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Thoughts on Teaching and Learning
Gender Biases and Teaching Evaluations
02/10/2015 - 17:40 By Jeffrey HenriquesA recent article in the New York Times, Is the Professor Bossy or Brilliant? Much Depends on Gender, highlights the advantage I, and my male colleagues, have over my fellow female instructors when it comes time to course evaluations. The article discusses work done by Benjamin Schmidt who has gone through data from over 14 million postings on Rate My Professors and created an interactive graphic that allows users to compare evaluations of male and female faculty members for particular descriptors. These comparisons between male and female faculty are broken down by discipline, so one can see that as a teacher of psychology, I am more likely to be described as funny, smart, and effective as compared to my female colleagues, though I am less likely to be described as organized. My fellow female instructors are more likely to be rated as rude, terrible or incompetent. As is discussed in the article, our unconscious biases serve as a lens through which we view other's behavior, and these biases have implications beyond the classroom.
These data naturally raise concerns about how institutions use student feedback in the merit review process and how we judge a facutly member's success as an instructor, and I should also note that these data say nothing about any unconscious biases regarding race that no doubt impact how minority faculty are evaluatied relative to their majority peers. As a statistician, it seems obvious that some sort of correction needs to be introduced either in the form of computing a standardized course evaluation score wherein a faculty member's evaluation is scored relative to the population of other same sex or some regression based approach where gender and other variables like age and ethnicity are used to adjust an instrutor's evaluations. It's certainly something to chew on.
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Technology Changing How Students Learn, Teachers Say
11/02/2012 - 16:21 By Jeffrey HenriquesI had a meeting with my TA this afternoon, and we were discussing questions that students had problems with on the last exam. One of the questions asked students how Baddley's model of memory differed from the traditional information processing model. The correct answer is that Baddley argues that information goes from sensory memory to long-term memory and then into short-term or working memory. It turns out that the students she talked with during her office hours had problems with the question because the lecture slide showed information from sensory memory going into implicit and explicit memory, which are two types of long-term memories, but the slide didn't have the words long-term memory written on it. So although I stated more than once and in more than one class that Baddley's model proposes that information from sensory memory goes first into long-term memory, they did not process that fact because it wasn't written on a slide. I find myself incredibly frustrated with this expectation that the only information necessary to attend to is that which is printed on the slide. I only put bullet points on my slides to serve as prompts for my lecture notes, and I emphasize from the very start of the semester that there is more to notetaking than just bullet points. In fact, I stop speaking at one point during my first lecture and ask students to look at their notes and compare what they have written down with my version of what I would have written had I been listening to the same lecture, and yet here we are halfway through the semester with that lesson unlearned.
I then sat down with the New York Times and came across this recent article:
There is a widespread belief among teachers that students' constant use of digital technology is hampering their attention spans and ability to persevere in the face of challenging tasks, according to two surveys of teachers being released on Thursday. The researchers note that their findings represent the subjective views of teachers and should not be seen as definitive proof that widespread use of computers, phones and video games affects students' capability to focus. Even so, the researchers who performed the studies, as well as scholars who study technology's impact on behavior and the brain, say the studies are significant because of the vantage points of teachers, who spend hours a day observing students.
The timing of the studies, from two well-regarded research organizations, appears to be coincidental. One was conducted by the Pew Internet Project, a division of the Pew Research Centerthat focuses on technology-related research. The other comes from Common Sense Media, a nonprofit organization in San Francisco that advises parents on media use by children. It was conducted by Vicky Rideout, a researcher who has previously shown that media use among children and teenagers ages 8 to 18 has grown so fast that they on average spend twice as much time with screens each year as they spend in school. (more)
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Technology in Education: Revolution or Evolution?
10/01/2012 - 14:14 By Jeffrey HenriquesFor all of the technology that I use in the conjunction with my teaching: PowerPoint, clickers, podcasts, and online resources, I don't believe that technology is sort of indispensible teaching tool. A good teacher is a good teacher with or without technology, and no amount of technological gadgets are going to make a bad teacher any better. This may be heresy to say aloud, but I don't believe that technology is the key to student success. What is most important is student engagement and effort both in and out of class, and a good instructor can nurture that engagement and increase student motivation. Adam Falk, the president of Williams College, spoke to these issues in an address this past April. He has allowed me to share his comments on the TLE site.
Presented at "The Future of the Liberal Arts" Conference
Lafayette College
April 10, 2012It seems that you can't pick up a newspaper or magazine–the New York Times education section, the Chronicle of Higher Education, the EDUCAUSE Review–without encountering the passionate assertion that information technology has changed everything about our students and how we must educate them. Streaming video! Chat rooms! Laptops! iPods (Remember when Duke gave every freshman an iPod, right when these devices first appeared?)! Course management systems! iPads! The list goes on, and it will continue to go on, as a seemingly endless stream of new technologies arrives on the scene.
There is no doubt that all this technology is fun, and interesting, and presents new and innovative ways to do our work of preparing young women and men to engage the world as educated and thoughtful adults. But there are those who would make a stronger statement, that these new technologies have changed, or will soon change, the very fundamentals of our profession. Even at a place as seemingly secure as Williams, with our 229 years of history and our enduring metaphor of a faculty member on one end of a log and a student on the other, I hear concerns about our coming obsolescence in the face of the computer and internet revolutions. Will Williams still matter? Will a liberal arts education, offered in the mountains of rural New England, be irrelevant to the Twittering students of the 21st century? Too slow, too stodgy, too boring? Do we at Williams, and all of us, at liberal arts colleges, need to become something completely different if we are to survive?
My response to this question is unambiguous: notwithstanding the very real changes that technology has brought, the core fundamentals of education, both the education that we offer at Williams and education as a larger practice, remain intact. Moreover, we should fiercely resist the reflexive conclusion that because our students come to Williams with different modes of encountering and absorbing information (multitasking, multimedia, instant access, short attention spans) we must as a consequence become like them if we are to reach them and educate them. Rather, I believe our task to be the opposite one, namely to understand both the advantages and the deficits that this new world of continuous information flow leaves them with, and use the brief opportunity of their time in college to reinforce the capacity and disposition for slow, reflective, and difficult engagement with material. In fact, our students are, more than ever, hungry for just this sort of experience.
Our current situation is hardly a novel one. The invention of the printing press itself might have been thought to presage the end of the university ("Why bring all these students to Oxford when we can just send them all the books by horseman? That would be much cheaper and more efficient, and they could study at their leisure at home, when most convenient."), but no such thing occurred. Quite the contrary, of course. And there are more recent examples of the same sort, times where innovative uses of technology didn't end education as we know it. Let me recall three from my own experience.
When I was seven years old, my favorite Saturday morning activity was to get up early and watch reruns of Gilligan's Island. But if I got up too early, in those days where there were only four channels, I had to put up with the tedium of both the Farm Report and Sunrise Semester, which ran at 6:00 a.m. on CBS. Sunrise Semester, which lasted from 1957 to 1982, was New York University's first experiment in distance education. Real courses were offered, with NYU faculty broadcasting from a studio in New York. According to the NYU web site, the first course offered was "Comparative Literature 10: From Stendhal to Hemingway," taught by Prof. Floyd Zulli. Students could receive college credit by paying $75: 700 applied, 177 completed the course, and 120,000 followed on television without signing up. (It is amusing to note that these numbers not all that different from those for "Machine Learning", offered in the spring of 2012 by a Stanford professor under the auspices of Udacity.)
What's my point? Sunrise Semester was a great success. It ran for a quarter of a century, won an Emmy Award, and was viewed by literally millions of people. It began in 1957, at the dawn of the modern era in which television sets became ubiquitous in American homes. Certainly the pioneers of Sunrise Semester must have entertained the idea that with access to the best lectures for every student in every home, the days of the expensive residential college would soon be at an end. But why did this exciting new technology of television not have this effect? Because, of course, college education isn't simply about the most efficient, or most engaging, means of transmitting information. It's about the creation and nurturing of a community of students, in a particular kind of social and physical environment. It's about learning things together, not just alone at home in your bathrobe and fuzzy slippers.
But of course, we do sometimes learn things on our own. When I was a freshman in high school, I was bored in my regular mathematics class and my teacher gave me what was called a "programmed" book on probability and statistics. The book worked by having a series of fold-out pages. On each page was a discussion of a concept, and on the fold-out flap was a series of questions. The answers were on the back of the flap. You were meant to go on to the next page only once you'd answered the questions correctly. The whole thing was very engaging, and very effective. It was the only course in probability I ever took, and it served me well through a professional career in theoretical physics. Working in an entirely self-directed way, I really learned the material, and I loved it. In its rigor and its appeal, I have to imagine it was the equal of any self-paced text you can find for your iPad today.
This was a very efficient and cost-effective way for me to learn probability, and I learned it. But the world of mathematics teaching was never taken over by programmed textbooks. We didn't do away with all the math classes, hand the students these books, and send them to the library. These independent methods always had their place, of course, but why wasn't education transformed when the day came that programmed texts could be produced cheaply? Because, I would maintain, it's hard for even the best students to learn everything on their own, no matter how good the materials. It's more fun, and far more effective, to learn as part of a community of students, supported by real human interactions.
Finally, when I was in college, I taught calculus by mail for Duke University's Talent Identification Program. The girl I taught (her name was Jane) was in the ninth grade and had no opportunity to learn calculus in her high school. I sent her the text and the problem sets. She sent the worked problems back to me every week, and I would correct them and return them to her. We handled exams the same way. Jane did marvelously, earning a 5 on the AP Calculus BC exam (and an 800 on the SAT math test, back when that meant something). A brilliant kid, for sure, and the TIP Math By Mail program was just what this student needed in a school that couldn't meet her needs. And yet, once again, the existence of high quality distance education programs, more than a quarter of a century ago, didn't keep schools and parents from thinking that the more expensive option of offering calculus in the classroom was actually the best way to enrich their math curricula. Today, almost all good American high schools offer calculus to their students.
The point of these anecdotes is that, in very real ways, effective (and cost-effective) technologies to support distance education and self-paced learning have been with us for many decades. Printing, television and the postal service are remarkable tools. And, in fact, they have been used since their inventions to enhance and deepen education. What none of them has done is change the fundamental fact that at its heart education is a social activity that takes its highest form within a real community of students and faculty. Neither books nor video nor chat rooms have made colleges obsolete.
Nonetheless, there are many who argue that our present moment is different from all those that have come before. Perhaps they are right. Perhaps the new tools of information technology provide something deeper than just new modes of content delivery. Perhaps our students are so accustomed to online interaction that the virtual communities erected within modern course management systems are all that they need to be connected to their fellow students. Perhaps their brains really are wired differently now.
Perhaps. Personally, I doubt it. But even if some or all of this has happened, and we really have entered a Brave New World, I would argue that some simple, interrelated, principles remain:
- Education is still as much about human interaction as about delivering content. More so, in fact.
- New technology is expensive, especially technology on the cutting (or bleeding) edge. And immediate obsolescence is a perpetual danger.
- The introduction of technology does not generally drive down overall costs; in fact, it is likely to increase them.
I'll illustrate what I mean with an example from a program with which I have personal experience, Johns Hopkins University's Advanced Academic Programs (AAP). These are professional master's programs in a variety of fields, offered largely by part-time faculty who work in the relevant professions. About half the 2,000 students are in a variety of programs in biotechnology, many of them working in the biotech industry hub in Montgomery County along the I-270 corridor. Initially, AAP offered these courses, extensively and successfully, in a modern glass-and-steel facility in the heart of "DNA Alley." One could not imagine a better location, and the programs, which were of high quality and high relevance to the target audience, flourished.
And yet, by 2005 it became clear that there were good reasons to consider offering some of these courses, and perhaps entire degrees, on line. Certainly, the combined brand of Johns Hopkins and biotechnology was a powerful and global one, and there were excellent opportunities to offer these courses to students outside the Washington area. (Since the AAP programs generated net revenue, extending their reach was desirable.) But equally, the lives of the local students, battling Beltway traffic while balancing demanding jobs and family responsibilities, presented challenges that could be met by presenting the courses in an asynchronous and nonlocal format. That is, on line, using a course management system. (Even today, a significant majority of the online learners actually live within fifty miles of that glass-and-steel building, which turns out to be entirely typical.)
In those days when much of this was new, AAP was concerned to demonstrate that the delivery of courses on line was the equivalent of what was referred to as "on site." So they did a controlled study, in particular, with the offerings in bioinformatics. A faculty member who was to teach on line needed first to have taught the same course in the conventional classroom. The content of the online and on site courses was identical, and students were given the same final exams. Both student satisfaction and student learning outcomes were assessed and compared.
The study showed that an online course is every bit as effective as an on-site course, even, perhaps, slightly more so. But this happy outcome is the direct result of a material investment in the online course that is no less than the investment in teaching on site. A core component of the online course, both educationally and in terms of student satisfaction, is the extensive interaction between the faculty member and the students, both in moderated chat rooms and on an individual basis. Sustaining such virtual conversations, at a high level, is enormously time consuming for the professor. As a consequence, the student-faculty ratio in the online course must be approximately the same as (or, if anything, lower than) in the conventional course. There are no simple economies of scale in teaching on line, if it is to be done well. By a similar token, the preparation time for faculty who teach on line is higher than for those who teach face to face; although the preparation is by far the heaviest the first time the course is taught, online courses must be updated as much as on site courses, and faculty turnover is just as common. It is no easier to "package" online courses so they may be taught by "anyone," than it is for face-to-face education.
Yet although there were no savings of money or faculty time in teaching on line, there were great benefits to AAP and its students in adopting this model. By 2010, half the enrollments in AAP's biotechnology program were in online courses. The flexibility in time and place afforded by online delivery was of critical value, both to the local population of working adults, and to the developing global student body. (When the chat room is asynchronous, and you live in India, you don't have to get up at 4:00 a.m. to be part of the discussion.)
And although they were not inexpensive to deliver, the courses were educationally successful because, among other things, they made it a core priority to create and nurture a virtual community of deeply engaged students. The critical importance of this aspect of the online courses was clear in student satisfaction surveys and in interviews.
So what are the lessons in all this for Williams and other liberal arts colleges? Our core educational mission, and our defining structure, is to educate students in a personal, intimate, collaborative environment. Young women and men come to us because they want to be in a place where they will know the faculty and their fellow students, and the community will know them. We know, and they know, that for the great majority of them, this is the sort of education that will prepare them best to be purposeful in their lives and effective in the world. I would argue that the great potential of the new technologies is not to upend these core values, but to allow us to fulfill our existing educational mission more effectively, especially by giving us new strategies to transcend our limitations of scale and location.
In particular, distance education holds the promise, if thoughtfully deployed, of extending our curricula into areas not covered by our relatively small faculties. For example, in our new multi-polar world, there are many more languages that students will want to learn than we can possibly offer in our classrooms. French, Spanish, German, Russian, Japanese and Chinese simply aren't enough, anymore. Internet-based instruction could be a vital solution to this challenge. In a similar vein, we can now use efficient, high quality, low cost video conferencing technologies to bring our students into truly meaningful, collaborative contact with students around the world, enhancing the traditional international dimensions of our curriculum, such as study abroad and courses on global topics, with substantive virtual experiences. (At Williams, we have a longstanding relationship with the American University of Cairo, by which we use videoconferencing to teach a course jointly each year. During the Arab Spring of 2011, this was powerful educational experience for our students, indeed!) New technologies will certainly bring us richer, multimedia teaching materials, even if they won't be any cheaper than conventional textbooks. Some of those materials may even allow us to change, in exciting ways, the very modes in which we teach. And we may even find that computerized, programmed delivery of some standard, elementary topics (Calculus, perhaps?) becomes of such high quality that we can realize some modest efficiencies while maintaining our educational standards.
Educational innovation comes in many forms, and not all of them rely primarily on integrated circuits. If you visit the Williams campus today, I will proudly show you our new library coming out the ground. This new facility will bring together our extensive book collections in the humanities and social sciences, our wonderful rare book library, and our Center for Media Initiatives, and surround them with dedicated spaces for interdisciplinary and group work. Our plan is to create a vibrant academic hub that will excite students' passions, nurture their curiosity, and above all else, bring them together in space, not cyberspace. Academic work has changed over the years: it is more collaborative, more disciplinarily fluid, more eclectic in its sources and methods. A modern library is no longer simply a box for books and carrels; rather it is the crossroads of the campus both physically and metaphorically, where students and faculty meet, and where technologies both new and old come into conversation. Great academic architecture brings people into contact with each other, with tools, and with ideas. Information technology is surely a part of this story, and our new library will support it as never before, but it is only one strand among many in the tapestry we are weaving at Williams.
This brings me back to the other question with which I began. Are students now so fundamentally different that they can only learn, or at least learn best, via the new modalities implied by our current technological revolutions? There's no question that a teenager raised in a world of Wikipedia and ubiquitous multimedia stimulation doesn't encounter the world, or have the same relationship to information, as did today's college leaders when we were that age. But it simply does not follow that the only education that will seem relevant to these students, that they will be able to absorb and willing to embrace, is one that foregrounds the most disjunctive and hyperkinetic features of the modern world. Speeding along the Information Superhighway can be cognitively exhausting, and for many students it is ultimately unsatisfying. If their experiences before college have not encouraged them to slow down and think carefully about a coherent set of information, rather than surf a relentless wave of disconnected facts, then college is certainly the time to start. This deeper connection to ideas, I believe, is what they are really hungry for.
Educational innovation, as I have said, need not necessarily involve semiconductors. At Williams, we offer some courses in a "tutorial" format, in which a faculty member sits with two students at a time, weekly, and facilitates a discussion in which the students alternately critique each other's work and defend their own. Over the past decade, we chose to make significant investments to deepen this program, to make tutorials available to students early in their careers, to extend the model to the sciences, to provide this opportunity for any student who wants to have it. Tutorials are now offered in almost every department of the college, most students graduate from Williams having taken a tutorial, and many students take them often. The expansion of this program required a very significant investment by the college, an investment in people that seemed to some critics to represent a retrograde commitment to a pedagogy of the past, during an era of great technological advances. After all, tutorials represent a deeply personal, interactive, and challenging mode of learning, and with no particular emphasis on technological sophistication.
Yet student satisfaction with the tutorial program is, by far, the highest of any part of our formal curriculum; and the faculty reports that student learning in tutorials is the deepest, as well. We consider this program one of our great successes, a hallmark of a Williams education, and an expression of our fundamental, and enduring, educational values.
I have spent decades asking alumni, both old and young, about what mattered the most to them in their college educations. Fundamentally, the answer has never changed. Students and alumni point to a small number of critical relationships with individual faculty, faculty who taught them something deep and important, faculty who mentored them in theses and research, faculty who helped them personally, faculty who woke them from their slumbers. Upon reflection, alumni express little preference for those who were, in their time, the flashiest professors, or those who were the closest to the cutting edge. Bringing faculty and students together and giving them the space and time to interact is what we, at liberal arts colleges, do best. That is our core purpose. Technological evolution will make it possible to do this better, in all sorts of important ways. But if the printing press and television didn't cause a revolution that brought us down, the iPad and the Internet won't do that either.
posted with permission of the author, Professor Adam Falk
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In Defense of the Living, Breathing Professor
09/10/2012 - 15:59 By Jeffrey HenriquesAs we move into the 21st century, there has been an increased demand for college educated workers and for a more informed and engaged citizenry. There is also an expectation that those educated workers and citizens have higher levels of learning and knowledge, as well as new and different skills and abilities. While our institution and others across the country face declining federal and state financial support for higher education, there have been increased calls for accountability from lawmakers, parents and students as these groups look for evidence that an education matters.
If all we wanted of our students at the end of a college education was a collection of facts, we could give them access to wikipedia and call it quits. However, learning is something that goes beyond the retention of information, its important for students to be able to apply that knowledge and to demonstrate the application of that knowledge.
In a recent opinion piece in the Wall Street Journal, the president of Williams College had this to say about the value of education and I wanted to share his comments with the UW Madison teaching community. Professor Falk has kindly allowed me to republish his remarks below, and I have added emphasis to several important points that he raises.
Published in the Wall Street Journal (Aug. 28 online and Aug. 29 print edition)
'Crowd-sourcing' the grading of an essay online is no substitute for thoughtful evaluation by a trained educator.
As classes resume on our nation's campuses, amid anxiety about high tuition, student debt and other concerns, it's worth examining what we value in college education. The question warrants consideration, in particular, following a recent recommendation by distinguished economists, appointed by the National Academy of Sciences, proposing to define the "output" of higher education as a combination of credit hours awarded and degrees earned.
That reduces the work of colleges to counting how many students they push through the system—a bit like defining a movie studio's output as the number of feet of raw footage shot, with no consideration of whether the resulting movies are any good.
Most of us in higher education take the long view about the value of what we do. Sure, students graduate with plenty of facts in their heads. But the transmission of information is merely the starting point, a critical tool through which we engage the higher faculties of the mind.
What really matters is the set of deeper abilities—to write effectively, argue persuasively, solve problems creatively, adapt and learn independently—that students develop while in college and use for the rest of their lives.
At Williams College, where I work, we've analyzed which educational inputs best predict progress in these deeper aspects of student learning. The answer is unambiguous: By far, the factor that correlates most highly with gains in these skills is the amount of personal contact a student has with professors. Not virtual contact, but interaction with real, live human beings, whether in the classroom, or in faculty offices, or in the dining halls. Nothing else—not the details of the curriculum, not the choice of major, not the student's GPA—predicts self-reported gains in these critical capacities nearly as well as how much time a student spent with professors.
What follows from this finding is obvious, but apparently in need of saying these days: What we do is expensive—and worth it—because these rich, human interactions can't be replaced by any magical application of technology.
Technology has and will continue to improve how we teach. But what it cannot do is remove human beings from the equation. Coursera, one of the new purveyors of massive, open online courses, proposes to crowd-source the grading of essays, as if averaging letter grades assigned by five random peers were the educational equivalent of a highly trained professor providing thoughtful evaluation and detailed response. To pretend that this is so is to deny the most significant purposes of education, and to forfeit its true value.
It follows that standard economic models that define productivity as total output per unit of labor are ill-suited to analyzing the activities of colleges. Understandable concerns about the cost of college have spawned a spate of high-stakes considerations of productivity; in Texas, "low-productivity" programs at flagship universities have been targeted for elimination. Yet the only way to achieve higher productivity, as the National Academy would define it, is to reduce each student's time with the faculty. We know that while such approaches may allow us to deliver some facts to some students more efficiently in the short run, the approaches will undermine the fundamental purpose of education in the long run.
Equally misguided is the common practice of judging a school's success by measuring the net worth of its alumni. Is a Williams graduate who is teaching elementary school less successful, less influential, less transformed than she would be if she had become a banker? There's no reason to think so, and anyone assessing colleges or setting public policy on that assumption is being mischievous.
Education is not a commodity. It's a social process, and its value, including its economic value, both to the graduate and to society is unquestionable. It is equally true that this value cannot be reduced to a single number, however much the measurers of productivity—or those who rank us in magazines—may wish it otherwise.
Professor Falk is president of and professor of physics at Williams College.
Copyright 2012 Dow Jones & Company, Inc. All Rights Reserved
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Trying to Find a Measure for How Well Colleges Do
04/09/2012 - 12:03 By Jeffrey HenriquesA recent article in the New York Times regarding the increased pressure on colleges and universities to demonstrate their effectiveness. The interest in accountability asks us as educators to think about what the goals are of a college education. I think that many of us would say that college is more than just the accumulation of knowledge, but how do we measure achievement of those goals?
How well does a college teach, and what do its students learn? Rankings based on the credentials of entering freshmen are not hard to find, but how can students, parents and policy makers assess how well a college builds on that foundation? What information exists has often been hidden from public view. But that may be changing.
In the wake of the No Child Left Behind federal education law, students in elementary, middle and high schools take standardized tests whose results are made public, inviting anyone to assess, however imperfectly, a school's performance. There is no comparable trove of public data for judging and comparing colleges.
Pieces of such a system may be taking shape, however, with several kinds of national assessments — including, most controversially, standardized tests — gaining traction in recent years. More than 1,000 colleges may be using at least one of them.
"There's a real shift in attitudes under way," said David C. Paris, executive director of the New Leadership Alliance for Student Learning and Accountability, a coalition of higher education groups. "We used to hear a lot more of, 'The value of college can't be measured,' and now we hear more of, 'Let's talk about how we can measure.' "
In January, the New Leadership Alliance released guidelines calling on colleges to systematically "gather evidence of student learning" — though not explicitly advocating standardized tests — and release the results. The report was endorsed by several major organizations of colleges and universities.
Advocates say the point is not to measure how each college's students perform after four years, which depends heavily on the caliber of students it enrolls in the first place, but to see how much they improve along the way. The concern is less about measuring knowledge of chemistry or literature than about harder to define skills like critical thinking and problem-solving.
That vision still faces major obstacles. Colleges that use standardized tests vary widely in what they test, how and when. And many of them that use those tests or national surveys keep the results to themselves.
"I'd love for all the data to be public," said Jennifer Carney, director of program evaluation at the Jack Kent Cooke Foundation, which conducts education research. But, she added, that would inevitably lead to some colleges manipulating the figures in pursuit of a higher standing, just as some have done with existing ranking systems.
In the best-known college rankings, by U.S. News & World Report, up to 40 percent of a college's score is based on its reputation among educators and its selectivity in admitting students. Other factors include several indirect indicators of what happens in classrooms, like student retention, graduation rates and class sizes, but no direct measures of learning.
Critics of standardized tests say they are too narrow and simplistic.
"I'm not sure any standardized test can effectively measure what students gain in problem-solving, or the ability to work collaboratively," said Alice P. Gast, president of Lehigh University.
In 2008, the Consortium on Financing Higher Education, a group of some of the nation's most prestigious colleges and universities — including all of the Ivy League — issued alengthy manifesto saying that what its students learn becomes evident over decades and warning against a "focus on what is easily measured."
Many of those same colleges participate in the National Survey of Student Engagement, which measures many factors that educators say are good, though indirect, indicators of learning, like how many hours students spend studying and how much they interact with professors. The survey, which began with a handful of colleges in 2000, had more than 700 participate last year. Each college can see its own results and those of a group of comparable colleges, but the scores are not made public.
The view from state-supported colleges has been shaped in part by pressure from policy makers to show what taxpayer dollars are accomplishing, through standardized tests. Texas, a leader in the movement, has required its state colleges to administer tests since 2004, and it makes the outcomes public.
Testing advocates have also gained ammunition from books calling into question the quality of American colleges, notably "Academically Adrift," by Richard Arum and Josipa Roksa, published last year. It was based on a study showing that more than one-third of students show no significant gain in critical thinking skills after four years of college.
But the concept of universal assessment got its biggest boost in 2006, from the findings of a commission appointed by Margaret Spellings, then the education secretary. The report said that learning "must be measured by institutions on a 'value added' basis that takes into account students' academic baseline," and that the results must be made available to everyone "to measure the relative effectiveness of different colleges and universities."
That prompted talk that the federal government might mandate standardized testing, as it did for public schools with No Child Left Behind in 2001.
"That's what gave this issue urgency," said Christine M. Keller, executive director of theVoluntary System of Accountability, an alliance of more than 300 state colleges that was created in response to the Spellings Commission. "No one wanted the government imposing a standard."
Her group has approved three competing tests and asks public colleges to use them and post scores on the group's Web site.
They are the ETS Proficiency Profile, from Educational Testing Service; the Collegiate Assessment of Academic Proficiency, produced by ACT; and the Collegiate Learning Assessment (used in the "Academically Adrift" study), from the Council for Aid to Education, a research group.
"These instruments are not without controversy," Ms. Keller said. "It's still very much a work in progress."
While more blanks are filled in each year, the "college portraits" remain spotty. Some member colleges have not posted test scores so far, while others first posted scores from two or three years ago and have not updated them. Typically, only a small sample of students takes a test, and the ways the samples are chosen can vary, making comparison harder.
Some major systems, like the University of California, do not participate in the organization, while others, like the State University of New York, are represented by only a few campuses.
Selective colleges, public and private, complain of a "ceiling effect" in standardized testing, making it especially hard for their students to show improvement.
"It does not, in my opinion, measure value added very well for our kind of institution," said Neal E. Armstrong, a vice provost of the University of Texas at Austin. "Our freshmen come in with very high aptitude and critical thinking skills."
Even so, the use of the three tests in the voluntary system has boomed, with each company claiming several hundred client colleges, most of which do not make their scores public. Test authors acknowledge that colleges often use them in less than optimal ways, like skipping some sections, testing only once every few years (often to satisfy an accreditation agency) and not measuring student growth over time.
If officials and experts in higher education can reach a broad consensus about how to measure learning, it will become routine, with results being made public "only if consumers demand it," said Ms. Carney, of the Cooke Foundation.
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text:
1.) "Fast Food" joints are trying to kill us all - one meal at a time! I firmly believe that.
2.) I wish I could say never, but sometimes when on the road there is little choice. Maybe once per month, and then I try to stick to salads (even those are ridiculously high in calories).
3.) Two scrambled eggs and a whole wheat bagel with lots of hot, black coffee, and 8oz of yogurt.

subset: commoncrawl


text:
Download flash player to display the content.
· How much time should I provide to get through security?
That depends on the number of passengers departing at the same time. At a quiet moment in winter you may not have to queue at all, on the busiest moments of peak days you may have to queue for half an hour or more. That is why - especially on very busy days - it is important to arrive at the airport well ahead of your scheduled departure time. Passengers are responsible to be at the gate in time for boarding even if there are long waiting times at security screening.
Please visit the BSCA Security website for information about security: www.bscasecurity.com


text:
There're such things as vegan condoms?! Like seriously no jokes. My vegan most-likely-to-be-boyfriend told me about them. I laughed for ages until I realised he was dead serious. This is even more bizarre than his all vegan flat (all seven flatmates... jesus christ LOL). I woke up at his one time and they were all in the kitchen making vegan sandwiches together. Man he's outa control.
All gay vegans? That would be too hot...
"Wanting to be someone else is a waste of the person you are." - Kurt Cobain


text:
peaceful state metal prints, does no harm metal prints, consciously happy metal prints, live in innocence metal prints, absence of guilt metal prints, innocence baby. simplicity metal prints, purity metal prints, innocence child metal prints, innocent people metal prints, protect the innocent metal prints
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...Last night I asked an angel to protect you while you slept. Little later it returned and I asked why had returned. -An angel doesn't need that other it protects!!?, he answered me.
Hi, I�m Paulo S�rgio Zerbato Born in Vit�ria Brasil in the region of Jales, State of S�o Paulo, Brazil. I started my first artwork in its infancy. Observation: self-taught, I learned to draw on the floor of the yard, with my finger (I had no paper, no pencils or other materials available). Great-grandson of Italian and raised in a religious family, around 12 years channeled my creativity to express religious themes such as: images / drawings to celebrations Corpus Christi (large paintings on the street of the City), also restoration of sacred images. In the 90's, I graduated the Course Degree in Art Education, where I met Professor / Artist / Poet / Musician Rui Barbosa, who encouraged me to make paintings on canvas. By knowing the...
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text:
ESET Smart Security 3.0
On the off-chance that its heuristic malware detection might have wrongly detected a valid program ESS saves all deletions in quarantine. From here you can restore a file, submit it to ESET for analysis or (most likely) delete it permanently.
15 / 26
Bottom Line
ESET Smart Security is an attractive and highly integrated security suite. If you don't need parental control and want a small-footprint solution, it may serve you well. But I'd like to see significantly better spyware detection and improved ability to handle the threats it does detect.
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Do these stock photos make you want to see Vince Vaughn's new movie?
"Unfinished Business," costarring Dave Franco and Tom Wilkinson, comes out this Friday
Wednesday, Mar 4, 2015 2:52 PM UTC 0Entertainment vince vaughn, dave franco
"Unfinished Business," costarring Dave Franco and Tom Wilkinson, comes out this Friday
Wednesday, Mar 4, 2015 2:52 PM UTC 0In the adaptation of war photographer Lynsey Addario's ""It's What I Do: A Photographer's Life of Love and War"
Tuesday, Mar 3, 2015 9:07 PM UTC 0The director talks to Salon about his unsentimental approach to Hollywood in his new film "Maps to the Stars"
Monday, Mar 2, 2015 11:58 PM UTC 0Women fight back against campus rape in a powerful new documentary -- but there are deep lessons here for men too
Saturday, Feb 28, 2015 5:00 PM UTC 0Nicolas Winding Refn and Liv Corfixen talk to Salon about their new documentary
Friday, Feb 27, 2015 11:59 PM UTC 0Jack O'Connell is a lost British soldier being hunted by both sides amid the bloody intrigue of Northern Ireland
Thursday, Feb 26, 2015 11:59 PM UTC 0Opposite poles (and competing birds) of indie cinema: A lovely, wintry Maine fable and a Dunham-flavored crime romp
Thursday, Feb 26, 2015 4:15 PM UTC 0Neil Patrick Harris was a dud and the awards barely mattered -- but the Oscars display hints of a new purpose
Monday, Feb 23, 2015 11:30 AM UTC 0Richard Linklater's 12-year coming-of-age epic went home mostly empty-handed VIDEO
Monday, Feb 23, 2015 6:13 AM UTC 0I dared criticize "American Sniper." You'd be horrified by the response from aggressive, deluded "patriots"
Friday, Feb 20, 2015 11:30 AM UTC 0The Oscars are a trade show for a struggling industry, and these two indie films are its shot at redemption
Friday, Feb 20, 2015 12:00 AM UTC 0According to Sigourney Weaver VIDEO
Thursday, Feb 19, 2015 2:20 PM UTC 0From complaints of historical inaccuracy to heated Twitter feuds, the Academy Awards are always a hotbed of drama
Thursday, Feb 19, 2015 1:30 PM UTC 0Yes, he starred in a new movie. But that doesn't mean he wants to talk to us about it
Wednesday, Feb 18, 2015 9:15 PM UTC 0She's voting for J.K. Simmons because "he was in 5,000 episodes of Law & Order"
Wednesday, Feb 18, 2015 4:20 PM UTC 0Helping Israeli and Palestinian leaders find "common ground in a place we call FlavorTown" VIDEO
Tuesday, Feb 17, 2015 7:59 PM UTC 0Anna Kendrick and Jeremy Jordan star in an elegy for the starter marriage in this new musical film
Sunday, Feb 15, 2015 12:00 AM UTC 0"Flight of the Conchords" creators deliver a droll, gory reality-TV exposé that embraces vampire tradition
Friday, Feb 13, 2015 12:00 AM UTC 0"Mommy porn" brings romance-novel fantasies to mass culture for the first time, and everyone is freaking out
Thursday, Feb 12, 2015 12:00 AM UTC 0The "Mr. Show" creator on viral culture, "Arrested Development," Bob Odenkirk and his directorial debut, "Hits"
Wednesday, Feb 11, 2015 11:59 PM UTC 0Page 1 of 272 in Movies


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Farm fresh foods you love to eat!
3461 S 84th St
MON 6:00am - 9:00pm | TUE 6:00am - 9:00pm | WED 6:00am - 9:00pm | THURS 6:00am - 9:00pm | FRI 6:00am - 9:00pm | SAT 6:00am - 9:00pm | SUN 6:00am - 3:00pm |
Farmhouse Cafe is a full service restaurant located in Omaha, Ne serving breakfast, lunch and dinner with Farm Fresh foods you love to eat but don't have time to cook.
Start with Farmhand Breakfasts including Eggs, Butchers Shop, Griddle Cakes & Waffles and end with Dinner time. Served daily from 5PM until there's no more. We prepare different dinner specials every day and our diverse offerings change with the season.
Can't make it in. We deliver! Call for minumum requirements.
How about catering? Do you have a wedding, reception or special event. visit our website and download a full size printable PDF of our catering Menu.
Come in today or call and enjoy the farm fresh foods you love to eat.
Category: Restaurants|Bakeries|Catering
Love Farmhouse! by Lilybelle - 11/19/2010
Thank goodness all of these reviews are old. This is absolutely our favorite place to eat. Big portions (take some home for lunch the next day!) great service, and really good food. Love it!!
cakes by jenny - 10/05/2009
wow i love love there strawberry wedding cakes i always buy them for bday andi love the way they taste so yummy i truely recommend its always a hit w everyone from kids to elder ahh GREAT
DexKnows Mobile profile for Farmhouse Cafe in Omaha, NE


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#47490176 -
Shopping trolley
© Andres Rodriguez - See portfolioPricing
Author | Andres RodriguezSee portfolio |
Image reference | 47490176 |
Country | United Kingdom of Great Britain and Northern Ireland |
Descriptive Category | Food & Drink Food Fruit |
Keywords |
buying cart food fresh fruit full grocery local market marketplace organic purchase retail shop shopping store streetcar supermarket vegetable
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text:
« Jan. 25 Jan. 27 » Tuesday, January 26, 2010
Today's Best
Jan. 26, 2010 in Sports on Page B2 Jim Boeheim Syracuse basketball coach earned 819th career win, passing Jim Calhoun for sixth in Division I history.
In brief: Syracuse rallies past Georgetown
Jan. 26, 2010 in Sports on Page B2 Men's basketball: Kris Joseph scored 15 points, Wes Johnson added 14 and No. 4 Syracuse rallied from a big early deficit to beat seventh-ranked Georgetown 73-56 on Monday night in …
Jan. 26, 2010 in Sports on Page B2 Basketball NBA
Jan. 26, 2010 in Sports on Page B2 Traded The New Orleans Hornets have traded starting shooting guard Devin Brown to the Chicago Bulls for backup 7-foot center Aaron Gray. The 31-year-old Brown has played in 39 games …
Carroll starts talent search
Jan. 26, 2010 in Sports on Page B3 MOBILE, Ala. – Pete Carroll's sunglasses were perched atop his head. Reading glasses hung from his neck. They were his tools of the trade for a day spent eyeballing football …
Henin makes Aussie semis
Jan. 26, 2010 in Sports on Page B3 MELBOURNE, Australia – Former No. 1-ranked Justine Henin reached the semifinals in her Grand Slam comeback, beating 19th-seeded Nadia Petrova 7-6 (3), 7-5 today, taking out the last seeded player …
Lewiston runs past Lakeland
Jan. 26, 2010 in Sports on Page B4 Strong starts to each half, and balanced scoring, were the keys to Lewiston's 71-39 Inland Empire League girls basketball win at Lakeland on Monday night. Senior Nicole Redd had 19 …
Today's menu
Jan. 26, 2010 in Sports on Page B4 For 01-26-2010
On the air
Jan. 26, 2010 in Sports on Page B4 For 01-26-2010
MLS waits on labor deal
Jan. 26, 2010 in Sports on Page B5 TUKWILA, Wash. – As a defender, James Riley usually isn't so popular as to have a convoy of reporters and television cameras crowding around him. But the players union representative …
Spokane groups look to help sufferers of mental disorders
Jan. 26, 2010 in Features on Page C1 By this time next year, Tom will finally have his Ph.D. completed. A 40-year old Spokane academic, Tom is smart, healthy and successful. But three years ago, he was diagnosed …
The Slice: Give me credit for being old school
Jan. 26, 2010 in Features on Page C1 I know it marks me as being seriously out of step with modern times. But it's annoying to be in a cashier's line behind people using bank cards to pay …
What they lacked in Hollywood looks, Duke researchers made up for in substance
Jan. 26, 2010 in Features on Page C1 Being only 5 years old, Clay Bowden isn't aware of the drama surrounding the drug that keeps him alive. But he can watch the movie. "Extraordinary Measures," the new film …
Jackson: Judges not top dawgs
Jan. 26, 2010 in Features on Page C2 All the "American Idol" buzz has been about the judges, not the talent, and Randy Jackson says that needs to change. "A lot is being made about us and what …
Jan. 26, 2010 in Features on Page C2 For 01-26-2010
Annie's Mailbox: Ask for TV-free hour once a week
Jan. 26, 2010 in Features on Page C2 Dear Annie: I have been married to "Glenn" for 18 years, and we have two teenage daughters. Three years ago, we bought a new home so we could have a …
Soy sauce fails to soothe burn
Jan. 26, 2010 in Features on Page C3 Q. I burned my thumb on a pan of roasted veggies last night. I remembered your advice and reached for the tamari soy sauce. (I had a low-sodium variety.) To …
Health Bulletin board
Jan. 26, 2010 in Features on Page C3 New listings Low-cost Heart Health Screenings – Kootenai Heart Center offers individual appointments 7:30 to 10:30 a.m. on Tuesdays and Fridays in February. Participants receive a blood pressure check, learn …
Study aims at obese kids with diabetes
Jan. 26, 2010 in Features on Page C3 ST. LOUIS – Two years ago, Jazmyne Robinson was 14 and carrying 230 pounds on her 5-foot-2 frame. Her menstrual cycles were irregular, she was urinating constantly and by the …
Dr. Gott: Lifestyle changes can address hypertension, prostate issues
Jan. 26, 2010 in Features on Page C3 DEAR DR. GOTT: I am a 57-year-old male with hypertension, for which I take Levatol. Nine years ago, when I weighed 338 pounds, I was treated for the hypertension for …
Clarification for Shea's vow
Jan. 26, 2010 in Letters In a Jan. 15 article ("Lawmakers tout states' rights"), Rep. Matt Shea is quoted as saying, "We will not suffer government any more telling us how to live our daily …
Threat won't go away
Jan. 26, 2010 in Letters The king is dead. Long live the king. So chants the supplicant upon the pronounced demise of the leader's signature agenda in the fiefdom of the "remade Socialist Republic of …
Two parties not enough
Jan. 26, 2010 in Letters I began voting in elections in 1988 and have noticed that it is a constant theme in this country to write to the editor calling for the removal of all …


text: Fantastic hotel/guesthouse run by the friendliest, most helpful people. The owner, Levent Bey, really can't do enough for you and we were even taken on a mini tour of the town by him. The hotel is a very charming old building, with antiques & traditional textiles decorating the walls. The rooms are very nice & spacious with ensuite bathrooms. Breakfast... More


text:
Classes for beginners introducing them to the very basics of computers.
Instruction in Cantonese and Mandarin.
Upcoming Events
- Introduction to Craigslist
- Thursday, February 26, 2015Richmond/Senator Milton Marks, Richmond Meeting Room
- Computer Help for Adults/Seniors
- Friday, February 27, 2015Parkside, Parkside Teen's Area
- Computer Help for Adults/Seniors
- Saturday, February 28, 2015Portola, Portola Meeting Room
Upcoming Classes
- Basic Computer Class for Seniors
- Thursday, February 26, 2015Ocean View, Ocean View Computer Lab
- Girls Who Code
- Thursday, February 26, 2015Western Addition, Western Addition Meeting Room
- Screen Time: What's the Hoopa ? (in Mandarin)
- Friday, February 27, 2015Main Library, Computer Training Ctr. 5th Floor


text:
Technical Support
Electronic Measurement
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1-18 of 18
3G Technology Overview
This 2-day course will introduce engineers to the concepts of third generation cellular technologies.
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89600 Series Vector Signal Analyzer Basics
This is a complete course on the theory and operation of the 89600 series Vector Signal Analyzer (VSA), including an understanding of frequency, time, and modulation domain measurements.
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Advanced Keysight VEE Pro
This course will present detailed instruction, explanation and training for advanced programming of VEE Pro.
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Bluetooth Technology Fundamentals
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Cable and Connector Care
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CDMA Basics
This course provides technicians with a fundamental understanding of CDMA technology.
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Digital Microwave Radio Basics
This 1-day course gives an overview of the microwave radio systems that are in use today.
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Digitizing Oscilloscope Fundamentals
This class gives the student an in-depth understanding of the operation and measurement techniques with an Infiniium oscilloscope.
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Electronic Measurement Course Calendar
List of Electronic Measurement courses offered in your country...
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Genesys Concepts 2014
3-day, hands-on course based on Genesys version 2014.03
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GSM: Mobile Station Measurements for Engineers Using the Keysight 8960
This 2-day course will teach engineers about the GSM cellular system, including the basic GSM technology and ETSI standards.
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IC-CAP User Training
This 3-day course will show device modelers how to use Keysight EEsof EDA's IC-CAP software. Click on link to view full course description and class dates and locations.
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Introduction to Keysight VEE Pro
Learn to develop test software with Keysight Technologies' Visual Engineering Environment (Keysight VEE Pro).
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RF & Microwave Measurement Fundamentals
This 4-day class studies the principles of microwaves on transmission lines and power measurements, signal sources, mixers and modulation techniques, and the use of signal types in test applications.
Classroom Training |
RF Measurement Basics
Obtain a solid background in basic radio frequency (RF) transmission theory and concepts.
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Spectrum Analysis Measurements One-Day Course
This one-day course is designed to provide the theoretical fundamentals and in depth hands-on experience on practical spectrum analysis measurements.
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Transmission Line Fundamentals
Accelerated Education Curriculum:Understand the need for transmission line
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Understanding X-Parameters
This three-day, hands-on course presents the fundamentals of X-parameters, their application for non-linear amplifiers and advantanges over other behavioral modeling techniques.
Classroom Training |


text:
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#41391878 -
happy couple taking the keys for their new apartment
© auremar - See portfolioPricing
Author | auremarSee portfolio |
Image reference | 41391878 |
Country | France |
Descriptive Category | People In Studio Couples |
Conceptual | Business Finance/Money Spending Money |
Keywords |
["adviser","appartment","begging","buy","commitment","contract","couple","door","dream","emotion","enamoured","event","family","fill","form","happy","home","house","human relationships","husband","key","life","loft","moving","new","paper","real estate","rent","renting","serious","settle","signs","start","taking","their","together","wife","young"]
adviser appartment begging buy commitment contract couple door dream emotion enamoured event family fill form happy home house human relationships husband key life loft moving new paper real estate rent renting serious settle signs start taking their together wife young
See all keywords
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The Conjuring - Full-Length TrailerReported by Outsiders - 09:44 PM 2013.04.02
In "The Conjuring," opening in theaters on July 19th, Patrick Wilson and Vera Farmiga play Ed and Lorraine Warren, the real-life ghost hunters, who were mostly known for investigating the Amityville house. However, this new 70s-set creepfest from James Wan (the director of Saw and Insidious) takes a look at another haunted house case, before Amityville Horror. It was the time when Ed and Lorraine examined a New England farmhouse, where a defenseless family (Lili Taylor and Ron Livingston) was mentally and physically terrorized by a string of unexplained paranormal activity. Yup, ghosts -- the hateful kind too! And it seems, they were lurking everywhere in the family's home. Before there was Amityville, there was Harrisville. Based on a true story, "The Conjuring" tells the horrifying tale of how world-renowned paranormal investigators Ed and Lorraine Warren were called upon to help a family terrorized by a dark presence in a secluded farmhouse. Forced to confront a powerful demonic entity, the Warrens find themselves caught in the most terrifying case of their lives. The Conjuring stars Vera Farmiga, Patrick Wilson, Lili Taylor, Ron Livingston, Joey King, Shanley Caswell, Haley McFarland, Mackenzie Foy, Kyla Deaver, Sterling Jerins Release: July 19th, 2013
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text:
Lumpini Ville Phra Mae Maree-Sathon
Categories: Condominiums > Central Bangkok
Address: 1846/6 Soi Pramae Mari, Chan Rd., Thung Wat Don, Sathon, Bangkok 10120 Thailand See map
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So many design choices, how will you decide? Look around and get great flooring ideas for your home.
EXPLORESo many design choices, how will you decide? Look around and get great flooring ideas for your home.
EXPLOREOur designers will show you how current design trends influence their flooring ideas and creations.
LEARN MOREUse our Design A Room tool to put your favorite flooring ideas into a real room.
GET STARTEDAnswer a few questions and find out what type of flooring is best for your project.
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Need flooring ideas for your latest room transformation? You've come to the right place. Armstrong's flooring ideas are influenced by the most popular design trends. Find tips about which floor fits your style and learn techniques on how to create your dream room. Browse through galleries of room scenes to get even more flooring ideas. Don't forget to explore our Design A Room tool to see how your flooring ideas will look in your home!


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Hi, I'm a serial entrepreneur, having started and helped grown a handful of successful (and still viable) companies. I currently consult w/entrepreneurs and help them scale and grow effectively and efficiently.
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text:
Great location, big rooms and clean, terrible service, poor cleaning and towels, too little toilet paper and terrible mattresses, a definite no no if you can afford to stay somewhere better don't book this hotel. No breakfast and food was always difficult to access due to crowds in Medina
- Reservation Options:
- TripAdvisor is proud to partner with Expedia, Booking.com, Agoda and Hotels.com so you can book your Taiba Arac Suites reservations with confidence. We help millions of travelers each month to find the perfect hotel for both vacation and business trips, always with the best discounts and special offers.
- Also Known As:
- Taiba Arac Suites Al Madinah/Medina


text:
Portable Undeletemish666uk - February 9, 2007 - 5:00am
Does anyone know of a good portable undelete app, or how to make one from an open source project? [Deleted duplicate post; Moderator RM] ( categories: )
Depends on what exactly youDepends on what exactly you mean by undelete. "Because they stand on a wall and say, 'Nothing is going to hurt you tonight. Not on my watch.'" (A Few Good Men) restoration seems a goodrestoration seems a good choice... Its portable,isn't it? "What about Love?" - "Overrated. Biochemically no different than eating large quantities of chocolate." - Al Pacino in The Devils Advocate Afaik... it runs fine off aAfaik... it runs fine off a thumb drive anyway. Think you may need admin priviledges though - if you do, then I think you would have to for any app of this type. Blah!i don't like restoration, just because of it's poor interface. "Those people who think they know everything are a great annoyance to those of us who do." Asimov Check out Recuvaits made by the same people as CCleaner. http://recuva.com/ Clean interface and works very well. You need to extract the exe using Universal Extractor and its just a single exe file. I checked it not so long agoI checked it not so long ago - and it had one important function missing - IIRC it lacked recovering files on removable media. It made it almost useless, but it looked nice, was small and handy. I promissed myself checking it again - i think it will be fully functional soon, but now..I'll wait a bit longer "Those people who think they know everything are a great annoyance to those of us who do." Asimov worked for me finei used the extractor thing as the guy above said, and just copied the hidden .nsi (wot eva the heck that is) file, and then put that along with the exe in a folder in the portable apps folder, and it worked scanning removable media! =D hope it works for u too! |


text:
We spent two nights at the Swann's Nest during our visit to the Bourbon Trail. Our two nights there were the best night of our trip. The house was beautiful, both inside and out, and the innkeeper (Adam, who was filling in for Jason) was extremely friendly and helpful. dam and the house were set up to be extremely welcoming.... More
- Also Known As:
- Swann`s Nest Hotel Lexington
- Swann`s Nest b&b


text:
The Phil M. Gallegos Family Home PageUpdated September 5, 2000 |
Phil Marquez Gallegos
6550 W. Wolf St
Phoenix, Arizona 85033
6028464895 |
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The content shown on this page has been submitted by a Genealogy.com customer, and is not subject to verification by Genealogy.com. Neither Genealogy.com nor its affiliates are responsible for the accuracy of any information contained on this page. The opinions expressed on this page are the author's alone and not the opinions of Genealogy.com.
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text:
I love tamales, but who has the time to make them? This is a quick version with similar flavors that's ideal for feeding a large group.
Serves 8
Cook Time 15 minutes
Prep time 25 minutes
Tamale Crust:
cups low sodium fat free chicken broth
cup fat free milk
cup fresh corn (or frozen and thawed if not in season)
cup quick-cooking polenta (Quaker Oats Brand)
½ teaspoons light agave nectar
4 fresh Roma or
plum tomatoes (sliced thin)
10 ounces
pre-cooked chicken breast (found at deli counter, or use leftovers)
½ teaspoon chili
1/8 teaspoon salt
¾ cup shredded low
fat Monterey Jack cheese or mozzarella
5 green onions,
green parts only, chopped
2 tablespoons
chopped fresh cilantro
8 tablespoon plain
fat-free Greek yogurt
Hot Sauce
Preheat oven to 375 degrees.
In a saucepot, bring the broth, milk, corn and agave nectar to a boil. Whisk in the polenta and cook until thickened, about 5 minutes.
Pour the corn crust in to a 10-inch oven-safe nonstick sauté pan.
Place in the preheated oven for 10 minutes.
Remove from the oven and let the crust rest on the side of the stove while you work on the garnish.
Place a single layer of tomato slices over the pizza crust. Add the chicken, chili pepper, salt, and shredded cheese on top.
Preheat the oven to broil, and place under the broiler for 5 minutes or until golden brown.
Garnish with chopped cilantro and chopped green scallions.
Serve with 1 tablespoon dollop Greek yogurt and hot sauce.
Nutritional Information (per serving): Calories: 250, Fat calories: 80, Total fat: 9 g, Sat. fat: 4.5 g, Cholesterol: 55 mg, Sodium: 380 mg, Total carbohydrates: 22 g, Fiber: 2 g, Sugars: 4 g, Protein: 22 g


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Product Description
Available while supplies last.
This Nuvo Lighting 4 light energy star wall sconce is offered in a brushed nickel finish. It is available with white glass. Requires four 13-watt compact fluorescent bulbs.
Energy Star rated Odeon four light wall sconce.
Finish: | Brushed Nickel | |
Glass: | White | |
Light Bulb: | (4)13w Spiral GU24 CFL | |
Voltage: | 120 volt | |
Installation: | Damp Locations [Explain] | |
Listing: | , , Eco-Friendly, Quick Ship | |
Number of Lights Refers to the number of lights on a given fixture. Choose from a wide variety of different fixtures ranging from 1 - 6+ lights. | Number of Lights | 4-Lights |
Bulb is included free
Bulbs are not eligible for replacement
Bulbs are not eligible for replacement
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What does RGT mean in Companies & Firms?
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"RGT." Abbreviations.com. STANDS4 LLC, 2015. Web. 6 Mar. 2015. <http://www.abbreviations.com/term/185192>.
RGT also stands for:
- Random Gauge Transformation
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#52359650 -
Chocolate pancakes with cocoa
© annamavritta - See portfolioPricing
Author | annamavrittaSee portfolio |
Image reference | 52359650 |
Country | Russian Federation |
Descriptive Category | Food & Drink Food Biscuits/Fancy Cakes |
Conceptual | Leisure Food International Food |
Keywords |
["baking","berries","bowl","breakfast","celebration","chocolate","chocolate cakes","chocolate pancakes","cocoa","cream","cream cheese","dessert","diary products","diet food","food","fork","fresh berry","gourmet","healthy","healthy dessert","healthy eating","healthy lifestyle","leaves","lunch","milk","milk pot","napkin","national","pancake day","pancake stack","pancakes","red","roasted","roasting","round shape","russian cuisine","russian food","rustic style","sour cream","stacking","summer","sweet cherry","tasty","traditional","vertical","village style","whipped cream","whipping cream","wooden"]
baking berries bowl breakfast celebration chocolate chocolate cakes chocolate pancakes cocoa cream cream cheese dessert diary products diet food food fork fresh berry gourmet healthy healthy dessert healthy eating healthy lifestyle leaves lunch milk milk pot napkin national pancake day pancake stack pancakes red roasted roasting round shape russian cuisine russian food rustic style sour cream stacking summer sweet cherry tasty traditional vertical village style whipped cream whipping cream wooden
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Is the wool lining cream colored or does it match the boot (grey & grey)?
Pawz by Bearpaw Women's 'Cove' Suede Leather Boots
Stay warm and stylish this winter in these womens suede leather boots. These pull-on boots are available in a number of chic colors and feature toggle button accents, offering you a fabulous look. With wool lining, these boots are exceptionally comfy.
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These boots from Pawz by Bearpaw showcase genuine suede uppers with soft wool lining for warmth and comfort. These Cove boots can be worn cuffed down for a versatile look.- Color options: Black, chocolate, grey, light brown
- Height: Mid-calf
- Style: Pull-on
- Material: Suede
- Toe shape: Round
- Heel height: 0.75 inches
- Shaft height: 8 inches
- Circumference: 14 inches
- Lining: Sheepskin/wool
- Sole: Textured rubber, lightweight and durable
- Footbed: Slightly padded
- Toggle button accents
- Click here to view our women's shoe sizing guide
- Suede upper/ man-made outsole
- Model: 35181W
All measurements are approximate and were taken using a size 7. Please note measurements may vary slightly by size.
Features | |
Color | Black Brown Grey |
Style | Comfort |
Material | Leather Rubber Suede Wool |
Boot Height | Mid-Calf Boots |
Heel Height | Low Heel |
Dimensions | 12 in. H x 4 in. W x 14 in. L |
Materials | Suede, shearling, man-made |
Model Number | 35181W |
Customer Reviews
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very comfortable great boots, my girlfriend loves them. she says they're very comfortable. would like to have had half sizes available, as she is an 8.5 normally. went with the 8 and they're working well. might have been good to upsize to 9 for thick or layered socks, but didn't think about that at the time. they fit well, however with regular socks, and so far, very warm in the snow and cold of Michigan.
Read Morelaker1rn4 Jan 5, 2014 - Helpful 0
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Shoe came apart I only had the boots for 2 weeks and the sole of the boots came off of the shoe!!! Had to use shoe glue to fix, i live in Northern Minnesota so the snow was getting in, feet getting soaked and cold. Disappointed.
Read Moreashleeya95 Dec 11, 2013 - Helpful 0
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black bearpawz i love these so so much they look so amazing with all my colored skinnies i got the black ones and boy do i love them especially because the flap i can turn over and super super comfy
Read Moreroxieruebales Jan 9, 2013 - Helpful 0
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Nice boots!!! These are nice boots. I bought a pair of gray for my daughter, whose feet have always been difficult to size. She liked them so much, I got her another pair in brown.
Read Morehorseyset Mar 15, 2012 - Helpful 0
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I wear Bearpaw Sued boots in a similar style I have a similar style boot that my niece took a liking to, so I got these for her 13th birthday. It's a really good thing I had ordered some other things and everything was sent to my address, because when I opened the boot box they smelled off...a bit like there was a touch of mildew. Sure enough, there was a fist size patch of mildew developing on the suede. Thank *** that I was able to give the boots a good enough brushing to brush it away and deodorize them before wrapping them. I guess it's buyer beware, it could have been worse, but if they hadn't been stored where damp could affect them, it is likely to have been much better. I love Bearpaw boots too much to not recommend the brand.
Read Moresuztd Mar 10, 2012 - Helpful 0
- Not Helpful 0
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Bear Paw boots The boots are very nice for the price. My only complaint is after 1 week one of the buttons came off. We were lucky we did lose the button and was able to sew it back on.
Read Morejillmk Jan 10, 2011 - Helpful 2
- Not Helpful 0
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Poor Although these boots are very cute, they are not practical. I have to wear extra warm socks as my feet get very cold very quickly when I wear them. Also, do not wear these boots if there is ANY snow on the ground! There is no tread, therefore there is NO traction. I actually fell down twice walking from my car to my house.
Read Morerogannh Jan 9, 2011 - Helpful 2
- Not Helpful 0
- Flag as Inappropriate
Stylish but flimsy These boots delighted me at first... warm, comfy, trendy. However, after very few wearings, the elastic closures on the sides had stretched out to the point that the boots gapped, even when I double-wrapped the elastic loops. What a shame... what was probably a 10 cent item ruined the usefulness and appearance of an otherwise nice product. After 5 days, I donated these to a charity... maybe a woman with heavier legs could find use for them.
Read Morealsomarsha Feb 10, 2013 - Helpful 1
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Pretty nice boots! I had a bad experience with Bearpaw brand a while back and was hesitant about these, but have been looking for a grey pair for a while. I wanted something I could tuck my bootcut and slightly flares jeans into and these do the trick! They're a little snugger on your foot (which I imagine will stretch with time), but if you have thicker calves they are wonderful! Like the other reviewers stated, they DO have a button on each side, but I'm ok with that. They're REALLY cute, warm, and I like them more than the UGG bailey's! For having wide feet and bigger calves I'm very happy with this purchase. I may spring for the black one's too, since my black steve maddens aren't as giving.
Read Morecheetahchick712 Dec 21, 2010 - Helpful 1
- Not Helpful 0
- Flag as Inappropriate
run small Nice boots, however they ran small and I had to return them. You can't tell from the picture that they have buttons on both sides of the boot, which is different from other brands.
Read Moresshell13 Nov 13, 2010 - Helpful 1
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Questions & Answers
the black has black and the brown has brown. The other two colors have cream
Shopping Guides
Best Styles of Booties for Evening
Ankle boots, or booties, are a versatile fashion option. They can be worn with a variety of outfits for many different occasions, from a lavish dinner at a four-star restaurant to a company party. Pick out evening-appropriate women's ankle boots that add flair and class to your outfit by following a few simple guidelines. Try embellished booties for a trendy look. Women's booties embellished with chains, big buckles, laces and buttons can work great when paired with a short skirt. The exact embellishment you choose is up to you, but no matter what, these extras will lend an edgy touch to your evening outfit. Match the color of your embellishments with the tone of your jewelry for a truly polished, put-together look. Pair women's ankle boots with tights or wear them bare-legged, depending on the formality of the occasion. While black booties tend to go with anything, you can experiment with different colors of embellished booties to give your look a boost. Booties that are a little slouchy also look great with jeans or a skirt. Leather booties look great for every occasion. Leather booties work well for a classic, chic and monochromatic look. Booties without adornments, such as buckles, bows or chains, can be patent leather (for a dressy look), suede or faux leather. Leather booties can be matte or shiny and often come in lace-up styles as well. This works best when you want your style to be understated but still want to add sophistication to your look. Coordinate your ankle boots with your outfit or pick another color to make your clothes pop. Wear them with a knee-length skirt or paired with a pair of dark jeans. You can also wear them with a tunic and thick leggings for a warmer, comfortable look. Open-toe booties are stylish and fashion-forward. If you really want to try something different, give open-toed booties a try. These will lend the most edge to your look. Pair these with a short skirt in order to make them pop. If it's cold outside, you might want to wear these open-toed booties with a pair of matching tights to stay warm. These ankle boots work well for going out to a club or rock concert, but they can also complement a party dress or a pair of jeans for a dressier event. View All Ankle Boots Back to Guides Directory View All Ankle Boots
Top 5 Women's Boots
When autumn leaves start to fall, some women are eager to store the sandals and introduce boots back into their wardrobe. Women's boots provide a great way to stay comfortable, warm and fashionable all at the same time. Depending on the outfit, some boots work better than others. To assist you in your boot shopping this year, here is a list of the top five women's boots.
Best Boot Styles for Bigger Calves
Boots are a stylish addition to any woman's wardrobe, but women with bigger calves may find that certain women's boots do not fit around their legs. Fortunately, there are many fashionable women's boots that accommodate wider calves. You just have to know which styles to shop for.
Best Boots for Petite Women
When boot season arrives, it can be tricky for petite women to find women's boots that don't make them feel stumpy. But there are actually several styles that will flatter a petite frame. If you're 5'3" or shorter and you want to seem taller -- or even more authoritative -- here's what to look for when you're shopping.
Tips on Wearing Riding Boots
You don't have to be an equestrienne to wear riding boots with style. You just have to have a few key pieces in your wardrobe to wear with these classic women's boots. Whether you just want comfortable boots for fall and winter or you're online shopping for fashionable boots that make a statement, riding boots are a great choice. This guide will help you look great in whichever ones you choose.
Best Womens Boot Styles for Evening
You've probably heard the phrase, "If the boot fits, wear it." But with so many styles of women's boots available, shopping for them can get a little frustrating. Whether the women's boots are for a night on the town with friends, a work-related gathering or just something to show off during dinner with the family, these choices are sure to add elegance and variety to your wardrobe.
Best Warm and Stylish Boots for Winter
Once it gets colder, warm and stylish women's boots are a necessity, especially when the snow covers the ground. Even practical boots meant for ice and snow can be fashionable and comfortable. Whether you are looking for women's boots to wear in the snow and rain or just to keep your feet warm on chilly days, here are a few styles that will complete your winter wardrobe.
Best Reasons to Buy Women's Boots at the End of the Season
Your fall shopping plans likely include at least one pair of women's boots. The fall may not, however, be the best time to stock up on your favorite cold weather footwear. Buying women's boots at the end of the season will not only save you money, but may also give you a foot up in fashion. The following tips will help you shop for clearance boots at the best time of the year.
Tips on Wearing Black Boots
They can look classic or edgy, and a pair of women's black boots is a style essential. But with so many options available, you won't want to limit yourself to one pair of basic black boots. Try one of these styles and different ways to wear them.
How to Care For Hiking Boots
Caring for your hiking boots will prolong their life and make them more comfortable during long hikes. Both men's boots and women's boots provide support during the most challenging of climbs. Hiking boots are designed to protect your feet while you're enjoying the outdoors, and proper maintenance will determine how much comfort and protection they can offer. Neglecting your hiking boots can cause an unpleasant time on the trail, but a little attention to detail will ensure you have the safest and most comfortable footwear possible.
Top 5 Rain Boots
For splashing in puddles or simply navigating slippery sidewalks, you can't beat rain boots, especially ones in your favorite colors and patterns. Update your collection of boring brown and black cold-weather boots with bright women's rain boots and patterned tights. Once you've got the outfit and great plaid rain boots, you just need a fierce thunderstorm and a great song to sing. Read on for the top 5 rain boots that'll have you puddle-jumping all night long.
How to Wear Ankle Boots
One of the most popular and easy-to-wear women's boots is the ankle boot, which hits right at the ankle and can be worn with many different outfits. If you make smart wardrobe decisions, ankle boots can visually lengthen your legs and add a chic edge to an otherwise ordinary outfit. Pay attention to the silhouette when you wear women's boots and thoughtfully select slimming pieces to create a streamlined outfit.
Sheepskin Boot Fact Sheet
Sheepskin boots have been a growing fashion trend since the early 2000s; however, they have been around for a lot longer than that. Sheepskin boots were worn for centuries before today's modern trend. They were used primarily for warmth and comfort by people with rural occupations, such as sheep shearers in China, Australia and the Arctic, where the raw materials are readily available and easily accessible. Today, sheepskin footwear is widely popular among men and women of all ages; the boots provide warmth, comfort and style. Here are some facts about sheepskin boots.
Best Styles of Men's Boots
From dressy to casual, there are plenty of men's boots to go with various wardrobe options. Men's boots can be worn year-round, whether you're walking around in the cold or wearing dress boots for a night out. Some boots are even acceptable to wear to the office. Follow these tips to find boots appropriate for every occasion.
Tips on Buying Ladies' Shoes
You've got a killer dress, beautiful jewelry and a gorgeous handbag: Now all you need is a great pair of ladies' shoes to complete your outfit. With ladies' dress shoes, boots and other women's shoes, the styles you want are right at your fingertips online. Read on for tips on selecting the best women's shoes for all occasions.
How to Choose Ski Boots
Although you might think that skis are your most important piece of ski equipment, ski boots have more to do with performance than the skis or bindings. Ski boots that aren't right for your feet can prevent the transfer of pressure to the ski and contribute to a lack of control. While your boots will never be as comfortable as sneakers, the correct boot will be a lot more comfortable to wear for a full day on the slopes.
Tips on Buying Snow Boots
With winter rolling in and the snow piling up outside, snow boots can save you from a set of frozen toes. Warm, dry and stylish, the right pair of cold weather boots will keep you and your feet happy all winter long. How do you know which boots are for you? The following tips will help you understand winter boots so you can shop with confidence.
How to Wear a Women's Leather Jacket
Do you look in the closet and yawn before pulling out yet another boring outfit? Spice up your wardrobe with a leather jacket. Find flattering jackets and blazers made of supple leather to dress up jeans and T-shirts, dresses and work attire. Read on for tips on creating stylish outfits with your leather jacket and creating a look all your own.
Hot Trends in Men's Boots
Equally comfortable and stylish, men's boots are quickly becoming a footwear favorite of men everywhere. Whether worn to the office, a night at the local bar or a weekend barbecue, there are plenty of styles of men's boots for every occasion. Before you start stocking up on boots, however, read the following tips that guide you through hot trends in men's boots. Finding the right pair of boots, short or tall, means paying attention to current fashions, and this list will give you the best men's footwear ideas for your closet.
How to Wear Knee-High Boots to the Office
When paired with the right outfit, knee-high boots are perfectly acceptable to wear to the office. Plan for a subdued color scheme and stick to solid colors and earth-tone ensembles when wearing knee-high boots at work. Embellish your boots and cute outfit with eye-catching jewelry and hair accessories for the perfect office look.
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text: Instructors: Dan Petersen The target audience for this training is victim service professionals who work with victims of crime who have disabilities, as well as professionals from the various disabilities community who work with people who have cognitive, sensory, mobility, and other types of disabilities. Topics will include an overview of the Americans with Disabilities Act, how agencies can comply with legal requirements, techniques for conducting appropriate needs assessments, outreach activities, and direct services to accommodate individuals with disabilities. Using case studies, role plays, and small group discussions, participants will examine the varied types of disabilities faced by the victims they serve. Activities will also encourage collaboration between professionals in the victim services and disabilities fields to strategize ways to better serve victims with disabilities.


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exercise 1 of 3
Extended Plank
Try a Variation of this Exercise:
This is a stability exercise that trains your entire core, including your abdominal, lower-back, and hip muscles.
- Get into pushup position, but place your weight on your hands (as you would for a pushup) and position them 6 to 8 inches in front of your shoulders. The farther your hands are in front of you, the harder the exercise.
- Your body should form a straight line from your shoulders to your ankles.
- Brace your core by contracting your abs as if you were about to be punched in the gut.
- Squeeze your glutes.
- Hold this position while breathing deeply.
If you find this page useful, check out The Men's Health Big Book of Exercises.
You will find this exercise, plus 600 more, along with tons of workouts and useful fitness advice.


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Luke Gregerson
Fantasy Baseball Team Preview: Houston Astros
Evan Gattis, SP Dan Straily, RP Luke Gregerson Key losses: OF Dexter Fowler ..... Oberholtzer 5. Dan Straily CL: Luke Gregerson Look for Feldman to make 30 starts ..... expect anything different in 2015. Gregerson isn't your typical flame-throwing
Fantasy Baseball Team Preview: Oakland Athletics
Norris, 2B Alberto Callaspo, SS Jed Lowrie, DH Adam Dunn, SP Jon Lester, SP Jeff Samardzija, SP Jason Hammel, RP Luke Gregerson Projected Lineup 1. Coco Crisp CF 2. Ben Zobrist 2B 3. Josh Reddick RF 4. Billy Butler DH 5. Ike Davis/Mark
New Astros manager Hinch eager for start of spring training
leading the group. They also addressed their biggest deficiency from a year ago by signing relievers Pat Neshek and Luke Gregerson to bolster a bullpen that blew 25 saves in 2014. Porter was let go after reports surfaced that he and general manager
Gregerson trains with the troops
San Diego's Luke Gregerson works side-by-side with the troops during morning physical training.
What's left for Boras' top free agents?
with the Yankees – he's in another category. But Luke Gregerson (three years, $18.5 million, Astros), Pat Neshek ..... White Sox) all commanded somewhat surprising deals. Gregerson , 30, is the youngest and most accomplished of that
Astros finalize deals with Gregerson , Neshek,
Astros have finalized contract with relievers Luke Gregerson and Pat Neshek. Gregerson is guaranteed $18.5 million over three years ..... at the winter meetings and announced Friday. Gregerson , 30, spent five years with San Diego, then
AP sources: Astros add relievers Gregerson , Neshek
million, three-year contract with Luke Gregerson and a $12.5 million, two ..... handers were subject to physicals. Gregerson , 30, spent five years with San ..... for his first All-Star game. Gregerson receives $6 million next year
AP sources: Astros sign relievers Neshek, Gregerson
million, three-year contract with Luke Gregerson and a $12.5 million, two ..... handers were subject to physicals. Gregerson , 30, spent five years with San ..... for his first All-Star Game. Gregerson , who could take over as closer
Salute the Troops: MLB hoops
Luke Gregerson , David Justice, and Heath Bell shoot hoops and play one-on-one with the troops. See who gets schooled on the court.
Gregerson glad for opportunity to join winning A's
first five major league seasons, Luke Gregerson came to spring training smack dab ..... below .500. Then, on Dec. 5, Gregerson faced a significant change. He ..... infielder-outfielder Seth Smith. Now Gregerson reports to a ballpark that is the