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02-02-2013, 07:06 PM | #279 (permalink) | |
2. Yes (Nothing about this card should have prompted them to label it a Superfractor (SF) or a 1/1 (/1)). 3. Didn't you just ask this in #2? 4. Now how is it that the person who owns the card (delusional, crazy, stubborn, I dunno...) the company who made the card (They have not said you are holding a 1/1 at all...nothing even close) and the company who grades cards (They mislabeled it) With Topps making no mention at all that you have some error 1/1 card, that leaves Beckett mislabeling and you running with it. I blame Beckett in all this really. And just to throw this out there. If I send in a 1/100 Arod to Beckett and some guy there typos it and labels it 1/10 - it doesn't mean I magically have a 1/10. |
02-02-2013, 07:22 PM | #283 (permalink) |
Join Date: May 2011
Location: Brooklyn NY
Posts: 4,710
A man had just moved from his big apartment in NYC, to a big farm way out in the country side.
Just days after he moved, he realized he was out of chicken feed, so he went down to the nearest store. (a good 2-hour drive away). "Can I get me some chicken feed?" the man asked. "Yup, but ya can't have none unless you can prove to me you actually got chickens. Don't want no one eatin' it or nothin' an' gettin' sick," the clerk responded. He argued with her a bit, but finally gave in and took a two hour drive back and forth once again, this time with the chicken. "Here's my chicken. Now get me the chicken feed." He got his feed and drove home. The next day he ran out of dog food for his dog. Once again, he drove down to the store, foolishly not thinking about bringing his dog. It was the same case. He had to present his dog to the stubborn clerk. He went back home and retrieved his dog, and got his dog food. The next day, he went down to the store again, this time with a shoe box with a lid on it that had a hole in the top. He walked into the store and said to the clerk, "Smell this." "That smells like... crap!" she said with a look of surprise on her face. "Oh... toilet paper."
2008 Topps Chrome Red Refractor SET #'d/25 98.8% complete! NEED THESE 4 - PLEASE LMK!!! 55 Orlando Hudson,150 Homer Bailey,191 Edinson Volquez, MHRC536 Mantle HR #536 |
02-02-2013, 07:26 PM | #284 (permalink) |
Join Date: May 2011
Location: Brooklyn NY
Posts: 4,710
"Stubborn and ardent clinging to one's opinion is the best proof of stupidity"
Michel de Montaigne quotes (French Philosopher and Writer. 1533-1592)
2008 Topps Chrome Red Refractor SET #'d/25 98.8% complete! NEED THESE 4 - PLEASE LMK!!! 55 Orlando Hudson,150 Homer Bailey,191 Edinson Volquez, MHRC536 Mantle HR #536 |
02-02-2013, 07:41 PM | #285 (permalink) |
The definition of insanity is doing the same thing over and over expecting different results. - Albert Einstein
the fact that we exist, in a universe of sheer randomness, is scientific proof that there are aliens. we are the aliens. i can say that with 100% accuracy. |
02-02-2013, 07:50 PM | #286 (permalink) | ||||||||
Join Date: May 2011
Location: Brooklyn NY
Posts: 4,710
"D'oh!" - Homer Simpson
2008 Topps Chrome Red Refractor SET #'d/25 98.8% complete! NEED THESE 4 - PLEASE LMK!!! 55 Orlando Hudson,150 Homer Bailey,191 Edinson Volquez, MHRC536 Mantle HR #536 |
02-02-2013, 08:02 PM | #287 (permalink) |
Everyone who has posted in this thread is in the running for idiot of the year. I can't believe some people allow themselves so easily to get suckered in by David's willful ignorance trolling.
"I have learned over the years that when one's mind is made up, this diminishes fear." - Rosa Parks Last edited by WilsonValdez; 02-02-2013 at 08:05 PM. |
02-02-2013, 09:43 PM | #288 (permalink) | |
Join Date: Aug 2011
Posts: 394
Maybe I am explaining it wrong? I will try one more time the best I can because I really want everyone to understand. This card is from 2005 and there would be no foil machine numbered 1/1 stamp on it designating it a 1/1. Instead it would have had a triangle hologram sticker affixed to the back of the card with a 1/1 printed on the hologram sticker. As I have repeatedly said over and over in this thread it is not a superfractor and there was no superfractor made for the autograph throwback version. There may be a superfractor card for the non autographed version but I cannot say. I have also repeatedly said that the SF they have listed in a lot of the checklists online was simply a typo. I don't know what happened or why it was listed like that but it was an obvious mistake and I really am not understanding why people are having such a hard time grasping this. Has there never been a mistake or typo in a checklist before? I am very stubborn on this because I know I am right. Topps doesn't have to say its a 1/1 because again it is what it is. The card is a 2005 Bowman Chrome A-Rod Throwback Autographs 94A-AR card and the odds to pull it were 1:614,088 packs. There was only one of these cards inserted into the product. Also I think you are mistaken in saying that Beckett made an error with numbering as they did not. Again the only error in the checklist is the SF designation and not the /1 part. Again all this can be verified with Topps and with Beckett if you choose to contact them and ask. This can also be verified by anyone at any time just by going to the Beckett website and looking up the population report and also looking up the serial number right off the BGS case. Card Serial Number: 0004133288 Set Name : 2005 Bowman Chrome A-Rod Throwback Autographs Player Name : A.Rodriguez 1994 SF/1 Date Graded : Tuesday, February 28, 2006 Centering Grade : 9.5 Corner Grade : 9.5 Edges Grade : 9.5 Surfaces Grade : 8.5 Autograph Grade : Not Available Final Grade : 9.0 |
02-02-2013, 10:02 PM | #290 (permalink) |
This whole thread reminds me of something my grandfather used to tell me:
"Never trust anyone with two first names"
the fact that we exist, in a universe of sheer randomness, is scientific proof that there are aliens. we are the aliens. i can say that with 100% accuracy. |
02-02-2013, 10:03 PM | #291 (permalink) |
Join Date: Dec 2011
Location: NorCal
Posts: 719
So let me get this straight. You're saying Beckett messed up in the population report by having the "SF" designation listed by this card. You're basically admitting that Beckett has the card listed incorrectly.........yet you're sure the /1 part is correct???????
Did you not create this thread with the SF in your title??? Wrong and wrong and wrong and wrong and wrong again....................... You sir are a complete and utter genius!!!!!!!!!!!!! CAN A MOD PLEASE MAKE THIS THREAD GO POOF ALREADY???? |
02-02-2013, 10:04 PM | #292 (permalink) |
We all understand you are a moron, everything you say is irrelevant. You believe your right which means you must be right and you will ignore any logical response saying otherwise. I am starting to believe you are slightly retarded
You got to pay the troll toll if you wanna get into that boy's soul. |
02-02-2013, 10:05 PM | #293 (permalink) | |
Join Date: Aug 2011
Posts: 394
Asked and answered in previous posts. |
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My First Beckett Certified Appraisal 2005 Bowman A-Rod Throwback Autographs #94A Alex Rodriguez | This thread | Refback | 07-11-2013 09:33 PM | |
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text:
New Spectrobes 2 Creature DLC Available
Staff at Disney Interactive Japan & Jupiter Corp hand picked their 'favourite' new creatures for the wholly un-Pokemon-like monster egg archaeology game
Spectrobes: Beyond The Portals . Each of the eggs will be available for download at a cost of one point each. Interestingly (to me, anyway - feel free to form your own…
Giving Spectrobes A Second Chance With Beyond The Portals
Last year's Spectrobes on DS sold around a million copies, but I have heard tell that critics found it lacking in substance a bit. From what I saw at Disney Interactive's E3 booth, though, they've fleshed things out.

subset: commoncrawl


text:
New signs to promote bird watching opportunities in Brainerd lakes area
Event dedicates focus on bird watching
PEQUOT LAKES — New signs will soon be visible along the Paul Bunyan Scenic Byway driving route in the lakes area to promote birding.
A Birds of the Byway sign dedication event is planned from noon to 2 p.m. Friday at the Rice Lake/Lowell Wildlife Management Area (WMA) just east of Pequot Lakes on County Road 11.
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text: Minute of the Meeting of the School of Law on Wednesday, 7th November 2007 at 1.00pm in the Walker Room, Stair Building Present: Professor Tom Mullen (Convenor), Mrs L Brown, Professor Noreen Burrows, Dr J Carruthers, Professor E Christodoulidis, Ms S Craig, Professor E Crawford, Dr C Connelly, Dr M Doris, Ms S Elliston, Professor L Farmer, Dr J Finlay, Ms M Fletcher, Professor M Furse, Dr T Gazzini, Professor R Greaves, Mr T Guthrie, Ms H Hiram, Dr F Leverick, Ms F McCarthy, Dr A McHarg, Mr J Sloan, Professor J van Der Walt, Dr S Veitch, Ms H Vincent. Student Reps: Mr Jack Orr (level 2), Mr Jamie Wisbey (level 3), Mr Rana (Masters) Present: Mr Jujhar Singh Dhanda Apologies: Dr G Anderson, Dr R Dukes, Dr C Gavaghan, Dr M Godfrey, Dr J Mair, Dr S Marco Colino, Professor I MacNeil, Professor J Murdoch, Professor A Tomkins. 10. Minute of the meeting of 3 rd October 2007. The minute of the meeting was approved without amendment. 11. Matters arising There were no matters arising 12. Head of Department's Report The Head of Department reminded colleagues that his term of office was due to end on 31st July 2007. The Court had established a committee consisting of Professor Elizabeth Moignard (Faculty of Arts, and committee Convenor) Dr Olwyn Byron (IBLS and Senate Assessor on Court), and Professor Tom Mullen to consider the Headship and to make recommendations to the Court. Professor Moignard had sent a memo to all members of staff in the department inviting them to make observations to her as to possible candidates or nominees by 30th November 2007. Subsequently, Professor Moignard had clarified that even if only one candidate came forward there would be a meeting at which there would be an opportunity for all members of School to hear a presentation from that candidate and to address questions. Professor Mullen encouraged colleagues to consider the matter and make suggestions but suggested that it would be appropriate to speak to any potential candidate before nominating him/her. 13. National Student Survey There was a discussion of the National Student Survey the results of which had recently been released. Professor Mullen pointed out that the NSS which had been running since 2005 was the most significant survey of student opinion on the quality of education being offered to them and was an important component of higher education league tables. The NSS score contributed approximately 17% of the overall assessment score for Universities in the Times Good Education Guide. A meeting to which all current final year students had been invited had taken place the previous evening. A number of staff had attended but the attendance form students had been disappointing. Professor Burrows had made a powerpoint presentation at the meeting, a copy of which had been circulated to all members of the department along with the other papers for the School meeting. The 2007 survey indicated that undergraduate law students" level of satisfaction were low in comparison both to other departments in the University of Glasgow and to other law schools nationally with Glasgow being ranked 60th out of 78 participating universities. The survey consisted of 21 questions on specific topics and the 22nd question indicating overall satisfaction. Students were expected to indicate the extent to which they disagreed or agreed with the statements on a scale of 1-5 with 5 indicating the highest level of satisfaction. Only 79% of law students expressed themselves to be satisfied overall, the lowest level in the Faculty of Law, Business and Social Sciences. By comparison 95% of Management students appeared satisfied overall. There were a number of issues on which law students appeared particularly dissatisfied including the following (the equivalent figures for Management are shown in brackets after the Law figures): Criteria used in marking has been made clear in advance 55% (67%) Feedback on my work has been prompt 28% (58%) I have received detailed comments on my work 33% (48%) Feedback on my work has helped clarify things I did not understand 29% (49%) Received sufficient advice and support with studies 49% (75%) Good advice was available re study choices 46% (57%) Professor Mullen raised the question of whether things were really as bad as the survey results suggested. He thought that it was unlikely that student dissatisfaction was really at such a high level as the findings of NSS were not consistent with other sources of information. Many members of the department regularly received very positive informal feedback from current students and recent graduates. Moreover, the information received through the course questionnaires in particular courses suggested much higher levels of satisfaction. Having said that, Professor Mullen suggested that the best interpretation of all the available evidence (National Student Survey returns including the free text comments made by students, information gathered at students the previous evening, information from all other sources including course questionnaires) was that there was indeed a significant level of student discontent on a number of issues, and he suggested that this was something the department had to address for two reasons. First, if there were significant deficiencies in aspects of students" educational experience, the department ought to put right. Secondly, it was important in the interests of maintaining the department"s reputation that it should do much better in future NSS surveys. The points made at the meeting the previous evening had tended to reinforce the message coming from the specific questions in the survey. Points made by students included: Students did not understand the marking criteria and did not find the grade descriptors very helpful; There was considerable variety in the forms of assessment and, therefore, the skills that students were expected to demonstrate. Insufficient guidance was given to students as to what was expected of them; The results of examinations and other assessments, and feedback on assessment were sometimes delivered very late; The extent of feedback varied considerably from course to course; Feedback was often not very helpful in explaining where students had gone wrong and indicating how performance might be improved in future; 2 There was insufficient contact between staff and students, particularly between level 1 and 2, resulting in a somewhat "anonymous" experience; There was insufficient advice and support for students. There followed a general discussion. It was suggested that one reason for the apparent discrepancy between the NSS results and other feedback from students received during the degree was that the course questionnaires did not capture some of the concerns that students have: they reviewed each individual course separately and there was no regular process for reviewing years of study (other than DPTLA). It was generally agreed that the department ought to consider carefully the results of the NSS and consider how best to respond to it. Professor Mullen suggested that he set up a small group to review the survey in detail and to work out what needed to be done to address each of the areas of concern. Professor Burrows suggested that it would be appropriate for the School"s Undergraduate Committee to consider the strategy and encourage it to consider the paper "The Student Voice: views of the student experience" which had just been presented to the University"s Education Policy and Strategy Committee. ACTION: HoD 14. Policy and Procedure on Feedback and Assessment Professor Mullen reminded the meeting that the main elements of a revised approach to feedback on assessment had been agreed at the School of Law meeting 3rd October 2007 as recorded in the minutes. However, as some questions had arisen about the application of the policy since the last meeting it was appropriate to bring the matter before the department again. After discussion, the meeting agreed to confirm the revised policy and procedure on feedback described in paper B appended to the minute, including the use of the standard form feedback sheets for problem solving essays and for discursive essays. Professor Mullen stressed the importance of adherence to the deadlines for return of assignment (including feedback) and return of examination grades to Registry. The meeting of deadlines would be strictly monitored in accordance with the procedure described in paper B. It was understood that there would be certain assignments that were sufficiently different from the standard problem essay or discursive essay as to make the standard form sheets unsuitable. For such assignments alternative methods of feedback (which simply might be a third style of feedback sheet) would be permitted provided that the alternative method of feedback met the basic requirements of giving students sufficiently meaningful guidance to enable them to reflect on their performance, identify their strengths and weaknesses and prepare effectively for future assessments. There was some discussion of the existing practice of sending assignments and examinations together to external examiners in Honours courses. This typically occurred where the deadline for submission of the assignment was shortly before the time of the final examination. Ms Hiram pointed out that the Code of Assessment required that each instrument of assessment be considered, graded and approved by external examiners separately. The overall grade was then produced by aggregation of the grades of all of the instruments of assessment, it was not appropriate to treat the different instruments of assessment as a unity. Some colleagues wondered whether this was the correct interpretation of the Code of Assessment. Professor Mullen and Mr Guthrie supported Ms Hiram"s interpretation but it was agreed that definitive guidance would be issued to colleagues after the meeting. Professor Mullen reminded colleagues that where the deadline for submission of the assignment fell before the relevant date (see paper B) then both feedback and grade should be returned to the student according to the normal timescale (i.e. within four weeks) . However, it was important to note that grades for written assessments at level 3 and 4 which were returned to students before the final examination could only be provisional grades as final 3 grades were not confirmed until the Honours Board of Examiners had met. The Code of Assessment now permitted the giving of provisional grades. ACTION: HoD; Assessment Officer 15. Postgraduate Research Code of Supervision Professor Christodoulidis presented a paper to the meeting suggesting a number of adjustments to existing policy and practice on supervision of research students, and the following proposals were agreed: (i) All PGR students should be allocated two supervisors at the beginning of their research. The maximum number of supervisees per member of staff would be 8 (four first supervisions and 4 second supervisions); (ii) Regular meetings should take place with supervisors. The normal expectation would be one meeting per month of at least one hour duration. The second supervisor should attend at least three of these meetings per year; (iii) Supervisors should work closely with students to identify their needs in relation to research methods as early as possible and encourage them to take full advantage of the opportunities available; (iv) Where it was deemed to be beneficial, supervisors should encourage/ require first year PGR students to audit Masters and/or Honours courses in their field of research; (v) It was necessary to tighten the upgrading procedure to ensure that it amounted to a rigorous examination of the candidate"s work justifying confirmation of their registration as a PhD; (vi) There should be enhanced monitoring of progress during the period of study including annual reports at the end of each year of study; (vii) The first supervisor should be given the discretion to request a second, reduced version of the first year upgrade progress in situations where the progress of the student has fallen below expectations either where the student had requested this or where it seemed beneficial for the student; (viii) At the end of the third year of study a strict schedule for writing up should be submitted and policed (assuming this had not already been done) with a view to improving our completion rates; (ix) Students should be required to keep a log book which would include a record of all supervision meetings; With regard to the log book, it was agreed that it was important to make it clear to the students that it was their duty to keep the logbook, that the record of each meeting should include a statement of the actions to be taken before then next meeting (literature to be read, papers to be presented etc), that the record of each meeting be written up shortly after each meeting then shown to, and agreed as an accurate record by, the supervisors. Professor Christodoulidis undertook to make the necessary revisions to the current departmental code of practice on PGR supervision, posted on the staff intranet and also circulate hard copies to members of staff. Action: Professor Christodoulidis 4 PhD Scholarships Professor Christodoulidis presented a paper suggesting a revised approach to the provision of PhD scholarships. Currently, the School of Law funded one new PhD scholarship per year which covered the cost of fees at the Home/EU rate currently (£3240 per year) plus a stipend of £10000 per year. If this continued, the annual cost in session 2008/2009 and subsequent sessions would be approximately £40,000 per year. Professor Christodoulidis suggested that in future (beginning in 2008/2009) the School of Law should offer two postgraduate teaching assistantships per year with a value of approximate £7500 each which would be sufficient to cover fees and around £4000 towards maintenance. This would result in twice as many PhDs for a modest increase in expenditure. The successful candidates would be expected to deliver undergraduate teaching of three hours per week on average, primarily the delivery of tutorials at levels 1 and 2. The principle rationale of the scheme was to encourage good quality PhD applicants to carry out research at Glasgow. The meeting of teaching needs was a secondary but important consideration as the delivery of a significant amount of teaching by PhD students would reduce the funds which would otherwise have to be spent on tutorial provision, and this would assist in providing the necessary budget for PhD scholarships. There was a lengthy discussion of the proposal. Dr Godfrey and Dr Leverick thought that the proposal to split the existing funds was a retrograde step and that the department ought to be offering fully funded PhD scholarships instead. Even the current rate of support was below that provided by the AHRC. They suggested that the reduced level of funding would result in the best students going to other institutions instead and thus the scheme would not achieve its objectives. Professor MacNeil had expressed similar views in an email sent to the HoD. Dr Godfrey suggested that it was in any event inappropriate to have only partially funded scholarships as PhD students would then have to work part-time to make ends meet and this would interfere with their studies. Ms McCarthy reinforced this point and that when preparation time was taken into account a teaching allocation of several hours per week could be a substantial burden. Professor Christodoulidis and Professor Farmer were firmly of the view that the level of funding suggested would be sufficiently substantial to attract the best candidates. Indeed, Glasgow had failed to secure good candidates who had been offered only a waiver of fees but no stipend at other institutions. Dr Dukes had sent an email supporting the proposal on the basis of her experience of being a Graduate Teaching Assistant at the London School of Economics during her PhD. Some colleagues also raised the question of how we could be sure that PhD students would be competent to teach, particularly in their first year. Eventually it was agreed, by way of a compromise, that we should advertise the scheme as the provision of up to two scholarships in each year to a value of £14-15000. Once the applications had been received and reviewed, a decision could be taken as to whether it was appropriate to offer a single fully funded scholarship or two partially funded scholarships in that year. It was also agreed that further consideration should be given to certain details of the scheme before it was finalised. It was suggested that the name of the scheme should emphasis postgraduate research rather than referring to teaching assistantship. It was agreed that a full teaching load was only appropriate in the second and third years (subject to checking the suitability of the student for teaching) and that other activities such as research assistance to staff might replace teaching in the first year of the studentships. Action: Professor Christodoulidis 5 16. Student Law Journal Mr Wisbey and Mr Singh reported that a body of students had agreed to begin law journal. Such publications are common in the USA and English universities such as LSE and Cambridge have had great success with their version. They had already received £1300 in sponsorship (which would cover the website setup and initial advertising costs) from law firms and the general feeling was that student body was interested in such a publication. Mr Wisbey was asking for departmental support and for staff to volunteer to assist in the editing of submissions. The journal would initially be available on the web and Mr Wisbey asked if a link could be added to the School of Law"s website. The intention was to include a range of submissions from articles, case notes, reviews and dissertations. To try to encourage students to submit articles a prize fund would be set up to award to the student with the best article. Professor Farmer expressed his general support but added that such ventures had failed in the past, the last such venture only 2-3 years ago. Ms Fletcher encouraged Mr Wisbey to speak to Dr Gavaghan who was the editor for the last web journal. Professor Christodoulidis asked if the intention was for this to be a primarily undergraduate undertaking and if it could be possibly for the postgraduate students to get involved. Mr Singh indicated that those setting up the journal were all undergraduates but that the journal would welcome submissions from postgraduate and Diploma students. It was agreed that the journal could be linked to the departmental website and Professor Mullen encouraged colleagues to support the venture. 17. Examination Duration A paper had been tabled by Mr Guthrie regarding Senate"s proposals for 2008/2009 for the maximum permitted duration of examinations. Mr Guthrie had to leave the meeting early and there was not sufficient time to discuss the paper. Therefore, it was agreed that colleagues should email Mr Guthrie with any comments as soon as possible after the meeting copying their emails to Professor Mullen. 18. External Examiner's Reports Professor Mullen had tabled a paper summarising the content of recent external examiner"s reports. He suggested that no response was required except to the comments made by Professor Douglas-Scott about coordination of submission of assessments and examinations and the overall load on external examiners. Ms Fletcher was investigating the coordination of submission or material. With regard to the external examining load colleagues thought that the load was not excessive in the light of the load undertaken by other examiners at the University of Glasgow and other institutions. 19. AOCB There was no other business. Dates of next School Meetings: 05/12/07, 30/01/08, 05/03/08, 30/04/08 6 Paper B School of Law Feedback Policy This document summarises the School of Law"s policy on giving feedback to students on assessed work. Appended to it are standard form feedback sheets which are to be returned to students along with assessed work after marking. One sheet is designed for problem assessments and the other for discursive essays. Purpose of Feedback The rationale behind giving feedback to students is to provide sufficient meaningful guidance to assist individual students to reflect on their performance, identify their strengths and weaknesses and thereby prepare effectively for future summative assessment . Format of Feedback There must be an individual element of feedback (identifying good and bad features of individual performance) and there may also be a collective element (identifying how students generally could do better). Individual submissions should have appended to them a standard feedback sheet (either for discursive or problem assignments as appropriate). This may be in addition to written comments made on the submission itself. The collective element of feedback may take one (or more) of the following forms: A review lecture to the entire class; the provision of a model answer; the provision of samples of work (e.g. at grade A, grade, C/D and grade E/F) from earlier cohorts of students demonstrating the actual application of the marking scale and explaining why marks were awarded; the provision on Moodle of a list of common mistakes arising in an assessment. Attached to this document are the style sheets for standard feedback forms. These may be downloaded, as may this document, from the website {add address}. Deadlines for Feedback All formative (or diagnostic) assessments should be returned to students within 3 weeks of submission. All summative assessments should be returned to students within 4 weeks of submission and staff should liaise with external examiners well in advance to ensure this happens. It is expected that deadlines will be adhered to except in exceptional circumstances which should be notified to the Assessment officer in writing in advance of the deadline. The course convenor must notify students on Moodle with a revised date for the return of scripts. Level 3 Courses For courses at level 3, the provisional grade and feedback (using the standard form sheet) should be returned to students within the normal deadline provided the assignment was submitted by the last appropriate day before the Spring vacation (Thursday 13 March). Where the assignment was submitted later it is appropriate for both the assignment and the examination scripts to be sent to the external examiner together and in such cases students would not receive a provisional mark before the examination. They would however be entitled to receive individualised feedback on the standard sheet once the external examiner had completed his/her scrutiny and the marks had been confirmed. Paper B Level 4 Courses Where the assignment is to be submitted by the end of the fourth week of the second semester, a student should receive individualised feedback within the normal time limits. Where the submission date is later than this, it is acceptable to send the assignments to the external examiner along with the final examination scripts. Individualised feedback should be given to students after the marks have finally been confirmed although this in practice this will not be until after the Honours Board of Examiners meeting. Monitoring of Summative Assessments All summative assessments are submitted to the Undergraduate office and signed in by students. Once marked, they must be returned to the Exams office. Adherence to the turnaround deadline will be monitored by the Exams office which will record the following: (a) the date of submission of the assessment; (b) the date scripts were handed in to the Exams office; (c) the date of despatch of scripts to the external examiner; (d) the date of return of scripts to the Exams office; and (e) the date on which marks were returned to the Registry. Report for Level Committees A short report may be prepared identifying any issues arising from marking which, in the view of the marker, should be brought to the attention of the Level Committee. This may include issues such as widespread poor presentation, lack of ability to communicate effectively, poor use of sources, plagiarism or inappropriate collaboration, etc. Guidance for staff on the provision of feedback Essentially the purpose of individual feedback is to assess the extent to which a student has demonstrated the achievement of the intended learning outcomes which the relevant instrument of formative or summative assessment was intended to cover. Some students will obviously require more feedback than others. Individual feedback The feedback sheet is the main instrument for providing individual feedback. The marker"s comments may relate to the demonstration (or lack thereof) of specific knowledge outcomes, the extent to which the student has demonstrated ability to understand and use relevant sources appropriately and the ability of the student to write succinctly, clearly and in a well- structured way. In providing feedback the focus should be on skills development. General comments in individual feedback (e.g. "this could have been done better") may not be helpful without further explanation. Individual feedback may, for the sake of brevity, be partly cross- referenced to a model answer or a list of common errors; however feedback should always be sufficiently comprehensive to meet the purpose set out above. Collective feedback Where provided, this should be generic, suggesting what should have been done or what, in general, was done badly. Students who performed poorly should have an opportunity to know why they did so and how they might improve their skills. The provision of collective feedback may be the least labour-intensive method of demonstrating points of substance. 8 Paper B Examinations It is not required that comments be written on exam scripts. However course convenors should set aside time after publication of the results of an examination during which students might come and see them to discuss their performance in the examination and should also consider whether collective feedback in one of the forms above should be given. Where an examination is formative or both formative and summative course convenors shou ld give particularly careful consideration to giving some form of collective feedback (as above) in addition to a general opportunity for students to consult them on examination scripts. Some suggested areas for comment General What was good about the essay? How might the essay be improved? Written communication skills – grammar, punctuation, appropriate structuring of sentences, use of the apostrophe and paragraphing. Fluency and clarity of expression. General quality of presentation. The ability to observe the word limit. Problem-based assessment Extent of the student"s ability to identify the relevant legal issues The ability to apply appropriate legal principles The provision of authority – amount; appropriate use and citation The ability to structure an argument Succinctness Clarity of argument The ability to identify a legal remedy if appropriate Discursive essay-type assessment Familiarity with relevant literature and legal sources The ability to structure the discussion Appropriate acknowledgement of sources The ability to synthesize arguments and to appreciate them critically The ability to make an independent argument, without over-reliance on secondary sources Comprehensiveness 9 Paper B Problem essay assessment sheet Student Registrati on Number : Grade: Comments (including strengths and weaknesses) Cover sheet not supplied Word count not supplied For guidance, staff may indicate their evaluation of your work in one or more of the fo llo wing respects : Needs improvement Excellent Identifying the issues 1 2 3 4 5 Maintaining relevance 1 2 3 4 5 Accurately applying the law 1 2 3 4 5 Properly defining any remedy 1 2 3 4 5 Structure and clarity of argu ment 1 2 3 4 5 Use of authority 1 2 3 4 5 Presentation (paragraphing, punctuation, etc) 1 2 3 4 5 These 1-5 ratings are intended for general guidance only. 10 Paper B Discursive essay assessment sheet Student Registrati on Number : Grade: Comments (including strengths and weaknesses) Bib liography not supplied Cover sheet not supplied Word count not supplied For guidance, staff may indicate their evaluation of your work in one or more of the fo llo wing respects: Needs improvement Excellent Identifying the issues 1 2 3 4 5 Maintaining relevance 1 2 3 4 5 Depth of research 1 2 3 4 5 Critical understanding of the material 1 2 3 4 5 Structure and clarity of argu ment 1 2 3 4 5 Use of authority 1 2 3 4 5 Presentation (paragraphing, punctuation, etc) 1 2 3 4 5 These 1-5 ratings are intended for general guidance only. 11 Paper C 7.11.07 PGR TEACHING ASSISTANCESHIPS The proposal to the School is for the offer of two teaching assistanceships annually beginning in 2008/9 to replace the single law PhD scholarship currently awarded annually. A review of similar schemes in other law schools shows them to be successful in achieving two things at once: recruiting promising doctoral students and a tighter integration of the holders in the respective schools' teaching communities. Such schemes are, to my knowledge, available at Warwick, Birmingham, Cardiff (part-time PhD students only]) Kent and Leeds; UCL has recently established one; none are currently available at Scottish Law schools although they were, in principle, agreed at Edinburgh in 2003 but never implemented. STRUCTURE: We would offer an assistanceship along the following lines: - awarded for 1 year at a time extending to a maximum of 3 years subject to satisfactory progress - progress in research and teaching reviewed after 1st year - 3 hours average per week undergraduate teaching (40 hours per term aggregate), level 1 and 2 tutorials being the default) FUNDING: The Assistanceship would be set at approx. £7,500, to cover Home/EU fees plus £4,000 towards maintenance. This would not significantly increase the School's current expenditure as it involves in effect splitting the existing scholarship (of fees plus £10k maintenance) in two and finding the modest amount of extra funds required from the tutorial budget. In fact, the net effect on tutorial provision will be favourable as the additional teaching covered will more than offset the funds transferred from the tutorial budget. ADMINISTRATION OF THE SCHEME: The Assistanceships would be aimed at students beginning a PhD, the rationale being largely to attract promising postgraduates, from Glasgow and elsewhere, whom we might otherwise lose to other institutions. The proposal is that applications should be offered in all areas where the School offers postgraduate supervision, but we might 'particularly welcome' applications in areas where in any particular year our teaching needs are greater. A rule might usefully be established as to whether it would be acceptable for Assistants to be allowed, subject to course organisers' discretion, to become involved in marking as part of their regular contribution to teaching. EMILIOS CHRISTODOULIDIS PGR CONVENOR Nov 2007 12 Paper D 7.11.07 SUPERVISION Backg round: The purpose of the paper that is presented for the approval of the School is not to change existing ru les regarding the supervisory relationship but to firm up our pract ices to in providing a minimu m of uniformity across the school by setting certain thresholds, while remaining sensitive to the fact that supervisory arrangements must remain flexib le if they are to best meet needs. Individual supervisors differ greatly in their styles of supervision. Some prefer very frequent meet ings and more structured tasks for the student, others prefer more informal ways of working; some are more directive, others see their role more as encouraging and enabling. Second supervisors may assume very different roles: sometimes they become more important than the first supervisor, sometimes the supervisor is chosen because he or she has contacts that will be particularly useful in the student"s research, is able to cover a different angle or additional field of expertise, etc. Whatever the pattern of supervision that develops, it is vital that it is suited to the specific needs of the particular studen t at the time, and that all parties discuss and negotiate how best to work. What works well for one student may well not work at all for another. Moreover, what students need from their supervisors will vary at different stages in the degree. The supervisory relationship is an evolving one. It is therefore crucial to a successful relationship that students learn to say what they need fro m their supervisors, and that supervisors are flexible and open enough to respond appropriately. Responsibilities of Superv isors are already listed in our School's "Code of Practice". These include: 1 agreeing with the student a suitable field of study and training as appropriate 2 reading and offering comments and suggestions on written work, fro m early reviews of the background literature to the full draft of the final thesis 3 attending first year review and subsequent annual reviews of progress 4 supporting the student to plan and manage their research effectively 5 being the first point of contact if there are any problems - whether intellectual, practical or emotional - which students want to discuss 6 notifying the Convenor to apply for any suspensions or extensions of study that may be deemed necessary 7 giving guidance on academic publishing and careers, and providing references for job applications after co mpletion of the thesis.] -------------------------------------------- 13 Paper D 7.11.07 Recommendations for School approval: The recommendations involve aspects of the stated guidelines that need to be firmed up. These include: Regularity of Meetings, Role of second supervisor, Upgrades and annual Monitoring of Progress. The principles underlying the recommendations were discussed and agreed at a School meeting during the summer term 2007 and were also further discussed and refined at the last PG Co mmittee meeting of 2006/7. They are now being returned to the School for endorsement. 1. Two active supervisors allocated for each student at the beginning of their PGR career in ALL cases. Note that the maximum of supervisees per member of staff is EIGHT (rather than four) where joint supervision is involved. 2. Regular meetings: as a rule monthly hourly supervision with first supervisor and minimally one joint supervision a term (3 x year) with both supervisors present. [The GU 'PG Research Strategy' document states two main priorities: [i] to 'ensure that each student has a supervisory team of at least two research active staff and an additional contact outwith the supervisory team for any other advice' and that 'at least one member of the supervisory team has successful research degree supervision' (ie co mplet ion)' [ii] to ensure 'that students have sufficient opportunity to interact and build networks with other research students and researchers. ' More specifically regarding [i]: Res earch students should be provided with a supervisory team consisting of at least two research active staff, whose roles and overall responsibilities should be clearly defined. In exceptional cases where it is not possible to have two research-active supervisors, approval must be sought from the appropriate Higher Degrees Co mmittee and satisfactory alternative supervisory arrangements demonstrated. Staff designated as main supervisors should normally take rime responsibility for a maximu m of eight students Regular (at least monthly) structured interactions should take place with at least the 'main ' supervisor to provide feedback on progress, with agreed outcomes recorded. The student and supervisor should record outcomes of meet ings. There should be further structured interaction with the supervisory team to report, discuss and agree academic and personal progress at least every 3 months. The student and supervisors should record outcomes of meet ings.] 3 Supervisors to work closely with students to identify research methods needs as early as possible in order to take full advantage of the many opportunities available [Research Councils pay particular attention to the existence of postgraduate courses that enhance "research skills and techniques" and on "networking and teamworking" wh ich they define as "developing and maintaining co-operative networks and working relat ionships with supervisors, colleagues and peers," and have their "own measures for the evaluation of research training within institutions." To meet these requirements GU have introduced a number of courses that are open to all research students in both our Faculty and the Arts Faculty. 4. Where they deem it beneficial supervisors should encourage/require first year PGR students to audit Masters and/or Honours courses in their field of research First Year review or Upgrade 5. Tighten the procedure to ensure that the first year review ('Upgrade') performs its function of establishing whether the candidate's work is sufficiently developed and of sufficient standard to justify confirmation of PhD registration. 14 Paper D 7.11.07 [At the end of first year (for full-t ime students) or within two calendar years (for PT students) the student will submit a substantial piece of work - as a rule a draft chapter of the thesis. The aim of the submitted work is to adequately locate the intended study in the literature of the field and fully to elaborate the research design; it should also include a forward p lan of work to be undertaken (as a ru le an annotated table of contents.) The purpose of this review to ensure that students only proceed with their doctoral research when they have acquired the requisite expertise; it is intended as a genuine hurdle. The "Upgrade" involves a review panel of normally 4 members including the supervisors and two other members of staff: an Assessor and a Convenor. It may include someone who is not a member of the School. The student will speak to her work and answer questions on the presentation and the work submitted. It is obvious that this min i v iva is of great value in preparing candidates for the more demanding later experience The meeting will constructively discuss the work presented – asking questions, giving feedback and making suggestions on any aspect of the existing or planned work, including the proposed timetable. At the end of the review meeting, the Assessor together with the Convenor will d raft a written report of the meeting, including its recommendations to the Faculty Higher Degrees Co mmittee and any suggestions to the student, and submit it to the PGR Convenor. The supervisors are responsible for liaising between the review panel and the student. The recommendation is to whether the student should be allo wed to proceed to doctoral status, be permitted to continu e on the Masters by research only, or have studies discontinued. It is also possible for the committee to make no decision on the student's progress but to recommend instead that she be allowed to undergo a second upgrading process within a determined period. In that case the assessors will exp lain the reasons of their dissatisfaction and make suggestions for improvement. In all cases reports will be made available to the student. Where a serious problem is identified or d iscontinuation is considered, the review panel will normally write a provisional report which clearly states where the proposal is deficient and makes suggestions for bringing the proposal up to the required standard. A second review panel will be arranged at which the student has the chance to present the revised proposal. If the review panel still finds that the student has not met the required standard, then discontinuation will be reco mmended.] Article I. Article II. Annual Reviews in years 2 and 3 6. Enhance monitoring throughout the period of PhD study [It is University policy that Annual Review Forms should be completed in year 2 and every subsequent year of the PhD for both full and part time students, and that the completing of these forms should be preceded by an annual review of the student"s progress. A dedicated meeting of the student and supervisors should take place every summer (or equivalent), the objectives of which are i) to review the previous year"s progress against the forward plan drawn up the year before, reflecting on how and why these differed if they did ii) to agree a sensible workp lan for the coming year including, where appropriate, a target submission date iii) to review the supervisory relationship (e.g. Was the support appropriate and adequate in the last year? Could anything imp rove the supervisory relationship? How might the student"s supervisory needs evolve in the coming year?) The student should present a short report of the year"s progress, with any appropriate reflection, plus a work p lan for the coming year. A final report of the meeting"s conclusions should be redrafted by the student, then agreed by all, fo r reference at subsequent progress meetings and to be attached to the Annual Report Form to College which the students should have sight of. [The current practice is that a progress report is submitted at the end of year 2 and a progress report with a 'write-up' plan at the end of year 3. The Report is seen by the student who is able to add comments and observations to the report. Finally there is a short 20 -minute meeting between the P/G committee 15 Paper D 7.11.07 (consisting of the Convenor and a further one or two members of the P/G Committee) and the student for the discussion and monitoring of the progress.] 7 That the principal supervisor be given the discretion to request a second, reduced, version of the 'upgrade' viva, for situations where the progress has fallen below expectations, where the supervisor deems it beneficial for the student, or where the student has requested it. [ The danger of "over-monitoring" needs to be balanced against the very real benefits that such occasions yield for the student and gives the school a further opportunity to recommend the MPhil route where things are going badly wrong.] 8 That a strict 'write-up' schedule be submitted (and policed!) at the end of a doctoral candidate's third year of study. This should go some way to redressing our poor completion rates. Log book [Currently the Un iversity code of practice stipulates that "the responsibilities of the supervisor include … keeping a log of supervisory meetings with students and [when things are going badly…] "a detailed record of supervisory meetings." This is a labour-intensive process that is rarely imp lemented in practice. A different, less cumbersome method, would be to require that a "logbook" be kept by the student in consultation with their supervisor, to provide a brief record of research training arrangements, supervisory meet ings with an emphasis on what items were discussed and what future steps agreed. The logbook is signed by the supervisors and submitted alongside the Report to the Upgrade and later Annual review panels.] 9. That a 'Logbook' or record of all supervision meetings be kept by the student and agreed by the supervisor. EMILIOS CHRISTODOULIDIS PGR CONVENOR 16 Paper E 7.11.07 Article III. Examination Duration At its last meeting Senate discussed and (I think) agreed the following: Where a course"s examinations account for 100% of the total assessment, the maximu m duration of these examinations shall be as follows: 10 credits: 90 minutes (level 1-2) or 120 minutes (level 3-M) 15 credits: 120 minutes (level 1-2) o r 150 minutes (level 3-M) 20 credits: 150 minutes 30 credits: 240 minutes 40 credits: 330 minutes 60 credits: 480 minutes Where the course"s examinations account for less than 100% of the total assessment, their maximu m durat ion shall be determined by mult iply ing the above duration by the examination weighting, and rounding the result to the nearest multip le of 30 minutes. The min imu m duration so calculated shall be 60 minutes. In accordance with Reco mmendation 75 of the Academic Structures Working Group, individual examinations must last 1 hour, 1.5 hours, 2 hours, or (only in the spring examination period) 3 hours, inclusive of reading time. A course"s maximu m examination duration may be co mpos ed of two or more examinations whose total duration is as above. Where the calculated maximu m duration for a course examination is 60 minutes or 90 minutes, the Faculty shall have discretion to approve an examination of 90 or 120 minutes respectively where an extension by 30 minutes is justified by the nature and content of the examination . Depart ments shall be discouraged fro m regard ing the derived maximu m durations as normal, and increasing durations which are currently set at a lo wer level. The following table shows the maximum permitted exam duration for courses of different credit ratings and levels taking into account the percentage contribution of the examination to the final grade. Exam weight Levels Credits Exam weight Levels 1-2 3-M 50% 75% 100% 50% 75% 100% 10 60* 60* 90* 90* 90* 120 15 60* 90* 120 90* 120 150 20 90* 120 150 90* 120 150 30 120 180 240 120 180 240 40 180 240 330 180 240 330 60 240 360 480 240 360 480 * - extendable to 90/120 minutes, see bullet point 4 above 17 Paper F 7.11.07 Glasgow University Student Law Review (GUSLR) What is it: - A student-run academic journal in which articles on any area affecting law will be written by students. Although Law Rev iews are an integral and prestigious part of law schools in the US, this will be th e first student-run, peer reviewed legal academic journal of any university in Scotland. As far as we are aware, the universities of Camb ridge and London are the only other UK institutions to have Student Law Reviews. Students will be able to write articles on any type of law they wish; whether it"s public, private, UK based or international, on a niche area or otherwise. It will primarily be open to Glasgow Law School students; but may later accept articles fro m other established Law Schools. What we will need to succeed: - Academic support. Cambridge Student Law Review (CSLR) have advised us that faculty backing is essential to making Student Law Rev iews working, i.e. having several Law School staff in an Advisory Board to suggest topics for students to write about and to support the student Editorial Board in supervising student submissions – this would be much appreciated. Academic support will help GUSLR in many ways; fro m general support to advising on which articles to publish and perhaps how to edit? - Funding. We have already began approaching law firms for sponsorship and will be applying to the University's Chancellor Fund next year. We have received £1,000 sponsorship from Macl ay, Murray & Spens so far, with several other firms interested. Recently Bell & Scott have also shown interest and have offered GUSLR £350 sponsorship. In the short term, we can publish the Law Rev iew online at minimal cost. Once we have mo re substantial funding in place, we can look towards getting the Law Review in printed format and then begin distribution in all Law Schools as well as Law Firms around the United Kingdom. - High quality student articles. We will seek to encourage these by providing a prize fund for the best submissions to encourage student participation, perhaps with the possibility of a prize being distributed at the annual Law School prize-giv ing? - Publicity. We will look to make sure that the project is well publicised - posters, emails, lecture announcements, forum on Moodle – perhaps even if mentioned by lecturers at tutorials etc? As well as being advertised online along with our sponsors – undoubtedly gaining further publicity. - Some other students on the student Editorial Board, perhaps some enthusiastic people involved at Masters / PhD level. Benefits to students: - Opportunity to win money via a prize fund for the best submissions. - Opportunity to get some of your work published - this will impress law firms in applying for placements/traineeships and enhance employability. A ls o useful if you want to become a journalist/writer or if you are thinking of applying for a Masters / PhD. - Opportunity to meet other law students via some GUSLR social events. - Gain invaluable literary skills which will g ive you excellent preparation fo r future essays and the Honours dissertation. Where we are ai ming to go from here : We are aiming to have a Student Law Review website which advertises this project online by the end of 18 Paper F 7.11.07 November, or by the end of 2007 at the latest. We also aim to have completed all necessary sponsorship arrangements by this time. We will publicise the project extensively (posters, fliers, lecture announcements, website, facebook, wo rd of mouth etc) on complet ion of our website. We are looking to take submissions of articles fro m February – April 2007, with the 1st publication of the Student Law Rev iew printed by May 2008. 19 7.11.07 External Examiner's Reports Examiner Section 3.01 Subject Section 3.02 Comments made: Ms E A Kirk International Law LLM (17) As external I raised some queries with the School and was pleased with the speed and care with which they were responded to. It was clear fro m these responses that the School of concerned to ensure delivery of good quality programmes in a professional manner at this level. (18) Two areas of imp rovement stand out- the first is the way in which cases of alleged plag iarism are dealt with by the School. The processes in place now appear to be thorough, fair and relatively quick to imp lement. The second is an admin istrative issue. I found initially as external examiner that I was not provided information on which modules would run, when exams would be held or when I might expect to receive scripts and essays from the Law School. I now find that the informat ion supplied is much improved throughout the year and that I am kept well informed by administrative staff on the progress of exams, marking etc. Professor S Douglas- Scott European Law (LLB) (10) 10 courses is too much for one external- although I know the trend is to combine as many courses as possible for externals everywhere. But all the papers tended to arrive at different times. (17) I find it difficult to separate one course form another as I am external for so many and the papers arrive throughout the year. However standards seem high. Mr S Tierney Scots Law, Hu man Rights, Constitutional (17) School of Law extremely well run. Courses demanding and engaging. Law & Hons (LLB) Excellent. Learn ing aims all met to a high degree. Dr C Waelde Co mputers and the Law (16(iii)) As always, the range of materials used by the students could be expanded- but that is a comment that applies to students in other institutions also. 20


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Articles related to education and linguistic diversity The
Greatest Gift of All A non-governmental organisation that has taught some two million Zimbabweans to read and write wins one of UNESCO's five top literacy awards. At the age of 53 most people would be thinking about retirement. Not Regina Dzingiso, from Harare (Zimbabwe). Her life is just beginning, thanks to the Adult Literacy Organisation of Zimbabwe (ALOZ). Being finally able to read is a miracle to the mother of nine, and 15 other members of her study group who up until this year had never been to school. "I feel proud of myself, I now have confidence in myself and I can move freely in town and do my shopping without assistance from anyone!" exclaims Regina. "I wish I could have been able to do all these things at an earlier age." Like thousands of other Zimbabwean women, she had never stepped foot inside a classroom, because her parents thought it was a waste of time and money to send girls to school. For the teachers, nothing is as satisfying as seeing elderly people making achievements like this Regina is just one of the many reasons the Adult Literacy Organisation of Zimbabwe is the winner of this year's International Reading Association Lite-racy Award, a $15,000 prize awarded annually by UNESCO on International Literacy Day (September 8). Despite the efforts made and the success achieved during the 1990s in the name of literacy, there are still one billion adult illiterates in the world, two thirds of whom are women. ALOZ, a non-governmental organisation, was launched in the 1960s and conducts adult literacy classes for more than two million people countrywide. During the late 1970s, ALOZ teachers also taught some 200,000 refugees from Mozambique to read and write. UNESCO's jury commended the programme for: "mobilising a large number of people and organisations to work on a volunteer basis to meet the learning needs of illiterate and semi-illiterate adults, particularly those living in the rural and commercial farming areas of Zimbabwe." "KEEPING LITERACY RELEVANT" ALOZ's methodology is based on linking literacy and daily life. Literacy classes are always conducted in local languages, and try to involve local public sector officials and education experts. Certain groups are also trained by ALOZ in project management. "Our main principle is to keep the classes relevant to people's daily lives," said Acting ALOZ Director, Grace Kumbawa. The lessons are conducted in schools, homes, farms and work places. ALOZ also produces teaching material for adult literacy classes being conducted by the Zimbabwean Government's Ministry of Education. The literacy classes have been so popular and successful that companies such as the National Railways of Zimbabwe, Zimbabwe Iron and Steel Company, Dairyboard Zim-babwe and Sable Chemicals have asked the organisation to conduct lessons for their illiterate employees. Kumbawa says the organisation can't assist everyone because of a shortage of teachers. "While a number of our students go on to be teachers, there are never enough teachers to meet demand," she says. Many of the students from rural areas start income generating projects in their own villages, instead of looking for jobs in towns. For example, one group of villagers from Chihota communal area some 68 kilometres out of Harare have started a coffin-making project. This simple idea has dramatically changed what is already a stressful time in local families' lives. When a death occurred in the village before, families would be forced to make the long journey into town to buy a coffin. Now they turn to the local business. The group that runs the business balances its own books and can run its operations efficiently because they took part in the ALOZ programme. A WELCOME WINDFALL ALOZ also carries out a number of outreach programmes, teaching people about AIDS awareness, gender issues, women and the land, and environmental issues. The ALOZ staff are delighted with their award. "It was so exciting, we are all so thrilled," said Kumbawa. "It came as a real surprise. I had forgotten about our application, basically be-cause we had so much work, and becase I never thought it would come to us!" Kumbawa says the prize money will be used to train more teachers and pay the public transport fare to send them into rural areas. "It is very expensive to send people all over the place, but now we will be able to buy their fares without any problems." AND THE WINNERS ARE... The four other UNESCO literacy prizes go to the following recipients: the $15,000 Noma Literacy Prize to the Bureau of Non-Formal Education: Accreditation and Equivalency System, in the Philippines. The two King Sejong Literacy Prizes ($15,000 each) were awarded to the Juvenile Education Programme, Iraq, and the National Literacy and Basic Education Di-rectorate of the Republic of Senegal. The $15,000 Malcolm Adiseshiah Literacy Prize was awarded to the Quechua-Castellano Bilingual Literacy Project from the Republic of Bolivia. The prizes were presented at headquarters on September 8, International Literacy Day. Extract from UNESCO Sources, February 2000 |
© 2002 - UNESCO - Education Webmaster |


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153 results for "j a adande"
NBA - Adande: John Wall of Washington Wizards finding just the ri...
J.A. AdandeJohn Wall learned how to follow the advice from those who tried to help him. And he has an ability to draw inspiration from those who aren't there, be it the father who didn't raise him or a girl he befriended who didn't live to see her seventh birthday.
Story | Conversation | January 08, 2015 -
NBA: Oklahoma City Thunder's West path gets trickier without Russ...
J.A. AdandeWithout a margin for error in the unforgiving West, the Thunder are winless and now perhaps starless, with Russell Westbrook joining Kevin Durant in street clothes.
Story | Conversation | October 31, 2014 -
2014 NBA Finals: Two systems, one goal for Miami Heat and San Ant...
J.A. AdandeIs it "system" or "superstars" that win titles in the NBA? J.A. Adande examines San Antonio and Miami's paths.
Story | Conversation | June 07, 2014 -
NBA playoffs 2014: Most important storyline of the Finals?
What's the most important storyline of the Finals? Our panel weighs in.
Story | Conversation | June 02, 2014 -
Proximity sparks modern playoff rivalries
J.A. AdandeIf you can't wait for the Los Angeles Clippers-Golden State Warriors series to begin, if watching the "Bad Boys" 30 for 30 documentary made you all nostalgic for back-in-the-day rivalries, you'd better hope the NBA keeps the conference playoff format...
Blog | April 18, 2014 -
NBA: Coast to Coast -- Boston Celtics, Los Angeles Lakers, Minnes...
J.A. Adande and Israel GutierrezA few teams have tough calls. Which direction will they go? Israel Gutierrez and J.A. Adande discuss.
Story | Conversation | January 15, 2014 -
Huge slams obscure Blake Griffin's growth
J.A. AdandeLOS ANGELES -- Blake Griffin had Twitter going again Wednesday night over the standard Griffin Twitter-fodder: a dehumanizing throwdown over Kris Humphries. It obscured the real development: It was a night when Griffin was required to be the foca...
Blog | January 09, 2014 -
NBA: Jason Kidd looking for help from Brooklyn Nets veteran stars...
J.A. AdandeWhat Kevin Garnett and Paul Pierce did for Doc Rivers is well-documented. What they can do for Jason Kidd remains a question mark.
Story | Conversation | November 16, 2013 -
NBA: Heavyweight Los Angeles Clippers, upstart Los Angeles Lakers...
J.A. AdandeReports of the Lakers' demise may be premature. And so, too, may be crowning a new West champ.
Story | Conversation | October 29, 2013 -
NBA: Remembering Bill Sharman
J.A. AdandePeople wanted to be around Bill Sharman not so much for his achievements, but for his kindness.
Story | Conversation | October 25, 2013 -
Adande: Paul ready to run point for NBPA
J.A. AdandeThere should have been one sales pitch Chris Paul made in his bid to become president of the NBA players' union -- the same reason the union should be happy he was selected for the job Wednesday. Look at what he's done for the Los Angeles Clippers...
Blog | August 22, 2013 -
2013-14 schedule about more than Heat
J.A. AdandeLet's take the newly released NBA schedule as a challenge. Can we get through the regular season without making it all about the Miami Heat? They have carried the season storyline ever since LeBron James, Dwyane Wade and Chris Bosh assembled in th...
Blog | August 07, 2013 -
NBA -- Los Angeles Lakers riding with Kobe Bryant
J.A. AdandeThe Lakers are riding with Kobe Bryant. What will he do in return?
Story | Conversation | July 12, 2013 -
Miami Heat, San Antonio Spurs among five suitors for Greg Oden, a...
Jeff GoodmanGreg Oden will likely choose from a group of suitors that includes the San Antonio Spurs, Miami Heat, Cleveland Cavaliers, Boston Celtics and Memphis Grizzlies, a source close to Oden told ESPN.com.
Story | Conversation | July 01, 2013 -
2013 NBA playoffs -- say so long to Spurs as we know them?
J.A. AdandeSan Antonio didn't look like same team that brought it to Game 7 of NBA Finals.
Story | Conversation | June 21, 2013 -
2013 NBA Finals: Is this the real LeBron James?
J.A. Adande and Israel GutierrezWhat has gotten into LeBron James in the Finals? J.A. Adande and Israel Gutierrez examine.
Story | Conversation | June 13, 2013


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Junior Member
ive been doing really bad as viktor not all games but most.i feel like he doesnt do enough damage or something. is it that this is true or am i just not good as viktor. and will there be buff?
Fvck Raise
Senior Member
I disagree. http://i39.tinypic.com/k3u3h4.jpg
Werewolf Link
I carried one game as Viktor, but still lost due to the other lanes feeding. Another game I laned and did not do well, due to Irelia and GP outfarming me. ....I won Bot Games tho!
I don't think too many people can claim to be great with him yet, but so far I have to agree with you. He feels lackluster in that any other 'mage' can either do more burst or sustained damage than he can (sometimes both). His CC is unreliable and seems to be only good as a zoning tool, which may not be bad, but doesn't help him much. On top of that, he has a gimmicky passive that really makes sure his late game sucks balls. Honestly, they need to buff all 3 aspects of his passive so that he scales into late game better with a missing GOOD 6th item.
Rauber Jenkins
Guys are clearly misinterpreting his role... He isn't suppose to do LeBlancs burst... He has a shield, a stun and a Death Beam... Not to mention his ultimate which, yeah is quite awesome.. Which also silences for half a second and follows its target He can get Yellow Hex which gives 200 HP, 6 HP per 5 and 33% movement for 3 seconds when using Q.. He can get Blue hex which gives 200 mana, 10% cooldown reduction (even though the CD's are fairly low as is) and W is cast 33% further away He can get Red Hex which gives 45 ability power and cause victims of his Death Beam (E - Laser Beam) to languish an additional 30% damage over 4 seconds.... Not to mention he passively receives 3 ability power per level.... I happen to think he is fine the way he is, with perhaps an exception with the hex core... Possibly a bit more ability power for the Death Hex? (Perhaps 5?) Other than that, it takes time to get used to a new champion and get a feel for them... He's meant to be mobile not stationary face to face DPS like Tryndamere...
Maximum Spooky
Anyone remember when Orianna was first released? "This champ is awful, I have to actually do things to play it properly." Only a few months later, she's considered the best mage in the game without receiving a single buff or nerf since release. .. And then she was nerfed into complete obscurity.
I suck with him cos i need to buy AP runes ... But a friend of my is Really Good!!!


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You are watching: Grillin' For The Halibut
Guy Fieri has a hankering for a sandwich and chips. He's making a grilled halibut sandwich: marinated white fish fillets on fresh ciabatta rolls with a good smear of smoky chorizo mayo.Show Details
Whether it's his Mojito Chicken, Pepperoni Lasagna or Jambalaya Sandwich, one thing is certain - Guy Fieri's food is fearless and fun. Open wide for Guy's Big Bite.
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Five reasons to tune into UFC 141 - 0 Comments
Friday night fights are not something we're accustomed to with the UFC. Even so, tonight's UFC 141 in Las Vegas is one to not forget about. Tonight's fight card is stacked throughout with established veterans and promising newcomers. And though no one needs a reason to tune it to watch two talented heavyweights go at it, let's take a look at why you should tune in.
1. Brock Lesnar vs. Alistair Overeem


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Last updated 11/17/14
In the land of the baseball-news-deprived, the rumor that the Reds were courting free agent infielder Emmanuel Burriss was hot stuff. Today, the rumor was made flesh when the Reds signed Burriss to a minor league deal with an invitation to spring training.
It seems pretty unlikely that Burriss is going to do much with the Reds. If he breaks camp with the big league team, he'll get $750,000, but he only batted .213 with the Giants last year and is below-average in the field.
It doesn't hurt to have another body at camp, though, and with experience playing 2B, SS, 3B, and LF, he should have plenty of opportunities to prove himself. He has until June 1 to convince the front office to put him on the 25-man roster, or else he has the option to go free agent.
Mike Hessman
In similar, but less ballyhooed news, the Reds also signed Mike Hessman to a minor league contract. Hessman has barely sniffed the majors despite being 34 years old: he spent last season in the Astros' AAA organizatio...
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Gandepalli School under the leadership of drill teacher S. Veerababu has won the all-round championship in the district-level boys junior Grigs championship competitions. In a statement on Thursday, head master G. Kameswara Rao said their school boys excelled in many events including P.V.V.V. Manikanta stood first in hundred metres run, best performance in 4x100 run, javelin throw, kabaddi and chess competitions. -Staff Reporter.
More In: ANDHRA PRADESH | NATIONAL


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Analyst Profile
Merv Adrian
Research VP
4 years at Gartner
37 years IT industry
Pleasanton, CA USA
Roles and Responsibilities
Merv Adrian is an Analyst following database, big data, NoSQL and adjacent technologies as extreme information processing transforms assumptions about how to activate unused information assets. He also monitors the way the software/hardware boundary for information platforms is shifting as more processing moves into the hardware layer and appliances change purchasing patterns.
Areas of Coverage
- Data Management & Integration
Merv Adrian's Recent Gartner Activity
Latest Research
Answering Big Data's 10 Biggest Planning and Implementation Questions
08-Jan-2015 -
Market Guide for Hadoop Distributions
06-Jan-2015 -
Vendor Rating: Amazon
Hadoop 2.0 Signals Time for Serious Big Data Consideration
24 April 2014 -
Hadoop 2.0 Signals Time for Serious Big Data Consideration
09 July 2014 -
Hadoop 2015: The Road Ahead
05 November 2014
On-Demand & Upcoming Webinars
Gartner Business Intelligence & Analytics Summit
09 March 2015 - 10 March 2015 -
Gartner Business Intelligence & Analytics Summit
30 March 2015 - 01 April 2015 -
Gartner Enterprise Information & Master Data Management Summit
01 April 2015 - 02 April 2015
Upcoming Gartner Events
Previous Experience
Mr. Adrian most recently headed IT Market Strategy, which he founded to provide professional services to information technology strategy and marketing professionals. Earlier, he ran technology research for Forrester, following its acquisition of Giga Information Group. He spent a decade in the software industry after several years as a programmer on Wall Street.
Professional Background
Forrester Research, Senior Vice President, 5 years
Giga Information Group, Vice President, 8 years
IT Market Strategy, Principal and Founder, 2 years
Industry Awards/Accolades
Top Big Data Influencer of 2013 hadoopsphere.com
B.A., Business (Finance), Baruch College, CUNY


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8 Ways for Men to Handle a Breakup Responsibly
Learn an Instrument
Learning a new instrument is on plenty of people's to-do lists, but it often gets neglected. Seize this opportunity and commit yourself to it! Playing music allows you to express yourself creatively, and the amount of practice and dedication it takes will reward you with a new sense of accomplishment.


text: Two PieceBeating a slow face first plodder like Rios is not a good measuring tool. Manny will get exposed again by a better boxer. Posted November 28, 2013 2:14 pmte tumboThis F'n Irishman will not have a gym much longer. East Los cholos to loot the Wild Card on Thursday. Led by yours truly . . . Posted November 27, 2013 11:37 pmRay RayI like Roach's confidence but adrhhh…..3 good fights maybe i will agree with. Floyd will kill manny at jr middle. I think Manny has a very hard time with Garcia at jr welter also. Best out come 4 manny is meeting Floyd half way at welter. Posted November 27, 2013 2:43 amAuzboxBrickwilla if he fights Marquez all the floyd heads will just say he beat an old man Bradley yes maybe if they can get it on Posted November 27, 2013 1:31 amProf KonjeRios, as tough as he is, is very slow and not a true 147 pound fighter. He was made to make Pacquaio look better than he actually is although he is good. Facei it, he's not what he once was and hasn't been for a long time. If these foolish jaclkasses like Arum, Duva, De Ls Hoya and others would forget their petty problems and match even fighters, we, as fans, would get to see very good matches. There are boxers out there who could beat Pacquaio (Mayweather of course) but we as fans won't see it. Too much pride and not enough $$. Pacquaio lost his killer instinct by his own admission. It's not about compassion in the ring, it's about winning. Posted November 26, 2013 8:13 pmmalachibradley pac was a close fight and should have resulted in a tie because bradley didn't do enough to take his belt but pac didnt do enough to say he convincingly won that fight..commentators were over bias for pacman Posted November 26, 2013 4:45 pmBrickWillaAnd maybe rematch both Bradley and Marquez. Both of those could be easy wins for him. He was bludegeoning Marquez before he got careless. And Anyone who watched the Bradley fight knows it was a robbery of epic proportions. Posted November 26, 2013 3:57 pmBrickWillaHidalgo, Roach was going for motivation with that comment. Manny still has the goods. He needs to fight Floyd, then ride off into the sunset.. win or lose. Posted November 26, 2013 3:55 pmAnonymousbob arum said TEN. Posted November 26, 2013 10:42 amAuzboxBecause they needed to test manny to see if he was still hungry obviously he is, get the floyd fight on Posted November 26, 2013 6:19 amHidalgoInteresting that Roach would say this when before Pacquiao fought Rios, Roach said if Manny lost he'd have to seriously consider retiring. I don't see how Pac's win over Brandon gave Manny three more years. Posted November 26, 2013 12:46 am |


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Bold, dashing and spirited. It's a bit difficult to keep pace with
me - whether it is in my movements or in my speech. I like to be
free as the wind that blows, quite uncaring of the effect I have on
my surroundings. I could not care less and hate being in an
atmosphere that is physically or emotionally claustrophobic.
Somewhat lacking in tact, my foot-in-the-mouth syndrome could do
with a little thought. Nevertheless, I am honest but more than a
little tactless. Like a true Saggitarian, I am ambitious - always
aiming higher than the goal initially set for myself. I love
challenges and are too full of energy to sit still. I can be
attributed as an an intellectual, I am a good learner and kinda do
well as an academician. I tend to be a bit unconventional and am
loyal to my friends. I am often driven by excitement and can be a
bit ungainly when in this state; sweeping gestures tend to send
things flying. I am sometimes insecure and edgy....
I guess that's a lot!!
I guess that's a lot!!


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A tribute to loved ones
At the LiveStrong Global Cancer Summit taking place this week in Dublin, there is a touching "tribute wall" where delegates can post the names of those friends and loved ones who have been… Continue reading
If you an encounter an obstacle in your way today, take a moment to 'meet it' fully. Instead of twisting away from it, cursing its existence, trying to break it down, or tweeting about… Continue reading
At the LiveStrong Global Cancer Summit taking place this week in Dublin, there is a touching "tribute wall" where delegates can post the names of those friends and loved ones who have been… Continue reading
What a great day today at the pre-event registration for the LIVESTRONG Global Cancer Summit here in Dublin. A great feeling of being part of an historic global event. I met some wonderful… Continue reading
I spent this morning at a volunteer induction session for the LIVESTRONG Global Cancer Summit which starts tomorrow at the RDS, Dublin. It was a terrific introduction to the work of the Lance Armstrong Foundation. Their global… Continue reading
Given how random it sometimes appears to be, you would be forgiven for believing that becoming chronically ill is sometimes down to bad luck or karma. We read about the strange things that can… Continue reading
Now that the blog contest is over and I came 2nd, it's time to reflect on what I've learned about myself. I didn't enter this competition to win; I entered it for fun and… Continue reading
Ok, I shouldn't really use such dramatic headlines, but you got to admit, this is an arresting one from the Telegraph newspaper: Romantic candles could cause cancer, say scientists But behind the sensationalist headline, there does… Continue reading
UPDATE! Today is the last day of voting – I am running in second place so I really need your vote. You can vote more than once! Voting ends 12pm Eastern. Just click… Continue reading
A breast reduction operation saved a mother of four's life after it revealed cancer missed by a routine screening only a few weeks earlier. Angela Martinelli, 54, chose surgery because her 34J chest… Continue reading
I have been reading an interview with the former Casualty actress Rebekah Gibbs, who was diagnosed with breast cancer just nine weeks after her baby's birth. Ironically her character Nina in Casualty had to… Continue reading
I was very moved watching the documentary Farrah's Story, far more so than I expected to be and very impressed with Farrah's spirit and determination to beat cancer. Making that documentary and sticking… Continue reading


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Syrian dies of suffocation while cleaning toxic sewage.
Summary: Syrian worker Hussein Ali Khodairat died of suffocation Monday during work hours at a leather tannery located near the southern city of Sidon's notorious landfill.SIDON, Lebanon: Syrian worker Hussein Ali Khodairat died of suffocation Monday during work hours at a leather tannery located near the southern city of Sidon's notorious landfill.
His colleague, Jasem Mohammad Shehade, experienced malaise. Security sources told The Daily Star that shop owner Ali Habli asked Khodairat to clean a sewage canal that contained extracts of toxic materials used in leather tanning processes.
Khodairat had to dig into a 4-meter-deep hole, while Shehade helped him. As he cleaned the canal, Khodairat fainted after inhaling unpleasant odors coming from toxic materials dumped in the sewage.
Rescue teams of the Civil Defense who wore protective masks arrived to the tannery and tried to help the two workers get out of the hole. The Civil Defense transferred the two workers to the Labib Medical Center in Sidon but Khodairat died shortly afterward.
Copyright 2012, The Daily Star. All rights reserved.
Provided by Syndigate.info an Albawaba.com company
Reader Opinion
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Publication: | The Daily Star (Beirut, Lebanon) |
Geographic Code: | 7LEBA |
Date: | Feb 21, 2012 |
Words: | 181 |
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The White House Office of National AIDS Policy has requested that the Institute of Medicine (IOM) convene a committee of experts to assess available public and private data systems that capture information about HIV care to investigate ways to maximize their usefulness and recommend approaches for supplementing current data sources and to identify and provide recommendations for the most critical data and indicators to gauge the impact of the National HIV/AIDS Strategy and the Patient Protection and Affordable Care Act in improving HIV/AIDS care.
The committee will address the following questions in its first consensus report:
1. What are the best sources of data (and which data elements should be used) from public and private HIV care databases to assess core indicators related to continuous care and access to supportive services, such as housing, for people living with HIV?
a. What data collection items need to be revised or reconsidered in existing databases of care and services provided to people living with HIV and in demographic data about populations receiving these services? Are there proposed changes that can provide necessary data without adding additional burden to data collection?
b. What is the difference between claims data and clinical data found in medical records and do these differences encompass gaps in measures for HIV care?
2. What similar data collection or standardization efforts are currently under way by public agencies or private industry that should be tapped?
3. How do we regularly obtain data (core indicators) that capture the care experiences of people living with HIV without substantial new investments?
4. What situations may impose barriers to the collection of core indicators?
a. What policies, reimbursement issues or reporting issues need to be addressed to collect necessary data?
ing to HIV care, as well as the possibilities and challenges of combining data from different data systems to estimate the indicators identified by the committee.
The current report, which responds to the remaining portion of the committee's charge, addresses how to monitor the changes in health care coverage, service utilization, and quality of care for people with HIV that are anticipated under the ACA. Almost 30 percent of people with HIV in the United States have no source of health care coverage and only 17