text: Section 6. Basic Radar Service to VFR Aircraft- Terminal7-6-1. APPLICATION a. Basic radar services for VFR aircraft must include: 1. Safety alerts. 2. Traffic advisories. 3. Limited radar vectoring when requested by the pilot. 4. Sequencing at locations where procedures have been established for this purpose and/or when covered by a LOA. b. Apply the procedures contained in para 7-1-3, Approach Control Service for VFR Arriving Aircraft, when arriving VFR aircraft are handled by approach control and provide vectoring service in accordance with Chapter 5, Radar, Section 7, Speed Adjustment, in addition to the radar services prescribed in para 5-6-1, Application, and para 5-6-2, Methods. REFERENCE- 7-6-2. SERVICE AVAILABILITY a. Inform aircraft on initial contact whenever this service cannot be provided because of radar outage and apply para 7-1-3, Approach Control Service for VFR Arriving Aircraft. b. Provide the service, to the extent possible using an available frequency, if an aircraft desires the service but cannot communicate on the appropriate frequencies. Aircraft which do not desire radar service may be fitted into the landing sequence by the tower. Coordination of these aircraft must be accomplished with the approach control unless a facility directive/LOA prescribes otherwise. Nonparticipating aircraft must, to the extent possible, be given the same landing sequence they would have received had they been sequenced by radar vectors. c. Radar sequencing to the primary airport, when local procedures have been developed, must be provided unless the pilot states that the service is not requested. Arriving aircraft are assumed to want radar service unless the pilot states "Negative radar service," or makes a similar comment. 7-6-3. INITIAL CONTACT An aircraft sighted by the local controller at the time of first radio contact may be positioned in the landing sequence after coordination with approach control. 7-6-4. IDENTIFICATION Identify the aircraft before taking action to position it in the approach sequence. 7-6-5. HOLDING Hold VFR aircraft over the initial reporting fix or a fix near the airport when holding is required to establish an approach sequence. REFERENCE- 7-6-6. APPROACH SEQUENCE Do not assign landing sequence numbers, when establishing aircraft in the approach sequence, unless this responsibility has been delegated in a LOA or facility directive. NOTE- 7-6-7. SEQUENCING a. Establish radar contact before instructing a VFR aircraft to enter the traffic pattern at a specified point or vectoring the aircraft to a position in the approach sequence. Inform the pilot of the aircraft to follow when the integrity of the approach sequence is dependent on following a preceding aircraft. Ensure visual contact is established with the aircraft to follow and provide instruction to follow that aircraft. PHRASEOLOGY- b. Direct a VFR aircraft to a point near the airport to hold when a position is not available in the approach sequence for the runway in use. The aircraft may be vectored to another runway after coordination with the tower. c. Apply the following procedures to a VFR aircraft being radar sequenced: 1. The provisions of para 5-5-4, Minima, subparas e and f. 2. When parallel runways are less than 2,500 feet apart, do not permit a heavy jet/B757 to overtake any aircraft nor a large aircraft to overtake a small aircraft established on final within the facility's area of responsibility. 7-6-8. CONTROL TRANSFER a. Inform the tower of the aircraft's position and then instruct the pilot to contact the tower. b. The aircraft may be instructed to contact the tower prior to the tower being advised of the aircraft's position provided: 1. The tower advises the aircraft is in sight, and 2. Space is available in the landing sequence. c. Instruct the pilot to contact the tower at the appropriate point when the approach control ARTS/STARS track data is being displayed on the tower's BRITE/DBRITE/TDW display, the aircraft is tagged by ARTS/STARS, and a facility directive specifies change of communications and control jurisdiction points. NOTE- 7-6-9. ABANDONED APPROACH Instruct the aircraft to change to approach control for sequencing when an aircraft, under tower control, abandons the approach and coordination with approach control reveals no immediate space in the approach sequence. 7-6-10. VFR DEPARTURE INFORMATION Inform departing VFR aircraft who request radar traffic advisories when to contact departure control and the frequency to use. Provide traffic advisories in accordance with para 2-1-21, Traffic Advisories, after the departure is radar identified. NOTE- 7-6-11. TERMINATION OF SERVICE Basic radar services should be provided to the extent possible, workload permitting. Terminate radar service to aircraft landing at airports other than those where sequencing service is provided at a sufficient distance from the airport to permit the pilot to change to the appropriate frequency for traffic and airport information. PHRASEOLOGY- 7-6-12. SERVICE PROVIDED WHEN TOWER IS INOPERATIVE a. Provide the following services during hours when the tower is not in operation: 1. Wind direction and velocity. NOTE- 2. Traffic information. 3. Inform aircraft when radar service is terminated. REFERENCE- b. Do not assign landing sequence. |


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Minnesota Revenue Commissioner Myron Frans said in a news conference last week that tax increases Gov. Mark Dayton proposes will not raise what middle-class Minnesotans pay. It is unclear how businesses would offset tax changes, but some worry it could lead to lower wages, higher prices or loss of profit.
Don Davis / Forum News Service
Read the article: Businesses worry about Dayton's tax plan's effects


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A string of embossed dots adorns the inner rim of this pristine white square server with a deep, flared shape in durable bone china. White Pearl dinnerware also available.
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Network Card Bonding On CentOS
Network Card Bonding On CentOSBonding is the same as port trunking. In the following I will use the word bonding because practically we will bond interfaces as one. Bonding allows you to aggregate multiple ports into a single group, effectively combining the bandwidth into a single connection. Bonding also allows you to create multi-gigabit pipes to transport traffic through the highest traffic areas of your network. For example, you can aggregate three megabits ports into a three-megabits trunk port. That is equivalent with having one interface with three megabytes speed. Where should I use bonding?You can use it wherever you need redundant links, fault tolerance or load balancing networks. It is the best way to have a high availability network segment. A very useful way to use bonding is to use it in connection with 802.1q VLAN support (your network equipment must have 802.1q protocol implemented). Diverse modes of bonding:mode=1 (active-backup) mode=2 (balance-xor) mode=3 (broadcast) mode=4 (802.3ad)
mode=5 (balance-tlb)
mode=6 (balance-alb) Example:In the /etc/modprobe.conf file add the following: alias bond0 bonding options bond0 miimon=80 mode=5 In the /etc/sysconfig/network-scripts/ directory create ifcfg-bond0: DEVICE=bond0 IPADDR=<ip address> NETMASK= NETWORK= BROADCAST= GATEWAY= ONBOOT=yes BOOTPROTO=none USERCTL=no Change the ifcfg-eth0 to: DEVICE=eth0 ONBOOT=yes BOOTPROTO=none USERCTL=no MASTER=bond0 SLAVE=yes Change the ifcfg-eth1 to: DEVICE=eth1 ONBOOT=yes BOOTPROTO=none USERCTL=no MASTER=bond0 SLAVE=yes That´s all! Now your trunk should be up and running!


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Parsec Financial Management has a simple, defining mission: to help you make sound investments and to manage those investments over the long term to achieve your financial goals.
We will work closely with you to create your plan. We'll help you make financial decisions, and we promise to deliver these services without ever forgetting the focus of our relationship: your financial future.
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par•sec /par-sek/ (noun) a unit of distance . . . equivalent to 206,265 times the distance from the earth to the sun, or 3.26 light-years.
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For those with a unique and mature taste of music, VividSeats has got Honor Society tickets for you. VividSeats.com also provides Honor Society tour schedules and other information. Get cheap Honor Society tickets at discount prices from VividSeats.com. We can get you Honor Society concert seats right close to the performance. No matter the type of Honor Society tickets you want from the upper levels to the front row, you'll always find what you're looking for at Vivid Seats.
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I am writing a LISP routine (I know I need to switch to VBA but I am in a hurry on this one) to obtain the surface elevation for each AEC Point of a set of points. My project has several surfaces that have created over the span of a couple of months and I want the routine to use the current surface selected in Terrain Model Explorer (TME) to pass the current surface object information to the following code excerpt:
(vlax-invoke-method cur_surf "getelevation" e n)
Examples of code I've seen elsewhere in the discussion group provide specific counters in the surface object as listed below, but this specific example does not "grab" the current surface (It appears the counter "0" below grabs the first surface created chronologically, a counter of "1" grabs the second surface created chronologically, and so on):
(setq cur_surf (vla-item surfs 0))
Thanks in advance for help on this.
This should help:
(vl-load-com) (setq vrsn (vlax-product-key)) (cond ((vl-string-search "R16.2" vrsn) (setq appstr "4")) ;;2006 ((vl-string-search "R17.0" vrsn) (setq appstr "6")) ;;2007 ((vl-string-search "R17.1" vrsn) (setq appstr "7")) ;;2008 ((vl-string-search "R17.2" vrsn) (setq appstr "8")) ;;2009 (t (alert "This version of LDT not supported!")) ) (and (setq acadObj (vlax-get-acad-object)) (setq aeccApp (vla-getInterfaceObject acadObj (strcat "Aecc.Application." appstr) ) ) (setq aeccDoc (vla-get-activedocument aeccApp)) (setq aeccUtil (vlax-get aeccDoc "utility")) (setq aeccProj (vlax-get aeccApp 'activeProject)) (setq aeccAligns (vlax-get aeccProj 'alignments)) (setq CurAlignName (vlax-get aeccAligns 'currentalignment)) (setq aeccAlign (vlax-invoke aeccAligns 'item curalignname)) (setq aecSurfs (vlax-get aeccProj "Surfaces")) (setq aecSurf (vlax-get aecSurfs "Currentsurface")) (setq aecSurf (vla-item aecSurfs aecSurf)) )
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text:
zygomorphic or zygomorphous (ˌzaɪɡəʊˈmɔːfɪk, ˌzɪɡ-) | |
—adj | |
See also actinomorphic (of a flower) capable of being cut in only one plane so that the two halves are mirror images | |
zygomorphous or zygomorphous | |
—adj | |
zygo'morphism or zygomorphous | |
—n | |
'zygomorphy or zygomorphous | |
—n |
zygomorphic zy·go·mor·phic (zī'gə-môr'fĭk, zĭg'ə-) or zy·go·mor·phous (-fəs)
Bilaterally symmetrical. Used of organisms or parts.
zygomorphic (zī'gə-môr'fĭk, zĭg'ə-) Pronunciation Key
Relating to a flower that can be divided into equal halves along only one line; bilaterally symmetrical. The flowers of the iris and the snapdragon are zygomorphic. Compare actinomorphic. |


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You missed it This great deal for Compari's on the Park is over. But don't despair, we've got more great deals every day.
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Family-owned Compari's on the Park bases each dish off hand-me-down recipes from decades past -- for classic Italian flavor, the Detroit Free Press and local foodies both suggest you head to this downtown Plymouth spot:
• $10 for $20 to spend on food and drink at lunch
• $10 for $20 to spend on food and drink at dinner
• Menu boasts pastas, pizzas, salads, sandwiches and drinks
• Gluten-free pasta and vegetarian options available
Classic, Casual Italian
When it comes to Italian, Compari's sticks to tradition. Each of this eatery's pizzas is made from scratch and baked to perfection in a roaring brick oven until the crust comes out bubbly and golden-brown -- "not too thick, not too thin," as one reviewer put it. Bask among this place's rustic brick walls, adorned with playful Italian art, while sipping a Wine Spectator Award-winning vino or a Peroni. Order up some cooked-to-perfection pasta -- favorites include lobster ravioli and fettuccine alfredo -- and savor the meal like a true Italian.
PAID VALUE EXPIRES ON May 4, 2018
PROMOTIONAL VALUE EXPIRES ON May 5, 2013
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- Limit 1 per customer, up to 1 additional as a gift
- Limit 1 per table per visit
- Valid only for dine-in
- Excludes holidays and February 14 through 16
- No split checks
- Customer must purchase at least one food item; voucher cannot solely be used on alcohol
- Entire value must be used in a single visit
- Other conditions apply
Compari's on the Park
Classic Italian Flavors from Family Recipes
- $10
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$29 for a Haircut + Color or Highlights ($75 Value)
Retail : $75.00
| You Save 61%
Expires 3 months from date purchased
Expires 3 months from date purchased
Longer & Thicker Hair extra $10 and up at time of service. Add Hightlights with Color for $10 more at time of service. This voucher has no cash value. Cannot be combined with other offers. All services must be redeemed in 1 visit. Tax & gratuity not included. Valid with Dody Quigley only. To schedule your appointment, please call Dody at: 720-272-6637.


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SanDisk Cruzer Contour (16GB)
Manufacturer: SanDisk Part number: SDCZ8-016G-A75
$65.99 at 1 online store
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- Description:
- The flagship of SanDisk USB flash drives, Cruzer Contour features a sleek and stylish black glossy design. It also includes an innovative sliding USB connector that retracts into the body. The sliding USB connector eliminates the need for caps and protects the connector. The Cruzer Contour is a high performance USB drive with minimum read speed of 25MB per second.
Where to buy
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| In stock Get free shipping on orders over $35.00 | Enter zip code to get total price: Price +Tax +Shipping =Total price | as of 03/17/2014 |
*Total price for the SanDisk Cruzer Contour (16GB) are estimated and may vary slightly based on exact tax, shipping, manufacturer rebate or any sale/promotion on the merchant site.


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Di negara kami yang luas terbentang anda akan mencari pengalaman unik yang menjadikan percutian impian anda satu kenyataan.
Search results 1-10 of 107
Level 4 , 1230 Nepean Highway, Cheltenham, Victoria, 3192 Email: firstname.lastname@example.com Website: www.travelmarvel.com.au Victoria EXTENDED 9034421 Phone Number: 61 03 8526 1300 Fax Number: 61 03 8526 1786
Travelmarvel provides premium travel experiences at exceptional value. From coastal beauty to rugged outback landscapes, Travelmarvel reveals the dramatic contrasts of Western Australia on one seamless holiday. In the north, the Kimberley boasts a wealth of treasures. Here, you'll learn about Aboriginal history, see rare diamonds at the Lirrgarn Agyle Diamond Mine and roam beautiful Cable Beach. Travelling south, the Pilbara is dominated by the rocky peaks of the Hamersley Range. Discover the mining town of Tom Price; learn about the mining industry in Port Hedland; explore the stunning gorges of Karijini National Park and cruise Ningaloo Reef in search of local wildlife. Enjoy a luxury coach tour along the coastline in the south west to encounter Monkey Mia's dolphins at the World Heritage-listed Shark Bay, see up close the stromatolites at Hamelin Pool; and explore the eerie pillars and moonscape scenery of the Pinnacles in Nambung National Park. Traverse the south-west corner of the state and visit the 2,700 million year old Wave Rock; the charming seaside towns of Albany and Esperance; Kalgoorlie, steeped in mining history; explore the stunning wildflowers of the region; enjoy a local wine at the Pemberton winery, and much more.
Gate 3, Yarra Park, Jolimont Street, East Melbourne, Victoria, 3002 Email: email@example.com Website: www.nsm.org.au Victoria FULLDAY 9116841 Phone Number: 61 03 9657 8879 Fax Number: 61 03 9650 5682
Come to the inner sanctum of the Melbourne Cricket Ground and discover what makes Australia such a great sporting country. Ever wanted to see behind the scenes at the mighty 'G? Experience an unforgettable MCG Tour with access all areas including player change rooms, the Ron Casey Media Centre, member only areas of the Melbourne Cricket Club such as the Long Room and a walk on the hallowed arena. Walk in the steps of great sporting legends. The National Sports Museum is located at the home of sport in Australia, accessible by multiple transport options (trams 48, 70 and 75, train to Richmond or Jolimont Stations and the Melbourne City Tourist Shuttle) or just a short walk from Melbourne's city centre. Check out an amazing 3D hologram of Shane Warne sharing stories about his sporting career as well as over 3500 objects on display across 3000 square metres of world-class galleries. Test your sports skills and challenge your friends with heaps of interactive games in Game On including run out the batsman and kick for goal. You can even make yourself a front page headline at the Herald Sun Sports Desk! After all this activity, the Paddock Cafe is the perfect place to recharge and enjoy the atmosphere of Australia's most iconic stadium with view of the arena, a coffee and a bite to eat. Before heading off, pick up a memento of your visit to the home of sport at the Melbourne Cricket Ground Superstore. The Melbourne Cricket Ground Superstore you can choose from a great range of exclusive Melbourne Cricket Ground and National Sports Museum merchandise along with all heaps of official cricket and Australian Football League supporter gear and more! A visit to the Melbourne Cricket Ground and the National Sports Museum is a perfect family outing!
10/167 Beavers Rd, Northcote, Victoria, 3070 Email: firstname.lastname@example.com Website: www.gowest.com.au Victoria FULLDAY 9023991 Phone Number: 61 03 9485 5290
Winner of the 2007 Australian Tourism Award for Best Tour and Transport Operator, Go West Tours operates daily small group day tours to the Great Ocean Road, Phillip Island and Yarra Valley. Go West Tours pride themselves on providing truly memorable small group touring experiences. Their guides provide a very interactive and engaging service that is the envy of other tour operators. The full day tours include complimentary hotel pick ups from locations in the inner city area. The Penguin Parade day tour offers unique inclusions such as cheese and wine tasting, a visit to the Phillip Island Chocolate Factory, the Koala Conservation Centre, the Nobbies and of course the famous Philip Island Penguin Parade. The beautiful Great Ocean Road is more than just a drive when you visit with Go West, stopping along the way, hearing the stories and getting in touch with nature and Australia's unique wildlife with an experienced and upbeat guide. Go West Tours Yarra Valley Gourmet tour provides a well-rounded taste of the Yarra Valley's best food and wine products. So much more than just a winery tour, you'll taste the very best the valley has to offer. Go West Tours is a genuinely innovative tour operator and was the first Australian tour operator to offer a fully mobile personal audio translation service. Customers may receive tour information in any of thirteen international languages, including Mandarin, Cantonese, Korean, Japanese, Italian, French, German, Spanish, Portuguese, Russian, Arabic, Thai and Malaysian.
Unit 4, 11 Rocklea Drive, Port Melbourne, Victoria, 3207 Email: email@example.com Website: www.kimberleydiscoverycruises.com.au Victoria EXTENDED 9061740 Phone Number: 61 03 9646 4568 Fax Number: 61 03 9646 4009
Discover the incredible beauty of the Buccaneer Archipelago with Kimberley Discovery Cruises unique cruise/fly holidays. Book an eight or nine day cruise and visit icons such as the Prince Regent River, Montgomery Reef, Hidden Island, Raft Point and so much more. You will explore the timeless Kimberley Coast from sky, land and sea.
Flinders St, Melbourne, Victoria, 3000 Email: firstname.lastname@example.com Website: www.longhorntours.com.au Victoria EXTENDED 9135357 Phone Number: 61 03 9439 0510 Fax Number: 61 03 9439 0515
Longhorn YOUnique Tours travel to the Great Ocean Road, the Otway's Rainforest, Grampians, Phillip Island, the Yarra Valley and can also customise a tour to suit. You will see spectacular scenery, wildlife in their natural environment, learn about the area's history and culture, enjoy homemade treats and great accommodation as Longhorn's expert guides take you on a journey of discovery. Eco Tourism and Respecting their Culture accredited, Longhorn YOUnique Tours is a family owned business operated by Garry and Shirley Hamel, two Australians who know and understand the beauty of the country they live in. With a range of tours from one day to multiple day tours and private or customised tours to choose from. Longhorn YOUnique Tours believe that guests should not feel rushed so their tours are conducted in small groups travelling in luxury four wheel-drive vehicles with your comfort and needs a top priority. A maximum of six people on each tour will give you a personalised experience to remember. Longhorn YOUnique Tours are part of the Extinction Fighters program and have adopted a Tasmanian Devil at Healesville Sanctuary. Fee wireless internet onboard all tours. Contact the friendly staff at Longhorn YOUnique Tours to enquire.
81 Bristol St, Essendon North, Victoria, 3041 Email: email@example.com Website: www.heliexperiences.com Victoria HALFDAY 9123950 Phone Number: 61 03 9670 9359
Heli Experiences is more than just a helicopter company, they believe in hospitality! The most popular helicopter tours are the 30 Minute Scenic Flight Around Melbourne which is a two hour tour. Relax and enjoy a sparkling wine in the VIP departure lounge then, fly down the Melbourne Cup home straight and see Melbourne's great sporting venues, city and coastal sights which include Williamstown, Saint Kilda, Docklands, Albert Park and Rod Laver Arena. Circle the world famous Melbourne Cricket Ground and finish with a scenic city orbit enjoying skyscraper views that ensure an unforgettable memory. Return Limousine transfers available at great rates although for an additional cost. Great Ocean Road Sights Tour is a five hour tour, that maximises your leisure time touring the greatest helicopter adventures in the world. Enjoy luxury vehicle transfers from city hotels to the VIP departure lounge at the heliport and fly along the stunning Great Ocean Road coastline, taking in all the sights including the Otway's wilderness to the Twelve Apostles. Then land directly next to the 12 Apostles boardwalk at Edge Helipad for ground sightseeing of these iconic coastal rock formations and a light picnic lunch. Marvel at all the sights and photographic opportunities as you then experience a 12 Apostles Scenic flight. Do not spend eight hours on the road, your private helicopter will get you there in just over an hour and whisk you back to Melbourne by mid afternoon so you can enjoy everything else Melbourne has to offer. It is hard to explain how special this flight is so please read the Trip Advisor comments below. Recommendations and choice of add on ground tours are available. Please visit the website for a full range of products with instant online confirmations and vouchers.
217 Sydney Road, Brunswick lower, Victoria, 3056 Email: email@example.com Website: www.sydneyroad.com.au Victoria NIGHT 9181518 Phone Number: 61 03 9380 2005 Fax Number: 61 03 9380 4930
Sydney Road Brunswick Association has been running food tours in this great shopping strip of Sydney Road for seven years, as part of the Melbourne Food and Wine Festival. The tours are lead by Monica Dullard who knows the ins and outs of Sydney Road and passes on many of the stories of the restaurants and families that trade here. Sydney Road Brunswick Association want to bring people here to experience this unique strip. It really is one of a kind and you will be delightfully surprised by the businesses that have existed here for years or the quirky ones that have more recently set up shop. It is an eclectic mix of authentic, traditional, multicultural and modern. Sydney Road Brunswick Association hope you will come and experience everything Sydney Road has to offer with them. Please view their website for more information on tours.
570 Flinders St, Melbourne, Victoria, 3000 Email: firstname.lastname@example.com Website: www.bunyiptours.com Victoria EXTENDED 9104796 Phone Number: 61 03 9650 9680 Fax Number: 61 03 9629 5477
The multi-award winning Bunyip Tours has been operating tours to Victoria's premier destinations for over 15 years. Tours include the spectacular Great Ocean Road and Grampians, as well Phillip Island, the penguin parade, Wilsons Promontory National Park and the Mornington Peninsula. Tours are operated in small coaches with a maximum of 24 people, ensuring personalised, educational and interactive experiences for all guests. Bunyip Tours is very proud of its standing as a 100 per cent carbon balanced business, which encompasses its entire operation. Bunyip Tours offer several different tours to most destinations providing even more flexibility. Choose between a one day Great Ocean Road Classic Tour and one day Great Ocean Road Sunset Tour or extend the journey to include the breathtaking Grampians region on a three day trip with an Adelaide connection option. There are different types of Phillip Island tours to choose from, the Afternoon Wildlife Tour, which includes an encounter with Australia's wildlife at Moonlit Sanctuary as well as the world famous penguin parade and the Phillip Island Penguin Parade Ultimate Eco Tour, which also visits the Koala Conservation Centre, historic Churchill Island and the spectacular views over Cape Woolamai. Wilsons Promontory, or "the Prom" as it is affectionately known to many people, can be experienced in combination with Phillip Island on the two day Phillip Island and Wilsons Promontory Wildlife Extravaganza or on its own on a day tour. Discover an abundance of wildlife in its natural habitat. There are also several tours to the Mornington Peninsula to choose from including strawberries, lavender, wineries and the Peninsula Hot Springs and even a Horseback and Winery tour! Bunyip also operates the popular Official Neighbours Tour and Original Neighbours Trivia Night as well as private group charters.
42 Centre Rd, Brighton East, Victoria, 3187 Email: email@example.com Website: www.victoriaoutdoors.com Victoria EXTENDED 9203616 Phone Number: 61 04 2224 4651
Victoria Outdoors offers exclusive tours, tailored for your needs and convenience to explore the best of Australia at your own pace. Victoria Outdoors is an exclusive tour operator based in Melbourne. Their tours start from a day trip any where in Victoria to a 70 days tour of Australia. They provide trips specially tailored to their customers needs with their private tour policy allowing a maximum of six people per tour. They guarantee a unique and personal experience visiting Australia. Victoria Outdoors is an eco-friendly company focusing on nature and cultural heritage. When visiting Australia, everyone wants to visit some of the must-see landmarks. Luckily to be based in Melbourne, with a lot of those must-see attractions located in Victoria. Take a day trip or up to seven days trip to the 12 Apostles travelling on the Great Ocean Road (going through Torquay, Anglesea, Lorne, Apollo Bay). Visit Melbourne's most iconic venues or re-live the gold rush in Ballarat and Bendigo area. You could also explore Mildura and the spectacular Murray River or some world class wineries around the Mornington Peninsula and the Yarra Valley. They also offer to pick you up from anywhere in Victoria in their vans or four wheel driving vehicles, to take you to the places of your choice. Victoria Outdoors has selected the most authentic accommodation options, to appreciate the best of Australia while travelling in style and comfort. Please see their website for a full list of tours around Victoria and Australia.
38/106 Southbank Boulevard, Southbank, Victoria, 3006 Email: email@example.com Website: www.chillaxtours.com Victoria EXTENDED
Chillax Tours offers personalised adventurous and unforgettable tours that feature one of the world's most scenic roads, the Great Ocean Road. They specialise in one and two Day Great Ocean Road Tours and Charter services within Victoria to areas such as the Yarra Valley, Grampians, Phillip Island, Mornington Peninsula. Chillax Tours was founded in 2009 by owner operator, Jason Dullard. Inspired by Victoria's breath-taking landscapes and natural attractions, Chillax Tours was created. The tours guides have extensive experience along the Great Ocean Road and Grampians National Park. Providing interesting and historical information about the best attractions this beautiful ocean road coast has to offer. Chillax Tours name is derived from their outlook on life, to chill and relax, this is what the company and staff represent everyday through their tours. For further information please contact Chillax Tours or view their website.
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Pentauliahan T-QUAL adalah perkongsian Kerajaan Australia dengan program pentauliahan, penilaian dan pensijilan pelancongan yang berkualiti. Logonya, 'T-QUAL Tick', merupakan lambang kecemerlangan yang mengenal pasti perniagaan dan operator pelancongan yang berkualiti di Australia. Untuk mendapatkan maklumat lanjut, klik sini.


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Publications may be obtained at your local library or bookstore or in some cases ordered from the publisher's address provided. Generally, titles reviewed on this site are restricted to those published within the last five years. This list is in no way comprehensive or intended to replace, dictate, or fully define evaluation and treatment by a qualified professional. It is intended solely as an aid for persons seeking general information on issues in reproductive medicine. The views expressed in these book reviews are those of the reviewer and do not necessarily reflect those of the American Society for Reproductive Medicine.
Book Reviews April 01, 2013
A short online description of the book, Mommies, Daddies, Donors, Surrogates: Answering Tough Questions and Building Strong Families suggests Diane Ehrensaft presses "parents and others to investigate emotional issues they are likely to encounter over time" in families beginning with genetic donation or surrogacy.
Book Reviews September 01, 2009
"Hopeful Heart, Peaceful Mind: Managing Infertility" by Carol Fulwiler Jones is a highly recommended book for infertility patents. It is supportive, informative and integrates Carol Jones' professional experience in both traditional psychotherapy and alternative health treatments. She provides her readers with an easy-to-read guide that they can put on their bedside table and pick up at any time to find comfort, validation and ways to cope with the stress of the infertility journey. The first part of the book describes common struggles patients face during their infertility treatment; and the last part of the book presents techniques on how to overcome them.
Members are allowed to have direct input in shaping policies and protocols in their area of expertise through ASRM affiliated societies, professional groups, and special interest groups.
Affiliates: SART | SMRU | SREI | SRBT | SRS
Professional Groups: ARM | LPG | MHPG | NPG
Special Interest Groups: AESIG | CAMSIG | ChSIG | CSIG | EndoSIG | EPSIG | ERSIG | FPSIG | FSIG | HDSIG | GCSIG | IRMSIG | MSIG | NutriSIG | PAGSIG | PGDSIG | RISIG | RMSCBSIG | SSIG | TSIG | WC


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No 2-way, east-west traffic for west De Pere's downtown (video)
Main Avenue on the city's near-west-side is going to change, but any alterations won't include two-way traffic on that drag or Reid Street.
- Mar. 1, 2014
You will be redirected to the page you want to view in seconds.
Main Avenue on the city's near-west-side is going to change, but any alterations won't include two-way traffic on that drag or Reid Street.
The annual Wisconsin Newspaper Association/Associated Press Convention and Trade Show is being held this week at Milwaukee Marriott West in Waukesha.
The regular season has come to a close for the De Pere and West De Pere high school boys basketball teams, and now the real work begins with the postseason underway.
Word travels fast. Or, so that seemed to be the case two weeks ago as I sat behind the wheel in my stationary vehicle for a red light on Riverside Drive in Allouez.
Today is a very sad day in the history of the city of De Pere. It is the final day of publication of The De Pere Journal.
Spring break is a great time for students and families to relax, hang out with friends and enjoy time off from school, but it has also become notorious for traveling to party spots and engaging in risky behaviors.
It's not a bird. It's not a plane. Nor is it Superman.
St. Norbert College Miller Lecture Series Eboo Patel: 7:30 p.m., at St. Norbert's Fort Howard Theater in F.K. Bemis International Center, 299 Third St., De Pere. Patel, founder and president of Interfaith Youth Core, will speak on
De Pere resident and Brown County Supervisor Dan Robinson announced last week his candidacy for the state's 88th Assembly District.
The county board approved construction of a tuberculosis sanatorium at the Milford Phillips place in the town of Lawrence. The county purchased the 26-acre site for $2,000.
Navy Petty Officer 3rd Class Austin Waubanascum graduated from the U.S. Navy's Officer Nuclear Power School at Naval Nuclear Power Training Command in Goose Creek, S.C.
A College and Career Night for students from the De Pere, West De Pere and Ashwaubenon school districts will be held from 6:30 to 8 p.m. Monday, March 3, at the De Pere High School auditorium, 1700 Chicago St.
For the first time in three years, the St. Norbert College men's and women's basketball teams will be co-hosting the Midwest Conference tournaments.
For the first time since 2011, the WIAA individual state wrestling tournament in Madison this week is without qualifiers from De Pere and/or West De Pere.
Last week, Natalie Emmerich, a 23-year-old from De Pere, departed for Panama to embark on a two-year volunteer assignment with the Peace Corps.
I will never forget that cold February night in 2002 at the Old Swan Club on Dickinson Road. In many ways, it had an impact on my development not just as a writer but as a human being.
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The dozer is believed to be stuck 25 to 35 feet in the slurry, the refuse and solid material that sit beneath about 10 to 12 feet of dirty water. Slurry is the waste created when coal is washed to help it burn more cleanly.
Crews will pump the slurry out from around the dozer, Louviere said, and replace it with water so divers can enter and search for the missing operator. It's unclear how the bulldozer will be removed. Pittsburgh-based CONSOL has scheduled a technical briefing for the news media for Wednesday afternoon, but said the telephone event would last only 15 minutes and not include an opportunity for reporters to ask questions.
Louviere said there was no risk to the public from the failure of the 200- by 200-foot section of the embankment because the structural problems were inside, not outside, the impoundment.
The pond encompasses about 78 acres and is estimated to hold between 1.6 billion and 1.9 billion gallons of wastewater, said state Department of Environmental Protection spokeswoman Kathy Cosco.
That's the equivalent of about 2,500 to 2,900 Olympic-size swimming pools, each holding about 600,000 gallons.
The impoundment is permitted to hold 3.4 billion gallons, Cosco said, but typically operates well below that volume.
The mine was idled over the weekend, and production has not yet resumed.
Two engineers whose pickup trucks also went into the slurry suffered no life-threatening injuries.


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Young investigators face a variety of challenges in launching their careers. Good research skills are only one part of the formula for success. They have to hire and lead a research team, efficiently manage a lab, find grant support, publish and mentor. The publications and links listed below can help new investigators "make the right moves" as they launch their careers and assist those who take on the important task of providing early-career researchers with scientific management training.
Development of Early-Career Scientists
The American Urological Association (AUA) Office of Research offers a Grantscraft Course to assist researchers in improving their grant writing skills. Scholar Travel Support is also available to Young Investigators and Trainees interested in attending AUA Office of Research events.


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Oooh, Shiny: A Non-Reversing Mirror
Finally, I can sleep peacefully at night.
Hicks, a mathematician at Drexel University, Philadelphia, used computer algorithms to generate the mirror's bizarre surface, which curves and bends in different directions. The curves direct rays from an object across the mirror's face before sending them back to the viewer, flipping the conventional mirror image.
Awesome. I want them installed on the ceiling above my bed. Because then, wait -- it would still look me making love to myself, wouldn't it? Damn.
Reflecting on a new generation of mirrors [newscientist]
and a cool gallery of
Anamorphic Art [newscientist]
Thanks to twellve, who doesn't need a non-reversing mirror because she stopped wearing eyeliner when he found out it was tested on bunnies.
Physicists have invented a coffee mug to keep your beverage at the ideal temperature for 30 minutes. What is the ideal temperature? Allegedly 58 degrees Celsius (136.4 degrees Fahrenheit). I beg to differ. The key for this magic trick is physics and PCM--phase change materi... / Continue →
This is a screenshot from the National Air Traffic Controllers Association (an organization that knows how to party) real-time map of flights over North America. Except it's not actually real-time, it's delayed 5 minutes. Of course, judging from the 2005 copyright in the lowe... / Continue →
Sure this might not be as impressive as creating a paintball Mona Lisa in a split-second, but it's still pretty neat (skip to 0:40 for the action). And speaking of neat, it's the only way I drink my bourbon. I don't need your newfangled ice! Youtube Thanks to Rodrigo, who o... / Continue →


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Revisions in Instruments and Methods from Texas to Wisconsin to Measure the Value of School Library Media Programs
An Interview with Ester G. Smith Conducted by Daniel Callison
Ester G. Smith has been the principal investigator for two major state studies on the impact of school library media programs.
The study in Texas was completed in 2001; find out more at the Texas School Library Standards Homepage and in Texas School Libraries: Standards, Resources, Services, and Students' Performance.
Her most recent and most comprehensive study was in Wisconsin in 2006: Student Learning through Wisconsin School Library Media Centers: Library Media Specialist Survey Report, Student Learning through Wisconsin School Library Media Centers: Teacher and Student Survey Report, and Student Learning through Wisconsin School Library Media Centers: Case Study Report.
In August 2006, Dr. Smith wrote the following responses to questions posed by SLMR Editor Daniel Callison. She elaborates on revisions of instruments used in other studies, the value of case study method, and what still needs to be investigated in future studies concerning the impact of school library media programs on student learning.
Question 1 Methods | Question 2 Case Studies | Question 3 Student Survey | Question 4 Convincing Evidence | Question 5 Underserved Learners | Question 6 Correlation | Web Resources
1. What is new in terms of methods and things from recent Wisconsin study compared to your work in Texas more than five years ago?
Regarding Method
The Wisconsin study was the most comprehensive library study conducted to date. It combined a survey of public school libraries with a survey of teachers and students about their perceptions, attitudes and use of the library and with case studies of best practice libraries. The use of this triple methodology of providers (library media specialists), users (teachers and students) and in-depth examination of library media programs offered depth and insight that were not in other studies that relied exclusively on a survey of librarians.
Data Collection
The Wisconsin study used an online survey method that allowed us to survey all library programs instead of a sample. It also allowed us to select a large sample of schools for the student and teacher surveys. The library questionnaire we used was the one that Keith Lance originally developed. It was modified (especially the technology section) to reflect changes in technology and use of technology in Wisconsin schools. The data provided by the library media specialists was supplemented with data on the school size (students and staff), student and staff composition and staff experience.
The Texas and Wisconsin studies highlight different staffing, service and operations models. These differences include:
- presence or absence of public school library standards;
- library stability or transition; and
- service model.
Presence or Absence of Library Standards
Texas has detailed public school library standards that identify several at levels (below standard, acceptable, recognized, and exemplary) the adequacy of the number and type of staff, collection size, collection age, services, and operations. The Texas public school library standards, although not binding, have shaped Texas public school libraries. Schools and librarians have used these standards to determine if they have adequate resources and asked for additional resources from administration using the standards as a basis for their requests. When the Texas study was conducted public school library resources (staff, collection) varied to a large extent with the size of the school (number of students). That is, schools with more students had more library staff and more resources.
Wisconsin has only a staffing guideline combining library and information technology staff. The staffing guideline does not distinguish clearly between library media program staff and information technology staff. Also, the staffing guideline is largely ignored. Wisconsin does not have any other guidelines defining resources or operations (aside from library size). In large part, Wisconsin public school libraries are "flat" in terms of staffing; that is, most school libraries, regardless of the number of students, either have a part-time or a full-time library media specialist. The number of aides, if those are available, is also not elastic. That is, it does not increase with the increase in the number of students. In the absence of any guidelines or standards regarding collection size and collection age, budgetary considerations or limits dictate the size and up-to-date nature of the collection.
Library studies should incorporate the presence or absence of public school library guidelines or standards in these studies. My hypothesis is that in schools where libraries meet or exceed the standards, the library makes a larger contribution to student performance.
It will also be interesting to see if in states with public school library standards, libraries are better staffed and equipped and in states with library standards libraries make a greater contribution to student performance.
When Should a State Decide to Conduct a Library Study of this Type?
The timing of the study is very important and can have a critical impact on the strength of the outcomes. The optimal time for conducting a study associating library resources, operations and services with student performance is during a "stable" period; that is during a period when libraries' resources have not changed in a while and where library resources vary with variables such as school size and type of school (elementary, middle, high). A review of the studies performed in the last decade shows that in many cases states conduct such studies when they become alarmed by library staff reductions and budget reductions (affecting their collections, operations, and services). In some of the states, the studies were performed after a period of such reductions, where libraries reached a bare minimum status staffing and resource wise.
I hypothesize that when these studies are conducted during a period of resource and service reductions, the relationship between library resources, services and operations, and student performance is probably masked and certainly weakened. The relationship is masked because it may take a while for student performance to "catch up" with lower or less available resources. These studies may show that student performance has not changed while library resources have been reduced. Also, in states where resource reduction has basically flattened staffing across libraries regardless of school size and type, the study may still show statistically significant correlations but these correlations will be very low and the contribution that library variables make to student performance will be very small.
The Texas study was done in a more stable period. The Wisconsin study was done in the midst of a resource reduction period: two to three years after reductions began to be implemented. Largely, Wisconsin school media centers have bare-bone staff resources: They either have one full-time library media specialist (the lucky ones) with a growing number having a part-time media specialist. In a growing number of districts, one library media specialist divides his or her time among multiple (three to seven) library media centers.
By the way, none of the library studies looked at the relationship between staff, resources, and operations changes and changes in student performance.
Given the trend of reducing library staff, it will be important for library research to look at how the library can maintain or sustain its impact despite lower staff.
Service Model
The instructional model, the librarian as a teacher, emerged more clearly and dominantly in Wisconsin than in Texas . I credit the emergence of this model in the Wisconsin study to two factors: (1) the use of case studies and the teacher and student surveys; components not included in the Texas study; and (2) the Texas study was conducted in a period where technology in the school and library was relatively new, and the librarian was typically the main technical person in school; thereby spending a considerable amount of time training teachers and students in the basic use of technology. Given the advances in technology in the last five years, technology competency is more widely spread in the school and among students. Librarians shifted their instructional focus from technology basics to developing and enhancing students' research skills through the use of technology. That is, technology has become a means not an end like it was five years ago.
Furthermore, the Wisconsin case studies go beyond the accepted model of the librarian as a teacher of technology and research skills. The case studies demonstrate very dramatically the librarian impact on the quality of teaching and on the quality of class content. The best practice librarian also transcends the typical boundaries between classroom teacher and librarian, assuming duties that are traditional teacher duties, such as teaching students how to think, how to synthesize and analyze information, how to interpret information and data, and how to write clearly and persuasively.
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2 . Describe the case study method you employed in Wisconsin. How did those cases influence the description of school media services in that state above and beyond just numbers?
The five schools selected for case studies were chosen from schools that responded to the library survey. We identified three groups of schools (elementary, middle, and high) that met or exceeded certain library media program resource (staff, hours of operation, library items per student) and student performance (on the Wisconsin Concepts and Knowledge Examination) criteria. Meeting or exceeding these criteria indicated the presence of a best practice library media program. Staff of Wisconsin 's Division of Libraries, Technology and Community Learning reviewed the lists and selected library media programs they recognized as best practice programs. The final selection of five schools was balanced to represent different geographical locations; school sizes; and urban,suburban, and rural settings.
Data from the five programs were collected through detailed interviews, document review, and observations. We conducted one-day visits to the five schools interviewing the principal, library media specialist(s), teachers, and students. In addition, we collected data and documents from each program on activities and projects.
The case studies highlighted issues that the library questionnaire either did not address or on which it offered very little information. The case studies enlivened the library media programs and their role in the school. They showed what a good library media program can do and what impact it can have on teachers and students and on the quality of instruction and learning. The case studies provided rich and detailed information on components that make a library media program an effective program:
I included a summary from the Wisconsin Case Study Report on what makes a viable library media program.
The Personality of the LMS
The library media specialist (LMS) is the major asset and driver of the library media program by sheer personality. The LMS is the program. Principals, teachers, and students from the five library media programs all commented on personality traits that make the LMS such a force. These personality traits include the ability of the LMS to work productively with teachers and students; his or her ability to relate to students as people, her ability to understand their mind set and motivate them; her high expectations from students, and her caring and sympathy.
Visibility of the LMS
One of the key ingredients of an effective library media program is the visibility of the LMS. In the five library media programs visited, the LMS is high profile. She is known to all teachers and students in the school. She is also visible in the district and is known to the school board and parent groups. Her visibility is a result of membership in multiple school and district committees and her participation in staff meetings and on curriculum teams. One of the library media specialists is even a member of the city council's broadband telecommunications committee. The library media specialists seek membership in school and district committees because they recognize that doing so makes them visible and therefore known to all teachers. They are cognizant that their visibility better facilitates collaboration with teachers, enhancing their role as an instructional partner. They also value membership in committees as an important source of information on curricular and technology issues. These library media specialists recognize that their ability to help teachers lies in their broad knowledge of the curriculum across grade levels and content areas.
Yet, regardless of the visibility of the library media program, the library media specialists are tireless promoters of their program. They promote the program to the school board through joint presentations with teachers about the program and its contribution to instruction and student performance. They provide ongoing information to the principal about the program operations and successes and encourage walk-throughs. They not only work with teachers in developing new units and integrating print and electronic resources into existing units, but they seek out those teachers who are less inclined to come to them for help. They publicize the program to parents and the community through school open houses, presentations to the Parent Teacher Organization (PTO), articles in the local newspaper, and reports on local television.
Knowledge of the Curriculum and State Standards
The key to the instructional contributions the library media specialists make lies in their knowledge of the curriculum and instruction. The LMS works so well with teachers on curricular issues because teachers view her as more than a credible source of curricular knowledge. They recognize that she is familiar not only with the curriculum for their grade level and content area, but that she has a broader perspective, knowing the curriculum for the grade above or the grade below them. "Her knowledge of the curriculum and what all classes and teachers are doing is valuable." Her credibility is also enhanced because teachers see the LMS as a teacher, a peer. In addition, teachers value her unique capabilities, which they themselves do not possess. These capabilities include a high level of technology proficiency, wide ranging knowledge of print and electronic resources, "lack of fear" of trying new things, and innovativeness. "She is a proponent of 'you can do this' she motivates."
The LMS as an Agent of Change
In the five programs visited, the library media specialists not only help teachers make their curriculum resource-rich, but work with teachers to revise existing units and develop new innovative units. The results of these efforts enhance the curriculum, refresh teachers, raise expectations, and increase student interest. Teachers consider the library media specialist a "transformation agent," one who is not afraid "to push the envelope." "Because of her support, teachers will try new things ... She has revolutionized my curriculum from textbook-only to simulation and research-based instruction."
In spite of being initiators of change and pushing teachers forward, factors that disturb the status quo, the library media specialists have succeeded in establishing a seamless collaboration with teachers. Teachers view them as an indispensable source of ideas, help, and support and continuously seek their expertise. Teachers recognize that the assistance the LMS provides in identifying resources saves them countless hours. They are cognizant that even if they had the time, they would not have had the knowledge for identifying such an array of resources. They are aware that they often do not have the ability to identify new technologies, become familiar with them, and integrate them into the curriculum. Teachers know that the new ideas and technologies that the LMS brings forth would not be part of the instructional program without her. The library media specialists recognize that "classroom teachers would teach differently if we weren't here." In the schools visited, the LMS has become an indispensable member of the school community.
The five schools visited consider the library media program to be an instructional program and regard the LMS as an educator and not just as a librarian. The principals provide staff support so that the LMS is able to spend the majority of her time working with students and teachers on instructional activities. These include planning units with teachers, teaching collaboratively, teaching information skills and technology literacy, assisting students with projects, and providing professional development. In comparison, the survey of 1,043 library media programs showed that, on average, many library media specialists spend only about one-quarter of their time on these activities. Library media specialists in these five schools recognize that functioning as teacher-librarians is key to the program: "You need to be a teacher-librarian to be effective" because "my main goal is to help kids learn."
Technology Integration Leader
In addition to being an instructional leader, the LMS of the five schools also serves as the technology integration leader. The LMS is a member of the school or district technology committee and has participated in the development of their district's combined library and technology plan. Being technologically proficient and knowledgeable about current and new technologies, the LMS is the motivating force behind the integration of technology into the curriculum. She facilitates integration by identifying electronic resources and tools for use with different curricular units. "She initiates ideas and uses of technology and resources." She "pushes" teachers to develop their technology competencies and to use new software programs and equipment. She provides training to teachers and students in current and new technologies. "She's made teachers more confident in technology and has created a safe learning environment."
The Library Media Center Is the Heart of the School
In the five schools visited, the library media center (LMC) is the hub and heart of the school. According to one principal, "This is the heart of the school, and it pumps blood out throughout the school." The LMC is positioned as a place of instruction and learning where teaching and learning are ongoing throughout the day. "The LMC means 'try new things' it's a learning environment," according to teachers. According to principals, "Our LMC is a living, breathing space ... Our LMC is ingrained in the school everyone depends on it."
In fact, the demand for class visits is typically greater than the ability to accommodate the number of teachers wanting to bring their students into the LMC. Inability to meet demand is a combination of limited space and limited staff. One of the library media programs offers a sign-in book spanning the whole year: due to great demand, teachers have to schedule class visits far in advance of the unit. In other programs, teachers stop at the LMC every morning before school starts to see if any space has opened up. Teachers are eager to take their students "because students want to be in the LMC" and they know the benefits to students of collaboration with the LMS.
The energy emanating from the LMC is due to its being such a popular place, not only with classes but also with individual students. The LMC in the schools visited is a warm, inviting, safe, and exciting place to be for students. For many students the LMC is a place of choice because of its atmosphere and resources. According to students, "If you're feeling stressed out, you can go there and get help and do schoolwork it's a relaxing place to be ... Our library has a big choice of books there must be one that you'll like ... Our library rocks! ... There's something on everything that you can think of."
One of the attractions the LMC holds for students is the program's ability, due to the efforts of the LMS, to accommodate and meet the needs of all students, including special education students and reluctant readers. Principals and teachers both commented on the uncanny ability of the library media specialists to "hook" students who express no interest in reading into reading books and even participating in reading competitions. " She's an amazing, hidden talent because she convinced someone who doesn't like to read to read 14 books for Battle of the Books." Library media specialists in the five schools visited use a variety of techniques to accomplish this. They learn about the specific interests of individual students and find books to match these interests. They find jobs in the LMC for students who are reluctant readers and get them involved and excited about the program. They ask students to be book reviewers and publish their reviews to benefit all students. They supplement the collection with books targeted at low level and reluctant readers, including low-level high-interest books and books on tape. They draw in students who are not readers by helping them express themselves in related areas, such as preparing PowerPoint presentations or displaying their technology proficiencies.
Strong Administrative Support for the Library Media Program
In all of these programs, principals know and have high expectations of the full-range of the role of the library media program and recognize its impact on instruction and on student academic performance. Their comprehensive knowledge of the program is a result of frequent LMS-initiated communication and principal observations when "walking through" the school library media center. Principals have great respect and admiration for their LMS and hold her in high regard: "I have trust and confidence in the LMS for sound ideas ... Our LMS makes the difference." Principals clearly recognize the capabilities of the LMS and her valuable contributions: "She knows the curriculum and initiates communication and planning ... She is the best-versed standards person in the school I rely on her." They value her as a key asset to the instructional program and support her by providing funding, removing barriers, and facilitating her visibility through membership and attendance in committees and faculty meetings. "She's an active and valuable member of our team." The principals, like teachers and students, recognize her unique contributions: "Her strength is collaboration with teachers. She understands how to teach well and listens to others ... She's very proactive with teachers and seeks better ways to do things ... She shows students how to be active in their own learning." The principals also promote the library media program when and by holding meetings with faculty and parents in the library media center.
Impact on Academic Performance
The library media programs visited have an impact on student academic performance. Principals, teachers, library media specialists, and students recognize the connection between student academic achievement and the skills and knowledge students derive from the library media program. Principals contend that the LMS impacts student performance through her work with teachers. "Her collaboration with teachers is key to the academic performance of students." However, the LMS has a more direct impact on students' performance. The program gives students research and information technology tools and skills that they can use in all content areas. It develops their critical thinking ability and opens their eyes to a wide range of resources and information. It increases interest in reading and excitement about learning. The program even helps students recognize that their academic performance will affect their future choices. The program helps students take an active role in learning and assume responsibility for it. According to one of the principals interviewed, the current educational system wants students to learn how to learn, to self-reflect, and be responsible for their own academic growth and development. This principal considers the LMS the moving force behind this. "The LMS is the most instrumental person in helping the staff make this paradigm shift."
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3. Describe how you kept your survey open so that both positive and negative feedback could be constructive in addressing what school librarians do to support student learning. This seemed to allow room to not only confirm what students, parents and teachers liked with the status quo, but open to suggestions they could offer for improvement.
The library questionnaire that Keith Lance originally designed and the type of study this design supported (only factual information, no opinions, attitudes or perceptions) does not lend itself to comments or suggestions from respondents on how the library can support student learning. It required a complete report of factual data on library resources, operations and services. Although the questionnaire did not ask for respondent comments, many librarians who completed this questionnaire, tended to comment on things the questionnaire did not capture in their library or operations or how their particular situation did not fit the kind of questions we asked or the type of data we requested.
The library survey of students and teachers conducted in Wisconsin did not allocate specific room for such comments, although both teachers and students who completed the questionnaire could comment on any item in the questionnaire. Again, the objective of these surveys was to portray the current state of their attitudes, perceptions and use of the library.
The interview guides used in the case studies conducted in Wisconsin and the format of the interviews were open-ended and "invited" both positive and negative comments as well as suggestions on how things can be improved. In the case studies, the adequacy of staffing and resources was repeatedly brought up as a factor having an impact on library operations and services. What I found most interesting in the case studies was how these library media programs thrived in face of these limitations and how they organized to optimize the services they provided.
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4. In your experience from these two major studies and the dozens of other recent studies of school media programs, what seems to be lacking in the library studies in terms of convincing evidence and what have we learned? In what ways have the data been sufficient and in what ways not? Have we really found strong correlations? What do we need to focus more on future studies, such as the impact of new technologies on learning, and how media specialists help students make better choices for information selection and use?
The studies have shown that school libraries have an impact on student performance on state tests. The studies have also shown that the impact is small but significant. The studies have shown such impact also in states where library staffing and other resources have been eroding. None of the studies has shown a direct and causal link between library variables and student performance. However, given all the factors affecting student learning and performance, it is not realistic to expect proving such a link.
I think that future studies need to focus more on how to improve library operations to maximize the instructional (of students) and support (of teachers) roles of the librarian. Surveys have shown that librarians spend a small percentage of their time on instruction. They primarily engage in basic instructional activities. As technology is becoming common in schools and school libraries, it is time to transition from teaching computer basics and research basics to how to assess the credibility of sources on the Internet, how to filter information, how to synthesize it (instead of just copying it), and how to integrate and interpret it. Surveys have also shown that librarians spend a very small percentage of their time on collaboration with teachers: most typically they identify information sources and documents for teachers. Librarians need to go beyond this basic form of collaboration to assist teachers to improve/expand the curriculum and make it more relevant and alive and help teachers increase the quality of teaching.
Librarians are in a unique position of exerting influence on students: how to access, review and select information, and how to synthesize and present it. These are skills that students do not typically learn in the classroom from teachers. Librarians are also in a unique position to exert influence on the curriculum by helping teachers identify new sources of information, making the curriculum more relevant and affecting the quality of teaching and what is being taught.
Research should focus on the librarian as an agent of change and as a focal point for the integration of technology. Specifically, under what conditions is this likely to happen and what support mechanisms need to be present in the library and the school to facilitate such transformation. This is likely to require a redefinition of the responsibilities of librarians and library aides, how teachers view librarians, and how teachers use librarian services.
I also suggested several research topics in my answer to Question 1.
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5. What are your observations on how we may need to focus more on improving school library media programs in underserved and less affluent environments?
Research has shown that schools with poor student performance also tend to have library media programs with inadequate staffing and poor resources. Here are some ideas and suggestions on how library programs in such schools can improve.
Library standards with strong support from the state education agency for their implementation are one way to ensure that all libraries have an acceptable level of staff and resources and provide quality services to students and faculty. Standards give librarians a basis for judging their own program and ammunition again lack of support, reduction of support or insufficient financial support from administration.
Librarian as agent of change. Adequate staffing and resources are important but not sufficient. What is critical, especially in poor schools is an urgency at all levels (principal, teachers, librarians, parents and students) that learning is the most important thing; a culture and dynamic that infuses everything in school with the notion of learning. Although we expect the principal and parents and teachers to initiate this urgency, the librarian is in a unique position to instill and sustain such urgency. I have seen it in one of the case studies in Wisconsin . I have seen it in some schools where I conducted management reviews. We need research and training programs on how librarians can act as agents of change and transformation.
Optimizing instructional model. Another lesson from Wisconsin that can be applied to poor districts is how to address effectively and synergistically very limited library staff resources. The key is to optimize the librarian's instructional role, because in this role the librarian can make the greatest contribution to student learning and to instructional quality. One of the small rural districts in Wisconsin has part-time library media specialists in all its schools. Some divided their time between two schools and some were responsible for three schools. Although part-time, the library media specialists optimized their presence in and contribution to each school by following a strong instructional model. They worked very closely with the school principal and planned their time in each respective school carefully to maximize their instructional role. The library media specialists also worked as a team learning from and supporting each other.
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6. Correlations can be misleading, especially when just the figures are reported without scatter plots. You provided scatter plots in the Texas study, but not in the Wisconsin analysis. No other state studies have bothered to illustrate the correlation data. Please describe what various correlations mean; why some are termed strong, weak, or significant. Illustrate with a few scatter plots how a positive correlation found to be significant may clearly show that while a relationship exists between two factors, this association should not be interpreted as "cause and effect."
It should be made very clear that correlations and "cause and effect" are totally different statistical concepts that have nothing to do with each other. Cause and effect statistics imply a certain order. They imply that A caused B which in turn caused C and so on. It is very rare that social science research can prove cause and effect. Certainly none of the library research studies have been able to do so. That is, library research has not been able to prove that having a "good library program" has caused improved academic performance. The best library research has been able to show is that having a "good library program" has contributed to student performance.
Correlations measure the strength of a relationship between or among variables. The higher the correlation the stronger the association and vice versa. However, we have to be careful in the case of high correlations when the two variables we use actually represent the same thing.
Correlation analyses assume a linear relationship between and among variables. However, not all relationships are linear.
Scatter plots are typically used in regression analysis to show the extent to which data points congregate in a linear shape, or to put it in another way, the distance of the data points from a line that can be drawn. When the data points are distributed in a way that is "independent" of that line we may conclude that the data distribution is not linear.
First, it is important to identify whether data is linear or not. In cases where the data are not linear, looking at the distribution of the data (scatter plots) can show at what values variance in data increases or decreases. Unlike in linear data where the relationship between variables increases linearly (gradually), such a gradual increase can not be assumed if the data are not linear. If data are not linear, there can be no or a weak relationship at certain values (that is, a high degree of variance) and a strong relationship at other values (little variance). The graphic presentation of the data can help us identify where (at what values) the relationship is significant. For example, in the Texas study we looked at the relationship between performance on the state test and multiple school library program variables. What we saw, using scatter plots, at the elementary school level, was that at the lower value levels of each of the library variables there was greater variance in test performance than in higher levels. Meaning that an increase in the value of the library variables (i.e. X more volumes per 100 students, Y more operational $ per 100 students, etc.) significantly decreased the test performance variance. The scatter plot shows at what library variable values variance in test performance decreases.
To see scatter plots from the Texas study, please visit the appendix.
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Web Resources
SLMR readers may read further about scatter plots and examine the normal interpretations of correlation strengths at these Web sites:
Scatter Plots, general definition: www.mste.uiuc.edu/courses/ci330ms/youtsey/scatterinfo.html
See changes from weak to strong correlation scattered data, and adjust input data to see the changes in line of best fit at Scatter Plot and Line of Best Fit: http://argyll.epsb.ca/jreed/math9/strand4/scatterPlot.htm
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Appendix. Elementary Schools
Ten library and school variables were associated in the multiple regression analysis with TAAS performance of elementary school students. These include:
- Library computers connected to a modem per 100 students
- Library software packages per 100 students
- Number of volumes purchased in 1999-00 per 100 students
- Library operational expenditures per 100 students
- Percent of Limited English Proficiency (LEP) students
- Percent of economically disadvantaged students
- Percent of white students
- Percent of Hispanic students
- Percent of African American Students
- Percent of Asian American students
The relationship shown in the following graphs is largely nonlinear. At the lower levels of each of the library variables there is greater variance in TAAS performance than in the high levels. As the library variables increase in value, the variation in TAAS performance decreases considerably and clusters around higher TAAS performance (i.e. schools with a larger percent of students meeting minimum expectations on TAAS).
The relationship shown in the following graphs is largely nonlinear. At the lower levels of each of the library variables there is greater variance in TAAS performance than in the high levels. As the library variables increase in value, the variation in TAAS performance decreases considerably and clusters around higher TAAS performance (i.e. schools with a larger percent of students meeting minimum expectations on TAAS).
Graph IV.5—TAAS Reading and Library Volumes
Purchased Per 100 Students
Graph IV.6—TAAS Reading and Library Operational
Expenditures Per Student
Graph IV.7—TAAS Reading and Library Modems
Per 100 Students
Graph IV.8—TAAS Reading and Library Software
Packages Per 100 Students
In some of the following graphs that associate TAAS performance with student characteristics such as percentages of students with limited English proficiency (LEP), economically disadvantaged students, white students, Hispanic students, African American students, and Asian American students, a definite linear relationship is seen. The linear relationship is particularly clear between TAAS performance and the percent of economically disadvantaged students and white students. The percent of students meeting minimum expectations on TAAS tends to decrease as the percent of economically disadvantaged students increases. The variance in TAAS performance also shows an interesting increase.
Graph IV.10—TAAS Reading and School
Economically Disadvantaged Percent
Graph IV.11—TAAS Reading and School White Percent
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David Morse stars in this drama which also features Cory Monteith.
www.hitfix.com/events/mccanickDavid Morse stars in this drama which also features Cory Monteith.
www.hitfix.com/events/mccanickEarly Oscar numbers show Ellen topping Seth MacFarlane ABC's Oscar livestream was plagued with outages No topic is off limits tonight when Jimmy Kimmel interviews Toronto Mayor Rob Ford
www.hitfix.com/blogs/tv-tattle/posts/early-oscar-numbers-show-ellen-topping-seth-macfarlaneViola Davis to star in Shonda Rhimes' 'How to Get Away With Murder' Rashida Jones' parents -- Quincy Jones and Peggy Lipton -- are joining her TBS pilot "Tribeca"
www.hitfix.com/blogs/tv-tattle/posts/viola-davis-to-star-in-shonda-rhimes-how-to-get-away-with-murder'Homeland,' 'True Blood' and more just need to go, now
www.hitfix.com/blogs/starr-raving/posts/10-tv-shows-we-once-loved-but-have-overstayed-their-welcomeThe 100th episode is here.
www.hitfix.com/events/glee-38'SNL' reunion: Fred Armisen will be Seth Meyers' 'Late Night' bandleader "NCIS: New Orleans" adds the star of "The Fast and the Furious: Tokyo Drift" HBO teases "Veep" Season 3
www.hitfix.com/blogs/tv-tattle/posts/snl-reunion-fred-armisen-will-be-seth-meyers-late-night-bandleaderThe complete fourth season arrives on DVD.
www.hitfix.com/events/glee-the-complete-fourth-season-dvdIt's official: Clay Aiken is running for Congress "Naked and Afraid" is getting a spinoff talk show: "Discovery After Dark" Kevin Spacey and Robin Wright would be open to doing a lot more "House of Cards" seasons
www.hitfix.com/blogs/tv-tattle/posts/its-official-clay-aiken-is-running-for-congressRosie O'Donnell is returning to 'The View' for the 1st time since 2007 Trent Reznor tweets "F*ck you" to Grammys for cutting off his performance Starz orders "Breaking Bad" producer's "gritty" drama about ballerinas
www.hitfix.com/blogs/tv-tattle/posts/rosie-odonnell-is-returning-to-the-view-for-the-1st-time-since-2007Join us for 3.5 hours of music celebrating itself


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K- besides Leeanna, who else? Oh and what hotel are you staying at?
List so far:
Zam I Am & Zam I Ain't (Courtyard Marriott)
Maul Maus
Moncal & Wifey
Judz Dwedd & Wifey
Iceheart (Hyatt)
Discussion on Zammer's confirmed for C3? within the Zam Wesell Costume forum, part of the Star Wars Prequel Trilogy Bounty Hunters category; K- besides Leeanna, who else? Oh and what hotel are
K- besides Leeanna, who else? Oh and what hotel are you staying at?
List so far:
Zam I Am & Zam I Ain't (Courtyard Marriott)
Maul Maus
Moncal & Wifey
Judz Dwedd & Wifey
Iceheart (Hyatt)
Last edited by Zam I Am; Apr 10, 2005 at 10:27 PM.
Here I was already to chime in... and I'm already listed!
I'll be there...just with no Zam costume.
me tooMaulMaus said:
Pouts and gets to miss all the real fun.
Do I count? I'll be there all 4 days, hopfully...no DEFINATLY with my wife wearing her Zam outfit.
I'll be there... if I ever get these bleedin' bleepin' blitherin' blastin' shin guards together...
in a state of minor frustration because velcro has decided to hate her tonight
You can do it Velcro? use snaps if at all possible, it's better
Oh I edited my first post, I want to see all the people's I have been talking to for the last few years, and FINALLY put a name to a jpg face LOL.
Gee, now you can get your OWN Leeanna video, and I don't have to worry about making say "hi" again. lol
Yep! You know, it's been like 2 years to fulfill the conclusion to your "hi" video!!!
Wow what a catharsis it will be at C3 from this lonnggg wait...
Thanks Sithcamaro!!!
You know, my hubbie makes fun of me everytime I post the video... "I hope to MET you..."(Aussie accent.)
I was going to use snaps, but they're less than adjustable. And with this being my first attempt at fitting armor, I figured stuff I could tweak repeatedly is my friend. Once I know how it all works together and sits on my bodysuit, I'll probably go back and put snaps on.
And to keep this on topic, I'm staying at the Hyatt in the volunteer block.
THE COUNTDOWN IS TICKING!! C'mon, we all gotta see each other on TDH night! Er, some night! I am beside myself. LOL I am actually going to try to fit by BIG pregger self into that daggone costume of mine so that I can take a pic of Leeanna and I. Dang... 2 years in the waiting. Those with costumes~ wouldnt it be great to have a costumed pic together with Leaana? All us Zammers.. Muhahah! I will have my FRS radio there and will give out the channel if yall wanna meet up by the autograph booth at the same time.
I'll miss ya ladies (and gents).
What? Kimmy? You're not gonna be there! Awww.. Man... It won't be the same without you!
Well.... someone has to pay for the wedding.
Andy will be going though. Ah the joys of being a bachelor and having money to play with.
I hate being in debt.
Hmmm.... sounds like a bachelor party we're gonna have to crash!
Sorry you won't be there...
Bah! Tell him that you have a chinese relative (me) and say that it's tradition for the guy to pay for the wedding, so, just split it down the middle! :LOL
Hey, that's how we did our wedding
ZIA - Andy said he plans to help pay.
hehe, so you can come to C3? LOL--(it's fun to misquote that one...) I know it would cost way more, but man, it's just not the same without ya there! Arg! It was a mob at C2, for those who remember, I heard ticket sale rates have doubled with the online ordering. Uncle George will be there too. It's gonna be wayy awesome. Tons of awesome stuff. I know several Zammers (definition: one who has been interested in zam costuming.) doing "other" things for the con, and talk about a true work of art! I can't say what it is, but talk about outdoing themselves.ZIA - Andy said he plans to help pay.
I didn't get to see a thing at CII, so I just can't justify spending hundreds of dollars on tickets, lodging, food, transportation, ect. to end up standing in line and likely not see anything, when that money can go towards a wedding.
I am so in debt that I've taken a lot of money out of my wedding account to pay for bills and emergancies (car repairs after my accident). My parents were not happy. I have no money for cons. At all. It's all for bills and then any last shred I have left over goes towards the wedding.
If there is even going to be a wedding...
Yeah... I know what you mean about C2 ... I didn't get to see much either - but I still had a blast. I'm hoping this time I'll get to see more.
Weddings: By my reckoning - what's listed on your posting in any case... you've got 1 year, 2 months, 3 weeks and 4 days to take care of all those details. In other words, don't worry about it!
Unfortunately I have to worry. There are weeks where I don't eat because I can't afford to go grocery shopping. Money is that tight. It really sucks. I'd love to go, but unless someone wants to pay my way, it isn't going to happen.
Hi All,
Unfortunately I have had pretty much zero time to be around any forums for the last two years but am looking forward to seeing all the Zams at CIII! (Grad school has ruined my propping life! )
I wasn't planning to bring my Zam costume (it is in need of serious repairs) but I didn't know Leeanna was going to be there...Hmmm...
KimnCris, WE HAVE to take a pic together w/Leeanna. It would be awesome.
Kimmy had these same thoughts last year for Dragon Con...refused to go cause of money, etc. (and she again says she's not going to Dragon Con this year as well) So for last years Dragon Con I DID pay for her whole trip so she could go cause I really wanted her to be there.
Now with just coming back to work after 3 months off on medical leave, I really couldn't afford to pay for both of us to attend another big con, but I really wanted to go so I made some costume parts for 501st people right as I was going back to work to help catch up with my bills and to pay for my C3 pass and hotel. Yeah, she was upset for a bit but she came up with a plan for my share of wedding bills which I agreed to so things have been smoothed over as far as the wedding bills go. That's my rebuttal for the night.
I know she's torn cause she wants to go to C3, but also needs to save money badly so that's her right. I know we'll all miss her there but she's there in spirit. Plus she already has a Zam figure that is signed by Leanna that says "To Kimmy: You ROCK!" so that's cool too.
Awe!! Too bad we couldn't get her there. Andy and Kimmy, you want me to just give you all your "Z stuff" when I see Andy?
Awww... we know you two will work out those wedding details!
It just sucks that the convention costs so much! We know she'll be there in spirit - screaming at the site of every Darth Maul she sees!
I am glad your wifey is participating in the costume contest... Whooohoo! There to represent!!! Be on the look out for us cheering you guys on. I would have participated, but being preggers, bah... I just wanna see if I can squeeze my bulging self into the costume for the 501st pic on Sunday It's gonna be hilarious. (if they'll let me, I will stick out like a pregnant purple thumb!) Do you have to submit an application to participate in the contest? Just wondering.
That's cool. It'll be good to finally meet up! There was an entry form for the contest. It's been closed for a while. They took 75 contestants.Zam I Am said:
Totally cool. BTW, if your moon piece greeb doesn't hang right, you can put in a leather backing piece as like a "spacer." to give it a lift. Hope your wifey gets placed... It would mean a lot to me, and I am sure the seamstress, and JD too
Zammers I encountered...woohoo, tag- gotcha on pic!
The Wookie - BTW congrats in the Costume Pageant !
Kim(nCris)-Glad to finally meet the first C2 Zammer
Maul Maus- We've waited for this pic, since D'con-two years ago!
Iceheart - Glad to meet ya!
Last edited by Zam I Am; Apr 29, 2005 at 12:24 AM.
And such a lovely picture of me it is too! Yikes! Can't believe it took 2 years!!! I've got one too that I'll post soon - ZIA in her "Preggers" costume!
You mean my tan one ?
Here are some I got...
Me and a really great Anakin
Me and Shannon McRandle
My shot of the actual costume.
I made both my brooch and middle piece out of sculpey. It broke really easily, so I hotglued it again at CIII to give it some more support. I am at 23 weeks preggers, so I felt totally cool making this. $44.00 for the boots, $36.00 for the fabric,interfacing, thread and pattern, $3 for muslin, $10 for the sculpey and pin backings and faux gems, and $17 for the pants at kohls. I had the leather and dye from the zam project. Cheapest costume I ever made and it only took 1 week! (2 days to sew and figure out re-making the pattern- as a newb to sewing entire garments)
I'm in the group shot too! I'm the Boushh next to Dengar! LOL
I happened to run into Yvonne as well, heading into the dealer room but I can't get the dumb link to work.
Here we are. I made that a lot harder than it had to be.
(Zam I Ain't, Zam I Am, HothGirl and JediAgent)
Yeah!!! Great pic! I am gonna snatch it up and put em in a collage~ hope you don't mind...


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Cedar Rapids Weather
Iowa State Beats Drake In Big 4 NightcapBy Rob Gray, Reporter
DES MOINES, Iowa — His coach called him "great."
The opposing coach dubbed him "a load." That's Iowa State forward Melvin Ejim, who led his team's march to the free throw line in Saturday's Big Four Classic game against feisty Drake, and, ultimately, an 86-77 win before a crowd of 13,180 at Wells Fargo Arena. "I think I was running the floor really well," said Ejim, who scored 21 points and grabbed 11 rebounds. "Guys were passing the ball up and gave me the ball in spots I could do something with it. All the credit to them. I was able to either get a good shot attempt or go to the free throw line." About that free throw line ... Ejim went there 14 times, sinking 11 — both single-game career highs. The Cyclones (8-3) shot 41 free throws, draining 30 — both season bests. "That's huge," said ISU coach Fred Hoiberg, whose team avenged last season's 74-65 loss to the Bulldogs. "We really wanted to get that thing inside and our ball movement was so much better." Officials called 52 fouls, with 31 whistles directed toward the Bulldogs. "We got silly fouls early by some veteran guys," said Drake coach Mark Phelps, whose team fell to 4-5. "Ben (Simons) and Seth (VanDeest) had to sit for most of the first half. Jordan (Clarke) got into foul trouble, so clearly fouls were a huge deal for us." Simons, the Bulldogs' leading scorer, settled for 13 points. VanDeest kept Drake close, scoring 16 of his team-high 18 points in the second half. Clarke, the team's top rebounder, fouled out with seven boards — three below his average. Still, the Cyclones couldn't create much separation until Will Clyburn's steal, dunk and free throw with 3:19 left game them an 80-71 edge. "It gets everybody into it," Clyburn said. "It just boosts the morale of our team, period." Clyburn notched his third double-double of the season with 17 points and 10 rebounds. He made all nine of his free throws — and had attempted just two from the stripe in his previous three games. "Just going with the flow of the game," Clyburn said. "It happened." ISU had 10 turnovers in the first 13 minutes, but lost just seven in the final 27. The Cyclones made 13 more free throws than Drake and corralled 15 more rebounds. "That's a very good team," Hoiberg said of the Bulldogs. "That's a team that I think will do very well in the Missouri Valley Conference and I think it's a team that could surprise a lot of people." Ejim's effort astonished no one. "He's a load," Phelps said. The Big 12's leading rebounder matched single-game career highs in steals and assists with four apiece. "Melvin was all over the place," Hoiberg said. "We ran plays for Melvin. We don't normally run a lot for him but he had it going. ... He made good plays, whether he scored it, made a kick out, or got to the free throw line. Melvin was great." Ejim fell one point short of matching a career high scoring performance. He scored 22 as a freshman in a 91-88 win over Creighton at Wells Fargo Arena. And only two came on free throws. "Melvin likes this arena, I guess," Hoiberg said. "You now what Melvin's going to give you. He's going to go out there and defend. He's going to rebound and he's going to run the floor. Whether it's for him or for a teammate, Melvin's the guy out there doing the dirty work." Conversation GuidelinesBe KindDon't use abusive, offensive, threatening, racist, vulgar or sexually-oriented language. Share KnowledgeBe truthful. Share what you know and what you are passionate about. Stay focusedPromote lively and healthy debate. Stay on topic. Ask questions and give feedback on the story's topic. Report TroubleHelp us maintain a quality comment section by reporting comments that are offensive. If you see a comment that is offensive, or you feel violates our guidelines, simply click on the "x" to the far right of the comment to report it. read the full guidelines here » Commenting will be disabled on stories dealing with the following subject matter: Crime, sexual abuse, property fires, automobile accidents, Amber Alerts, Operation Quickfinds and suicides. |
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Tagged Questions
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c# is clearly dominant on SO. Is there a desire, need or whatever to diversify the user base and questions?
(UPDATE: Anybody who thinks this is a rant on C# needs to chill out. I'm not suggesting punishing C# questions. Rather, I am envious of C#'s disproportionate popularity on SO and am asking what, if ...