $156,000 bottle of 'Thomas Jefferson wine' becoming salad dressing. Elizabeth Taylor smacking Malcolm with a Harry Winston box. Gianni Agnelli's fight with Malcolm. Where are his beloved Fabergé eggs. Outrageous behavior, outrageous sex.
"What reduced this century-old important publication to a blog post? A story of 'hubris, greed, quirks, machinations, foibles, hopelessly divided family and awful decisions.'"
Forbes names ad agency
by Chris Roush
Forbes announced Wednesday that it has named Gyro as its ad agency of record, its first agency of record in the past decade.
In addition, Gyro will receive exclusive status in the CMO Network section of Forbes.com and a key sponsorship role in Forbes' annual CMO Summit.
"We are motivated by a desire to expose CMOs to the growing array of innovative media solutions we are bringing to market," said Forbes CEO Mike Perlis in a statement. "We've turned confidently to Gyro, one of the world's largest, award-winning agencies focused on reaching business decision makers to help us do so."
Gyro's job is to enhance the Forbes CMO Network and support Forbes' plans to add subscribers, site users and advertisers. The partnership will be supported by business development executives in at least 17 Gyro offices internationally.
Financial details of the transaction were not disclosed.
Forbes hires Rooney to oversee marketing content
by Chris Roush
Jennifer Rooney has been hired as editor of the Forbes CMO Network, with responsibility for managing content critical to executive-level marketers, the business magazine announced Monday.
Most recently, Rooney was editor of CMO Strategy at Advertising Age. Previously she served as editor-in-chief of Sales & Marketing Management; senior writer covering marketing at Business 2.0; and contributing editor at Chief Executive.
"Jennifer is an extremely talented addition to our staff, and her role is key to our goal of extending the Forbes brand to those across the content continuum who want to engage with each other, share content or speak their mind," said Lewis Dvorkin, chief product officer of Forbes, in a statement.
A recipient of the Jesse H. Neal National Business Journalism Award, Rooney has covered marketing, advertising and sales; leadership and management issues; digital and emerging media; talent development; health care; and legislative and regulatory issues in multiple industries. She serves as a guest speaker, panelist and moderator at industry events and has provided commentary for various media outlets.
She received a Master of Science degree in magazine journalism from Ohio University's E.W. Scripps School of Journalism in 1994 and a Bachelor of Arts degree in English literature/creative writing from Miami University in 1992.
The new newsroom at Forbes
by Chris Roush
Lewis Dvorkin, the chief product officer at Forbes, writes Sunday about the "new" newsroom operating at the business magazine.
Dvorkin writes, "So, what exactly is The New Newsroom? Well, it all started a few years ago with a diagram first scrawled across a white board (you can see it here, in my initial post on our Newsroom plans). It soon became part of a presentation explaining what we were up to at True/Slant, the digital news startup I founded that was purchased by FORBES a year ago. We knew we were onto something when we saw how our investors reacted to it. Tim Forbes, a board member, removed the page from the deck, folded it, then slid it into the inside pocket of his suit jacket. Jonathan Miller, the former CEO of AOL who had been a board member before going to work for Rupert Murdoch, nodded with knowing approval when we discussed it over lunch. He made me promise to send it to him.
"At its core, The New Newsroom we're building at FORBES is made up of four different teams (in red) working together to harness real-time data, effectively the 'News Signals' that are absolutely vital to running any digital news business today. The data forms a powerful feedback loop that informs departments in every corner of our company — and the new breed of entrepreneurial journalist that is key to powering our content engine. The New Newsroom is about collaboration — between editorial, product, design, production — and, yes, the advertising sales and marketing departments, too."
Read more here.
Forbes new business model focuses on social media
by Chris Roush
Mike Perlis, the chief executive at Forbes, talked with Arif Durrani of MediaWeek about the changes occurring at the business magazine.
Durrani writes, "Since reaching that particular tipping point the chief executive says the entire business has been propelled by a social media strategy, the likes of which has never been seen before.
"'It's really very innovative,' he says. 'We hired a chief product officer Lewis D'Vorkin almost a year ago who has completely refashioned our platform. It's been completely rebuilt on new technology with a team of people who really know what they've doing on the social web.'
"It has resulted in Forbes' 75 full-time editorial staff being joined by 700 'contributors,' some of which are paid, some of which are not, but they are all said to be 'passionate and expert' in their specialist areas.
"'Unlike other sites we don't call them bloggers, we call them contributors,' Perlis explains. 'They are not just given a platform and set loose, they are curated.
"'Each of these contributors has their own set of tools that allow them to connect to the social web. Connect to Facebook, connect to Twitter, connect to slideshows, to build video. They have been given, in essence, their own home page.'"
Read more here.
American Banker hires new editor from Forbes
Neil Weinberg has been named editor in chief of American Banker, the publication announced Tuesday.
Weinberg will join American Banker on May 24, following a long and successful tenure at Forbes Media, where he rose to the level of executive editor. In that role, Weinberg edited Forbes.com's Personal Finance channel and related blogs, as well as Forbes magazine's Money & Investing section. Weinberg is also a cast member on the weekly TV talk show "Forbes on Fox."
At American Banker, Weinberg will oversee the editorial operations of the flagship brand, including its website at AmericanBanker.com and its 175-year-old daily publication. His mission includes guiding the staff in a transition to a digital-first content model, developing rich and social media content, building online audience engagement, and enhancing the value of the core content American Banker's paid subscribers demand.
"Neil is a thoughtful and creative editor who brings the right experience and skills to make an impact in this market," said Rich Melville, editorial director for SourceMedia's Banking and Capital Markets Group, in a statement. "His work at Forbes.com integrating a group of digital and print journalists, and galvanizing them to engage an online audience, is directly relevant to the mission we have set for ourselves at American Banker."
"American Banker is a storied brand in the financial community," Weinberg said in a statement. "It will be a thrill and an honor to help move its unparalleled industry insights into a more digital world."
Weinberg fills the position vacated by Barbara Rehm, who stepped down to take the role of editor at large in 2010. Rehm writes a weekly column for American Banker.
Read more here.
What writers owe their audience
Alex Knapp writes on Forbes.com about the relationship between business journalism and their readers.
Knapp writes, "I think the answer to this question gets to the heart of branding in the world of internet journalism. What is Forbes now? Is it a business magazine focused on business journalism? I'd say that the print magazine mostly is, although it definitely explores some different areas from time to time – which is why I like to read it.
"But I think that Forbes.com is more expansive than that, especially since it acquired True/Slant. One of the reasons why I was so excited to become a contributor here at Forbes is because of the huge reach of its contributors in a variety of different areas, from politics to technology to investments to leadership and so on. But what makes Forbes more than just the breadth of its topics is the diversity and intelligence of the writers here. The editorial hand here is very light, which is why I have the pleasure of reading intelligent conservatives like Avik Roy and Lawrence Hunter while also reading intelligent liberals like Rick Ungar and Erik Kain without having to leave the site.
"And there is what, I think, distinguishes the Forbes.com brand from a lot of other online publications. They trust their contributors to write smart things, and they trust their readers to be smart enough to come along for the ride without handholding or pushing.
"But what does that mean for the writers here? Well, I can't speak for anyone else, but I can tell you my approach to this. My focus, here at this site, is primarily on the technology of the future – what's coming next? What research advances are out there? What products are being developed? In addition, I'm also looking at the intersection of technology and culture – how is technology being used? How will it be used? What are the pitfalls and the possibilities?"
Read more here.


text:
Dell Latitude E6420 ATG
Summary: The highly configurable Latitude E6420 ATG's ungainly looks are underpinned by a solid chassis design. The screen and keyboard are both good, as is the battery life. We'd prefer integrated USB 3.0 rather than a modular option though.
Editors' rating:
User rating:
- Tough 'business-rugged' chassis
- Good keyboard
- Multi-touch touchpad and pointing stick
- Lots of customisation options
- Good battery life
- Relatively heavy
- Odd design around keyboard
- USB 3.0 ports on modular option only
Dell's Latitude range of business notebooks includes a large number of models spanning ultraportables through to the fully rugged. Somewhere in the middle is the 14in. Latitude E6420 ATG, a 'business rugged' system that's designed to withstand significant punishment on the road
The notebook has a starting price of £949 (ex. VAT) and shipping, but you can configure various components to take it above the base specification. A version of this notebook without the port covers and carry handle exists as the Latitude E6420, with a starting price of £719 (ex. VAT).
The Latitude E6420 ATG is an extremely solid-looking notebook, although the design is a little consumer-grade: it has a stippled black edging to the mainly silver lid section, and a rather odd orange trim around the keyboard. The trim has the unfortunate effect of making the keyboard look small and rather lost in its surroundings.
The materials should definitely handle a few knocks. The Latitude E6420 ATG has been designed to meet MIL-STD 810G, which certifies the system as capable of handling levels of temperature, vibration, dust and altitude that would cause problems for everyday notebooks.
Meeting MIL-STD 810G requires a tough chassis, for which Dell uses its 'Tri-Metal' design. This includes an anodised aluminium lid that exhibits almost no flex at all, offering plenty of protection for the screen. The lid is quite thick, with a little airspace between it and the screen. So if there is any flexing, the screen should not be affected at all.
In addition, the Latitude E6420 ATG has a powder-coated base that feels rigid, reinforced steel hinges, a magnesium alloy internal frame and a zinc alloy latch. The latter relies on a single hinge where other standard and rugged notebooks use a dual hinge system; still, it holds lid and base sections together securely enough.
There's an optional carry handle (which wasn't fitted on our review sample) that makes the notebook more like a small briefcase to tote around — potentially doing away with the need for a carry bag in some situations.
Elsewhere there's a spill-resistant keyboard, a protective LCD seal and a 360-degree 'bumper' for added screen protection that's designed to repel liquids and provide general protection from knocks. These features aren't immediately apparent.
What effect does all this ruggedisation have on the Latitude E6420 ATG's size and weight? It's quite heavy, starting at 2.07kg, and also on the chunky side for a 14in. notebook, measuring 35.2cm wide by 24.1cm deep by 2.69–3.24cm thick.
The keyboard looks a little incongruous with its aformentioned orange frame, and it eschews the trendy 'chiclet' style. It feels great under the fingers though, with plenty of return and good-sized keys. Touch typing at speed — if that's your thing — should not be a problem.
The E6420 ATG's keyboard uses standard keys and is very comfortable to type on; as well as a touchpad, there's a pointing stick embedded in the keyboard
Dell includes a pointing stick between the G, H and B keys that can be used in conjunction with three buttons sitting beneath the space bar — the central button is for vertical and horizontal scrolling. Meanwhile, the two-button multitouch touchpad has support for scrolling.
There are secondary screen brightness controls on the cursor keys on the bottom right-hand side of the keyboard, and media playback controls on three of the Fn keys. Another Fn key can be used to disable the touchpad, and another to switch monitor configuration.
Three small buttons on the far right handle volume up, down and mute functions. The only other button on the keyboard surround is the on/off switch. A keyboard backlight is optional, and was not present on our review sample.
The Latitude E6420 ATG has a couple of options for its 14in. display. Our review sample had a 1,366-by-768-pixel panel and you can opt for a touch-sensitive version if you prefer. The regular Latitude E6420 has an additional option for a 1,600-by-900-pixel configuration, but this is not available in the rugged ATG version.
The reflective finish on our review sample didn't help in brightly-lit conditions, but viewing angles are good. The screen does look a little lost inside its wide bezel.
Our review unit lacked a fingerprint sensor and a webcam, but both are available as options.
The Latitude E6420 ATG's base configuration can be tweaked to meet your requirements. Our review sample sported a rather lowly 2.1GHz Intel Core i3-2310M processor, which is not actually available in retail. You can opt for a 2.5GHz Core i5-2520M processor or a 2.2GHz quad-core i7-2720QM if you need more CPU power. The system supports up to 8GB of RAM.
Our review sample ran Windows 7 Professional 32-bit, but you can specify the 64-bit version, or Windows 7 Ultimate (32-bit or 64-bit).
There are two graphics configurations available: Intel's CPU-integrated HD Graphics 3000 or the discrete Nvidia NVS 4200 GPU. Storage options include hard drives between 250GB and 500GB, and solid-state drives up to 256GB.
Ethernet and Wi-Fi are included as standard, and the Latitude E6420 ATG can be configured with Bluetooth 3.0, mobile broadband and GPS.
Further evidence of the E6420's 'business rugged' status is the presence of hinged rubber covers for many of the ports and connectors. This helps protect against the ingress of dust and liquids.
On the right edge, under a rubber cover at the back, there are two USB 2.0 ports and a USB 2.0/eSATA combo port. In front of these is the optical drive and, above it, a toggle for Wi-Fi. Right at the front is an ExpressCard slot.
There's a fourth USB 2.0 port on the left-hand side, behind a rubber cover at the back, along with a VGA connector and a headphone/microphone combo jack. Towards the front is a SmartCard reader.
The housing for the two rubber covers extends round the back corners of the chassis and onto the back edge. The left one provides a single-hinged cover for the Ethernet (RJ-45) port, next to which is an unprotected power jack. On the right the rubber housing provides a single hinged cover for a HDMI port and a cover that's marked as protecting a modem port, although there was no modem on our review unit.
The rubber protectors are screwed into place, and can be removed easily enough if you don't require them. When in situ they don't affect your ability to remove the battery. On the front edge of the chassis is a card reader for SD-compatible media.
Dell supplies its own configurable power management utility
Dell does not overburden the Latitude E6420 ATG with software, but does include its own power management utility, which comes with several preconfigured power plans and the ability to build your own. It provides a visual representation of the effects the different power plans have on surface temperature, fan volume, CPU speed and battery life.
A Windows Experience Index (WEI) of 5.5 (out of 7.9) is probably on the low side for this notebook, given that the processor in our review unit is the slowest of those on offer and bettered by those in the preconfigured options. The indications are, then, that the Dell Latitude E6420 is a decent performer.
The WEI corresponds to the lowest component score, which was for Graphics (desktop performance for Windows Aero); the highest score, 7.6 went to RAM (Memory operations per second). In between was Primary hard disk (Disk data transfer rate) with 5.8, Gaming Graphics (3D business and gaming graphics performance) with6.2 and Processor (calculations per second) with 6.4.
Dell supplied our review sample of the Latitude E6420 ATG with a 6-cell battery, although 4-cell and 9-cell options are also available; a second 3-cell battery can also be fitted in place of the optical drive.
We tested the battery life by playing a DVD video continuously from a full battery charge, choosing Dell's basic power plan that delivers an optimal balance between performance and power consumption. Under this plan the Latitude E6420 ran for a reasonable 4 hours and 22 minutes.
The Dell Latitude E6420 ATG has rather ungainly looks, but these are underpinned by a solid chassis design. The screen and keyboard are both good, as is the battery life. With CPU options including a quad-core Core i7, this is potentially a powerful notebook. There are no integrated USB 3.0 ports, though — disappointingly, that's only available as a modular bay option.
General | |
Case form factor | 'business rugged' clamshell |
Dimensions (W x H x D) | 35.2x3.24x24.1 cm |
Weight | 2.07 kg |
OS & software | |
Operating system | Windows 7 Professional 32-bit |
Software included | Dell power management utility |
Chipset & memory | |
Chipset | Mobile Intel QM67 Express |
RAM installed | 2048 MB |
Number of memory slots | 2 |
RAM capacity | 8 GB |
Video | |
VGA (analogue) | 1 |
Video out | HDMI |
GPU | Intel HD Graphics 3000, Nvidia NVS 4200M |
Graphics RAM | 512 MB |
Display | |
Display technology | LED-backlit TFT |
Display size | 14 in |
Native resolution | 1366x768 pixels |
Connections | |
USB | 3 x USB 2.0, 1 x combined eSATA/USB 2.0 |
Docking station port | 1 |
ExpressCard | 54mm |
Smartcard | yes |
Flash card | SD-compatible media |
Networking | |
Ethernet | 10/100/1000Mbps |
Wireless | |
Wi-Fi | 802.11a/b/g/n |
Bluetooth | optional (Bluetooth 3.0) |
Mobile broadband | optional (HSPA) |
Input | |
Pointing devices | 2-button multi-touch touchpad, 3-button pointing stick |
Keyboard | spill-resistant; backlit option |
Audio | |
Audio connectors | microphone, headphone |
Speakers | stereo |
Microphone | dual array |
Miscellaneous | |
Accessories | AC adapter |
Other | optional HD webcam, fingerprint reader, USB 3.0 module, SSD |
Service & support | |
Standard warranty | 3 years |
Battery | |
Battery technology | Li-ion (6-cell) |
Number of batteries supplied | 1 |
Number of batteries supported | 2 |
Hard drive | |
Rotation speed | 5400 rpm |
Hard drive interface | SATA |
Hard drive type | standard |
Hard drive capacity | 250 GB |
Optical storage | |
CD / DVD type | DVD±RW (±R DL)/DVD-RAM |
Processor & memory | |
Clock speed | 2.1 GHz |
Processor manufacturer | Intel |
Processor model | Core i3-2310M |
Expand |
There are currently no prices available for this product.
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We've just added more bestselling titles to our eReaders. So if you find yourself waiting and waiting for a new release, why not take one of our Nooks out for a spin? On them you'll find The Fault in Our Stars, Little Failure, One More Thing, and more. With over 80 titles on each Nook, you're sure to find something to suit your taste. (And if you currently have one checked out, be sure to click on the refresh button in the Library view while you are connected to the internet so that you can see the new additions). Please do us a favor and fill out the survey at the address listed on the inside of the cover. We want your feedback!
If you've been to the library recently, you will have noticed that we've moved things around quite a bit. We've begun the process of preparing for a renovation that is being partially subsidized by a construction grant from the New York State Department of Library Development. The very first step involved moving collections to new locations both temporary and permanent. We could not have accomplished this Herculean task without the help of volunteers who braved both dust and the Dewey Decimal System. And so a very big thank you to: Eve, Danielle, Vanessa, Taylor, Stan, Jenna, Jacob, Amal, Grace, Tara, Christopher, Thomas, Abigail, Naomi, Daniel, Laura, and Alexandra. We truly could not have done this without you!
Following are the new locations of those collections affected:
Large Print Books have simply shifted back towards the Rockland Room. This is their permanent location.
International Language Books and Periodicals are temporarily located in a standalone bookstack right under the red exit sign in the middle of the main level.
We've freshened up the content of our adult eReaders with dozens of current titles from The New York Times Bestseller lists as well as some favorite classics. And now you can reserve them in our online catalog or at the reference desk. Take a look at the selection of fiction, nonfiction and classics. You're sure to find something to suit your reading tastes.
Our eReaders are perfect for travel, great for weekend read-a-thons brought on by wintry weather, and a godsend for those of us struggling with small print. Drop by the reference desk soon and check one out. Or go straight to the catalog and reserve one now. eReaders are available for New City and West Nyack patrons. See the entire lending policy here.
I have often lamented that we cannot close our ears with as much ease as we can our eyes. ~ Sir Richard Steele, Irish politician and author, 1672-1729.
The Pew Research Center recently conducted a survey of library services for their Internet and American Life Project. One question asked of a sampling of Americans was, "What services and programs do you find very important for libraries to offer?" When we examine the answers, we find that the New City Library scores pretty well with fulfilling these wishes. Librarians? Check! Books? Check! Free access to computers and the internet? Check!
The Summer 2013 newsletter is out! Hard copies are available at the library, and you can also access it online here. We're using a different email manager to distribute the newsletter now, so if you have not received yours, please be sure to sign up for future mailings. As always, any questions, please call the reference desk at x125 or x126.
Overdrive Media Console, the app that enables you to check out our e-books, has been updated to v2.6.5. Due to a change in Apple's privacy policies, iOS users will be asked to re-authorize with their Adobe ID. After you have updated the app, you will be prompted to enter your Adobe ID and password. Android users are not affected by this update. Any questions, please call the reference desk at x125 or x126.
Have you noticed those new blue and white road signs directing drivers to the New City Library? Thanks to the FRIENDS of the New City Library, annual membership dues offset the cost of purchasing the seven directional signs placed at key intersections throughout Clarkstown.
Please help FRIENDS with other projects on the Library's wish list and join us today or renew your membership. Applications are available at the Library and there are several membership levels to select from.
Enterprise, the patron side of the library catalog, will be undergoing an upgrade starting at 6am today. It will be unavailable until approximately 10am. Thank you for your patience during this necessary improvement.
Enterprise, the public library catalog, has been upgraded. Some of the improvements you will notice: a pickup by date for holds will be displayed; holds can now be easily unsuspended; active holds (meaning they are already on the shelf waiting to be picked up) can be cancelled online; and, with a switch to a server with more resources, greater stability with less crashes. If you use the Firefox browser and the catalog is not displaying correctly, please clear your cache by going to Tools->Options and click on the Privacy tab. Clink on the link that says "Clear your recent history" and only have Cache checked. Set Time range to Everything and click OK.
As always, if you need assistance, please stop by the adult reference desk or give us a call at 634-4997 x 125 or x126. Or text us at 265-010; type newcityref: and your question. We're here to help!
Keep current with library programs by following us on Twitter. For daily tweets about adult programs, follow us @ncladult. For kids' programs, follow @nclchildren.


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Diversified Consumer Services
Company Overview of Center for Communication, Inc.
Executive Profile
Sandy GeneliusDirector, Center for Communication, Inc. |
Age | Total Calculated Compensation | This person is connected to 1 Board Members in 1 different organizations across 1 different industries. See Board Relationships |
-- | -- |
Corporate Headquarters110 East 23rd Street Phone: 212-686-5005New York, New York 10010 United States Fax: 212-504-2632 Board Members MembershipsDirector
EducationThere is no Education data available.Other AffiliationsThere is no Company Affiliations data available. |
Annual CompensationThere is no Annual Compensation data available.Stocks OptionsThere is no Stock Options data available.Total CompensationThere is no Total Compensation data available. |
There is no Competitor Compensation data available. |
Post a JobJobs
- Las Vegas, NV | UnitedHealth GroupPosted: Jan 28
- Miramar, FL | Spectrum BrandsPosted: Feb 09
- Plano, TX | Capital OnePosted: Mar 09
- New York, NY | Jefferies - Finance IndustryPosted: Mar 06
Sponsored Financial Commentaries
Sponsored Links
To contact Center for Communication, Inc., please visit . Company data is provided by Capital IQ. Please use this form to report any data issues.
Our data partners will research the update request and update the information on this page if necessary. Research and follow-up could take several weeks. If you have questions, you can contact them at email@example.com.


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Reader Comments (Page 1 of 1)
Likewise. The enchants to our boots, cloaks, gloves and belts are fun and all, but I'd like to see a few things like the mechanical dragonling and the ability to make non-combat pets every so often. I also hope Engineering doesn't get too much more emphasis on PVP this go round, lest it become the new min-maxing profession again.
If anyone can clarify two things about the scrapbot: does it repair items, and is it a trinket or gadget that is used from the inventory that doesn't break after each use?


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Wolcott Crime
Crime, law and justice, and police blotter near Wolcott, NY or anywhere in the US.
Recent Crime News
Wolcott People Search
Wolcott Law
I got a DWI a mistake and now after I got charged I'm being made to go to a bunch of classes etc 4 times a week which is ridiculous I haven't drank a drop since this happened and don't feel the need to how can I prove this?
Well you need to talk it over with your attorney and make sure the evaluation you received which mandated the treatment...
I was in a one vehicle accident, my tie rod blew out and I rolled the vehicle 5 times, no property damage , no other cars involved, excellent probation record, no violations or dirty urine screens, no police contact, maintained Job whole time and have 2 children, 4 year old daughter and son coming at the end of January
You face re-sentencing of up to 4 years in jail on the felony DWI charge if you are found guilty of violating your...
My fiancee got arrested for a DWI and it was turned into a felony he already has 2 other felonies on his record but the 1st felony happened over 10 yrs ago, can they bring the 1st felony up in court and put him in jail for all 3 felonies?
Your fiancé's lawyer should have a copy of his rap sheet (criminal record) and is the proper person to answer this...
I received a DWI, AUO 3rd, no seatbelt, and in September 2005 underage, and I was convicted of only the DWI, the rest were dropped, my fine was 500$ and to attend the NYS DDP, license revocation for a year. While that DWI was pending conviction , I received an AUO 3rd, pled guilty and paid a fine.
In June of 2010 I received another DWI and because I was 4 months from a 5 year gap in my convictions it was a felony. I received 4 months of weekends, 6 months of EHM and 5 years probation. I've been on probation since Jan 5th 2011 and have had no trouble, I've quit drinking In general and never was a drug user so I've had clean urine screens the entire time, on oct 26 I crashed a truck due to a broken Tie-rod, I was sober, but I got an AUO 2nd, I was only car involved no PropDam
You face up to 4 years in jail for the probation violation.
New York to Florida w/ a conditonal
Assuming that the Conditional License is the result of a DWI or DWAI charge or conviction in New York State, and you...
Friend totaled car. Blew a 0.9 but was issued no ticket and 3 weeks have passed.
You need to consult a DUI attorney in NY immediately.
Friend totaled car. Blew a 0.9 but was issued no ticket and 3 weeks have passed.
You present a strange situation. It is presumed that you are saying he was given a breathalizer test at the scene,...
Ashburn, VA |
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Simeon Polotsky
The topic
Simeon Polotsky
is discussed in the following articles:
association with Fyodor III
Fyodor III (tsar of Russia)
The eldest son of Alexis (reigned 1645–76), Fyodor not only was educated in the traditional subjects of Russian and Church Slavonic but also was tutored in Polish and Latin by
Simeon Polotsky
, a noted theologian who had studied in Kiev and Poland. When Alexis died, Fyodor ascended the throne (Jan. 19 [Jan. 29], 1676), but his youth and poor health prevented him from actively participating...
contribution to
Belorusian literature
...Republic) in 1517–19 and in Vilnius (Lithuania) in 1522–25, were the first printed books not only in Belarus but in the whole of eastern Europe. In the 17th century the Belarusian poet
Simeon Polotsky
(Symeon of Polatsk) was the first to bring Baroque literary style to Moscow.
Russian poetry
Russian literature
The 17th century
...the Kiev Academy, brought Western and Latin culture with them to Moscow. By the end of the 17th century, Russian literature had changed in important ways. A key figure in producing these changes was
Simeon Polotsky
(1629–80), a monk educated at the Kiev Academy. He played the leading role in introducing syllabic poetry (verse that is measured by the number of syllables in each line), based...
"Simeon Polotsky".
Encyclopædia Britannica. Encyclopædia Britannica Online.
Encyclopædia Britannica Inc., 2014. Web. 16 Mar. 2014


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Home & Garden
Change the way you work.
The VARIDESK adjustable riser sits on top of your existing desk, allowing you to switch from a seated to standing position quickly and easily.
The human body is designed to stand, not sit. Standing up for part of the workday can dramatically affect the number of calories you burn, raise your energy levels and metabolism, and increase your productivity. Plus, it can reduce your risk factors for diabetes, high blood pressure and cardiovascular disease.
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VARIDESK Single is perfect for single monitors
VARIDESK Pro is perfect for dual monitors / docking stations$275.00 - $300.004.8/5 (128) -
Home & Garden
Get ready for the holidays with holiday decor, or create an outdoor oasis with garden and patio furniture and fashions that are fun and functional.
The Solar Flashlight
This ingenious solar flashlight has endless energy! No more worries about dead batteries-it fully charges after just a short while in sunlight! It's clever built-in compass makes it the perfect outdoor companion. Compact and lightweight, it's easy to take anywhere you go! Loaded with 5 bright LED lights. Product Dimensions: 5" x 1 1/2" x 1"$15.95 -
Home & Garden
Get ready for the holidays with holiday decor, or create an outdoor oasis with garden and patio furniture and fashions that are fun and functional.
Solar Reading Lamp
No electricity? No problem! Loaded with 7 bright LED lights, this solar-powered lamp never leaves you in the dark. It's portable, compact, and easy to fold, and an additional mini USB port connects to your computer for charging when needed. A great piece for outdoor activities. Product Dimensions: 4" diameter x 14.5"H$34.95


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USS Charleston, a 3730-ton protected cruiser, was built at San Francisco, California. Commissioned in December 1889, her first three years' service were spent in the Pacific. An Atlantic tour followed, after which Charleston returned to the Pacific in mid-1894 and spent the remainder of her career there.
During the Spanish-American War, she convoyed troop transports to the Philippines, capturing the island of Guam while en route, and took part in final operations against Manila. While operating north of Luzon on 2 November 1899, USS Charleston was wrecked on an uncharted reef.
This page features views related to USS Charleston.
If higher resolution reproductions than these digital images are desired, see "How to Obtain Photographic Reproductions."
Click on the small photograph to prompt a larger view of the same image.
The following photographs were taken on board USS Charleston:
New photos added 17 November 1998


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"Every time you go to the zoo, you prolong the captivity of the animals there! If no one goes to the zoos, there will be no zoos! Destroying the evil is very simple and it is in your hand!
Find a translation for this quote in other languages:
Select another language:
Discuss this Mehmet Murat ildan quote with the community:
Use the citation below to add this page to your bibliography:
"Mehmet Murat ildan Quotes." Quotes.net. STANDS4 LLC, 2014. Web. 9 Mar. 2014. <http://www.quotes.net/quote/46791>.


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What? This keyboard is serious. A dpi adjustment from the keyboard? That's such an awesome idea. My gaming gear is becoming so outdated that it's just lost it's edge. Now personally, I could live without the flashy lights and things, but I do like the simpler design of this one. Some people just get carried away with the keyboards and mice. |
"Easy-Aim technology is perfect for when your game demands precise marksmanship in sniper mode. Simply press and hold a single keyboard key and Easy-Aim will instantly optimize the DPI setting on your mouse. This two-handed custom marksmanship is the simplest and most convenient way ever to achieve pinpoint sniping accuracy" Ray, you could at least disclose that you've copied-and-pasted a ROCCAT press release, and not pretend this is a news item or mini-review. And since I've mentioned it - how about a solid hands-on usage review? I'm in the market for a new keyboard, and this one *looks* good - but how does it perform? How well is it built? How does it feel? |
Considering the description was for a proprietary feature unique to ROCCAT, the best way to describe it without hands on experience from the creator of the products press release... No need to try and call anyone out RTietjens I'm impressed by the price! Logitech's higher end G-series gaming keyboard and Razer's DeathStalker Ultimate both hit about the $200 mark with features similar to this one (although Razer distinguishes itself with the mini LCD screen and customization of LCD keys) $99 for this many features and customization is a bargain compared to what others are trying to sell similar products for but the only way to justify the price would be with some quality assurance testing analyzing the build and it's performance, I'd love to see a review on this too! |
I was thinking the same thing. Even monoprice, the king of low prices, has gaming keyboards now for sale around the $130 price point. But these are just generic backlit mechanical keyboards, no fancy DPI switching from the keyboard. Why on earth are keyboards more than some SSD drives? It doesn't make sense. |


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Did you know?
Location: 5003 N. Broadway St.
Programs offered this spring: business administration, cosmetology, health care reimbursement, medical assistant, medical billing and coding, medical office administration, network engineering, office administration, pharmacy technician
Projected positions hiring: administrators, admissions, financial planners, office personnel, registrar, business office, career service, student services, program directors, faculty, adjunct instructors.
Website: http://www.vc.edu
Virginia College of Business and Health, the for-profit career college renovating the former Kroger building in Fountain City, is hiring up to 120 employees over six months as it prepares to open for classes this April.
The Birmingham, Ala.,-based Education Corporation of America, which has 20 Virginia College campuses across the South, including Chattanooga, has already hired about 30 workers in its admissions department and administration. It will hire between 70 and 80 academic personnel in the coming months, said Jim Branham, president of the Knoxville campus.
The school expects to have directors for its academic programs in place in the coming weeks and will then begin meeting and hiring part-time and full-time academic instructors at an open house in late February, Branham said.
"It's our intent to hire locally if the expertise is here," Branham said, before pointing out that the school has used national recruiters in its search for a head of the cosmetology program.
The school is enrolling students in its temporary office in the North Broadway strip mall that also houses Big Lots and Food City. The college plans to move in to its permanent campus, the 45,000-square-foot former grocery store at 5003 N. Broadway, on March. 15.
The former grocery store has been gutted and is undergoing a $2.35 million renovation.
The building's exterior has already received a new coat of white paint. When the renovation is complete the building will include more than 20 classrooms, a library, a student lounge and a career center. It will also have a cosmetology salon for students that will offer discounted services to the community.
The first year, the school will offer 10 programs in the fields of business, medical, information technology, and cosmetology. The school will likely add a surgical technologist associate degree program late next year and could potentially offer an occupational therapy program, bachelor's degrees and other programs in coming years, officials said.
The college has been running commercials on local television to recruit students, and the school has enrolled eight students since it began accepting students Jan. 9. Officials expect to have about 250 students when classes begin April 4, and, eventually, between 800 and 1,000 students will take classes there, Branham said.
Bernardo Burrell, 20, was the first local student to sign up for classes at the Knoxville campus. He is enrolling in the medical assistant program.
"When I was a little kid, I used to play doctor. I had the doctor set I took everywhere and I would do procedures on people," Burrell said.
Burrell received his GED last year with the help of local tutoring services and said he was immediately contacted by a third party organization that led him to Virginia College. He received a Pell grant and will receive federal loans to pay for his tuition, which will cost about $34,000 total, according to the school website.
Burrell was attracted to the school because of the medical assistant program, which he plans to complete in the allotted two years while working full time. Eventually, he said, he wants to continue on to get a nursing degree.
"I thought about (working in the medical field) before but I didn't think I'd be good enough," Burrell said. "Now I'm excited and anxious. I can't wait to get started."
Admissions advisers on Wednesday continued to enroll students in the temporary offices, including Kacie Witt, from Mascot, Tenn. Witt said she looked online at different career colleges, but the new Virginia College offered the program she wanted close to home.
She, too, will enroll in the medical assistant program.


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Maine students earn high marks in science, math
UPDATED 2:44 PM EDT Oct 25, 2013A federal study finds Maine eighth-graders rank in the top 10 nationally in both math and science. WMTW News 8's Aly Myles reports
The views expressed are not those of this site, this station or its affiliated companies. By posting your comments you agree to accept our terms of use.blog comments powered by Disqus


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Our 6' Bistro Market Umbrella Replacement Canopy comes in a variety of colors to match any outdoor decor. Our canopies come in both polyester and Sunbrella® fabrics and are quality crafted for lasting beauty.
While quantities last.
You asked and we simplified! We are dedicated to making your shopping experience easier than ever, so we created Simple Shipping:


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Staff Assistant, Iii jobs - Woburn, MA
Subscribe to RSS FeedPosted | Job Title | Company | Location |
Featured Job Postings from the Web
Mar 10 | STAFF ASSISTANT, III - Supporting the Division Chief | Massachusetts General Hospital | Boston, MA |
Functions as a liaison with senior staff and division management in keeping ... with physicians, nurses, and administrative staff within and outside of MGH to coordinate... more |
Mar 08 | Experienced Staff Registered Nurse RN Tertiary Care Hematology Oncology (per diem) | Lahey Health | Peabody, MA |
Position Summary: Under the general supervision of the Nurse Manager/Assistant Nurse Manag ... and beyond. III. Clinical Leadership: The Staff Registered Nurse: Tertiary Care... more |
Mar 05 | Study Support Associate III | Novartis Pharmaceuticals | Cambridge, MA |
design/implementation input to research staff within our multi-building, ... staff activities as it relates to specific staff & study scheduling, study design &... more |
Mar 01 | Hindi Interpreter III ( CHI CMI AHI ) Per Diem | Beth Israel Deaconess Medical Center | Boston, MA |
information in English to medical center staff, patients, families and external ... of customer service to patients, visitors, staff and external customers in a... more |
Mar 01 | Somali Interpreter III (CHI) Per Diem | Beth Israel Deaconess Medical Center | Boston, MA |
information in English to medical center staff, patients, families and external ... of customer service to patients, visitors, staff and external customers in a... more |
Feb 23 | EHR Applications Analyst III Ambulatory | Lahey Health | Burlington, MA |
organization will help us determine the best staff for our project team to support this enterprise wide initiative. Shift DAYS About Lahey Clinic At Lahey Hospital & Medical... more |
Feb 19 | Staff Assistant III (Gift Processor) | Harvard University | Boston, MA |
The Gift Processor/Staff Assistant III is responsible for processing gifts, ... the Office of Resource Development staff, and the Harvard Medical School... more |
Feb 16 | Physician Assistant: Acute Care | Hebrew Seniorlife | Roslindale, MA |
Acute illness in which the physician assistant must review treatment plan with ... accredited physician assistant program. License: Valid and unrestricted Massachusetts... more |
Feb 10 | Staff Assistant III (Project Assistant) | Harvard University | Boston, MA |
fetal, and newborn harm. The Project Assistant will provide administrative and ... program team. To this end, the Project Assistant will: Coordinate meetings and... more |
Feb 10 | Administrative Assistant III | Kelly Services | Cambridge, MA |
opportunity to work as an Administrative Assistant in a prestigious Fortune 500R Life ... Provides back-up to department Executive Assistant as neededMay supervise the daily... more |
Jobs by


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presented by Please contact Duncan McGehee by January 21st if you would like to present, email@example.com
Workshop Number: CC-S-306
Location: Performing Arts Theatre (B117)
Cuyamaca faculty and staff are invited to share their artistic talents (a song, a piano sonata, their favorite poem, an excerpt from their new novel, an ensemble performance) with their colleagues in the Communication Arts theatre. We can provide a Steinway concert grand piano for those of you who know what to do with it.
To sign up to share your artistic talent at this workshop, please contact firstname.lastname@example.com by January 21. Participation slots will be assigned on a first signed-up, first served basis, with attention given to balance.


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Suspect in Brockton slaying had been acquitted in 1999 Boston murder
Kyle Bryant, who was acquitted of the horrifying murder a decade ago of a pregnant teenage girl who was buried alive in Boston, was arrested in Brockton today and charged with murdering a man outside a restaurant there earlier this month.
Plymouth District Attorney Timothy J. Cruz and Brockton Police Chief William Conlon announced Bryant�s arrest this afternoon in connection with the death of 25-year-old Darnell Harrison, of Brockton, who was shot Jan. 5 outside the Lithuanian Caf� and Family Pizza restaurant on Ames Street in the Lithuanian Village section of the city.
A second victim, Shawn Cox, 32, of Brockton, was shot in the leg and survived. Bryant is also charged in his shooting.
Bryant, 28, faces charges of murder and unlawful possession of a firearm.
Cruz called the shooting of the two men �egregious� and �heinous.�
�The shooter in this case is a very dangerous person. I�m glad he�s off the street,� Cruz said in a phone interview. �Brockton is safer without him on the street.� A spokeswoman for his office would not comment on a motive for the Jan. 5 shootings.
Bryant was acquitted in 2004 in the grisly death of 14-year-old Chauntae Jones, who was eight months pregnant, presumably with his child.
In a taped confession to police, Bryant said he watched as a childhood friend, Lord Hampton, lured the eighth-grade girl to a shallow grave on the night of Sept. 28, 1999, stabbed her and bludgeoned her with a rock and a brick before burying her alive. Bryant led police to the grave weeks later. Prosecutors said Bryant conspired to kill the teen to cover up a potential statutory rape investigation.
Though Bryant wasn�t accused of being the killer, he was charged in the killings of Jones and her unborn baby under case law, which says that participants in a joint criminal venture are equally culpable, even if only one did the killing.
Hampton was found guilty of two counts of murder later in 2004 and is serving two consecutive life sentences in MCI-Cedar Junction in Walpole. Hampton confessed to the killings after a lengthy interrogation by police, but in his trial testified that Bryant killed Jones.
�Lord has always maintained that he�s innocent and that Kyle Bryant was the mastermind behind the murder of Chauntae Jones,� said Randolph Gioia, the defense attorney who represented Hampton at trial, in a phone interview this afternoon.
In news accounts of the two trials, Hampton was described as a follower with limited intelligence, who lacked an adult role model and looked up to Bryant.
His appellate attorney, Chauncey Wood, has an appeal before the Supreme Judicial Court and is seeking a new trial for Hampton, Gioia said.
Defense lawyer John Salsberg, who represented Bryant in 2004, declined in a brief phone interview to comment on the new charges and would not say if he was still representing Bryant.
In 2004, a prosecutor in Suffolk County District Attorney Dan Conley�s office told the Globe he was �baffled and pained� by Bryant�s acquittal.
Conley would not comment today on either the new charges or the old case, which took place during a rough stretch in his tenure. Three murder trials and one attempted murder trial that went to juries over a six-month period in 2004 resulted in acquittals.
If convicted of the new charges in the Brockton case, Bryant faces a possible life sentence.
Brockton has had four homicides in the first month of 2010, with arrests made in two of them including Bryant�s today.
On the beat
Shirley Leung says Boston mayor-elect Martin J. Walsh should focus on middle-class housing. Read more |