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tag:blogger.com,1999:blog-2516188730140164076.comments2014-12-18T16:35:16.006-05:00Devlin's AngleMathematical Association of Americahttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-85774897657882219632014-09-29T09:50:09.608-04:002014-09-29T09:50:09.608-04:00I have been trying for a very long time to get my ...I have been trying for a very long time to get my students at a pre-service teacher institution not to teach 2X2=4, but let their students acquire mathematical concepts. I am so happy at my old age i can see what professor devlin is after in mathematical thinking.George Gopiehttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-31619612191107391712014-09-14T02:38:23.205-04:002014-09-14T02:38:23.205-04:00This is a great read! I grew up at a time when cal...This is a great read!
I grew up at a time when calculators are not allowed for basic computations and students are forced to memorize the multiplication table. I finished my studies with great math grades but all because I was able to memorize algorithm and formulas. I never understood fully what the Pythagorean Theorem is for one. I am so used in memorization that once I forgot a formula, then I am stumped and cannot move on.
Hopefully with the onset of the Common Core State Standards students would be encouraged and trained to use their critical thinking and mathematical thinking. That they would be able to deeply explore, justify and prove why one thing is true.Annie Beloniohttp://firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-12295109496960661672014-08-17T12:37:42.182-04:002014-08-17T12:37:42.182-04:00This is great. I remember being really annoyed wh...This is great. I remember being really annoyed when a calculus class in university showed me that every series had an infinite number of correct next entries (or something very like that - it *was* back in the early 14th century, after all). I was still smarting from generating so many wrong answers in grade-school exercises designed to elicit one, and only one, answer. I thought then and think now that kids would be able to examine the different solutions they came up with and learn to see the different degrees of elegance in them - to learn why some answers were better than others. I hope this new approach is trying to teach kids to think.Isabel Gibsonhttp://firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-37430418244974949062014-08-02T18:57:56.776-04:002014-08-02T18:57:56.776-04:00Very nice read! This reminds me very much of what...Very nice read!

This reminds me very much of what I discussed with my friends in my last year in high school here in the Netherlands.

I'm afraid that the educational system in the Netherlands is still very much focused on repetitive problems (that indeed only have 1 correct answer!) and not at all on the ideas and concepts behind the problems (what am I actually doing when I calculate this primitive?).

It's frustrating to realize that: yes, I'm able to do the calculation, but if you were to ask me what I'm actually doing I'd be almost clueless. On the one hand I have all this knowledge on how certain systems work and how number relate to each other, but the isomorphism between the numbers and the real world is missing.

Rickhttp://firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-88212790228355073282014-08-01T09:53:56.320-04:002014-08-01T09:53:56.320-04:00Well done. As well as "mathematics", I ...Well done. As well as "mathematics", I also found I could substitute "mountain biking" for "rock climbing". All three share very similar attitudes.

The first time I finish a hard move, I almost always feel "lucky", then rethink what I did, what made it work, rest, then try again until I master it. And when all the moves are good, there's still the matter of piecing them all together. And when that's done, I still have this desire to climb the whole route as gracefully and elegantly as possible. And that can always be improved.Patrickhttp://firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-54377030030974842952014-07-31T09:26:09.097-04:002014-07-31T09:26:09.097-04:00Use of geometry –geometric lines/arcs- overlaying ...Use of geometry –geometric lines/arcs- overlaying your pictures combined with colours to distinguish LH vs RH would strengthen your story to the layman.
Well done.
B
P.S. Would your method work during the darkened hours of a 24 hour solo MTB race?Mr. Armstronghttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-44715423078262748462014-07-07T12:37:35.107-04:002014-07-07T12:37:35.107-04:00Mary O'Keefe states: "I certainly don'...Mary O'Keefe states: "I certainly don't advocate going back to the old ways in which the mother was educated."

Can you elaborate on the ways you believe the mother was educated and why you think they were bad? I can provide you examples of textbooks from the 30's through the 60's which show that not only was math NOT taught by rote, but provided the contextual and conceptual explanations that are continually mischaracterized as missing.Barry Garelickhttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-5001400231925450782014-07-07T09:41:37.003-04:002014-07-07T09:41:37.003-04:00Not sure what Audrey Tan finds as ironic – dot dia...Not sure what Audrey Tan finds as ironic – dot diagrams of different kinds provide ways to help gain understanding, by focusing attention on the possible structures and the patterns. The Times illustration showed a dot diagram that focuses on one of several important instantiations of multiplication. I think Ms Tan is too focused on the dots themselves, and missing the depth of structure that a dot diagram can lead to. We do, after all, view Newton's (mythical) observation of the falling apple as having scientific significance – he was indeed, if not "experimenting with space", then very definitely "observing and reflecting on space". The depth lies not in the activity but is what is going on inside the person's head. Of course, mindless drawing of dots has no benefit, and a worksheet that demands students use dot diagrams as the solution method would surely not be productive. But that would be a problem with the teaching, not the CCSS.

I agree with everything Mary O'Keefe writes, and never suggested anything at odds with what she says. What the CCSS set out to do, and what I was advocating, is shift the focus from learning specific procedures (now done for us by machines) to acquiring the ability to think like a mathematician. And the fact is, mathematicians spend a lot of time reflecting on concepts and problems until they achieve sufficient understanding (not infrequently using dots diagrams to aid the cognitive process). That kind of thinking is the marketable mathematical ability for the 21st Century.
Keith Devlinhttp://firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-20667799201553219942014-07-04T10:02:45.762-04:002014-07-04T10:02:45.762-04:00I certainly don't advocate going back to the o...I certainly don't advocate going back to the old ways in which the mother was educated. There is, however, a huge difference between a research mathematician analyzing dot patterns because s/he has decided that it looks like a promising way to approach an unsolved problem and a child being *assigned* to draw massive numbers of dots to solve problems s/he may feel she already knows how to do without being given any clearly explained motivation for WHY she should be doing this exercise. There are many other approaches to do this same kind of learning in ways that might be more engaging as well as easier for young children who may have fine motor skills issues or visual alignment difficulties (eg crossed eyes) which could make it hard to draw and count dots. Arranging pennies or Lego squares or other manipulatives into arrays could serve the same purpose. The problem is not the pedagogy behind the dots. The problem is mass-produced mindless worksheets which do not motivate the kind of mindful problemsolvers we need.Mary O'Keeffehttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-32057860632291773302014-07-04T04:24:33.701-04:002014-07-04T04:24:33.701-04:00I find it ironic that someone who, some years ago,...I find it ironic that someone who, some years ago, insisted that multiplication is not repeated addition, is now supportive of children drawing so many dots to "study" multiplication.

Personally, I have no problem with drawing dots to support a child who is learning the concept of multiplication (even if it does have a whiff of repeated addition about it). However, when drawing dots becomes a prescribed method, then we have a serious problem.

To describe the image chosen by The NY Times as a "sensible and deep use of dot diagrams" and "all about creative thinking" is akin to describing a baby "experimenting with space" when he/she throws a toy across the room. I think the only sense in which this example is deep is the way the author continues to dig himself!Audrey Tanhttp://firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-25534173126221644432014-07-03T22:00:15.336-04:002014-07-03T22:00:15.336-04:00R Craigen confuses learning mathematics with doing...R Craigen confuses learning mathematics with doing mathematics. Methods that are efficient for doing mathematics are not necessarily well suited for learning mathematics.

In particular, computational efficiency is definitely not a good metric for learning mathematics. In terms of doing mathematics, the most efficient way to multiply in today's world is use a calculator, so if efficiency were the metric, we should just train kids to use a calculator well. (Which we should do, but wisely we do more.)

To prepare students for life in the 21st Century, learning researchers have developed methods that are optimized not for efficiency but for learning. And dot diagrams play a useful role in that learning.

True, as I noted in my article, it is possible to overdo it and generate a lot of dotty busywork. But the illustration of a dot diagram the Times used showed an excellent use of a dot diagram to develop an understanding of one of the main instantiations of multiplication -- a particularly important example, since multiplication is a notoriously complex operation that many adults do not understand well, let alone school kids.

The article by Christopher Danielson that I referenced explains how dot arrays can help kids come to understand (some important aspects of) multiplication.

R Craigen may be right, and some of my colleagues may have thought me foolish for spending months staring at my morass diagrams, but I was not trying to impress those colleagues, I was trying to understand something that I found complex and difficult to grasp. Those diagram helped me do that. In fact, I was not alone. Some of those colleagues also spent a lot of time staring at similar diagrams, and likewise seemingly making no progress for a long time. (I guess those would be the ones who did not think me foolish!)

Foolish or not, many of us did eventually mange to achieve the required understanding, and we made progress, so I would argue that the method is not without merit. In fact, I find it had to imagine a better one. The brain seems to need that external stimulus, impoverished and skeletal though it may appear to someone who has never had such an experience.

The commentator's final comment seems to indicate the degree to which he has missed my point. Neither I, nor any child in a school classroom, is working with dot diagrams to *carry out* calculations. The goal is understanding.

Once someone understands, say, multiplication, she or he has various choices of efficient ways to do it. The classical Hindu-Arabic algorithms are one way. But there is a much faster and more accurate way: use a calculator.

In my school days, calculators were not available, so it was important for us to master the classical algorithms. In contrast, in the 21st century we are preparing today's students to go out into, unlimited computation power is as freely available as running water and electricity, so it makes more sense to ensure our students can make good use of that utility.
Keith Devlinhttp://firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-20398563852445095542014-07-03T16:11:00.239-04:002014-07-03T16:11:00.239-04:00In my work as a professional mathematician I too q...In my work as a professional mathematician I too quite often use dot diagrams of various sorts. Some look exactly like the ones Devlin displays here; we call them Ferrers diagrams and they have a somewhat different purpose. In advanced math many imaginative notations and representations are used as excellent, precise tools to aid thinking.

Devlin's invocation of this fact in reply to the parent of a 9-year-old bored to tears with doing arithmetic in the most boring possible way reminds me of the canonical story about the lost balloonist who shouts to someone on the ground, "Sir, can you tell me where I am?"

The bystander shouts back, "You're in a balloon!" He replies, "I perceive that you are a mathematician, sir!" When queried, "How can you tell?" he says, "Because what you told me is absolutely true ... and completely useless".

It's quite true that advanced math may, at times, use complicated-looking diagrams involving dots. And this is quite useless as an explanation of why little boys and girls need to be forced to engage in boring, wasteful and insightless tedium to perform tasks for which there are enlightening, easy-to-learn and efficient procedures near at hand.

If Dr. Devlin was found to be staring at his dot diagrams for days when a well-known elementary and efficient process would obviously have arrived at the same insight in a few lines and at very little expenditure time and effort, either he or his colleagues would consider him to have been foolish for doing so, or perhaps ready for retirement.

Let us teach 9-year-olds the best and most suitable mathematics for their level of mathematical development and not lead them down garden paths to inefficient thinking and mindless tedium in service of an abstract and unsubstantiated belief that "deep understanding" will magically arise if they are limited to performing arithmetic essentially as our cave-dwelling ancestors did (substituting pages of dots for piles of rocks).R. Craigenhttp://firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-18518832099868814202014-07-03T09:11:42.909-04:002014-07-03T09:11:42.909-04:00Jon Awbrey's comment hits the nail on the head...Jon Awbrey's comment hits the nail on the head.

Ze'ev Wurman has clearly missed the entire point I was making and appears to have a very misguided (though not unique) view of doing mathematics, probably a result of poor education.Keith Devlinhttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-89591929461676111072014-07-03T08:20:55.925-04:002014-07-03T08:20:55.925-04:00The real problems of CCSS have more to do with the...The real problems of CCSS have more to do with the commercial exploitation of public school tax dollars than anything else. There is a wealth of information and informed commentary on this score at Diane Ravitch's blog:

http://dianeravitch.net/Jon Awbreyhttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-30272202652596350792014-07-02T17:24:45.335-04:002014-07-02T17:24:45.335-04:00I am eagerly waiting for your defense of the use o...I am eagerly waiting for your defense of the use of Roman number system instead of the decimal one in elementary grades. After all, we do use the letter X a lot in higher level mathematics, so surely it must be good for young children to also use it in their arithmetic.Ze'ev firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-83666178548278534602014-05-28T16:33:54.438-04:002014-05-28T16:33:54.438-04:00Thanks Keith I find all your lectures really usefu...Thanks Keith I find all your lectures really useful. You showed some Disney animations of derivatives and integrals in some fo your lectures. Are those animations available anywhere? I'd like to show them in my classes.George Lilleyhttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-85404680036121388812014-03-04T13:24:26.837-05:002014-03-04T13:24:26.837-05:00pp, You have misread my post. I did not say the am...pp, You have misread my post. I did not say the amygdala will carry out mathematical processes. Rather my argument is that the neo-cortex does the mathematical processing, and then leaves the amydgala to "do its stuff". In this case, that would amount to making the key connections between the various mathematical processes that have been not just worked out, but rehearsed. While this has to be just speculation, what I propose is certainly feasible, and consistent with everything we have observed. And, as I tried to argue, no different from carrying out complex physical tasks, such as mountain biking up a steep, technical trail.Keith Devlinhttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-86964990694971940752014-03-04T13:24:09.271-05:002014-03-04T13:24:09.271-05:00pp, You have misread my post. I did not say the am...pp, You have misread my post. I did not say the amygdala will carry out mathematical processes. Rather my argument is that the neo-cortex does the mathematical processing, and then leaves the amydgala to "do its stuff". In this case, that would amount to making the key connections between the various mathematical processes that have been not just worked out, but rehearsed. While this has to be just speculation, what I propose is certainly feasible, and consistent with everything we have observed. And, as I tried to argue, no different from carrying out complex physical tasks, such as mountain biking up a steep, technical trail.Keith Devlinhttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-48518722830145333022014-03-03T07:54:10.811-05:002014-03-03T07:54:10.811-05:00Have you read Bounce by Matthew Syed? He deals bea...Have you read Bounce by Matthew Syed? He deals beautifully with the sports learning you describe. It seems to me you are asking a lot of the amygdala to expect it to carry out mathematical processes. Is this not more likely a left / right brain division where the processes are still parallel but of a higher order whilst still providing a eureka moment, as there is no evolutionary need to solve a mathematical problem at speed. I have heard of scientists at RAF Westcott cycling up and down the runway whilst thinking, seeking the eureka moment. -Just a thought.pphttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-37955075879034388022014-03-01T07:28:29.041-05:002014-03-01T07:28:29.041-05:00I haven't re-read Arthur Koestler for a long w...I haven't re-read Arthur Koestler for a long while, but this all reminds me of his notion of sudden "bisociation" of two otherwise unrelated cognitions as the key to creativity and discovery in science, humor, and the arts."Shecky Riemann"http://email@example.com:blogger.com,1999:blog-2516188730140164076.post-17720585195192838012013-12-28T20:45:58.171-05:002013-12-28T20:45:58.171-05:00Cathy, Indeed my primary focus is the US education...Cathy, Indeed my primary focus is the US educational system.
Keith Devlinhttp://firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-88980360539977663872013-12-26T17:40:40.943-05:002013-12-26T17:40:40.943-05:00You write: "The trouble with writing about, o...You write: "The trouble with writing about, or quoting, Liping Ma, is that everyone interprets her words through their own frame, influenced by their own experiences and beliefs."

One way of reducing the variability of interpretations might be to compare definitions for certain words. In the case of this post, I think your meaning of "curriculum" might refer more to selection of topics or subject (e.g., arithmetic) and not include much emphasis on how that content is construed or organized (e.g., construing arithmetic as a collection of algorithms without rationales). That meaning of "curriculum" seems plausible for the US, given traditions of local control and standards (and accountability) that focus on performance. It seems less accurate as a description of its meaning in countries where curriculum objectives place more emphasis on sequencing and topics taught, and policy-makers give more information about intended meanings of topics via textbooks and teachers' guides, and where teachers are afforded opportunities to share meanings via practices like lesson study and demonstration lessons.Cathy Kesselhttp://email@example.com:blogger.com,1999:blog-2516188730140164076.post-35761942725549243982013-12-23T14:24:14.298-05:002013-12-23T14:24:14.298-05:00Rebecca, Thanks for writing. I am vaguely aware of...Rebecca, Thanks for writing. I am vaguely aware of what is happening in the UK from reports in The Guardian, but surely, unless the UK has imposed a very totalitarian regime of local control, good teachers will prevail. No?

Which is not to say I don't understand your frustration and anger at having a national education policy controlled by someone totally ignorant of education.Keith Devlinhttp://firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-61955348623441668952013-12-20T15:54:38.787-05:002013-12-20T15:54:38.787-05:00Dear Keith, I really must take issue with this co...Dear Keith,

I really must take issue with this comment:

"BAD CURRICULUM + GOOD OR WELL-TRAINED TEACHERS = GOOD EDUCATION"

It pays no respect whatsoever to the horrors of what is now going on in England. Key politicians have developed a primary mathematics curriculum based on the naïve idea that the more abstract content you give children and the younger you give it to them the better they will be at maths. Instead of paying any attention to those with relevant experience and their own expert advisers they have chosen to completely ignore such people and instead to viciously attack them in the press as being 'enemies of progress'.

The primary curriculum which we are to teach from January is not remotely age-appropriate and is not like any other national curriculum. It is statutory and teachers are required by law to teach it by year group. This is overseen by an exceptionally brutal regulator.

To simply say that if you're a good teacher it won't bother you is very out of touch. There's a full report here:
http://authenticmaths.co.uk/report-primary-schools-new-national-curriculum/

BTW my classes had all those structures LiPing Ma found in China (like 3 conceptual methods of solving division of mixed numbers rather than procedural methods). More here if you're interested: http://mathseducationandallthat.blogspot.co.uk/2011/05/how-do-chinese-do-it-introduction.html

RebeccaRebecca Hansonhttp://firstname.lastname@example.com:blogger.com,1999:blog-2516188730140164076.post-87069382342190289542013-02-12T05:16:43.211-05:002013-02-12T05:16:43.211-05:00Teaching science is frequently about correcting mi...Teaching science is frequently about correcting misconceptions since students have a lifetime of experience with things like forces and growing plants.

The challenge with mathematics instruction, in my experience, is that students frequently do not have any misconceptions to correct. Frequently, students are a "blank slate" since they do not typically consider questions like "Is 1 = 0.999...?" or "What is the average value of a continuous function over an interval?" There is nothing in their daily lives to compel them to confront such ideas. At first blush one might be tempted to think that mathematics is easier to teach since students have fewer misconceptions to overcome; however, if you have ever tried to teach mathematics you know this is not the case.

Abstract mathematical thinking is sufficiently different from the empirical thinking of science (broad brush strokes) that the effective instructional techniques of one do not necessarily inform the other.

So to me it seems we are left with two takeaways...

(i) Who, if anyone, is investigating the essential elements of an effective mathematics video? I think vihart.com is on the right track. With my students, I have seen her videos create mathematical curiosity, which is an important first step in mathematics teaching.

(ii) The key to learning is cognitive effort on the part of the student under the guidance of an invested teacher/professor. If the technology employed does not force the student to mentally engage then very little learning will be achieved. It is for this reason that pencil and paper may just be the best educational technology ever conceived.

My two pence, for what it's worth.Robert Kennedyhttp://email@example.com


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NORTH KINGSTOWN—The North Kingstown School Committee continued its discussion regarding the FY 2014-15 school budget on Tuesday evening, focusing on potential staff reductions and the district's vision moving forward for capital improvements to school infrastructure.
"I know that the majority of questions and concerns that came my way have been about the staffing reductions," said Auger to the committee. "I want to reiterate that the recommendations that I have made do not increase the general budget at all for staffing. There are a variety of places where I felt we could reduce and places in the budget I felt we needed add assistance for different things."
For the rest of this story and more local news, pick up a copy of The Standard-Times.

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Bank Pekao
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Editor's review
Bank Pekao, native to Poland, is a popular high street bank. Their cash machines accept cards from all over the world and are ubiquitous about Poznan. Inside a branch you will find friendly staff and at least a couple of tellers who speak English - some branches will change money for you as well, which definitely beats the rates you'll get at the airport!
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Brit from New Zealand Reply
You need a Polish ID or other proof of citizenship to open an account. I just use their ATMs, never had a problem.
sammy from Jamaica Reply
as a foreigner,i cannot open a account, since I dont have a polish ID??????
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Fairly easy to set up an account, but it helps to have a Polish ID


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UNH Slow Food for Fast Times
Simon Howden
The beginning of the semester is typically the easiest time of the school year to get involved with clubs and organizations on campus, as many of them are recruiting new members to join their ranks at this time. One fantastic organization to get involved with on campus is Slow Food UNH. This organization is one you can feel good about being a part of, as it caters to the food lover and humanitarian in all of us.
Slow Food UNH is a chapter within the larger Slow Food USA. Carlo Petrini started the Slow Food movement in Italy in the mid 1980s in response to the large increase of fast food chains in the world as well as a measure to help preserve regional cuisine. The Slow Food Movement describes themselves on their website, slowfoodusa.org, as "an idea, a way of living and a way of eating." The Slow Food Movement also has many goals too, and the website also describes their core vision: "Food is a common language and a universal right. Slow Food USA envisions a world in which all people can eat food that is good for them, good for the people who grow it, and good for the planet."
Students from a variety of different educational backgrounds are all welcome to join Slow Food UNH. From foodies to engineers, and everyone in between, this is an area that affects everyone, because we all eat food, and we all deserve to eat the best quality food that is out there. We also all deserve the right to know our foods pedigree, and where it has been before it reaches our plate
For college students, life can be pretty busy, and extremely fast paced, and it can be easy to settle for low quality fast food. But in these fast times it is important to be cognizant that good, clean, and fair food can be a key to a sound mind and body.
If you want to be part of Slow Food UNH, they meet in the Entertainment Center in the Memorial Union Building every Wednesday from 6pm to 7pm.
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text:
Christmas in Abu Dhabi
Posted 21 November 2010 - 12:38 PM
First xmas away from our families and our first together as a couple! don't knwo how to spend christmas day!
Any suggestions would be grately appreciated
Posted 21 November 2010 - 03:33 PM
Posted 21 November 2010 - 04:18 PM
Any one spent christmas here before? do you know what htere is going on or what there is to do?
First xmas away from our families and our first together as a couple! don't knwo how to spend christmas day!
Any suggestions would be grately appreciated
You are welcome to join us at the ADW Christmas Cocktail Party!
Posted 22 November 2010 - 08:47 AM
Hope you find something you like and have a good day
see ya
Posted 22 November 2010 - 09:51 PM
I'm tempted to go completly over board on crimbo decs and do xmas dinner in and watch loads of christmas films tucked up with some mulled wine!
hi! We're facing the same thing - so I visited the Time Out website to see what they suggested and there were a few older posts from a few years ago but as Lara Croft says, most of the hotels seem to do a christmas do! either a 'proper' lunch - Turkey and trimmings or anything from a Sea Food buffet to Chinese, so there's plenty of choice. I guess it's just whatever you feel like doing. It will be novel for us to be warm on Christmas Day
Hope you find something you like and have a good day
see ya
Posted 22 November 2010 - 11:00 PM
Any one spent christmas here before? do you know what htere is going on or what there is to do?
First xmas away from our families and our first together as a couple! don't knwo how to spend christmas day!
Any suggestions would be grately appreciated
Posted 22 November 2010 - 11:06 PM
Posted 23 November 2010 - 09:41 AM
Last year there were a few Christmas markets on (particularly in Dubai) and some Christmas carol concerts. Has anyone heard anything about anything like this, this year?
Posted 23 November 2010 - 02:41 PM
I might do that where do I get my real xmas tree from? god i am so excited now a real crimbo tree! please tell me where to buy one! and my turkey!
Hotdog,come on you alreay know what you want to do.....same as us..lazy morning.open few prezies,cook big turkey,play games , eat too much and prob drink little too much.And then fall asleep watchingn xmas film.Just love chilling at home.
Posted 23 November 2010 - 06:39 PM
Posted 23 November 2010 - 11:14 PM
Last year we went to see Rhianna at the Emirates palace for New Year, that was awesome. This year i Haven't heard so much, some of the ladies that have been here longer will be able to point you in the right direction i'm sure!
Hi, I'm new to Abu Dhabi too. My husband has a short term contract there and, hopefully, I will be joining him for Christmas and New Year. Just wondered if someone can recommend a really good hotel for Christmas lunch and what happens on New Years Eve. Do people tend to dress up or is it quite casual? I'm a bit nervous and excited at the same time.
Posted 24 November 2010 - 09:58 AM
I also ordered my turkey from Dubai - Waitrose in Dubai Mall. I expect Spinneys in AD will also have ordering services but the Waitrose is pretty big and I thought they might be the most organised. We'll see!
Posted 25 November 2010 - 06:59 AM
Pack up your sliced turkey and trimmings, in a cool box with your picnic stuff and head out onto the corniche. Its different and it doesn't make u feel as homesick for your family because you are not doing the traditional around the table dinner.
we get crackers, hats xmas plates the works, play our xhristmas music and have a lovely time. We then pack up, go hoe and watch the xmas movies on dvd, with mulled wine and phone the folks.
Just a suggestion. This is what we have done for the first 3 years of living here, it was only last year by request of our son that we had 'traditional' xmas day dinner around the table..
Whatever you do, have a lovely time.
Posted 25 November 2010 - 07:19 AM
Posted 25 November 2010 - 08:17 AM
I know what I am not going to do, which is to invite many people and cook three different huge Christmas dinners over the space of three days.
You crazy lady!
This is our first year out here and we've got MIL coming to join us for Christmas and NY. I'm favouring a brunch-type affair at a hotel - does anyone know how much that might be likely to cost for four adults and two smallish children?
Posted 25 November 2010 - 12:04 PM
All hotels will publish their programs for Christmas and New Year but so far I haven´t seen anything - guessing attention will be given to this after the UAE National Day weekend next week and they usually give a few options from less expensive to more expensive and more exclusive only for adults and family oriented lunches with a visit by Santa.
Posted 26 November 2010 - 10:17 AM
SO this year we're having a party (I think that's the plan) and enjoying our friends again. we have geographical bachelors here again and they seem to enjoy the dinner and company and we even put on a football game or two.
The idea is to make it memorable for you. Sometimes it's easier to head out to a beautiful island and enjoy the peace and quiet. We torture our families with oru warm weather posts on FB.
We did spend ONE christmas on a trip to Austrailia - that was interesting, busy and we totally missed Christmas as we were flying that day. We returned on New Years eve in time to count down and hit the bed from 13 hours of jet lag!! I remember that trip well and it was a good christmas.
I guess my point is to make it memorable for you and enjoy yourself no matter what.
Posted 27 November 2010 - 01:57 AM
Posted 27 November 2010 - 03:55 PM
Posted 29 November 2010 - 08:34 AM
If anyone is interested in the easy option (like me ), in addition to Abu Dhabi Golf Club's takeaway turkey option, I received the following details from the Shangri La and the Sheraton Corniche for their Christmas takeaway lunch (you have to pick it up yourself):
Shangri La
Order should be place least two days before Collection Date and subject to be confirmation
Roasted Butter Ball Turkey available in 3 Sizes
10-11 Kg Serves approximately 10 to 15 persons Price per Bird 800.00 Dhs
With 500g of Brussels sprouts, 500g of Roasted Potatoes, 500g of Glazed Carrots, 500g Roasted Pumpkin, 250g Chestnut Stuffing (N), Cranberry Jelly & 1 Litre of Turkey Gravy
8-9 kg Serves approximately 6 to 10 persons Price per Bird 700.00 Dhs
With 400g of Brussels sprouts, 400g of Roasted Potatoes, 400g of Glazed Carrots, 400g Roasted Pumpkin, 250g Chestnut Stuffing (N), Cranberry Jelly & 750ML of Turkey Gravy
6-8 Kg Serves Approximately 2 to 6 persons Price per Bird 600.00 Dhs
With 300g of Brussels sprouts, 300g of Roasted Potatoes, 300g of Glazed Carrots, 300g Roasted Pumpkin, 250g Chestnut Stuffing (N), Cranberry Jelly & 500ML of Turkey Gravy
Additional Vegetables & Sauces
Brussel Sprouts - per 500g 42.00 Dhs
Roasted Potatoes per 500g 42.00 Dhs
Glazed Carrots per 500g 42.00 Dhs
Roasted Pumpkin per 500g 42.00 Dhs
Roasted Parsnips per 500g 42.00 Dhs
Chestnut Stuffing (N) per 250g 42.00 Dhs
Turkey Gravy per 500ml 60.00 Dhs
Red Wine Jus (A) per 500ml 80.00 Dhs
NZ Lamb Rack (French Trimmed), Serves approximately 2 persons Price per Rack 175.00
US Rib Eye of Beef, Chilled Rib Eye of Beef Price per KG 360.00
Please state how you require the Beef Rib Eye or Rack of Lamb Cooked - Medium is recommended
Smoked Salmon (Sliced)
Sliced Scottish Smoked Salmon Per Half Side 255.00 Dhs
Christmas Cake - 1 kg
Traditional Christmas Fruit Cake Per Cake 175.00
Christmas Pudding - 650 Grams Per Pudding 100.00 Dhs
With Brandy sauce (A)
Traditional Mince Pies Per dozen (12) 120.00 Dhs
All Prices are in UAE dirhams and are subject to 10% service charge and 6 % tourism fee
Sheraton Corniche
Turkey price for 4-5 kgs (6 to 8 person) AED 750
Turkey price for 7-8 kgs (10 to 12 person) AED 950
Order includes: 1 Turkey + 2 Veggies + 1 Potato + stuffing + cranberry sauce and gravy
a) Selection of Veggies
Green beans, roasted glazed chestnuts, brussel sprouts, honey roasted pumpkin or assorted seasonal vegetables
b) Selection of Potatoes
Mashed potatoes or potato gratin (oven baked sliced potato with cream and topped with cheese)
c) Selection of Stuffings
Herbs, sage and chestnut stuffing or Saucisse veal stuffing (saucisse French for small sausage)
Please note that order must be 48 hours in advance and must be pre-paid


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Flying over Becquerel crater
Becquerel crater is 167 km in diameter and lies in the Arabia Terra region on Mars, on the boundary between the southern highlands and northern lowlands. This movie shows the location of Becquerel crater on Mars and then provides a flyover of a mound of layered, sulphate-bearing deposits on the crater floor, thought to have formed under the influence of water. The darker material surrounding the mound is wind-blown dust from a source to the north, and provides evidence for effects of wind in eroding the sedimentary deposits.
The movie was made from a mosaic of four individual images acquired by the High Resolution Stereo Camera on ESA's Mars Express during orbits 3253/1, 5332, 5350 and 5368. The image is centred at about 22ºN / 352ºE. The average ground resolution is about 17 m per pixel.
Free Search (2231 videos)
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text:
"MCA Come And Rock The Sure Shot
I Want To Say a Little Something That's Long Overdue
The Disrespect To Women Has Got To Be Through
To All The Mothers And Sisters And the Wives And Friends
I Want To Offer My Love And Respect To The End"
i remember when he announced it, he said they had caught it in it's early stages and it was just in the parotid gland and a lymph node and he was getting surgery to remove the tumor and some radiation. i thought he would NEVER die. i had heard he was in remission and was overjoyed, then the ominous announcement he made personally that no, he wasn't done 'the fight'. that gave me the heebie jeebies when he said that. i felt it must have spread. that must have been one aggressive mutha'f'er cancer.
i'm so sad. and sick. i hate cancer. like seriously, this was not a guy who lived fast and would have died of an OD. he didn't deserve this crap.
i hope he is at peace now.
eta-not that people who live fast and have potential to OD deserve to die either mind you.
Last edited by Lush; 05-05-2012 at 08:07 AM.
"MCA Come And Rock The Sure Shot
I Want To Say a Little Something That's Long Overdue
The Disrespect To Women Has Got To Be Through
To All The Mothers And Sisters And the Wives And Friends
I Want To Offer My Love And Respect To The End"
Rock stars have kidnapped my son!
where did the name "MCA" come from?
I am not sure but I always assumed it was short for MC Adam.
RIP MCA. I feel like part of my childhood is gone as well. Was watching "Triple Trouble" on youtube-hilarious vid.
LOVED him and was so sad when I caught the news yesterday.
RIP MCA, you will truly be missed
Winners are losers...who got up and gave it one more try ~ Dennis Deyoung
It has been a day and I am still very upset. I love the Beastie Boys and MCA was always my favorite. He was one of the few celebrities that I would have loved to sit down and have a conversaiton with. I always thought it might be a possibility. In that hopeful, remote, 6 degrees kind of way. I had a thin connection where ( in my mind ) it might be possible some day. My children went to school with the children of one of the other Beasties. Too bad that Beastie is an ass. I am bummed I will never meet the one I adored.
MCA was my favorite and Mike D. was my least favorite. I am glad to see that wasn't unwarranted. What a dick.
Another little piece of the soundtrack of my youth gone.
RIP and safe travels. May you rock the celestial mic......
"Go to Heaven for the climate - Hell for the company" - Mark Twain
I'm sure there is a cure but the drug companies don't want us to know
I was sad when I heard about this but for some reason I just can't stop thinking about him today, and just what a loss it is. They were really pioneers in hip hop music. And they had some great videos too.
I had recently seen one of their newer videos and they were not in it. Seth Rogan and Elijah Wood and another guy were playing the Beasties, and then at the end they meet their future selves, played by other actors. It's a cool video but I just read that they weren't in it because of MCA being too sick. I feel so bad for his wife and daughter. 47 is just too young.
Here's the video, so many fun celebrity cameos I can't even keep track!! lol
Last edited by atomicbettie; 05-07-2012 at 02:13 PM.
"So Whatcha whatcha whatcha want"......just finished watching that one. I'm in a Beastie mood this week. RIP MCA
Howdy and hope this works above,, if not it's on youtube called "Beastie Boys - Fight For Your Right (Revisited) Full Length". It runs about 22 mins long.. I watched the whole thing after hearing... Like long and short versions.. The pissing contest ,,,,,, haaaaaa! You can see all BEASTIES in viedo,, they are at the end getting out of the police car for round up,,,. MCA sportin beard,,, ..Check out the credits and see who was the work horse of the group.. I saw them in Toledo in 86 still have the sweat shirt.. Mike D slippeed and hit a speaker haaaaard,,, during the "Fight for your right" pie fight.. There where strippers and a giant penis that rose to the rafters and lots of Budweiser in the Toledo Sports Arena,,, It was about the best concert ouside of KISS,,,,, Awesome INDEED!!!! They have been banned from Toledo ever since.. I was a FAN.............. Heaven got a little cooler....... R.I.P. Adam.
Coldplay tribute to Adam (warning its awful):
Victory will belong only to those who have faith in the people, those who are immersed in the life-giving spring of popular creativity.
I've loved the Beasties for so many years... I remember feeling mortified once they'd all hit their forties, cos the Beasties would surely never get old???? Now I'm truly gutted... Too soon :'( RIP Adam x
Here is kind of a cool little tribute. It is the first MCA line of all the Beastie Boys songs.
This one is still a big shocker to me. I was jamming Paul's Boutique the other night and it was just so good. The Nephew was even bobbing his head to the Beasties, rocking out in his car seat.
I didn´t know that he had a cancer...
PD: I remember I worked as basketball referee in two games of a local league of my city where one of the team was called "Bistiboys" (in reference of the Beastie Boys)
When God goes to bed every night, he prays to CM Punk.
Its been a year already.
Victory will belong only to those who have faith in the people, those who are immersed in the life-giving spring of popular creativity.
Still miss you Adam...
I'm gonna need this book when it comes out...
Don't waste your time, embrace it
Goddamn Electric - Pantera
This still makes me have a sad. I have six of their albums and two EP's on my MP3 player - good stuff, you really can't beat it. I've been jamming 'The In Sound from Way Out' a lot lately. They were really smart, clever, witty and always had great beats and samples. I loved their music videos too, hahahaha. MCA on his own and he, Ad-Rock and Mike D as a band did a lot of good things, aside from being up there with Run DMC and the like as far as musical legends go. You could argue that the while Rick Rubin may have originally 'made' the Beastie Boys, the Beastie Boys made Rick Rubin. Hip hop owes a great debt to those guys.
Here's a picture of MCA and his wife, who is gooooorgeous.
And daughter, who is 13 or 14 now.
"I'm out, and I'm gone, I tell ya now I keep it on and on."
Wow a year already. Time does go by so quickly.
"Never say goodbye, because saying goodbye means going away, and going away means forgetting" Peter Pan.
Thank you Mr. Tyrrell for always being there. My mentor, my friend, my second dad. 1951-2014
I can't believe it's been a year already.


text:
Below you will find a list of all of the FREE items for the week at the three major drugstores: CVS, Rite Aid and Walgreens. Our goal is to have all of the freebies in one place so that you never miss a deal!
Make sure to look over the full list of CVS Deals, Rite Aid Deals and Walgreens Deals before you shop.


text:
I'm being cared for by:
Refuge les Chamours
Facts about Yanni
- Breed: Domestic Shorthair
- Color: Gray Or Blue
- Age: Kitten
- Sex: Male
- Hair: Short
My name is Yanni!
Yanni's Info...
I am housetrained, up to date with shots, not good with kids, good with dogs, and good with cats.
About Refuge les Chamours
About Our Shelter...Hello,
My name is Michelle, and the main goal of this shelter is to rescue, lost, abandonned or
unwanted cats that with would be otherwise euthanized,
We try to find them a new home and we are very picky in our choices. Their are 60 cats in the shelter at this moment and they are not held in cages.
Our Adoption Process...For a mâle 100.00.00$
Female 125.00$
This price includes operation and vaccins.


text:
Accepting Life's Challenges
Article: Your Empowerment Zone
Share this article!
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The Goddess Network, Inc.
Part of a 13-week series on Empowerment on The Balancing Act, spiritual and self-help author Dr. Charlene Proctor talks about being at ease with yourself and what it means to be an authentic person. Each "tip" segment of the series includes a life affirmation to facilitate empowerment within the context of everyday life.


text:
Our own Igor P. posing with the guys from Carisma Racing at the Nuremberg Toy Fair. Some highlights to look for in the pictures, the big yellow rims on the VW Baja, the GT14, Ivan's awesome shirt, the Golf and Touareg prototypes, as well as their GT14B.
Carisma Gallery 1
More pics after the break…
Carisma Gallery 2
Catch all of our fair coverage by hitting this Nuremberg Toy Fair Link .


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Executive Summary
More students than ever before are graduating high school in New York City. More high school students have access to college-level and college-preparatory classes. And many more are applying to--and attending--college. These are trends New York City can be proud of.
The number of New York City public high school graduates has increased by a third in recent years; the on-time high school graduation rate reached 64.7 percent in 2012, up from 46.5 percent in 2005. And nearly 73 percent of 2011 graduates went on to college in that year.
Unfortunately, college completion rates for the city's public high school graduates remain low. Many of those who enroll in higher education do not complete a college degree. At the City University of New York, by far the most popular choice for the city's students, just over half of incoming freshmen in fall 2006 got a bachelor's degree within six years at CUNY's senior colleges. At the community colleges, just 16 percent of students entering in 2009 earned a two-year associate's degree within three years. These numbers are in line with national trends, which also show a leap in the number of low-income and minority students going to college, but show little change in the college diploma rate over the last 10 years.
Increasing the number of high school graduates who make it to college and earn a degree has been an elusive goal for policymakers.
Increasing the numbers of New York City high school graduates going to college and earning a college degree has proven to be an elusive goal for local policymakers. This report seeks to illuminate the latest college access efforts here, and to shed new light on the complicated circumstances that allow some students to go to college and succeed--and so many others to fail.
The Center for New York City Affairs has enjoyed a useful vantage point for this work. Our researchers have spent four years in 12 low-income high schools and two middle schools, serving as evaluators for a foundation-funded initiative called College Ready Communities. The initiative paired up schools with community-based organizations and advocacy groups with the goal of increasing the number of students matriculating to four-year colleges.
The goal seemed clear enough, but it didn't take long for the schools and their partners to realize that college matriculation and success requires far more work than simply increasing the number of students who fill out applications and get accepted to college.
Center researchers fanned out across the city to speak with educators, nonprofit practitioners, student leaders, philanthropists and a wide variety of college experts. We had discussions with officials at the city's Department of Education and the City University of New York (CUNY). And we benefitted from the perspectives of top scholars on this issue, many who are now calling for a radical restructuring of the nation's public education system to better prepare all students--not just the elite--for college success. "We've baked inequality into this system and we will never get it out unless there is an intervention," says University of Oregon Professor David T. Conley, one of the field's top experts. "We need to equalize this opportunity."
Living-wage jobs increasingly require some kind of college credential, ranging from a technical certificate to a four-year degree. The federal government estimates that by 2018, 63 percent of all jobs will require both a high school degree and some post-secondary training. A recent report by the National Skills Coalition predicts that the greatest growth nationally will be in "middle-skilled" jobs in fields like plumbing, electrical work, legal support and health care; employers are predicting a shortage of these workers in the years to come. Alas, in New York City, competition remains stiff for coveted mid-skilled jobs--and the city's graduates compete with an influx of young people from all over the world for jobs. Students here frequently need a degree just to get a foot in the door with employers.
It is imperative that we understand what is required of our public education system to fully prepare high school graduates for either college or a credential that will allow career success. We also need to better understand the responsibility that students, families and communities have to guide their own preparation for life after high school. Colleges, too, have a tremendous responsibility to improve their own support systems for first-generation college-goers. While this report focuses primarily on what is happening in New York City high schools, we hope this research will also begin a discussion about what needs to happen in other arenas--including our communities and colleges--as we move toward a time when almost every student is fully prepared to get a useful college credential or degree.
More city students are graduating from high school, and most are aware that a high school diploma is not enough. They know they need college, and they are excited about the opportunities that college offers. Surveys of students in eight public high schools, conducted by the Center for New York City Affairs in 2011 and 2012, found that most 10th and 11th graders fully expect to go to college--and their parents expect them to as well. These students were nearly all from low-income and working poor families; many were English Language Learners and few of their relatives or family members had ever been to college. Yet more than 40 percent of the 10th graders we surveyed hoped to work in business or become professionals, like doctors or lawyers. Fully two-thirds of these 10th and 11th graders expected to finish at least a four-year college degree.
More city students are graduating from high school, and most are aware that a high school diploma is not enough. They know they need college.
At the same time, this group was uncertain--or completely in the dark--about what they needed to do to get ready for college in high school. Nearly 70 percent believed that a high school diploma alone would prepare them for college-level work. And most thought that only their junior and senior years in high school would count when it came time to compete for college spots. Only 12 percent of students surveyed understood that colleges would look at their "cume," the cumulative average grades from their entire high school career. (See "High Hopes...Fragile Expectations," page 18.)
Scholars, including David Conley, call this stark juxtaposition of big ambitions and naïve (but reasonable) assumptions an "aspirations gap." Nearly all middle school students, when polled, expect to go to college and get a degree. Of these students, 70 will graduate high school, 44 will enroll in college and only 26 will get a bachelor's degree within six years of enrolling, Conley says.
New York City's numbers are similar. For every 100 high school freshmen enrolling in 2007, 66 graduated on time and 49 enrolled in college the following fall. Then the numbers sink. Persistence statistics tracked by the city's Department of Education show that nearly one in four students typically drops out of college by the end of his or her first year. At CUNY, the number of students earning a timely bachelor's degree ranges from a high of 66 percent at Baruch College to 23 percent at Medgar Evers. And rates for a timely associate's degree are quite low, ranging from a high of 22 percent at Kingsborough to lows of 10 percent at Bronx and Hostos Community Colleges.
Nationally, there has been a drumbeat of criticism from the business community for the past decade about the inadequate preparation of the future skilled workforce. A coalition of business groups and prominent education think tanks has been working with state governors and educators on improving the quality of K to 12 schooling so that more students will graduate "college ready." The culmination of this work is the new Common Core State Standards, which provide national benchmarks aimed at increasing the numbers of high school graduates genuinely prepared for college or careers. New York State has begun implementing these standards, along with other federally funded efforts, to create a coherent "PK to 16" system and push for higher quality schools and stronger teaching.
New York City Mayor Michael Bloomberg publically entered the fray with the appointment of Department of Education Chancellor Dennis Walcott in April 2011. Walcott announced on his first day that the city's new goal for students would no longer be focused on graduation alone but rather on "making sure all of our children are college ready and ready to work."
It has been two years since Chancellor Walcott's inaugural speech. Center for New York City Affairs researchers were in the College Ready Communities schools for two years before the chancellor took office and witnessed what happened in the two-year aftermath. Three notable changes have occurred:
High schools are now held publically accountable for college and career readiness: The Department of Education's primary tool for driving system change is its annual high-stakes Progress Report for each city school. In the past, the Progress Report for high schools focused primarily on moving students successfully from ninth grade to graduation. Many criticized the department for putting too much emphasis on graduation rates and Regents test scores, arguing that schools were incentivized to reduce the rigor of their courses and graduate students by any means necessary. A new "college and career readiness" grade now assigns an "A" to "F" grade to each high school that is worth 10 percent of their total score; it is based on the school's college matriculation rate, how many students have test scores high enough to enter CUNY without remedial courses and the number of students who take and pass at least one college preparatory course. (See "Making Progress After Graduation," page 17.)
Principals and teachers now know much more about their students after graduation: In the past, principals and teachers could be forgiven for focusing exclusively on their students' graduation. No more: The Department of Education has created new "Where Are They Now" reports that offer a vivid picture of what has happened to each school's past graduates. Principals and teachers can see how many of their students matriculated to college, what kinds of colleges they went to, and how many are still enrolled. Students who attend CUNY are tracked even more carefully. High schools can see how many students required remedial courses, their average GPA, and how many credits students took and passed. With this information, "college readiness" is no longer a vague term. Teachers and principals now know whether their academic preparation and college guidance is working--or not. (See "Turning High School Graduates into College Graduates," page 10.)
School leaders are taking steps to improve college and career preparation: Principals in the College Ready Communities high schools struggled with budget cuts, teacher turnover and students who arrived as freshmen poorly prepared for high school work. Yet most of these principals strive to meet the new college-focused mandates that the city has set out for them in the annual Progress Report. For example, one College Ready Communities high school, the Pan American International High School in Elmhurst, struggles to graduate even half of its new-immigrant students on time--yet, nonetheless, the school has added Advanced Placement and higher-level math courses in an effort to provide more rigorous options for students who seek them out. We see in such schools that principals, including some in small schools with smaller teaching staffs, are attempting an academic balancing act by offering catch-up courses for struggling learners as well as higher-level courses for students who need and deserve solid college preparation. (See "Creating College Counselors," page 34.)
The Department of Education's efforts are a good start. However, they do little to address the "aspirations gap" and the challenges that low-income students face as they attempt to manage the steep demands of high school and begin to think about college and what they want to get out of it. The Center's experience observing the collaborative work that took place between the schools and nonprofits in College Ready Communities was particularly illuminating on this point. Here are a few of the most important things we learned in our surveys and analysis:
In low-income high schools, struggling readers are frequently the norm. This has major implications for teachers trying to get students to read and write at a college level.
Developing true college-preparatory academic skills is implausible when students can't read well: A Center for New York City Affairs analysis of ELA test scores determined that only 39 percent of eighth graders met state standards for reading in 2012. In our College Ready Communities schools, which serve almost exclusively low-income students, struggling readers were the norm--more than 80 percent of these students had scored below grade level on their eighth grade tests in 2010. This, obviously, has major implications for teachers trying to get students to the point where they can read and write at a college level. It also presents a challenge for science and social studies teachers who, in an ideal world, would assign material from grade-level textbooks. Instead, these teachers present the facts in class and avoid reading assignments. "Reading is fundamental" to college readiness, one teacher told us in a survey. "Yet, most of my students dislike reading and make no effort to read, either for recreation or for coursework." (See "High Hopes...Fragile Expectation," page 18.)
Both teachers and students are frustrated with the level of teaching and learning: Students were appreciative of how supportive their teachers were, but many, in a candid set of focus groups, told researchers they were bored with their classes. "It's almost like a review of what we learned... in eighth grade," said one 10th grader. "Every teacher wants you to get a better grade, but they don't force you," said another. In surveys, teachers did not dispute this, noting that classes were mostly focused on making sure students understood the material they needed to pass New York State's Regents exams, which are required for graduation. The graduation mandate was more important than creating rigorous demands or exposing students to college-level work, some said. Wrote one teacher: "Too much energy is spent on short-term passing--and not enough energy on long-term college planning." (See "High Hopes...Fragile Expectations," page 18.)
Early attention to college academics and career dreams could inspire harder work: To some degree, high school teachers are boxed in by the academic abilities of their high school students. If more students were fully prepared for ninth grade, high school classes could be more fast-paced and rigorous. The level of academics clearly must improve from kindergarten through eighth grade. The Department of Education is counting on the new Common Core standards to help accomplish this. Students will also have to be willing partners as schools attempt to impose more rigorous demands upon them. An obvious step is to have honest conversations about careers and college much earlier, ideally beginning in sixth grade. Guidance counselors and students tell us that most young people don't become serious about college until 11th grade--and by then, it is too late to do genuine college preparation. The Department of Education should consider providing a formal grade 6 to 12 curriculum on career and college planning and guidance, and work to create a "college culture" in the public schools that incorporates high expectations and richer, more thoughtful assignments for all students. (See "Bringing College 101 to the Cassroom," page 35.)
First-generation college students require high-quality professional help with the college search: Getting the help of a professional guidance counselor is tough enough: a majority of high schools in NYC have guidance caseloads ranging from 100 to 300 students per counselor. The challenge is even more daunting given that these counselors typically have many other responsibilities--and are often not fully trained to be college counselors. (See "Guidance Counselor Caseloads Vary Widely," page 31.)
The need for high-quality help was particularly apparent in our College Ready Communities schools, where the nonprofit partner groups stepped in to provide essential assistance to students in the application process: Surveys revealed that students and families were justifiably confused and intimidated by the torrent of demands, deadlines and decisions associated with applying to college. Overloaded school guidance counselors can offer a few workshops and make sure their students fill out a CUNY common application. But others, like the College Ready Communities nonprofits or teachers in the school, provided crucial extra time to help students with college visits and financial aid--not to mention other demands, like writing essays and taking the SATs, associated with applying to more competitive colleges. This extra person-power and expertise is particularly important if students seek to avoid New York City's overloaded community college system, where graduation rates are so poor. There is a legitimate debate over whether all schools require a full-time college counselor, but almost everyone interviewed by the Center on this project agreed that schools need high-intensity college guidance of some kind. (See "College Counselors Count," page 29.)
There is debate over the need for college counselors, but almost everyone interviewed agreed that schools need high-intensity college guidance of some kind.
Finally, the missing player in this report's discussion is, of course, the many colleges in which New York City students enroll with great hope, only to quickly drop out. Guidance counselors and nonprofit workers are particularly rankled by how hard it is to compare seemingly simple things at CUNY such as graduation rates, the quality of remedial classes and institutional supports for low-income students. The Center's conversations for this report started with the high schools but inevitably led to the colleges. Both the New York City Department of Education and CUNY have made great strides over the past decade in improving their data sharing and developing effective partnership programs. But these two institutions must continue to work together to provide stronger college preparation for students along with a bridge to an equally strong set of college classes and supports. Then we may finally see New York City's impressive new generation of graduates succeeding as they ought to, prepared for both college and the growing challenges of the workplace.
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text:
The Dollar's Death As Reserve Currency
Contributed by Chriss Street. Specialist in corporate reorganizations and turnarounds, former Chairman of two NYSE listed companies. His latest book, The Third Way, describes how to achieve management excellence and financial reward by moving organizations from Conflict and Confrontation to Leadership and Cooperation. He lives in Newport Beach, CA.
The reign of the United States dollar as the only reserve currency in the world may be coming to an end. Over the last five years, the U.S. centric balance of economic and military power has been destabilized with the crumbling of the social welfare states of the European Union and the rise of the state sponsored capitalist BRICS -- Brazil, Russia, India, China and South Africa. After 70 years of the dollar's supremacy, the BRICS at their summit in Durban, South Africa, have reached an agreement to establish a joint financial institution that would serve the same functions as the American dominated International Monetary Fund and World Bank. With America hurting and Europe terminally burdened by over indebtedness and loss of economic competitiveness, the BRICS appear to be seizing the opportunity to attack the dollar's preeminence.
As World War II was moving to its end in 1944, the U.S. and 43 allies reached an agreement at the Bretton Woods Conference to organize the International Bank for Reconstruction and Development to finance the rebuilding of Europe. The conference led to the establishment of the General Agreement on Tariffs and Trade, the International Monetary Fund and later the World Bank to promote international trade, finance and the globalization of securities transactions. The agreement allowed the United States to bind countries into a capitalist bloc alliance during the Cold War. The key to these arrangements were the U.S. dollar as the world's reserve currency and U.S. military as the world's policeman.
Sparked by IMF and World Bank financings in U.S. dollars, the Bretton Woods agreement led to an era of unprecedented economic growth in Third World developing countries. The U.S., Japan, Germany, UK and France with 10% of the world's population still dominate the IMF with 37.37% voting control. With a 1/3 of the world's population, BRICS control just 11.37% of IMF voting rights.
But the historic downside of Third World progress was often high inflation, compounded with debt-financed social welfare spending. Over-leveraged developing nations' economies tended to suffer high inflation, which destroyed the value of their currency. With their borrowings denominated in U.S. dollars, the relative costs of paying interest in U.S. dollars skyrocketed. As BRICS regularly got into financial trouble, the IMF prescribed spending cuts and higher taxes as the cost for bail-out financing. Former Brazilian President, Luis Ignacio Silva protested that the U.S. dominated IMF was at war with the Third World:
"It is a war by the United States against the Latin American continent and the Third World. It is a war over the foreign debt, one which has as its main weapon interest, a weapon more deadly than the atom bomb, more shattering than a laser beam."
But over the last five years, the United States and its developed nation allies are the countries suffering from protracted debt and deficit spending crisis. Instead of taking their own prescribed "medicine" of spending cuts and tax increases in a financial crisis, Europe and the U.S. dramatically increased deficit spending. The current economic system and financial institutions were built around the U.S. when it was the only industrial power with the resources to stabilize a crisis. The United States is currently in no financial position to micromanage global affairs.
For the BRICS this current period of financial weakness provides a strategic opportunity to escape the economic and military dominance of the United States. By pooling their resources to form independent financial institutions, they expect to have enough resources to finance higher levels of investment in member countries and stabilize any new foreign balance-of-payments crises.
China just concluded a large-scale military weapons purchase agreement with Russia for highly advanced submarines, fighter aircraft, S-400 long-range surface-to-air missiles, jet engines, large transport aircraft and aerial refueling tankers. Combining Russia's highly competitive military technology with China's sophisticated manufacturing expertise creates a significant military supply competitor to the United States. If other BRICS make similar arrangements for military equipment, America's future weapons dominance may be in question.
The United States benefited enormously from having the world's dominant reserve currency since World War II. By dominating the International Monetary Fund and World Bank through control the largest bloc of votes, the developing world has been beholding to American interests. But with the BRICS uniting their regional strengths into an international financial and potentially military alliance, the era of all-mighty U.S. dollar may be coming to an end. Contributed by Chriss Street.
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Cauliflower Broccoli Cheese Soup Recipe
"Even my husband, who's never been a fan of broccoli, likes this creamy soup," relates Betty Corliss of Stratton, Colorado. "It's a great way to use vegetables from our garden."
- 3/4 cup small cauliflowerets
- 3/4 cup small broccoli florets
- 1/4 cup chopped onion
- 1/4 cup halved thinly sliced carrot
- 1 to 2 tablespoons butter
- 1-1/2 cups 2% milk, divided
- 1/2 teaspoon chicken bouillon granules
- 1/4 teaspoon salt
- Dash pepper
- 2 tablespoons all-purpose flour
- 1/3 cup cubed process cheese (Velveeta)
- In a large saucepan, cook the cauliflower, broccoli, onion and carrot in butter for 5 minutes or until vegetables are crisp-tender. Stir in 1-1/4 cups milk, bouillon, salt and pepper. Bring to a boil. Reduce heat; simmer, uncovered, for about 5 minutes or until vegetables are tender, stirring occasionally.
- Combine the flour and remaining milk until smooth; add to saucepan. Bring to a boil; cook and stir for 1-2 minutes or until thickened. Reduce heat; add cheese and stir until melted. Serve immediately. Yield: 2 servings.
Originally published as Broccoli-Cauliflower Cheese Soup in Cooking for 2 Winter 2005, p29
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Reviewed Aug. 8, 2014
"I doubled the recipe and added extra shredded cheese. It was scrumptious! I would surely make it again. I couldn't get my husband to try it for he doesn't like cream soups! It was yummy! I had two bowls to make up for my husband having none!"
Reviewed Feb. 15, 2011
"Very easy to make"
Reviewed Jan. 19, 2010
"Works well with frozen spinach in place of Broccoli"
Reviewed Jul. 28, 2009
"This soup is better by adding sliced mushrooms and leftover diced chicken. Serve with Bisquick cornbread for a really good weekend meal."


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Here is today's tornado outlook from the SPC. Looks like a heightened risk of severe thunderstorms and tornadoes east of a sharp synoptic trough across the Upper Midwest this afternoon. Moisture has returned enough for a chance of some tornado producing supercells…some of which could end up being on the strong side.
We will have chasers out today under the stream of James Magyar…will be the Renegade Chasers of Hannah Weddell and company. I will also try to have my buddy Matt Grantham up on the page later today as he will be chasing part of the area of Wisconsin and Minnesota this afternoon.
We will keep you updated as conditions warrant later today as things may explode across portions of the Upper Midwest. Stay tuned…
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December 3, 2013 There's Black Friday and Cyber Monday…and now there's Giving Tuesday! As part of a national celebration of generosity, Heritage Conservancy has joined #GivingTuesdayBucks in this momentous online event. Give a gift that makes an impact right here in your own backyard! What better way to get into the holiday spirit than by donating to your favorite land conservation and historic preservation organization? Click HERE to make a donation to Heritage Conservancy on December 3rd. Thank you…Find out more »
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Join us for our 25th annual holiday celebration! Sunday, December 8, 20135:00 PM to 8:00 PM Aldie Mansion85 Old Dublin PikeDoylestown, PA 18901 Kick off the holiday season with us at our home in historic Aldie Mansion for a black tie optional fundraising event that includes cocktails, dinner, a live auction and festive entertainment! "Returning Home" by Christopher WillettThis serene winterscape will be available for auction during Christmas at Aldie. Other auction items include: Long Island Waterfront Home–Enjoy a one-week stay in a waterfront home on Long Island…Find out more »
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As part of my ongoing project describing the life and times of Allan Truax,1 I occasionally post photos or information about Crosby, North Dakota, the town to which Allan Truax, then 37 years old, and his wife, Evelyn, moved in 1908 and where they lived until his death in 1965.
Train Depot
Allan Truax was employed as a railroad mail clerk for the Great Northern Railway which operated this depot in Crosby, North Dakota, the beginning and the termination of the daily train route Truax worked.
Healthcare In Early 1900s
According to the local newspaper, Crosby's first physician was Dr. Blake Lancaster, a graduate of the Ontario College of Physicians and Surgeons.
Identification: Allan Truax, Allen Truax, and A.L. Truax
"Allan Truax" and "Allen Truax" appear with approximately equal frequency in the written material I've reviewed, with "A.L. Truax" occurring somewhat less often. The name Mr. Truax inscribed in his books was "Allan" so I use it preferentially
Other Heck Of A Guy Posts About Allan Truax
- The first Allan Truax Post was Allan Truax, A.E. Housman, The Ex, and Me
- The most recent Allan Truax Post before this entry was Evelyn and Allan Truax Journey Through Life Together
- All Allan Truax posts can be found by clicking on the Allan Truax category
- An explanation of who Allan Truax is and why he is a feature of the Heck Of A Guy Blog can be found at Who's Allan Truax? [↩]


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Pinto138 Queen Street,
0141 221 9330
Price Ratings
£ – inexpensive
££ – mid-price
£££ – expensive
££££ – very expensive
Mex in the city
Review published on 28/05/2012 © Sunday Herald
Mexican street food? Now theres an intriguing prospect. Mind you, you never know whats going to turn up on a Mexican street these days, what with drug cartels dumping miscellaneous body parts all over the shop. But theres no such lawlessness at Pinto in Glasgow, just a faithful attempt to give us proper Mexican food, as opposed to US-style Tex Mex, or worse, UK-style Havent Got A Clue Mex.
Our Ethos says the Pinto blurb, is to deliver a healthy, fresh, fun, fast, casual Mexican street food restaurant group. That last word seems aspirational in that Pinto has only one outlet as yet, in Glasgow. But there must certainly be scope for more branches, given the undeniable truth that Mexican food is never truly delivered or executed here the way it is on its home turf.
Pinto looks so disconcertingly fast food, its off-putting. These days, even McDonalds is aping Starbucks and cultivating a cooler, less corporate look. But with its vibrant chilli pepper scarlet and lime green colour scheme, staff with baseball hats and raucous music blasting out, Pinto is as discreet as a Mariachi band.
Pinto talks the language of provenance, but in woolly terms, pledging only naturally raised chicken and pork and making play of its use of Red Tractor beef. Recently, Compassion in World Farming debunked the myth that Red Tractor stands for much more than minimum legal standards, so a free-range/Freedom Foods/organic guarantee would be more to the point. That said, its heartening that Pinto promises that its herb and spice blends are milled every week in small batches to keep their potency and freshness, that it eschews the use of the microwave and freezer, and that its food is prepared fresh daily.
Even people well accustomed to ordering food at fast food counters, from those illuminated displays above the heads of serving staff, may find the options at Pinto baffling. Perhaps Im a slow learner, but I had to get the person serving to explain the permutations twice. Those vertical and horizontal columns reminded me of log tables, or algebraic equations, a sort of A plus B equals C proposition, with A being the starchy bit of the equation (burrito, nachos, tacos etc), B being the filling, and C being miscellaneous permutations of add-ons, such as cheese, sour cream, pickles.
In Leon, the upmarket fast food chain in London, variations on a dish are easier to grasp. A poached egg cup, for instance, comes in three forms Gruyere and truffle, with chorizo, or with ham hock. Even I can understand that. But at Pinto my head was reeling and I left with the distinct feeling that I could have ordered much better, and would have enjoyed the whole experience more if it had been served from a menu at a table, after explanation and deliberation, not standing up, at a counter, with a queue forming behind.
Still, the food that I did end up with was better than I expected. A soup of black bean and chipotle chilli, with corn off the cob and pico de gallo salsa, was veg-packed and full of satisfying textures. It was also so mouth-numbingly chilli-hot as to suggest a no-compromise attitude to authentic Mexican spicing. A malleable burrito, stuffed with moist and exotically spiced shredded beef, made a meal in itself. I could have done without the rice (added automatically), not being a fan of starch upon starch, ditto Monterey Jack cheese, which despite being just what youd get in Mexico, is a bland commodity for which more interesting local equivalents, like cheddar, could be substituted. But with a dollop of sour cream, crunchily fresh cos lettuce, and a dribble of aptly named Hell of a hot Habanero chilli salsa, it constituted a great deal at £5.45. Our tacos with slow cooked pork were even better, because they had no rice.
If you do visit Pinto, I can recommend the velvety guacamole, better for soothing a chilli-inflamed palate than any chilled beer.
Counter culture
Review published on 12/11/2012 © Sunday Herald
Ay, caramba. Heres where it all went wrong. As soon as we approach the counter were funnelled to the front by some theme-park-like crowd control system.
The menu is at rubberneck height on the wall a la McDonalds, except way more complex. The food is laid out in bewildering patterns before us; the staff just gazing back impassively. Not a single smile. We try to speed-read the menu, working out the food combinations, while not holding the staff back and not looking any more stupid than the system makes us look. Or, indeed, we are. But aargh, theres too much info to take in.
Oh no. Now other customers have been shuttled down the barriers and are right behind us. Waiting. Were holding them back too. How stupid do we look? Theres no way to escape either, because of the barrier system, and still nobodys cracked a smile behind the counter.
So what do we do? Forget the menu, panic buy. Give us some of this and some of that. Yeah, yeah, the green stuff. Tacos? You betcha. What? Hard or soft tacos? Fire roasted tomato chipotle. Tomatillo salsa verde. Burrito? Everything in it please. Drinks? Oh my gawd, do we have to work out whats available to drink too?
Eventually, the whole lot is piled up beside the till. Were now so sorry for the inconvenience weve caused that Im hunting round the restaurant for a tray, because there isnt one being offered from behind the counter. I grab one from a pile near a pillar, stack the food on it and we retire to a tight little booth to lick our wounds, and realise the tray has already been used. Groan. Is this what happens when right-on, reasonably well sourced, big-flavoured food meets fast-food style? Maybe.
The queueing system is difficult and I dont like the decor and the Mehi-i-can themed colours, which are too harsh, but youve got to ask yourself this: have they cunningly designed it this way so you dont linger?
This is a new Glasgow Mexican joint, not Tex-Mex definitely dont say Tex-Mex which promises healthy street food. Full marks for that sentiment, anyway.
I obviously struggled with the counter experience, but were quite liking the food. The slow-cooked pork in my tacos is deep, rich and strongly enough flavoured to fight for attention with the cheese, the sour cream and fire-roasted tomato chipotle that has a real zing to it. The cubes of char-grilled steak are nothing special in yet another taco told you we were in a panic but Luca and I are deeply impressed with the chicken tortilla soup. Its chunks of Red Tractor chicken in a deeply flavoured stock spiked with chillies, dusted with mild cheese and crunchy tortilla pieces, give a great combo of textures and flavours.
That burrito Debs ordered? The usual stodge on stodge with a heavy dollop of beans to the filling and a smattering of char-grilled chicken, yet somehow quietly satisfying. I polish it off anyway.
Pinto is fairly grown up inasmuch as you can buy a beer, and if you have time to look up the website youll find a big, long, touchy-feely mission statement. You could even practise ordering from the online menu so youre up to speed when you find yourself shuttled to the front of that counter.
But is it all any good? Combining healthy, well-sourced food with a fast-food style packaging is the holy grail of the restaurant industry. Crack that and youre made for life. Have they managed to do it in here? Nope. Even McDonalds has moved away from the harsh, cold interiors and there isnt much point in cleverly drawing up your menu if you design the counter system so badly it doesnt work. Well, not for me anyway. But the food has sparkle and the prices arent bad. It may not be the holy grail, but its definitely a step up from the usual offerings.


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