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"Art & Soup is the VNA's SIGNATURE event," said Caryn Hohnholt VP of Fund Development for the Visiting Nurses' Association (VNA).
At this year's 16th annual Art & Soup, held at the Embassy Suites in La Vista, 20 Omaha-area restaurants competed for the honor of having the best soup.
Hohnholt said they pulled out all the stops and really put their heart and soul into trying to come up with new and inventive soups.
That was certainly clear this year, which featured everything from Loaded Peruvian Potatoes with Cured Pork Belly and Fatty Brisket Pho to Apple-Squash Bisque with Spice Crème Fraiche and Smoked Salmon Florentine.
Perhaps the best part of the event is that admission...
entered on 02/25/14 at 04:15 AM | read more »
You'll want to make sure you bring some cash for a tip when you visit Tripointe Coffeehouse in downtown Papillion. First you'll want to drop some cash into the barista's tip jar, because everyone who works at this particular coffeehouse is paid volunteers. You'll also want to add some money to the "love tank," which is box for donations to buy a cup of coffee for customers who can't afford to buy it themselves. Then you'll want to drop some money into one of the three jars intended for donations to Revolution 61, a non-profit organization fighting human trafficking. You have to choose which jar to drop your money into wisely though, because the jar with the most money at the end of...
entered on 12/20/13 at 02:13 PM | read more »
As I write this piece on predicting the future of the Omaha food scene, I am biting chucks of bread off a warm baguette from the new French bakery, Le Petit Paris, the fantastic surprise addition to Le Voltaire. With my crusty yet full attention, I am finding it difficult making predictions about what is next for this progressive Omaha food scene. I still feel like I am in the year 2010, so looking into the crystal ball towards 2014, I see a smokey haze of what will be. Therefore, I think looking back at what we cherish most from our Omaha culinary community might be the best way to move forward.
First, as a woman who has spent her youth eating up Chicago, literally and figuratively,...
entered on 12/20/13 at 02:10 PM | read more »
When I first started asking people about their favorite French fries in the Omaha area I was ready to learn about a bunch of obscure places I've yet to visit featuring French fries that are prepared with an impressive variety of exotic herbs and spices. To the contrary, I was quite surprised that even some of the most foodie friends I have are quick to defend some of the more common fast food varieties available.
I did an informal, non-scientific poll among some of my friends to find out what their favorite French fry place is, and the overwhelming majority said Runza. "Runza is part of our fast food trifecta," says Christine Williams. "A burger from Don & Millie's, a shake from...
entered on 12/02/13 at 07:40 PM | read more »
Let's get serious, people. Pumpkin drinks are everywhere right about now, and since this only happens once a year, we need to be very meticulous in our drink selections. Don't waste the fall season drinking sub-par beverages when you can delight your pumpkin-deprived taste buds with utter deliciousness.
If you like pumpkin as much as I do, you recognize that is serious business indeed.
The key to finding the best pumpkin drinks is to find a place where they use fresh ingredients and don't rely on ten thousand pounds of sugar to give the beverage its flavor. I humbly suggest that you head to a locally owned place if you really want the best options. I'm not necessarily saying that the...
entered on 11/11/13 at 02:21 PM | read more »
Chris Pohl, is co-owner of one of Omaha's newest restaurants, the Pita Pit. Though this is his first foray into the restaurant industry, Chris is quick to point out he doesn't have a crazy story about he got into the business.
"Truthfully, I was looking at this other restaurant. It was something I'd kicked around for awhile. But the group of guys I am involved with have some pretty solid experience with Pita Pit and it just kind of went from talking about things to them actually happening," said Chris.
He said they'd had some experience working together before so when they asked him if he wanted to join them, he said "yes." It didn't hurt that one of his partners was already a...
entered on 10/28/13 at 01:33 PM | read more »
Nosh Restaurant and Wine Lounge
Taco Tuesday, Wednesday and Sunday?


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At the first glance one wouldn't believe that the Herb Paris belongs to the lily family. These inconspicuous plants grow on wet shady places in light forests and are easily overseen although they are not too rare. The blossom is likewise simple and sophisticated and offers various possibilities for close-up photography.
Location: Sweden

subset: commoncrawl


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|Explorer Hotel Neuschwanstein An der Riese 45, 87484 Nesselwang, Germany (4.5 miles from Wildberg)
Score from 425 reviews: ExcellentThis 3-star hotel is set in Nesselwang, surrounded by a popular hiking and skiing area and directly opposite the local ski lift. More…
" The hotel located in a very nice place with beautiful vies for every room, very clean. Staff are so helpful Delicious breakfast "
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|Hotel Bergruh Alte Steige 16, 87629 Füssen, Germany (8.7 miles from Wildberg)
Score from 254 reviews: Very good There is 1 person looking at this hotel.This 4-star hotel on the outskirts of Füssen offers modern rooms, a large spa area and great views of the Alps. The famous Schloss Neuschwanstein castle is 6.2 miles away. More…
" This was a traditional Bavarian hotel. Very beautiful and the scenery was amazing. Staff were very friendly. "
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|Appartement-Hotel Seespitz Pfrontener Strasse 45, 87629 Füssen, Germany (8.9 miles from Wildberg)
Score from 223 reviews: Excellent There are 2 people looking at this condo hotel.This hotel in Füssen's Weißensee district is right next to the Weißensee Lake. Guests can enjoy swimming in the lake and the heated indoor pool. The country-style restaurant serves Italian... More…
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$135 Average price per night
|Pension Carina Seeweg 2, 87629 Füssen, Germany (8.9 miles from Wildberg)
Score from 284 reviews: Very goodThis family-run guesthouse is a 2-minute walk from the Weißensee Lake in the scenic Allgäu Alps. Pension Carina offers country-style rooms, a traditional Bavarian restaurant and beer garden. More…
" Easy to find, very well-wishing stuff, good rooms, tasty breakfasts. "
$108 Average price per night
|Dreimäderlhaus Pfrontenerstr. 43, 87629 Füssen, Germany (8.9 miles from Wildberg)
Score from 240 reviews: Excellent 1 person is looking at this guesthouse.On Lake Weissensee in Füssen, this 3-star family run guesthouse offers a panoramic view of the lake and mountains and free Wi-Fi. A breakfast buffet made with regional products is provided. More…
" Location, beautiful wood inside the hotel, very comfortable beds. Very good breakfast. "
$67 Average price per night
|Hotel Geiger Uferstraße 18, 87629 Füssen, Germany (9.3 miles from Wildberg)
Score from 336 reviews: Excellent There are 2 people looking at this hotel.This charming and cozy 4-star hotel near Füssen is set in idyllic countryside on the shores of the Hopfensee lake and offers magnificent views of the Allgäu Alps. More…
" Large room, great views, good restaurant and friendly staff. "
$76 Average price per night
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Whoo hoo! Here's an awesome FREEbie offer from Starbucks. Head over here and enter your email address to receive a FREE eGift card from Starbucks. Your eGift equals a FREE tall cup of brewed Starbucks Blonde Roast coffee valued at up to $2.60.
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so wait a second. i thought that 2 percent milk was good for you. someone that if it isnt 1 percent or skim, then dont use it. is this true or not
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This is from yesterday whilst getting some shopping on the way back to delightful/rainy Preston, Sainsbury's is magic.
This is what I'm wearing today, I decided my blog needed more fashion as that is what I study (well the promotion of it) and a daily clothes update seemed a good way to go. Plus by using cartoons I can hide christmas podgy bits!
I've been listening to Alessi's Ark (http://www.myspace.com/alessisark) while drawing these and her voice is so soothing it's making much less stressed about the vast amount of work that is likely to be piled upon me in the upcoming weeks. I better get finishing some today actually, I already handed one piece in early today so I'm feeling better about it all.
Friday, 9 January 2009
Magic Sainsbury's
Posted by Clare Potts at 15:36
1 comment:
I'd love to hear your thoughts and hear about your blog, feel free to leave a link so I can comment back.
Lots of love,
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Board of Specialty Societies (BOS)
BOS Representatives
The BOS is composed of 22 musculoskeletal specialty societies. Each society may appoint up to six representatives. One representative must be within the society's presidential line. A representative's term is three years and may be reappointed for one additional term.
Dirk H Alander, MD
ASIA Health Policy Representative
Stephen A Albanese, MD
POSNA Health Policy Representative
Sheila Marie Algan, MD
RJOS Health Policy Representative
Matthew J Allen, PhD
ORS Communications Representative
Tamara Alliston, PhD
ORS Education Representative
Mark Anderson
ASSH Executive Director Representative
Robert A Arciero, MD
AOSSM Presidential Line Representative
Champ Baker, III MD
AOSSM Education Representative
Keith D Baldwin, MD
ORA Health Policy Representative
Mark E Baratz, MD
AAHS Presidential Line Representative
William R Beach, MD
AANA Presidential Line Representative
Michael S Bednar, MD
AAHS Education Representative
Joseph Benevenia, MD
MSTS Education Representative
Keith R Berend, MD
Knee Education Representative
R Dale Blasier, MD
NASS Health Policy Representative
Eric Michael Bluman, MD, PhD
AOFAS Communications Representative
Irvin Bomberger
AOSSM Executive Director Representative
Mathias P G Bostrom, MD
ORS Education Representative
Martin I Boyer, MD
ASSH Education Representative
Lisa K Cannada, MD
OTA Communications Representative
Kathleen Caswell
OTA Executive Director Representative
David R Chandler, MD
NASS Research Representative
Kevin Chung, MD
ASSH Research Representative
Henry D Clarke, MD
Knee Communications Representative
Brett D Crist, MD
OTA Research Representative
Michael David Daubs, MD
SRS Health Policy Representative
Mark A Deitch, MD
ASSH Communications Representative
Craig J Della Valle, MD
AAHKS Education Representative
John P Dormans, MD
SRS Presidential Line Representative
Scott F M Duncan, MD, MPH, MBA
AAHS Communications Representative
Daryll C Dykes, PhD, MD, JD
JRGOS Communications Representative
Saadiq F El-Amin, III MD
JRGOS Research Representative
C Anderson Engh Jr, MD
Hip Education Representative
Larry D Field, MD
AANA Education Representative
Debbie Finch
ORA Executive Director
Olga Foley
Hip & Knee Executive Director Representative
Brenda A Frederick
ORS Executive Director Representative
Charles Freitag
SOMOS Executive Director Representative
Mark I Froimson, MD
AAHKS Health Policy Representative
COL. (ret) Tad L Gerlinger, MD
SOMOS Presidential Line Representative
Michelle A Ghert, MD, FRCSC
MSTS Research Representative
Mary B Goldring, PhD
ORS Presidential Line Representative
Ed Goss
AANA Executive Director Representative
Tressa Goulding, CAE, CMP
SRS Executive Director Representative
Andrew Green, MD
ASES Health Policy Representative
Farshid Guilak, PhD
ORS Research Representative
Michael H Haak, MD
ASIA Presidential Line Representative
Michael H Haak, MD
ASIA Education Representative
Melvyn Augustus Harrington, MD
JRGOS Education Representative
Catherine G Hawthorne, MD
ORA Education Representative
John G Heller, MD
CSRS Presidential Line Representative
William L Hennrikus Jr, MD
POSNA Communications Representative
Harish Sadanand Hosalkar, MD
ORA Presidential Line Representative
Harish Sadanand Hosalkar, MD
ORA Communications Representative
Lesley Hudson, MA
ASIA Executive Director Representative
Michael H Huo, MD
Hip Communications Representative
Stephen J Incavo, MD
AAHKS Communications Representative
Lori A Karol, MD
POSNA Presidential Line Representative
James A Keeney, MD
SOMOS Health Policy Representative
John D Kelly IV, MD
AANA Communications Representative
Keith Kenter, MD
AOSSM Health Policy Representative
John S Kirkpatrick, MD
CSRS Research Representative
Ky Kobayashi, MD
SOMOS Education Representative
Amy L Ladd, MD
RJOS Presidential Line Representative
Robert F LaPrade, MD, PhD
AOSSM Research Representative
Daniel Latt, MD, PhD
AOFAS Research Representative
Carlos J Lavernia, MD
Knee Health Policy Representative
Lousanne Zan Lofgren, CAE
AOFAS Executive Director Representative
Baron Lonner, MD
SRS Research Representative
Kevin William Louie, MD
LLRS Health Policy Representative
William B Macaulay, MD
Hip Health Policy Representative
David C Markel, MD
AAHKS Research Representative
Louis F McIntyre, MD
AANA Health Policy Representative
Charles A Mick, MD
NASS Presidential Line Representative
R Alden Milam, IV MD
CSRS Education Representative
Robert A Morgan, MD
ASIA Research Representative
Eric Muehlbauer
NASS Executive Director Representative
Douglas Naudie, MD, FRCSC
Knee Research Representative
Sarah Neece
AAHS Executive Director Representative
Steven K Neufeld, MD
AOFAS Health Policy Representative
Steven A Olson, MD
OTA Presidential Line Representative
Alexandra Elizabeth Page, MD
RJOS Communications Representative
Vincent D Pellegrini, Jr, MD
Hip Presidential Line Representative
Steve A Petersen, MD
ASES Education Representative
Benjamin Kyle Potter, MD
SOMOS Research Representative
Anna Quintanilla
ASES Executive Director Representative
Deena Rawlings
MSTS, RJOS, JRGOS Society Manager
J Spence Reid, MD
LLRS Communications Representative
Mark S Rekant, MD
AAHS Health Policy Representative
William M Ricci, MD
OTA Education Representative
Lee H Riley, III MD
CSRS Communications Representative
David C Ring, MD
AAHS Research Representative
S Robert Rozbruch, MD
LLRS Presidential Line Representative
David Simms Ruch, MD
ASSH Presidential Line Representative
David Simms Ruch, MD
ASSH Health Policy Representative
Khaled J Saleh, MD, MSc, FRCSC, FACS
BOS representative to the Performance Measures Committee
Andrew H Schmidt, MD
OTA Presidential Line Representative
Angela Schnepf, CAE
MSTS Executive Director
Ernest L Sink, MD
POSNA Education Representative
Mark A Slabaugh, MD
SOMOS Communications Representative
Brian Snyder, MD, PhD
POSNA Research Representative
Scott M Sporer, MD
Hip Research Representative
Robert A Stanton, MD
AOSSM Communications Representative
Teri Stech
POSNA Executive Director Representative
Michael Suk, MD
OTA Health Policy Representative
Karen Syzdek
LLRS Executive Director Representative
Claudia L Thomas, MD
JRGOS Health Policy Representative
Ruth Lourdes Thomas, MD
AOFAS Education Representative
Jonathan B Ticker, MD
AANA Research Representative
Clifford B Tribus, MD
SRS Communications Representative
Eeric Truumees, MD
NASS Communications Representative
Thomas Parker Vail, MD
Knee Presidential Line Representative
Angela A Wang, MD
RJOS Education Committee Representative
Eleby R Washington, MD
JRGOS Presidential Line Representative
Kristy L Weber, MD
RJOS Research Representative
Mark Weidenbaum, MD
SRS Education Representative
Peggy Wlezien
CSRS Executive Director Representative
Michael Zarski
AAHKS Executive Director Representative
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2011 Teen Choice Awards Red Carpet Poll
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Teen Choice Awards: Nikki Reed
Nikki Reed went undeniably bohemian on the TCA red carpet tonight — the Twilight actress wore a printed halter maxi dress by Etro, and sported a gorgeous pair of onyx drop earrings. She accentuated the hippie-chic vibe with a loosely pulled-back 'do, complete with face-framing pieces and a braided headband. She went light on the makeup, opting for a bit of liquid liner and a peachy-nude glossy lip. What do you think of Nikki's boho-cool look?
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Source: Teen Choice Awards: Nikki Reed
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Minutes from Salt Lake International Airport, downtown Salt Lake City, and four world-famous ski resorts on the Wasatch Mountains, the Holiday Inn Salt Lake City Airport West is ideally located. A free airport shuttle is available.
Well- appointed guest rooms in rich, warm tones with spacious and well-lit work areas will delight you. Stay connected with free high-speed
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Well- appointed guest rooms in rich, warm tones with spacious and well-lit work areas will delight you. Stay connected with free high-speed Internet access in-room and throughout the hotel. Tie up loose ends in our 24 hour business center and enjoy the HD flat screen TVs when work is done. Triple sheeted beds and a pillow menu provide a superior night's sleep.
Dine on classic American cuisine in Wingtips Bar and Bistro, our full service restaurant or enjoy the ease of room service. Catch a game on large plasma TVs in our lounge. Maintain your exercise regimen in our fitness center, indoor pool, and whirlpool.
Plan a successful event with our professional meeting and catering staff. We offer over 2300 square feet of flexible meeting space.
Visit these popular attractions while in Salt Lake City, Home to the XIX Olympic Winter Games: Gateway & City Creek Shopping, Temple Square and the Great Salt Lake. Visit our corporate neighbors: GE Healthcare, L3 Communications, Raytheon, and Northrop Grumman.
Experience all that the Holiday Inn Hotel and Suites Airport West has to offer!
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Free forum : Home of the Vanguard, a superhero RPG/Group using Squadron UK/Golden Heroes rules. Started in October 09 we've moved thanks to our old forum host going AWOL and taking the forum with him.
darkening, shadows, vanguard, golden, heroes, squadron, executive, lore, knights, role, play, playing, role-playing, game
Established In October of 2014. The 20th Legion is a Tactical Fallen Earth Unit based off the historical Roman 20th Legion.
20thlegion, established, #october, 2014, 20th, legion, tactical, fallen, earth, unit, based, historical, roman


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Michael Schrang
27 Louisiana Tech student-athletes will earn their degrees Saturday
2010: Redshirted the 2010 season.
High School: Lettered for Dougald McDougald at Kingwood High School his senior year after transferring from St. Pius High School ... Named first team all-district his senior year at Kingwood while also being named academic all-district ... Named a TAPPS first team all-state honoree his junior year at St. Pius.
Personal: Full name is Michael Scott Schrang ... Son of Scott and Kelly Schrang ... Has one sister, Madeline (13) ... Liked the coaching staff and the size of the school best about Tech ... Chose Louisiana Tech over offers from Arkansas, Colorado State and UTEP ... Born Aug. 7, 1991 in Dallas, Texas.


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Thanks for helping make the 2014 conference a HUGE success!
Want to keep up to date with next year's conference developments?
Click here to sign up for the conference email newsletter.
The Third Annual Sustainable City Year Conference in Oregon
The Sustainable Cities Initiative held a three-day conference, April 16-18, 2014, for university representatives, city officials, and organizational partners who were interested in adopting and adapting the Sustainable City Year Program (SCYP) model to their home institutions and community contexts. The conference and workshop was highly engaging, interactive, and participatory and helped get from the big idea to implementation techniques. Special capacity building and peer to peer learning sessions for currently running SCYP programs was also be included.
If you have any questions about the Sustainable City Year Conference, please contact email@example.com.
Conference Presentations
Use your conference participant password to review and download conference presentations here.
What is SCYP?
The Sustainable City Year Program is a catalytic learning model that leverages existing courses to work on applied community projects identified by community stakeholders (i.e. city, county, school or transit district) over an entire academic year. The primary difference between SCYP and other engaged learning pedagogies is the scale, multi-disicplinary, opt-in, and community engaged nature. In the Oregon implementation, 500 students across 10+ disciplines and 30+ courses work with a single city each year. The large scale approach provides a wide range of benefits for students, faculty, universities, and communities.
Praise for SCI
SCYP has been described as "perhaps the most comprehensive effort by a U.S. university to infuse sustainability into its curricula and community outreach" (NY Times - full article) and "one of higher education's most successful and comprehensive service-learning programs" (Chronicle of Higher Education - full article).
Praise from Past Attendees:
"This was by far the most valuable conference I have attended. SCYP really is a winning model, and can be replicated with very little resource investment. The conference provided our team all of the tools we needed to get our own program up and running, and establish buy-in among the campus and community. This conference was an absolute game changer for us."
- Kelly Ellenburg of the Smart Communities Initiative, University of Tennessee
"The Sage Project has helped students at San Diego State University to discover a sense of place and the role that they can play within the greater San Diego area. In doing research and proposing designs and solutions with National City this year, students have been better able to see the value of their work and the possibility that they can make a positive, meaningful, and lasting contribution within their own community. This has been a strong motivator for the students, who now are able to better recognize that their work matters, that they can make a difference, and that their community needs them."
- Jessica Barlow of the Sage Project, San Diego State University
"The Sage Project is a meaningful partnership that allows National City to remain committed to, and in some cases accelerate, our strategic goals during a time when most cities are struggling to provide basic services. San Diego State University has so much brainpower, and now it is being directed to help deal with real issues at a local level as part of a larger effort by universities to play a meaningful role in the sustainability of their communities."
- Brad Raulston, Executive Director of Development, National City
Conference Flier
Click here to download the conference flier and share it with your colleagues and partner organizations.


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Giving to Berklee
Berklee thrives because of robust support from alumni, parents, and generous friends. There are many opportunities to offer that support in a way that will best meet your giving goals. We welcome you to explore your giving options online and please do not hesitate to contact us to discuss the possibilities in greater detail. Thank you for all that you do to advance Berklee's capacity to enrich individuals, strengthen communities, and connect our world through music.
Giving Spotlight
Profile: BIAI Artistic Director Neil Leonard
Berklee professor of Electronic Production and Design Neil Leonard started out as a visual artist. As he became interested in music, he found himself drawn to locally based synesthetic ensembles, like the Sun Ra Arkestra, which fused music, art, dance, film, poetry, and performance.
WesFest is a tribute concert held annually in Hollywood in honor of the musical legacy of Wes Wehmiller '92, an accomplished bassist, athlete, and photographer.
A Partnership with Vision
Berklee's blind population is growing, as word has gotten out that Berklee is an environment where blind musicians can thrive and grow.
Rock and Seoul Scholarships
The CJ Scholarship supports Korean students with outstanding merit, strong academic performance, and significant financial need. Berklee awards this scholarship to qualified candidates from Korea that, without any doubt, could not have completed their studies without this support.


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2010 | 2009 |2008 | 2007 | 2006 | 2005 | 2004 | 2003
Adding it up: How good is Value Added Modeling at measuring teacher performance?
Rebecca Goldin Ph.D, September 29, 2010
After a widely respected teacher, Rigoberto Ruelas, commited suicide, his family blamed the Los Angeles Times, which recently gave him an average and slightly less effective rating in a new system to measure teacher performance in the city. The newspaper said it published the database because it bears directly on the performance of public employees who provide an important service, and in the belief that parents and the public have a right to judge the data for themselves. But a detailed examination by STATS asks whether people were really able to judge the data for themselves when it was the product of such a complex and problematic model.
We all want our children to succeed at learning. And we all agree that schools and teachers play an important part in making that happen. It only stands to reason, then, that we would want the system – the schools, the teachers, the administration, and the kids – to be accountable for learning. This simple yet fundamentally noble idea spurred the development of No Child Left Behind (NCLB) legislation. And now No Child Left Behind is quickly becoming No Teacher Left Unaccountable, as states seize on techniques to evaluate the teachers (and sometimes, the schools).
The basic premise of NCLB is that any child can and should succeed at meeting certain "benchmarks" that individual states determine. But who gets the credit when kids meet that minimal level, and who is to blame when they do not? The teachers, the schools, the parents, the administrators, the "cultural ambiance", social constraints, or the kids themselves? While we might, cavalierly, respond, "All of the above," from a practical point of view we have to attribute value to each piece of the puzzle; and the first question is: how much is attributable to the teacher?
When we ask ourselves, "What makes a good teacher?" we might come up with a variety of answers: someone inspirational, someone who makes kids love to learn, someone with whom the kids are learning (as measured by an assortment of metrics), someone who can manage a classroom and create an environment for creativity and exploration; or, we might look for something concrete, someone who can raise test scores.
The elephant (or, perhaps, the donkey) in the room is how to evaluate teachers. If using the percentage of kids who meet a benchmark is a bad measurement (due to reasons discussed below) how can we improve on it? Is there any way to use the large amount of data from NCLB tests to figure out how effective a teacher is?
Value-added modeling is all about trying to answer this question. While it brings new metrics to the table, it also has important limitations, especially if used as a single measurement. In the wake of a teacher suicide that has been in part attributed to a negative assessment by a value added model, we pose the key question: how accurately can we judge a teacher by the data?
The Problem with Absolute Measures
If we evaluate teachers based on absolute standards, we immediately run into problems. Imagine that two equally skilled teachers teach very different classes – one teacher gets well cared-for kids with involved, educated parents in a school with many resources, and the other teacher gets kids with a variety of home-based problems such as poor nutrition, violence in their neighborhoods, and a school that does not always provide books. There is little doubt about which group of kids would be more successful at basic mathematics and reading. It would be unreasonable to attribute the differences to the teachers.
When NCLB first rolled out, standardized tests were used to evaluate the kids and determine whether they had obtained basic knowledge dictated by state standards. It quickly became clear that some kids were far more prepared for school (and for the tests) than others. Poorer children with less educated parents consistently do worse on these tests than their wealthier counterparts; black and Hispanic kids do worse than white and Asian kids; immigrants and new English speakers do worse than native English speakers. Consistently, teachers note that scores on standardized tests were heavily dependent on factors out of their control.
But in both highly affluent communities as well as those plagued with the challenges of poverty, there are teachers who deserve the apple, and those who deserve the boot. The question is how to distinguish them, when students can be so different in the classroom. Clearly, an absolute measure such as the percentage of students scoring above a benchmark is problematic, if only because kids from different demographics areso different in the classroom. The idea of doing a relative assessment of teachers is ripe for statistical interpretation.
Using the Data to Evaluate Teachers
We all know that there are effective and ineffective teachers, but how can we pare away all the factors that go into what a kid learns each year, and isolate the part that the teacher is responsible for?
Enter Value Added Modeling [VAM]. VAM is a statistical technique that takes into account an enormous amount of data on kids' backgrounds and their performance on standardized tests, and attempts to isolate the part of their progress that can be attributed to teachers. VAM is increasingly being used to hold teachers accountable, sometimes with consequences, including bonuses for "good" teaching and firings for "bad" teaching.
The New York Times recently described VAM fairly accurately, without the technical details.Educational jurisdictions that use VAM include the states of California, Tennessee, North Carolina, Colorado, Texas as well as the cities New York and Chicago. The Los Angeles Times shook up Los Angeles by publishing a VAM analysis of the city's teachers' talent designed by the economist Richard Buddin of the Rand Corporation. (Buddin also wrote an accompanying technical article.)
The basic premise is that we should be able to evaluate the performance of the teachers by looking at how well their students do, using data from standardized tests. VAMs avoid using absolute measures of test scores, since as we pointed out, some kids are far more prepared for school than others before they even enter the classroom.Instead, they apply statistical magic to compare test results for very different types of kids.The problem is difficult and persists despite the millions of dollars of funding that has gone into evaluating schools, teachers, and students. One proposed solution, adopted by the VAM community, is that we should not evaluate students' absolute progress, but rather their relative improvement. As The New York Times put it, "A student whose third-grade scores were higher than 60 percent of peers statewide is predicted to score higher than 60 percent of fourth graders a year later.If, when actually taking the state tests at the end of fourth grade, the student scores higher than 70 percent of fourth graders, the leap in achievement represents the value the fourth-grade teacher added."The question is, does it really?
According to one of the most widely cited scholarly articles on the topic (McCaffrey, et al., 2004), the models conclude that teachers' contribution to the variability of outcome (test scores) is in the range of 4 to 20 percent, depending on the model. If we can attribute increases in test scores to good teaching, then maybe VAM can be used to identify, incentivize, and implement good teaching practices. On the other hand, we have to be very careful with what exactly we are measuring.
A Class of Statistical Models
Value-added modeling is not one particular model, but rather a class of statistical models. Some models might be better than others at getting data to fit the models, or predicting future educational success based on teachers or based on schools. Some VAM take into account demographic aspects of kids (poverty, race, gender, etc.) and others do not. Some make assumptions that others do not. Many scholarly articles (and many value-added models) attempt to get around very real and persistent difficulties with holding teachers accountable for student performance. However, skeptics of VAM note that none of these models successfully address these difficulties.
Each VAM has its own features, but there are some common features to all. The first is the reliance on test data as a proxy for learning. In other words, we assume that test data on kids reflects their knowledge. This assumption has some consequences, which we elaborate on below – but as a first pass, it should be clear that VAM does not take into consideration other proxies for educational success, such as graduation rates, grades, interviews, attitudes toward specific topics, or any educational goal that goes unmeasured by standardized tests.
The Pros and Cons of Using Test Data to Evaluate Teachers
The idea of evaluating progress in a relative sense is deceptively simple. Even in a perfect world, in which students are assigned to random teachers at random schools and all the students stay in one place for the whole year, some immediate problems arise. First and most ignored is how well the test data on the students actually reflect their learning.
Arguably, state tests amply recognize accomplishment close to the state level, either above or below. Such tests may well be accurate in schools with students operating near the margin of competency. However, for kids who are far from the average – either above or below – the test scores may misrepresent the knowledge base. This is a problem with the testing range.
For example, let us suppose Jenny has deep mathematical knowledge and talent, and she is also good at taking standardized tests. While she already knows fractions, her third-grade curriculum is all about multiplication and division. She scores in the 95th percentile on a state exam. The following year, in fourth grade, she hasn't learned a thing. She still knows fractions, but now the curriculum involves fractions. She scores again in the 95th percentile, having learned nothing new. In contrast, her twin brother Jonny who has similar skills in third grade, has an astute teacher who notices his talent. Jonny is given some additional guidance, and has progressed fairly well into learning basic algebra in third grade and some advanced geometry in fourth grade. He also scores in the 95th percentile both years. In other words, both kids had advanced knowledge and the test could not differentiate between how much they knew, or the fact that Jonny had an inspired teacher who brought him to greater mathematical maturity.
A similar problem happens when students are far below the average. Imagine that Molly has trouble doing basic sums in third grade. Her teacher works with her independently, gives her additional exercises at her level, and starts to introduce her techniques to add two-digit numbers and to subtract numbers under 20. She makes tremendous progress in third grade, but the test will not show any progress at all since she is still performing far below grade level. In contrast, her brother Michael of similar ability may have had a teacher who essentially gave up on him – and he would score similarly to Molly on the third and fourth grade standardized tests.
In addition, there are many learning objectives that these tests do not (and cannot) reflect, such as love of reading, artistic expression, mathematical exploration, and, more generally, enthusiasm for learning.There are also many measures of success, such as grade-completion, retention, and attendance, which are not included in the models.
Another concern about high stakes standardized testing is that the more seriously we take the data from tests, the more we encourage "teaching to the test" and "test-taking skills." This can be a major problem for how accurately a test measures knowledge. For example, the SAT tests general vocabulary and the ability to reason verbally. Suppose two kids have similar vocabulary levels, but one is given some test taking techniques, such as knowledge about how test writersinvent the wrong choices and how to use process of elimination to increase her chances of a correct answer. The other is simply told to fill in the bubble properly and erase answers completely.
The differences in test scores between these two students may be quite appreciable, though it does not reflect a difference in knowledge about verbal reasoning. Similarly, if one student is given a list of vocabulary words to study that have commonly appeared on the test, the test would no longer be an accurate reflection of her verbal knowledge as a whole. In mathematics, teaching the material that will be tested may well be at the expense of material that is not tested – and that would change test scores without indicating significantly different mathematical knowledge.
But there are good arguments for using data as well. For one, it is objective in a way that graduation rates or grades are not. It forces teachers to actually teach the material that they are required to teach, rather than avoid their least favorite topics. It focuses attention on the kids with the greatest difficulty in attaining minimal proficiency by making them a "high priority" for schools. It makes clear that some core material is considered more important than other material (mathematics, for example, is considered a higher priority than art). At least in part, real data tells us about real kids and where they are in their skills. And while certain ranges of progress cannot be measured by the tests, new tests are often being developed to deal with that issue. For example, some states are introducing dynamic tests that ask different questions based on whether the test-taker got a previous question correct or not.
The entire VAM idea is based on data collected on students. Its ability to judge the teachers can at best only be as good as the data itself. For this reason, many VAM proponents suggest that they only be interpreted in the context of reading and math skills, which are the subject areas for which there is a lot of test data. Standardized tests, for better or worse, serve as a proxy for better measurements of learning. For example, we may want to test the ability of students to reason logically about a mathematical problem and solve it. A multiple-choice test will invariably test something slightly different, likely emphasizing the computational aspect of a problem, not the reasoning skills. Similarly, if we want to test how well students can write an essay, our ideal test would have students write an essay. But the cost constraints of standardized tests may mean we have to test related skills using multiple-choice.
Using only test scores to evaluate teachers has some of the same pitfalls as using only testing to evaluate students: if a teacher, for example, spends time teaching his students about mathematical reasoning at cost to time reviewing basic skills, he may be evaluated more poorly than a colleague who emphasizes computational proficiency alone. From the point of view of minimal competency, we may want teachers to emphasize skills over reasoning, but VAM is based on a scale, and does not have "cut-offs" after which reasoning or other advanced mathematical skills may be valued.
How Good Are The Models?
Even if we assume that the data does reflect everything we wish to measure about students' progress in school, or at least enough to move forward, there are still issues that make VAM challenging.
The general formula for VAM is one that assumes that test scores depend linearly on several observed and unobserved inputs. In the case of the Los Angeles Times analysis, these included test scores from the previous year, classroom characteristics, gender, race, parents' education, special needs, teacher characteristics, and "persistence of prior-year learning", which takes into account the proportion of the year that the student was with the teacher. The model also makes some assumptions, including that students' assignments to teachers are independent of unobserved characteristics. As we discuss below, several such fundamental assumptions may not be empirically justified.
The issue of how the model takes into account increments in test scores relies on a value judgment. Should increases in test scores be viewed as identical for a student going from the 50th to the 55th percentiles for a student progressing from the 90th to the 95th percentile? One could argue that making progress so near the top is harder than making progress while in the middle. One way or another, the models need to decide how to value the progress. And if someone whose score was as good as guessing suddenly looks slightly better than guessing, we have no idea if that represents tremendous progress or very minor progress. The models must put relative value on all of these changes, in order to attribute it to the teachers in a comparable way.
There is also a subtler issue at play in how these models work. Statisticians are concerned with the built-in bias of statistical models. These are aspectsthat, by the nature of the model itself, will favor some kinds of teachers over others. In many cases, including with VAM, bias is possible or unknown because it depends on many unobserved factors.
Built-in bias. For example, suppose that, based on seniority, teachers may choose certain classes to teach (or even certain schools to teach in). Perhaps they tend to choose classes with students who are more enthusiastic or advanced learners, or classes with more resources. Due to seniority alone, some teachers may end up with a class filled with students who will have more progress during the year compared to their peers for a variety of reasons having nothing to do with their teachers. Yet, compared to a rookie teacher who did not have the choice of classes/schools, the senior teacher will seem to have encouraged her students to make big strides. This possible bias in the model is difficult to tease outbecause elements such as "enthusiasm" or even "advanced learner" are often not included – or cannot be included – in the model; and yet, such elements are observed either explicitly or implicitly by teachers, and have an impact on which class the teachers may teach.
One way to fix this problem would be not with the model, but with the way that students are assigned to classes. In an ideal world, we could randomize the process by assigning students randomly to classrooms (within a school, or even better, within a school system) and then randomly assign the teachers to these schools. This would cancel out the bias that comes from several sources: students are regularly "tracked" in school, classes of students are put together based on factors that teachers and administrators observe (such as behavioral issues), parents push for particular opportunities such as a better school, and that teachers tend to gravitate toward classes in which they feel they will be successful.
Yet the reality on the ground is that parents and teachers have a great influence on students' placement. This is most obvious in the context of school choice, where parents who are concerned with educational quality may decide to live in an area where the schools have a better reputation, or if given a choice within a neighborhood, choose one school over another based on a variety of factors. This bias can in part be addressed by introducing a value-added school model, but this may introduce other biases since better teachers may cluster at the same school.
Demographics. Another major concern is how the test takes into account various factors. VAM does not always take into account student characteristics (such as race, gender or income). While these factors are highly correlated to performance, proponents of not including them in VAM claim that they are not correlated with progress. However, some research suggests that in some cases these factors do play a role in progress. The issue then is how to (if at all) adjust for these factors in order to remove their influence on the performance evaluation of a teacher.
In many models, unobserved characteristics can have an unexpected effect. This can be tricky, because we do not know how these characteristics change the effect attributed to teachers. For example, family wealth may be correlated with "English learner status", where the former is an unobserved variable and the latter is an observed variable [Buddin].
Missing Data. The tests have to find a way of contending with missing data: not all kids take the relevant tests, and some test data does not link the students' records to the appropriate teachers. While there are techniques to address missing data, bias will be introduced if the missing data is correlated to something unobserved or unaccounted for in the model. Suppose, for example, that kids who do poorly on a test in fifth grade are more likely to be absent on test day for sixth grade. If we fill in a teacher's score-sheet with grades from other kids who did take the test, we might suggest that the teacher did a better job than she did. The challenge of filling in missing data is that we don't know how well the kids who missed the tests might have done had they taken it – and we cannot assume that on average they would have done the same as those who did take it. If enough data is missing, in statistical terms, the models have increased error. This means we are more likely to have a spurious assessment of a teacher if we only judge her by a few students. While this seems like a small problem, in some areas where populations are more transient and skipping school is more common, it can have a large impact on the model. The less data, the less certainty we have about individual teacher's contribution.
Validity of data. As discussed above, value-added models are entirely based on student test scores. These tests at best measure accomplishment and progress in a subset of standards established by the state for each grade level. Even if these tests accurately measure this progress, the fact that they do not measure the whole of what we consider "good teaching" is one reason that VAM without other, independent evaluation is a poor measure of a teacher's success or failure. By construction, at best, VAM measures a teacher's ability to improve test scores, which means the teacher's ability to teach that subset of learning goals that are tested.
Independent variables. One of the consistent assumptions is that a teacher's effect is essentially the same for all students, and that what happens with one student does not affect the result of another student. Many teachers have observed something different: there is a dynamic to a classroom, and students have a lot of influence over one another (this dynamic may be attributable to the teacher, but this is something to be determined empirically). Also, for some students the teacher plays a larger role in progress than for other students. Yet the models do not account for these differences. Similarly, the models tend to assume that school effects are independent of teacher effects. In other words, if a teacher were to teach in another school, they would thrive or falter (compared to colleagues, measured in terms of resulting test scores of students) equally well in another school. This assumption also may not be empirically established.
Persistence of effect. Some models assume that the teacher's effect persists indefinitely into the future. Others assume that the impact of previous teachers tapers off over time. Again, the question of whether these assumptions are true is an important one, and is not addressed in the model itself. Each model simply makes an assumption – which may be extremely important for how we evaluate a kid's current teacher. For example, should a child's second grade teacher get the credit for how well the child does in fourth grade? If so, how much of the credit?
Multiple subjects per grade, multiple school systems and multiple classes of students. Models may assume that within a school system, teachers, students and school effects are exchangeable. This assumption falls apart when data is pooled over several school systems (or perhaps over several schools within one school system). This is precisely because the models assume that some variables are fixed, and in fact they may vary among different schools.
Test timing and testscoring. VAM must deal with tests done in several different grades and compare scores across grades, as well as the fact that different schools may test at different times. For example, how should we compare the resulting test scores of fourth graders for Mrs. Johnson with the sixth grade test scores for Mr. Jackson? One might answer that the percentile improvement would be the best measurement – but if the scores were more widespread for fourth than for sixth grade, it would be "easier" to have a percentage gain in fourth than in sixth. A categorical judgment must be made in the model to make these comparisons, and to some it may have an element that it arbitrary.
Can VAM evaluation be gamed? Suppose that all pay raises and bonuses were based on a VAM in a particular district. Would there be a "best type" of student to pick, in order to have the most favorable outcome?
Unfortunately, there would be. As with using absolute measures to judge teachers (such as how many kids passed the state NCLB tests), it would not be in a teacher's interest to teach the weakest students, as their progress may be great and yet go unmeasured by a standardized tests. Similarly for the strongest students. Someone interested in gaming the system would pick the most middle-of-the-road kids he could.
What Are the Redeeming Features of VAM?
Despite its limitations, VAM has some advantages over some other simple and statistical methods that might be used to evaluate teachers. It has the immediate advantage of not being arbitrary or immediately political the way, for example, an assessment for a principal coming to visit a class might be. It is resistant to bias due to self-interest, such as peer-to-peer evaluations and self-regulation.
It is also a better judge of teachers' contributions to student progress than, for example, the percentage of students that meet a minimal benchmark (e.g. passing a NCLB test), as it does not have immediate bias against teachers who teach underprepared children. For these reasons, VAM could be a welcome contribution as part of an evaluation of teachers.
Testing is here to stay, and states are scrambling to create better tests that more accurately reflect knowledge. National standards are being developed, spearheaded by the National Governors Association and the Council of Chief State School Officers. We need to find constructive ways of using the data that comes in – and despite the problems with NCLB data, it does reflect something about what teachers are doing. A teacher will not score highly on a value-added model without doing a great job with her students. And someone whose kids are consistently doing worse than they had previously likely needs additional support (or to be shown the door). But for most teachers, VAM is likely only a small part of the story of their classrooms, their successes and their failures.
Just as only a poor teacher would grade his students based solely on their performance on NCLB exams, only a newspaper would judge teachers based solely by their score on a value-based model. (The good news is that some news sources such as Time explained the problem of a partial evaluation, without too much technical detail).The problem with The LA Times is that they presented a value-added model as if it told the story of the best and the worst teachers; and because it brings along a ranking, it may well take on a life of its own. Unfortunately, many factors that are an important part of good teaching are not measured, and the VAM method of evaluation inherently contains a fair amount of bias and error. Observations, interviews and traditional professional evaluation must be part of any comprehensive and high-stakes evaluation of teacher performance.
Special thanks to Patrick McKnight, Assistant Professor of Psychology at George Mason University for contributing his expertise to this article.
Rebecca Goldin is an Associate Professor of Mathematics at George Mason University, and the Director of Research at STATS. She is also Chair of the Science Policy Committee of the American Mathematical Society and a member of the American Statistical Association, the Mathematical Association of America, and the Association for Women in Mathematics.
Buddin, Richard. How Effective Are Los Angeles Elementary Teachers and Schools? Published on line by the Los Angeles Times, August, 2010.
Braun, Henry. Using Student Progress to Evaluate Teachers: a Primer on Value-Added Models. Policy Information Perpsective, ETS. September, 2005.
McCaffrey, Daniel, Lockwood, J.R., Koretz, Daniel, Louis, Thomas, and Hamilton, Laura. Models for Value-Added modeling of Teacher Effects.Journal of educational and Behavioral Statistics, Vol 29, No. 1l, Value Added Assessment Special Issue, 67-101, Spring, 2004.
McCaffrey, D., Sass, T., Lockwood, J., and Mihaly, K, The inter-Temporal Variability of Teacher Effects Estimates, Education Finance and Policy, Vol. 4, No. 4, 572-606, Fall, 2009.
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David Rasche to Guest Star on All My Childrenby Matt Richenthal at Comments
As if the Angie and Jesse reunion on All My Children could get any more enticing... David Rasche - pictured, most recently seen in movies...Continue Reading
As if the Angie and Jesse reunion on All My Children could get any more enticing... David Rasche - pictured, most recently seen in movies...Continue Reading
Here's what viewers of All My Children can look forward to next week... Tad (Michael E. Knight) is taken off guard when his father's long...Continue Reading
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Here's a look at what All My Children fans can look forward to one next week's episodes... Angie and Jesse come face to face with one...Continue Reading
With so many old faces returning on All My Children, fans are buzzing over possible developments. With that in mind, here's a look at...Continue Reading
As previously announced, Mario Van Peebles (pictured)will be joining All My Children as a potential love interest for Erica (Susan...Continue Reading
Want a peek at next week's All My Children? Here are a few spoilers... Adam plants a listening device on JR (Jacob Young) and is enraged...Continue Reading
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"It's not the end, but it sure aint where I began"
So, I have finally mastered the task of completely numbing myself to everything that is going on around me. I just don't think I could deal with it if I fully acknowledged what a mess my life is in at the moment. Unhealthy? Maybe, but I'm not going to worry about that. I've never liked change, heck, I cried when they got rid of the Arby's in the mall! How am I going to handle graduating? This is why I do not appreciate Mr. Wall. He makes me depressed. When I think of his class I think of suicide, the mofia and the brick wall in the "Handmaid's tale" that dead people hung off of. And now he wants me to write a paper that seems more like a eulogy than an essay. Mr. Mengel has given me two goodbye speeches already, told me how much he was going to miss me...I dont even want to think about the concert...And now I'm going to prom with Adam... it makes you wonder why things didn't happen sooner...Oh well, I still have a lot to look forward to! I hope prom is fun, I am a little worried...I just cant get it together. I know I need to start working out the details but this whole numb thing just doesnt allow me to. Oh well, I would wonder if my lack of organization bothers him but as long as his appetite for jill miller is still "bottomless"...I guess I'm good, haha. I have not regretted any of the changes that happened this year. Hindsight really is 20/20. If this wasnt so long..I would send it to postsecret...but here's my little secret....every time I see that my ex-pastor is outside his house, getting into his car or something, I make sure I speed up so that I'm driving at least 65 when I pass his house, not to mention that I roll the windows down and blare the music. I dont know, it's kind of a thrill for some reason to have him watch me "his lost sheep" go by, and wonder where he went wrong and what kind of trouble I'm in now that I'm not part of his "flock." And honestly, although I do partially want to make him feel like he failed me, I also act like some troubled emo teenager in the hopes that maybe he'll pray for me. I can never get enough prayers. I dont know maybe I'm crazy, but it is also really fun to tailgate him all the way to the fourway stop and not have to feel guilty about it the next sunday...I'm glad I got out of there, I'm glad that I dont talk to Phil anymore and I'm glad that I can buy earrings from a certain ex and make him so uncomfortable that he forgets to add the tax. Things are always changing for the better in that department...I think I'm happy with the direction things are headed. There's lightening outside the window and rain five feet above my head...I always think its cool that you never feel it but you can see it like that. It's so nice to feel protected and not so alone. I really should just have faith. I know that God would not let my future consist of me standing exposed in the middle of some terrible storm...I've never not been able to handle things. It's all gonna be okay. "It's not the end, but it sure aint where I began."


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Should I correct my child's grammar?
My four-year-old child makes many grammatical mistakes. At what age is it appropriate to begin correcting a child's verbal mistakes?Question:
It is fine to correct your child's grammar as soon as he or she is putting together a sentence of even three words. You just have to know how to do it.
The method is called remodeling. When your child says something that is not grammatically correct, such as "Him eated the cake," you can respond by using the correct phrase, "Oh, he ate the cake." You can ask it as a question and wait for a nod from your child or you can just repeat the sentence directly after your child has spoken. In this way your child hears the correct grammar and pronunciation without actually being told what they are saying is wrong. Children are experts at language acquisition and can readily make the changes.
If your child is four, and is still makes many grammatical mistakes similar to the example I gave, then there may be a language problem. If you are concerned, it is certainly worth having him or her evaluated by a language specialist. Generally, this is a problem that is easily fixed by language enrichment when it is caught at an early age.Answer:


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Closing cost help for owner-occupied REO buyersFebruary 17, 2014 @ 11:09 am
Fannie Mae is offering temporary closing cost assistance to Washington State consumers who buy a Fannie Mae foreclosure as a primary residence.
The offer applies to owner-occupant buyers of its FirstLook homes, a program where buyers get 20 days to purchase homes ahead of competition from investors. Buyers can view the homes at HomePath.com.
Qualified buyers will be eligible to get up to 3.5 percent of the final sales price covered in closing costs.
Fannie noted that some buyers may opt to use the savings from the closing cost assistance to buy down their interest rate through upfront fees, which could result in additional savings over time.
To be eligible, buyers must submit their offers on the homes by March 31, 2014, and the transactions must close before June.
"This incentive will provide more opportunities for families to find a property to call home," said Jay Ryan, vice president of REO sales. "Our goal is to sell as many HomePath properties as possible to owner-occupants who will stabilize neighborhoods and help the housing recovery."
Beating the Blitz
How Wilson to Willson helped beat the Cardinals' blitz
The Show Will Go On
Dave Ross hopes that seeing "The Interview" won't become a litmus test for patriotism
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Trinity Health / Loyola
- 0Jul 8, '11 by adnrnstudentAny thoughts or discussion about Trinity Health buying Loyola University Health System?
- 0Jul 12, '11 by chicago_RNIs this something that has happened or is it in the works? I didn't know anything about it. But if its true that really surprises me considering the name...
- 0Jul 21, '11 by adnrnstudentIt's a done deal, effective July 1st.
- 0Jul 24, '11 by SuburbsGirlI hope for the sake of current Loyola employees that Trinity makes the wages competitive. I was shocked at the offer I received for a PCT position. I wasn't expecting a great jump, I wanted to work there for the name, but they are not competitive with surround hospitals. I don't believe I'd even call them competitive with nursing homes. The hourly wage literally shocked me considering it was Loyola.
- 0Jul 24, '11 by chicago_RNI interviewd at Loyola in February for a tele RN position, hourly was $26, on the lower side of normal. PCT positions must be worse


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Jack and Dan investigate a simple dine-and-dash at a local restaurant, but things become complicated when Jack's former partner, George Gluck (guest star Chris Klein), who is now the assistant chief of the department, shows up after Liz's informant against a mafia kingpin is murdered. With a dirty cop behind the hit, and their lives on the line, everybody must learn that the only way to survive is to stay close to the ones they trust.
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This morning, I had the honor to join the Laytons at their family farm on the Eastern Shore. The Laytons are part of a long, proud agricultural tradition in Maryland—one that creates jobs, feeds our people and builds our local economies. But as we move forward in this changing new economy, we need to recognize that the health of our land, water and air are essential if we want to strengthen our agricultural economy and pass on that tradition to the next generation.
Farmers like the Laytons are doing their part to protect the Bay, their farm and the jobs it creates by embracing innovative practices and new technology. They are among the many farmers that have signed up to plant a new record number of cover crops this year—crops that restore our land and help protect our environment.
Our farmers continue to be some of our strongest partners in our work to clean up the Bay. Another way that we've been able to make progress towards our goals is by using innovative technology to map out all of Maryland's agricultural land in AgPrint.
Below is the second in a series of tutorials on how to use Maryland's IMaps. Watch the video, interact with the map and use the comment section to ask questions and let us know what you think.
Through the dissemination of timely, accurate, information shared by all, we've been able to make progress toward restoring the health of our Bay while at the same time protecting our tradition of agriculture and the jobs that it creates. I hope you'll take a moment to watch the tutorial and let us know what you think.


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Overproof rum
Overproof rum is any rum with more than about 80 proof. Unfortunately the term does not specify the flavor or origin of the rum desired. Overproof rum is usually used to raise the alcohol content in an otherwise low-alcohol drink.
Most overproof rums are 151 proof, which make them great extraction mediums for homemade liqueurs. Gosling's, Wray and Nephew, Bacardi, Coruba, and Lemon Hart all make overproof rums.


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Dear Fellow Atheists,
We live in a day and age when religion still has a firm grasp on the way we all live our lives. Research and experience have now shown us that the best way to change this is for people like you and I to stand up, speak out, & be counted. We Are Atheism has been able to allow hundreds of people to share their stories and say in their own words "Why it's Ok to be an atheist.
Now its time for "Step 2″. We are getting ready to launch a Spanish site in South America and reach more by attending conferences across the United States and around the World. But unfortunately, we cannot afford to this on our own. We need the help of men and women that believe in the cause of fighting for a secular society, a place where all people can feel safe without religion telling them how to live their lives. We are asking you to consider a donation to our campaign. These funds will be used for:
- Conference Registration Fees
- Booth Space at Conferences
- Travel
- Marketing Material
- Technological Improvements
- "Portable" Closets for Atheists to share their stories (see below)
- 501(c)3 Status/legal fees
With your donations we will be able to achieve our not-for-profit status allowing you to write off your donations as a tax deductible expense. We will be able to go to numerous conferences in regions that have yet to hear about us and get stories on YouTube of atheists crying out to be heard. We will give them a platform to say what needs to be said and to provide encouragement to those who have not yet said it.
Richard Dawkins lends us his support
(We are partners with the Richard Dawkins Foundation)
DAVID SILVERMAN, President of American Atheists, on why this campaign is so important:
Give Thoughtfully. Give Generously. Give knowing that you are making a difference in the lives of fellow non-believers. We Thank You for your support and generosity. Choose from the two options below…
MONTHLY DONATION – Select from Drop-Down Box Below: (from $5.00 to $100.00 to help us keep this campaign going)
ONE TIME DONATION (any amount you can afford to give)


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Fiat Chrysler Automobiles (FCA) CEO Sergio Marchionne speaks to reporters during the presentation of the new FIAT 500x model in Balocco, northern Italy November 11, 2014. The initial public offering of luxury carmaker Ferrari is expected to happen between the second and the third quarter of 2015, Marchionne said on Tuesday. REUTERS/Giorgio Perottino (ITALY - Tags: TRANSPORT BUSINESS)
Content engaging our readers now, with additional prominence accorded if the story is rapidly gaining attention. Our WSJ algorithm comprises 30% page views, 20% Facebook, 20% Twitter, 20% email shares and 10% comments.
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text: Fisher & Paykel has released a family of appliances in a new satin finish stainless steel called Iridium, that is reportedly easy to clean, virtually resistant to fingermarks, and is less prone to scratching. The popular Fisher & Paykel Inox stainless steel refrigerator and dishdrawer are now available in both traditional or Iridium stainless steel. Other new Iridium products in development include built-in ovens, cooktops and rangehoods. "Iridium is about offering some diversity within the category of stainless steel," says Tony Sweeney, Fisher & Paykel's marketing manager. "For a decade now, stainless steel appliances have been the number one choice for stylish kitchens at the premium end of the market. Fisher & Paykel's Iridium family boasts the latest cutting edge appliances in an attractive stainless finish that requires little cleaning. (Building Products News)


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« New Music: Mary J. Blige – 'A Mary Christmas' [Album Snippets]
Dawn Richard Channels Grace Jones in Photo Shoot »
Jhené Aiko Sets 'Sail Out' EP Release Date
Jhené Aiko is setting sail this October. The R&B sensation has announced a release date for her EP.
Before her full-length debut Souled Out arrives next year, she will satisfy patient fans with Sail Out on Oct. 29.
"It's like bridging the gap between [my mixtape] Sailing Soul(s) and Souled Out," the 25-year-old singer told Rap-Up TV. "Sail Out has a lot of the hip-hop/rap influence on it, even with the beats."
The hip-hop-heavy tracks include features from Wiz Khalifa ("Hit It Again"), Big Sean, Ab-Soul, and Kendrick Lamar, who guests on the Janet Jackson-inspired "Stay Ready."
Her rap alter ego J. Hennessy also appears on the EP. "I literally feel throughout the day I go through 12 different personalities in my head," said Jhené. "She's an aspiring rapper. She still sings, but she's more aggressive. She likes to really talk a lot of shit and talk about things that a lot of R&B singers don't talk about."
In July, she debuted one of the tracks, "Bed Peace," for Rap-Up Sessions.
She guests on recent releases from J. Cole, Big Sean, and Drake, who enlisted her for "From Time," a cut off his album Nothing Was the Same.
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Jacky Ido (born May 14, 1977 in Ouagadougou, Burkina Faso) is a Burkinabe-born French film actor. His first role was as Lemalian in the 2005 German film, The White Masai. He is best known to English-language audiences for his role as Marcel, the film projectionist in Quentin Tarantino's 2009 film, Inglourious Basterds. Ido's brother Cedric Ido who is also an actor has directed him in the short Hasaki Ya Suda. Jacky Ido works and resides in Paris, France and is working on an album of slam poetry. He currently stars as cab driver Leo Romba in the television series Taxi Brooklyn.
List of links to Jacky Ido fansites:
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Bussaco and Bellavitae Have Closed
Two local favorites go down for the count.
Skip to content, or skip to search.
Skip to content, or skip to search.
Two local favorites go down for the count.
Scott Carney has words for another former toque.
Just a month after unveiling her first menu.
A "Mermaid-related project" will open in Greenwich Village this fall.
A look at the new chef's menu changes.
The Le Bernardin chef who left Bussaco has landed on his feet.
Chef Matthew Schaefer wasn't being mindful of the neighbors.
Alums of Le Bernardin and Gotham Bar and Grill keep it real with chicken and waffles.


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Accusonus Drumatom
DRUMATOM V1.5 - The Real Deal for Real Drums!
Featured Platforms:
- Info
- drumatom.com
- Tips & Tricks
- Videos
- Reviews
- Screenshots
- Downloads
- V1.5 out now! NEW in V1.5:
Additional Hi-Hat analyzing & processing made possible, A/B switching, custom naming abbreviations and more... It´s a major update & FREE for all existing Drumatom users. So be sure to grab it!
Drumatom is not a plugin! It is a stand-alone MAC & PC program and is the world´s first microphone leakage suppression tool for multichannel drum recordings! It is based on the patent pending Advanced Audio Analysis - A3 technology by ACCUSONUS from Greece.
With this novel software tool every sound engineer can now use compressors, EQs and creative effects in new ways with no limitations. In the hands of sound engineers, drumatom will make genuine drum recordings shine in the mix!
Separated, clean tracks. No more gates, triggers & samples required!
DRUMATOM gives you the freedom to mix drums like never before. Boost some highs on the snare channel without getting harsh hi-hat crosstalk. Put reverb on rim shots, mix hot and panned toms without phasy and harsh cymbals.
No drum samples and triggers required anymore to get punchy drums, but if for any reason you decide to exchange drum sounds (for example with the SPL DrumXchanger) you can do that easier with DRUMATOM as well. Since the drum tracks will be virtually free of crosstalk after you process them, triggers will react much more reliable afterwards.
World-class drum sounds made easy!
Please check www.drumatom.com for technical background info, more videos and a DRUMATOM Forum!
- Please make sure to read the manual for this new piece of software.
The most important tip is: get used to DRUAMTOM and try to understand how it works internally.
Most of the times you will get the best results by analyzing ALL your main drum sounds at once (Bass Drum, Snare, Toms, together with Overheads), but without adding the hi-hats, room mics etc. Try out which drums react perfectly right away.
If any of the channels give you a less-than-perfect crosstalk removal result, try analyzing this tom (for example) of the drumkit with only the bass-drum and snare. Try various combinations. Sometimes Drumatom works best when you feed it with a slightly less complex selection of tracks.
- There are a number of DRUMATOM videos for you. Whether you want to know what DRUMATOM is all about or get some expert tips for advanced processing.
DRUMATOM Intro from the Brainworx Studio / Germany.
DRUMATOM - The Key Features.
ALL DRUMATOM VIDEOS - click to jump to drumatom.com
Plugin Alliance InstallerInstaller v1.5.1 (Windows, 8.67 MB)
Installer v1.5.1 (Mac OS X, 11.12 MB)
High-Resolution ImagesScreenshot 3 (1.04 MB)
Screenshot 2 (956.92 kB)
Screenshot 1 (1,023.63 kB)
Screenshot 4 (910.22 kB)
Software Box (302.67 kB)
ChangelogChangelog (English, 811 B)
Older Installers (ilok, V1, etc.)Legacy Installers
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07 Sep 2009
The ASA is pleased to announce its involvement with Leisure Industry Week 2009.
Log in New User? Start here
Go Swimming has everything you need to know about swimming. If you are a parent, a non swimmer or just want to improve your technique this is the section for you.
In British Swimming you will find information about the world of high performance sport, including the disciplines of Swimming, Diving, Synchronised Swimming, Water Polo and Para-Swimming.
The ASA is the governing body for the sport in England. In this section you will find all you need to know about joining a club or competing in England and becoming a swimming teacher or coach.
The IoS delivers the ASA's courses and is a member organisation. Whether you are a teacher, coach, employer or club you will find everything you need to know about qualifications or educating your workforce.
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07 Sep 2009
The ASA is pleased to announce its involvement with Leisure Industry Week 2009.
05 Sep 2009
Yesterday marked the first day of action in the pool at the 2009 UK School Games. Over 200 elite school-aged swimmers took to the water to battle it out for medals and earn their team some vital points.
05 Sep 2009
The second and final day of competition at the 2009 UK School Games saw the remaining 22 events completed at the Wales National Pool in Swansea.
03 Sep 2009
Some of the UK's brightest sporting talent will be on display in Wales as the 2009 UK School Games gets under way today.
27 Aug 2009
The Sundance Award winning film BIG RIVER MAN is being released in cinemas on Friday 4th September, but you can see the film before everyone else at one of the three special preview screenings.
21 Aug 2009
Employers now have a further chance to win a place on a range of ASA courses in a free prize draw by completing a survey of their aquatic workforce.
19 Aug 2009
The swimming industry is being given a unique opportunity to learn how to get more people into the pool more often.
11 Aug 2009
There is less than a month to nominate for the Kellogg's ASA Swimtastic Awards 2009 which celebrate some of the country's most outstanding non-elite achievements in the pool.
07 Aug 2009
The ASA's Rachel Washington has been selected as one of 15 participants to take part in the 'Women and Leadership Development Programme'.
20 Jul 2009
Dubai Sports City Swimming Academy has signed a partnership agreement with the ASA to deliver the ASA's National Plan for Teaching Swimming (NPTS) and the Kellogg's ASA Awards Scheme.


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Lockable USB drive gets physical with digital security
Puzzle and security freaks will love the new Crypteks physically lockable USB device. The USB storage is located inside a housing with five rings on the outside, each set with the 26 letters of the alphabet. Twist to your code and you've unlocked your USB. With 26 letters and five rings, you'll have whopping 14,348,907 possible passwords. Now that's security!
If all of this sounds familiar, you're right. The Crypteks was inspired by the "cryptex" device featured in The Da Vinci Code. A cryptex is a locking device using cryptography — a complex combination of numbers or letters — to protect an item inside.
After using your combination to unlock the device and release your USB, you can remove the outer rings and reset your passcode by placing them back with a new code set between red dots as a guide. You can even send the device back to the maker if you forget your code. Somehow though, we think you're the type that will remember.
If the high level of mechanical encryption isn't enough security for those worried about their sensitive data, the USB also offers 256-bit AES hardware encryption — also with a password. But be warned — this one can't be reset.
Every detail has been thought of — the solid-aluminum alloy design has an anodized layer to ward off fingerprints and dust. The USB tip is also retractable. It's available in 4, 8 and 16 GB capacities, and 24 MB/s read and 10 MB/s write speeds.
The Crypteks got its start via Kickstarter, and enough backing has been raised for production so these drives should ship for the holidays.