text: Beyond Names and Dates 1 Beyond Names and Dates: Teaching Students to Employ Historical Reasoning Matt Kelley Capstone Essay Peabody College, Master of Education program, 2008 Beyond Names and Dates 2 Abstract This essay explores several obstacles that a student brings into a high school history classroom. Since the main goal of history is to develop abstract reasoning, it is troublesome that a student's cognitive development could impede this end. In addition to barely having developed what Piaget refers to as formal operation, the student's previous history training, as well as other classes, have led to a complacency with reading texts at face-value. As an adolescent, the learner will be, to a certain degree, egocentric, and will judge historical figures and events from his or her own perspective. Several researched methods are explored to alleviate these issues, including such tasks as developing specific historical skills within Vygotsky's zone of proximal development, creating representations that guide students toward the teacher's level of reasoning, and discussing paths of reasoning as a class during the lesson. These ideas are applied to a European History class, in a hypothetical attempt to demonstrate their applications. Beyond Names and Dates 3 Beyond Names and Dates: Teaching Students to Employ Historical Reasoning Introduction Think of the worst history class you have ever had to sit through, or at least one that you remember would fall into the general category of ―bad.‖ The odds are strong that the defining feature of this class was rote memorization of barely connected facts. You were expected to read a textbook that listed events, names, and dates; then your teacher would revisit these facts in a similar order, focusing upon some more than others; finally, you were required to show that you could recall these facts on command. There is a reason that your class was so intolerable: people do not learn history in this way. The problem is that history teachers do not realize that they themselves did not learn this way either, because they probably already had the reasoning ability to connect these facts together, or developed it independently. Even if they were taught specific strategies, it's easy to forget them over a period of time. On a personal note, I used to proctor a Writing Lab in high school in which I helped my peers write papers for history classes. At the time, I was well-versed in the rudimentary rules of composition, and could easily give advice that I did not always need to follow myself. Like in other academic disciplines, you must follow the rules strictly until you know the correct manner in which to break them. However, when first year college students ask me for advice now, I tend to forget to tell them to constantly reference the thesis whenever a point is made. I forget this because it is not only unnecessary in high level history scholarship, but it is also a very inelegant way to express your point. Beyond Names and Dates 4 Similar to my experience with writing, history teachers may not recall the best methods of how to learn history on the high school level – they can absorb facts and connect them to broad trends instinctively. They read every text with skepticism. Their minds are fully capable of abstract historical reasoning as a result of physical development as well as training in higher education. However, history teachers are not teaching future history teachers, but students of every possible disposition. Just as students with learning disabilities can succeed in a classroom if specifically taught the strategies that many students know instinctively, one can see most students of history as having a historical learning disability of sorts, in that they need to be taught to think like a historian in order to produce the desired results. The focus of this paper will be on how the regular secondary school history teacher can help students develop the reasoning skills that are the true goals of history education. This paper will begin by looking at the learner, and what issues may impede proper learning if not addressed by the teacher. Only by understanding how a student thinks and learns can a teacher move the student from his or her initial abilities to the level that constitutes success, for the student and by extension the teacher and school. This will be followed by a survey of methods to alleviate these issues in the learning context, which have been developed by scholars using researched-based studies. These first two sections show that this essay is relevant to any history classroom in a secondary school, and as such contain most of the value of this work. However, it is necessary to apply these ideas to a realistic scenario, and so the final section will be more personal. Since I will be teaching an Advanced Placement European history course in the coming autumn, I will apply this study to my own plans for this class. Many of these ideas could be applied to any history class, but they are compiled with a secondary school European history class in mind. Beyond Names and Dates 5 The Learner The first section of this essay will focus on the learner, in terms of what he or she brings into a high school history classroom before any instruction. In order to address this, however, this study must pin down one of the central aims of studying history in the first place. According to Robert V. Daniels (1972), The purpose of history courses is not encyclopedic factual knowledge, but understanding and an ability to think historically. […] The study of history means acquiring the ability to think imaginatively, to organize information, and to use facts in order to discover and appreciate significant ideas. (p.47) One might be hard-pressed to find a history teacher who would disagree that thinking historically, which includes making comparison, exploring causation, and recognizing patterns, is the major goal of history education. However, when one looks at the secondary school student, there are some barriers to teachers helping to facilitate these skills. Of the many valuable insights Jean Piaget's study into human cognitive development, the most relevant here are the four stages of development. Piaget tells us that a child is not able to fully grasp abstract concepts and employ deductive and inductive reasoning until early adolescence (Woolfolk, 2007). Roy N. Hallam, who performed studies to apply Piagetian principles specifically to history, concluded ―that systematic thinking appeared later in history than in math or science‖ (Wineburg, 2001, p. 38), and is more likely to occur by the age of sixteen (Chaffer & Taylor, 1975), which easily puts that development in question when thinking about a high school European history student. The students may have Beyond Names and Dates 6 only begun to develop comfort with ―formal operations‖ (Piaget's term for the highest level of thinking developed in the fourth stage), and probably have no familiarity with implementing them in a historical context; this is problematic when the main goal of a history class is to do just that. It also does not help that it is likely that most of the history classes before high school are taught by merely exposing children to facts (for this paper to be necessary, one has to assume that most teachers are not following the same advice already). M. B. Booth challenges the rigidity of Piaget's focus on biological cognitive development's role in attaining historical reasoning, stating that ―not only can fourteen- to sixteen-year-old pupils think adductively, but also that learning history can make a significant contribution to their cognitive and affective life‖ (1983, p. 113). This gives a history teacher hope for overcoming biological limitations, as well as inspiration for the importance of history education. However, overcoming these limitations requires an emphasis on social interaction, which will be explored later. Students will likely bring an excessive reliance on rigid chronology—learned from previous years of fact-based history education—with them into the classroom. Part of the reason, according to Frederick Drake and Sarah Drake Brown, is that students already have a sense of narrative in mind: Students perceive 'official history' to be what the teacher (and/or the school and textbook authorities) dispense to them. This learning of 'official history' knows not ideological or national borders. It occurs in the United States and other nations where students engage in the ritualistic study of politically palatable views of the past. (2003, p. 474) This causes an issue when learning primarily from a textbook. Sam Wineburg performed a study in which historians with varying specialties and high-functioning high school students reviewed excerpts from several different historical sources, including historical fiction and classroom Beyond Names and Dates 7 textbooks. When asked to rank the sources in order of trustworthiness, the historians ranked the textbook dead last, while the students ranked it as the most reliable (Wineburg, 2001). This overconfidence in texts as representations of incontrovertible proof is partially due to the previous education in history, as well as to the recent development of abstract cognition coupled with lack of instruction in applying it to history. However, the students in Wineburg's study were clearly toward the end of their high school education, and had had several history courses and even had taken their SATs. Although much attention is paid to the usefulness of teaching history with primary sources, and teaching students how to read these sources, these same principles are rarely applied to textbooks which are themselves worded matter-of-factly. Hazel W. Hertzberg (1985) offers insight as to the nature of history textbooks themselves: The lack of available synthesis is fundamental to the poor quality of many texts. They tend to be intellectually thin, paying insufficient attention to long-term historical development and to the reality of conflict. […] They rarely give more than one interpretation, although there is practically no important development about which there are not at least two well-founded interpretations. (pp. 36-37) Primary documents themselves are of course necessary to developing historical thinking, but one needs to do more than merely expose students to them. Drake and Brown (2003) propose an explicit approach to teaching methods of reading primary documents that guides students to develop skills that historians already use, which mainly revolve around questioning the background of the author, the bias of the author, the historical context at the time of writing, and Beyond Names and Dates 8 how to relate these bits of information to the emerging narrative. This will be explored further in the next section. Another issue brought up by Jean Piaget is that students at the early part of stage four of cognitive development experience adolescent egocentrism. Because of this, Adolescents do not deny that other people may have different perceptions and beliefs; the adolescents just become very focused on their own ideas. […] Because they can reason from general principles to specific actions, they are often critical of people whose actions seem to contradict their principles. (Woolfolk, 2007, p. 36) This compounds the problem that all human beings, regardless of age, have when studying history: what Henry Steele Commager refers to as present-mindedness: ―Our instinctive habit of looking at the past through our own eyes, judging it by our own standards, recreating it in our own words‖ (1980, p. 44). Sam Wineburg (2001) also explores an aspect of all encounters with history that is relevant here. He claims there to be a tension between the familiar and the strange. People are attracted to aspects of the past to which they can directly relate to their own experiences, as well as the attributes that make it seem surprising and amazing. To paraphrase the British comedian Eddie Izzard, ―History I find fascinating because it's so real…in a kind of long-ago, can't- believe-it kind of way‖ (1996). The pull of the familiar in history, Wineburg tells us, ―entices us with the promise that we can locate our own place in the stream of time and solidify our identity in the present‖ (p. 5). For these aspects, the Piagetian adolescent egocentrism may be useful, as teachers can strive to show relevance in the past. On the other hand, in viewing history as only a means for understanding themselves and their surroundings, students may ―discard or just ignore Beyond Names and Dates 9 vast regions of the past that either contradict our current needs or fail to align tidily with them‖ (p. 6). The pull of the strange has limitations as well, as students who fail to see the relevance may see the strange, distance aspects of history as ―a kind of esoteric exoticism‖ which ―may engage the attention of a small coterie of professionals‖ (p. 6.) but will have little pull to many students. This has students and teachers walking a tightrope – the social constructivist school of cognitive development, led by Lev Vygotsky, tells us that students build on current knowledge that has been constructed through socio-cultural interactions in their own lives (Woolfolk, 2007, p. 346). However, Wineburg stresses that the strange, distant past is essential to making history familiar and applicable: It is this past, one that initially leaves us befuddled or, worse, just plain bored, that we need the most. […] The sustained encounter with this less-familiar past teaches us the limitations of our brief sojourn on this planet and allows us to take membership in the entire human race. Paradoxically, the relevance of the past may lie precisely in what strikes us as its initial irrelevance. (2001, p. 7). So students may indeed be able to attach some aspects of history to themselves immediately, but the biggest benefit, as well as the most difficult to bring about, come from embracing the strange and changing it into the familiar. Learning Context This section will explore the best methods to address the concerns of the learner outlined above, beginning with a method that is simultaneously both a concern and a method. One of the main reasons that students have trouble learning large amounts of facts and then employing Beyond Names and Dates 10 complex thinking is that most teachers have it backwards – one should start with the big ideas and then teach how the individual facts connect to those ideas. This is a major theme in Understanding by Design by Jay McTighe and Grant Wiggins (2005), who define big idea as ―a concept, theme, or issue that gives meaning and connection to the discrete facts and skills‖ (p. 5). It should not be hard to see how this applies especially to history, as this work has already discussed the main goals. As Daniels (1972) puts it, ―In short, a person should never try to memorize a fact if he doesn't know its significance; and if he understands its significance, it is almost impossible to forget the fact‖ (p. 48). McTighe and Wiggins (2005) use the term ―conceptual Velcro‖ (p. 66). For students of history, the teacher must take great pains to describe essential concepts and patterns before asking students to engage the facts and details. For example, before learning about the myriad events that led to the formation of a unified Germany and Italy, the teacher must first discuss the concept of nationalism and how it formed in the wake of Napoleon's shattering of previously-held power structures. The next problem to be addressed is the need to develop complex thought in students that have little to no background in such, and who are more than likely just beginning to be mentally capable of such thought. Peter N. Stearns (2000) identifies three distinct tools of the historian, and creates a set of exercises to gradually help his classes develop them. The first is comparison, which Stearns addresses by ―identifying concrete exercises that helps students accomplish this reconceptualization of data, repeating these exercises, and gradually increasing their complexity‖ (p. 427). He began by assigning homework assignments that asked students to find similarities and differences for specific topics from the text. After repeating these for two-thirds of the class, Beyond Names and Dates 11 he then expanded them to include essays, discussions, and other methods of analysis of the categorized data. The second historian skill he addressed was learning how to deal with change over time. He introduced the same types of activities, only much later in the course. This was because the main point is the same—the only difference is that you are comparing data-sets from across time instead of across geography. The third analytical tool is the recognition of causation, although at the time of publication his results were not significant. A hallmark of Stearns' study is that is involves another social constructivist idea from Lev Vygotsky, the zone of proximal development. This can be explained as ―the area where a child can solve a problem with the help (scaffolding) of an adult or more able peer‖ (Woolfolk, p. 346). Stearns begins with rudimentary activities that exercise the desired skills, evaluates and guides the students' products, and increases their difficulty, eventually adding in new elements. Robert B. Bain (2000) also follows Vygotsky's ideas of an expert facilitating learning through assistance, albeit in a different manner. Bain believes that, while engaging students in historical projects is helpful, since the end goal is to change the way the students think, then the historical thinking should be made explicit at all steps in the process. By this, he means that the thinking of all of the players in the classroom should be discussed during lessons, and so by exteriorizing the thinking of students, past actors, disciplinary experts, and teachers, we create and shape a disciplinary specific zone of development with beginning points (student thinking), historical content, and process goals (historical actors/event and historians' habits of mind), while encourages pedagogical reflection. (pp. 335-336) Beyond Names and Dates 12 Bain also believes in Vygotsky's idea that learning occurs within a social construct. ―With social assistance, learners can perform many more competencies than they could independently; through social assistance the higher functions emerge and are subsequently internalized‖ (p. 336). This process involves having student externalize their own thoughts, explaining and exploring what different historical figures thought, helping the students be critical of texts with the same questions that a historian would use—all within cooperative framework. Sam Wineburg (2001) and Suzanne Wilson also make conclusions that line up with social constructivism when they engaged in a Wisdom of Practice study of eleven history teachers. Their resulting paper focused on two very effective teachers, John Price and Elizabeth Jensen, with very different styles of teaching—Price dominates the classroom with his electric personality, while Jensen is nearly invisible most of the time, instead choreographing the learning of the students. The common thread of both teachers is that they employed various representations of the subject matter (such as analogies, stories, demonstrations, debates), each of which attempted to build a bridge between the sophisticated understanding of the teacher and the developing understanding of the student. […] An instructional representation emerges as the product of the teachers' comprehension of content and their understanding of the needs, motivations, and abilities of learners (p. 170). Wineburg and Wilson state that the best way for a teacher to develop sophistication in their students' thought processes is to reflect inward on what the concepts and skills to be learned, and then to turn outward to empathize with the students' lack of understanding in constructing these representations. Beyond Names and Dates 13 This study also addressed the fallibility of textbooks in the classroom, as the two teachers employed the texts in similar ways. As Wineburg and Wilson (2001) state, ―Sometimes the textbooks entered the fray of conflicting interpretations; at other times, they acted as foils for the teachers' favored interpretations; at still other times they served as resources to help students follow the story line of history.‖ The textbook in each of these classrooms was viewed more as an account, one possible representation of history among many others, rather than the end-all and be-all factual tome. Wineburg's essay ―On the Reading of Historical Texts‖ (2001), cited earlier, also addresses the problems of students not viewing textbooks with skepticism. He uses the metaphor of a courtroom to explain the different ways of reading textbooks—historians were like the prosecution, questioning the testimony, finding contradictions, and trying to understand motivations; students were like the jurors, listening passively to the testimony, questioning themselves, but unable to address the witnesses directly (p. 77). To illustrate his point, Wineburg quotes Robert Scholes: If wisdom, or some less grandiose notion such as heightened awareness, is to be the end of our endeavors, we shall have to see it not as something transmitted from the text to the student but as something developed in the student by questioning the text. (p. 84) The goal is to get the students to read more like historians, whether the text is a primary source or a class textbook. This questioning of the text could be one aspect of what Hazel W. Hertzberg (1985) calls participatory learning. She says that ―if history is to have deep and lasting meaning to students, they must make it their own‖ (p. 36). Making history one's own is a crucial way to address the Piagetian adolescent egocentrism; a feeling of ownership over your education makes it more Beyond Names and Dates 14 personal, more self-involved than merely doing what the adult in the room says. Veronica Boix- Mansilla (2000) poses the thought that students should be taught to properly apply historical knowledge to present contexts. While this can prove to be troublesome, she says that ―teachers may scaffold students to make such connections by giving them multiple supervised opportunities to do so, identifying students' difficulties, and orienting their efforts‖ (p. 392). Note the clear attention to Vygotsky's zone of proximal development. While most of the above methods for historical reading can be applied to all texts, Drake and Brown (2003) specifically address ways to address primary sources in a way to develop sophisticated historical reasoning. They separate primary source documents into three categories: 1st-, 2nd-, and 3rd-order. 1st-order documents are those that the teacher considers utterly essential, 2nd-order documents are those that relate to the 1st-order document, and 3rd- order documents also related to the 1st-order document, but are ones which the students find themselves. The idea is that the 2nd-order sources will both corroborate and challenge the original source, and the students will be asked to also make connections themselves between the 3rd-order and 1st. This gives students a chance to evaluate what they are reading in terms of the bias, validity, and historical context of any document; eventually they will be doing this without being prompted by the teacher. At this point, the teacher has succeeded in guiding the students toward thinking like historians. Though this work has already shown how Sam Wineburg's (2001) ideas about focusing on the familiarity of historical subjects can be useful for egocentric adolescents, it is also important to cultivate students' exploration of the strange and distant aspects of history. Becoming comfortable with the strangeness of history will teach us the inadequacy of our own perspectives. Wineburg worries that ―if we never recognize that our individual experience is Beyond Names and Dates 15 limited, what hope is there of understanding people whose logic defies our own, whose choices and beliefs appear inscrutable when judged against our own standards?‖ (p. 110). It can be argued that in order to embrace the strange, one must force it to become familiar. When a student accepts that his own personal judgments do not apply to a certain historical figure, the next step is to try to put that figure's actions and words into the actual historical context. By understanding how that figure could have behaved in that manner, with no connection to the present, the student is able to bring that figure into closer association with himself, and to inject both the figure and himself in to the greater set of humanity. This, in sense, could be seen as making history one's own, as mentioned in the previous paragraph. This way of addressing the strangeness of history will develop complex thinking, appeal to the geocentricism in the student, and also usher him or her into a post-adolescent frame of mind. Curriculum and Assessment The rest of this study will take on a more personal tone, as I will be linking the theories mentioned above to my own practice. As stated in the introduction, many of these ideas can be applied to any class that attempts to study the history, but they are specifically tailored for a European History class. This is made all the more personal because I actually will be teaching AP European History in the upcoming autumn, and I plan on implementing these methods. Rather than give a quick synopsis of pre-Renaissance history, I will spend 1-2 weeks going over the history of the Greeks and Romans, with a day or two for the medieval period. For the sake of clarity and simplicity, in this essay I will mainly address the influence of Greco-Roman thought upon the Modern Era of Europe. Beyond Names and Dates 16 The influence of Greco-Roman thought will be my first big idea, which will put the events and people of the Renaissance into context. Most history students know that the word renaissance means rebirth, and possibly that it refers to the rebirth of learning; however, I will emphasize that it is the rebirth of classical learning. Certain facts, like the fall of Constantinople to the Turks, will be attached to this main idea, as the resultant diaspora of Greek scholars led to an intellectual phenomenon throughout Europe. The emerging art, philosophy, scholarship, even architecture came from a resurgence of the classical spirit. For much of the year, I will ask the students to complete exercises not unlike those Stearns advocated. Mine will ask students to draw comparisons between Roman and American law, Greek sculpture and Renaissance sculpture, and many others that will increase in difficulty and decrease in guidance. Despite the inconclusive results for Stearns, I also plan on implementing activities and discussions based on exploring causation, specifically with relation to the Greco-Roman influence on modes of thought, like the Enlightenment and the subsequent era of revolutions. Also, I will utilize Bain's method of externalizing historical thought. Whenever conclusions are drawn, students will be forced to explain their reasoning; my own assertions will be followed by my reasons and the alternatives; all historical figures and their motivations will be put into a realistic context. In regard to the texts of the class, ongoing qualification of their value, bias, and purposes will occur as a class. Students will be asked to compare similar documents that come from difference sources but address the same issues. When reading the main textbook, we will call into question the alternative interpretations of passages, particularly when there is a possible connection to the classical world that is not explored. Injecting connections to Classical era Beyond Names and Dates 17 during discussion of the reading will patch up discrepancies of the text, and further facilitate critical reading. The goal of these methods is to develop a complex historical frame of mind for each of the students. In assessing, I will base my grading of each individual assignment on the ability of the student to correctly apply comparisons and to delineate causation, but my long-term informal assessment will be based on how well the student increases his or her ability to employ sophisticated reasoning that is divorced from his or her own identity. I will also assess how well students can express their own thoughts, and how easily they catch fallacies therein. My teaching style will more than likely resemble those of John Price, for I have noticed in my student teaching that I tend to command the attention and interest of the students. Like Price, I plan on engaging the students not only in the above discussions, but also in group activities that call on them to debate and discuss significances together and to take stands. This will hopefully give the students the social framework necessary to learn adequately, as well as a sense of ownership of their education. To address the familiar side of European history, I will first have students draw parallels between their own society and that of the classical world. The next step will be to codify the influence of Greco-Roman thought upon the Renaissance, and then the following movements such as the Enlightenment, which in turn influenced the American Revolution. These connections will make the Europe addressed in the curriculum more relatable, as well as help the students see a more complex relationship between the events in European history. A major goal will be to make the strangeness of European history become more familiar by helping students to understand the situations and influences that affected the lives of those in history. Beyond Names and Dates 18 To understand the nature of European thought, and how this related to American thought, will help the egocentric student find value in a history that helps explain his or her own values and identity. Douglas D. Alder and Matthew T. Downey (1985) assert that understanding European identity also has benefits for students who are not of European descent: ―They are involved in the culture of the West, as well as that derived from their other ethnic roots, and may to a greater or lesser extent share its values.‖ Understanding European identity from its roots could be as essential for these students as it would be for an emigrant to Hong Kong to study the world of ancient China. I would argue that the lessons learned in understanding the underlying currents of European civilization could be applied to learning of any people, from the Islamic cultures of the middle ages to the Aztecs of a Mexico long gone. Regardless, knowing the roots of Western Civilization will give a more sophisticated view of the history learned in this class. Conclusion At this point is should be clear that the learners do not show up in the secondary school history classroom with all of the skills and abilities needed to understand or even appreciate history, and that in fact is the history teacher's job to impart historical reasoning. The first issue is that a high school student has probably only just begun to develop the cognition necessary for abstract thought. As such, the student is also going to be very inwardly focused, basing most judgment on his or her own thoughts and ideas. This lack of development, coupled with previous misconceptions of learning, will most likely lead the learner to read textbooks as though Beyond Names and Dates 19 they were sources of indisputable facts, rather than accounts from certain points of view. This student will also be pulled by the familiar aspects of history and be put off by the stranger aspects. Several scholars pose solutions to these problems, such as actively working to develop historical tools in the minds of students, making historical thinking explicit, creating representations of historical ideas in ways that bridge teacher and student understandings, facilitating critical reading of both sources and textbooks, and participatory learning in a social environment. To illustrate their connection to realistic practice, I applied these ideas to my own future class, and showed how they could easily fit with any previously-conceived syllabus if a little flexibility is employed. Beyond Names and Dates 20 References Bain, R. (2000). Into the breach: using specific research and theory to shape history instruction. In P. Stearns, P. Seixas & S. Wineburg (Eds.), Knowing, teaching, and learning history (pp. 331-352). New York, NY: New York University Press. Boix-Mansilla, V. (2000). Historical understanding: beyond the past and into the present. In P. Stearns, P. Seixas & S. Wineburg (Eds.), Knowing, teaching, and learning history (pp. 390-418). New York, NY: New York University Press. Booth, M. B. (1983). Skills, concepts, and attitudes: the development of adolescent children's historical thinking. History and Theory, 22 (4), 101-117. Chaffer, J. & Taylor, L. (1975). History and the history teacher. London: George Allen & Unwin Ltd. Commager, H. (1980). The study and teaching of history. Columbus, OH: Merrill Publishing. Daniels, R. (1972). Studying history: how and why. Englegood Cliffs, NJ: Prentice-Hall, Inc. Drake, F. D. & Brown, S. D. (2003). A systematic approach to improve students' historical thinking. The History Teacher, 36 (4), 465-489. Hertzberg, H. (1985). Students, methods and materials of instruction. In M. Downey (Ed.), History in the schools (pp. 25-40). National Council for the Social Studies. Izzard, E. (1996). Definite Article. (Sound recording). Anti Records. McTighe, J. & Wiggins, G. (2005). Understanding by design, expanded second edition. Englegood Cliffs, NJ: Prentice-Hall, Inc. Stearns, P. (2000). Getting specific about training in historical analysis. In P. Stearns, P. Seixas & S. Wineburg (Eds.), Knowing, teaching, and learning history (pp. 419-436). New York, NY: New York University Press. Beyond Names and Dates 21 Wineburg, S. (2001). Historical thinking and other unnatural acts. Philadelphia, PA: Temple University Press. Woolfolk, A. (2007). Educational psychology, tenth edition. Boston, MA: Allyn and Bacon.


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I have owned many horns, a Schilke X-3 which I loved, a Calicchio, a Monette, a couple of Bach?s, other Yamahas. This horn beats them all. This horn has an even response top to bottom. It not only sounds great playing ear-ripping lead, it has a great "bounce" to it as a jazz horn. It also blends well in concert band and brass quintet. It slots well to a double c and above, including the notorious high a. I recently had the opportunity to play a Broadway type of revue show that I had played two years earlier on another horn, the above mentioned Calicchio, which is a really good horn. There was a nasty line that was in unison with a singer that needed restraint and control that went up to an e above high c and back down into the middle register. This line gave me problems on some of the performances two years ago. This time around I nailed it every time, in tune, without a scratch for all 12 performances on the 8310z. This is a horn I ordered without play testing. I have never looked back.
Wanted a horn that could handle the high register interval slotting needed for classical arpeggios etc. but still had a nice full sound in the mid range. This horn did it all. I found the Bachs (180s37 and 43) were great for the high register accuracy but were lacking in projection and fullness in the mid range. If I played orchestra or wind ensemble only, I think I would probably go Bach but I was sold on the versatility of this horn. Not to mention the price. BTW the mouthpiece that comes with this horn should not be overlooked. If you're out trying horns, do not make a decision without trying 8310Z.
I'm a sophomore in my high school band. We are playing a song for our marching band with several high G's above high C. I was able to hit them before I bought this trumpet, but on very rare occasion, now I can nail a G and do it consecutive times throughout the song. I've also been able to pull out an A. This trumpet projects its sound far better than other trumpets, yet it can play mellow and soft when needed. This trumpet has the quality of a Schilke but costs several hundred less.
I couldn't have asked for a better lead horn! I use the 8310Z as my primary lead horn in a Big Band, with my churches Praise Band and as a soloist. This is one of the easiest horns i've ever played. Three and four octaves come with ease as does perfect intonation throughout. I recommend this horn to anyone. Be careful though, if you over play it, she'll bite back!
I have played many trumpets, including my LT180S37 Bach Stradivarius, and this is by far one of the best trumpets I have ever played. I perform in two local big bands (in one I play lead trumpet), in our local park band, and a few other various groups. Let me start by saying this trumpet screams in the high range. It opens up very easily and the intonation is great above the C above the staff. It also has wonderful projection. The director of our big band joked to the audience recently that our trumpet section is now accepting work peeling paint off the sides of buildings (Two of us use the 8310Z). I have also found that this trumpet is great for outdoors work. When playing with the local park band I don't get overly tired and it projects very well. This is important when playing in the summer heat.
One of my primary concerns about the 8310Z was if it had the ability to sound great at low volumes. I was happy to find that the trumpet plays just as wonderfully when playing softly and sweetly as it does when playing high energy, loud music. I couldn't be happier with the results I am getting from the 8310Z.
All in all I have found that this trumpet is great for any kind of performance I throw at it. I would not have expected so much out of such a reasonably priced trumpet.
Just as a side note the case it comes with is fantastic. It fits my 8310Z, my Bach, and my two Warburton mouthpieces perfectly. I also enjoy that I am able to lock them up in the case when I am not using them.
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Three days before the latest extension expired, the Senate passed its own version of a $15 billion jobs bill to restore highway spending authority for SAFETEA-LU through the end of the year.
The bill provides additional revenue to keep the Highway Trust Fund solvent through the first quarter of 2011 and allows public bodies to convert tax credit bonds to Build America Bonds.
The bipartisan bill is an amended version of the Jobs for Main Street Act, which the House passed in December. That bill sets aside $27.5 billion for highway infrastructure investments and $1 billion each for the Clean Water and Drinking Water state revolving funds. As of press time, the Senate version moved back to the House.
The 12-member National Surface Transportation Policy and Revenue Study Commission found that the nation needs to invest at least $225 billion annually for the next 50 years to upgrade its existing transportation system and build a more advanced one. Currently the nation is only spending 40% of that on transportation infrastructure.
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West Coast Vancouver Island South: Forecast
WindsIssued 09:30 PM PDT 29 August 2014
Tonight and Saturday Wind southwest 5 to 15 knots becoming light early Saturday evening.
WavesIssued 04:00 PM PDT 29 August 2014
Today Tonight and Saturday Seas 1 metre building to 1 to 2 early Saturday morning.
Extended ForecastIssued 04:00 PM PDT 29 August 2014
Sunday Wind light increasing to southeast 15 to 25 knots in the afternoon then becoming northwest 15 to 20 late in the day.
Monday Wind northwest 5 to 15 knots.
Tuesday Wind northwest 5 to 15 knots increasing to northwest 20 to 30 late in the day.
Weather & VisibilityIssued 09:30 PM PDT 29 August 2014
Tonight and Saturday Rain changing to a few showers early Saturday morning and ending late Saturday morning. Fog banks dissipating Saturday morning. Fog banks reforming Saturday evening.
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Attention! in July 2014, Elfwood.com will get a makeover! Read more about the change.
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Since 1984 the Festival of Trees has been a favorite holiday tradition for residents of the Treasure Valley and has raised more than $8 million to improve healthcare in our community. Every year during the week of Thanksgiving, the Boise Centre becomes home to a wonderland of holiday splendor featuring hundreds of lavishly decorated Christmas trees, wreaths, and holiday décor. From the black-tie Gala to the Festival Fashion Show and our North Pole Village, there is something for everyone to enjoy. The 2014 Festival of Trees will support the new CVOR - Cardiovascular Operating Room - so we may continue to offer a highly-specialized, full-service cardiothoracic program to all patients.
Black-tie Gala – Tuesday, November 25, 2014 – 5:30pm
General Admission - Wednesday, November 26, 2014 – Sunday, November 30, 2014
Hours: 10am – 9pm, except Thanksgiving – 2pm – 9pm
Fashion Show – Monday, December 1, 2014 – 11am – 2pm
Boise Centre850 W Front StBoise, Idaho 83702USA208-367-TREE (8733)
Saint Alphonsus Foundation
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- Changing Nature of Leadership
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- Changes in Technology in the Past Decade
- Technology in the Past Decade The world has changed a lot in the past 10 years. The rapid development of new technology and the changing landscape of the online world has changed the way we work and, for many, where we do our work from. Here are my top 10 ways how IT technology has changed over the decade...
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Tiki Pinot Gris 2011, Waipara, South Island, New Zealand: Lovely lightness and lift on the nose and palate: white peach and melon with some lime zest on the mid-palate. Mouth-watering and juicy: perfect for many dishes from seafood to salad, or as an aperitif. There's a lovely green apple finish. Highly recommended. Drink: 2012-2014. 295279 13% XD 750 mL $17.95 Score: 88/100. January 5, 2013 Full Review
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New domain extensions for Photographers
After many years of having the same generic domain extensions such as .com and .net, in the month of March brand new domain extensions were introduced to the public. There are many different new domains, but photographers and creatives will be most interested in the following: .photography, .gallery, .graphics, .camera, .lighting, .photo, .equipment etc. There


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I am not sure that Motueka was actually available, but I will try to remember to ask. I have to fill out some paperwork before we can even see what is available. I can tell you that Summit isn't available.
If Galena and Chinook aren't counted (looks like they wont make the next cut) we are still 30lbs away from making this work.
What's up guys. New here form west tn. Dave hollered at me and told me you guys were pretty cool. I will more than likely get in on future group buys when I become more involved. if you want to know a little more about me I posted up on the newbie thread. See you around.
The folks at Hop Union have me confused as to what is really available. I added Palisade back to the sheet.
Paperwork has been submitted to Hop Union, once approved our request for hops can go forward. I hope that all of our Hops are available. Cascades and Gr. Northern Brewer are both closed.
Don can you reduce your Goldings order? We need to get to 11# and we are at 13. I am willing to split my pound with another brewer who order just one pound.
I am ready to move my Galena if we are going to close it. I can't update the spreadsheet from here it seems. I imagine it does work, it's just taking time to update maybe.
If there is someone who can check if there in there, I'm in for 1# Zythos, 1# Pallisades, 1# Magnum (replace the Summit which is unavailable)
Zythos is full at 11#. Let's not move the summit yet, it may be available.
I added a new hop, Centennial Type. It is 70% Columbus and 30% Cascades mixed together. Not sure on the price.
Remember that if a hop is at 11# it is closed. We are over a # on both Zythos, Goldings, & Magnum.
I just added a few to finish a couple sacks. I'll add some more if need be to get this done. Any idea when were rappin this up?
Fermentation may have been a greater discovery than fire."
-David Rains WallaceMy Brewing Apparatus


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Is there anything more splendid than fog moving through mountains?
No wonder Ansel loved Yosemite so much…
(Source: knock-a-door--run, via bostonkid)
Yep this will be me as a father.
(via magicaloctopus)
Fucking physics
Somewhere in the world, a physics professor writes the perfect exam question.
(Source: engineeringnow, via the-notorious-roy-g-biv)
If you like this list of life hacks, follow ListOfLifeHacks for more like it!
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text: GLOBELICS Market structure, technological innovation and industrial competitive advantage: Policy choices for catching up Shanshan Zhou 周珊珊 Wuhan University of technology, P.R. China 2008/06/10 GLOBELICS 2008 Technological innovation Firm strategy, Structure, and rivalry Factor Conditions Demand Conditions Related and supporting industries Education, Institution 2 Figure: New Diamond 1. Research Questions What is the interaction? Could the developing countries improve their industry's competitiveness by managing the interactions? If they can, which path should the developing countries adopt? What policy should the governments of developing countries choose when there are conflictions between market structure and technological innovation? 3 2.Previous literatures: Market structure and technological innovation Cohen and Levin (1989) the most notable feature of the empirical research on the relationship between firm size and innovation is its inconclusiveness, but the majority of studies that examine the relationship between market concentration and R&D have found a positive relationship and few have found evidence that concentration has a negative effect on R&D. 4 market structure and technological innovation • Theoretical support : the simulation models of Nelson and Winter (1978, 1982b). The simulation models of Nelson and Winter (1982) devised a formal structure to demonstrate the connections that link market structure and technical progress in the game of dynamic competition. 5 3. Two alternative paths for later- comer to acquire competitive advantage two paths: Setting up of large innovative enterprises under strong government support . (Korea, Japan) spontaneous atomistic firms which are supported by relative institutions with high innovative capacity. (Taiwan) Technological innovation plays an important role in both paths. It might be not feasible if independent innovation is neglected and the later comers rely on foreign technology. 6 large innovative enterprises under strong government support --- Korea In the 1970s, The Korean government intentionally created large firms (Kim, 1993). The deliberate promotion of big business as an engine of technological learning, achieved through a systematic and comprehensive array of subsidies and incentives (Kim, 1997). Most importantly, the Cheabols took an independent and reverse engineering technological strategic route in early years of catching up and the Korean government restricted FDI but promoted instead technology transfer through other means (Kim, 1993). 7 Atomistic firms which are supported by relative institutions with high innovative capacity---Taiwan The superlative network of technology support institutions gives the Taiwanese small enterprises the backup they need to keep pace with technological change(Kim, Nelson, 2000). Government-sponsored research institutions are critical to technology development and diffusion in Taiwan (How, Gee, 1993). Taiwan SMEs rely heavily on the efforts of the government to develop technology or on government sponsored research institutions to transfer technology to them. But this path gives it more flexibility but less depth in technology generation. As the industrial sector approaches technological frontiers, this may prove a disadvantage (Kim, Nelson, 2000). 8 4. Two Chinese cases of neglecting the important role of technological innovation on market structure and competitive advantages • Chinese Automobile Industry • Chinese Cosmetics industry 9 Chinese automobile industry 1953 After 1986, the Chinese government Policy: encouraging joint development with foreign companies according the policy of "High starting point, high-volume, specialization" (national 5-year plans of economic development of 1986 and 1991) 10 Annual Registered Cars Which are made Production in China in 2007 of Cars 16% (Units) 1986 9,000 Joint Venture Multinationals Domestic Firms 2006 3,860,000 84% 11 Chinese automobile industry The big joint venture firms became the vassals of multinationals . • Those policies had a fatal flaw that the government did not require the Chinese enterprises to improve their own learning and researching capabilities and the Chinese firms even lost their old R&D platform during the process of the inflowing of foreign capital(Lu, 2004) • Those policies aimed only at high industrial concentration and never emphasized the importance of indigenous technological innovation capacity, which resulted in the reliance on the foreign technology and the lack of industrial competitiveness in the Chinese automobile industry. 12 Chinese automobile industry After 2001, some independent domestic firms are emerging such as Chery, Geely, Brilliance, Hafei etc. But the established joint venture multinationals had occupied the market. Questions: • Could the domestic firms grow up and have the capabilities to compete with the multinationals? • What should government do to promote the development of those infant domestic firms? 13 Chinese Cosmetic industry Since the opening up and the reform of China in the 1978, the history of the development of Chinese cosmetic industry is a history that a large number of small enterprises kept on trying to challenge the multinational but mostly failed. 14 Chinese Cosmetics industry Before 1982, there were 1300 cosmetic enterprises and the market concentration rate was low. The United States Procter & Gamble, Unilever United Kingdom, Germany-Higher entered the Chinese market in succession after 1982 and a large amount of Chinese domestic cosmetic firms have gone bankrupt or tried to seek mergers and joint ventures with foreign enterprises. After 1996, some Chinese domestic cosmetic firms found their niche market, such as Aoni, Manting, Sunrana, Softto, and Troy etc. But most of the domestic enterprises were just a flash in the pan and after 2002, the Chinese domestic cosmetic firms slumped and the multinationals hold the most cosmetic market again. 15 Chinese Cosmetics industry Questions: • what should the government do to promote the growing up of small domestic firms? • To what extent should the government support the institutions to ensure domestic firms to grow up under the condition of multinationals dominating the market? 16 5.The model • We will refer to the History-friendly model (Marlerba, Nelson, Orsennigo, Winter, 1999, 2002, 2207). Suppose: • there are only two kinds of firms in the market including multinationals and domestic firms. • Both multinationals and domestic firms had their specific preferences to improve cheapness and performance and the preferences are determined for each firm at the start by a draw on the uniform distribution. (For each firm, the preference to improve cheapness isθ1 and the preference to improve performance isθ2 =1-θ1. ) • When the multinationals entered the market, they had obviously advantage on technology especially on product performance. 17 The model Suppose: • Multinationals can acquire technology without cost from parent companies . The probability of acquiring technology of each firm in each period subjects to the normal distribution(N(λ(t), σ2). • Domestic firms acquire technology by its own Research and development expenditures. ΔXi=a0(Ri)a1(Xmax-Xi)a2 , i=1,2 (X1,X2 denote the attributes of Cheapness and performance respectively, For each period, R is the R&D expenditure and R=ф*πt, where R is determined as a constant fraction, ф of gross profit πt.) 18 The model • For each domestic firm, Ri =θiR . Price is obtained by adding a mark-up of cost: p=k(1+μt), (here μt=0.1+0.1*mi. k is the production cost andμt is the mark up which is initially set equal for all the firms but it then grows over time a function of the market share that has been achieved, mi is market share). 19 The model • Form period to period, the quality of the design that a company is able to achieve in performance or cheapness improves according to the following equation M=b0(X1-X1Min)b1(X2-X2Min)b2 • The probability that any customer will consider a particular product for purchase in a particular period is: Pi=C0 (Mi)C1(mi+d1) C2 20 6.The simulation runs 6.1 Government does not intervene in firms • suppose there are 6 multinationals and 100 domestic firms in a market. The multinationals have technology advantage on performance but their products are more expensive than the products of domestic firms. • suppose that multinationals can get technology from their parent companies and domestic firms can only get technology by its own R&D. 21 Government does not intervene in firms Figure 1 Fig 1 depict the evolutionary process of a mature industry. After several periods of running, the domestic firms will lost their market and multinationals will take up the whole market (Fig 1). (stochastic result) 22 6.2 Government directly fund the R&D of large domestic firms • In this part, we suppose that the government of domestic firms will fund the R&D of the comparatively large domestic firms when they find that the market share of domestic firms decline rapidly under the parameter condition of Fig 1. • the government will fund the top three domestic firms which have the highest market share at the end of period 5. The government will continuously sponsor those firms for 10 periods. After period 15, the government will stop funding them. 23 Government directly fund the R&D of large domestic firms Figure 2 The domestic firms might get competitive advantage by the government's research and development investment when the amount of funds is big enough (Fig 2). The market structure will not change when the government fund is equal to 10000 while the domestic firm can defeat the multinationals when 24 the government fund is equal to 100000 (Fig2). (stochastic result) 6.3 Government offer technological support to the small domestic firms. • In this part, we suppose that the government will offer technological support to the small domestic firms through research institutions. All the domestic firms in the market can get technology randomly from the government supported research institutions. • the probability of acquiring technology of each firm in each period subjects to the normal distribution((N(λ(t), σ2), whereλ(t)=α+β*i) • The government will start to offer the technological support from the period 5 and the initial parameters are the same as those used in Figure 1. 25 Government offer technological support to the small domestic firms Figure 3 • Some domestic firms may catch up the multinationals if the research institutions which have strong research capabilities can offer new technology to them for free (Fig3). 26 (stochastic result) 7. Conclusions • For the later comer countries, the most important factor is the capability of technological innovation. Whether the market structure is dispersed or concentrated, the later comer countries should try to acquire the capability of continuous innovation first of all. • The industry competitive advantage could be acquired through different paths. 27 Conclusions • The domestic firms can get competitive advantages through the government's R&D investment when the amount of the funds is big enough. the installing of large firms does not mean having competitiveness. Only the big firms which have high innovative capacities can compete with multinationals. If the late comers try to rapid establish large firms by foreign technology but neglect the capability of innovation and learning, the results may be counterproductive. • it is hard for the small domestic firms in mature industries of later comers to acquire competitive advantages. But it is feasible for later-comer' governments offer technology support to the small firms to acquire competitive advantage under appropriate conditions. 28 29


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Return of the Dragon
Fort Greene
Sat Aug 31 2013
- $
Time Out says
Posted: Wed Aug 14 2013
Also known as Way of the Dragon, Bruce Lee's directorial debut is a little choppy (sorry). But it does feature a knock-down, drag-out battle between Lee and Chuck Norris that's near the top of the list of best screen fights ever.
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With a short weekend of rain and cool weather in Chicago ahead, we decided to beeline to Cozumel for 24 hours of warmth on my airline employee passes. We were not disappointed! The Blue Angel Resort is an ideal setting on Cozumel; close to the airport (walk to the street and pay only $10 for a 15 minute cab ride),... More
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Premium 5-Input 2-Bus Mixer
The 5-input, 2-bus XENYX 502 with XENYX mic preamp can accommodate either a dynamic or condenser microphone. The two-band British EQ is famous for its warm, musical sound. Play music between sets via the RCA CD/tape inputs (assignable to main mix or control room/phones outputs) and record your performance to an outboard recording device via the RCA outputs.
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Elections have been pretty mundane in Wisconsin's 7th Congressional District the past four decades, with re-electing Capitol Hill stalwart Rep. David R. Obey a mere formality for most of his 21 terms.
Not so in 2010.
When Mr. Obey announced in May he was stepping down, voters in his largely rural northwest Wisconsin district suddenly were exposed to a lively, close — and often negative — House campaign for one of the first times in more than a generation.
And in another break from recent tradition, a Republican is in good position to represent the massive district — the state's largest, geographically — since Mr. Obey's predecessor, Melvin Laird, left Congress to become President Nixon's defense secretary in 1969.
Republican Sean Duffy, a former district attorney who gained fame as a youth by winning lumberjack competitions and as an MTV "Real World" cast member, is pitted against state Sen. Julie Lassa.
Handicapping the race is difficult as few independent polls have been conducted. But with Mr. Duffy, 39, aided by a national pro-Republican wave and a few early Lassa campaign missteps, most political experts peg him as the favorite.
"Republicans have been hoping and hoping and hoping to find the right kind of candidate, and they've tried every decade, and Sean Duffy is looking like a pretty solid candidate as far as they're concerned," said Dennis Riley, a political science professor at University of Wisconsin at Stevens Point, which is located in the district.
"He's young ... he was raised in part of the district, he's a good campaigner, he's active, interested, organized."
David Wasserman, who covers House races for the independent Cook Political Report, said Mrs. Lassa, 40, "has run a very weak campaign," whereas Mr. Duffy successfully has portrayed himself as an independent-minded outsider.
In one Duffy campaign television advertisement, the candidate, wearing a red-checkered flannel shirt, literally log-rolls a "career politician" into a lake, a subtle swipe at Mr. Obey and Mrs. Lassa.
"He's great at the sales pitch, and the Democrats and Lassa haven't been able to match that," Mr. Wasserman said.
Mr. Duffy had the advantage of campaigning months ahead of Mrs. Lassa, who only entered the race after Mr. Obey announced his retirement less than six months ago.
University of Wisconsin at Madison political science professor Charles H. Franklin said Mrs. Lassa stumbled early, appearing somewhat unfocused on TV while struggling to develop identifiable campaign themes.
"That may be partly her (or) it may be just that Democrats generally are having a hard time finding the themes that are going to carry them to victory this year," Mr. Franklin said.
The race means more to both parties than simply capturing one of the House's 435 seats. With Mr. Obey serving as chairman of the powerful House Appropriations Committee and holding the seat for more than 40 years, a Republican win would be a symbolic boost for the party and an embarrassment for Democrats.
"By winning the seat Chairman Obey now holds and defeating his handpicked successor, Republicans will be sending Washington Democrats a message that no seat is safe from the backlash over their failed economic agenda," said Tom Erickson, a spokesman with the National Republican Congressional Committee (NRCC), the fundraising arm of House Republicans.
The Duffy and Lassa campaigns have attracted $3 million in outside spending, with more than half coming from the House Democratic and Republican fundraising committees, says the independent Open Secrets website. The district is among the 20 most expensive House races in the country for outside contributors.
"Shady outside groups are spending millions to buy this election for Sean Duffy because they know he would be a reliable special-interest ally in Congress," said Gabby Adler, a spokeswoman with the NRCC's Democratic counterpart, the Democratic Congressional Campaign Committee.
But the breakdown of outside help between the two — excluding the DCCC and NRCC — is nearly even: about $722,500 for Mrs. Lassa and about $678,000 for Mr. Duffy.
Big spenders include the Democratic-leaning America's Families First Action Fund, which spent $375,200 to oppose Mr. Duffy, and the politically conservative U.S. Chamber of Commerce, which shelled out almost $266,600 supporting the Republican candidate.
While "tea party" activists generally have backed Mr. Duffy, his campaign isn't as stridently conservative as other favorites of the movement, such as Senate candidates Sharron Angle of Nevada and Christine O'Donnell of Delaware.
Mr. Duffy, conscious of the slightly Democratic-leaning electorate of his district, has been careful not to overplay his Republican hand, Mr. Riley said.
"He's running a Republican race, but he's running a 7th District Republican race," Mr. Riley said. "He's making his own campaign, based on his own vision of who he is and what he wants to do."
"He's doing what he wants to do, and I don't think he's worried about all the outsiders. They're very helpful, but he's trying to stay low-keyed."
When Mr. Duffy said he supported Wisconsin Republican Rep. Paul D. Ryan's "Roadmap for America," which includes a private option for new Social Security enrollees, the Lassa campaign and Democrats accused Mr. Duffy of wanting to dismantle the government retirement program.
But Mr. Duffy quickly rebutted those accusations by saying that he doesn't want to privatize Social Security - and in doing so reinforced his image as an independent thinker, Mr. Franklin said.
Whether Democratic voters angry at Mr. Obey direct their frustrations at Mrs. Lassa or Mr. Duffy remains uncertain.
Yet despite Mr. Duffy's campaign success, Mrs. Lassa still is very much in the race, many experts say. She hails from the Wausau/Stevens Point area - the district's population center - as opposed to Mr. Duffy, who grew up in region's relatively rural north. She has a slight fundraising edge. And the district, while not a liberal bastion, historically hasn't been overly sympathetic to Republicans, either.
"She is not out of this race by any means, but she's certainly not ahead," said Mr. Riley, who taught Mrs. Lassa two decades ago at the University of Wisconsin at Stevens Point. "If you absolutely had to bet a 100 bucks, I'd suppose you'd have to bet 100 bucks on Sean Duffy. But I think it's pretty close."
© Copyright 2014 The Washington Times, LLC. Click here for reprint permission.


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David Lynch meditating near a plant
This is a tumblelog, kinda like a blog but with short-form, mixed-media posts with stuff I like. Scroll down a bit to start reading, or a bit more to read more about me.
David Lynch meditating near a plant
no one will ever understand the deep fucking connection I have with this film
For real though
John Hughes was the king of cinema for generations of teenagers.
Such an important film. There hasn't been a coming-of-age film like it since. Truly. It's a lost genre. Also an incredible soundtrack full of great music from its era.
movement and quick view (landscape)
quick sketches
School of shark pups
Photo credit: Clinically Dead
The magic at Chalayan F/W 2013 - Part III
david lynch
Getting ready in the morning
Starfish feeding on a dead whale.
i've never been scared of starfish until this moment
look at that creepy, tall, dancing one
look at him
'yes, my darlingssssss'
'feed to your hearts content'
'feast on what is rightfully ours'
'feast, thrive— soon, we will conquer all'
you have some unresolved issues


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Thank you for visiting our website.
Each day, my office fights to protect Kentucky families. As Kentucky's Attorney General, I pledge to protect consumers from scams, vigilantly prosecute criminals who prey on our elders and our children, fight the prescription pill epidemic, and strengthen partnerships with local law enforcement officers to help keep our communities safe.
I hope you find this website useful in finding the information or assistance you need.
Please take advantage of all of the new tools that make our website more user-friendly. The changes also enhance the online experience for mobile users.
Thank you for visiting our website. Please don't hesitate to contact us if you need additional assistance.
Jack Conway Kentucky Attorney General
Attorney General Jack Conway, along with the Consumer Financial Protection Bureau (CFPB) and 12 other state attorneys general, announced a settlement resolving allegations that consumer lender Rome Finance, which specialized in providing consumer financing to military servicemembers, engaged in predatory lending practices that cost servicemembers tens of millions of dollars. As a result of the settlement, 228 Kentucky servicemembers will receive $1.2 million in debt relief. In total, the nationwide settlement impacts more than 17,800 servicemembers who will receive $92 million in debt relief.
"Rome Finance targeted our servicemen and women by luring them into deceptive lending schemes with the promise of no money down and instant financing," Attorney General Conway said. "These brave men and women work each day to protect our freedom, and the predatory actions taken by Rome Finance are unconscionable. I'm pleased that this resolution will provide military members here in Kentucky and across the country with the financial relief they are owed." | Read more...
New I Care About Kids website launches!
Letter to National College students
Instructions for removing content from Topix.com have been updated. You can download the PDF from our Cybersafety Links & Resources page under "Information."
Kentucky Living Will Packet updated
The Living Will Packet has been updated to include new options for organ donation.
More information
Open Records / Open Meetings Alert for public officials.
AG Conway joined the U.S. Department of Justice on Aug. 21 in announcing the nearly $17 billion settlement. The historic settlement will return $23 million to the Kentucky Retirement Systems.
Edison Banks (left) receives the 2014 Outstanding Commonwealth's Attorney Award from Assistant Deputy Attorney General Mitchel Denham.
Attorney General Conway helped kick off the Kentucky State Fair on Aug. 14 at the annual Kentucky Commodity Group Appreciation Breakfast.
Attorney General Conway and Holly Petraeus visited Fort Knox on Aug. 12 to hear firsthand the financial challenges that soldiers and their families face as a result of unscrupulous business practices.
Nineteen substance abuse treatment grant proposals from across the Commonwealth have been selected for funding through the KY Kids Recovery program.
Please don't hesitate to contact us if you need additional assistance.
Jack ConwayKentucky Attorney General


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Narrow your search
This USB tuner means Xbox One owners can watch TV via their console without switching TV input, and use voice controls too.
Pricing not available
The Xbox One Media Remote is a must-have accessory that makes it much easier to accept a gaming console as the hub of your living room.
The cheaper, no-Kinect version of the Xbox One gives buyers a better deal by eliminating the one part of the console they probably didn't want to begin with -- but the PS4 remains a compelling alternative.
With its powerful processor, great camera, decent screen and gorgeous, waterproof design, the Sony Xperia Z1 Compact is the best small Android phone around.
Pricing not available
With its aluminium body, high-quality digital audio amplifier, and ability to play lossless audio files, the Sony NWZ-Z10 is an MP3 player for the dedicated audiophile that demands top-quality sound.
The Xperia Z1S is the most impressive smartphone Sony has ever sold on any carrier, but an inferior screen makes Samsung's Galaxy handsets better deals.
With the Inspiron 11 3000, Dell delivers an everyday ultraportable hybrid with an excellent battery life at a good price.
Though it's still a tiny interchangeable-lens compact, it has a more refined design and color palette than its predecessor, the Q7.
Pricing not available
Run-of-the-mill specs paired with sleek, minimalist designs make the LG G Pads attractive budget buys, but there's little to distinguish them from similarly performing slates in the same price range.
Pricing not available
With a large sensor and high-quality lens, the RX10 promises great photo quality. But its feature set may not match what many folks are looking for.


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Johnson Controls. Two Echelon AC8B split-system air conditioners and one Echelon HC8B heat pump have been designated Energy Star Most Efficient 2012, which recognizes the most efficient products among those that qualify for Energy Star certification. The products feature performance levels of 18.0 SEER, 12.5 EER, and 9.6 HSPF and provide diagnostic and setup information in plain text as well as access to outside temperature data. www.johnsoncontrols.com.
Energy Efficiency
The New Orleans event will include the release of a healthy building standard.
Green Products
The Green Police discuss the importance of weatherizing structures, and search to find...
johnson controls
Jennifer Goodman
No phenomenon more reflects the sheer power and appeal of urbanism than the rise of...
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2014 Hanley Wood Media, Inc. All rights reserved.


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Lady Chargers pressure LMS into sweep
Aided by a dominant press, the Oxford Middle School girls basketball teams earned a sweep against Lafayette at the Oxford High School gym on Thursday.
After the seventh-grade Lady Chargers picked up a 28-10 victory, the eighth-graders followed suit with a 32-16 win. (December 14, 2012, Page 7A)
Chargers sweep North Panola in hoops action
Oxford's middle school basketball teams won three games over North Panola Monday night. The eighth-grade Lady Chargers won 33-4. Tierra King led the way with 10 points. (more…) (December 11, 2012, Page 9)
Chargers go 1-2 in middle school action
The Oxford eighth-grade boys basketball team went 1-2 Saturday in their annual one-day tournament. (more…) (December 10, 2012, Page 3B)
Chargers sweep Pontotoc in middle school action
Oxford's seventh- and eighth-grade boys basketball teams earned road wins over Pontotoc on Thursday night. (more…) (December 7, 2012, Page 7A)
Lady Chargers sweep Coldwater
Oxford defeated Coldwater in seventh- and eighth-grade girls basketball action Tuesday night. (more…) (December 5, 2012, Page 7)
OMS sweeps South Panola on the road
All four of Oxford's middle school basketball teams knocked off South Panola on the road Thursday. (more…) (November 30, 2012, Page 7A)
Chargers roll past Olive Branch
The Oxford Middle School boys basketball teams posted two road wins over Olive Branch on Monday evening. (more…) (November 13, 2012, Page 7)
Oxford eighth-graders sweep North Panola
Oxford's eighth-grade basketball teams earned victories over North Panola at the Oxford High gym. (more…) (November 6, 2012, Page 7)
Chargers end season with sweep of Senatobia
Oxford's seventh-grade football team capped another successful season Tuesday with a 26-6 win against Senatobia at Oxford High's Bobby Holcomb Field. The victory came a week after a heartbreaking double overtime loss to Grenada, which went on to defeat Lafayette Tuesday and capture the seventh-grade Tri-Lakes Conference title. The eighth-graders also ended the year on a high note with a 40-6 win against Senatobia in the nightcap. (October 24, 2012, Page 6)
Chargers blank South Panola in conference opener
Led by another great defensive effort, the Oxford seventh-grade Chargers defeated South Panola 12-0 in Batesville Tuesday night. Oxford's eighth graders also posted a 34-0 win over Batesville to improve to 5-0 on the year. (more…) (September 26, 2012, Page 7)


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Fire Sense 60454 HotSpot Square Fire Pit
- Description
- Specifications
- Benefits
- Resources
- Testimonials
The Fire Sense 60454 Hotspot square fire pit is the perfect outdoor fireplace to warm your outdoor entertaining area. It features a sturdy construction with an attractive design. It also comes with handy features that make it safe and easy to use. It's perfect for warming your patio, deck or other outdoor entertaining spaces!
Contemporary Design
Decorate your patio or deck with the Fire Sense 60454 HotSpot square fire pit. It features a modern design with a sleek black finish and stainless steel legs.
Safety Features
Enjoy peace of mind when you use this outdoor fireplace. It is very sturdy and comes with many safety features. One key feature is the dome fire screen with high temperature paint, which protects you and your loved ones from sparks and embers.
Easy Assembly
Assembly is easy with the Fire Sense 60454 Hotspot square fire pit because it comes with step-by-step instructions. The instructions are also illustrated for a hassle free experience.
Large Fire Box
Enjoy a cozy fire with this outdoor fireplace. It features a large 26" x 26" firebox. This fire box holds a lot of wood for hours of warmth and ambiance.
Guaranteed Satisfaction.
- 1 Year Limited Manufacturers Warranty
- Up To 30 days to return your purchase
- Money back guaranteed
- Free return shipping
- No restocking fees
- Model: 60454
- Product Type: Outdoor Fire Pit
- Product Dimensions: L: 26.00" x W: 26.00" x H: 21.67"
- Product Weight: 34.10 lbs.
- Application: Perfect outdoor fire pit for warming patios, decks and other outdoor living spaces
- Type: Fireplace Heater
- Warranty: 1 year limited warranty
- Fuel Type: Wood
- Construction: Steel
- Finish: Black
- Assembly Required: Yes
- Requires Venting: Yes
- Requires Gas Hook-Ups: No
- Safety Features: Dome spark screen
- Added safety provided by the dome spark screen
- Easy to assemble with illustrated instructions
- Enjoy a blazing fire with the large fire pressed steel firebox
- Perfect for warming and adding ambiance to your outdoor entertaining area
- Reliable with sleek stainless steel legs
- Features a free standing design that is easy to move
from utah


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Peach Fest float tow vehicle to get makeover
Penticton Hospitality Association president Rob Appelman (left) hands over a cheque for $8,400 to Bruce Millington (right) from the Penticton Peach Festival. The funding will be used to give the Peach Festival float tow vehicle a makeover, turning it into a moving advertisement for the City of Penticton as it tows the float to more than 20 events in 2014.
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