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Effects of teaching patterning to 1st-graders.
Patterning is an overarching kind of thinking about serial orders that transcends seriation. While unidimensional seriation is an understanding of relations between items that can be ordered on some dimension of magnitude, many serial orders do not involve increasing or decreasing magnitudes. Little research has been done on the effects of teaching patterning, even though it is routinely taught in early elementary school curricula. Manuals for teaching patterning have been published (Burton, 1982; Ducolon, 2000; Jarboe & Sadler, 2003) and cogent arguments have been advanced in support of teaching it (Hopkins, 1984), but only two studies were found that actually tested for positive effects on academic performance from teaching patterning. The first was Herman's (1973) dissertation, which showed that giving 24 lessons on very simple color, shape, and size patterns to impoverished African American and Latino kindergartners at the beginning of the school year produced small but statistically significant gains in numeracy at the end of the school year. The second was a multiple baseline experiment with four 1st-grade boys by Hendricks et al. (1999). These boys were taught over 400 patterns, ranging from simple linear orderings of colors and/or sizes and shapes, to increasing or decreasing numerical series, to alphabet sequences, to time (clock) sequences and sequences described in narrative scripts. This instruction, when combined with class inclusion instruction, led to significant year-end gains on the Diagnostic Achievement Battery-2, a composite measure of early numeracy and literacy. These two studies provide some empirical evidence, although it is sparse, that time spent on patterning is justified.
Even without instruction, children starting elementary school begin or continue to develop the ability to understand positional sequences involving orientation or rotation, temporal and causal sequences of activities or events, and repetitive arbitrary sequences of colors or shapes (e.g., red, blue, green, red, blue, green, ...). They also are taught to understand simple sequences of letters (A, B, C, ...), and then develop an understanding of more complex alphabetizations with irregularly spaced letters (such as D, K, M, T, ...). They know or learn simple sequences of numbers (1, 2, 3, ...), and then can proceed to more complex numerical sequences and sequential relations, like equally spaced numbers (5, 10, 15, 20) and numbers that increase irregularly (3, 9, 17, 40). They are also taught time sequences represented on clock faces. Regular sequences are much easier to understand than irregular ones, which may be too difficult for children starting elementary school.
Different sequences make different demands on a child. Thus, recognizing the sequence AB, AB, AB requires knowledge of similarities, differences, and ordinal relations--knowledge that preoperational children possess (Piaget, 1932/1965). A sequence with color as a second dimension requires sufficient decentration to consider both dimensions, a cognitive ability gained at about the age children enter 1st grade (Piaget, 1924/1969). That is, if the first pair of letters was a red AB, the next a blue AB, and the next a red AB, the following letter should not only be A but also blue, as opposed to red or any other color. Even more demanding sequences using three dimensions require additional understanding. For example, understanding a sequence of green circle, yellow 7, green square, yellow 8, green circle, yellow 9, green square, and yellow 10 makes all of the demands of the previous task, and requires understanding an increasing sequence of numbers as a third dimension simultaneously. This more complex reasoning requires concrete operational thought. Hence, development from forming and understanding simple sequences to forming and interpreting complex sequences presumably corresponds to development from intuitive, perceptually driven thought to more logical thought (from preoperational to concrete operational thinking, in Piagetian terms).
Research on Understanding Patterns
The natural development of young children's understanding of sequences has received little study. Ridge (1978) presented a factor analysis of 4- to 7-year-olds' strategies toward tasks involving linear patterns of colored blocks, but there has been no published follow-up of this oral report. Manning (1995) examined strategies employed by kindergartners for recognizing temporal and spatial correspondences between written and spoken words. She found that such interactions between strategies were complex and variable over time. Nelson's (1993) study of autobiographical memory also involved preschoolers' understanding of temporal sequences. Her basic premise was that even preschoolers can remember everyday, familiar events and recite a narrative description, or "script," of a sequence of actions that are generally followed in familiar activities, such as going to the park. Nelson found that as memory capacity increased, children's scripts became more elaborated and precise. But, she provided no information or suggestion on how this was related to an understanding of logical sequences of time or cause and effect, or to forming sequences on other dimensions, such as number, position, and the alphabet.
The ability to construct temporal sequences reflecting everyday activities has been incorporated into tests of cognitive ability--the Kaufman-ABC (Kaufman & Kaufman, 1983) and the various Wechsler scales (Wechsler, 1991). The Raven Progressive Matrices (Raven, Court, & Raven, 1992) involve analysis of a variety of positional sequences. Thus, test developers have found patterning to be a useful component of measures of the development of reasoning. However, no one has hypothesized just what the relationship between understanding patterns and reasoning might be. What is absent from available literature is a study of patterning as a separate component of thinking. Patterning may be an ability to form abstract ideas that incorporates much of the reasoning involved in the transition from the kind of thinking done by preschoolers to that developed by early elementary school children, especially thought involving unidimensional series of magnitudes, reversing relationships, and transitivity. If this is true, patterning would be an important mode of thought that, when mastered, serves to promote overall cognitive competence and school readiness.
It is especially likely to facilitate mastery of transitivity, which is the understanding that if A is found to be bigger than B, and B is independently found to be bigger than C, then A must be bigger than C. Understanding the place of an item in a pattern depends on understanding how it is related to items just preceding or following it. Any item in a pattern is precisely defined by, and also defines, characteristics of neighboring items. The main difference between patterning and transitivity is that the latter requires the ability to use the relations of A and C to B to infer the relationship between A and C. In the transitivity problem, the relation between A and C cannot be observed directly. When analyzing a pattern, the child can either make use of the transitive relation or, since all of the elements in the sequence ABC are present simultaneously, compare A and C directly, even though B intervenes. The first step in being able to make inferences about transitive relations between items would be the recognition of both logical and arbitrary patterns of items, when the item just preceding and just following any particular item is defined by the pattern rule. This would enhance the possibility of using any item as a mediator to relate the items neighboring it to each other. That would be transitivity per se.
Hendricks et al. (1999) ascertained the effects on a few 1st-graders of learning set instruction on both patterning and class inclusion. The learning set method, espoused by some comparative and educational psychologists (Gagne, 1968; Gelman, 1969; Kingsley & Hall, 1967; Pasnak, Hansbarger, Dodson, Hart, & Blaha, 1996), relies on a large variety and number of exemplars to achieve wide generalization of the principle taught, and requires few teaching skills beyond warmth and enthusiasm. The children improved on class inclusion from 28 percent to 92 percent correct, and on patterning from 42 percent to 84 percent. After the experimental instruction, the students were allowed several months to apply their new cognitive competence to profit from classroom instruction. Academic achievement, as measured by the Diagnostic Achievement Battery-2, or DAB (Newcomer, 1990), showed significant improvement. Since the experimental instruction covered nothing from the DAB, it appears that learning to understand class inclusion and many types of patterns may have facilitated better reasoning in the broad sense. This, in turn, could have led to better academic achievement as measured by the DAB. These results suggest that patterning and class inclusion may be reasoning abilities that provide a foundation for the development of many other secondary aspects of reasoning at about this age. The impetus of newfound competence in understanding patterns and class relations may have led to a broad growth in reasoning, which might show up in mastery of academic material. Researchers have presented theoretical accounts of how understanding patterns may play a role in both reading (Manning, 1995) and mathematics (Besemer, 1981). However, while the multiple baseline design that Hendricks et al. (1999) used does offer proof that the children improved on patterning and class inclusion, it does not offer proof that the academic gains were due to that instruction.
Overview of Current Study
The results Hendricks et al. (1999) obtained from instructing 1st-graders on patterning and class inclusion resemble those that Pasnak et al. (1987), Pasnak, Holt, Campbell, and McCutcheon (1991), and Pasnak et al. (1996) obtained from instructing younger children (kindergartners) on simpler concepts (the oddity concept and operational seriation). That is, increasing children's competence in key reasoning abilities that are age-appropriate may improve the children's academic performance. Such findings support the position that the constructs taught are truly important reasoning abilities that provide foundations for much reasoning by children at the ages in question. They also have important practical applications, especially when the children who benefit are those who have difficulty understanding academic subject matter taught at their grade level. Hence, the following experiment was undertaken to determine the practical utility of instruction in patterning. If the positive results of Hendricks et al. (1999) have general validity, three important questions must be answered. First, what is the effectiveness of patterning instruction alone, without collateral instruction in class inclusion? Perhaps the positive year-end results that Herman (1973) obtained for numeracy can be replicated on a broader measure. Second, since individual instruction is impractical in the regular education classroom, can patterning instruction in a small-group format be successful? Finally, it is always a possibility that children would profit more if equal time, resources, attention, and encouragement were spent teaching children subject matter already known to be important, instead of the experimental instruction. Accordingly, as a control, half of children were taught normal subject matter their teachers thought especially important. These instructional sessions, matched in timing and extent to the sessions on sequencing, provided a test of the practical utility of the patterning instruction. This type of "active control" group (Pasnak & Howe, 1993) is especially appropriate when time and resources are expended on behalf of an experimental group. Active control groups are much better for equalizing Hawthorne, familiarity, and expectancy effects than are control groups, which receive nothing out of the ordinary (passive control groups).
Research Design
An experimental group-control group design, with a restricted random assignment of participants to the patterning or active control group, was employed. The restriction was that three children from each teacher's class were in each group, to equalize teacher and class differences. All children were pretested and posttested on academic achievement, since gains from the experimental instruction would be indirect and offset at least in part by the small-group instruction of the active control children directly on academics. Hence, differences between the groups were likely to be small, and small differences mandate the precise measurement of gains provided by pretests. Since school authorities did not wish to lose more instructional time to testing, only posttests were given for patterning. This variable should be directly affected by the experimental instruction, and group differences should be large, obviating the need for pretests. Scores from the Slosson Intelligence Test-Revised (SIT-R) were obtained to permit statistical equalization of children's general cognitive competence.
The three cooperating public elementary schools were located in suburbs that contained a mixture of apartment complexes, townhouses, and single family homes. All 12 first-grade teachers were asked to identify six pupils who had no identifiable handicaps (i.e., learning disabilities or English as a Second Language), but who were having difficulty understanding class material. Three pupils from each class were randomly assigned to sequencing instruction, and three were assigned to control instruction.
After attrition, 62 children remained when posttesting was conducted. The mean age of the 12 girls and 21 boys in the experimental group was 7.106 years (SD = .475). One was Latino, 6 were African American, 22 were white, 2 were of Middle Eastern descent, and 2 were Asian American. The mean age of the 11 girls and 18 boys in the control group was 7.161 years (SD = .417). There was a Latino, 5 African Americans, 18 whites, 3 of Middle Eastern descent, and 2 Asian Americans.
Patterning Instruction Materials. "Patterning" may be operationally defined as the ability to recognize an ordering of numbers, letters, shapes, symbols, objects, or events according to some rule of progression. The learning set contained 480 problems, which were presented in a variety of media to increase generalization. A 19" x 23" felt board was used for problems involving 10 sequences of numbers, 20 of letters, and 40 shape patterns that were mounted on felt strips. Strings of 5-18 colored Perler Fuse beads were melded together to form 20 patterns of colors. Twenty patterns were of 6-8 larger colored plastic beads placed in wooden frames. There were 80 patterns of animal stickers mounted on construction paper. Fifty temporal and causal cartoon sequences were presented on 3" x 3" cards, which could be placed in the appropriate order. Computer-generated graphic patterns of varying levels of difficulty were also presented. These included 70 shape, 35 letter, 45 number, and 35 clock patterns. Similar but new patterns--15 number, 10 letter, 25 shape, and 5 clock patterns--also were readied for presentation via a Toshiba T1910CS laptop computer.
Types of Patterns. Patterning tasks ranged from simple linear orderings on one dimension to multidimensional sequences presented as matrices. Simple sequences of numbers increasing (or decreasing) by ones, twos, fives, or tens were presented in rows, columns, and matrices in the felt board and computer-generated formats. These formats were used to present letters in short but perfect alphabetical sequences and also in alphabetical sequences having irregular gaps. Computer-generated clock faces were presented that showed clock hands set at 60-, 30-, or 15-minute intervals. Arbitrary patterns were constructed in a variety of formats and types, in progressively more complex patterns. The simplest form (1, 2, 1, 2) was presented by using colors, letters, numbers, animal stickers, and shapes. The patterns became progressively more difficult in terms of length, number of dimensions, number of items, and number of missing items. Rotation patterns showed regular or irregular geometric shapes rotating through four or six positions. The narrative script cards, purchased commercially or prepared by an artist, used 3 to 7 cards to portray simple or complex cause-and-effect events, such as playing catch or going to the beach.
Academic "Active Control" Materials. Materials used were variable, depending on what the teachers recommended as most beneficial for their students. Flash cards were used for instruction on the alphabet, phonics, first-sight words, numbers, simple addition and subtraction, currency, shapes, colors, and time. Memory skills were addressed with a memory game for matching pictures. Cursive writing and printing was practiced by writing names, addresses, dates, time, and simple sentences. Children also worked with activity sheets designed to boost word skills and sentence structure knowledge.
Research Instruments
Standardized Tests. Brief, easily administered, reliable, and valid instruments that would not interfere with testing done in the school system were desired to measure general reasoning ability and academic achievement. The Slosson Intelligence Test-Revised (SIT-R) and the Diagnostic Achievement Battery-2 (DAB) were employed. The SIT-R (Slosson, 1996) has a reported reliability of r = .96 (test-retest) and a concurrent validity coefficient of r = .84 with the WISC-R. In the context of the present study, it correlated .72 with the DAB achievement measure. It is brief(25 minutes at age 7) and not as difficult to administer as other tests of reasoning, but is reasonably predictive as a screening instrument.
Correlations of the DAB (Newcomer, 1990) with the Detroit Tests of Learning Aptitude-Primary (DTLAP) and the Wide Range Achievement Test (WRAT) range from .47.81, depending on sample characteristics. DAB stability coefficients for the composite scores range from .92-.98. It only takes 25 minutes to administer the DAB with 1st-graders, and it was chosen over the DTLAP and WRAT because those tests are used for nonresearch purposes in area public schools. The test-retest correlation for the children in the present study was .69. This reliability coefficient was presumably lowered by unequal changes in achievement engendered by the experimental manipulations.
Unstandardized Test. The Patterning Measure (PM) contained 60 patterns in a variety of media, including beads, felt numbers, letter and shapes, stickers, narrative sequences on cards, and dice. There were 30 patterns designed to measure near generalization and 30 for far generalization. The near generalization patterns were different in particulars but similar in form and media to those used in the instruction. Far generalization problems were made up of patterns and media not used in the instruction sessions--UNO and animal cards, dice, and dominoes. A child's score was determined by the number of correct patterns selected, and could range from 0 to 60.
The psychometric properties of this research instrument are undetermined.
There were five instructors, two male and three female; two were graduate students and three were undergraduate students. Instructors rotated weekly, working with either the experimental or control group on alternate weeks, to minimize instructor effects. Instruction for experimental and control trios in each class was given simultaneously, for four days a week in 15-minute sessions, from the end of October to mid-March. Instruction was terminated for the experimental and control trios from the same class when the former had mastered the whole learning set.
Patterning Instruction. The children were instructed in groups of three. While two children watched, one was shown a problem and first asked to identify the objects. Pointing to several alternatives, the instructor then asked, "Which of these beads, numbers, letters, etc., belongs in this space?" The child pointed to one of the alternatives or moved it into the missing space in the pattern. The child was asked to explain the choice and the rule that described the pattern. This might require much or little coaching, depending on how well the child understood that type of pattern.
Each child in a trio was given the same number of turns at solving patterns during any session. The children progressed to more demanding patterns at their own rates. Attention to the needs, motivation, and performance of each child in the trio was central to the instructor's effort, as was emphasizing enjoyment and self-esteem.
Academic "Active Control" Instruction. Because of its nature, this instruction was highly variable. Shaping the instruction according to what the teachers thought their children needed most was deemed better for the children than prescribing preconceived instructional content. Instructors focused on the needs, motivation, and performance of each child in the trio, emphasizing enjoyment and self-esteem, while teaching the children colors, letters, numbers, phonics, first words, cursive writing, printing, arithmetic, currency equivalences, time shown by clocks, and memory skills.
Testing. In November, all children were pretested on the DAB. In May, two months after instruction was completed, all were posttested with the PM, DAB, and SIT-R by experimentally blind testers recruited for that purpose. The posttesting delay was designed to give the experimental group's new mastery of patterning time to assist their classroom learning and mastery of academics.
Posttest scores on the DAB Total Achievement measure correlated with the children's scores on the patterning measure (PM), r (60) = .40, p < .01. The correlation for the subscales was similar (mathematics, r (60) = .42, p <.01; written language, r (60) = .35, p < .01; spoken language, r (60) = .38, p < .01). These are medium effect sizes (Cohen, 1992). Hence, it seems clear that the children's academic achievement was related to their ability to understand patterns. This could be due to intelligence, which would be expected to influence both academic achievement and understanding patterns. Or, it might reflect some special contribution from the ability to understand patterns, above and beyond the effect of a child's general intelligence. If the latter is the case, increasing children's mastery of patterning, as was attempted with the experimental group, should increase their academic achievement. Hence, the key questions are whether the experimental instruction helped the experimental group become better at patterning than the control group, and whether that superiority, in turn, produced greater academic achievement than would be predicted from their intelligence test scores.
Table 1 provides the means and standard deviations for both groups on all measures. Scores on the patterning measure were significantly better for the experimental group than for the control group, both for problems similar in format but different in particulars from those on which they had been instructed (near generalization), and also on patterns that had quite different formats (far generalization). However, although the experimental group consistently scored better than the control group, neither DAB posttest scores nor gain scores (differences between pretest and posttest scores) differed significantly for the two groups.
The SIT-R scores for the two groups suggest an explanation for the absence of group differences on the DAB scale. The descriptive statistics reported in Table 1 show that despite the random assignment of children to groups, there was a 5-point difference between the groups on average intelligence (95.67 versus 100.41), with unequal variances (12.68 vs. 18.78). Since IQ favored the control group, the correlation between IQ and DAB Total Achievement scores (r = .72 in this case) may have attenuated any superiority of the patterning group on the DAB. Furthermore, the Bartlett-Box F was significant, F (1,10673) = 4.49, p = .03, indicating that the variance was not homogeneous.
Accordingly, a MANCOVA was conducted, employing the SIT-R scores as a covariate. When the groups were statistically equated on the SIT-R reasoning measure, the experimental group improved significantly more than the control group on the DAB Total Achievement measure. The error term for the DAB was also reduced, from 51.71 to 43.56, indicating that individual differences in learning ability revealed by the SIT-R were inflating the amount of experimental error. The results for the DAB subscales for mathematics, written language, and spoken language showed that the children taught patterning improved significantly more from pretest to posttest than the control children on the first two measures, but not on the third (see Table 2). Effect sizes for total achievement (.19) and mathematics (.18) are medium; that for written language (.47) is large.
Hence, after instruction on patterning, children were able to recognize and interpret patterns significantly better than children who were not so instructed. When the groups were equated on IQ, the children whose understanding of patterns was better made significantly greater gains in mathematics and written language than children who were instructed directly on academic material.
This research demonstrates that patterning can be successfully taught in small groups. At the end of the year, children in the group taught patterning were significantly better than the control group on patterns that were similar to those included in the instruction (i.e., beads, felt, loose leaf, and card patterns) and also on patterns composed from materials not presented during the intervention (i.e., dice, dominoes).
This result supports the theoretical position (Gagne, 1968; Gagne & Paradise, 1961) that learning sets, in which scores of differing problems representing an overall concept or abstraction are presented in a variety of media, can successfully strengthen and build on existing abilities to facilitate more advanced conceptualization. The use of multiple problems with varying degrees of complexity also serves to suppress or eliminate common error-producing tendencies, such as pre-existing tendencies to attempt particular types of erroneous solutions, and confusion resulting from ambiguous cues (Harlow, 1949). Instead of merely helping participants learn to solve individual problems and memorize solutions to many separate pattern problems, the learning set serves to promote overall concept formation, or as Harlow stated, "learning how to learn" (p. 53). The success of the learning set method in teaching advanced concepts to young children was previously shown by Gelman (1969) for number conservation, Kingsley and Hall (1967) for length and weight conservation, and Pasnak et al. (1987) for teaching number and substance conservation, the oddity concept, and operational seriation.
Despite its advantages and track record, the learning set produced only a 31 percent advantage for the experimental group on the patterning posttest. This may be evidence that patterning is truly a significant cognitive challenge for 1st-graders. Piaget (1967) posited that changes in the abstract level of one's thinking would be greatly hindered by the process of assimilation, whereas conventional instruction could easily induce improvements on lower order skills like those involved in computation or writing if one already had the requisite conceptual abilities. Despite 17 weeks of instruction in small groups, the experimental group averaged only 59 percent correct, while 1st-graders instructed individually by Hendricks et al. (1999) averaged 84 percent correct. The reduced gain may well be due to sharing attention when the children were instructed in trios, instead of having the instructor's whole effort focused on each child individually. Learning by watching others for 10 minutes out of every 15 is presumably not as effective as 15 minutes of one's own efforts with individual coaching and scaffolding. This suggests that the relatively short-term teaching of patterning in the classroom, under conditions in which a teacher's attention is widely distributed among children, may not produce much improvement in children's patterning ability. There is no published evidence for the effectiveness of patterning instruction under normal conditions in the classroom.
The incomplete mastery of patterning by the experimental group (41 percent error rate) in this study failed to produce sufficient automaticity in patterning to offset the control group's SIT-R advantage when it came to learning academic material presented in the classroom. When the groups were equated on the SIT-R measure of general reasoning, however, the experimental group significantly outgained the control group in academic achievement. This is an important finding, because the control group was instructed in areas directly assessed by the DAB. Since instruction in patterning was more effective in promoting academic achievement than an equal amount of time spent in providing additional small-group tutoring in academic material, it appears that even a moderately improved understanding of patterns is helpful for children. The notion that patterning is an important thinking ability for this age group and belongs in the curriculum because it facilitates a better understanding of the academic challenges faced by 1st-graders appears to have merit. Had the control group been one in which children received no special instruction, or instruction in some useful but nonacademic skill (such as art, music, or physical education), the patterning group would presumably have had an even greater advantage on the DAB. The control group used in this research is an especially stringent one, because it involves direction instruction in the kind of academic material on which the children were tested.
Why would the ability to understand patterns be an important cognitive ability that is deficient in children who are struggling in many areas of academic performance? One reason may be that comprehending patterns requires many of the thinking skills acquired in the transition from preoperational thought to the concrete operational thought central to school readiness. First, comprehension of patterns requires attention to the relations between and among the items in the pattern. Second, many of the more complex patterns require the child to attend to more than one dimension (e.g., both color and shape), a necessary skill in advanced classification. Third, incorporated into recognition of patterns is the notion of reversibility, which Piaget posited as the sine qua non of early mental operations (Piaget, 1924/1969). The ability to understand that a pattern of 1, 3, 5 has the same underlying logic as one of 5, 3, 1 is an example of being able to mentally reverse a relation. In order to recognize a pattern, attention must be paid to relations among and between the objects within the pattern. For example, to solve a more difficult sequence like red square, yellow circle, green triangle, blue diamond, blue diamond, green triangle, yellow circle, red square, one must see that there is an orderly progression of both color (red, yellow, green, blue) and shape (square, circle, triangle, diamond) and that the order of presentation reverses. Strengthening these cognitive abilities by teaching children to understand the relations involved in patterns may help them progress towards the level of abstract thinking required for success in the early grades. Instruction in patterning may offer an additional way to support and strengthen the development of age-appropriate mental abilities and provide help in boosting children's overall intellectual growth. Such assistance would be especially useful for children who are slow in reaching their cognitive potential. Increased cognitive ability could lead to better mastery of classroom material, which can be accompanied by improved self-images (Dudek, Strobel, & Thomas, 1987).
It is noteworthy that the children whose patterning was improved by the intervention improved on the written language scale as much or more than they improved on the mathematics scale. Previous researchers have focused on numeracy in the early grades (Burton, 1982; Ducolon, 2000; Herman, 1973; Jarboe & Sadler, 2003). However, Manning (1995) presented a model that applied patterning to reading in kindergarten. Her results suggested that children's initial successes are in noticing how the temporal patterns of spoken words are linked to the spatial patterns of written words. The results of the present research implicate the second half of this model as the locus of the main effect of differences in patterning abilities. Whether this model, or some other, accounts for the effect of patterning on written language awaits further research.
In sum, although there has been little research on its effectiveness, instruction in comprehending patterns seems to deserve its place in the school curriculum. It may be an effective form of assistance for not only 1 st-graders who are not performing at their optimum level, but also other children who are entering the period of concrete operational thought. Identifying which children can profit the most is a worthy goal for further experimentation.
Authors' Note. Publication of this research was supported in part by R305H030031A from the U.S. Department of Education, Institute of Educational Sciences.
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Charlene Hendricks
Linda Trueblood
Robert Pasnak
George Mason University
Table 1 Descriptive Statistics and t Tests for Direct Comparisons of Group Scores Measure Group Mean SD t df p Patterning Total Experimental 35.15 8.34 4.31 60 <.001 Active Control 26.79 6.70 Near Experimental 8.52 3.99 4.52 60 <.001 Control 14.34 3.15 Far Experimental 12.31 4.14 3.64 60 <.001 Control 14.34 3.15 DAB Gain Scores Total Experimental 9.48 5.98 0.45 60 >.05 Active Control 8.31 8.35 Math Experimental 7.57 6.41 0.39 0 >.05 Active Control 6.90 7.48 Spoken Experimental 3.18 8.35 0.48 60 >.05 Active Control 0.97 11.58 Written Experimental 30.48 10.56 0.71 60 >.05 Active Control 28.10 14.64 SIT Experimental 95.67 12.68 1.18 60 >.05 Active Control 100.41 18.78 Table 2 Analysis of Covariance for Experimental-Control Group Differences in DAB Gain Scores Source df Mean Square F p DAB Gain Scores Total Achievement 1 509.91 11.71 <.001 Mathematics 1 442.80 10.85 <.002 Spoken Language 1 37.81 .38 >.05 Written Language 1 3102.58 28.41 <.001 Error Total Achievement 1 43.56 Mathematics 1 40.82 Spoken Language 1 99.52 Written Language 1 109.20
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Memphis Tigers women suffer second loss of year
St. John's women 64, U of M 60
NEW YORK -- Senior guard Brittany Carter scored 23 points, but it wasn't enough to prevent the University of Memphis women's basketball team from suffering its second loss of the season, 64-60, on Sunday to St. John's in the final of the Holiday Classic.
Despite trailing by as many as 11 points in the second half and shooting 38.3 percent for the game, the Tigers (9-2) still had a chance to snatch the tournament title away from St. John's (7-5) in the game's final minutes.
A jumper by Amber Thompson gave the Red Storm a 62-55 lead with 3:40 remaining, but Carter scored five straight points to pull the Tigers within two with 1:58 remaining.
The Tigers then forced 3 turnovers, including a steal by Carter with nine seconds remaining, but failed to make St. John's pay.
Carter stole the ball from Keylantra Langley and the Tigers took back-to-back timeouts to set up a play, but Carter's jumper was off the mark and junior forward Nicole Dickson's putback attempt was blocked by St. John's senior Da'Shena Stevens.
After being fouled by Carter while grabbing the rebound, Langley sank two free throws with three seconds remaining to seal the victory for the Red Storm.
Dickson finished with 10 points and four assists for the Tigers, point guard Bilqis Abdul-Qaadir had nine points and three steals, forward Jasmine Lee finished with eight points and guard Ramses Lonlack added seven points and a game-high 10 rebounds.
Carter and Lee were both named to the all-tournament team.
Opponent: Missouri
When, where: 5:30 p.m. Thursday, Columbia, Mo.
Radio: WUMR-FM 91.7
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Safco Dolly Furniture Mover:
- Thick steel frame
- Swivel casters that allow maneuverability in tight areas
- 1000 lb. maximum load capacity per set
- Platforms center is recessed to secure furniture legs
- Non-mar skid-resistant Yellow vinyl finish
Finish: Yellow
20"W x 8.25"D x 4.25"H
Furnished Over 1 Million Homes Since 1997...
I was very satisfied with One Way Furniture Service. I have referred them to many friends, family, and customers. Thank you. Kathy A. Eisele, Boston, MA
Product Review - Safco Dolly Furniture Mover
Furniture Brand
Safco understands that quality extends beyond a simple expectation of function. From concept to delivery, Safco integrates high levels of quality as their standard. Safco is committed to the highest levels of satisfaction in the manufacture, sale and support of their products. Safco
Weight & Size
Reference - Sku: 5320 - Safco Dolly Furniture Mover by Safco


text:
Just Shout
1,000,000 - 5,000,000 downloads
- 30 levels, increasing difficulty
- Lots of weapons, skills and environments to unlock
- Comic-style graphics
- Addictive
- Awards (achievements)
- Boring after a while
- No online leaderboards
"Feelin' bloodthirsty?"
Reviewed by Emmanuel Lund / Jul 01, 2013
Just Shout is a survival comic-style beat'em up
John Shout is seeking revenge since his wife got killed by the local Mob, The Grizzlies. He's now wandering through the streets waiting for Grizzlies lackeys to come face him. Hundreds will come, that's a fact. Be ready to spill blood all around. Someone has to stop them, and John Shout seems to be the one.
Just Shout is a survival, in other words, a the-longer-you-last-the-better beat'em up. A constant flow of enemies will approach you. Your goal is to survive them by attacking them with the available weapons. You start the game armed with a machete. More weapons will come from the sky though, packed in wood boxes. Grab them to kill enemies faster. However, when you run out of bullets, you'll come back to your machete.
Weapons that fall down the sky can be upgraded with cash and diamonds from the store. You will earn those resources as you play or, you can also get them by downloading associated games. Whatever way you choose, you'll be able to upgrade skills, weaponry and unlock new environments.
Just Shout is set in well-crafted comic-style graphics. John is controlled by screenpad with basic buttons (turn left/right, button to attack, to grab power-ups and to call for help). Gameplay is addictive although it can be repetitive after a while. It's perfect to 'kill' the waiting time on the bus stop and let loose.
Choose among lots of weapons, ranging from the classic guerrilla knife, to devastating, high-tech flame-throwers. Keep John alive and kill as many mobsters as you can!
Infinite number of enemies.
Lots of weapons to unlock.
30 levels of increasing difficulty.
4 powerful air-strikes.
In-game supplies store.
User friendly interface.
High quality sounds & graphics.
Some lists where this application appears: Reviewed by Emmanuel Lund.
- There aren't any comments yet, be the first to comment!


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Goshen Daniel Kidera, a former high school friend of Christopher Porcos, testified the defendant told him he knew that his mother and father, Peter and Joan Porco, had a will.
He told me he had seen both his mother and father's will and he knew where they were kept, said Kidera.
Kidera who is from Delmar now lives in Virginia and works on the staff of U.S. Sen. Charles Schumer. Porco asked Kidera for assistance with a $2.8 million gift he said he was receiving from his grandmother and to set up an appointment with an investor to help organize his new found wealth. The reality according to prosecutors is that Porco was never going to receive any large gift from his grandmother. Kidera was only allowed to mention the Will and not the expected gift in his testimony to the jury. Prosecutors want to show the jury that the defendant believed he would acquire family assets if his parents were dead.
Second Law Clerk in the office of New York StateThird Appellate District in Albany, Michelle McKay, testified that Peter Porco was very concerned about his son Christopher in the fall of 2004.
"He was visibly worried about many things, and Christopher was one of them," said McKay.
Defense attorney Laurie Shanks to the surprise of prosecutor Michael McDermott told the jury McKay heard Peter Porco say 'he was afraid his son was a sociopath.'
"I was stunned because that was such an uncharacteristic thing for Peter to say," said McKay. McDermott believes hearing the word 'sociopath' to describe Christopher Porco is damaging to the defense.
"I think that comment is going to be very hard for the jury to get out of their head," said McDermott.
Several e-mails were read to the jury between Peter Porco and son Christopher revealing that Porco's life was 'spinning out of control' according to his father. Peter Porco wrote those remarks in response to learning his son was accumulating debt, not paying bills, lying about his finances and forging his father's name twice on two loans totaling $48,000.
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2013 Taipei Bike Show Day 2 - RockShox Electronic Intelligence Suspension 1
1 of 18
wide size
Is this the future of mountain bike suspension? RockShox Electronic Intelligence (E.I). We saw the first leak of this technology back in June and some of you will remember the first time this concept was introduced with much hype about 15 years ago. Time will tell if modern technology will make electric suspension a winner this time around. Credit: Lee Trumpore
1 comment
2023 syngltrkmnd http://p.vitalmtb.com/photos/users/2023/avatar/c50_85986240_1266867954.jpg?1290155376 http://www.vitalmtb.com/community/syngltrkmnd,2023/all 02/22/10 2 http://www.vitalmtb.com/community/syngltrkmnd,2023/setup 12 198 1
Hmmmm.... I am sure there are some advantages to this for the racing set, but I don't feel like I'm being held back by my current "analog" FOX kit. (Pre-CTD Float fork and RP23 XV)


text:
Hi All,
I am here with another question:
A website project that I am working on currently requires the fonts to be smooth (Smooth as in when you choose 'smooth' in photoshop).
The designer has used a free font and the font does not have bold type. so smooth is really required by the client.
for now I have used a hack which I found online of using a very small shadow and blur, it looks okay but not great.
So is there any way that fonts can be displayed as they are in photoshop (smooth)?
By the way I am using cufon for the custom font.
Many Thanks.
The text-shadow is only CSS3 compatible, so it's not visible for IE browsers. I think Cufon makes the text smooth enough, but it's not enough for your client?
Well, I can talk to him about it.. but since I have not done much css/html work, before saying anything to him I wanted to make sure that it is really the best which could be done (using cufon and textShadow).
The smooth depends on browser and os. For example over winxp you have no smoothing on firefox, but you have it on ie8. On mac, any browser has smoothing. But, no, you can't apply smooth from css.
Also, the font used is the most important thing. A font to work fine, must be created for screen. If you use a font that has been created for print, in many sizes will look realy bad and also will have problems in letterspacings.
Thanks rg,
my client is using mac so hopefully there will be no complaint
I will let the designer know about the 'screen' fonts.
Maybe this helps you:
-webkit-font-smoothing: none; -webkit-font-smoothing: subpixel-antialiased; -webkit-font-smoothing: antialiased;
Maybe this helps you:-webkit-font-smoothing: none; -webkit-font-smoothing: subpixel-antialiased; -webkit-font-smoothing: antialiased;
only for the webkit ( opera ) engine, moz ( firefox ) is left out and so is trident ( internet explorer )
Maybe this helps you:only for the webkit ( opera ) engine, moz ( firefox ) is left out and so is trident ( internet explorer )-webkit-font-smoothing: none; -webkit-font-smoothing: subpixel-antialiased; -webkit-font-smoothing: antialiased;
webkit is safari, flock 3 and chrome's engine not operas(operas engine is presto) and firefox's engine is gecko(same with flock 2) but it uses the moz extension
great, thank you.
Was looking for something like this. Already used the shadow & blur trick but yes the results are okay but not great.
Hi All,
I think cuffon will make the font smooth enough shouldn't require any other software fo rthe purpose else search google and sewe if you get any other options than the ones you have received on the forum.
Mathew Website Design and Development
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kiran eas • 26 Aug 2014 • 2 Reviews • 0 Follower
Great authentic Japanese Soba and healthy
I really liked this place because they have authentic japanese soba with imported buckwheat flour. Everything is fresh and very tasty. The Japanese chef was even nice and told me how they make their dishes. A must-try and i would strongly recommend this place. Having been to japan, this is almost the same. Also they have 1 for 1 sake and Japanese beer to top it off.
- Recommended for
- After Work, Cheap Eat/Budget, Dinner, Healthy Eating, Lunch, Take Away, Vegetarians
- Average Spend
- $28 for 2 pax


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What we're talking about
Updated: October 24, 2011, 6:41 PM ET
Tuesday morning, Mike Greenberg and Mike Golic return back and better than ever from the Bristol, CT studios on ESPN Radio, ESPNRadio.com and ESPN2.
Joining Greeny and Golic will be ESPN MLB Insider Buster Olney (6:45 a.m. ET), ESPN NFL analyst Cris Carter (7:30 a.m. ET), ESPN MLB Insider Jayson Stark (8:45 a.m.) and ESPN NFL Insider John Clayton (9:15 a.m.).
You can get in touch with Mike & Mike by emailing (email@example.com), texting to 73776 or tweeting to ...
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|#1 (permalink)
Junior Member
Join Date: Nov 2012
Posts: 1
Honda Shadow 1100
I am considering buying a 97' 1100 Honda Shadow with 3000 miles. Actually its a trade for my truck and he is giving me cash on top. I am not really into the cruiser style of bikes but I have heard these are great bikes and I would be willing to try it out for a month or so. I am curious though if I had to resell the bike how easy they are to sell and how sought after these bikes are. Could I get $3-$4k for a 97 shadow with 3k miles? Thanks!
|#2 (permalink)
Join Date: Sep 2012
Location: Bellingham, WA
Posts: 44
97 1100 Shadow
I bought my 97 1100 Ace this past summer. it has 12K on it and is in superb condition. The guy wanted $2800 for it. I offered him what I had in my savings, $2,000. He respectfully declined, but didn't get any other offers. We live in a rather rural part of the county. So, long story short, he ended up selling it to me for $2k. I think I got a killer deal, and LOVE the bike for what it is. Looks like a HD but low low maintenance. Its probably worth $2500-$3000 but definitely not 4K. I highly recommend the bike. Its a lot of fun and easy to ride. One last thing, if your not into the cruiser style, they also look awesome solo when you take off the wind shield, bags, and back seat. Really easy and quick to go back and forth.
|Thread Tools


text:
A Romantic Radio Deluxe
Airs Saturday at 10am on The Jonathan Channel and replays Monday at 7pm
Saturday, February 15, 2014
Spend this Valentines Day weekend with the hippest couple on Lexington Avenue - John and Jessica Molaskey. These two will be spinning their favorite jazz records and while keeping the spirit of love alive.
Episode Playlist:
Kate McGarry & Keith Ganz - American Tune (Genevieve and Ferdinand)
Frank Sinatra - Baubles, Bangles and Beads (Francis Albert Sinatra & Antonio Carlos Jobim)
Kurt Elling - They Say It's Wonderful (Dedicated to You - Kurt Elling Sings the Music of Coltrane and Hartman)
The Jeff Hamilton Trio - Lullaby of the Leaves (From Studio 4)
Oscar Peterson & Benny Green - Someday My Prince Will Come (Oscar and Benny)
Nat King Cole Trio - Just You, Just Me (The Complete After Midnight Sessions)
Diana Krall/Ray Brown Trio - I Thought About You (Some of My Best Friends Are…Singers)
Anita O'Day - What a Little Moonlight Can Do (Trav'lin' Light)
Dave McKenna - C Jam Blues (Solo Piano)
Mel Lewis & the Vanguard Orch. - C Jam Blues (20 Years at the Village Vanguard)
Harry Allen Quartet – Paper Doll (Harry Allen)
Mel Torme - The Piccolino (Mel Torme Sings Fred Astaire)
Fred Astaire - The Continental (Steppin' Out: Astaire Sings)
Les Paul - The Carioca (The Lonesome Road)
Monika Borzym - Extarodinary Machine (Monika Borzym)
Gregory Porter - Imitation of Life (Be Good)
Jerry Douglas & Mumford & Sons - The Boxer (Traveler)
Cécile McLorin Salvant & The Jean-Francois Bonnel Paris Quintet - Exactly Like You (Cecile)
Dave Brubeck Quartet featuring Jimmy Rushing - All by Myself (Brubeck & Rushing)
Freddy Cole - Ma, She's Making Eyes at Me (Freddy Cole Sings Mr. B.)
Warren Cache - Dream Dancing (Dream Dancing)
Bill Charlap Trio - America (Somewhere: The Songs of Leonard Bernstein)
Jeff Hamilton Jazz – Three Little Words (Swing That Music)
Hosted by:Jessica Molaskey and John Pizzarelli
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Eleven different provisions under the Indian Penal Code have been slapped against the five accused in the gang-rape case of the 23-year-old medical student in the charge sheet filed at a Saket court here earlier this week.
The accused have been charged under Sections 302 (murder), 307 (attempt to murder), 376 (2) (g) (gang-rape), 377 (unnatural offence), 394 (voluntarily causing hurt in committing robbery), 395 (dacoity), 396 (dacoity leading to murder), 201 (destruction of evidence), 34 (common intention), 120 (b) (criminal conspiracy) and 365 (abduction).
The police informed the court on Thursday that the delay in filing the charge sheet happened due to the time taken in uploading the documents running into hundreds of pages for e-challaning.
Contrary to earlier claims by the police, the uncle of the victim's male friend said that no ossification test has been conducted by the police to ascertain the age of the sixth accused claiming to be a juvenile. The police could not be reached for any clarification.
The juvenile had allegedly assaulted the two victims inside the bus after alluring them to board it. He was very aggressive and had assaulted the boy with a rod and raped the girl.
Sources claimed that the police have received an affidavit from a school in the juvenile's hometown where he was enrolled. The date of birth in the school records was found consistent with what he claims.
Meanwhile, the post-mortem report of the victim is still awaited from Singapore.


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May 20, 2015 / MUCC Staff / Make A Comment / Blog, Ecological Threats
It's 2015, and we're still removing European frog-bit by hand. This aquatic invasive species was brought over from Asia and Europe as an ornamental pond … [Read More...]
Wildlife Wednesday: It's Beech Season for Beech Bark Disease
May 20, 2015 / Sarah Topp / Make A Comment / Blog, Ecological Threats, Habitat, Hunting, OTG, Volunteer
Two of Michigan's mast-producing trees are being impacted by disease. Mast producing trees are essential to wildlife as they provide a primary food source in … [Read More...]
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text:
I read that Dustin you can never post to much of stuff like this, wow is all I have to say! What Men!
This is a discussion on Why we support! within the Cigars for the Troops forums, part of the Cigar Specialty Forums category; ...
This may be in the wrong section is the eyes of some but I felt it a good reminder as to why we support our troops. Men like this will never think twice and always sacrifice for the sake of our country. While reading this consider the hundreds of heroic actions we will never hear about.
An Army Ranger who lost his right hand and suffered shrapnel wounds after throwing a grenade away from his fellow soldiers will receive the Medal of Honor July 12, the White House announced Tuesday.
Sgt. 1st Class Leroy Arthur Petry will be the second living Medal of Honor recipient from the wars in Iraq and Afghanistan. Petry, like Staff Sgt. Salvatore Giunta, who received the nations highest award for valor in November, will be honored for actions while serving in Afghanistan.
Petry, 31, will be recognized for his actions during combat operations May 26, 2008, in Paktya, Afghanistan.
Read the Army release:
It's very humbling to know that the guys thought that much of me and my actions that day, to nominate me for that, Petry said when he learned he had been nominated for the medal, according to an Army news story.In 2008, Petry was assigned to Company D, 2nd Battalion, 75th Ranger Regiment at Joint Base Lewis-McChord, Wash.
On May 26, 2008, the soldiers were conducting a rare daytime raid to capture a high-value target, according to the Army. Petry was to place himself with the platoon headquarters in the target building once it was secured and serve as the senior noncommissioned officer at the site for the remainder of the operation, according to the Army.
When he learned that one of the assault squads needed help clearing their assigned building, Petry told the platoon leader that he was moving to that squad to provide additional supervision and guidance. After the squad cleared the residential portion of the building, Petry took Pfc. Lucas Robinson to clear the outer courtyard.At least three enemy fighters, positioned at opposite ends of the courtyard, were waiting for them.
When Petry and Robinson entered the courtyard and crossed an open area, an enemy fighter opened fire. A bullet went through both of Petrys legs. Robinson was hit in his side plate by another round.
Petry led Robinson to cover behind a chicken coop while the enemy continued to fire. Petry reported that they had made contact and that he and Robinson were wounded.
Sgt. Daniel Higgins, a team leader at the building, moved to the outer courtyard to help his fellow Rangers.
As Higgins evaluated the two wounded soldiers, an enemy fighter threw a grenade that landed about 10 meters away from the three soldiers. The explosion knocked them to the ground and wounded Higgins and Robinson. Two more Rangers, Staff Sgt. James Roberts and Spc. Christopher Gathercole, entered the courtyard and moved to help.
The enemy threw yet another grenade. This time, it landed just a few feet from Higgins and Robinson.
Petry, despite his own wounds and with complete disregard for his own safety, moved toward the grenade, grabbed it and threw it away from his fellow Rangers, according to the Army. The grenade detonated as Petry released it to throw it back at the enemy. His right hand was catastrophically amputated. Petry remained calm and even placed a tourniquet on his own arm and reported his injury over the radio.
Meanwhile, Roberts began engaging the enemy with small arms fire and a grenade. He suppressed the enemy behind the chicken coop but another enemy fighter on the east end of the courtyard began firing and fatally wounded Gathercole.
Higgins and Robinson returned fire, killing the enemy, according to the Army.
Petry, who is from Santa Fe, N.M., is the ninth service member to be awarded the Medal of Honor for actions in Afghanistan and Iraq. The first seven were awarded posthumously.
Spc. Ross McGinnis, Sgt. 1st Class Paul Smith, Navy Petty Officer 2nd Class Michael Monsoor and Marine Cpl. Jason Dunham were honored posthumously for their actions in Iraq.
Staff Sgt. Robert Miller, Sgt. 1st Class Jared Monti and Navy Lt. Michael Murphy were honored posthumously for their actions in Afghanistan.
Petry, who joined the Army in September 1999, is currently assigned to the 75th Ranger Regiment and attached to Special Operations Command. He serves at Joint Base Lewis-McChord as a liaison for the SOCOM Care Coalition, where he tracks and monitors injured Rangers returning from combat operations to the initial place of care to home station care.
He has deployed eight times since Sept. 11, 2001 twice to Iraq and six times to Afghanistan.
Borrowed from Navy Times.
After reading this I would hope that you take a moment to reflect.
I read that Dustin you can never post to much of stuff like this, wow is all I have to say! What Men!
To be courageous enough to move towards a grenade....
wow, I dont know what to say, just...
wow, that story sounds like a movie or video game.
disclaimer: I am a just a guy with too many cigars and too many guns, what ever I say is probably wrong. PM me if you are in the 916 and want to herf
My Cellar: http://www.tobaccocellar.com/hannibal
Proud to have served 1988-2000 U.S. Army!!
Wow...and to think, all we do is send them a few snacks and some smokes. Now THAT is bravery!
It is easier to ask for forgivness than to ask for permission!
Awesome post Dustin - thanks. I hope everyone here reads it!
I ain't ! I'm just a little large for my size!


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[July 30, 2014]
Avnet Technology Solutions Expands Distribution Relationship with HP into Mexico; Avnet to help HP increase its presence in the growing Mexico IT market, while providing channel partners with a broadened portfolio of data center-related solutions
(M2 PressWIRE Via Acquire Media NewsEdge) MEXICO CITY - - Avnet Technology Solutions, the global IT solutions distribution leader and an operating group of Avnet, Inc. (NYSE: AVT), today announced that it will now distribute HP's data center-related products in Mexico, including enterprise technologies and software. Under this new agreement, Avnet will provide channel partners with a wide variety of resources to help them capture analytics, big data, cloud computing and converged infrastructure opportunities.
To support this relationship, Avnet has formed an HP Solutions group in Mexico, a dedicated team focused on helping partners increase their data center sales with HP enterprise technologies and software. This group will be led by Kiyomi Sano, an Avnet veteran, who will serve as the HP business unit manager for Avnet Technology Solutions, Mexico. Sano has extensive sales and technical experience in data center technologies, especially those related to converged infrastructure.
"Avnet and HP have been working with partners around the world for more than 35 years to grow their data center businesses," said Eduardo Barron, vice president and general manager, Avnet Technology Solutions, Mexico. "The recent expansion to our relationship will provide partners in Mexico with the ability to deliver complete converged infrastructure solutions that align with the fastest growing areas of technology investment, including analytics, big data and cloud computing. Our partners will have access to proven Avnet programs and resources that have been customized to meet unique needs of the Mexico market and will accelerate partners' success in developing and closing new business opportunities." As a part of this expanded relationship, partners will be able to access the Avnet Technical Army, which provides partners with in-depth technical knowledge on HP software and technology. This highly experienced team holds 500+ certifications and includes 100+ technical consultants, solution architects and infrastructure services professionals. They can assist partners' technical staff during the pre-sales process, facilitate technology demonstrations, and develop configurations and systems designs.
Additionally, partners can leverage the Avnet Global Solutions Center in Chandler, Ariz., to integrate and assemble data center solutions based on HP enterprise technology and software, including converged infrastructure systems. This state-of-the-art integration and logistics facility is 21,000 square meters and has the capability to build and ship more than 700,000 systems annually. Services offered through the Avnet Global Solutions Center include hardware integration, software configuration, packaging and logistics, and maintenance.
"The Mexico market presents an excellent growth opportunity, and Avnet has consistently demonstrated that they are able to quickly build a community of highly knowledgeable partners that helps HP penetrate markets around the world," said Alexis Langagne, president and general director, HP Mexico. "Avnet's extensive resources will help our partners develop innovative solutions based on HP technology and software that positively impact their customers' businesses and optimize their IT investments." Avnet is an award-winning HP distributor and has been named HP Software Distributor of the Year for North America, HP Partner in Excellence - Top U.S. Enterprise Distributor, HP Partner in Excellence for U.S. Software Growth, and HP PartnerOne Growth Distributor of the Year Canada, HP Enterprise Group. Avnet distributes HP in more than 20 countries around the world, including the following locations in the Americas: Mexico, the Caribbean, Chile, Colombia, the U.S. and Canada.
Click to tweet: Avnet expands #HP relationship with new agreement to distribute HP data center products in Mexico
Follow Avnet Technology Solutions, Mexico on Twitter: @AvnetMex and @AvnetAdvantage.
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A yellow fin tuna is pulled along side the Spanish longliner Herdusa no1 Vigo, South West Indian Ocean.
© Paul Hilton / Greenpeace
As the Greenpeace ship Esperanza is trailing Shell's drilling ship the Polar Pioneer across the Pacific, six activists are taking climbing practice while talking about their motivation to take action on climate change.
Renowned Chinese director Jia Zhangke talks about his film Smog Journeys, made for Greenpeace, exploring the daily realities of people forced to live with severe air pollution in China. The film looks at both large cities and smaller towns, each...
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Really loved Scorsese's two forays into this area: A Personal History of American Film and My Voyage to Italy. Moreover, I learnt so much from Cinema Europe: The Other Hollywood, which brilliantly documents the history of European silent cinema with each episode concentrating on a different country; unfortunately, not sure it is still available.
Are there any other documentaries out there on film that members could recomend?
Are you looking specifically for films about film history as opposed to the making of a particular film or director?
Histoire(s) du cinema is the one I'd most like to see but have thus far been unable to squirrel away the time to do so. Plus I heard it's most effective when you understand French, which I do not.
This might not be what you're looking for, but I'd say Man with a Movie Camera is about as great a documentary about the process of filmmaking as any that I've seen.
I have to say that I'm normally suspicious of these things, as they normally offer up tantalizing images from forgotten films rather than a coherent historical insight. It's great to watch such a documentary as Scorsese's and furiously write down every referenced film, but they strike me as unnecessary as film history.
More film history Patrick. Agree about Man With a Movie Camera, wonderful.
Visions of Light
Cinematographer Style
The Cutting Edge
Tell Them Who You Are
Z Channel: A Magnificent Obsession
Why Be Good? Sexuality & Censorship in Early Cinema
I don't think Histoire(s) is a good example, since it's more experimental and you don't really learn anything.
This Film Is Not Yet Rated is a pretty decent expose on the MPAA.
I kind of want to see That's Entertainment! to further fuel my hatred for musicals.
Ah Glemaud! A kindred spirit! I was beginning to think I was the only person on this site who hated musicals :o)
We had an interesting thread on musicals a few months ago: that seemed to draw a line in the sand between lovers and haters of the genre on this site. I loved My Voyage to Italy. If 'A Personal History' is in the same vein, I'm going to have to check that out as well.
You're in for a treat Jay, because it's even better in my opinion and is something I constantly refer back to and am inspired by.
I also loved CINEMA EUROPE and consider it a great introduction for those who want to get to know more about the silent era. The most similar seems to be the 1980 series HOLLYWOOD although I haven´t seen that one yet, and I would also recommend you A DECADE UNDER THE INFLUENCE and EASY RIDERS, RAGING BULLS both of which have been insightful documentaries about American cinema from the 1970s.
"American Movie" is available on YouTube.
Here's the link to the synopsis http://www.theauteurs.com/films/2290
i love american movie so much
THE PERVERT'S GUIDE TO CINEMA with Zizek as your tour guide through film history…only available through official website due to rights issues, I think.
LOS ANGELES PLAYS ITSELF…also can only be seen at museum screenings, due to rights issues.
if you really want a good insight to the work of some of the greatest auteurs, then you should take a look to the french tv serie, cinéastes de notre temps (1964 – 1972) as well as the new one, cinéma, de notre temps (1988 – 2006). some of them have been used as criterions' extras. but the hole serie is amazing. let's say, for example, one day in the life of andrei arsenevich, directed by chris marker, could you imagine something great? and so on. or what to say about 100 years of japanese cinema, directed by nagisa oshima? in mexico city the cineteca nacional will proyect a similar documentary on chinese cinema, bet i will be there just to tell you what's all about
Visions of Light really is incredible, great way to find out about some movies with great cinematography you might not of seen as well, I instantly watched The Conformist after seeing it and am extremely glad I did.
Double Post :(
I just saw The Pervert's Guide to Cinema the other day on Netflix steaming and while I generally love Zizek, he lost me about 2/3 of the way through when he started talking about harvest musicals… I'm not sure where else you can get discourse on both David Lynch films and one of the Star Wars prequels within five minutes of each other.
Lost in La Mancha is excellent, if only because it serves as a trailer for a movie that might never get made
Personally, I like fictional films about filmmaking too.
There are two which are out now or about to come out: Great Directors which highlights the careers of ten directors including Lynch, Sayles, Haynes, Frears, Bertolucci, etc.
And Tales from the Script about screenwriters.
Mr. Scorsese's – marvelous for any/all audiences.
NOT QUITE HOLLYWOOD. Great doc about Australian exploitation films. Give it a shot—really good.
this film is not yet rated
easy riders and raging bulls
This kid stays in the picture
Z Channel documentary
Zizek's pervert's guide to cinema
all great in covering paerticular eras and egos.
My recommended documentaries about cinema.


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Illinois Downs the Hawkeyes in Iowa City, 58-47
March 1, 2008
IOWA CITY, Iowa (AP) - Shaun Pruitt scored 18 points as Illinois defeated Iowa 58-47 Saturday.
The Illini went on a 16-5 run midway through the first half to take control of the game and never looked back.
Illinois (12-17, 4-12 Big Ten) led by as many as 11 during the second half.
Iowa (12-18, 5-12) pulled to within five at 45-40 on a Tony Freeman free throw with 6:11 remaining, but Trent Meacham sank a 3-pointer to push Illinois' lead to eight.
Freeman again brought Iowa to within five on a three-point play with 2:21 remaining, but the Hawkeyes would get no closer.
Shaun Pruitt got credit for a basket on a goaltending call, and Meacham added a pair of free throws to stretch Illinois' lead to nine.
The Illini sank their last six free throws to put the game away.
Freeman led Iowa with 21 points.


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Contrary to earlier reports that Kid Cudi was tasered and arrested over the weekend during an NBA All-Star Game party in Phoenix, Arizona, Cudi himself stated through his blog that he was never arrested. The Cleveland native explained that although he was tasered he was never arrested and left the premises under his own accord.
Kid Cudi Says He Wasn't Arrested, Clarifies Incident
Update: the G.O.O.D. Music star on the comeup says it wasn't Nike vs. Reebok drama that ruined his weekend.


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Property Details
Condo, 2 Bedrooms, 1 Baths, 6 Sleeps
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Serena's 2013 Clay Court Strategy
View Single Post
Sep 30th, 2012, 07:57 PM
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Join Date: Jan 2008
Posts: 5,426
Re: Serena's 2013 Clay Court Strategy
Train a lot with Patrick at his Paris academy in the spring, talk about clay strategy and get the right mental attitude with him. That's all she needs at this point in order to hope to win RG again. Just playing a MM red clay tourney and Rome would be a good idea. I don't think she should play indoors Stuttgart and high altitude Madrid. Different conditions than RG.
"Hold serve, hold serve, hold serve. Focus, focus, focus. Be confident, be confident, be confident. Hold serve. Hold, hold, hold. Move up. Attack. Kill. Smile. Hold!!!" Serena
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About Schools in Conesus Lake, NY
Contact a Coldwell Banker® real estate agent to learn more about the schools and school districts in Conesus Lake, NY.FIND AN AGENT
Conesus Lake, New York is located in Livingston County. Nearby cities and towns include Livonia, Conesus Hamlet, Lakeville, Livonia Center, Geneseo, Hemlock, South Lima, Scottsburg, Cuylerville, Groveland Station, Piffard, Websters Crossing, Mount Morris, Retsof, Leicester, Kysorville, East Avon, Avon, Wadsworth, Honeoye, Greigsville, Lima, Fowlerville, York Hamlet, Springwater Hamlet, Tuscarora, Woodsville, Byersville, Honeoye Falls, Cumminsville, Linwood, Dansville, Perry, Caledonia, Wayland, Bloomfield, Pavilion, Scottsville, Nunda, Wyoming, Naples, Le Roy, Castile, Dalton, Silver Springs, Victor, Hunt, Warsaw, Canaseraga, Cohocton, Crystal Beach, Canandaigua, Gainesville, Pittsford, Bergen, Churchville, Brighton, and Rushville. Conesus Lake is a suburban community with a population of 2,608. The median household income is $64,322. In Conesus Lake, 54% of residents are married, and families with children reside in 25% of the households. Half the population of Conesus Lake commutes 29 minutes or less to work, with 62% of residents holding white collar jobs and 38% residents holding blue collar jobs. The median age of homes in Conesus Lake, NY is 37 years, with 57% of those homes owned, 20% rented, and 23% not occupied. In the previous year, 56 Conesus Lake properties were sold. The median sale price of a home in Conesus Lake in the previous year was $244,225.
Contact a Coldwell Banker® real estate agent to learn more about the schools and school districts in Conesus Lake, NY.FIND AN AGENT
See if your personality and goals are right for real estate.SEE ALL REAL ESTATE CAREERS
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This information is provided for general informational purposes only and should not be relied on in making any home-buying decisions. School information does not guarantee enrollment. Contact a local real estate professional or the school district(s) for current information on schools. This information is not intended for use in determining a person's eligibility to attend a school or to use or benefit from other city, town or local services.


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Gun Violence and Children - Bold Action is Imperative
Last year at this time we were enjoying the holiday season unaware of the tragedy about to unfold in Newtown, Connecticut at the Sandy Hook Elementary School. When it happened, it shook us to our core – 20 children along with 6 adults killed in a matter of minutes by a single gunman. In reaction to the emotion CHOP employees felt after Sandy Hook, our CEO, Steve M. Altschuler, MD, commented that, "We cannot let a sense of hopelessness overcome our ability to truly make a difference in an individual child's life." For this to stop, for children to stop being injured and killed by gunshot, bold action and change is imperative.


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Male Victims of Domestic Violence
- Babette C. Drijber,
- Udo J. L. Reijnders,
- Manon Ceelen
- … show all 3 hide
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
Most studies regarding DV focused mainly on female victims. To gain more insight into the problems male victims encounter, this study investigated the characteristics of this group in the Netherlands. Adult male victims of DV filled out an online questionnaire regarding the characteristics of the abuse (N = 372). When men are victims of DV, they are physically as well as psychologically abused with the female (ex)-partners often being their perpetrator. The most important reason for men not to report the abuse is the belief the police would not take any action. Our findings suggest society should be aware that men are also victims of DV and feel the need to talk about it and desire support.
- Archer, J (2000) Sex differences in aggression between heterosexual partners: a meta-analytic review. Psychological Bulletin 126: pp. 651-680 CrossRef
- Archer, J (2002) Sex differences in physically acts between heterosexual partners: a meta analytic review. Aggression and violent behavior 7: pp. 313-351 CrossRef
- Arias, I, Johnson, P (1989) Evaluations of physical aggression among intimate dyads. Journal of Interpersonal Violence 4: pp. 298-307 CrossRef
- Barber, CF (2008) DV against men. Nursing Standard 22: pp. 35-39
- Bland, R, Orn, H (1986) Family violence and psychiatric disorder. Canadian Journal of Psychiatry 31: pp. 129-137
- Carney, M, Butell, F, Dutton, D (2007) Women who perpetrate intimate partner violence: a review of the literature with recommendations for treatment. Aggression and Violent Behaviour 12: pp. 108-115 CrossRef
- Coker, AL, Davis, KE, Arias, I, Desai, S, Sanderson, M, Brandt, HM, Smith, PH (2002) Physical and mental health effects of intimate partner violence for men and women. American Journal of Preventative Medicine 23: pp. 260-268 CrossRef
- Coleman, DH, Straus, MA Alcohol abuse and family violence. In: Gottlheil, E, Druley, KA, Skoloda, TE, Waxman, HM eds. (1983) Alcohol, drug abuse, and aggression. C. C. Thomas, Springfield, pp. 104-124
- Crawford-Mechem, C, Shofer, FS, Reinhard, SS, Hornig, S, Datner, E (1999) History of DV among male patients presenting to an Urban Emergency Department. Academic Emergency Medecine 6: pp. 786-791 CrossRef
- Du-Plat Jones, J (2006) DV: the role of health professionals. Nursing Standard 21: pp. 44-48
- Feldhaus, KM, Koziol-McLain, J, Amsbury, HL, Norton, IM, Lowenstein, SR, Abott, JT (1997) Accuracy of 3 brief screening questions for detecting partner violence in the emergency department. The Journal of the American Association 277: pp. 1357-1361 CrossRef
- George, M. J., & Yarwood, D. J. (2001). Male DV victims survey 2001: Main findings. www.dewar4research.org/DOCS/mdv.pdf.
- Goldberg, WG, Tomlanovich, MC (1984) DV victims in the emergency department. The Journal of the American Association 251: pp. 3259-3264 CrossRef
- Henning, K, Feder, L (2004) A comparison of men and women arrested for DV: who presents the greater threat?. Journal of Family Violence 19: pp. 69-80 CrossRef
- Hines, DA, Brown, J, Dunning, E (2007) Characteristics of callers to the domestic abuse helpline for men. Journal of Family Violence 22: pp. 63-72 CrossRef
- Johnson, MP (2006) Conflict and control. Gender symmetry and asymmetry in DV. Violence against Women 12: pp. 1003-1018 CrossRef
- Kuyper, L Seksualiteit en seksuele gezondheid bij homo- en biseksuelen [Sexuality and sexual health of homo- and bisexuals]. In: Bakker, F, Vanwesenbeeck, eds. (2006) Seksuele gezondheid in Nederland 2006 [Sexual health in the Netherlands 2006]. Eburon, Delft, pp. 167-188
- Lo Fo Wong, S, Wester, F, Mol, SS, Lagro-Janssen, TL (2006) Increased awareness of intimate partner abuse after training: a randomized trial. British Journal of General Practice 56: pp. 243-244
- Muelleman, RL, Burgess, P (1998) Male victims of DV and their history of perpetrating violence. Academic Emergency Medicine 5: pp. 866-870 CrossRef
- Nosek, MA, Howland, CA, Young, ME (1997) Abuse of women with disabilities. Journal of Disability Policy Studies 8: pp. 157-175 CrossRef
- Reijnders, UJL, Baasbank, MC, Wal van der, G (2005) Diagnosis and interpretation of injuries: a study of Dutch general practitioners. Journal of Clinical Forensic Medicine 12: pp. 291-295 CrossRef
- Relf, MV (2001) Battering and HIV in men who have sex with men: a critique and synthesis of the literature. The Journal of the Association of Nurses in AIDS Care 12: pp. 41-48 CrossRef
- Roberts, GL, O'Toole, BI, Lawrence, JM, Raphael, B (1993) DV victims in hospital emergency department. The Medical Journal of Australia 159: pp. 307-310
- Roberts, GL, O'Toole, BI, Raphael, B, Lawrence, JM, Ashby, R (1996) Prevalence study of DV victims in an emergency department. Annals of Emergency Medicine 27: pp. 747-753 CrossRef
- Shakil, A, Donald, S, Sinacore, JM, Krepcho, M (2005) Validation of the HITS DV screening tool with males. Family Medicine 37: pp. 193-198
- Straus, MA (1979) Measuring intrafamily conflict and violence: the Conflict Tactics (CT) scale. Journal of Marriage and the Family 41: pp. 75-88 CrossRef
- Straus, MA (1980) Victims and aggressors in marital violence. American Behavioral Scientist 23: pp. 681-704 CrossRef
- Straus, M (1999) Controversy over DV by women: A methodological, theoretical, and sociology of science analysis. National Institute of mental health report (NCJ 186243). U.S. Department of Health and Human Services, Washington, DC
- Straus, MA Women's violence towards men is a serious social problem. In: Gelles, RJ, Loseke, DR eds. (2004) Current controversies on family violence. Sage Publications, Newbury Park, pp. 55-77
- Straus, MA, Gelles, RJ (1986) Societal change and change in family violence from 1975 to 1985 as revealed by two national surveys. Journal of Marriage and the Family 48: pp. 465-479 CrossRef
- Straus, MA, Gelles, RJ, Steinmetz, S (1980) Behind closed doors: Violence in the American family. Anchor, Garden City
- Straus, MA, Hamby, SL, Boney-McCoy, SB, Sugarman, DB (1996) The revised Conflict Tactics Scales (CTS2). Journal of Family Issues 17: pp. 283-316 CrossRef
- Swan, SC, Snow, DL (2003) Behavioral and psychological differences among abused women who use violence in intimate relationships. Violence Against Women 9: pp. 75-109 CrossRef
- Dijk, T, Flight, S, Oppenheim, E, Dueman, B (1997) Huiselijk geweld. Aard, omvang en hulpverlening [Domestic violence. Nature, occurence and professional care]. Ministerie van Justitie, Den Haag
- Title
- Male Victims of Domestic Violence
- Journal
Journal of Family Violence
Volume 28, Issue 2 , pp 173-178
- Cover Date
- 2013-02-01
- 10.1007/s10896-012-9482-9
- Print ISSN
- 0885-7482
- Online ISSN
- 1573-2851
- Publisher
- Springer US
- Additional Links
- Topics
- Keywords
- Male victims
- Intimate partner violence
- Abused men
- Industry Sectors
- Authors
- Babette C. Drijber (1)
- Udo J. L. Reijnders (1)
- Manon Ceelen (2)
- Author Affiliations
- 1. Department of Forensic Medicine, Municipal Public Health Service, pobox 2200, 1000 CE, Amsterdam, the Netherlands
- 2. Department of Epidemiology, Documentation and Health Promotion, Municipal Public Health Service, Amsterdam, the Netherlands


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The BFA Mod is an Add-On for the RC Mod. Therefore it is required that you have the RC Mod installed to be able to play the BFA Mod. The Mod adds to new never before seen factions added to the RC Mod Factions: Acosa & Vandas. There will also be 2 new campaigns and alot of new features. The BFA Mod will be a new experience for many.
This update features 3 reborn units for the Western Forest Reborn project. This update can only be viewed on ModDB.
Run! Chariots Archers of Argas! This update features the Chariot Archers of Argas and a link to an important poll.
The 2nd Trailer for the BFA Mod. It shows some of the new content added in the BFA Mod.
The BFA Mod has been setup on ModDB! You can check some stuff out in the Image section of the page. More will come!


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Sunday, May 24, 2015
National Climate Assessment
Global annual average temperature has risen over 1.5 degrees Fahrenheit since 1880. The black line represents atmospheric carbon dioxide (CO2) in parts per million.
That may seem like an insignificant amount, but when you look at the big picture it makes a massive difference. Sea levels are rising due to melting glaciers and ice around the world, water vapor in the atmosphere is increasing because the warmer atmosphere can hold more water, etc.
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