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As omnivores, red eared slider turtles eat a diet that consists of some vegetation and some meat. Wild red eared sliders will eat algae and other water-based vegetation, along with catching things like minnows or frogs.Know More
Captive red eared sliders will eat most anything the handler provides. However, a diet rich in the right minerals and vitamins is important for their health, so feeding commercially prepared turtle pellets will provide proper nutrition for pet turtles.
Red eared sliders enjoy munching on leafy greens like lettuce or kale. Offer meat options like krill, crickets or minnows, and captive red eared turtles will have all the nutrition needed.Learn more in Turtles
When the temperature of the water in a red-eared slider's environment drops below a certain temperature, the turtle's metabolic system slows down and he loses his appetite. RedEarSlider.com states that this is one reason that it is important to keep water temperature closely regulated. Sometimes, red-eared sliders also become reluctant to eat in the winter if the room temperature in the house is too cold for them.Full Answer >
Water turtles eat a varied diet of vegetation, meat and commercially prepared turtle or fish foods. Young turtles need a diet higher in vegetation, including leafy greens, carrots and celery. Older turtles require a diet higher in meat content, including fish, shrimp and earthworms.Full Answer >
Yellow belly slider turtles eat small fish, frogs and other aquatic species as well as aquatic plants found in their habitats. The diet of yellow belly slider turtles changes as they age, with juveniles being primarily carnivores and adults eating mostly aquatic vegetation.Full Answer >
Red-eared sliders eat both plants and meat. Older turtles eat a lot more vegetation than young turtles, who are primarily carnivorous. Commercial turtle pellets can be fed as part of a turtle's diet but should be supplemented with fresh vegetables and prey animals.Full Answer >


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10 Ways To Avoid Being Needy
6. Let go of old people and old patterns
Sometimes when you change the way you are living your life it freaks your homies out. Literally. They are like, "What's that creepy class you're taking? Wow you must be really desperate." And all kinds of sweet supportive stuff like this. The key is to care more about what you want for YOU, rather than what they think of you. The key is to be more in tune with what makes YOU tick, rather than looking cool. This can be a tough one for a lot of people as we all want to be loved and accepted for who we are and what we do. So stay the course, and if it gets so tough that you feel dragged down by someone then let go of them. Easier said than done, but the amount of drain that person will put on your progress and momentum is too large to compromise.
7. Shine your light bright
We are taught to be humble. This is cool because it makes us non-douche bags which is great. What is NOT great is that it makes us feel like it is "cheesy" or lame to be proud of ourselves. Here's the thing, you need to be proud of yourself first before anyone else's pride in you really matters. So if you give yourself permission to shine, then you really can make an impact on the world. How would the world be different if Martin Luther King Jr. decided he didn't want to bring all that attention on himself by heading a movement? We would not be nearly as beautiful of a place to live now would we? Just think about this the next time you decide to play small.
8. Give to others
Givers Gain. This is one thing I learned early on in my rebellious journey of self exploration, and it has made a world of difference for me. Before I had my Awakening I was really bitter about how much my friends and relationships had disappointed me. I felt like if no one is as generous as me and as giving as me then I am going to stop in order to protect myself from pain. This was very logical, and a very normal human thought. What I didn't know was that it was hurting me, because I was about to change who I was in order to avoid pain. Rebels welcome pain, rebels smile in the face of pain. Rebels do not cower from a scratch or a bruise, we tower over this minute pain and we shine our lights bright. Give, and keep giving. It is the only way to live a happy life.
9. Know that you matter & you effect others by being who you are
This is a huge one for a lot of people. Sometimes it's easy to feel small in a world that is so big. It's easy to feel powerless in a world that looks so vast. The truth about it is that we are all connected. What I do effects you and what YOU do effects me. Whether or not we think it does, it does. We are all energetically and unconsciously connected. So if you ever had a thought that you didn't matter or that it wouldn't make a difference if you showed up, banish that thought moving forward. It is not true. The truth is you matter, and who you are is important.
10. Be clear on your values to guide your path

subset: commoncrawl


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Couture Council Honors Carolina Herrera
The Couture Council of The Museum at FIT honored Carolina Herrera with their 2014 Couture Council Award for Artistry of Fashion on Wednesday September 3, 2014 at a benefit luncheon at David H. Koch Theater at Lincoln Center, New York City. Learn more
The Couture Council is a membership group dedicated to supporting The Museum at FIT, a specialized museum of fashion. The Couture Council helps make it possible for the Museum to mount world-class exhibitions of fashion, to acquire important objects for its permanent collection, and to organize public programs, such as the annual fashion symposium. The Couture Council accomplishes these goals through collecting membership dues and by organizing fundraising events such as the annual Couture Council Awards Luncheon, which presents a chosen designer with the Couture Council Award for Artistry of Fashion.
See photos of Couture Council events on Flickr.
You can join or renew online via our secure website using your credit card,
or if you prefer to pay by check you may download a membership form
A Couture Council Annual Membership is $1,000 per individual or couple, or $350 for Young Associates (under the age of 35). Membership is tax deductible to the extent provided by law. Please make checks payable to the Educational Foundation for the Fashion Industries. Mail checks to FIT Foundation, attention: Couture Council, Seventh Avenue at 27th Street, Director's Office, Room E304, New York City 10001-5992.
Members of the Couture Council receive invitations to at least five special events a year, including behind-the-scenes tours of the Museum's collection and exhibitions, opening receptions, and visits to the ateliers of fashion designers in New York. Couture Council members are also the first to receive notice of the annual Couture Council Awards Ceremony and benefit luncheon.
In addition, you will receive the following special membership benefits:
- Complementary admittance for two to all paid Museum educational programs, including the annual fashion symposium
- Acknowledgments in FIT's annual report, in the exhibition galleries and brochures, and on the FIT website
- Exclusive opportunities to meet other patrons of the fashion arts
Board of Directors
Yaz Hernández
Kamie Lightburn
Carole Divet Harting
Joele Frank
Board Members
Anne Goldrach
Audrey Gruss
Carole Divet Harting
Rebecca Grafstein
Celia Hegyi
Eleanora Kennedy
Lisa Klein
Michèle Gerber Klein
Kamie Lightburn
Stephanie Loeffler
Barbara Malone
Elizabeth Musmanno
Amelia Ogunlesi
Liz Peek
Darcy Rigas
Peter G. Scotese
Jean Shafiroff
Nancy Shaw
Michelle Smith
Valerie Steele, Director MFIT
Members of the Couture Council 2014-2015
Noreen Ahmad
Farhana Ahmed
Jennifer Argenti
Fabiola Arias
Elizabeth M. Armstrong
Anne Baker
Virginia N. Barbato
Catherine Bennett
Elizabeth Berman
Laurie Bodor
Lisa Briffel
Noreen Buckfire
Linda Buckley
Robin Burns-McNeill
Alyson Cafiero
Karen Cannell
Danielle Augusta Cannon
Lindsay Caprioni
Liza-Mae Carlin
Edward Carlton Clark-Ayers
Maroulla Carr
Deborah Chatman
Suzanne Chute
Maggie Ciafardini
Suzi K. Cordish
Kendra and Allan Daniel
Christina R. Davis
Ria Davis
Marisol Deluna
Nicole Dicocco
Mary Elizabeth Dooner
Alexis Doyle
Jaime Duncan
Karen Eckhoff
Allison Ecung
Jacqueline Elkort
Bonnie Pfeifer Evans
Patricia Falkenberg
Alease Fisher
Lori & Eric Friedman
Barbara Georgescu
Michelle Lin Greenip
Victoria Guranowski
Susan Gutfreund
Myrna Haft
Nophar Haimovitz
Douglas Hand
Lisa Hoenshell
Dr. Evelyn Blose Holman
Sharon Coplan Hurowitz
Sharon Jacob
John Jones
Kimberly Kassel
Mariana Kaufman
Rod Keenan
Gordon Kendall
Leonard King III
Karen Klopp
Tiffany Koury-Dichter
Catherine Kowalski
Taryn Lane
Laura Layfer
Lisa Layfer
Alexandra Lebenthal
Jill Letts
Brenda Levin
Judy A. Lockhart
Laura Lofaro Freeman
Karen Lynch
Christine Mace
Carol Mack
Chris Madden
Joy Marks
Livia E. Marotta
Dottie Mattison
Rita Mehos
B. Michael
Charles Miers
Alison Minton
Vanessa Molina
Charlotte Moss
Maggie Norris
Christa Percopo
Lisa Perry
John Pomerantz
Rosemary Ponzo
Ariana Pugh
Marjorie Reed Gordon
Barbara Regna
Jordan Rhodes
Valerie Salembier
Pam Schafler
Nancy Shaw
Rhonda Sheakley
Catherine Smith
Christine Smith
Kristin A. Smith
Joan S. Steinberg
Jessica Stempel
Randall Ian Stempler
Martha Stewart
Sabrina Stewart
Rebecca Suhrawardi
Kelly Sullivan
Sarah Sulzberger Perpich
Shrutih Tewarie
Nora Tezanos
Barbara Tober
Patricia Underwood
Nancy Vignola
Adrienne Vittadini
Jessica Wade
Jieun Wax
Deborah Weinswig
Jacqueline Weld
Ron West
Debi Wisch
Sarah Wolfe
Terry Wood-Lavine
Pamala Wright
Yliana Yepez
Beverly Yunich
Alice Zicht
- Invitation to the annual Couture Council Artistry of Fashion benefit luncheon. Past awardees: Ralph Rucci (2006), Alber Elbaz of Lanvin (2007), Isabel Toledo (2008), Dries Van Noten (2009), Karl Lagerfeld (2010), Valentino (2011), Oscar de la Renta (2012), Michael Kors (2013), and Carolina Herrera (2014)
- Private visits to the ateliers of fashion designers such as Isabel Toledo and her husband, fashion illustrator Ruben Toledo, Ralph Rucci, Zac Posen, Angel Sanchez, Chadwick Bell, Prabal Gurung, J. Mendel, Francisco Costa of Calvin Klein, and Reem Acra.
- Store events with Calvin Klein, Verdura, Tiffany, Reed Krakoff, and the FD Gallery.
- Lectures with Michael Kors, Zac Posen at the Doubles Club, and Ruben and Isabel Toledo at the Doubles Club.


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10 Great Deals to Start Your Week
Get $10 off a $20 Purchase at Fashion Bug: Fashion Bug is offering a coupon for $10 off any purchase of $20 or more. This coupon is good through Nov. 5, 2010. Some exclusions apply. Not valid on clearance items.
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Free Playtex Sport Sample Pack: Sign up for a free Playtex Sport Sample Pack, which includes three free samples and a coupon.
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Free Bag of Food Should Taste Good Crackers: Click on the "Like" button on the Food Should Taste Good Facebook Page and then you'll be able to fill out a form to request a coupon for a completely free bag of Food Should Taste Good crackers.
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Buy One, Get One Free Ruby Tuesday Coupon: Join the Ruby Tuesday So Connected email club and confirm your email and then they'll send you a coupon for a free entree at Ruby Tuesday (up to $10) when you purchase another entree.
Free Ideal Sweetener Samples: Sign up to receive free sample packets of Ideal Sweetener plus a mini-pouch of brown and confectionery Ideal Sweetener.
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Crystal Paine, bargain-finder extraordinaire, is also known as Money Saving Mom. Check out more deals at MyDaily.
Editor's note: All of these deals were verified at press time. Please keep in mind that they could be discontinued at any time without notice.
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ReaderComments (Page 3 of 3)
11-01-2010 @ 9:07PMDerrick Hartberg said...
Ruby Tuesday's deal is over I guess but at Http://bit.ly/CouponSavings there's a TGI Friday's offer that's still good.
AdviceMama Says:
Start by teaching him that it is safe to do so.


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Frank Joseph, President of Hard Rider Ink, LTD travels to Laconia, New Hampshire for Bike Week 2010 event.
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Get Free Job Alerts on your Mobile by SMS- Subscribe now
|Click here for Non Teaching Post Details
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IIT Bhubaneswar Recruitment 2015 – Apply Online for Non Teaching Posts: Indian Institute of Technology (IIT), Bhubaneswar has given a notification for the recruitment of Junior Superintendent & Junior Assistant vacancies on contract basis. Eligible candidates may apply online on or before 20-02-2015 & send their applications on or before 27-02-2015. Other details like age limit, educational qualification, selection process, application fee & how to apply are given below…
IIT Bhubaneswar Vacancy Details:
Total No. of Posts: 10
Name of the Posts:
1. Junior Superintendent: 05 Posts
a. UR: 03 Posts
b. OBC: 02 Posts
2. Junior Assistant: 05 Posts
a. UR: 02 Posts
b. SC: 01 Post
c. ST: 02 Posts
Age Limit: Candidates upper age limit should be 35 years. Age relaxation is applicable as per rules.
Educational Qualification: Candidates should possess Master's Degree with 55% of marks and should have 03 years relevant experience for post no. 01, Bachelor's Degree (10+2+3 pattern) in any discipline with 2 years of relevant experience & should have proficiency in computer application like Word, Excel, Power Point etc. and should have typing speed equal to or more than 40 w.p.m for post no. 02.
Selection Process: Shortlisted candidates will be called for Written Test, Proficiency test, Trade test & Interview.
Application Fee: Candidates need to pay Rs.500/- through Demand Draft (DD) from any scheduled Commercial Bank drawn in favor of "Registrar, IIT Bhubaneswar" payable at Bhubaneswar. SC/ ST/ PWD/ Transgender category and women candidates are exempted from fee. Candidates should write Names, address & position applied on the reverse of the DD.
How to Apply: Eligible candidates may apply online through website www.iitbbs.ac.in on or before 20-02-2015 after submission of online application candidates need to take printout of online application form, duly signed & send DD in original and self attested copies of relevant educational qualification, experience and testimonials in an envelope should be superscribed with "Application for the post of_______" through speed post/ courier etc addressed to Assistant Registrar (Estt.), Indian Institute of Technology Bhubaneswar, Toshali Bhawan, Satyanagar, Bhubaneswar – 751007 on or before 27-02-2015.
Instructions to Apply Online:
1. Before going to apply online candidates should have a valid email id.
2. Candidates need to scan their photograph in jpg format with a dimension of 240×300 pixels and size less than 100kb.
3. Log on to the website www.iitbbs.ac.in.
4. Click on "Advertisement for Non teaching Posts".
5. Click on USER HOME.
6. Read all instructions carefully & come back.
7. Click on Application Form.
8. Fill all mandatory details carefully & Click on Submit button.
9. After successful submission of online application, application number will be displayed.
10. Please make a note of the same and include this number in all future communications.
11. Take print out of 02 copies & send one copy to the institute & retain it another for future use.
Important Dates:
Starting Date to Apply Online: 30-01-2015.
Last Date to Apply Online: 20-02-2015.
Last Date for Submission of Hard Copy of Application: 27-02-2015.
For more details like educational qualification, selection process, how to apply & other information click on the link given below…
Click here for Recruitment Advt
IIT Bhubaneswar Recruitment 2015 – JRF/ SRF/ Research Associate Posts: Indian Institute of Technology (IIT), Bhubaneswar has given employment notification for the recruitment of Junior Research Fellow/ Senior Research Fellow/ Research Associate vacancies on temporary basis for the project titled "Validity of Quasi – static Approximation in Magneto hydrodynamic Flows and Heat transfer – A numerical study". Eligible candidates may apply in the prescribed format on or before 02-03-2015. Other details like educational qualification, how to apply are given below…
IIT Bhubaneswar Vacancy Details:
Total No. of Posts: 01
Name of the Post: Junior Research Fellow/ Senior Research Fellow/ Research Associate
Educational Qualification: Candidates should possess M.Sc in Mathematics with 1st class and NET qualified CSIR/ UGC for fellowship or valid GATE Score for JRF & with two years of Research experience for SRF, Ph.D in the area of Computational Fluid Dynamics/ Numerical Analysis for Research Associate.
How to Apply: Eligible candidates may apply along with attested copies of testimonials to Asst.Registrar(SRIC), IIT Bhubaneswar, Toshali Bhawan, Satyanagar, Bhubaneswar-751007 on or before 02-03-2015.
Last Date for Receipt of Applications: 02-03-2015.
For more details like educational qualification, how to apply & other information click on the link given below…
Click here for Recruitment Advt
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2 Responses to "IIT Bhubaneswar Recruitment 2015 – Non Teaching Posts"
i want to know about your vacancy
Please sent me annexure format on my e-mail id.
Thanks & Best Regards
Rakesh Kumar Behera


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A plane from the past.
This great custom product in turquoise from our department Kids & Babies and T-Shirt category can be printed just for you in the size and style you like. The design Biplane was created by monstersquirrel and uploaded to Spreadshirt for you to have printed on a T-Shirt. Next to a host of other great customized designs, you can find this Biplane design in Spreadshirt's Miscellaneous category. If you are interested in topics like Airplane or Aviation, then you'll love Biplane designs by monstersquirrel. Spreadshirt also offers a huge selection of custom t-shirts, hoodies and accessories for the category Miscellaneous as well as top Flying clothing. monstersquirrel's designs have already impressed many of our customers, so we are sure that we've got right stuff for you! Spreadshirt is your destination for great designs of all kinds – whether it's Airplane, Aviation or Flying. We are sure that you will find something nice in our shop, there are many amazing custom Miscellaneous t-shirts, hoodies, or accessories for you to find! Tags: Design ID: 11964061
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about Todd FlowerdayA Roman Catholic lay person, married (since 1996), with one adopted child (since 2001). I serve in worship and spiritual life in a midwestern university parish.
about John Donaghy
John is a lay missionary since 2007 with a parish in western Honduras. Before that he served in campus ministry and social justice ministry in Iowa. His ministry blog is http://hermanojuancito.blogspot.com
He also blogs reflections on the lectionary and saints/heroes/events of the date at http://walktheway.wordpress.com
He'll be a long-term contributor here analyzing the Latin American bishops' document from their 2007 Aparecida Conference.
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Daily Archives: 9 August 2008
FIYH 116-120: Appendix
Let's finish up Fulfilled in Your Hearing, the full text of which is linked below in the copyright credit. Speaking of copyright, I will mention in light of recent swipes taken at the US bishops and ICEL, that the USCCB … Continue reading


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From inside the book
79 pages matching femme in this book
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What people are saying - Write a review
Review: The Woman DestroyedUser Review - Caitlin - Goodreads
I gave this book 5 stars, but I didn't enjoy it. If a book can move me the way this one moved me, I consider it a great book. However, I felt so bad for the characters in this set of 3 short stories (one in particular) that I finished it literally feeling angry! I was glad to finish it. Read full review
Review: The Woman DestroyedUser Review - Alexi - Goodreads
Reading this book feels like a smaller death. I decided to start with the title story, though I don't know that I can go on. It's so intimate and enraging and powerful and devastating. It's probably a ... Read full review


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WANTED: Newbie
cajunkisses2007April 19, 2007
Hi I am new to this exchange and also to african violets. I don't have anything to trade right now as I only have one tiny plant my mom gave me recently. I fell in love with these tiny flowers and would love more.
Anyone out there willing to help a newbie get started?
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Battlefield Hardline VGA graphics performance review
OCZ Vector 180 - 480 and 960GB SSD review
AMD FreeSync Review With the Acer XG270HU Monitor
Nvidia GeForce GTX Titan X Review
Corsair H80i GT review
Plextor M6e Black Edition PCIe SSD Review
Corsair Carbide 100R Silent review
ECS Z97I-Drone motherboard review
USB 3.1 review: 10 Gbps USB with the ASUS Z97-A
Guru3D Rig of the Month - February 2015
HIS Radeon HD 4850 ICEQ4 TurboX review
Posted by: Hilbert Hagedoorn on: 10/05/2008 02:00 PM [ 0 comment(s) ]
Today we test and review the HIS Radeon HD 4850 ICEQ4 TurboX. A very lovely mid-range Radeon HD 4850 graphics card that comes pre-overclocked and has one of the best performing and definitely most silent coolers available on the market to date. Read article
« EVGA GeForce GTX 260 Core 216 Superclocked review · HIS Radeon HD 4850 ICEQ4 TurboX review · AMD ATI Radeon HD 4870 1024MB review »


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Wilmington brain surgery survivor "plays ball"Submitted by John Rendleman on Tue, 04/12/2011 - 11:41pm.READ MORE:
Wilmington 10-year-old Zion Kinlaw played his first baseball game of the season Tuesday night. Kinlaw is a brain surgery survivor. His story which reaches to Chapel Hill and back is simply remarkable. Full story...»
Community speaks out on Wilmington air qualitySubmitted by Katie Harden on Tue, 04/12/2011 - 11:06pm.READ MORE:
The North Carolina Department of Environment and Natural Resources held a public meeting Tuesday night to discuss air quality in the Cape Fear. Since federal air quality standards were changed last June, parts of the region do not meet the new requirements. Full story...»
Civitas Institute meeting held to educate citizensSubmitted by WWAY on Tue, 04/12/2011 - 10:36pm.READ MORE:
Full story...»
Marino on Money: April 12, 2011Submitted by WWAY on Tue, 04/12/2011 - 9:55pm.READ MORE:
Planning for your retirement can be challenging. Our Ross Marino shows you some ways to help plan for your financial future in tonight's Marino on Money. Full story...»
Whiteville fight mom case delayedSubmitted by Ramon Herrera on Tue, 04/12/2011 - 6:06pm.READ MORE:
Full story...»
Start of Civil War excited some Wilmingtonians, saddened othersSubmitted by Asha Dave on Tue, 04/12/2011 - 5:54pm.READ MORE:
The attack on Fort Sumter, less than 200 miles down the coast, stirred up mixed emotions among the citizens of Wilmington on that historic day. Full story...»
Artist hangs inspiration in Brunswick County schoolsSubmitted by Asha Dave on Tue, 04/12/2011 - 5:42pm.READ MORE:
Full story...»
Town manager's impersonation case continuedSubmitted by Ramon Herrera on Tue, 04/12/2011 - 5:37pm.READ MORE:
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New Hanover willing to accept top bid for chopperSubmitted by WWAY on Tue, 04/12/2011 - 5:02pm.READ MORE:
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UNCW trustees approve three finalists for chancellorSubmitted by WWAY on Tue, 04/12/2011 - 4:40pm.READ MORE:
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Silverleaf Seaside Resort
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A day of rest
... walk on the beech and explored the marshes. I went in my T-shirt and walked briskly as it was still cool but I wanted a bit of sun. Lots of interesting shells and bits of flotsam to see. The sky is so vast here as everything is so low with few palm ...
Winding my way along the Mississippi Delta
... few insects hit the windshield! Very scenic drive with glimpses of the Gulf and marsh all around. I did two ferry rides to get past waterways that blocked the road so that was fun and free. It's so easy for me to be in my ecology/biology brain or my environmental brain. It's time to let that go and just be. I'm a human being not a human doing. Stopped and looked ...
Home again, home again
... and driving around Houston but seeing nothing of it (!), all to spend just a couple hours visiting with me. I can't believe she did that but I'm sure glad she did!! My flight back was uneventful. I was in Business class again. It was nice, but United Business class isn't as luxurious as some of the others that I flew—ha! I landed at the Sacramento International Airport on time at 8:30 PST. And there was Karen and Jonathan waiting for me! I was ...
... beads) into the crowd. We walked away pleased with ourselves adorned with goodies. Next stop a Bar which had been recommended to us - had to be done because it was Superbowl day. We drank large pitchers of Margaritas, numerous bottles of beer and cheered on the Baltimore Ravens, our friend Tammy's local Team. They won - well, it would have been rude not to celebrate wouldn't it?!!!
We travelled ...
Day 1 - Beaumont to Galveston - 78 miles
... donors, and of course join the bone marrow registry. If people do these things because they heard Andy's story, then his life will continue to have a positive impact on the lives of (hopefully) many people.
Enough of that...let me tell you what we did today. (It's actually Sunday - no computer in the hotel in Galveston.
Our kick off event was at the Montagne Center (part of Lamar University) at 7:30 AM. It was 20 miles from ...


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DBs get use to Kerry Cooks, young LBs emerging?
HD: Jordan Evans, Steven Parker, Jordan Thomas
Watch Kenny Perry take the CB through drills
UA sophomore talks about win over Xavier
Arizona guard after UA knocks off Xavier
AYTV: Chavis' Scheme Brings Changes For DL
UA forward talks about team's Sweet 16 victory
Beaty says Taylor Cox will get sixth year
AYTV: Sideline View, A&M Spring Training Pract. 9
Sweet 16 OU vs. Michigan State (Fri, 9:07p)


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Good and enjoyable movie. Well done. Disc arrived without problems. Quick ship.
Rec the first movie and it had a scratch on it. I emailed overstock, they immediately sent out another movie.
A favorite movie from the 50's digitized,colored enhanced,fantastic
Good movie with good acting but then the older movies are always better in my opinion.
I was hoping for a 'new' DVD, and that's what I got.
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Written by Daniel Greenfield
For most of human history the family was the basic social unit of the species. Family was a way of passing down genes, beliefs and wealth. It was a retirement plan that you paid into by keeping your children alive long enough for them to grow up and support you. It allowed the individual to pass on ...
Reads: 569
Written by Daniel Greenfield
First Elliot Rodger murdered his three roommates with a knife, hammer and machete. Then he shot eight people, three of them fatally, and tried to run over several others in his car.
After the bodies were taken away, everyone on television agreed that it was the fault of the guns.
Rodger had been in ...
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Written by DTN
Leftist think tank and legal activist group, whose heaviest financial contributor is George Soros' Open Society Institute
Supports campaign -finance reform, judicial activism, voting rights for felons, and living-wage laws
Located at the New York University School of Law, the Brennan ...
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Written by Michael Snyder
Elliot Rodger is a horrifying example of how badly we have failed young men in America. You see, the truth is that his obsession with sex and losing his virginity did not come out of nowhere. Rather, it was the result of being constantly immersed in a sex-obsessed culture for the past ... Read more: This Is What Happens When Young Men Are Taught That Scoring With Women Is The Ultimate Goal In Life
Read more: This Is What Happens When Young Men Are Taught That Scoring With Women Is The Ultimate Goal In Life
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Written by Right Side News
The Saudi religious police prevents the kingdom's citizens from celebrating Valentine's Day and bans the sale of red r... Read more: Saudis Sentenced To Prison, Flogging For Celebrating Valentine's Day
Read more: Saudis Sentenced To Prison, Flogging For Celebrating Valentine's Day
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Written by Daniel Greenfield
The Hollywood outrage over Sharia law in Brunei, accompanied by celebrity boycotts, doesn't represent a real awakening, but it does represent an opportunity.
Gay rights activists have mostly overlooked the impact of Islamic law in party spots like Dubai and Doha. The UAE has had the ...
Reads: 1569
Written by Michael Snyder
Ratings at CNN, MSNBC and Fox News have all been plummeting in recent years, and newspaper ad revenues are about a third of what they were back in the year 2000.
So is the mainstream media dying? Despite what you may have heard, the mainstream media is certainly not completely dead just ...
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Written by Elisabeth Sabaditsch-Wolff
A brief post on the events in Orlando the past day or so. More to come shortly, but in the meantime, here is the text of Elisabeth Sabaditsch-Wolff's speech and some photos (courtesy Henrik Ræder Clausen) from the day.
Gates of Vienna
Elisabeth Sabaditsch-Wolff:
Ladies and Gentlemen, I bring you ...
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Written by Bradlee Dean
Did you hear about the dictator who was asked by one of his subordinates, "How do we get the people to believe our lies?" The dictator answered, "Just tell them what they want to hear."
America seems to have forgotten the price God has paid on her behalf by shedding His grace upon us through His ...
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Reclaiming the Mainstream: Individualist Feminism Rediscovered
At a time when some feminist critics are saying that the feminist movement has been too individualistic and too market oriented, Joan Kennedy Taylor contends that feminists should cherish and celebrate their tradition of individualism and equal rights. Reclaiming the Mainstream points out that the most enduring voices in the women's movement--the voices that each successive generation of feminists rediscovers with a shock of recognition--Mary Wollstonecraft, Margaret Fuller, John Stuart Mill, Charlotte Perkins Gilman--have spoken out against government privileges and special protection for women so that their individual differences might flourish. This book argues that modern feminism grew out of the nineteenth-century Woman Movement, which, like much late nineteenth-century thinking, became a battleground between individualist and collectivist ideas. When individualist ideals predominated in this movement--ideals of independence, social mobility, even sexual freedom--it gained wide adherence. But when the movement supported collectivist ideas of social reform, it became more marginal and sectarian. It was a focus on the individual woman's rights and happiness that reinvented feminist movements twice in our history, in the decades from 1910 to the New Deal, and then again in the late 1960s. The book examines this history, gives an overview of the contemporary scene, and analyzes the campaign to pass and ratify an equal rights amendment--and its failure. Reclaiming the Mainstream also discusses contemporary policy issues that affect women: affirmative action and comparable worth; rape, battering, sexual harassment, and incest; the many facets of sexual and reproductive choice; and theattempts to unify feminist and nonfeminist women against pornography or in support of social feminist issues. On all these topics, Taylor offers a new and surprising individualist feminist analysis that asks feminists to make
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- Buffalo, NY
- 1992


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Khalid Al-Falih, President and CEO of Saudi Aramco, discusses global energy issues with
Center Director Jason Bordoff
Center Director Jason Bordoff joins Stephen Colbert to discuss falling oil prices during the final
week of the Colbert Report. Watch the Video >>
New Center policy brief explores overall economic impacts for United States of sharp drop in
oil prices. Read the Brief >>
Center's Future Trends in Energy Geopolitics event. Watch the Video »
to President Obama, during the Center's Spring 2014 Energy Policy Conference. Watch the Video »
Center report released on the impact of U.S. LNG exports on Russian Foreign Policy by CGEP
Founding Director Jason Bordoff and Rhodium Group Partner Trevor Houser. Read the Report »
Center on Global Energy Policy. Watch the Video »
Merit Janow, Dean of the School of International and Public Affairs (SIPA), speaks at the
launch of the Women in Energy program. Learn More »
at the US Department of Energy, at the Center's US Shale Gas & Pacific Gas Market event.
Read More »
at the launch of the Center on Global Energy Policy. Watch the Video »
New Center report released on Mexican Energy Reform by CGEP Fellow Adrian Lajous, former CEO of PEMEX. Read the Report »
CEO, ConocoPhillips; Dr. Andrew Steer, President, World Resources Institute; Rob Lieberman, SIPA; Jason Bordoff,
Director, Center on Global Energy Policy; Dan Yergin, Pulitzer-Prize winning author and founder of Cambridge Energy
Research Associates; Dr. Sue Tierney, Managing Principal, Analysis Group; Lee Bollinger, President, Columbia; David
Sandalow, Assistant Secretary for Poilcy and International Affairs, US Department of Energy.


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Nerding out: RSA on an iPython Notebook
Yesterday was a day filled with secrets and codes. In the morning, at The Platform, we had guest speaker Columbia history professor Matthew Connelly, who came and talked to us about his work with declassified documents. Two big and slightly depressing take-aways for me were the following:
- As records have become digitized, it has gotten easy for people to get rid of archival records in large quantities. Just press delete.
- As records have become digitized, it has become easy to trace the access of records, and in particular the leaks. Connelly explained that, to some extent, Obama's harsh approach to leakers and whistleblowers might be explained as simply "letting the system work." Yet another way that technology informs the way we approach human interactions.
After class we had section, in which we discussed the Computer Science classes some of the students are taking next semester (there's a list here) and then I talked to them about prime numbers and the RSA crypto system.
I got really into it and wrote up an iPython Notebook which could be better but is pretty good, I think, and works out one example completely, encoding and decoding the message "hello".
The underlying file is here but if you want to view it on the web just go here.
The platonic solids
I managed to record this week's Slate Money podcast early so I could drive up to HCSSiM for July 17th, and the Yellow Pig Day celebration. I missed the 17 talk but made it in time for yellow pig carols and cake.
This morning my buddy Aaron decided to let me talk to the kids in the last day of his workshop. First Amber is working out the formula for the Euler Characteristic of a planar graph with the kids and after that I'll help them count the platonic solids using stereographic projection. If we have time we'll talk about duals (update: we had time!).
Tonight at Prime Time I'll play a game or two of Nim with them.
Guest post: What is the goal of a college calculus course?
This is a guest post by Nathan, who recently finished graduate school in math, and will begin a post-doc in the fall. He loves teaching young kids, but is still figuring out how to motivate undergraduates.
The question
Like most mathematicians in academia, I'm teaching calculus in the fall. I taught in grad school, but the syllabus and assignments were already set. This time I'll be in charge, so I need to make some design decisions, like the following:
- Are calculators/computers/notes allowed on the exams?
- Which purely technical skills must students master (by a technical skill I mean something like expanding rational functions into partial fractions: a task which is deterministic but possibly intricate)?
- Will students need to write explanations and/or proofs?
I have some angst about decisions like these, because it seems like each one can go in very different directions depending on what I hope the students are supposed to get from the course. If I'm listing the pros and cons of permitting calculators, I need some yardstick to measure these pros and cons.
My question is: what is the goal of a college calculus course?
I'd love to have an answer that is specific enough that I can use it to make concrete decisions like the ones above. Part of my angst is that I've asked many people this question, including people I respect enormously for their teaching, but often end up with a muddled answer. And there are a couple stock answers that come to mind, but each one doesn't satisfy me for one reason or another. Here's what I have so far.
The contenders.
To teach specific tasks that are necessary for other subjects.
These tasks would include computing integrals and derivatives, converting functions to power series or Fourier series, and so forth.
Intuitive understanding of functions and their behavior.
This is vague, so here's an example: a couple years ago, a friend in medical school showed me a page from his textbook. The page concerned whether a certain drug would affect heart function in one way or in the opposite way (it caused two opposite effects), and it showed a curve relating two involved parameters. It turned out that the essential feature was that this curve was concave down. The book did not use the phrase "concave down," though, and had a rather wordy explanation of the behavior. In this situation, a student who has a good grasp of what concavity is and what its implications are is better equipped to understand the effect described in the book. So if a student has really learned how to think about concavity of functions and its implications, then she can more quickly grasp the essential parts of this medical situation.
To practice communicating with precision.
I'm taking "communication" in a very wide sense here: carefully showing the steps in an integral calculation would count.
Not Satisfied
I have issues with each of these as written. I don't buy number 1, because the bread and butter of calculus class, like computing integrals, isn't something most doctors or scientists will ever do again. Number 2 is a noble goal, but it's overly idealistic; if this is the goal, then our success rate is less than 10%. Number 3 also seems like a great goal, relevant for most of the students, but I think we'd have to write very different sorts of assignments than we currently do if we really want to aim for it.
I would love to have a clear and realistic answer to this question. What do you think?
Getting rid of teacher tenure does not solve the problem
There's been a movement to make primary and secondary education run more like a business. Just this week in California, a lawsuit funded by Silicon Valley entrepreneur David Welch led to a judge finding that student's constitutional rights were being compromised by the tenure system for teachers in California.
The thinking is that tenure removes the possibility of getting rid of bad teachers, and that bad teachers are what is causing the achievement gap between poor kids and well-off kids. So if we get rid of bad teachers, which is easier after removing tenure, then no child will be "left behind."
The problem is, there's little evidence for this very real achievement gap problem as being caused by tenure, or even by teachers. So this is a huge waste of time.
As a thought experiment, let's say we did away with tenure. This basically means that teachers could be fired at will, say through a bad teacher evaluation score.
An immediate consequence of this would be that many of the best teachers would get other jobs. You see, one of the appeals of teaching is getting a comfortable pension at retirement, but if you have no idea when you're being dismissed, then it makes no sense to put in the 25 or 30 years to get that pension. Plus, what with all the crazy and random value-added teacher models out there, there's no telling when your score will look accidentally bad one year and you'll be summarily dismissed.
People with options and skills will seek other opportunities. After all, we wanted to make it more like a business, and that's what happens when you remove incentives in business!
The problem is you'd still need teachers. So one possibility is to have teachers with middling salaries and no job security. That means lots of turnover among the better teachers as they get better offers. Another option is to pay teachers way more to offset the lack of security. Remember, the only reason teacher salaries have been low historically is that uber competent women like Laura Ingalls Wilder had no other options than being a teacher. I'm pretty sure I'd have been a teacher if I'd been born 150 years ago.
So we either have worse teachers or education doubles in price, both bad options. And, sadly, either way we aren't actually addressing the underlying issue, which is that pesky achievement gap.
People who want to make schools more like businesses also enjoy measuring things, and one way they like measuring things is through standardized tests like achievement scores. They blame teachers for bad scores and they claim they're being data-driven.
Here's the thing though, if we want to be data-driven, let's start to maybe blame poverty for bad scores instead:
I'm tempted to conclude that we should just go ahead and get rid of teacher tenure so we can wait a few years and still see no movement in the achievement gap. The problem with that approach is that we'll see great teachers leave the profession and no progress on the actual root cause, which is very likely to be poverty and inequality, hopelessness and despair. Not sure we want to sacrifice a generation of students just to prove a point about causation.
On the other hand, given that David Welch has a lot of money and seems to be really excited by this fight, it looks like we might have no choice but to blame the teachers, get rid of their tenure, see a bunch of them leave, have a surprise teacher shortage, respond either by paying way more or reinstating tenure, and then only then finally gather the data that none of this has helped and very possibly made things worse.
How Not To Be Wrong by Jordan Ellenberg
You guys are in for a treat. In fact I'm jealous of you.
I had a little secret about my survival in grad school, and that secret has a name, and that name is Jordan Ellenberg. We used to meet every Tuesday and Thursday to study schemes at the CallaLily Cafe a few blocks from the Science Center on Kirkland Street, and even though that sounds kind of dull, it was a blast. It was what kept me sane at Harvard.
You see, Jordan has an infectious positivity about him, which balances my rather intense suspicions, and moreover he's hilariously funny. He's really somewhere between a mathematician and a stand-up comedian, and to be honest I don't know which one he's better at, although he is a deeply talented mathematician.
The reason I'm telling you this is that he's written a book, called How Not To Be Wrong, and available for purchase starting today, which is a delight to read and which will make you understand why I survived graduate school. In fact nobody will ever let me complain again once they've read this book, because it reads just like Jordan talks. In reading it, I felt like I was right back at CallaLily, singing Prince's "Sexy MF" and watching Jordan flirt with the cashier lady again. Aaaah memories.
So what's in the book? Well, he talks a lot about math, and about mathematicians, and the lottery, and in fact he has this long riff which starts out with lottery math, then goes to error-correcting codes and then to made-up languages and then to sphere packing and then arrives again at lotteries. And it's brilliant and true and beautiful and also funny.
I have a theory about this book that you could essentially open it up to any page and begin to enjoy it, since it is thoroughly enjoyable and the math is cumulative but everywhere so well explained that it wouldn't take long to follow along, and pretty soon you'd be giggling along with Jordan at every ridiculous footnote he's inserted into his narrative.
In other words, every page is a standalone positive and ontological examination of the beauty and surprise of mathematical discovery. And so, if you are someone who shares with Jordan a love for mathematics, you will have a consistently great time with this book. In fact I'm imagining that you have an uncle or a mom who loves math or science, in which case this would be a seriously perfect gift to them, but of course you could also give that gift to yourself. I mean, this is a guy who can make nazi jokes funny, and he does.
Having said that, the magic of the book is that it's not just a collection of wonderful mathy tidbits. Jordan also has a point about the act of scrutinizing something in a logical and mathematical fashion. That act itself is courageous and should be appreciated, and he explains why, and he tells us how much we've already benefited from people in the past who have had the bravery to do so. He appreciates them and we should too.
And yet, he also sends the important message that it's not an elitist crew of the usual genius suspects, that in fact we can all do this in our own capacity. It's a great message and, if it ends up allowing people to re-examine their need for certainty in an uncertain world, then Jordan will really end up doing good. Fingers crossed.
That's not to say it's a perfect book, and I wanted to argue with points on basically every other page, but mostly in a good, friendly, over-drinks kind of way, which is provocative but not annoying. One exception I might make came on page 256: no, Jordan, municipal bonds do not always get paid back, and no, stocks do not always go up, not even in expectation. In fact to the extent that both of those statements seem true to many people is the result of many cynical political acts and is damaging, mostly to people like retired civil servants. Don't go there!
Another quibble: Jordan talks about how public policy makers make proclamations in the face of uncertainty, and he has a lot of sympathy and seems to think the should keep doing this. I'm on the other side on this one. Telling people to avoid certain foods and then changing stances seems more damaging than helpful and it happens constantly. And it's often tied to industry and money, which also doesn't impress.
Even so, even when I strongly disagree with Jordan, I always want to have the conversation. He forces that on the reader because he's so darn positive and open-minded.
A few more goodies that I wanted to adore without giving too much away. Jordan does a great job with something he calls "The Great Square of Men" and Berkson's Fallacy: it will explain to many many women why they are not finding the man they're looking for. He also throws out a bone to nerds like me when he almost proves that every pig is yellow, and he absolutely kills it, stand-up comedian style, when comparing Ross Perot to a small dark pile of oats. Holy crap he was on a roll there.
So here's one thing I've started doing since reading the book. When I give my 5-year-old son his dessert, it's in the form of Hershey Drops, which are kind of like fat M&M's. I give him 15 and I ask him to count them to make sure I got it right. Sometimes I give him 14 to make sure he's paying attention. But that's not the new part. The new part is something I stole from Jordan's book.
The new part is that some days I ask him, "do you want me to give you 3 rows of 5 drops?" And I wait for him to figure out that's enough and say "yes!" And the other days I ask him "do you want me to give you 5 rows of 3 drops?" and I again wait. And in either case I put the drops out in a rectangle.
And last night, for the first time, he explained to me in a slightly patronizing voice that it doesn't matter which way I do it because it ends up being the same, because of the rectangle formation and how you look at it. And just to check I asked him which would be more, 10 rows of 7 drops or 7 rows of 10 drops, and he told me, "duh, it would be the same because it couldn't be any different."
And that, my friends, is how not to be wrong.
Interview with a middle school math teacher on the Common Core
Today's post is an email interview with Fawn Nguyen, who teaches math at Mesa Union Junior High in southern California. Fawn is on the leadership team for UCSB Mathematics Project that provides professional development for teachers in the Tri-County area. She is a co-founder of the Thousand Oaks Math Teachers' Circle. In an effort to share and learn from other math teachers, Fawn blogs at Finding Ways to Nguyen Students Over. She also started VisualPatterns.org to help students develop algebraic thinking, and more recently, she shares her students' daily math talks to promote number sense. When Fawn is not teaching or writing, she is reading posts on mathblogging.org as one of the editors. She sleeps occasionally and dreams of becoming an architect when all this is done.
Importantly for the below interview, Fawn is not being measured via a value-added model. My questions are italicized.
I've been studying the rhetoric around the mathematics Common Core State Standard (CCSS). So far I've listened to Diane Ravitch stuff, I've interviewed Bill McCallum, the lead writer of the math CCSS, and I've also interviewed Kiri Soares, a New York City high school principal. They have very different views. Interestingly, McCallum distinguished three things: standards, curriculum, and testing.
What do you think? Do teachers see those as three different things? Or is it a package deal, where all three things rolled into one in terms of how they're presented?
I can't speak for other teachers. I understand that the standards are not meant to be the curriculum, but the two are not mutually exclusive either. They can't be. Standards inform the curriculum. This might be a terrible analogy, but I love food and cooking, so maybe the standards are the major ingredients, and the curriculum is the entrée that contains those ingredients. In the show Chopped on Food Network, the competing chefs must use all 4 ingredients to make a dish – and the prepared foods that end up on the plates differ widely in taste and presentation. We can't blame the ingredients when the dish is blandly prepared any more than we can blame the standards when the curriculum is poorly written.
Similary, the standards inform testing. Test items for a certain grade level cover the standards of that grade level. I'm not against testing. I'm against bad tests and a lot of it. By bad, I mean multiple-choice items that require more memorization than actual problem solving. But I'm confident we can create good multiple-choice tests because realistically a portion of the test needs to be of this type due to costs.
The three – standards, curriculum, and testing – are not a "package deal" in the sense that the same people are not delivering them to us. But they go together, otherwise what is school mathematics? Funny thing is we have always had the three operating in schools, but somehow the Common Core State Standands (CCSS) seem to get the all the blame for the anxieties and costs connected to testing and curriculum development.
As a teacher, what's good and bad about the CCSS?
I see a lot of good in the CCSS. This set of standards is not perfect, but it's much better than our state standards. We can examine the standards and see for ourselves that the integrity of the standards holds up to their claims of being embedded with mathematical focus, rigor, and coherence.
Implementation of CCSS means that students and teachers can expect consistency in what is being in taught at each grade level across state boundaries. This is a nontrivial effort in addressing equity. This consistency also helps teachers collaborate nationwide, and professional development for teachers will improve and be more relevant and effective.
I can only hope that textbooks will be much better because of the inherent focus and coherence in CCSS. A kid can move from Maine to California and not have to see different state outlines on their textbooks as if he'd taken on a new kind of mathematics in his new school. I went to a textbook publishers fair recently at our district, and I remain optimistic that better products are already on their way.
We had every state create its own assessment, now we have two consortia, PARCC and Smarter Balanced. I've gone through the sample assessments from the latter, and they are far better than the old multiple-choice items of the CST. Kids will have to process the question at a deeper level to show understanding. This is a good thing.
What is potentially bad about the CCSS is the improper or lack of implementation. So, this boils down to the most important element of the Common Core equation – the teacher. There is no doubt that many teachers, myself included, need sustained professional development to do the job right. And I don't mean just PD in making math more relevant and engaging, and in how many ways we can use technology, I mean more importantly, we need PD in content knowledge.
It is a perverse notion to think that anyone with a college education can teach elementary mathematics. Teaching mathematics requires knowing mathematics. To know a concept is to understand it backward and forward, inside and outside, to recognize it in different forms and structures, to put it into context, to ask questions about it that leads to more questions, to know the mathematics beyond this concept. That reminds me just recently a 6th grader said to me as we were working on our unit of dividing by a fraction. She said, "My elementary teacher lied to me! She said we always get a smaller number when we divide two numbers."
Just because one can make tuna casserole does not make one a chef. (Sorry, I'm hungry.)
What are the good and bad things for kids about testing?
Testing is only good for kids when it helps them learn and become more successful – that the feedback from testing should inform the teacher of next moves. Testing has become such a dirty word because we over test our kids. I'm still in the classroom after 23 years, yet I don't have the answers. I struggle with telling my kids that I value them and their learning, yet at the end of each quarter, the narrative sum of their learning is a letter grade.
Then, in the absence of helping kids learn, testing is bad.
What are the good/bad things for the teachers with all these tests?
Ideally, a good test that measures what it's supposed to measure should help the teacher and his students. Testing must be done in moderation. Do we really need to test kids at the start of the school year? Don't we have the results from a few months ago, right before they left for summer vacation? Every test takes time away from learning.
I'm not sure I understand why testing is bad for teachers aside from lost instructional minutes. Again, I can't speak for other teachers. But I do sense heightened anxiety among some teachers because CCSS is new – and newness causes us to squirm in our seats and doubt our abilities. I don't necessarily see this as a bad thing. I see it as an opportunity to learn content at a deeper conceptual level and to implement better teaching strategies.
If we look at anything long and hard enough, we are bound to find the good and the bad. I choose to focus on the positives because I can't make the day any longer and I can't have fewer than 4 hours of sleep a night. I want to spend my energies working with my administrators, my colleagues, my parents to bring the best I can bring into my classroom.
Is there anything else you'd like to add?
The best things about CCSS for me are not even the standards – they are the 8 Mathematical Practices. These are life-long habits that will serve students well, in all disciplines. They're equivalent to the essential cooking techniques, like making roux and roasting garlic and braising kale and shucking oysters. Okay, maybe not that last one, but I just got back from New Orleans, and raw oysters are awesome.
I'm excited to continue to share and collaborate with my colleagues locally and online because we now have a common language! We teachers do this very hard work – day in and day out, late into the nights and into the weekends – because we love our kids and we love teaching. But we need to be mathematically competent first and foremost to teach mathematics. I want the focus to always be about the kids and their learning. We start with them; we end with them.
Interview with a high school principal on the math Common Core
In my third effort to understand the Common Core State Standards (CC) for math, I interviewed an old college friend Kiri Soares, who is the principal and co-founder of the Urban Assembly Institute of Math and Science for Young Women. Here's a transcript of the interview which took place earlier this month. My words are in italics below.
How are high school math teachers in New York City currently evaluated?
Teachers are now evaluated on 2 things:
- First, measures of teacher practice, which are based on observations, in turn based on some rubric. Right now it's the Danielson Rubric. This is a qualitative measure. In fact it is essentially an old method with a new name.
- Second, measures of student learning, that is supposed to be "objective". Overall it is worth 40% of the teacher's score but it is separated into two 20% parts, where teachers choose the methodology of one part and principals choose the other. Some stuff is chosen for principals by the city. Any time there is a state test we have to choose it. In terms of the teachers' choices, there are two ways to get evaluated: goals or growth. Goals are based on a given kid, and the teachers can guess they will get a certain slightly lower score or higher score for whatever reason. Otherwise, it's a growth-based score. Teachers can also choose from an array of assessments (state tests, performance tests, and third party exams). They can also choose the cohort (their own kids/ the grade/the school). The city also chose performance tasks in some instances.
Can you give me a concrete example of what a teacher would choose as a goal?
At the beginning of year you give diagnostic tests to students in your subject. Based on what a given kid scored in September, you extrapolate a guess for their performance in the June test. So if a kid has a disrupted homelife you might guess lower. Teacher's goal setting is based on these teachers' guesses.
So in other words, this is really just a measurement of how well teachers guess?
Well they are given a baseline and teachers set goals relative to that, but yes. And they are expected to make those guesses in November, possibly well before homelife is disrupted. It definitely makes things more complicated. And things are pretty complicated. Let me say a bit more.
The first three weeks of school are all testing. We test math, social studies, science, and English in every grade, and overall it depending on teacher/principal selections it can take up to 6 weeks, although not in a given subject. Foreign language and gym teachers also getting measured, by the way, based on those other tests. These early tests are diagnostic tests.
Moreover, they are new types of tests, which are called performance-based assessments, and they are based on writing samples with prompts. They are theoretically better quality because they go deeper, the aren't just bubble standardized tests, but of course they had no pre-existing baseline (like the state tests) and thus had to be administered as diagnostic. Even so, we are still trying to predict growth based on them, which is confusing since we don't know how to predict performance on new tests. Also don't even know how we can consistently grade such essay-based tests- despite "norming protocols", which is yet another source of uncertainty.
How many weeks per year is there testing of students?
The last half of June is gone, a week in January, and 2-3 weeks in the high school in the beginning per subject. That's a minimum of 5 weeks per subject per year, out of a total of 40 weeks. So one eighth of teacher time is spent administering tests. But if you think about it, for the teachers, it's even more. They have to grade these tests too.
I've been studying the rhetoric around the CC. So far I've listened to Diane Ravitch stuff, and to Bill McCallum, the lead writer of the math CC. They have very different views. McCallum distinguished three things, which when they are separated like that, Ravitch doesn't make sense.
Namely, he separates standards, curriculum, and testing. People complain about testing and say that CC standards make testing easier, and we already have too much testing, so CC is a bad thing. But McCallum makes this point: good standards also make good testing easier.
What do you think? Do teachers see those as three different things? Or is it a package deal, where all three things rolled into one in terms of how they're presented?
It's much easier to think of those three things as vertices of a triangle. We cannot make them completely isolated, because they are interrelated.
So, we cannot make the CC good without curriculum and assessment, since there's a feedback loop. Similarly, we cannot have aligned curriculum without good standards and assessment, and we cannot have good tests without good standards and curriculum. The standards have existed forever. The common core is an attempt to create a set of nationwide standards. For example, without a coherent national curriculum it might seem OK to teach creationism in place of evolution in some states. Should that be OK?
CC is attempting to address this, in our global economy, but it hasn't even approached science for clear political reasons. Math and English are the least political subjects so they started with those. This is a long time coming, and people often think CC refers to everything but so far it's really only 40% of a kid's day. Social studies CC standards are actually out right now, but they are very new.
Next, the massive machine of curriculum starts getting into play, as does the testing. I have CC standards and the CC-aligned test, but not curriculum.
Next, you're throwing into the picture teacher evaluation aligned to CC tests. Teachers are freaking out now – they're thinking, my curriculum hasn't been CC-aligned for many years, what do I do now? By the way, importantly, none of the high school curriculum in NY State is actually CC-aligned now. DOE recommendations for the middle school happened last year, and DOE people will probably recommend this year for high school, since they went into talks with publication houses last year to negotiate CC curriculum materials.
The real problem is this: we've created these new standards to make things more difficult and more challenging without recognizing where kids are in the present moment. If I'm a former 5th grader, and the old standards were expecting something from me that I got used to, and it wasn't very much, and now I'm in 6th grade, and there are all these raised expectations, and there's no gap attention.
Bottomline, everybody is freaking out – teachers, students, and parents.
Last year was the first CC-aligned ELA and math tests. Everybody failed. They rolled out the test before any CC curriculum.
From the point of view of NYC teachers, this seems like a terrorizing regime, doesn't it?
Yes, because the CC roll-out is rigidly tied to the tests, which are in turn rigidly tied to evaluations of teachers. So the teachers are worried they are automatically going to get a "failure" on that vector.
Another way of saying this is that, if teacher evaluations were taken out of the mix, we'd have a very different roll-out environment. But as it is, teachers are hugely anxious about the possibility that their kids might fail both the city and state tests, and that would give the teacher an automatic "failure" no matter how good their teacher observations are.
So if I'm a special ed teacher of a bunch of kids reading at 4th and 5th grade level even through they're in 7th grade, I'm particularly worried with the introduction of the new and unknown CC-aligned tests.
So is that really what will happen? Will all these teachers get failing evaluation scores?
That's the big question mark. I doubt it there will be massive failure though. I think given that the scores were so clustered in the middle/low muddle last year, they are going to add a curve and not allow so many students to fail.
So what you're pointing out is that they can just redefine failure?
Exactly. It doesn't actually make sense to fail everyone. Probably 75% of the kids got 2's or 1's out of a 4 point scale. What does failure mean when everyone fails? It just means the test was too hard, or that what the kids were being taught was not relevant to the test.
Let's dig down to the the three topics. As far as you've heard from the teachers, what's good and bad about CC?
My teachers are used to the CC. We've rolled out standards-based grading three years ago, so our math and ELA teachers were well adjusted, and our other subject teachers were familiar. The biggest change is what used to be 9th grade math is now expected of the 8th grade. And the biggest complaint I've heard is that it's too much stuff – nobody can teach all that. But that's always been true about every set of standards.
Did they get rid of anything?
Not sure, because I don't know what the elementary level CC standards did. There was lots of shuffling in the middle school, and lots of emphasis on algebra and algebraic thinking. Maybe they moved data and stats to earlier grades.
So I believe that my teachers in particular were more prepared. In other schools, where teachers weren't explicitly being asked to align themselves to standards, it was a huge shock. For them, it used to be solely about Regents, and also Regents exams are very predictable and consistent, so it was pretty smooth sailing.
Let's move on to curriculum. You mentioned there is no CC-aligned curriculum in NY. I also heard NY state has recently come out against the CC, did you hear that?
Well what I heard is that they previously said they this year's 9th graders (class of 2017) would be held accountable but now the class of 2022 will be. So they've shifted accountability to the future.
What does accountability mean in this context?
It means graduation requirements. You need to pass 5 Regents exams to graduate, and right now there are two versions of some of those exams: one CC-aligned, one old-school. The question is who has to pass the CC-aligned versions to graduate. Now the current 9th grade could take either the CC-aligned or "regular" Regents in math.
I'm going to ask my 9th grade students to take both so we can gather information, even though it means giving them 3 extra hours of tests. Most of my kids pass 2 Regents in 9th grade, 2 in 10th, and 3 in 11th, and then they're supposed to be done. They only take those Regents tests in senior year that they didn't pass earlier.
What are the good and bad things about testing?
What's bad is how much time is lost, as we've already said. And also, it's incredibly stressful. You and I went to school and we had one big college test that was stressful, namely the SAT. In terms of us finishing high school, that was it. For these kids it's test, test, test, test. I don't think it's actually improved the quality of college students across the country. 20 years ago NY was the only one that had extra tests except California achievement tests, which I guess we sometimes took as well.
Another way to say it is that we did take some tests but it didn't take 5 weeks.
And it wasn't high stakes for the teacher!
Let's go straight there: what are the good/bad things for the teachers with all these tests?
Well it definitely makes the teachers more accountable. Even teachers think this: there is a cadre of protected teachers in the city, and the principals didn't want to take the time to get rid of them, so they'd excess them out of the schools, and they would stay in the system.
Now with testing it has become much more the principal's responsibility to get rid of bad teachers. The number of floating teachers is going down.
How did they get rid of the floaters?
A lot of different ways. They made them go into the schools, take interviews, they made their quality of life not great, and a lot if them left or retired or found jobs. Principals took up the mantle as well, and they started to do due diligence.
Sounds like the incentive system for over-worked principals was wrong.
Yes, although the reason it became easier for the principals is because now we have data. So if you're coming in as ineffective and I also have attendance data and observation data, I can add my observational data (subjective albeit rubric based) and do something.
If I may be more skeptical, it sounds like this data gathering was used as a weapon against teachers. There were probably lots of good teachers that have bad numbers attached to them that could get fired if someone wanted them to be fired.
Correct, except those good teachers generally have principals who protect them.
You could give everyone a bad number and then fire the people you want, right?
Is that the goal?
Under Bloomberg it was.
Is there anything else you want to mention?
I think testing needs to be dialed down but not disappear. Education is a bi-polar pendulum and it never stops in the middle. We're on an extreme but let's not get rid of everything. There is a place for testing.
Let's get our CC standards, curriculum, and testing reasonable and college-aligned and let's keep it reasonable. Let's do it with standards across states and let's make sure it makes sense.
Also, there are some new tests coming out, called PARCC assessments, that are adaptive tests aligned to the CC. They are supposed to replace Regents down the line and be national.
Here's what bothers me about that. It's even harder to investigate the experience of the student with adaptive tests.
I'm not sure there's enough technology to actually do this anyway very soon. For example, we were given $10,000 for 500 student. That's not going to go far unless it takes 2 weeks to administer the test. But we are investing in our technology this year. For example, I'm looking forward to buying textbooks and get my updates pushed instead of having to buy new books every year.
Last question. They are redoing the SAT because rich kids are doing so much better. Are they just trying to get in on the test prep game? Because, here's the thing, there's no test that can't be gamed that's also easy to grade. It's gotta depend on the letters and grades. We keep trying to shortcut that.
Listen, this is what I tell the kids. What's going to matter to you is the letter of recommendation, so don't be an jerk to your fellow students or to the teachers. Next, are you going to be able to meet the minimum requirements? That's what the SAT is good for. It defines a lower bound.
Is it a good lower bound though?
Well, I define the lower bound as 1000 in total. My kids can target that. It's a reasonable low bar.
To what extent do your students – mostly inner-city, black girls interested in math and science – suffer under the wholly gamed SAT system?
It serves to give them a point of self-reference with the rest of the country. You have to understand, they, like most kids in the nation, don't have a conception of themselves outside of their own experience. The SAT serves that purpose. My kids, like many others, have the dream of Ivy League minus the understanding of where they actually stand.
So you're saying their estimates of their chances are too high?
Yes, oftentimes. They are the big fish in a well-defined pond. At the very least, The SAT helps give them perspective.
Thanks so much for your time Kiri.


text: Getty Images [ West St. Cloud Target Expanding Late Night Store Hours By Dan DeBaun August 19, 2014 Hundreds of Target stores are expanding their late night hours, including the West St. Cloud location. Read More|Comment Category: business news, St. Cloud News Tags: central minnesota, st. cloud business news, st. cloud target, target, target hours Send to a friend! Share on Facebook Share on Twitter Pin it! Reddit This! Share on Tumblr!


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The Top 10 In Action Sports
01Here's The Stunning Feature That Shows The Dark Side of Professional Mountain Biking
02Sailing Into A Cyclone: This Has To Be One Of The Most Dangerous Races On Earth
03Ever Wanted To Own Your Own Ski Resort? Now You Can... For Just $900,000
04This is What Happened When Three Pros Tried To Go Mountain Biking on a Glacier
05Dirt Jumps, Zebras and A Motocross Legend: This Red Bull Feature is Essential Viewing For Any MX Fan
06Introducing The Greatest Skateboarder You've Never Heard Of… And He's Only 11 Years Old
07This is What It Looks Like To Break The World Record For The Fastest Time on a Bike
08This All-Action Edit Encapsulates Every Single Reason We Should All Love Motocross
09A Glacier The Size Of Manhattan Has Disappeared, And These Guys Got It On Film
10Win a Holiday for 2 in Chamonix with Three #holidayspam
Garry Woodward - "Hating Life" (1999)
A Skateboarding video by Sidewalk - 5,081 views
Woody closes down Neil Chester's 1999 A4 VHS "Hating Life" with a full throttle two and a half minutes of raw Mancunion power. www.sidewalkmag.com
What Do You Think?
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TO MAKE THE DRESSING In a small jar with a tight-fitting lid, combine the olive oil, lemon juice, mustard, salt, sugar, and a few grinds of pepper to taste.
Cover tightly and shake vigorously to blend.
Taste and adjust the seasonings.
In a large mixing bowl, combine the apples, celery root, and onion.
Pour the dressing over all and toss to mix well.
Add the parsley and toss again.
Taste and add more pepper if desired.
Cover and refrigerate.
Bring to room temperature 1 hour before serving.


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Blood In Mouth And HIV Testing
Here's a taste of what TheBody.com has to offer on this topic:
Get the Facts
HIV Testing... What Is HIV Testing? How Do I Get Tested? Who Should Get Tested? When Should I Get Tested? Do Any Tests Work Sooner After Infection? What Does It Mean if I Test Positive? Are the Test Results Confidential? How Accurate Are the Tests? The Bottom Line
Ask the Experts
Doc can you help me puhlease!!I am begging you to answer my question. PLEASE.I took the western block again and again it came back indeterminate. I feel like I am losing my mind. The P31 band is still reactive. I have to test again she said this time she will do a different...
Response from Robert J. Frascino, M.D.
The Robert James Frascino AIDS Foundation...accurate.3.I have no idea what you mean by "they scared his mouth," but if your doctor is advising folks to give blood so they can be tested for viruses, including HIV, she is a complete moron. Such advice is not only unconscionably wrong; it is... Read more »
Chance or trasmission - Blood in mouthI was receiveing oral sex with someone who has HIV. I usually receive it then ejaculate on his stomach - never in his mouth. I noticed after receiving I had a little blood in my penis. I did not see any cuts on my penis. I was scared as shit...
Response from Robert J. Frascino, M.D.
The Robert James Frascino AIDS Foundation...those who have concerns related to fatigue and/or anemia. Questions related to HIV transmission, prevention, safer sex, HIV testing and risk should be sent to Dr. Bob at his "Safe Sex and HIV Prevention" expert forum. Please resubmit your... Read more »
Blood in my mouth. Worried.HiHere are the facts. I gave oral sex to another man about 2 weeks ago. There was no ejaculation and the episode lasted for maybe 5 minutes. His foreskin was tight i think and basically without either of us realising, about half way through some...
Response from Robert J. Frascino, M.D.
The Robert James Frascino AIDS Foundation...would be remote. So you could feel fairly confident that you were not exposed. Nonetheless, whether or not he agrees to get tested and no matter what his test result may be, I would still recommend you get a three-month HIV test just to be... Read more »
mouth ulcers, Any relationship to HIV??Just went for blood tests in Dec 03, CD 565.I have developed mouth ulcers which are very irritating.Could that be related to the HIV?
Response from Gerald Pierone, M.D.
AIDS Research and Treatment Center of the Treasure Coast...Mouth ulcers are more common in persons with HIV infection, but can occur in anyone. If this problem continues or recurs you should Read more »
HIV Testing... Why Should You Get Tested for HIV? What Are HIV Antibody Tests? ELISA Western Blot (WB) Assay Indirect Immunofluorescence Read more »
What Is HIV?...What Is HIV? What Is AIDS? What Is the Difference Between HIV and AIDS? How Do I Know if I Have HIV? Do I Need to Get Tested for HIV? Why Should I Get Tested? What Tests Are Available? Where Can I Get Tested? Is There a Vaccine to... Read more »
Stopping the Spread of HIV...Exposed? If you think you have been exposed to HIV, talk to your health care provider or the public health department, and get tested. For more information on HIV testing, see Fact Sheet 102 . If you are sure that you have been exposed, call... Read more »
Frequently Asked Questions About HIV/AIDS...tests. How do I know which one I should take? The combination of an Elisa/Western Blot HIV Antibody Test is the traditional testing method for HIV infection. This combination test is looking for the antibodies that develop to fight the HIV... Read more »
Connect With Others
No Symptoms, but Tested POS mouth swab
Posted by Guest8923, 2 Replies...need a little encouragement. I took a mouth swab in May 2008 and it was + for HIV. I took a full blood test at my drs office tested neg, i waited 8 months to make sure and tested neg again. I still have anxiety about the pos. I have no symptoms,... Read more »
blood in mouth?
Posted by Anonymous, 1 Reply...Ive been taking a class on culture and illness of pain and we recently talked about HIV. I was tested two years back and negative (I had no suspicion but did it anyways). However now I find myself out of my mind wondering/worrying Read more »
saliva test
Posted by Anonymous, 2 Replies...How accurate are the saliva tests? I hear both on them...yet some HIV clinics only use them as their testing methods. Thanks! :) Read more »
Blood Test
Posted by Anonymous, 1 Reply...I went to my doctor today but did not tell him about my HIV worries. He has decided to do a blood test tomorrow although he says that he thinks i just have a cold. Do you think I have anything to worry about? Surely he would Read more »
Resource Centers
Guides for People With HIV


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Arizona poinsettia
Hi gang! I see so many new names and also so many of the older ones! It has been so long since I posted I could not even remember what my password was. How sad is that???
But, good news:
I finally got a digital camera. But have no clue how to show you a Arizona poinsettia Jim Dennis gave me a 3 years ago! It was a teeny shoot and now I have two and they are gorgeous!
Becky Boo
There must be an easier way to do this...Trolip, where are you?
But for now and so Jim Dennis can see what became of his little shoot, click here.
Here is a link that might be useful: Arizona Poinsettia
Hiya Becky! Gald to see ya post. I can't see the photo, it wants me to sign up for shutterfly. I use the gallery page- just save the photo to your computer, pull up a post in the gallery section, click browse, find the photo's file on your computer and click on it. Then hit submit. DON'T preview, 'cuz you lose the photo. Then waaalaa, there it is...
Welcome back!
Flickr has been great for me. Upload the picture, and have several sizes to choose from... then it gives you the code to link. Easy as pie.
Glad to see you around!!
Eva (who is not affiliated with Flickr, but is an avid user)
Here is a link that might be useful: Flickr
Here is a link that might be useful: Arizona Poinsettia
Becky, So good to see you again. I still have your spiders...and spiders...and spiders... Love them!
So happy the AZ Poinsettia grew for you. They are neat plants. Looking forward to the picture.
It faces west...can you even believe it? Loves water....
This photo was taken three weeks ago and it is much larger now. Sorta took a long time to thrive because I had it in a shady spot under my back porch. It never grew much so I had no idea that it was this beautiful.
I have no idea how to propagate but certainly will share
(at the next gathering I can attend) if I can figure it out.
I have boo-koo of these plants growing along the irrigation ditch behind my house. They seem to propagate on their own and create little forests of pretty poinsettias. It's pretty shady back there so I didn't know they like sun. Maybe I'll dig a couple up and pot them.
Dear Becky-
We missed you and your sweet ways. I'm sure almost none of us who know you can look at a spider plant or a mural and not think of you! I'm really glad to hear from you again. Have you caught up a little bit? Will you be around for long? I hope so.
Sorry, too that you weren't at the swap. I'd love to have another one soon, so hopefully any of the newbies will get their obligatory spider plant and the pleasure of your smile.


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Obama slams Romney's Chinese investment
Market Pulse
September 24, 2012|Michael Kitchen
LOS ANGELES (MarketWatch) -- U.S. President Barack Obama's campaign criticized opponent Mitt Romney on Monday for an investment in Chinese energy major Cnooc Ltd. (HK:883)(US:CEO), saying the investing position contrasted with the Republican ex-governor's stance on China. The Cnooc investment, made by Romney's blind trust and since unwound, was revealed when Romney made public his 2011 tax return late last week, the Financial Times and website BuzzFeed reported separately. "It wasn't until Romney decided that he was going to start talking tough on China ... that he dumped the shares," the Obama campaign said. The remarks came as Romney spokeswoman Andrea Saul was quoted by Reuters on Monday as saying Obama should label China as a currency manipulator, an action Romney has promised to do immediately if he wins the presidency. Romney's campaign has previously accused the White House of being soft on China.


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A baby spinach salad with hard-boiled eggs, red onion and croutons tossed in a warm honey-mustard bacon dressing. One of the most delicious salads to ever grace my plate. Completely unforgettable.
Ranch BLT Pasta Salad
The classic BLT gets a remix with Hidden Valley® Original Ranch® Salad Dressing. All the things we love about the BLT are found in this pasta salad with radiatore pasta, salty bites of bacon, fresh tomatoes, the crunch of romaine lettuce and a few extras like cubes of Swiss cheese and thinly sliced red onions.
BLT Chicken Salad
Slow Cooker Bacon Onion Jam
Bacon Cheddar Corn Muffins
Zucchini, Corn and Bacon Chowder
Avocado Cream Cheese BLT
A bacon, lettuce and tomato sandwich with cream cheese and avocado. A BLT with an extra special touch. PrintAvocado BLT Rating: 51 Prep Time: 10 minutesTotal Time: 10 minutes Yield: 1 sandwich A bacon, lettuce and tomato sandwich made special with cream cheese and avocado.INGREDIENTS:1 tablespoon cream cheese (or more) 1 tablespoon mayonnaise (or more)…