text:
Assessment is commonly thought of as the means to find out whether individuals have learned something—that is, whether they can demonstrate that they have learned the information, concepts, skills, procedures, etc., targeted by an educational effort. In school, examinations or tests are a standard feature of students' experience, intended to measure the degree to which someone has, for example, mastered a subtraction algorithm, developed a mental model of photosynthesis, or appropriately applied economic theory to a set of problems. Other products of student work, such as reports and essays, also serve as the basis for systematic judgments about the nature and degree of individual learning.
Informal settings for science learning typically do not use tests, grades, class rankings, and other practices commonly used in schools and workplace settings to document achievement. Nevertheless, the informal science community has embraced the cause of assessing the impact of out-of-school learning experiences, seeking to understand how everyday, after-school, museum, and other types of settings contribute to the development of scientific knowledge and capabilities.1 This chapter discusses the evidence for outcomes from engagement in informal environments for science learning,
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OCR for page 54
Assessment is commonly thought of as the means to find out whether
individuals have learned something—that is, whether they can demonstrate
that they have learned the information, concepts, skills, procedures, etc., tar-
geted by an educational effort. In school, examinations or tests are a standard
feature of students' experience, intended to measure the degree to which
someone has, for example, mastered a subtraction algorithm, developed a
mental model of photosynthesis, or appropriately applied economic theory
to a set of problems. Other products of student work, such as reports and
essays, also serve as the basis for systematic judgments about the nature and
degree of individual learning.
Informal settings for science learning typically do not use tests, grades,
class rankings, and other practices commonly used in schools and work-
place settings to document achievement. Nevertheless, the informal science
community has embraced the cause of assessing the impact of out-of-school
learning experiences, seeking to understand how everyday, after-school,
museum, and other types of settings contribute to the development of sci-
entific knowledge and capabilities.1 This chapter discusses the evidence for
outcomes from engagement in informal environments for science learning,
The educational research community generally makes a distinction between assessment—
the set of approaches and techniques used to determine what individuals learn from a given
instructional program—and evaluation—the set of approaches and techniques used to make
judgments about a given instructional program, approach, or treatment, improve its effective-
ness, and inform decisions about its development. Assessment targets what learners have or
have not learned, whereas evaluation targets the quality of the intervention.
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focusing on the six strands of scientific learning introduced earlier and ad-
dressing the complexities associated with what people know based on their
informal learning experiences.
In both informal and formal learning environments, assessment requires
plausible evidence of outcomes and, ideally, is used to support further learn-
ing. The following definition reflects current theoretical and design standards
among many researchers and practitioners (Huba and Freed, 2000, p. 8):
Assessment is the process of gathering and discussing information from
multiple and diverse sources in order to develop a deep understanding of
what students know, understand, and can do with their knowledge as a
result of their educational experiences; the process culminates when assess-
ment results are used to improve subsequent learning.
Whether assessments have a local and immediate effect on learning activi-
ties or are used to justify institutional funding or reform, most experts in
assessment agree that the improvement of outcomes should lie at the heart
of assessment efforts. Yet assessing learning in ways that are true to this
intent often proves difficult, particularly in informal settings. After reviewing
some of the practical challenges associated with assessing informal learning,
this chapter offers an overview of the types of outcomes that research in
informal environments has focused on to date, how these are observed in
research, and grouping these outcomes according to the strands of science
learning. Appendix B includes discussion of some technical issues related
to assessment in informal environments.
Despite general agreement on the importance of collecting more and
better data on learning outcomes, the field struggles with theoretical, tech-
nical, and practical aspects of measuring learning. For the most part, these
difficulties are the same ones confronting the education community more
broadly (Shepard, 2000; Delandshere, 2002; Moss, Giard, and Haniford,
2006; Moss, Pullin, Haertel, Gee, and Young, in press; Wilson, 2004; National
Research Council, 2001). Many have argued that the diversity of informal
learning environments for science learning further contributes to the dif-
ficulties of assessment in these settings; they share the view that one of the
main challenges is the development of practical, evidence-centered means
for assessing learning outcomes of participants across the range of science
learning experiences (Allen et al., 2007; Falk and Dierking, 2000; COSMOS
Corporation, 1998; Martin, 2004).
For many practitioners and researchers, concerns about the appropriate-
ness of assessment tasks in the context of the setting are a major constraint
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Learning Science in Informal Environments
on assessing science learning outcomes (Allen et al., 2007; Martin, 2004).2
It stands roughly as a consensus that the standardized, multiple-choice
test—what Wilson (2004) regrets has become a "monoculture" species for
demonstrating outcomes in the K-12 education system—is at odds with the
types of activities, learning, and reasons for participation that characterize
informal experiences. Testing can easily be viewed as antithetical to common
characteristics of the informal learning experience. Controlling participants'
experiences to isolate particular influences, to arrange for pre- and post-
tests, or to attempt other traditional measures of learning can be impractical,
disruptive, and, at times, impossible given the features, norms, and typical
practices in informal environments.
To elaborate: Visits to museums and other designed informal settings
are typically short and isolated, making it problematic to separate the effects
of a single visit from the confluence of factors contributing to positive sci-
ence learning outcomes. The very premise of engaging learners in activities
largely for the purposes of promoting future learning experiences beyond
the immediate environment runs counter to the prevalent model of assess-
ing learning on the basis of a well-defined educational treatment (e.g., the
lesson, the unit, the year's math curriculum). In addition, many informal
learning spaces, by definition, provide participants with a leisure experience,
making it essential that the experience conforms to expectations and that
events in the setting do not threaten self-esteem or feel unduly critical or
controlling—factors that can thwart both participation and learning (Shute,
2008; Steele, 1997).
Other important features of informal environments for science learning
include the high degree to which contingency typically plays a role in the
unfolding of events—that is, much of what happens in these environments
emerges during the course of activities and is not prescribed or predetermined.
To a large extent, informal environments are learner-centered specifically
because the agenda is mutually set across participants—including peers,
family members, and any facilitators who are present—making it difficult to
consistently control the exposure of participants in the setting to particular
treatments, interventions, or activities (Allen et al., 2007). It may well be
that contingency, insofar as it allows for spontaneous alignment of personal
goals and motivations to situational resources, lies at the heart of some of
the most powerful learning effects in the informal domain. Put somewhat
differently, the freedom and flexibility that participants have in working with
people and materials in the environment often make informal learning set-
tings particularly attractive.
Another feature that makes many informal learning environments at-
tractive is the consensual, collaborative aspect of deciding what counts as
success: for example, what children at a marine science camp agree is a
This is also an issue of great importance among educators and education researchers
concerned with classroom settings.
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good design for a submersible or an adequate method for measuring salinity.
In some instances, determining a workable standard for measuring success
ahead of time—that is, before the learning activities among participants take
place—can be nearly impossible. The agenda that arises, say, in a family visit
to a museum may include unanticipated episodes of identity reinforcement,
the telling of stories, remindings of personal histories, rehearsals of new forms
of expression, and other nuanced processes—all of which support learning
yet evade translation into many existing models of assessment.
The type of shared agency that allows for collaborative establishment of
goals and standards for success can extend to multiple aspects of informal
learning activities. Participants in summer camps, science centers, family
activities, hobby groups, and such are generally encouraged to take full
advantage of the social resources available in the setting to achieve their
learning goals. The team designing a submersible in camp or a playgroup
engineering a backyard fort can be thought of as having implicit permission to
draw on the skills, knowledge, and strengths of those present as well as any
additional resources available to get their goals accomplished. "Doing well" in
informal settings often means acting in concert with others. Such norms are
generally at odds with the sequestered nature of the isolated performances
characteristic of school. Research indicates that these sequestered assess-
ments lead to systematic undermeasurement of learning precisely because
they fail to allow participants to draw on material and human resources in
their environment, even though making use of such resources is a hallmark
of competent, adaptive behavior (Schwartz, Bransford, and Sears, 2005).
Despite the difficulties of assessing outcomes, researchers have managed
to do important and valuable work. In notable ways, this work parallels the
"authentic assessment" approaches taken by some school-based researchers,
employing various types of performances, portfolios, and embedded assess-
ments (National Research Council, 2000, 2001). Many of these approaches
rely on qualitative interpretations of evidence, in part because researchers
are still in the stages of exploring features of the phenomena rather than
quantitatively testing hypotheses (National Research Council, 2002). Yet, as
a body of work, assessment of learning in informal settings draws on the full
breadth of educational and social scientific methods, using questionnaires,
structured and semistructured interviews, focus groups, participant observa-
tion, journaling, think-aloud techniques, visual documentation, and video
and audio recordings to gather data.
Taken as a whole, existing studies provide a significant body of evidence
for science learning in informal environments as defined by the six strands
of science learning described in this report.
A range of outcomes are used to characterize what participants learn
about science in informal environments. These outcomes—usually described
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8 Learning Science in Informal Environments
as particular types of knowledge, skills, attitudes, feelings, and behaviors—can
be clustered in a variety of ways, and many of them logically straddle two or
more categories. For example, the degree to which someone shows persis-
tence in scientific activity could be categorized in various ways, because this
outcome depends on the interplay between multiple contextual and personal
factors, including the skills, disposition, and knowledge the person brings to
the environment. Similarly, studies focusing on motivation might emphasize
affect or identity-related aspects of participation. In Chapter 2, we described
the goals of science learning in terms of six interweaving conceptual strands.
Here our formulation of the strands focuses on the science-related behaviors
that people are able to engage in because of their participation in science
learning activities and the ways in which researchers and evaluators have
studied them.
Strand 1: Developing Interest in Science
Nature of the Outcome
Informal environments are often characterized by people's excitement,
interest, and motivation to engage in activities that promote learning about
the natural and physical world. A common characteristic is that participants
have a choice or a role in determining what is learned, when it is learned,
and even how it is learned (Falk and Storksdieck, 2005). These environments
are also designed to be safe and to allow exploration, supporting interac-
tions with people and materials that arise from curiosity and are free of the
performance demands that are characteristic of schools (Nasir, Rosebery,
Warren, and Lee, 2006). Engagement in these environments creates the
opportunity for learners to experience a range of positive feelings and to
attend to and find meaning in relation to what they are learning (National
Research Council, 2007).
Participation is often discussed in terms of interest, conceptualized as
both the state of heightened affect for science and the predisposition to
reengage with science (see Hidi and Renninger, 2006).3 Interest includes
the excitement, wonder, and surprise that learners may experience and the
knowledge and values that make the experience relevant and meaningful.
Recent research on the relationship between affect and learning shows
that the emotions associated with interest are a major factor in thinking
and learning, helping people learn as well as helping with what is retained
and how long it is remembered (National Research Council, 2000). Interest
may even have a neurological basis (termed "seeking behavior," Panksepp,
Whereas motivation is used to describe the will to succeed across multiple contexts (see
Eccles, Wigfield, and Schiefele, 1998), interest is not necessarily focused on achievement and
is always linked to a particular class of objects, events, or ideas, such as science (Renninger,
Hidi, and Krapp, 1992; Renninger and Wozniak, 1985).
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1998), suggesting that all individuals can be expected to have and to be able
to develop interest.4 In addition, interest is an important filter for selecting
and focusing on relevant information in a complex environment (Falk and
Dierking, 2000). In this sense, the psychological state of mind referred to as
interest can be viewed as an evolutionary adaptation to select what is per-
ceived as important or relevant from the environment. People pay attention
to the things that interest them, and hence interest becomes a strong filter
for what is learned.
When people have a more developed interest for science—sometimes
described in terms of hobbies or personal excursions (Azevedo, 2006), is-
lands of expertise (Crowley and Jacobs, 2002), passions (Neumann, 2006),
or identity-related motivations (Ellenbogen, Luke, and Dierking, 2004; Falk
and Storksdieck, 2005; Falk, 2006)—they are inclined to draw more heavily
on available resources for learning and use systematic approaches to seek
answers (Engle and Conant, 2002; Renninger, 2000). This line of research
suggests that the availability or existence of stimulating, attractive learning
environments can generate the interest that leads to participation (Falk et
al., 2007). People with an interest in science are also likely to be motivated
learners in science; they are more likely to seek out challenge and difficulty,
use effective learning strategies, and make use of feedback (Csikszentmihalyi,
Rathunde, and Whalen, 1993; Lipstein and Renninger, 2006; Renninger and
Hidi, 2002). These outcomes help learners continue to develop interest, further
engaging in activity that promotes enjoyment and learning. People who come
to informal environments with developed interests are likely to set goals,
self-regulate, and exert effort easily in the domains of their interests, and
these behaviors often come to be habits, supporting their ongoing engage-
ment (Lipstein and Renninger, 2006; Renninger and Hidi, 2002; Renninger,
Sansone, and Smith, 2004).
Methods of Researching Strand 1 Outcomes
Although self-report data are susceptible to various forms of bias on
the part of the research participant, they are nonetheless frequently used in
studying outcomes with affective and attitudinal components because of the
subjective nature of these outcomes. Self-report studies are typically based
on questionnaires or structured interviews developed to target attitudes,
beliefs, and interests regarding science among respondents in particular age
groups, with an emphasis on how these factors relate to school processes
and outcomes (e.g., Renninger, 2003; Moore and Hill Foy, 1997; Weinburgh
and Steele, 2000). Methods linking prior levels of interest and motivation to
outcomes have been used in research as well.
It should be noted that all normatively functioning individuals might be expected to have
interest; Travers (1978) points out that lack of interest accompanies pathology.
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0 Learning Science in Informal Environments
Researchers have also used self-report techniques to investigate whether
prior levels of interest were related to learning about conservation (Falk
and Adelman, 2003; Taylor, 1994). Falk and Adelman (2003), for example,
showed significant differences in knowledge, understanding, and attitudes
for subgroups of participants based on their prior levels of knowledge and
attitudes. Researchers replicated this approach with successful results in a
subsequent study at Disney's Animal Kingdom (Dierking et al., 2004).
Studies of public understanding of science have used questionnaires
to assess levels of interest on particular topics. For example, they have
documented variation in people's reported levels of interest in science top-
ics: The general adult population in both the United States and Europe is
mildly interested in space exploration and nuclear energy; somewhat more
than mildly interested in new scientific discoveries, new technologies, and
environmental issues; and fairly interested in medical discoveries (European
Commission, 2001; National Science Board, 2002).
An important component of interest, as noted, is positive affect (Hidi and
Renninger, 2006). Whereas positive affect toward science is often regarded
as a primary outcome of informal learning, this outcome is notoriously dif-
ficult to assess. Positive affect can be transient and can develop even when
conscious attention is focused elsewhere making it difficult for an observer
to assess. Various theoretical models have attempted to map out a space of
emotional responses, either in terms of a small number of basic emotions
or emotional dimensions, such as pleasure, arousal, and dominance, and to
apply these in empirical research (Plutchik, 1961; Russell and Mehrabian,
1977; Isen, 2004).
Analysis of facial expressions has been a key tool in studying affect, with
mixed results. Ekman's seven facial expressions have been used to assess
fleeting emotional states (Ekman and Rosenberg, 2005). Dancu (2006) used
this method in a pilot study to assess emotional states of children as they
engaged with exhibits and compared these observations to reports by chil-
dren and their caregivers, finding low agreement among all measures. Kort,
Reilly, and Picard (2001) have created a system of analyzing facial expressions
suited to capturing emotions relevant to learning (such as flow, frustration,
confusion, eureka), but her methods require special circumstances (e.g., the
subject must sit in a chair) and do not allow for naturalistic study in large
spaces, thus complicating application of this approach many informal set-
tings. Ma (2006) used a combination of open-ended and semantic-differential
questions, in conjunction with a self-assessment mannequin. Physiological
measures (skin conductance, posture, eye movements, EEG, EKG) relevant
to learning are being developed (Mota and Picard, 2003; Lu and Graesser,
in press; Jung, Makeig, Stensmo, and Seinowski, 1997).
Discourse analysis has been another important method for naturalistic
study of emotion during museum visits. Allen (2002), for example, coded
visitors' spontaneous articulations of their emotions using three categories of
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affect: positive, negative, and neutral. Both spontaneous comments and com-
ments elicited by researchers have similarly been coded to show differences
in emotional response during museum visits. Clipman (2005), for example,
used the Positive and Negative Affect Schedule to show that visitors leaving
a Chihuly exhibit of art glass reported being more happy and inspired than
visitors to a quilting exhibit in the same museum (Clipman, 2005). Myers,
Saunders, and Birjulin (2004) used Likert and semantic-differential measures to
show that zoo visitors had stronger emotional responses to gorillas than other
animals on display. Raphling and Serrell (1993) asked visitors to complete
the sentence "It reminded me that . . ." as a part of an exit questionnaire for
exhibitions on a range of topics, and they reported that this prompt tends
to elicit affective responses from visitors, including wonderment, imagining,
reminiscences, convictions, and even spiritual connection (such as references
to the power of God or nature).
In studies of informal learning, interest and related positive affect are also
often inferred on the basis of behavior displayed. That is, participants who
seem engaged in informal learning activities are presumed to be interested.
In this sense, interest and positive affect are often not treated as outcomes,
but rather as preconditions for engagement. Studies that document children
spontaneously asking "why" questions, for example, take as a given that
children are curious about, interested in, and positively predisposed to en-
gaging in activity that entails learning about the natural world (e.g., Heath,
1999). Studies that focus on adult behavior, such as engaging in hobbies,
are predicated on a similar assumption—that interest can be assumed for the
people and the context being studied (e.g., Azevedo, 2006). A meta-analysis
of the types of naturally occurring behavior thought to provide evidence of
individuals' interest in informal learning activities could be useful for develop-
ing systematic approaches to studying interest. Such an analysis also could be
useful in showing how interest is displayed and valued among participants
in informal learning environments, providing an understanding of interest
as it emerges and is made meaningful in social interaction.
Strand 2: Understanding Science Knowledge
Nature of the Outcome
As progressively more research shows, learning about natural phenom-
ena involves ordinary, everyday experiences for human beings from the
earliest ages (National Research Council, 2007). The types of experiences
common across the spectrum of informal environments, including everyday
settings, do more than provide enjoyment and engagement: they provide
substance on which more systematic and coherent conceptual understand-
ing and content structures can be built. Multiple models exist of the ways
in which scientific understanding is built over time. Some (e.g., Vosniadou
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Learning Science in Informal Environments
and Brewer, 1992) argue that learners build coherent theories, much like
scientists, by integrating their experiences, and others (e.g., diSessa, 1988)
argue that scientific knowledge is often constructed of many small fragments
that are brought to mind in relevant situations. Either way, small pieces of
insight, inferences, or understanding are accepted as vital components of
scientific knowledge-building.
Most traditionally valued aspects of science learning fall into this strand:
models, fact, factual recall, and application of memorized principles. These
aspects of science learning can be abstract and highly curriculum-driven;
they are often not the primary focus of informal environments. Assessments
that focus on Strand 2 frequently show little or no positive change of Strand
2 outcomes for learners. However, there are several studies that have shown
positive learning outcomes, suggesting that even a single visit to an informal
learning setting (e.g., an exhibition) may support development or revision
of knowledge (Borun, Massey, and Lutter, 1993; Fender and Crowley, 2007;
Guichard, 1995; Korn, 2003; McNamara, 2005).
At the same time, studies of informal environments for science learning
have explored cognitive outcomes that are more compatible with experiential
and social activities: perceiving, noticing, and articulating new aspects of the
natural world, understanding concepts embedded in interactive experiences,
making connections between scientific ideas or experiences and everyday
life, reinforcing prior knowledge, making inferences, and building an expe-
riential basis for future abstractions to refer to. Informal experiences have
also been shown to be quite memorable over time (see, e.g., Anderson and
Piscitelli, 2002; Anderson and Shimizu, 2007).
While the knowledge of most learners is often focused on topics of per-
sonal interest, it is important to note that most people do not learn a great
deal of science in the context of a single, brief "treatment." However, this
ought not to be considered an entirely negative finding. Consider that learn-
ing in school is rarely assessed on the basis of a one- or two-hour class, yet
science learning in informal environments is often assessed after exposures
that do not exceed one to two hours. Falk and Storksdieck (2005) found that
a single visit to an exhibition did increase the scientific content knowledge
of at least one-third of the adult visitors, particularly those with low prior
knowledge. However, even participants whose learning is not evident in a
pre-post design may take away something important: The potential to learn
later—what How People Learn refers to as preparation for future learning
(National Research Council, 2000). For example, visitors whose interest is
sparked (Strand 1) presumably are disposed to build on this experience in
the months that follow a science center visit by engaging in other informal
learning experiences.
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Methods of Researching Strand 2 Outcomes
Outcomes in this category can be the most "loaded" for learners. If not
carefully designed, assessments of content knowledge can make learners
feel inadequate, and this throws into question the validity of the assessment,
going against the expectations of learners in relation to norms of the setting
and the social situation. The traditional method for measuring learning (or
science literacy) has been to ask textbook-like questions and to judge the
nearness of an individual's answer to the expert's version of the scientific
story. In terms of what researchers know about the nature of learning, this
is a limited approach to documenting what people understand about the
world around them. This outcome category is also vulnerable to false nega-
tives, because cognitive change is highly individual and difficult to assess in
a standardized way. An essential element of informal environments is that
learners have some choice in what they attend to, what they take away from
an experience, what connections they make to their own lives. Consequently,
testing students only on recall of knowledge can cause researchers to miss
key learning outcomes for any particular learner, since these outcomes are
based on the learner's own experience and prior knowledge.
To avert the ethical, practical, and educational pitfalls related to assessing
content knowledge, many researchers and evaluators working in informal
environments put effort into generating assessments that have nonthreatening
content, a breadth of possible responses, comfortable delivery mechanisms,
a conversational tone, and appropriateness to the specific audience being
targeted. Also, these assessments leave room for unexpected and emergent
outcomes. Questions asked with an understanding of the ways in which
people are likely to have incorporated salient aspects of a scientific idea into
their own lives appropriately measure their general level of science knowledge
and understanding. Yet we also acknowledge that while such measures are
well aligned with the goals of informal environments, they lack objectivity
of standardized measures.
An important method for assessing scientific knowledge and understand-
ing in informal environments is the analysis of participants' conversations.
Researchers interested in everyday and after-school settings study science-
related discourse and behavior as it occurs in the course of ordinary, ongoing
activity (Bell, Bricker, Lee, Reeve, and Zimmerman, 2006; Callanan, Shrager,
and Moore, 1995; Sandoval, 2005). Researchers focused on museums and
other designed environments have used a variety of schemes to classify these
conversations into categories that show that people are doing cognitive work
and engaging in sense-making. The categories used in these classification
schemes have included: identify, describe, interpret/apply (Borun, Chambers,
and Cleghorn, 1996); list, personal synthesis, analysis, synthesis, explanation
(Leinhardt and Knutson, 2004); perceptual, conceptual, affective, connecting,
strategic (Allen, 2002); and levels of metacognition (Anderson and Nashon,
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Learning Science in Informal Environments
2007). Most of these categorizations have some theoretical basis, but they
are also partly emergent from the data.
A great deal of research has been conducted on the new information,
ideas, concepts, and even skills acquired in museums and other designed
settings. Some museum researchers have measured content knowledge us-
ing think-aloud protocols. In these protocols, a participant goes through a
learning experience and talks into a microphone while doing it. O'Neil and
Dufresne-Tasse (1997) used a talk-aloud method to show that visitors were
very cognitively active when looking at objects, even objects passively dis-
played. The principal limitation of this method is that it is likely to disrupt
the learning processes to some degree, not least of which is the elimination
of conversation in a visiting group. Beaumont (2005) used a variation of
this technique with whole groups by inviting families to think aloud "when
appropriate" during their visit to an exhibition. When studying children,
clinical interviews may be helpful for eliciting the ways in which they think
about concepts embedded in exhibits, as well as the ways in which their
understanding may be advanced or hindered. For example, Feher and Rice
(1987, 1988) interviewed children using a series of museum exhibits about
light and color, to identify common conceptions and suggest modifications
to the exhibit.
Several methods are used to elicit the concepts, explanations, arguments,
models and facts related to science that participants generate, understand,
and remember after engaging in science learning experiences. These include
structured self-reports, in the form of questionnaires, interviews, and focus
groups (see Appendix B for a discussion of individual and group interviews).
Self-reports can be used to assess understanding and recall of an individual's
experiences, syntheses of big ideas, and information that the respondent says
he or she "never knew." For example, a summative evaluation of Search
for Life (Korn, 2006) showed that visitors had understood a challenging big
idea (that the search for life on other planets begins by looking at extreme
environments on Earth that may be similar) and also showed they had not
thought deeply about issues regarding space exploration or life on other
planets. Researchers also sometimes engage visitors to museums, science
centers, and other designed environments in conversations; they ask them
to talk about their experience in relation to particular issues of interest to
the institution to better understand the overlap between the agendas of the
institution's staff and the visitors. For example, for each of an exhibition's
five primary themes, Leinhardt and Knutson (2004) gave visitors a picture
and a statement and coded the ensuing discussion as part of their assessment
of learning in the exhibition. Rubrics have been used to code the quality of
visitors' descriptions of a particular topic or concept of interest. Perry called
these "knowledge hierarchies" (1993) and used them to characterize both
baseline understandings and learning from an exhibition. One important
underlying assumption in this research is the relationship between thought
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80 Learning Science in Informal Environments
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thompson/thompson.html [accessed October 2008].
Travers, R.M.W. (1978). Children's interests. Kalamazoo: Michigan State University,
College of Education.
Van Luven, P., and Miller, C. (1993). Concepts in context: Conceptual frameworks,
evaluation and exhibition development. Visitor Studies, 5 (1), 116-124.
vom Lehn, D., Heath, C., and Hindmarsh, J. (2001). Exhibiting interaction: Conduct and
collaboration in museums and galleries. Symbolic Interaction, 24 (2), 189-216.
vom Lehn, D., Heath, C., and Hindmarsh, J. (2002). Video-based field studies in
museums and galleries. Visitor Studies, 5 (3), 15-23.
Vosniadou, S., and Brewer, W.F. (1992). Mental models of the earth: A study of con-
ceptual change in childhood. Cognitive Psychology, 24 (4), 535-585.
Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A., and Hudicourt-Barnes, J.
(2001). Rethinking diversity in learning science: The logic of everyday sense-
making. Journal of Research in Science Teaching, 38, 529-552.
Weinburgh, M.H., and Steele, D. (2000). The modified attitude toward science inven-
tory: Developing an instrument to be used with fifth grade urban students. Journal
of Women and Minorities in Science and Engineering, 6 (1), 87-94.
Wilson, M. (Ed.). (2004). Towards coherence between classroom assessment and ac-
countability. Chicago: University of Chicago Press.
OCR for page 54


text:
Passacaglia, op. 50
Instruments: | Bassoon Recorder English Horn Harp | Genres: | Classical 20th Century Serialism |
Passacaglia, op. 50. (2. Satz aus dem unvollendet gebliebenen Konzert fur Orchester). By Hans Erich Apostel (1901-1972). Facsimile. For orchestra ([1.1.English horn.2.Recorder.2 Contrabassoon-126.96.36.199], Harp, Strings). Facsimile-reduction-score. Op. 50. Published by Doblinger Music Publishers (DB.74-00900).
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subset: commoncrawl


text:
search by writer, book or series: | |
Writers: Michael Szymanski | |||
Bibliography | ||||
Get pricing and availability through our links to online stores, or click on a title to get more information and buying options. |
Weird Trails: Horror Fiction Anthology
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Internet links | ||||
If you know a good site about this author, please let us know, we'll consider adding it here. |
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text:
Fuji-Hakone-Izu National Park
Parks Beyond Borders: Climbing Mount Fuji—A Second-To-None National Park Experience
There is likely no more cherished national park experience on the planet than the once-in-a-lifetime opportunity to climb Mount Fuji. Every year, hundreds of thousands of Japanese do it—and pilgrims from all over the world are joining them. I was one of them not long ago.


text:
Floors: 8, 9
Two separate entrances
Total # of Suites: 2
Two connecting bedrooms
No. of Key/Entrances: 2
High-speed Internet access
Dimensions: 18'x78'
Four phones with voice mail, two with two lines and speaker phone
Total Parlor sq. ft.: 1404
Dining area that seats 8
No. of people for a Reception: 150
Two living room areas on opposite ends of the room
No. of people for a Conference: 30
Two televisions
No. of people for a U-Shaped: 20
Two full bathrooms
No. of people for a Sitdown Lunch or Dinner: 30
Two wet bars
Six bay windows overlooking the Chicago River and Lake Michigan
View Other Spaces:
Meeting Rooms
Riverwalk Hall
Sheraton Executive Center
Mayfair Room
Fountainview Room
3-Bay Hospitality Suite
6-Bay Hospitality Suite
Columbus A & B
Illinois and Lincoln Boardrooms
Shula's Steak House
LB's Bistro & Patisserie


text:
From: | Emacs bug Tracking System |
Subject: | Processed: your mail |
Date: | Mon, 16 Mar 2009 03:30:02 -0700 |
Processing commands for address@hidden: > reassign 2683 spam bug#2683: CAN I TRUST YOU? I HAVE A BUSINESS PROPOSAL FOR YOU. Warning: Unknown package 'spam' bug reassigned from package `emacs' to `spam'. > quit Stopping processing here. Please contact me if you need assistance. Don Armstrong (administrator, Emacs bugs database)
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text:
Everlast Everfresh Mouth Guard Case. Engineered For: Training Protection. Carabineer clip attaches easily to your athletic bag. Anti-Bacterial treatment provides clean storage of your mouth guard.
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text:
One Night in Bangkok
Four first-generation, Thai American writers discuss the effect of their cultural upbringing on their works at an event hosted by USC College's Master of Professional Writing (MPW) Program and PEN USA.
Quoting from his memoir, Talk Thai: The Adventures of a Buddhist Boy, Ira Sukrungruang summed up the theme of the evening, his tongue firmly in cheek.
"I am Thai. Thais are superior to any other race," the University of South Florida lecturer deadpanned. "Ask any Thai, and he or she will politely admit to it."
Sukrungruang was among four of the country's foremost Thai American authors who read from their works during a recent event sponsored by USC College's Master of Professional Writing (MPW) Program and PEN Center USA. The event was part of PEN's Customs and Departures series, which also featured Ethiopian American, Korean American and Persian American writers.
For the four first-generation writers, their well-defined cultural identity has had a profound impact on their works. Although, the degree of their immersion in the Thai culture varies.
Novelist Cherry Chevapravatdumrong, who writes and produces for the Fox animated series Family Guy, was born in Ohio, to Thai parents who immigrated to the United States for graduate school, then settled in the Midwest to raise their children. Chevapravatdumrong pulled from her own family background in her young adult novel She's So Money, about a high school girl who works in her parents' Thai restaurant. The plot involving a pay-for-homework scheme, however, is fiction.
Pimone Triplett, an associate professor at the University of Washington, read poems from her collections, The Price of Light and Rumor. Triplett, whose mother is Thai and father is a white man from Oregon, said she often writes from an outsider's perspective. One of the poems she recited, "Story for the Mother Tongue (Bangkok to Chiang Mai)" begins:
"Went to see the there that was, for me, full latitudes, umpteen tracks of world away."
Triplett speaks only a few words of Thai and learned very little about the Thai culture growing up. When she was in the graduate program at the University of Iowa, she hadn't yet realized she could write about her mother's heritage.
"It never occurred to me that I could write about Thailand, or my mother's background," said Triplett, who says she puts the "American in Thai American." She didn't feel she had the authority to write about the Thai culture until a professor encouraged her to use her perspective as an outsider in her poetry.
Rounding out the panel was playwright Prince Gomolvilas, who teaches writing for the stage and screen in MPW. He called Bringing Down the House: The Inside Story of Six MIT Students Who Took Vegas for Millions by Ben Mezrich the greatest piece of Asian American literature ever written. The book is about a group of mostly Asian American card counters known as the MIT Blackjack Team.
He greatly disliked the book's film adaptation, 21, and performed a comedic monologue he wrote titled, 21 Reasons Why This Movie Sucks.
"Reason number six: most of America never knew, and will never know, the act of complete cinematic white-washing that took place," Gomolvilas said, referring to the film's predominately white cast, including Jim Sturgess, who is British, playing the lead character based on Chinese American Jeffery Ma.
After the readings, the conversation turned to nicknames. Gomolvilas said that he was arbitrarily christened Prince by a kindergarten teacher in Indiana who struggled to pronounce Khamolpat, his given Thai name, and the moniker stuck.
Chevapravatdumrong's parents gave her the nickname Cherry at birth, in keeping with a family tradition.
"All my cousins in Thailand are named after various fruits and animals," she said. "In Thai they sound better, but there's a Raisin, Apple, Chicken, Porcupine and Bear."
When Sukrungruang asked his mother why she hadn't given him a Thai name, she dismissed the question.
"Too long," she replied. A reason he wrote his memoir, he said, was to empathize with his family's struggles, dreams and fears as immigrants. Writing about his family was about trying to understand, not expose.
Several audience members mentioned how gratified they were to have an event of this kind. And the unique opportunity to see four Thai American writers in one place was not lost on the writers themselves. Gomolvilas said it's easy to feel that you're the only Thai writer around. Triplett elaborated:
"We need meetings like this that give us ways of talking about community."
Brighde Mullins, MPW program director, called the reading an exhilarating event.
"The impetus to write comes from the desire to understand one's own place in this world, and that desire was evident at this reading," Mullins said. "By sharing their experiences, the Thai American writers reminded the audience that each text has a cartography. And one doesn't need to be a writer to identify with this desire to place oneself."
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text:
Type in Words to search: | EXAMPLES | |
ADJACENCY | Search multiple words together as a phrase. Adjacency is the default search. | United States supreme court annual review of nursing |
TRUNCATION | Use * to truncate 1-5 characters from the right-hand side; use ** for 6 or more characters. | environment* polic* fyodor dost* |
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(annotated bibliography) and child* (alaska or canada) and adventure columbus and not christopher |


text:
Guyana Chronicle article.
Georgetown, Guyana - Both Regal Champs and Mike's Wellwoman booked their semifinal spots in this year's Georgetown Softball Cricket League Inc./National Sports Commission inaugural Independence Cup 10/10 competition, yesterday.
Competing in their Group 'B' encounter at the...
By CMC.
BANGALORE, India – Chris Gayle's entertained with a cameo but it was South Africa's AB de Villiers who produced the magic to lift Royal Challengers Bangalore to a four-wicket win over Darren Sammy's Sunrisers Hyderabad here Sunday.
Chasing 156 victory at the M Chinnaswamy Stadium, RCB...
Barbados Cricket Association article.
Bridgetown, Barbados - New captain Ashley Nurse slammed a hurricane, maiden, unbeaten century in the BCA Sagicor General Twenty20 championship as LIME crushed Barbados Defence Force Sports Programme (BDFSP) by 64 runs in the 2014 opening series of matches.
The Voice article.
Gros Islet, St Lucia - Shivnarine Chanderpaul's continual efforts to shore up a floundering West Indies Test side have pushed him to the pinnacle.
The notion of the Guyanese left-hander as the finest West Indian batsmen of all time is one that gets the blood flowing.
...St John's, Antigua - The West Indies Cricket Board is looking to fill a vacancy in the position of Human Resources Officer.
If you are based in Antigua and wish to serve West Indies cricket and you meet the relevant requirements, please send us your applications.
Attached below are the...


text:
Mystics Insider: January 30, 2011 - February 5, 2011
Laurie Byrd added to coaching staff
The Mystics have added Laurie Byrd as an assistant coach. Byrd's appointment completes the Mystics coaching staff, according to a team news release. "Laurie brings championship experience to our bench," General Manager and Coach Trudi Lacey said in a statement....
Washington Post editors
| February 3, 2011; 4:43 PM ET |
Permalink |
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text:
Listen to Solitude! Thomas Edison wrote in his notebook, "The best thinking has been done in solitude. The worst has been done in turmoil."
Hello World, It's me Laolu! I have been mulling over in my mind how to end this phase of the journey and my eureka moment came this morning as I took my daily run. I decided that the best way would be to let it all out.
Not One Oasis Solo travel is sometimes romantic, often lonely, but always stirring. Check out my new blog post: "Not One Oasis." http://girlstrektoo.com/blog


text:
Suwannee County Missing Woman Update
SUWANNEE COUNTY - There could be a break in the case of a missing woman from Suwannee County.
Twenty-four-year old Kamrie Mitchell was last seen by her family on Aug. 25.
Mitchell's abandoned car was later found on a flooded rural road.
Thursday morning, a convicted felon sits in the Suwannee County jail on unrelated charges, but he may know something about her case according to law enforcement.
The Suwannee County Sheriff's Office has arrested 33-year old Andrelo Witcher of Obrien.
He's charged in connection with an incident at the home of Mitchell's father - on the same day she was last seen.
Witcher has also been questioned by the Alachua County Sheriffs Office in connection with the disappearance of his own girlfriend .
26-year-old Heather Maccrossen had a violent history with Witcher.
She was last seen on Aug. 17 2007 at the Gainesville bus station.
Related Stories
- Developments in Suwannee Missing Woman Case
- Alachua County Sheriff's Deputies Create Workout for Fallen Officers
- Marion County Sheriff's Office Granted More Money for Cars
- Bradford County Sheriff's Office creates safe place for online sales
- Marion Co. Authorities Searching for Missing Plane, Pilot
- Authorities Searching for Missing Marion Co. Man
- Wanted Tennessee Fugitive Arrested Across the Street from Alachua County Sheriff's Office
- Alachua County Sheriff's Office Saves Woman from Pasco County
- Last Known Coordinates For Missing Plane Identified
- Alachua County Sheriff Sadie Darnell: Full Interview


text: From his first encounter with the feisty redhead, widower and fire marshal Ryan Owen knows he's in trouble. He's in Vine Beach to heal, not to find romance. As for Leah Berry, she's come home strictly to lay claim to her family's restaurant and fend off developers. Leah is infuriated when Ryan shuts down the restaurant on violations. Both are determined to have their way, even as something unexpected starts blossoming between them. They'll need to learn the hardest thing about love and faith-letting go. Type: Paperback () Category: Books > Fiction ISBN / UPC: 9780373877799/037387779X Publish Date: 1/1/2010 Item No: 313232 Vendor: Love Inspired |


text:
www.bungie.net | halo.bungie.net | bungiestore.com
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Master Chief is my boss. And I'm totally ok with that.
Beautiful background.
reminds me of jurassic park.
Wort Wort Wort!
Wow, that looks amazing. I like the contrast.
nice and I agree with CrippleFox it does look like it
Kevin JI am in fact not fat and am however chinese for those ignorant white people who think all asians are the same. i speak english so if you don't understand what i'm saying sometimes, it's always better to stay in school. if you still don't understand or refuse to accept that i'm am in fact a a non-fat human being, then you are an idiot
reminds me of vietnam.


text:
Denzel Washington plays Eli, a drifter in a post-apocalyptic world, who must transport the last remaining Bible to a special location on the West Coast of the United States. Eli travels by foot and encounters strange men, strange women and even Tom Waits as the Engineer along the way. The apocalyptic nature of the world is explained throughout Eli's journey and revealed to viewers as they watch the action unfold before their eyes.
Denzel Washington |
Eli |
Gary Oldman |
Carnegie |
Mila Kunis |
Solara |
Jennifer Beals |
Claudia |
Michael Gambon |
George |
Tom Waits |
Engineer |
Production Budget - $80,000,000
Domestic Gross - $94,835,059 (34th)
Worldwide Gross - $157,107,755 (46th)
Domestic adjusted for 2013 - $98,080,365
Worldwide adjusted for 2013 - $162,484,066
Filming locations include:
Albuquerque Studios, Albuquerque, New Mexico
Alcatraz Island, San Francisco Bay, California
Carrizozo, New Mexico
Santa Fe, New Mexico
Other production companies:
Warner Bros. (distributors)
1. Deliver us.
2. Some will kill to have it. He will kill to protect it.
3. We walk by faith not by sight.
4. Believe in hope.
5. Religion is power.
How Can You Mend A Broken Heart
Written by Barry Gibb and Robin Gibb
Performed by Al Green
Once Upon A Time In America
Written by Ennio Morricone
Greystone Chapel
Written by Glen Sherley
Ring My Bell
Written by Frederick Knight
Performed by Anita Ward
User Score: 36
User Score: 10
User Score: 5


text:
leggomymeganiumKing French Toast |
Last Activity: August 19th, 2013 02:01 PM
About Me
- About leggomymeganium
- Biography
- I am a sixteen year old sophomore. I am listed on the UIL top prospects list for the state of Texas. I have loved Pokemon ever since I got my first Pokemon game for my 10th birthday(sapphire). O and I'm also half black. I'm a halfrican!! ^.^
- Interests
- Reading, watching movies, playing video games, playing football, basketball, and running track.
- Location
- Abilene, Texas
- Gender
- Male ♂
- Nature
- Modest
- Also Known As
- French Toast
- Favorite Pokémon
- Espeon, Meganium, Salamence, Spiritomb, Honchcrow,
- KingFrenchToast
- "progress for progress' sake must be discouraged"
-Dolores Jane Umbridge
- "progress for progress' sake must be discouraged"
All times are UTC -8. The time now is 02:26 AM.


text:
Artist: Snoop Doggy Dogg
Album: Miscellaneous
Genre: Hip Hop/Rap
Snoop Doggy Dogg
Doggy Dogg World
Doggy Dogg World
w/ Kurupt, Daz and f/ The Dramatics
We'd like to welcome y'all to the fabulous Carolina West
I own this motherfucker and my name is Taa-Dow
Y'all niggaz know who I am y'all niggaz tearin up shit
But we got somethin old, and somethin new for y'all tongiht
Put your hands together for Snoop Doggy Dogg
The Dogg Pound, and the fabulous Dramatics
Verse One: Snoop Doggy Dogg
It's like everywhere I look, and everywhere I go
I'm hearin motherfuckers tryin to steal my flow
But it ain't no thang cause see my nigga Coolio
Put me up on the game when I step through the do'
Ya know, some of these niggaz is so deceptive
Usin my styles like a contraceptive
I hope ya get burnt, it seems ya havn't learnt
It's the nick nack patty wack, I still got the bigger sack
So put your gun away, run away, cuz i'm back (why?)
Hit em up, get em up, spit em up, now
Tell me what's goin on
It make me wanna holler, cuz my dollars come in ozones
Lone for the break-up, so take off your clothes
and quit tryin to spit at my motherfuckin hoes
Seakin of hoes, I'll get to the point
You think you got the bomb cuz I rolled you a joint
You'se a flea and i'm the big Dogg
I'll scratch you off my balls with my motherfuckin paws
Y'alls, niggaz, better recognize
And see where I'm comin from it's still East Side till I die
Why ask why? As the world keeps spinning to the D-O-Double-G-Y
It's a crazy mixed up world, it's a Doggy Dogg World
It's a Doggy Dogg World, it's a Doggy Dogg World
The Dogg's World
Verse Two: Kurupt
Well if you give me ten bitches then I'll fuck all ten
See my homey Snoop Doggy sippin juice and gin
Don't slip, I'm fo' to set trip, to get papers
Styles vary, packin flavor like Life Savors
Ain't that somethin, talk shit and I'm dumpin
I had your whole fuckin block bumpin
Don't sweat, but check the tecnique, I'm unique like China
Ya never find the bomb-a-rama then this Nigga behind ya
So peek-a-boo, clear the way, I'm coming through
One-two, three, you can't see me
I'm a G like that strapped with hit hard tactics
A fuckin menace, usin hoes like tennis rackets
It's on again, it's on and poppin
All I see is green, so there ain't no stoppin
I wanna see some panties droppin
I'm comin from L.A., she used to chill with Dre up in Compton
(All I ever did was just use that hoe
Show her my dickies, get with these, and kick flows)
I'm dishin out blues, I'm upsetting like bad news
Cut off khakis, french braids, and house shoes
Kurupt, the name's often marked for catchin slugs
and I smoke weed for the fuck of it
Ruff and rugged shit, it's unexplanitory how I gets wicked
but it's manditory that I kick it
Check it, I'm runnin hoes in 94, now must I prove it
Hoes call me Sugar Ray for the way I be stickin and movin
Prepare for a war, it's on, I'm head huntin
Hit the button, and light shit up like Red Dawn
Peep, the massicre from a verbal assassin
Murderin with rhymes packin Tec-9's for some action
You really don't know, do you, you fuckin wit a hog
You can't do me, I'm goin out looney like O-Dog
Verse Three: Daz
Tha Dogg Pound rocks the party (all night long)
Tell when (till the early morn)
It don't stop (and uh) it don't quit (for the)
The Dogg Pound clique (to drop the cavvy Dogg shit)
Diggity Daz out of the motherfuckin cut once mo'
So grab a seat and grab your gin and juice and check out the flow
I flip flop and serve hoes with a fat dick
Till I die I'm still screamin that (bitches ain't shit)
Now i'm the mack daddy, had he, not known about
the city where I'm from, dum diddy dum
As you groove to the gangster shit
The D-O-Double-G the P-O-U-N-D, the gangsta clique
Now as the Pound break it down with the gangsta funk
I can see and I can tell that's what the fuck you want
So I blaze up the chronic, so I can get high
I promise I'll smoke chronic till the day that I die
Get the embed code
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Snoop Doggy Dogg - Miscellaneous Album Lyrics | |
1. | Bathtub |
2. | W-Balls (Tha Shiznit Intro) |
3. | Chronic Break |
4. | You Betta Ask Somebody |
5. | Doggfather |
6. | Vapors |
7. | 2001 |
8. | Doggyland |
9. | Don't Let Go |
10. | D.O.G.'s Get Lonely 2 |
11. | G Bedtime Stories |
12. | Betta Days |
13. | Doin' Too Much |
14. | Party With A D.P.G. |
15. | Buss'n Rocks |
16. | Payin' For Pussy |
17. | Ain't No Fun If The Homies Can't Have None |
18. | Ain't Nut'in Personal |
19. | Back Up Off Me |
20. | Big Pimpin' |
21. | Bitch Please |
22. | Blueberry |
23. | Brake Fluid |
24. | Bring It On |
25. | Buck 'em |
26. | Death After Visualizing Eternity |
27. | Doggfather Remix |
28. | Doggy Dogg World |
29. | Doggz Gonna Get Ya |
30. | Dolemite |
Snoop Doggy Dogg Lyrics provided by SongLyrics.com
1 | plane your song |
2 | 21 Jump Street |
3 | 20 Minutes |
4 | 20 Dollars To My Name |
5 | You Thought |
6 | You Betta Ask Somebody Gz And Hustlas Intro |
Genres |
Top Lyrics |
SongLyrics |
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text:
Look up contact information for individual admissions counselors:
Freshmen admissions counselors
Transfer admissions counselors
International undergraduate admissions counselors
Arlington ISD Bound for Success admission counselors
Grand Prairie ISD Bound for Success admission counselors
Mansfield ISD Bound for Success admission counselors
Western Hills HS Bound for Success admission counselors
Graduate admissions counselors
Interational graduate admissions counselors
Davis Hall, Room 123
701 S. Nedderman Drive
Arlington, TX 76019
The Prospective Student Center's office hours are Monday through Friday, 8 a.m. to 5 p.m. Students who have admissions questions, want to complete an application for admission, turn in application documents, or meet with an admissions counselor should visit the Prospective Student Center.
580 S. Center St.
Arlington, TX 76019
The Dan Dipert University Welcome Center's office hours are Monday through Friday, 8 a.m. to 5 p.m. and Saturday, 9 a.m. to 2 p.m. Daily Campus and Group Campus tours depart from the Dan Dipert University Welcome Center.
Prospective Student Center: | 817-272-2090 |
Dan Dipert University Welcome Center: | 817-272-8687 (TOUR) |
General Admissions Information: | 817-272-6287 (MAVS) |
FAX: (Undergraduate Admissions Processing) | 817-272-3435 |
FAX: (Graduate Admissions Processing) | 817-272-3372 |
FAX: (Admissions Counselors) | 817-272-3509 |
Undergraduate Admissions
Box 19114
Arlington, TX 76019-0114
Graduate Admissions
Box 19167
Arlington, TX 76019


text:
Make sure your sound is turned up for the full effect. [ame=http://www.youtube.com/watch?v=20qB1dXAM78]YouTube - Ouch![/ame]
Saw that on si.com a few days ago. Pretty funny stuff.
"the boys took a beating on that one" hahahahaha
It would seem like that wouldn't be the first time for that particular thing to happen. I'm surprised those guys don't wear cups. The first time I went paintballing (no pun intended) I didn't wear a cup. I wear one now...
"Don't worry Boss...they can't do nothin' 'til they're through sparklin'..." Avatar - America's new superhero...Cenex Guy
Well, he IS French. Perhaps he didn't feel there was anything down there to protect....
I'm baaack! See my Hot Milk For Breakfast blog under Social Groups for more details
Originally Posted by Cyclonepride "the boys took a beating on that one" hahahahaha Thats funny right there, I dont care who you are!
hahahahahahahahahaha enough said
Iowa State: Anyone who's a true college basketball fan needs to see a game at Hilton Coliseum. Nice is in the DNA of Iowans and the fans here are particularly gracious -- even when the home team loses but gives a great effort, they are appreciative. ESPN.com picked Hilton Coliseum as the "Hot Arena" in the Big 12...coaches in the league noted that, "regardless of talent, the Cyclones have a home court like no other."
Probably the funniest announcing I have ever heard...
Gotta love the commentator- "That guy needs a hug..."
Chuck Lidell: I paint my toenails with pink and black polish. Problem is, I get more paint on my toes and on the carpet than on my nails. Any advice? Maria Sharapova: Don't you beat up other guys for a living? I don't know how to answer this.
that would be so painful...
"Oh the Frenchmen" The funny thing about it is the commentator didn't even seem surprised. I can just here the color commentator from dodgeball now, "That really has to hurt, Cotton"
Make the world a better place, punch a hawkeye in the face Colorado coach Gary Barnett "I thought we had a pretty good mascot. But when we showed up at Iowa State and they had a real tornado, that's the real deal." November 12, 2005
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From: Pam (pgstephens_at_TeacherArtExchange) Date: Fri Aug 19 2005 - 17:20:45 PDT
>>I believe that art can produce lots of hard data. It depends how you >>define what you are looking for.<<
The question is how does art impact math scores?
I would hold suspect any hard data that points to art making math test scores rise. There are too many factors within a school to isolate art as the component that made scores rise.
TETAC studied this in 36 sites across the United States for a period of five years. While art learning improved, it could not be empathetically reported that art contributed to higher test scores in any other content area.
Our best effort is to show that the arts generally improve critical thinking skills. It should therefore stand to reason that better developed critical thinking skills in art will naturally transfer to other content areas. Data to support this supposition comes in the form of SAT tests when students who have had arts classes in high school score higher than those who did not have arts classes.
From Sedona, Pam
Pamela G. Stephens, PhD Northern Arizona University Art Education P.O. Box 6020 Flagstaff, AZ 86011-6020 928.523.2432 (voice mail) 928.523.3333 (fax) firstname.lastname@example.com http://www.cal.nau.edu/art/fac_pages/faculty_s.htm
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John Bapst High School, Bangor, ca. 1938
Purchase a reproduction of this item on VintageMaineImages.com.
The caption reads, "John Bapst High School, Bangor, Maine." Located at 100 Broadway, the school opened in 1928.
John Bapst High School was created to alleviate overcrowding at other Catholic schools in the area. For four decades the school operated with females in the south wing of the school and males in the north wing with the auditorium separating the wings. The school was eventually reorganized to permit a coeducational environment.
The school was named in honor of John Bapst, a Jesuit missionary and educator who among other things built the first Catholic church in Bangor in 1856. It later became a non-religious private high school.
The Tichnor Brothers printing company published this type of postcard circa 1930-1945.


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Style Guide: Pendant Lighting For Every Room
Although pendants are most often found in dining rooms, the versatile ceiling fixtures can really be used in almost any space. Pendant lighting comes in a variety of sizes and styles, making it versatile enough to use in your bedroom, living room, entryway, or office. Whether you're into rustic, vintage-inspired pieces or a more streamlined aesthetic, we've rounded up a variety of pendants for you to shop, offering our two cents on where and how to best use each piece. Industrial, gilded, colorful — we found one to suit every room and style.
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Christopher L. Byrd, PGA
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Cape Fear Country Club
Wilmington, NC 28403-4819
(910) 762-4652
Wilmington, NC 28403-4819
(910) 762-4652
Christopher Byrd is a PGA Professional in Wilmington, NC. The PGA of America comprises 27,000 men and women professionals with one singular goal in mind - to make the game of golf more enjoyable for you.
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