text:
Health professions training programs' admissions policies and practices vary widely from discipline to discipline and from institution to institution. These variations are reflected in differences in entrance requirements, discipline-specific criteria, and institutional mission. Almost all, however, rely upon a combination of quantitative information (e.g., high school and/or collegiate grade point average, particularly in science courses, and standardized admissions test data) and qualitative information (e.g., applicants' personal characteristics, background, and motivation to enter health professions fields) to arrive at admissions decisions.
This chapter will explore commonly used admissions policies and practices and their impact upon racial and ethnic diversity in graduate health professions training programs, with particular attention to the role of high-stakes, standardized, norm-referenced tests (e.g., the MCAT, DAT, GRE) in the admissions process. In addition, the chapter reviews data regarding minority applicants' standardized test performance and explores how these tests are used in typical admissions processes. The benefits and limits of the use of these tests are also discussed. Alternative admissions models are then reviewed, and their implications for underrepresented minitory (URM) applicant success in the admissions process are explored. Throughout this discussion, the committee attempts to reconcile two objectives that have often been viewed as competing concerns, but which, as outlined in the introductory chapter, can be seen as complementary. How can health professions training programs reconceptualize admissions policies and practices to reduce barriers to URM participation in health professions, while at
Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
Reconceptualizing Admissions Policies and Practices
Health professions training programs' admissions policies and practices vary widely from discipline to discipline and from institution to institution. These variations are reflected in differences in entrance requirements, discipline-specific criteria, and institutional mission. Almost all, however, rely upon a combination of quantitative information (e.g., high school and/or collegiate grade point average, particularly in science courses, and standardized admissions test data) and qualitative information (e.g., applicants' personal characteristics, background, and motivation to enter health professions fields) to arrive at admissions decisions.
This chapter will explore commonly used admissions policies and practices and their impact upon racial and ethnic diversity in graduate health professions training programs, with particular attention to the role of high-stakes, standardized, norm-referenced tests (e.g., the MCAT, DAT, GRE) in the admissions process. In addition, the chapter reviews data regarding minority applicants' standardized test performance and explores how these tests are used in typical admissions processes. The benefits and limits of the use of these tests are also discussed. Alternative admissions models are then reviewed, and their implications for underrepresented minitory (URM) applicant success in the admissions process are explored. Throughout this discussion, the committee attempts to reconcile two objectives that have often been viewed as competing concerns, but which, as outlined in the introductory chapter, can be seen as complementary. How can health professions training programs reconceptualize admissions policies and practices to reduce barriers to URM participation in health professions, while at
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
the same time adopting admission practices that more accurately reflect the desired skills and attributes needed by future health professionals? In other words, how can diversity and quality goals coexist in admissions practices?
The chapter will begin with a brief description of the history, intent, and purposes of standardized tests used in higher education admissions. Though the discussion in this chapter is intended to provide general recommendations applicable to admissions policies for all health professions, it must be noted that admissions policies and practices vary considerably among the health profession disciplines studied here. Nursing education, for example, operates in a very different context for admissions decisions, with varying levels of "selectivity" depending on the type of degree program. Admission to many masters degree and doctoral level nursing programs is highly competitive, but admission to registered nurse (RN) education at the college or vocational institutional level is far less competitive than the post-graduate, doctoral educational settings of nursing, medicine, dentistry, and psychology. Many community college nursing education applicants are accepted if they meet minimum criteria for completing required courses, and in many states, community colleges are oversubscribed, and eligible applicants are put on a waiting list or go through a lottery process to matriculate. Even for baccalaureate-level nursing programs, the process is less competitive than for the doctoral health professions programs in other fields. Most of the baccalaureate nursing programs, for example, are at state colleges and not at "elite" universities.
A Brief Background on Standardized Tests
Historically, standardized admissions tests emerged from the early work of psychometric psychologists who attempted to quantify human intelligence through a variety of testing and assessment tools. In the late nineteenth and early twentieth centuries, these efforts were driven in large part by Darwinian theories of individual variation and natural selection (McGaghie, 2002) but were often accompanied by explicitly racist and eugenicist ideology regarding the racial superiority of European descendants and inferiority of non-Europeans. Many of the leading test developers, such as Alfred Binet, E.L. Thorndike, and others, saw the broad use of intelligence tests as not only an efficient means of distinguishing between individuals of differing intellectual ability, but also as a scientific means of verifying the intellectual superiority of Caucasians and inferiority of non-Caucasian racial groups, in accordance with laws of natural selection (Gould, 1996).
Early efforts to develop achievement tests that could be administered in
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
large groups led to their widespread use, particularly by the Army, which during World War I sought a means to identify promising officer candidates. The Army's Alpha and Beta tests served as early precursors of school-based intelligence and aptitude tests, which became broadly used in schools following the war. An early developer of the Army's tests, Carl Brigham, was commissioned by the College Board to develop a test that could be administered to high school students, and in 1926 Brigham experimentally administered the first Scholastic Aptitude Test (SAT) to 10,000 students. This test, modeled on the Army Alpha test, was soon adopted by several Ivy League colleges, which sought an efficient means to screen applicants and "expand opportunities throughout the country for students who did not come from the upper class" (Calvin, 2000, p. 24). By the beginning of World War II, the SAT became widely used by selective colleges and universities as part of the admissions process (National Research Council, 1999).
Following World War II, the demand for standardized admissions tests increased sharply as the number of applicants—fueled in part by expanded opportunities to attend college as a result of the GI Bill—rose (Wightman, 2003). Standardized tests scores were viewed as an efficient mechanism with which college admissions committees could assess the talent and skills of a growing applicant population (increasingly composed of individuals who were not part of the existing educated class) with which admissions officials were largely unfamiliar. Tests were therefore viewed by many, including college administrators, applicants, and the general public, as an opportunity to "open the doors of educational opportunity to a broad range of students … particularly … to the elite schools in the northeast" (Wightman, 2003, p. 2).
Health professions training programs also experienced needs for standardized tests to assist admissions decisions, given greater public demand for access to medical education and the wide range of academic preparation of applicants. In 1930 the first version of the Medical College Admissions Test (MCAT) (then called the Scholastic Aptitude Test for Medical School) was developed and implemented (Wightman, 2003). Its potential value in admissions was clear: given high rates of attrition among freshman medical students (chiefly for academic reasons), medical schools sought a means to predict success in medical education and avoid wasting student slots. With greater use of subsequent versions of the MCAT, national medical student attrition rates declined from 20 percent in 1925 to 7 percent in 1946 (McGaghie, 2002).
Admissions tests have evolved considerably since their early versions (the MCAT has undergone five substantive revisions; McGaghie, 2002), and in some cases reflect different purposes. The SAT, for example, was originally developed to assess general verbal and mathematical reasoning as a means of predicting applicants' aptitude to do college-level work. The
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
American College Test (ACT), which evolved primarily in the Midwestern United States, offered colleges a tool to assess students' explicit content knowledge and their ability to apply this knowledge in college. The ACT was therefore not only an admissions tool, but also offered a means of assisting students in course placement and academic planning (National Research Council, 1999). More recently, the SAT II (Scholastic Achievement Test) has been developed to assess content knowledge in academic subjects.
The Benefits of Standardized Tests
Standardized admissions tests remain beneficial in assisting admissions decisions for at least three reasons. First, the educational experiences of applicants vary considerably, as the U.S. educational system emphasizes local control of educational standards, funding, and curricula. In addition, applicants often have different educational experiences and opportunities. Standardized tests offer an efficient means of comparison among students who have diverse educational backgrounds.
Second, standardized test data are often useful for higher education institutions that must sort through a large number of applications, often with limited resources and time constraints. Standardized tests can be administered at low costs to students and the institutions that use test data and therefore offer efficiencies for admissions officials. Finally, standardized tests offer an opportunity for students to demonstrate their academic abilities, particularly in instances where students' classroom performance is not indicative of their abilities, and help students to realistically assess their chances of gaining admission to the institution of their choice (National Research Council, 1999).
In this context, standardized admissions tests offer an efficient way to compare diverse applicants. Their appropriate use can be summarized as follows: tests are designed to sort applicant pools into broad categories, "those who are quite likely to succeed academically at a particular institution, those who are quite unlikely to do so, and those in the middle" (National Research Council, 1999, p. 24).
Common Misinterpretations and Misuses of Standardized Tests
Unfortunately, in some instances standardized tests have been employed beyond their original intents and current usefulness, and they are commonly misinterpreted, both by the general public as well as university officials, in ways that are inconsistent with their design and stated purpose. Two such misuses, as identified by the NRC (National Research Council, 1999), include:
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
The belief that admissions tests measure a "compelling distillation of academic merit." Admissions tests do not measure the full range of abilities that are needed to succeed in higher education—nor were they designed to. Important attributes such as persistence, maturity, intellectual curiosity, creativity, the ability to work with others, and motivation are all associated with high academic achievement but are not measured by admissions tests. Instead, these attributes must be assessed by other means, such as applicants' essays, letters of recommendation, and record of extracurricular and community activities. Admissions tests therefore provide only part of the information a university admissions officer might need to fully assess the likelihood of a student succeeding in higher education, or whether the student fits within the institution's mission.
The belief that admissions tests provide a precise measure of student performance. As noted above, standardized admissions tests are best used to sort applicants into broad categories. In some instances, however, academic institutions and the general public have viewed test data as an indication of fine distinctions between individual applicants. This perception is not only untrue, but it also leads to contentious debate regarding the fairness of using test data to sort applicants whose test performance varies only minimally. Admissions tests, whether they measure aptitude or achievement, are imprecise estimates of how students might be expected to perform in specific educational contexts. Student performance on admissions tests often varies, and therefore test scores are best viewed as a point within a range of possible scores. Individual variation in test performance can occur without special preparation (e.g., intensive test preparation courses), and marked variation can occur following such preparation. "Given that a score is a point in a range on a measure of a limited domain," the NRC notes, "the claim that a higher score should guarantee one student preference over other another is not justifiable. Thus, schools that rely too heavily on scores to distinguish among applicants are extremely vulnerable to the charge of unfairness" (National Research Council, 1999, p. 24).
An additional misconception regarding standardized tests is brought about by the use of test data in popular publications to "rank" the quality of academic institutions. Several popular publications, including the U.S. News and World Report, publicize "rankings" of U.S. colleges and universities, using average admission test scores of entering classes as part of the criteria to assess institutional "selectivity." The use of average admissions test scores in this fashion not only provides a misleading indicator of selectivity, it also results in pressure on some institutions to weigh test data more heavily in admissions, as a means of raising the average test scores of entering students. As noted above, almost all institutions (particularly selective private institutions) weigh test scores in concert with other information, such as prior grades, essays, and letters of recommendation. Other
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
factors, such as whether the applicant's parents are alumni of the institution, are also given weight at many institutions. Test scores alone therefore provide little information about the "selectivity" of an institution. The pressure on institutions to weigh test data more heavily is perhaps a natural result of having average test scores published and compared with other institutions, but having higher average test scores—as noted above—does not necessarily result in a class of students who are better prepared for or more likely to succeed in higher education.
How Effective Are Standardized Tests in Predicting Performance?
The predictive validity of standardized tests may be assessed by comparing test scores to at least two criteria of interest. The first, more common method is to assess how well test scores predict student academic performance following admission. In the case of health professions education, for example, students' test performance may be used to predict cumulate grade point average at the end of the first or second year of training. A second, but no less important, criterion of interest is students' subsequent clinical and professional performance, which may be assessed by comparing students' pass/fail rates on professional licensure exams, clinical clerkship or internship grades, or other measures of professional performance. In general, studies indicate that standardized tests are better predictors of the former criterion, that is, academic performance, particularly in the early years of training (e.g., first- or second-year grades), than in predicting the latter criteria (e.g., professional skill or competence).
When used appropriately, standardized test scores—assessed in conjunction with other data—have proven useful in assisting admissions committees to predict which students are likely to succeed in a given educational context, and which are not likely to succeed. Several decades of research demonstrates that undergraduate admissions tests (i.e., SAT or ACT) have an average correlation with first-year college grades that ranges from .45 to .55, indicating that such tests explain approximately 25 percent of the variance in predicted grades (National Research Council, 1999). The predictive power of standardized tests improves when used in conjunction with prior grades, and therefore most undergraduate admissions offices rely on a combination of high school grade point average and standardized test scores to assess applicants' academic potential, although in many cases prior grades are a more powerful predictor of future academic performance than standardized tests (Bowen and Bok, 1998).
Similarly, standardized tests used in graduate health professions training program admissions have moderately strong correlations with early academic performance in these settings. The MCAT, for example, has been found to have a moderately strong correlation (r = .59) with medical stu-
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
dents' first- and second-year grades, but this prediction improves when test scores are used in combination with undergraduate grade point average (Association of American Medical Colleges, 2000). The predictive power of both the MCAT and undergraduate grades declines slightly when third-year grades or cumulative medical school grades are the criterion. When grades and test scores are used in combination, both undergraduate grades and MCAT scores are strong predictors of student performance on the U.S. Medical Licensing Exam (USMLE) Steps I–III, with coefficients ranging from .72 for Step I, .63 for Step II, and .65 for Step III (Association of American Medical Colleges, 2000).
As with the MCAT, the Graduate Record Examination (GRE) has modest value in predicting students' academic performance in graduate school, particularly in the early years of graduate study. Yet the predictive power of the test falls precipitously as students advance in graduate training. Sternberg and Williams (1997) found that the median correlation of overall GRE scores with graduate psychology students' first-year academic performance was .17, while the GRE Advanced test in psychology correlated more strongly with first-year performance (.37). Neither the GRE overall score nor the Advanced test in psychology, however, were significant predictors of second-year performance among psychology graduate students, with correlation coefficients of .10 and .02, respectively (Sternberg and Williams, 1997).
Graduate test scores are generally less effective in predicting expected outcomes of graduate training, such as the clinical performance of physicians, or research and analytic abilities of doctoral-level psychologists. Silver and Hodgson (1997), for example, found that undergraduate grade point average and MCAT scores were only moderately predictive of students' scores on the National Board of Medical Examiners (NBME) Part I (grades and MCAT scores predicted only about one-third of the variance in NBME scores). These same predictors, however, were unrelated to clinical performance, as measured by clerkship grades (Silver and Hodgson, 1997). Similarly, Sternberg and Williams (1997) found that the GRE was not a significant predictor of graduate psychology students' analytical, creative, practical, research, and teaching abilities, as assessed by students' primary advisors. The GRE Analytical scale, however, was moderately predictive of students' dissertation scores (as assessed by dissertation committee members), analytic abilities, and creativity, with correlation coefficients ranging from .16 to .24 on these measures—but only for male students.
Given that standardized tests are good, but not entirely consistent or strong predictors of students' future academic or career performance, some scholars have sought to better understand how standardized tests can be supplemented and/or more appropriately used in the admissions process.
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
Robert Sternberg and his colleagues at Yale University's PACE Center, for example, are developing an assessment instrument that, drawing on Sternberg's theory of "successful intelligence,"1 provides a supplementary test of analytic skills, as well as practical and creative skills, to improve prediction of undergraduate students' academic performance when used in conjunction with SAT scores (Sternberg et al., in review). In addition, some admissions committees have sought to better understand how standardized test data can be used as an initial "screen," allowing committees to winnow applicants who are unlikely to succeed academically in health professions educational settings based on poor test performance, while retaining applicants for consideration whose scores suggest that they are able to manage the academic rigors of health professions education. Some admissions committees have identified a cut-off "range" of scores, below which students are unlikely to succeed academically (Garcia et al., 2003). In this model, applicants whose test scores fall above the cut-off range are retained for consideration, but other "qualitative" attributes of applicants are assigned greater weight in an attempt to identify students whose personal characteristics and diverse experiences are predictive of success as health professionals (see below for more discussion of model admissions practices).
Evaluating the Predictive Validity of Standardized Test Scores for Diverse Applicants
While standardized tests have been found to be a useful tool when used in conjunction with prior grades and other information in predicting applicants' future (particularly short-term) academic performance, the predictive power of standardized tests has been found to vary by test takers' race and ethnicity. URM students tend to perform more poorly relative to white students than would be predicted by standardized test scores. That is, URM students with the same standardized test scores as whites tend to receive lower grades than these white students, a phenomenon that is termed "underperformance" by some scholars (e.g., Bowen and Bok, 1998), or "overprediction" by others (e.g., Wightman, 2003). Overprediction occurs when test takers' performance on the criterion of interest (typically first-year grades following admission) is lower, on average, than would be predicted by these individuals' standardized test scores (Wightman, 2003).
Successful intelligence is defined as the ability to achieve success in life in terms of one's own personal standards—within one's socioeconomic context—while capitalizing on strengths or compensating for weaknesses; balancing skills in order to adapt to, shape, and select environments; and balance analytic, practical, and creative skills. The theory of successful intelligence suggests that prediction of applicants' future academic performance can be improved by broadening the range of skills assessed (Sternberg et al., in review).
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
While the differential predictive validity of admissions tests has largely been assessed using undergraduate admissions test data and freshman grades, the phenomenon also extends to graduate health professions training settings. Koenig, Sireci, and Wiley (1998), for example, in a study of the relationship between medical students' MCAT scores and cumulative medical school grade point average, found that whites' MCAT scores tended to underpredict their performance (although the magnitude of this underprediction was small), while the test scores of African American, Hispanic, and Asian American students tended to overpredict their medical school performance (for the latter two minority groups, this overprediction was statistically significant).
The tendency of URM students to perform academically at lower levels than their standardized tests would suggest, does not, in itself, indicate that tests are systematically biased against minority students. Little is known about why tests tend to overpredict academic performance among minorities, and inferences about bias based on the differential validity of tests are difficult to draw unless the criteria (grades) are assumed to be unbiased (Wightman, 2003). The trend toward test overprediction among minorities, however, suggests that admissions committees must be aware of special considerations in evaluating minority applicants' test performance and likely academic potential. Potential reasons for minority "underperformance" are explored below, following a review of group differences in standardized test performance.
Group Differences in Standardized Test Performance
Underrepresented minority students, on average, perform poorly relative to whites and Asian Americans on standardized admissions tests. These differences are consistent across a range of tests, with the largest gaps found between white and African American test-takers, followed by gaps between whites and Hispanics. Asian-American test-takers' mean test scores are similar to those of whites, with some exceptions. Group means for three commonly used admissions tests (SAT I, GRE, and MCAT) are displayed in Figures 2-1, 2-2, and 2-3.
Scholastic Aptitude Test
The College Board's Scholastic Aptitude Test is the most commonly used undergraduate admissions test for selective public and private colleges. As such, it is the "gateway" examination for most students interested in pursuing health professions careers. SAT I verbal and math scores range from 200 to 800, with a standard deviation of 111 to 112. As shown in Figure 2-1, whites achieve, on average, the highest scores on both scales,
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
FIGURE 2-1 Group means on Scholastic Aptitude Test (SAT) performance by ethnicity and race.
SOURCE: Camara and Schmidt, 1999.
with a mean SAT verbal score of 526 and a mean SAT math score of 528. African American test-takers score nearly a full standard deviation unit lower than whites on the SAT verbal and math scales (standardized difference2 [SD] = .83 and .92, respectively), while Hispanics score about three-fifths of a standard deviation unit lower than whites on both scales. Asian American test-takers perform nearly identically to whites on the SAT math scale, but about one-quarter standard deviation unit lower than whites on the SAT verbal scale (Camara and Schmidt, 1999).
Graduate Record Examination
The Graduate Record Examination Verbal, Quantitative, and Analytic scales range from 200 to 800, with a standard deviation of 108 for the Verbal scale and 127 for both the Quantitative and Analytic scales. The GRE is commonly used for admission to selective graduate (e.g., Ph.D.) programs in a range of academic fields, including most "scientist-practitioner" clinical psychology programs (many programs typically also require applicants to take a subject-area examination). Group differences in performance on the GRE are displayed in Figure 2-2. As with the SAT, white test-
Standardized differences are computed by subtracting the average score for each racial and ethnic minority group from the average score of the reference group (whites), and dividing this figure by the overall test standard deviation.
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
FIGURE 2-2 Group means on Graduate Record Examinations (GRE) Performance by ethnicity and race.
SOURCE: Camara and Schmidt, 1999.
takers typically score higher than other racial and ethnic groups, with the exception of the GRE Quantitative, where Asian Americans score nearly a half-standard deviation unit (SD = .46) higher than whites. African Americans score, on average, one full standard deviation unit below whites on all three scales, while Hispanic test-takers score approximately half to three-fifths of a standard deviation unit below whites on all scales (ranging from .46 on the Quantitative scale to .62 on the Analytical scale; Camara and Schmidt, 1999).
Medical College Admissions Test
The Medical College Admissions Test Verbal Reasoning, Physical Sciences, and Biological Sciences scales range from 1 to 15, with a standard deviation of 2.4 for all scales in 1998 (Camara and Schmidt, 1999). Group differences in performance on the MCAT are displayed in Figure 2-3. As is the case with the GRE and SAT, African American and Hispanic test-takers score lower than whites and Asian Americans, who tend to perform at similar levels on this test. African American and Hispanic test-takers score approximately 1 full standard deviation unit lower than white test-takers on all three scales; this difference ranges from .96 to 1.08 on all scales for African Americans and from .88 to 1.00 on all scales for Hispanics. Asian American test-takers score .29 of a standard deviation unit lower than whites on the Verbal Reasoning scale, perform slightly higher on the Physi-
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
vision and mission of the institution in assessing and selecting students" (Maldonado, 2001). Similarly, Stanford University's School of Medicine restructured its admissions process by emphasizing the need for a "mission-oriented" review of each applicant, which emphasizes an assessment of applicants based on the institution's mission statement and goals (e.g., categorizing and ranking applicants' skills and attributes in a manner that reflects the institution's educational goals; Garcia et al., 2003). Examples of how the institutional mission helped to shape new admissions practices at these schools are described below. In both cases, a review of the institutional mission suggested that medical student diversity is critically important to achieving these institutions' goals of expanding research and service to underserved communities and improving the health of individuals in the region and nation.
Training and Composing Admissions Committees
Another important step toward a fundamental paradigm shift in health professions training programs' admissions policies and practices involves an assessment of the admissions committee itself, including giving careful consideration to issues such as who should serve on the committee, how will committee service be rewarded, and how should committee members be trained.
Demographic Characteristics of Admissions Committees
Little empirical research sheds light on the demographic composition of admissions committees for health professions education programs. Anecdotal evidence suggests that the vast majority of health professions training programs tend to appoint senior faculty (who tend to be predominantly white and male) to admissions committees and occasionally include representation from one or more students. Rarely are communities affected by admissions decisions, including members of communities served by teaching hospitals and community-based training institutions, represented on admissions committees.
Kondo and Judd (2000), in one of the few empirical studies of the demographic composition of admissions committees, surveyed deans or directors of admission at 85 U.S. medical schools to assess the presence of women and racial and ethnic minorities on medical school admissions committees. The results confirmed many of the anecdotal observations noted above: medical school admissions committees were largely male (the overall ratio of men to women was 1.77 to 1.0) and predominantly white (on average, 16 percent of committee members were from URM groups, only half of the URM members were physicians, and over half of the schools
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
surveyed reported that their admissions committees had no or only one URM physician). While 74 percent of committees had at least one medical student representative, medical students constituted only 15 percent of total admissions committee members. In addition, over nine of ten admissions committees operated on a volunteer basis (Kondo and Judd, 2000).
These data suggest that admissions committees have a great deal of room for improvement with regard to representation of diverse groups. This is not to suggest that racial and ethnic minorities or women should be expected to advocate for URM candidates, or that admissions committees should be "stacked" with individuals who might be more sympathetic to URM applicants. Rather, it suggests that admissions committees can improve on their ability to incorporate the perspectives of diverse groups that contribute to the educational experience on health professions education campuses. Racial and ethnic minority members of admissions committees might be better able to understand and contextualize the life circumstances and experiences of URM applicants and help other admissions committee members to understand a URM applicant's abilities. Furthermore, racial and ethnic minority members of admissions committees may be well-positioned to assess URM applicants' academic and nonacademic accomplishments, and commitment to service in racial and ethnic minority communities.
Unfortunately, because of the lack of URM faculty in many health professions training programs, the few that are present are often "pulled" in many directions and pressed into service on admissions committees and other important institutional committees. Kondo and Judd's (2000) finding that service on the vast majority of medical school admissions committees is voluntary suggests that few rewards (e.g., consideration of committee service during promotion review) are provided for those faculty who serve in this capacity. And because minority faculty often face additional demands such as mentoring and recruiting URM students, service on institutional committees can present additional pressures that compete with teaching, research, and other work important for promotion. Service on important institutional committees, such as admissions committees, should be more appropriately rewarded to encourage the participation of URM faculty and staff.
Training of Admissions Committee Members
Another important component of fundamental change in the admission process involves training of admissions committee members. Several examples of innovative training programs are described below, including national training efforts of the Association of American Medical Colleges
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
(AAMC). Common attributes of admissions committee training programs include skills and knowledge development in areas such as:
How to assess qualitative attributes of applicants;
How to interpret the academic and standardized test performance of URM students, whose performance may be influenced by a range of factors, such as poor prior academic training and psychosocial factors (e.g., stereotype threat);
How to assess the academic and nonacademic achievements of URM students, whose life circumstances and experiences may differ from non-URM students; and
Interviewing skills, to identify ways to better elicit and manage information from applicants.
These skills and areas of knowledge are increasingly important for admissions committee members, who, as a result of the Supreme Court decision in the Grutter v. Bollinger case, may be asked to provide comprehensive reviews of applicants' files and reduce dependence upon standardized test data as a means of winnowing applications.
AAMC Expanded Minority Admissions Exercise
In 1970, the AAMC began exploring new approaches to medical school admissions that consider strategies to balance applicants' "noncognitive" qualities with other traditional predictors of medical school performance (e.g., MCAT scores, undergraduate science curriculum, and grades) in an effort to increase minority admissions. Beginning with the Simulated Minority Admissions Exercise in 1970, AAMC developed a program of case studies and training for medical school admissions officers that is designed to enhance these officers' understanding of the importance of "noncognitive" factors (such as altruism, leadership, commitment to service, and empathy), to foster an appreciation of cultural diversity in medical training, and to model interviewing skills (Cleveland, 2003). In its current iteration, the Expanded Minority Admissions Exercise (EMAE) uses case studies of actual medical school applicants and videotaped admissions interviews to help admissions officials compare their assessment of applicants and with applicants' actual admissions outcomes. Workshops are held at 28 medical schools and emphasize such strategies as:
Reconceptualizing the initial review of applicant files to assess whether applicants have the academic skills to succeed in medical school (as assessed by MCAT scores and grades), while considering other relevant
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
factors, such as educational and socioeconomic barriers that applicants have overcome;
Evaluating candidates' skills and experiences, if they meet basic academic requirements in the initial review, such as clinical and health-care experiences, volunteer activities, research experiences, work activities, and leadership; and
Better assessing applicants' personal qualities in the admissions interview.
A new edition of EMAE will focus on helping admissions committee members to evaluate personal characteristics more effectively and efficiently, to understand how admissions processes relate to the development of medical students' cultural competency and care-giving skills, and to develop a greater appreciation of the different forms of "intelligence" (e.g., analytic, creative, and practice intelligence) that applicants may possess (Cleveland, 2003).
Examples of Admissions Practices That Attempt to Increase URM Admissions
Several HPEIs have developed innovative admissions strategies that utilize one or more of the concepts discussed above in an attempt to better assess attributes of applicants that are consistent with the institutional mission, as well as to increase URM admissions. Two such examples, drawing on admissions strategies at Texas A&M and Stanford Medical Schools, are offered here. These examples are not intended to suggest that these strategies represent the best efforts in the field, not are they offered as models that must be replicated at other HPEIs. In addition, the description of these institutions' efforts should not suggest that innovative admissions strategies are being developed only in medical schools. Rather, they reflect innovative adaptations of these unique institutions to particular circumstances and policy contexts: one, at a state institution that faced a court-mandated ban on the consideration of applicants' race or ethnicity in the admissions process, and the other, at a prestigious, well-funded private institution that, like many other similar institutions, did not have an impressive record of inclusion of underrepresented groups. The effectiveness of these strategies in increasing URM admissions has not been rigorously evaluated; data presented below suggest that the institutions' efforts are likely to result in increases in URM admits, but future research should more thoroughly assess the long-term effect of these strategies on URM admission rate. For other examples of admissions policies and practices that endeavor to increase racial and ethnic diversity across a range of health
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
professions and types of institutions, see the contribution by Garcia, Nation, and Parker in this volume.
The Texas A&M Medical School Experience
Prior to the Supreme Court ruling in Grutter v. Bollinger, the decision by the U.S. Fifth Circuit Court in the Hopwood v. University of Texas suit created a mandate that all public higher education institutions in Texas (as well as other states in the Fifth Circuit) abandon the consideration of applicants' race or ethnicity in the admissions process. In response, the Texas A&M Medical School, like other institutions in the state, attempted to develop a "race-neutral" admissions process that would allow the institution to continue to admit and enroll URM students. As a first step, the admissions committee considered the Health Sciences Center and College of Medicine's (COM) mission and institutional goals to reassess the admissions process and, in particular, reconsider the weights placed on applicants' MCAT scores, academic records, and personal and experiential qualities. The COM's mission and institutional goals "became the philosophy by which the admissions committee guided and directed the admissions process" (Maldonado, 2001, p. 314). Texas A&M's new admissions plan called for:
"A mindfulness of the vision and mission of the institution in assessing and selecting students;
A more inclusive approach to assessing cognitive abilities;
A broad-minded scrutiny of applicant's noncognitive characteristics at the pre-interview and interview phases of the evaluation process;
Enhanced interview techniques;
Improved protocol for admissions committee deliberations; and
Frequent self-monitoring" (Maldonado, 2001, p. 314).
Subsequently, COM admissions officials decided to widen the pool of applicants to be interviewed by carefully analyzing the distribution of academic scores (i.e., a combination of MCAT scores and undergraduate grade point average) of applicants. A top tier of applicants was identified with superior academic scores and were considered "automatic" interviews. These applicants, approximately 20 percent of the applicant pool, tended to be less racially and ethnically diverse, but also were less likely to enroll in the medical school if admitted (less than one in five accepted offers of admission). The admissions committee identified a middle group of applicants whose academic scores were considered acceptable (average MCAT scores and GPA of this group were 26 and 3.45, respectively) and indicative
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
that the applicant could complete the medical school curriculum, if admitted. This middle pool included a broader representation of "underrepresented and disadvantaged" applicants and tended to be more likely to accept offers of admission to the medical school than the top pool of applicants. Finally, the admissions committee identified a pool of applicants that were considered "high-risk" on the basis of academic scores. Applicants in this pool were not considered for interviews unless they self-identified as "disadvantaged" (Maldonado, 2001).
The Stanford University Model
The Stanford University School of Medicine has adopted a model of medical school admissions that reflects the institution's mission, which includes recognition that racial and ethnic diversity in the medical school is essential to achieving the institution's educational goals. This commitment to diversity begins with strong leadership from the university president and others who have articulated clear diversity goals and strongly support diversity as central to the institution's mission (Garcia et al., 2003). The admissions process is driven by the institutional mission and includes:
Training of admissions committee members, who are taught about the impact of "stereotype threat" on minority test performance and other contextual factors that are important for assessing minority applicants, such as the role of cultural and language barriers, family background, and the educational "distance traveled" (e.g., the impact of prior experiences of prejudice or discrimination, the greater likelihood that minority students must work during college to meet financial obligations);
A "mission-oriented" file review, which emphasizes assessment of applicants based on the institution's mission statement and goals (e.g., categorizing and ranking applicants' skills and attributes in a manner that reflects the institution's educational goals); and
Developing partnerships with undergraduate faculty and advising staff of undergraduate colleges to support the admissions process.
Stanford's admissions committee has developed extensive barometers for assessing applicants' qualitative attributes. For example, candidates' success as a role model for others is assessed by looking for evidence that the applicant has participated in activities that are visible and are intended to influence members of the community in a positive manner. Similarly, applicants' commitment to service is assessed by evidence of community involvement, volunteer service, and other activities. Applicants' degree of
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
engagement in these activities is assessed by evidence of participation, particularly over a long period of time; assuming a leadership role; advocacy on behalf of the organization or issue; programmatic innovation; and, perhaps more importantly, evidence that the applicant has left a legacy or lasting impact in the community served.
MCAT data are considered early in the admissions process as an initial "screen" to identify applicants who are not likely to be able to manage the medical school curriculum. A range of scores has been identified as a "qualifying range," based on the admissions committee's prior experience and knowledge of the curriculum. Applicants who perform at or above the cut-off range are likely to possess the academic skills and background to pass the school's core curricula. When the admissions committee makes final decisions, quantitative variables are not considered as "individual items of great importance" (Garcia et al., 2003), but rather, the committee attempts to answer two questions:
"How will this candidate contribute to and benefit from the learning climate at [the] institution?; [and]
Will accepting this candidate be in line with the mission and values of the school?" (Garcia et al., 2003).
Stanford has achieved significant success in recruiting and admitting URM students (over 20 percent of the medical students in 2002–2003 were African American, Hispanic, or Native American). Of these, nearly three in five (57 percent) are involved in scholarly research through the institution's Medical Scholars Program, a rate that is comparable to participation in research among Stanford's non-URM students. Stanford's success with URM students is providing longer-term benefits: follow-up data reveal that 18 percent of the school's URM graduates have a full-time career in academic medicine (Garcia et al., 2003).
The institution supports its admissions efforts by extending academic and social support to URM students and assesses its progress in attracting and retaining URM students. The Early Matriculation Program (EMP), in particular, offers URM and non-URM students a summer premedical curriculum that provides an early introduction to the culture of the medical school, builds student confidence and leadership skills, and promotes scholarship. Follow-up data reveal that EMP participants have a slightly higher than average rate of receipt of Stanford Medical Student Scholar awards, have a lower rate of attrition, and have published at slightly higher levels (22 percent, or nearly one in four) than other Stanford Medical School students (Garcia et al., 2003).
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
This chapter has reviewed typical admissions policies and practices of health professions educational programs, with particular attention to the role of standardized tests in the admissions process. Standardized test scores are generally good predictors of subsequent academic performance, but they have been used—in some cases inappropriately—as a barometer of applicants' academic "merit," often to the detriment of URM students. URM students often score lower than their white or Asian American peers on a range of standardized tests, including the SAT, GRE, and MCAT. This disparity occurs for a variety of reasons, principally because of poorer educational opportunities afforded to African American, Latino, and American Indian/Alaska Native students. These students are more likely than non-URM students to attend racially and economically segregated, poorly funded schools that offer few (if any) advanced placement and college preparatory classes, have fewer credentialed teachers, and suffer from a climate of low expectations. Standardized test performance is variable and may be improved significantly through costly private test preparation classes. Moreover, even among those URM students who are invested in high academic performance, social and psychological factors, such as the pressure to perform above levels suggested by stereotypes of low minority academic ability, may serve to suppress their test performance.
When quantitative variables such as standardized test scores are weighted heavily in the admissions process, URM applicants, because of their generally poorer academic preparation and test performance, are less successful in gaining admission than non-URM applicants. Absent admissions practices that allow applicants' race or ethnicity to be considered along with other personal characteristics of applicants, URM student participation in health professions education is likely to decline sharply. States that have implemented "percent solution" admissions strategies (i.e., where a top percentage of high school graduates are guaranteed admission to the state university system) have found that URM admissions have generally declined. In California, even when URM students gain admission, these students are not guaranteed a seat at the university of their choice, which may result in URM students disproportionately matriculating in "lower-tier" campuses within the University of California system.
These barriers to URM admission have led some organizations and institutions to reconceptualize their admissions policies and practices to place greater weight on applicants' qualitative attributes, such as leadership, commitment to service, community orientation, experience with diverse groups, and other factors. This shift of emphasis to professional and "humanistic" factors is also consistent with a growing recognition in health professions fields that these attributes must receive greater attention in the admissions process to maintain professional quality, to ensure that future
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
health professionals are prepared to address societal needs, and to maintain the public's trust in the integrity and skill of health professionals. Anecdotally, evidence suggests that this shift may also reduce barriers to admission of qualified URM applicants, thereby achieving the dual goals of improving both the quality and diversity of health professions students.
Recommendation 2-1: HPEIs4 should develop, disseminate, and utilize a clear statement of mission that recognizes the value of diversity in enhancing its mission and that of the relevant health care professions. The mission statement should identify the stakeholders (e.g., the community or public served) to whom the institution is accountable as well as (where applicable) state, regional, or national health workforce goals.
Recommendation 2-2: HPEIs should establish explicit policies regarding the value and importance the institution places on the teaching and provision of culturally competent care and the role of institutional diversity in achieving this goal.
Recommendation 2-3: Admissions should be based on a comprehensive review of each applicant. Admissions committees should determine which attributes of applicants best support the mission of the institution and assess these attributes as part of the admissions process. Such attributes include, but are not limited to, applicants' race or ethnicity, socioeconomic background, cross-cultural experience, life choices, multilingual abilities, interpersonal skills, cultural competence, leadership qualities, barriers the applicant has overcome, and other attributes that reflect the institutional mission. Admissions models should balance quantitative data (i.e., prior grades and standardized test scores) with these qualitative characteristics.
Recommendation 2-4: Admissions committees should include voting representation from underrepresented groups, including, but not limited to, racial/ethnic minorities, and should reflect the geographic and socioeconomic diversity of the communities served by the institution. In addition, health professions education institutions should provide special incentives to faculty for participation on admissions committees (e.g., by providing additional weight or consideration for service during promotion review) and provide training for committee members on the importance of diversity efforts and means to improve diversity within the committee purview.
Recommendations regarding admissions policies and practices are intended to apply to health professions educational institutions, whether free-standing or affiliated with a university or embedded in another institution.
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
American Sociological Association. 2003. Brief of the American Sociological Association et al., as Amicus Curiae in Support of Respondents. Merritt DJ, Lee BL, Attorneys for Amici Curiae. Washington, DC: American Sociological Association.
Aronson J, Fried CB, Good C. 2001. Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology 38(2):113–125.
Association of American Medical Colleges (AAMC). 2000. The predictive validity of the Medical College Admission Test. Contemporary Issues in Medical Education 3(2):1–2.
Bobo LD. 2001. Racial attitudes and relations at the close of the twentieth century. In: Smelser NJ, Wilson WJ, Mitchell F, eds. America Becoming: Racial Trends and Their Consequences. Vol.1. Washington, DC: National Academy Press. Pp. 264–301.
Bowen WG, Bok D. 1998. The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions. Princeton, NJ: Princeton University Press.
Calvin A. 2000. Use of standardized tests in admissions in postsecondary institutions of higher education. Psychology, Public Policy, and Law 6(1):20–32.
Camara WJ, Schmidt AE. 1999. Group Differences in Standardized Testing and Social Stratification. College Board Report No. 99-5. New York: College Board Publications. Pp. 1–18.
Cleveland E. 2003. AAMC's Expanded Minority Admissions Exercise. Presentation to IOM Committee on Institutional and Policy-Level Strategies to Increase the Diversity of the U.S. Health Care Workforce, April 9, 2003, Washington, DC.
Cohen JJ. 2003. The consequences of premature abandonment of affirmative action in medical school admissions. Journal of the American Medical Association 289(9):1143–1149.
Devine PG. 1989. Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology 56:5–18.
Edwards JC, Elam CL, Wagoner NE. 2001. An admission model for medical schools. Academic Medicine 76(12):1207–1212.
Fordham S, Ogbu JU. 1986. Black students' school success: Coping with the burden of "acting white." Urban Review 18(3):176–206.
Garcia G, Nation CL, Parker NH. This volume. Increasing diversity in the health professions: A look at best practices in admissions. In Smedley BD, Stith-Butler A, Bristow LR, eds. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press.
Garcia JA, Paterniti DA, Romano PS, Kravitz RL. 2003. Patient preferences for physician characteristics in university-based primary clinics. Ethnicity & Disease 13:259–267.
Gould SJ. 1996. The Mismeasure of Man. New York: W.W. Norton.
Herrnstein RJ, Murray C. 1999. The Bell Curve: Intelligence and Class Structure in American Life. New York: Free Press.
Horn CL, Flores SM. 2003. Percent Plans in College Admissions: A Comparison of Three States' Experiences. Cambridge, MA: The Civil Rights Project, Harvard University.
Koenig JA, Sireci SG, Wiley A. 1998. Evaluating the predictive validity of MCAT scores across diverse applicant groups. Academic Medicine 73(10):1095–1106.
Kondo DG, Judd VE. 2000. Demographic characteristics of U.S. medical school admission committees. Journal of the American Medical Association 284(9):1111–1113.
Maldonado F. 2001. Rethinking the admissions process: Evaluation techniques that promote inclusiveness in admissions decisions. In: Smedley BD, Stith AY, Colburn L, Evans CH eds. The Right Thing to Do, The Smart Thing to Do: Enhancing Diversity in Health Professions. Washington, DC: National Academy Press.
OCR for page 55
In The Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce
Marin P, Lee EK. 2003. Appearance and reality in the Sunshine State: The Talented 20 Program in Florida. Cambridge, MA: The Civil Rights Project, Harvard University.
Matherlee K. This volume. The Role of Public Financing in Improving Diversity in Health Professions. In Smedley BD, Stith-Butler A, Bristow LR, eds. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press.
McGaghie WC. 2002. Assessing readiness for medical education: Evolution of the Medical College Admission Test. Journal of the American Medical Association 288(9):1085–1090.
National Research Council. 1999. Myths and Tradeoffs: The Role of Tests in Undergraduate Admissions. Beatty A, Greenwood MRC, Linn RL, eds. Washington, DC: National Academy Press.
Orfield G. 2001. Schools More Separate: Consequences of a Decade of Resegregation. Cambridge, MA: The Civil Rights Project, Harvard University.
Silver B, Hodgson CS. 1997. Evaluating GPAs and MCAT scores as predictors of NBMEI and clerkship performances based on students' data from one undergraduate institution. Academic Medicine 72(5):394–396.
Smedley BD, Myers HF, Harrell SP. 1993. Minority-status stresses and the college adjustment of ethnic minority freshmen. The Journal of Higher Education 64(4):434–452.
Steele CM. 1997. A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist 52(6):613–629.
Steele CM, Aronson J. 1995. Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology 69(5):797–811.
Sternberg RJ, Williams WM. 1997. Does the Graduate Record Examination predict meaningful success in the graduate training of psychologists? A case study. American Psychologist 52(6):630–641.
Sternberg RJ and the Rainbow Project Collaborators. In review. The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills.
Tienda M, Leicht KT, Sullivan T, Maltese M, Lloyd K. 2003. Closing the Gap?: Admissions & Enrollments at the Texas Public Flagship Before and After Affirmative Action. [Online]. Available: http://www.texastop10.princeton.edu/publications/tienda012103.pdf [accessed January 15, 2004].
Wightman LF. 2003. Standardized testing and equal access: A tutorial. In: Chang M, Witt D, Jones J, Hakuta K, eds. Compelling Interest: Examining the Evidence on Racial Dynamics in Higher Education. Stanford, CA: Stanford University Press.


text:
Researchers show that patterned coloration can be an effective means of distracting predators from vital body parts.
Researchers show that patterned coloration can be an effective means of distracting predators from vital body parts.
Sequencing study reveals low levels of microbes in lab reagents that can create big problems for some microbiome studies.
See the devastating infectious cancer that may drive the Tasmanian Devil to extinction.
Several toad, newt, and salamander populations are being hit hard by an emerging pathogen in a pristine national park in Spain.
Frequent airplane travel may contribute to obesity by throwing off circadian rhythms and changing the composition of the intestinal microbiome, according to a new study.
Meet some of the people featured in the October 2014 issue of The Scientist.
Researchers are beginning to study in depth the largely uncharted territory of the eye's microbial composition.
Nearly 600 soil samples from New York City's famous park reveal that the urban environment harbors just as much biodiversity as natural ecosystems across the globe.
Documenting the epigenetic landscape of human innate immune cells reveals pathways essential for training macrophages.
Lengthy stints in intensive care units pare down patients' gut microflora, a study shows.

subset: commoncrawl


text:
Our team boasts ten years' experience in music creation and two years' experience in App development.
We will not just go for the quantity of ringtones, which would compromise service delivery.
We will not offer low quality ringtones , which would make your iPhone somber and boring.
We also will not send ringtones by email, which would keep you waiting for quite a while.
We will only provide iPhone customers with various types of unique and amazing fine ringtones.
When your iPhone rings, all heads turn towards your iPhone rather than towards their bags to reach out for theirs! That's it!
What's New in Version 1.3
new ringtones added
iPhone Screenshot
- Free
- Category: Entertainment
- Updated: 09 July 2012
- Version: 1.3
- Size: 66.9 MB
- Languages: English, German, Japanese
- Seller: xi he
- © Bingo Time
Compatibility: Requires iOS 3.2 or later. Compatible with iPhone, iPad, and iPod touch.


text:
- Your file is being downloaded. It will remain available for download from the "My Files" section of your member area for 72 hours.
Chess knight
© lenka - See portfolioPricing
Author | lenkaSee portfolio |
Image reference | 50442422 |
Country | Russian Federation |
Descriptive Category | Fauna & Flora Animals Wild Mammal |
Conceptual | Science & Nature Nature Farm Animal |
Keywords |
animal background beast beautiful black chess chrome design drawing equestrian equine figure foal game gladiator grey head horse icon illustration iron isolated knight mammal mane mare medieval metal monochrome mustang muzzle neck object play pony pride proud rebel shiny silver stallion statue steed steel symbol toy vector warrior white wild
See all keywords
The vector illustration "Chess knight" from lenka is available on Fotolia under a Royalty Free license from 1 credit (Credit from $0.74).
Available in AI/EPS and JPEG formats, this vector file may be downloaded for all kinds of professional uses. The V and XV files are delivered in AI/EPS. To modify this file, vector editing software such as Adobe Illustrator, Freehand, or CorelDRAW is required. JPEG files are available in different resolutions (up to 3,320 x 4,517 pixels in 300 DPI).
The author of this picture, lenka also has 14 images in the same series.
To download this vector file, you can buy Fotolia credits or purchase a subscription plan and benefit from the amazing price of $0.19 per image.
The V and XV licenses are vector files (AI, EPS).
To modify this file, vector editing software such as Adobe Illustrator, Freehand, or CorelDRAW is required. All other licenses are JPEG files.


text:
Club Wild Sign-Up
HOTEL OFFER FORM UNDER CONSTRUCTIONClick Here for More Info
Mondays or Thursdays in March
Stack up valuable points all month long! Find out more about 5X Stacker Points
Every Tuesday!
Emerald Club for our 55+ Club Wild Members! Receive special offers & discounts every Tuesday throughout the casino. For more information see Club Wild.
Every Wednesday • Noon
Come see classic Hollywood favorites every Wednesday at noon. $5 admission also includes free popcorn & soda! Click here for listings.
Show starts at 8pm No Cover!
Join us in the Wildhorse Sports Bar for free comedy night!
Every Friday & Saturday • 9pm
Live music every Friday and Saturday night at the Wildhorse Sports Bar starting at 9pm. Click here to see who's playing! No cover charge.
Saturdays in March | 2-10:30pm
It's our 20th Anniversary so we're giving away $20,000 per week! Find out more about Let It Roll.
Thursday, March 12 | 4-9pm
Anniversary weekend buffet special! $20 for all you can eat seafood at Tradtions!
Friday, March 13 | 4-9pm
20th Anniversay Special: $20 Shrimp Night Buffet at Traditions!
Friday, March 13th
$5,000 Guaranteed Pool. Open to all Club Wild members. Friday the 13th Slot Tournament
Saturday, March 14 | 8pm
Join us for our 20th Anniversary Fireworks show and Celebration!
Following the Fireworks Show Rivers Event Center
Continue the celebration inside after the fireworks for the P-Town Dueling Piano Show starring Jim Fischer and Kevin Guitron!
Saturday, Mrch 14 | 4-9pm
20th Anniversary Buffet Special! All you can eat Prime Rib $20.
Sunday, March 15
$10,000 in Cash & Merchandise! Doors will open at 11am, warm ups at 2pm and main session at 2:30pm.
Details and Ticket Prices coming soon!


text:
Top Links
main detailsbiographyby votesphoto galleryquotesFilmographies
by yearby typeby ratingsby votesby TV seriesby genreby keywordBiographical
biographyDid You Know?
photo galleryquotesPelias (Character)
from Jason and the Argonauts (2000) (TV)
Alternate Names:
Edit Credits- Jason and the Argonauts (2000) (TV) Played by Dennis Hopper
- "Mythic Warriors: Guardians of the Legend"
- Castor and Pollux (1999) TV episode, Played by Ross Petty (as King Pelias)
- Jason and Medea (1999) TV episode, Played by Ross Petty (as King Pelias)
- Jason and the Argonauts (1998) TV episode, Played by Ross Petty (as King Pelias) - Young Hercules (1998) (V) Played by Kevin Smith
- The Golden Thing (1972) Played by Reinhard Hauff
... aka "Das goldene Ding" - West Germany (original title) - Medea (1969) Played by Paul Jabara
- Jason and the Argonauts (1963) Played by Douglas Wilmer
- Hercules (1958) Played by Ivo Garrani
... aka "Le fatiche di Ercole" - Italy (original title)
... aka "Labors of Hercules" - International (English title) (literal title)
- The Rise of the Argonauts (2008) (VG) Played by Simon Templeman
Additional Details
Plot Keywords:
Fun Stuff
Eurysteus: Hercules was Chiron's close friend. He hasn't forgotten what's happened to him.
Pelias, King of Iolcus: That took place years ago.
Eurysteus: Hercules is honest. And honesty always finds the truth, even after many years. His purpose for coming here is to clear Chiron's name.
See more »
You may correct errors and omissions on this page directly. Clicking the 'Update' button will take you through a step-by-step process.


text:
Please note that as of October 24, 2014, the Nokia Developer Wiki will no longer be accepting user contributions, including new entries, edits and comments, as we begin transitioning to our new home, in the Windows Phone Development Wiki. We plan to move over the majority of the existing entries. Thanks for all your past and future contributions.
Options menu Usability
(Review logo) |
m (Hamishwillee - Bot update - Fix ArticleMetaData and RevieweApproval) |
Line 1: | Line 1: | ||
− | {{ | + | {{ArticleMetaData <!-- v1.1 --> |
− | [[Category: | + | |sourcecode= <!-- Link to example source code e.g. [[Media:The Code Example ZIP.zip]] --> |
+ | |installfile= <!-- Link to installation file (e.g. [[Media:The Installation File.sis]]) --> | ||
+ | |devices= <!-- Devices tested against - e.g. ''devices=Nokia 6131 NFC, Nokia C7-00'') --> | ||
+ | |sdk= <!-- SDK(s) built and tested against (e.g. [http://linktosdkdownload/ Qt SDK 1.1.4]) --> | ||
+ | |platform= <!-- Compatible platforms - e.g. Symbian^1 and later, Qt 4.6 and later --> | ||
+ | |devicecompatability= <!-- Compatible devices e.g.: All* (must have internal GPS) --> | ||
+ | |dependencies= <!-- Any other/external dependencies e.g.: Google Maps Api v1.0 --> | ||
+ | |signing= <!-- Signing requirements - empty or one of: Self-Signed, DevCert, Manufacturer --> | ||
+ | |capabilities= <!-- Capabilities required by the article/code example (e.g. Location, NetworkServices. --> | ||
+ | |keywords= <!-- APIs, classes and methods (e.g. QSystemScreenSaver, QList, CBase --> | ||
+ | |id= <!-- Article Id (Knowledge base articles only) --> | ||
+ | |language= <!-- Language category code for non-English topics - e.g. Lang-Chinese --> | ||
+ | |translated-by= <!-- [[User:XXXX]] --> | ||
+ | |translated-from-title= <!-- Title only --> | ||
+ | |translated-from-id= <!-- Id of translated revision --> | ||
+ | |review-by= <!-- After re-review: [[User:username]] --> | ||
+ | |review-timestamp= <!-- After re-review: YYYYMMDD --> | ||
+ | |update-by= <!-- After significant update: [[User:username]]--> | ||
+ | |update-timestamp= <!-- After significant update: YYYYMMDD --> | ||
+ | |creationdate= 20090619 | ||
+ | |author= [[User:Naresh99]] | ||
+ | }} | ||
+ | |||
+ | [[Category:Mobile Design]][[Category:Usability]] | ||
==Introduction== | ==Introduction== |
Revision as of 05:02, 10 February 2012
A menu is a window that presents a list of commands to the user. A menu is arranged into lines, known as menu items, each of which contains a text label. Menu provides a convenient way to navigate between different forms and views in an application. When a user selects a menu item, the command handler is invoked which handles the command pressed. Option menu is an efficient way to allow user to perform some actions, especially in the case of soft key based non touch devices.
The Options menu is a menu list displayed in a pop-up window. It is activated by pressing the Options soft key. (Options are the default value of the left soft key.)
Logical grouping of the menu items should be used so that the users can recongnize them easily.
The main tasks should be available quickly
Users should be able to locate the main task easily.
The menu structure should not be too deep or too shallow.
Menu should not cover whole screen
Ideally it should not cover more than 70% screen of the application. The maximum size is approximately the size of the standard main pane.
Good option menu example |
Dim background content
The content on the screen outside the menu pop-up should be dimmed, as otherwise they would hamper the usability of the menu, as the user's attention might be diverted.
Prefer text over icon
Use icons on the menu only if it is very important or provides some useful information about the state of the application/menu etc, for instance radio buttons/checkboxes etc.
Use short and meaningful/understandable text
Where possible use the conventionally known/used words to denote a menu option command text. Do not use texts which are either too technical or too tough to understand for the end user. Also make sure that the command does what the user expects it to do, do not surprise the user.
The text on the option menu should be short and they should never be truncated or ending with ellipsis. While doing usability testing it is imperative to test this aspect on various screen resolutions and modes.
Provide scrollbar
The first choice should be to place only as many options on the menu as can be displayed at one time, without having to have a scrollbar for navigating up/down. In case it is not possible to avoid having more options than it is possible to display in one shot, a scrollbar should be provided to the user, that ways they would know there is some more menu option which is not visible right now.
Since the space available for showing the menu is limited it makes good usability sense to hide the items from the menu which are not relevant for a given state of the application. For example no need to show delete menu item if list does not contain any item, or provide option to download content when there is no connectivity etc.
The navigations keys, Left Soft Key (LSK)/Right Soft Key (RSK) and Centre Soft Key (CSK) should follow the conventions, whereby the LSK should select the currently focused command; RSK should cancel the option menu and return the user to the view. The CSK should correspond to Select unless it is customized to bring up a context sensitive/drop down menu.
Context-sensitive menus are secondary menus that are typically launched by pressing the Selection key (as opposed to the primary Options menu accessed via the left soft key). These menus are sensitive to the currently displayed view, and furthermore can be sensitive to the internal state of that view.
Use mark able menu options like radio button/checkboxes only in the sub-menu, especially if they are more like custom setting choices. For instance if you are giving the user choice to select a specific number of the 3 pre-defined numbers, you might want to show an indication against the number chosen. This way the user can know what is currently selected/chosen.
For details of drop down/context sensitive menu, check:-
How to display drop down/fly out menu
Provide a looping mechanism to allow accessing the top and bottom commands on the menu, this would save the user the time/effort to scroll up/down to get to the corresponding menu options.
Provide About/Help options
It is very important to provide the user a way to access the context sensitive through the application. The help would assist the user in making full use of the functionalities. User should also be able to know about the application, which should be accessible using the about option. More details can be had from Things to remember when writing Help text or Manuals. If the application has multi views, help should be possibly available on all view option menus, while about should be available only on the main view option menu.
An application without help/about options places a serious usability limitation.
Sub-Menu guidelines
Minimize items
Minimize the number of items in the sub-menu; ideally speaking the sub-menu should always have lesser items than the main menu.
The deeper the navigational hierarchy, the more cumbersome it is from a user's perspective to be able to use them. Avoid using sub-menus for sub-menus, in those cases it would be more relevant to see how the menus can be re-arranged, or possibly breaking down the functionalities into multiple views with single level menu layout.
--- Edited by Mayank on 26/06/2009 ---


text:
WEBSTA - Instagram Web Viewer
It's all in your head
New Message
The user you are sending this message to is not on Websta. To receive your message, send a request to use Websta Messages. The request will appear as a comment on his/her latest post.
You need to be following _wooser to like or comment.


text:
Only with the silence of the wind,
I could listen to the otherwise restless leaves.
Author Archives: Nandini
Finding A Way
Fluvial Twists and Turns
Rivers hardly ever run in a straight line.
Rivers are willing to take ten thousand meanders
and enjoy every one
and grow from every one.
When they leave a meander,
they are always more
than when they entered it.
When rivers meet an obstacle,
they do not try to run over it.
They merely go around
but they always get to the other side.
Rivers accept things as they are,
conform to the shape they find the world in,
yet nothing changes things more than rivers.
Rivers move even mountains into the sea.
Rivers hardly ever are in a hurry
yet is there anything more likely
to reach the point it sets out for
than a river?
(James Dillet Freeman, Rivers)
River: Beas river in Himachal Pradesh
Yellow…For a Happy Sunday
After the Rain: Tin and Chimney
"No; we have been as usual asking the wrong question. It does not matter a hoot what the mockingbird on the chimney is singing. The real and proper question is: Why is it beautiful?"
~ Bertrand Russell
"If in the twilight of memory we should meet once more, we shall speak again together and you shall sing to me a deeper song."
~ Khalil Gibran


text:
Microsoft Rolls Out Dynamics CRM 4.0 Worldwide 1/31/2008 The business software was built as a Web-based application, though it can also be used in a traditional client-server architecture. Post a Comment
Microsoft To Provide Automaker Renault With Novell Linux 1/31/2008 The deal includes the controversial "IP Assurance" clause under which Microsoft pledges not to sue open source users. Post a Comment
Holy Halftones! Microsoft Launches Comic Featuring Superhero Techies 1/30/2008 The Heroes Happen Here comic strips are being created by Jordan Gorfinkel, a former DC Comics editor who helped revitalize the Batman series. Post a Comment
Amy Winehouse Drives A Top EPA Official 'Nuts' 1/30/2008 The deputy EPA administrator has used his latest blog to inform the public not about global warming, alternative energy, or carbon credits. Nope, he's ranting that Amy Winehouse's "incredibly self-destructive behavior" drives him "nuts." Huh? Post a Comment
MacBook Air's Leopard Installer Incompatible With Other Macs, Apple Warns 1/30/2008 It's the latest example of how Apple stretched engineering boundaries to produce the new, lightweight laptop. Post a Comment
Visual Studio 2008 Now Available For Purchase 1/29/2008 Microsoft's software development package was released a month ahead of a high-profile event in Los Angeles meant to serve as the product's official launch. Post a Comment
Microsoft To Provide Paid Search Listings For Wall Street Journal 1/29/2008 The deal also covers other sites in the Wall Street Journal Digital Network -- including Barrons.com, MarketWatch.com, AllThingsD.com, and other online properties. Post a Comment
Humans Can Only Think About Four Things At Once, Study Says 1/29/2008 Work-obsessed multitaskers who try to defy the limit are probably doing a lousy job. Post a Comment
Rogue Trader Stole Passwords To Dodge Risk Controls, French Bank Says 1/28/2008 Jerome Kerviel hacked Societe Generale's IT systems to carry out the fake arbitrage scheme which lost his employer $7 billion. Post a Comment
CME Group Confirms $11 Billion Offer For NYMEX Futures Exchange 1/28/2008 Officials report discussions are in the "early stages" but the exchanges share common trading technology, which could ease integration. Post a Comment
IBM Workers Launch Petition To Stop Pay Cuts 1/28/2008 Employee group seeks to prevent a 15% salary reduction for IT specialists and support workers. Post a Comment
Software Tool Strips Windows Vista To Bare Bones 1/28/2008 vLite is a free download that can cut the operating system's size by half or more. Post a Comment
How To Fix The Windows Vista Bootloader 1/27/2008 The folks over at NeoSmart Technologies have posted an interesting document on how to deal with Windows Vista's finicky bootloader. Post a Comment
IBM Turns To Linux In Desktop Campaign Against Microsoft 1/25/2008 The company plans to ship Ubuntu and Red Hat versions of its "Open Collaboration Client," a combination of Lotus Notes 8 and Symphony. Post a Comment
Microsoft Raises Estimate For Worldwide PC Sales In 2008 1/25/2008 The software maker expects PC sales to increase between 11% and 13%, up over earlier estimates. Post a Comment
Microsoft Xbox 360 Sales Fall 2.3% As 'Halo Effect' Fizzles 1/25/2008 Microsoft shipped 4.3 million Xbox 360 systems in the three months ended Dec. 31, compared with 4.4 million systems during the same period in 2006. Post a Comment
Societe Generale's 'Hacker' Trader Had Only Limited Computer Skills 1/25/2008 The French banker accused of operating a multibillion-dollar fraudulent trading scheme apparently knew Microsoft Office, Visual Basic, and little else. Post a Comment
Staples Exec Hired To Lead Windows Mobile Marketing 1/23/2008 The move is the latest turn of what has become a revolving door executive suite at Microsoft. Post a Comment
IBM Responds To Overtime Lawsuits With 15% Salary Cuts 1/23/2008 Company will make affected workers eligible for overtime, but employees say they'll earn less. Post a Comment
IBM Acquires Business Intelligence Software Maker AptSoft 1/23/2008 IBM claims AptSoft's software can analyze tens of thousands of disparate events per second on a network to spot a trend. Post a Comment
Tech Stocks Subject To Economic Mood Swings 1/22/2008 IT vendors now have a stake in consumer products ranging from MP3 players to digital TVs, so they are more vulnerable to the ups and downs of the market. Post a Comment
IBM Unveils Lotus Notes, Domino Roadmap 1/22/2008 An upcoming refresh to the e-mail and messaging software includes support for Google Gadgets. Post a Comment
IBM, SAP To Jointly Develop Business Software 1/22/2008 The two companies will develop middleware designed to place complex data from SAP's business apps directly into IBM's more user-friendly Lotus Notes environment. Post a Comment
SCO Damages Trial Set For April 1/18/2008 Novell has expressed concerns that SCO is attempting to sell off assets that could be used to help satisfy its possible financial obligations to Novell. Post a Comment
IBM Acquires Small Biz-In-A-Box Vendor 1/18/2008 Net Integration Technologies sells an all-in-one business server aimed at small- and mid-sized companies. Post a Comment
Microsoft Names CIO As Redmond's Revolving Door Turns Again 1/17/2008 Tony Scott was most recently CIO at The Walt Disney Co., and has held high-level posts at General Motors and Bristol-Meyers Squibb. Post a Comment
IBM Wins Series Of Bank Technology Deals 1/17/2008 The firms are using various IBM products, including System Z mainframes, intrusion-prevention technology, Proventia network protection, storage equipment, and Web hosting. Post a Comment
Lotus Notes For iPhone Signals Closer Ties Between IBM, Apple 1/17/2008 Working more closely with Apple, including porting the Cheetah database to Leopard, would give IBM another platform partner in its campaign against Microsoft. Post a Comment
BEA Deal Makes Oracle A Middleware Powerhouse 1/16/2008 The addition of BEA technology will help Oracle get its Fusion middleware project back on track, analysts say. Post a Comment
Microsoft Patent Deal With JVC May Cover Linux Use 1/16/2008 Previously, Microsoft has reached Linux accords with Samsung, Novell, LG Electronics, and Linux distributor Xandros. Post a Comment
Microsoft Launches Web Site For Mac Office 2008 Users 1/15/2008 Mac users can purchase Office 2008 for Mac on the updated site, participate in community forums, and access a range of product help and information. Post a Comment
Microsoft Unveils Red, 80-Gbyte Zune For Valentine's Day 1/15/2008 Wi-Fi capabilities and a bright, 3.2-inch screen mean the device can do more than play silly love songs, Microsoft says. Post a Comment
Microsoft Exodus Continues As Key Windows VP Departs 1/15/2008 Rob Short, a 19-year Microsoft veteran, led the team responsible for designing, developing, and testing core components of the Windows operating system. Post a Comment
IBM Earnings Benefit From Weak U.S. Dollar 1/14/2008 Some analysts worry that IBM's unexpectedly strong fourth-quarter results mask weaknesses in the computing giant's business. Post a Comment
Microsoft Hit With European Antitrust Probes 1/14/2008 The European Commission's investigation was prompted by complaints from Microsoft rivals in the European Committee for Interoperable Systems. Post a Comment
Dell, HP Computers Sparked Catastrophic Fires, Lawsuits Claim 1/14/2008 Dell and HP are facing unrelated lawsuits in which it's alleged that faulty computers sparked fires that gutted two buildings and disfigured a girl. Post a Comment
Linux PC Models Multiply As Vista Struggles 1/14/2008 Demand for Linux systems is such that some retailers are selling out. Last year, for instance, Wal-Mart for a time couldn't fulfill orders for Everex's $199 gPC. Post a Comment
Windows Vista, Office 2007 Expelled From British Schools 1/11/2008 A British educational report suggests the upgrade would increase costs and create software compatibility problems while providing little benefit. Post a Comment
Microsoft Learns Enterprise Search Can Be Pricey 1/10/2008 Microsoft is paying a 42% premium for Fast Search & Transfer, but the technology could be a gold mine for the first big vendor to get it right. Post a Comment
Windows Server 2008 Behind 'Slow' Microsoft.com 1/10/2008 The company is stress testing "Longhorn" but Web research firm Alexa said Microsoft's main page lags behind 75% of sites on the Internet in terms of page load times. Post a Comment
Microsoft M&A Chief Bruce Jaffe To Step Down 1/10/2008 During the past two years, Jaffe has helped oversee more than 40 acquisitions. Post a Comment
Microsoft's Fast Search Bid Puts Heat On Google, IBM 1/8/2008 Microsoft's move is likely to put the spotlight on other specialized search vendors, such as Autonomy and Endeca Technologies. Post a Comment
5 Things Microsoft Must Do To Reclaim Its Mojo In 2008 1/8/2008 Our Redmond-watcher's recommendations include putting Windows on a diet, forging a more coherent Web strategy, and embracing quality as Job 1, and cutting way back on the number of product SKUs. Post a Comment
Apple Ships Bento Database For Mac OS X Leopard 1/8/2008 Bento is designed to give Apple Leopard users an easy way to create, store, and organize contact lists, calendars, project schedules, and other organizational aids. Post a Comment
Majority Of New PCs Ship Without Windows Vista, Gates (Unintentionally) Reveals 1/7/2008 Windows XP captured about 67% of the new PC market during its first year; Vista captured just 39%. Post a Comment
Microsoft Looks To Sidestep Format Wars With HD Downloads 1/7/2008 Deals announced at CES with ABC, Disney, and MGM add more high-def content to Xbox Live service. Post a Comment
Microsoft, Broadcom Partner On Internet TV Services 1/7/2008 Microsoft will adapt its Mediaroom Internet television client software for use on set-top boxes powered by Broadcom's system-on-a-chip technology. Post a Comment
Microsoft Gives Bloggers A Free Ride At CES (Literally) 1/5/2008 Bloggers covering the Consumer Electronics Show this week in Las Vegas can skip the taxi lines while getting in some Halo 3 time, courtesy of Microsoft. Post a Comment
Gates, Simonyi Give $30 Million To Build Giant Telescope 1/4/2008 The viewing equipment will include a 3,200-megapixel digital camera that will capture and download up to 30 Tbytes of image data per night. Post a Comment
Microsoft Gives Free Game To Frustrated Xbox Live Users 1/4/2008 The company is compensating for poor online service it says came as a result of a massive increase in usage in December. Post a Comment
Corel Slams Microsoft's Office 2003 Update For Zapping Files 1/4/2008 Microsoft has said it designed Office 2003 Service Pack 3 to block CorelDraw .CDR files, as well as some other formats, because they're vulnerable to hackers. Post a Comment
Microsoft Expected To Post 77% Earnings Gain In Second Quarter 1/3/2008 Analysts believe Microsoft will blow past last year's numbers on the strength of sales of Windows Vista, Office 2007, and Halo 3. Post a Comment
McAfee Issues Warning Over 'Ambiguous' Open Source Licenses 1/3/2008 McAfee warned that license terms governing open source software "may result in unanticipated obligations regarding our products." Post a Comment
Microsoft Relaxes Windows XP Activation Rules 1/3/2008 Under Windows XP Service Pack 3, customers won't need to enter product keys for each copy of the OS during setup. Post a Comment
OLPC Group Facing $20 Million Patent Suit 1/2/2008 Lagos Analysis Corp. is contending in Nigerian court that OLPC's XO laptop violates a patent it says it holds on "multilingual keyboards." Post a Comment
Microsoft Making Millions Off Novell Linux 1/2/2008 Microsoft CEO Steve Ballmer once called Linux a cancer. Now, thanks to his company's alliance with Novell, he's probably labeling the open source OS as something much more benign. Post a Comment
Office 2003 Update Quietly Zaps Older File Formats 1/2/2008 While the updates may seem minor, unanticipated system changes can wreak havoc with complex business computing environments. Post a Comment
IBM Buys Israeli Storage Startup XIV Ltd. 1/2/2008 XIV's Nextra offering is a storage area networking technology that combines software and off-the-shelf hardware into a high-performance storage grid. Post a Comment


text:
Easter devotions are here! Sign up for our Lent and Easter email devotions.
16:1–31:13 These chapters narrate David's rise to power and Saul's fall from power and his death. David's rise is marked by his anointing by Samuel and his time in Saul's service (chs. 16–18), his flight from Saul (chs. 19–23), his avoidance of bloodguilt (chs. 24–26), and his escape to the Philistines (chs. 27–31).


text:
Death Notice & Guest Book Preview for Rebecca Eileen "Becky" Aksamit
Rebecca Eileen "Becky" Aksamit Death Notice
Published in The Wichita Eagle from May 1 to May 3, 2013
First 25 of 652 words
: Aksamit, Rebecca "Becky" Eileen, age 89, passed away peacefully in Ruidoso, New Mexico in the company of her children, son-in-law and caregiver, on Friday, April...
View Full Death Notice & Guest Book for Rebecca Aksamit
Rebecca Aksamit Guest Book | View 2 of 5 Entries:
View Additional entries from:
Previous 10
Next 10
View Complete List
View Full Death Notice & Guest Book for Rebecca Aksamit
Ways to View
Restore Death Notice & Guest Book
Keep the Death Notice and Guest Book online for one of these time periods:
Permanent Sponsorship
$ 79.99
One-Year Sponsorship
$ 29.99
24-Hour Restoration
$ 2.95
Print Death Notice & Guest Book
Order a professionally printed copy, starting at $39.00:
Deluxe Hardcover Book
$ 79.00
Laminated Hardcover Book
$ 59.00
Laminated Softcover Book
$ 39.00
Didn't find the Death Notice you were looking for?
Return to today's Death Notices for the Wichita Eagle.
Powered By
Search Obituaries
How To
Questions? Contact Us
© 2015 Legacy.com All Rights Reserved


text:
Please goSubmitted by Guest423 (not verified) on Tue, 06/21/2011 - 9:40pm.
Can we impeach this dufus? Good grief.. Enough is enough.. He is doing nothing mut taking away attention from the politics and budgets that need paying attention to more now than they have since the 80's.... »
Reply |


text:
Hi: 12° Lo:6°
Bromsgrove Sporting 4 Blackwood 3
Midland Combination Premier Division
Report by Conor Rees
TWO goals from Chrisi Conway helped Sporting extend their unbeaten run to four matches with a hard fought success against Blackwood on Saturday.
Blackwood have encountered a difficult start to the season after winning promotion from Division One last season but with a number of new faces in the team they posed problems to the home side, particularly in the air.
It was the hosts who started the better though and they were ahead inside five minutes when Conway beat goalkeeper Jordan Ellis with an effort that found the top left corner.
Blackwood were not without chances though as Simon Hudson saw an effort cleared off the line and Gareth Evans' strike from long range was tipped against the bar.
The missed chances proved costly as Sporting doubled their lead through Matt Ross' powerful header but Blackwood fought back well.
Steve Nurse headed home to make it 2-1 and further pressure on Sporting's goal led to Harry Rickus heading past Tom Savage six minutes later.
Conway's second of the game a minute into the second half put Sporting ahead again but once more the lead was cancelled out when poor defending allowed Rickus to strike again.
The game could have gone either way at this point but as it was it was Sporting who netted the winner with 20 minutes left.
The impressive Elliot Nash made a fine run into the box where he was brought down and substitute Jon Rogers made no mistake from the spot, securing all three points at the same time.
Manager Keith Draper said afterwards: "Blackwood are a good side now, they've brought in some good players and their league position doesn't reflect where they should be.
"It was a bit sloppy at the back today I thought, but it's another home win and I'm happy with three points."
1 How much council tax will you be paying?
2 Residents given 'stay at home' norovirus warning
3 Protest held over Longbridge Methodist Church mast
4 Sajid calls on Worcestershire County Council to help out Artrix
5 Samsung phone taken as teenagers are robbed in Northfield
Caldy 21 Bromsgrove 10 National Two North THERE
SANTIAGO Sting won a thrilling clash with Continental
THE HARKAWAY Club defied the weather to stage
Bromsgrove Sporting 5 Pilkington XXX 0 Midland Combination
CONVINCING victories over Slough Town and Cambridge City have got ...
THE FINAL countdown to the nation's biggest festival in jump ...
Visit the Worcester Observer website for the latest.
AFC Totton 1 Evesham United 4 Southern League Division One ...


text:
Welcome, Sign In
UK Athletes Have No Excuses in Moscow - Performance Director
Description:UK Athletics performance director Neil Black said on Friday (August 9) the team is working hard and is ready to give its best at the IAAF World Championships which opens in Moscow on Saturday (August 10). The team - a mixture of young and experienced athletes led by British Championships 400m winner Christine Ohuruogu - has no excuse not to perform at their highest standards, Black said at a news conference in Moscow. (0:32)
Source: Reuters - Sports
Tags: reuters , reuters news , reuters sports , asafa powell


text:
Sort by:
per page
- 5 items
Sort by:
per page
- 5 items
Related Products Personalized Casino Themed Life Saver Rolls
Your guests will never need to gamble on fresh breath with these Vegas themed breath mint candy rolls. Perfect as ...
Wedding Themed Scratch Cards Game
At your upcoming bridal shower or couples' shower, invite guests to play this fun and unique wedding themed scratch cards ...
Poker Themed Custom Cookies
There's no risking it all with these fabulous edible treats. Our poker themed cookies are guaranteed to win you over. ...
Customized Graduation Playing Cards
They say life is like a deck a cards, you never know what you will draw: Why not make it ...


text:
Host Amy Matthews demonstrates how to turn a pipe in a gravel bed into a usable shower drain.
An overview of causes of a leaky drain and suggested methods to fix the leak.
Your bathing experience is trending toward air jets and spa therapeutics.
A rotating wall plug and innovative new p-trap have the guys wowed at IBS.
Amy demonstrates the process of plumbing a bathtub drain and overflow.
Here is the nitty-gritty of bathroom sink traps and retrieving lost items.
At the IBS in Las Vegas, Amy sees a P-trap sink drain that never clogs.
Matt tests one of the most powerful drain cleaners of all-with a water jet!
Home improvement expert Karl Champley vlogs about how to run a water line.
Licensed contractor Amy Matthews shows how to prepare the subfloor and install a shower pan and drain. Proper installation of a sturdy...
James visits the Galley for the latest in space-saving sink workstations.
DIY Network explains the different types of drains, traps and vents, and how they work in a typical house.


text:
Just back (Jan 2015) from Heiligenblut where we stayed in this hotel for the week. We haven't stayed in a hotel for a skiing holiday for years so weren't sure what to expect. Well, we had a great time. From the moment we arrived we were looked after fantastically well by all of the staff. Really enjoyed the food in... More
- Reservation Options:
- TripAdvisor is proud to partner with Booking.com, Expedia, Hotels.com, Travelocity, Priceline, TripOnline SA and Odigeo so you can book your Hunguest Hotel Heiligenblut 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.