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Archangel's StormPaperback Guild Hunter Novels
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- Publisher: Berkley Publishing Corporation,U.S.
- Format: Paperback | 337 pages
- Dimensions: 106mm x 172mm x 28mm | 181g
- Publication date: 4 September 2012
- Publication City/Country: New York
- Edition statement: Original
- Sales rank: 4,683
Product description
Enter "New York Times" bestselling author Nalini Singh's darkly beautiful world of archangels and immortal power, as a pact is sealed between two souls bound by blood, stirred by desire, and driven by vengeance... With wings of midnight and an affinity for shadows, Jason courts darkness. But now, with the Archangel Neha's consort lying murdered in the jewel-studded palace that was his prison and her rage threatening cataclysmic devastation, Jason steps into the light, knowing he must unearth the murderer before it is too late. Earning Neha's trust comes at a price--Jason must tie himself to her bloodline through the Princess Mahiya, a woman with secrets so dangerous, she trusts no one. Least of all an enemy spymaster. With only their relentless hunt for a violent, intelligent killer to unite them, Jason and Mahiya embark on a quest that leads to a centuries-old nightmare... and to the dark storm of an unexpected passion that threatens to drench them both in blood.
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Author information
Nalini Singh is passionate about writing. Though she's traveled as far afield as the deserts of China and the temples of Japan, it is the journey of the imagination that fascinates her the most. She's beyond delighted to be able to follow her dream as a writer.
Review quote
Praise for the series: "The Guild Hunter world is an awesome place to be."--"Fiction Vixen " "The Guild Hunter series remains a must-read for paranormal romance."--"Bitten by Books " "I loved every word...amazing in every way!"--"New York Times" bestselling author Gena Showalter "Paranormal romance doesn't get better than this."--"Love Vampires " "Powerful, raw, intense dark--and so intimate."--"Smexy Books " "Steamy and beautiful...a great novel that makes me want to read everything Nalini Singh has ever written."--"Fresh Fiction" "[A] powerful, riveting novel. I found myself wholly absorbed."--"Dear Author" "Stuns with intensity...left me raw and aching at the end in the best way possible."--"Romance Junkies " "Mesmerizing...fascinating world building."--"Bitten by Books" "Stunning, original, beautiful, intriguing, and mesmerizing."--"Errant Dreams Reviews" "I could not put this book down."--"Night Owl Romance" "Completely awe-inspiring."--"Fallen Angel Reviews " "Worldbuilding that blew my socks off."--National Bestselling Author Meljean Brook


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Two TV offerings top this week's releases:
"Debbie Macomber's Cedar Cove: Season One," Grade B: Andie MacDowell stars in this sweet cable series based on the bestselling book series by Debbie Macomber.
MacDowell plays municipal Judge Olivia Lockhart in the small town of Cedar Cove. She brings a lot of baggage to the bench having to deal with the death of her son and a divorce. The test for Lockhart is to keep her professional career in focus while dealing with the potential of new romance.
Macomber says this series was better suited for a cable series than movie because of her readers.
"They love the characters so much that they want me to continue writing about the same characters. And so it seems natural to make the progression, then, from ongoing characters into a TV series," Macomber says.
The DVD set is being released in time to get caught up before the second season opens July 20 on the Hallmark Channel.
"How The West Was Won: The Complete Second Season," Grade B: There was a time when Westerns were a popular genre in feature films and on TV. This epic TV series tried to get fans of both with the 1978 broadcast based on the 1962 film of the same name.
If you like Westerns, then this is a set to own. It follows members of the Macahan family as they face daily struggles to survive and thrive in the American West. These stories are told through an impressive cast topped by James Arness ("Gunsmoke"), Eva Marie Saint ("North by Northwest") and Bruce Boxleitner ("Tron") as well as famous guest stars such as Ricardo Montalban, William Shatner, Tim Matheson, and Lloyd Bridges.
This six-disc set includes all 14 parts of the 1978 season.
"Under the Skin": Voluptuous woman (Scarlett Johansson) searches for isolated or forsaken men.
"Clue: A Movie Mystery Adventure": Young sleuths work together deciphering a series of clues.
"Time Scanners: Petra": Team of laser-scanning experts travel to Jordan.
"Sx_Tape": Found-footage film of lust, possession and destruction.
"Action Adventure Movie Marathon": Four titles including "Shake Hands With The Devil," "The Final Option."
"Open Grave": Looks at how important memory is to a person's identity.
"I Escaped From Devil's Island": Roger Corman feature starring Jim Brown, Christopher George.
"100 Years of WWI": Mini-series looks at how military strategy changed through weapon development, advanced intelligence.
"Case Histories Series 2": Jason Isaacs returns as Jackson Brodie.
"A Day Late And A Dollar Short": Woman tries bring her family back together before time slips away.
"David Suchet: In The Footsteps of St. Paul": BBC documentary exploring Christianity's early years.
"The Junior Spy Agency": History assignment becomes case for young detectives.
"Wrinkles": Animated tale of elderly characters who rebel against authority.
"Black Dynamite: Season One": A 1970s renaissance man with a kung-fu grip is a lover and fighter.
"Labyrinth": Two women separated by centuries are united by common quest.
"Deadly Eyes": Rats provide the horror in this 1982 film.
"La Mujer Del Vendaval": Univision series based on the telenovela "Un Esposo para Estela."
"Hercules: Hero, God, Warrior": History channel specials about the hero.
"Rio 2": It's another fine-feathered adventure.

subset: commoncrawl


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Gunmetal Black Ep 01
episode 14.27 / 5.00 5,261 Views
Lucina's First Day
A look at the first day of Lucina in Super Smash4.25 / 5.00 18,110 Views
BATMAN v SUPERMAN final showdown
SPOILERS!!4.20 / 5.00 15,093 Views
watched this alot when I was a kid. Never noticed how bad the audio was
the animation is a bit weird but that's cool
watched it a number of times and it's still great!
btw who knows that Childre Innarabita, the small blue ice one, is a boy.
This series doesn't get enough attention. This is a beautifully made sprite movie, with a great story, cool design, smooth frames, and the action is cool too! The voice acting quality is some of the best I've heard from sprite movies. Going to go finish the series (on my billionth rewatch), and I'm patiently awaiting the release of Part 3!
Awesome. Enough said


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its starts from you, so believe what I know... you are amazing! After all I know you best and I see what you may not, so until you see it too, let me give you the words of encouragement you need, the hand to hold, and the shoulder to lean on! I love you both!
"Don't Wait for Perfection" by carmelscribe, via Flickr. Jump in and do! Just by making a start you're already miles ahead of those still too afraid of making a mistake to begin the race.
Yes, some people really do suck. Why invite them into YOUR precious life? God gives us a finite number of days above ground. Why pollute a single second/minute/hour/day/year with a sucky person? If they were the tray that raw chicken comes in, how long could you stand to leave it in your kitchen trash? Time to kick those stinky peeps to the curb trash can for pick up, baby!
what lies behind us and what lies before us are tiny matters compared to what lies within us. Ralph Waldo Emerson
When someone rejects the help they have initially asked for and go into every excuse of why they can't then that's the time to walk away. They don't truly want to be free and in remaining there you are keeping them stuck too.
worth quoting..."Somedays we could tightrope across Manhattan, and other days we are too weary to clean our teeth. This is Normal. This is Natural."
♥ GRIEF SHARE: Plantation United Methodist Church, 1001 NW 70 Avenue, Plantation, FL 33313. (954) 584-7500.
The hardest thing for me to understand is why someone would ever say something they don't mean. Being an honest person means you are honest 100% of the time.
my brain has too many tabs open... #typography #photography
"Any change, even a change for the better, is always accompanied by drawbacks and discomforts"


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Hey, my name's Ed and I love to play/make games!
So as those of you watching the indieDB page may have noticed, there haven't been any updates for a while...
Proper development has now begun, with an immersive story-line being created, along with a deep atmosphere.
Slenderpants development has halted. Thanks to all who enjoyed.


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Chocolate Bread Pudding
This pudding can be served warm, room temperature, or cold. To chill, let cool completely, then cover with plastic wrap, and refrigerate at least one hour or overnight.
Total Time:
Level: Easy
Serves: 6
Advertisement - Continue Reading Below
- 1.00 tbsp. butter
- 8.00 slice cinnamon-raisin bread
- 2.00 c. milk
- 3.00 oz. semisweet chocolate
- 2.00 large eggs
- 0.50 c. granulated sugar
- 0.50 tsp. vanilla extract
- 1.00 tbsp. confectioners' sugar
- Preheat oven to 350 degrees. Lightly butter an 11-by-7-inch (or 9-inch square) baking dish; set aside. Toast bread (in the oven or toaster) until lightly crisped.
- In a medium saucepan, combine milk, chocolate, and butter; place over medium-low heat, stirring occasionally, until chocolate has melted, about 5 minutes.
- Tear bread into large pieces (about 4 or 5 per slice); scatter evenly in prepared baking dish. In a medium bowl, whisk together eggs, granulated sugar, and vanilla. Whisk in warm milk mixture until combined. Pour over bread.
- Bake until pudding has puffed and is firm, about 25 minutes. Cool at least 10 minutes, and dust with confectioners' sugar just before serving.
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VIEWS: 4 PAGES: 17 POSTED ON: 8/27/2011 Public Domain
Distance Learning in Adult Basic Education: A Review of the Literature Ramazan Gungor & Dr. Esther Prins Institute for the Study of Adult Literacy The Pennsylvania State University August 2011 Author contact information: Ramazan Gungor Ph.D. Candidate, Adult Education Program 314 Keller Bldg. Pennsylvania State University University Park, PA 16802 email@example.com Esther Prins Assistant Professor, Adult Education Program Co‐Director, Institute for the Study of Adult Literacy and Goodling Institute for Research in Family Literacy 305B Keller Bldg. Pennsylvania State University University Park, PA 16802 firstname.lastname@example.com This project was made possible, in part, by a grant from the Center for Rural Pennsylvania, a legislative agency of the Pennsylvania General Assembly. In‐kind support for this study was provided by the Institute for the Study of Adult Literacy at Penn State. The authors are grateful for the recommendations and feedback of Destiny Long, Project Coordinator for the Distance Learning Project. Introduction The purpose of this literature review is to provide background information about distance learning (DL) in adult basic education (ABE), specifically, to identify program design and policy implications to inform the use of DE for GED® students in rural Pennsylvania. Adult educators have long sought to encourage greater participation in, and more equitable access to, educational opportunities for adult learners. This literature review examines how DE can help adult educators address issues of equity and participation, especially in rural areas with restricted educational opportunities. In Pennsylvania, for example, rural residents tend to have lower educational attainment and more limited access to adult education services than their urban counterparts. According to the 2000 Census, 19% of rural Pennsylvanians aged 25 or older had less than a high school education (Center for Rural Pennsylvania, 2003). In 2005‐2006, 1.5% (3,721) of rural Pennsylvania students dropped out of high school (Pennsylvania Department of Education, 2008). Rural Pennsylvania's low level of educational attainment reflects these trends: "Only 45% of rural adults (ages 25‐64) today have more than a high school degree versus 56% in urban areas" (Keystone Research Center, 2008). These figures, however, underestimate the number of rural residents who need a GED, as they do not include individuals under age 25. Nationwide, 16‐ to 24‐ year‐olds accounted for 39 percent of all participants in state‐administered adult education programs, including adult basic education (ABE), GED, and ESL (U.S. Department of Education, 2006). In 2008, 64% of all rural and urban GED test‐takers in Pennsylvania were 16 to 24 years old (GED Testing Service, 2009). However, GED® Testing Service (2009) data reveal that adult education services are not reaching potential GED candidates, as only 1.5 percent (23,645) of the 1.6 million Pennsylvanians without a high school education took the GED Tests in 2008. DE provides adults who cannot attend traditional, face‐to‐face adult education programs with an opportunity to participate in education, to integrate learning into their daily lives (Askov, Johnston, Petty, & Young, 2003; Garrison, 1989), and to obtain a GED diploma, which is a prerequisite for enrolling in higher education and for obtaining stable, higher‐wage employment. DE also enables rural adult education agencies to serve a larger geographic area. As such, DE holds great potential for reaching learners who would otherwise be unable to enroll in a GED program or attend classes regularly, including people who live in remote areas, who do not have reliable or affordable transportation, who have young children and limited access to childcare, who have physical disabilities, and whose work schedules preclude class attendance. Definitions of Distance Learning Distance education (DE) and distance learning (DL) are often used interchangeably, although the two terms reflect different points of view. DE takes the view of the educator and educational institution providing the learning opportunity, whereas DL takes the view of the student and refers to a learners studying in a non‐classroom setting (Askov, et al., 2003). The most straightforward definition of DE is an instructional mode in which the teacher is not in the same place at the same time as the student (Casey, 2008). 1 The emergence of new technology and communication methods marked a new era in distance education as they made it easier to reach out to adult learners and provide increased access and support (Garrison, 1989). The shift in emphasis in the literature from "distance education" to "education at a distance" (Garrison, 1989) is significant because it implies that the newly available technologies of communication rendered distance education almost identical to traditional education in terms of access and support for learners. In fact, a review of studies comparing online and classroom‐based courses indicated that, by and large, there are few differences in satisfaction and quality of the learning experience, as measured by test scores, course grades, and student ratings (Askov, et al., 2003). Twenty years of technological innovation may have fundamentally changed the ways DE programs are planned and delivered to learners; however the same "contentious issues" (Garrison, 1989) still exist, including the level of participant control and voice in DE programs and rates of participation by those who have not been served by face‐to‐face adult education programs. With a more critical perspective regarding the contribution of technological advances to the quality of DE programs, Gibson (2000) defined DE as education or training offered by an agency or organization with an educational mission to serve learners at remote locations via print, audio, video, computer or a combination of these technologies. In DE courses, "students may complete all or part of an educational program in a geographical location apart from the institution hosting the program" (United States Distance Learning Association, 2008) via the aforementioned media. As discussed below, adult education programs utilize various media to implement distance education. DE in Adult Basic Education Askov and colleagues (2003) posited that distance education for ABE learners is so different from traditional classroom programs that it is equivalent to "reinventing the school" (p.31). It requires that agencies look for students from different populations and find new ways to teach and interact with them, practices that require transformation of the ABE system. Fortunately, research studies and opinion papers on the use of technology and DE have proliferated (Quigley, Folinsbee, & Kraglund‐Gauthier, 2008). DE Models and Delivery Systems Approaches to DE in ABE are as varied as the institutions providing the programs (Fleischman, 1998). These approaches differ mainly in their instructional goals, delivery models, and curricula. DE can be adapted to best meet the needs of the populations served by individual agencies and states (Petty, Johnston, & Shafer, 2004). Petty (2005) identified three models of delivering distance education in ABE. The pure distance model does not require face‐to‐face contact between teachers and students. Students are assessed, are assigned to teachers, and work, all at a distance. In supported distance education, student come to an adult provider for intake, assessment, and orientation, but the instruction and study occur at a distance. As in pure distance, student‐teacher communication occurs via email, phone, and regular mail. Blended distance learning is a combination of the first two, with limited face‐to‐face interaction. As in supported distance learning, intake, assessment and orientation occur in a face‐to‐face setting and the primary instruction takes place at a distance. Unlike supported distance, however, blended models provide 2 supplemental support for students through face‐to‐face contact, as needed. This blended model can be valuable for supplementing instruction since it allows students to review, and for advanced study of the subject presented (P. Porter & Sturm, 2006). In each of these models, electronic technologies may provide additional tools and increased opportunities for two‐way communication between the learner and the instructor or educational agency (California Adult Education, 2006). Each agency must choose a distance learning model, a curriculum, and the technology to deliver DE that will best meet the needs of its learners (Petty, Johnston, et al., 2004). Distance delivery takes many forms, from a stand‐alone instructional program on television or online, to a set of videotapes that support and expand classroom learning. Adults can learn anytime, anywhere, and at their own pace by using electronic technologies, prepared print packets, or other materials (Parke & Tracy‐ Mumford, 2000). Porter and Sturm (2006) reported two key differences between on‐site versus distance learning delivery and methodology. The first was in terms of the kinds of delivery methods employed by DE programs serving literacy students in rural Ontario, Canada. Not surprisingly, distance learners depended much more on technology and non‐face‐to‐face delivery of instruction including printed materials given to learners by the programs. This delivery model had implications for the instructors as they had to view themselves more as facilitators of learning, and the learners had to work more independently. The second difference was in the way instructors spent their time. Instructors for distance learning spent more of their time in preparation and supporting the learners, as opposed to instructors in face‐to‐face programs where they utilize more of their time in direct instructional delivery. Porter and Sturm posit that while planning the delivery model of choice, factors such as the curriculum to be taught, the known learner needs and abilities, and the availability of computer technology and other resources need to be taken into account. Adult education programs have long sought the most effective ways to deliver distance education in ABE settings. This goal seems as elusive today as it was a decade ago when Fleischman (1998) observed that no one technology or methodology had been identified as the most effective delivery system. Furthermore, despite the crucial role of technology (i.e., computers and the Internet) in the design of DE delivery systems, ABE professionals have little support—other than individual teachers' suggestions and personal experiences—for learning to use technology effectively (Cromley, 2000). This fact points to the need for professional development and support for the use of various technologies in DE. Online Distance Education The expansion of the Internet and broadband access has created new possibilities for innovative types of DE. Askov and colleagues (2003) defined online distance education (ODE) as education in which all or part is built on resources available on the Internet. Through use of the Internet, ODE can provide an interactive experience as well as "anytime, anyplace" learning. Although ODE is not a new idea, it has not been widely used to serve ABE, adult secondary education/GED, or ESL learners, primarily because they tend to have limited access to and familiarity with computers and the Internet (Askov, et al., 2003). Like the 34% rural Pennsylvanians without Internet access (Center for Rural Pennsylvania, 2008), the typical GED student is also likely to have low levels of income and educational attainment. Despite the challenge of restricted computer and Internet access, some 3 states, such as Pennsylvania, California, and Missouri, are experimenting with online programs for adult learners, including GED courses. In addition to allowing students already enrolled in adult education programs to study at times and in places suitable for them, ODE as part of distance education also offers the prospective of serving other students who, for a variety of reasons, cannot or do not want to enroll in face‐to‐face classes (California Adult Education, 2006). The success of ODE depends on several factors. First, federal and state governments affect DE indirectly through policies that expand or limit the availability and affordability of high‐speed Internet (Atkinson, 2008), a topic discussed in more detail in the "digital divide" section, below. ODE also requires adequate preparation, training, and support for teachers, staff members, and students. Students can only receive the full benefit of Web‐based DE curricula if they have adequate computer and Web navigation skills. Before enrolling in a DE program including an online component, students' computer and Web usage skills should be checked and supplemented with additional training, if necessary. Teachers must be thoroughly trained in both curricular content and delivery methods. Since online instruction is new territory for many teachers, they need to be guided so that, in turn, they can successfully guide their students (Askov, et al., 2003). Examples of DE Services for ABE Instruction in Pennsylvania and Beyond Although higher education and K‐12 school districts in the U.S. have used distance education for several decades, it is a relatively new instructional method for adults with basic skill needs (Parke & Tracy‐Mumford, 2000). Since 2000, many more states have added distance education programs for ABE learners. Pennsylvania was one of the first states to implement a centralized model that allows agencies either to provide distance instruction for learners or refer learners to a centralized distance learning center (Petty, Shafer, & Johnston, 2004). Since then, several other states including Arizona, Ohio, and Massachusetts have followed a similar model in implementing distance education for ABE students. Pennsylvania's distance education efforts have focused on adult basic education, GED preparation, and workplace skills. Other states are using distance education solely for ESL instruction. North Carolina and Texas use online distance education programs for ESL learners. Pennsylvania has begun to expand the distance learning opportunities for ESL over the past two years. Pennsylvania's efforts to make use of DE for GED and ABE students have been a part of Project IDEAL (http://www.projectideal.org), a consortium of states that have been working together since 2001 to develop effective distance education programs for adult learners. The founding group of 15 states has grown to include 27 current and alumni members. The Project IDEAL Support Center at the University of Michigan provides member states with technical assistance for program planning, teacher training, and program evaluation. It also develops training materials, online courses, and Web‐based research tools that member states use to manage and improve their programs. California is another state experimenting with the use DE to expand educational opportunities for adults. The Adult Education Office of the California Department of Education sponsored the California Distance Learning Project (http://www.cdlponline.org) from 1995 to 2007. The California State University System was responsible for the project, and OTAN, the Outreach and Technical Assistance Network of the Sacramento County Office of Education, was the subcontractor for all Internet and information distribution activities such as website management (McCain, 2009). On 4 July 1, 1993, AB 1943 became law (Education Code 52522), allowing adult education programs, after approval by the California Department of Education, to use up to 5% of their block entitlement for innovative techniques and nontraditional instructional methods with new technologies. The resulting "Innovation Programs" continue to grow, while other adult education programs remain relatively static. In program year 2005–06, more than 59,000 adult learners participated in Innovation Programs, all of which were distance learning in nature (Stiles & Porter, 2007). Innovation Programs are permitted to offer multiple classes, for instance, several levels of ESL, an ABE course, and a parent education course. Learners and teachers maintain contact throughout each distance learning course. Student orientations, assessments, demonstrating student progress, tutoring, advising, and explaining new assignments are all part of the continuing relationship between the teacher and learner. Some aspects of the relationship are maintained through communication technologies while others happen face‐to‐face. Innovation Program applications show the estimated average cost per learner per course varies from $97 to $2,298, with a statewide average of $485 and a median of $444. Iowa, a state whose 99% GED pass rate was ranked first in the nation in 2008 (GED Testing Service, 2009), piloted a DE project for GED students in 2008‐2009 (Iowa Department of Education, 2009). Blended DL courses were offered through the community college system, which provides all state‐ funded adult education services in Iowa. The pilot project featured "GED on Demand, a video‐based instructional support program that uses GED Connection videos and workbooks" (p. 3), as well as other state‐approved curricula such as Fast Track, GED Satellite Series, and Ed2Go.com. Missouri, another state with a large rural population, provides free online GED1 and ESL2 courses. Students are required to be Missouri residents; "go to an onsite class to take the placement tests"; "study and communicate with your online teacher regularly"; and "return to an onsite class to re‐ test after 90 days" (Missouri Adult Education and Literacy, 2010). The GED class utilizes Blackboard, an online course management system, to deliver a curriculum created by Missouri adult educators. Skills Tutor and Tutorsystems curricula are used with less academically prepared students (Missouri Department of Elementary and Secondary Education, 2009c). In 2009, GED OnlineClass served 2,844 students. (A rural‐urban breakdown was not provided.) An ESL online class, piloted in 2009, is now offered statewide (Missouri Department of Elementary and Secondary Education, 2009b). This course uses "Rosetta Stone software, as well as free links to citizenship and other English instruction websites" (Missouri Department of Elementary and Secondary Education, 2009c, p. 8). An innovative aspect of Missouri's DE system is the assignment of all DE teachers to one of five geographically based mentoring groups (Missouri Department of Elementary and Secondary Education, 2009a). The mentoring program, coupled with ongoing professional development and the assistance of three state support staff, helps ensure high‐quality DE instruction. Like Missouri, Virginia recently launched an online GED course (Sebastian, 2007).3 Managed by the Virginia Adult Learning Resource Center, eLearn Virginia is available to state residents aged 18 or 1 http://www.gedonlineclass.com/ 2 http://www.eslonlineclass.com/ 3 http://www.elearnva.com 5 older who have completed a standardized assessment and an "online learning tutorial."4 The tutorial—a distinctive feature of Virginia's online DE services—provides an overview of online learning, explains its benefits, and includes a 9‐question self‐scored assessment to help potential students determine how well online learning meets their needs. The rest of the tutorial includes helpful information such as time management, online communication, computer and Web browser terminology, and related topics. This screening tool assists adult learners in understanding online study entails and what it will require of them. Program Quality and Effectiveness The existing U.S.‐based studies suggest that although the quality of DE services is highly variable, DE can be as effective and cost efficient as traditional education for ABE students (Drummond, 1993). The U.S. Department of Education's (Means, Toyama, Murphy, Bakia, & Jones, 2009) meta‐analysis of online learning, for example, found that, on average, online students "performed better than those receiving face‐to‐face instruction" (p. ix) and that online instruction are effective "across different content and learner types" (p. xv) including adult students. Although the meta‐analysis did not include research with ABE students, the findings suggest online learning holds promise for use with this population. An evaluation of California's DE initiative (D. Porter, 2004) showed that compared to traditional (face‐to‐face) learners, in 2001‐2002 ESL distance learners had similar retention rates, were more likely to complete the course, and showed substantial learning gains. Research on quality highlights the importance of consistent, two‐way communication between teachers and learners, selection of high‐quality instructional content (Fleischman, 1998), and careful consideration of policy issues such as assessment of students' "readiness and pre‐service training/orientation needs" prior to enrollment in DE (Hooper, 2003, para. 9), assessment of student participation in DE, and assessment of student progress. For example, the Massachusetts ABE Distance Learning Project has created intake tools to assess learners' "computer literacy and independent learning skills," and provides an orientation that allows students "to relate their technical skills to the specific learning program, or to develop skills which are assessed as weak or missing at intake" (Hooper, 2003, para. 15). Such assessments enhance student retention and their likelihood of success in the DE program. Based on a longitudinal study exploring the possibilities for distance and flexible delivery of the Literacy and Basic Skills (LBS) Program in the Province of Ontario, Canada, Porter and Sturm (2006) observed that retention is related to strong orientation programs and to learners establishing close relationships with teachers. They found that much more orientation time is necessary with distance learners than face to face learners. From the DE perspective the need to "stop out" from learning is less as long as the reasons for the break in learning are not disastrous in nature. Learning can continue thanks to asynchronous distance lessons that place the learner in charge of the pace and place of instruction (Bartlett, et al., 2006). It seems that with help from the programs, the potential participants can make an informed decision if DE is suitable for them as learners. According to the Home Study coordinator, Sandra Fernandez in a GED program in Florida, "Most students know [by the end of the interview] whether or not they have the self‐discipline to successfully participate in 4 http://www.elearnva.com/tutorials/elearnva/introduction.htm 6 the program. We refer those who don't to the classroom. There are three ABE/GED outreach study centers and three campus sites across Seminole County" (Schoneck, 2006, p.12). Equitable Access to DE DE programs are not immune to problems and challenges, both those encountered by face‐to‐face programs and those unique to DE. As such, DE educators and administrators need to consider issues such as assuring inclusivity by broadening access to underprivileged segments of society and being sensitive to learner needs (Gibson, 2000). A common critique of DE is that, like traditional ABE programs, DE reflects the Matthew Effect: it provides greater educational access to people who can already take advantage of other educational opportunities. That is, DE tends to increase access for those who are already being served rather than broadening it to underserved groups (Grill, 1999). However, in theory DE has the potential to expand educational access, especially for adults who are isolated due to geographic location or socioeconomic factors and when a combination of delivery methods is used (Drummond, 1993). Thus, the available research reflects both the possibilities and challenges of technology use and DE for ABE (Quigley, et al., 2008), suggesting that adult education programs need to find effective ways to reach those groups with least access to face‐to‐face and distance education. For instance, Porter and Sturm (2006) reported that in addition to academic skills gains, distance learning encourages the expansion of learners' technology skills. They observed that although distance learning students enrolled in a Canadian program tended to start with higher technological skills, their skills nevertheless increased significantly during their participation. State and Federal Policy Although DE programs can address many of the difficulties adult learners face in traditional programs, such as transportation, program availability, and lack of child care, DE has its own set of policy challenges (Parke & Tracy‐Mumford, 2000). Policies that are designed for classroom‐based programs (e.g., assessment, accountability) may not be helpful in guiding DE and may be difficult to adapt to DE settings. For instance, "seat time"—the amount of time participants are engaged in a given learning activity—is easily measurable in face‐to‐face programs, but may require much deliberation in DE policy making (Petty, Johnston, et al., 2004), as DE may include a combination of "face‐to‐face contact with teachers," independent study, and instructional support at a distance via e‐mail, phone, and postal mail (Hooper, 2003, para. 16). Thus, state administrators must determine whether and how to adapt each adult education policy and program performance standard for DE. As suggested by evidence from Project IDEAL, states may take different approaches to developing DE policies for adult education (Petty, Shafer, et al., 2004). One Project IDEAL member state adopted a "top down" administrative approach by forming an advisory board that created a tentative policy for the state. Two states relied on pilot test sites to guide DE policy making. A fourth state waited for more data on DE before deciding on the necessity of DE‐specific policies, and the fifth state had already included DE in their statewide funding formula for adult education. Successful DE provision requires a new infrastructure to infuse distance learning into the state's adult basic education and literacy system (Parke & Tracy‐Mumford, 2000). Policies related to managing, supporting, and instructing learners in a distance format are needed to establish this infrastructure. Such policies need to address (a) allocation of resources for developing and 7 implementing distance education; (b) increased technology needs; (c) adjusted reporting structures for cost reimbursement and measuring student "attendance;" (d) effective models and program quality; (e) intensive training of staff, including effective DE theory, methods, strategies, and ways to support learners; and (f) student recruitment. Researchers at the Project IDEAL Support Center interviewed the state directors of adult education in New York, North Carolina, Ohio, Pennsylvania, and Rhode Island about DE policy issues for adult learners (Petty, Shafer, et al., 2004). At the time of the study, each state had well‐established DE experiments or programs in place. The directors posited that states needed to create policies concerning funding, staffing, training, technology, assessment, and accountability. A subsequent report (Petty, 2005) provided questions to guide policy development in each of these areas. The U.S. Department of Education (2003) has encouraged state governments to promote "the use of technology‐facilitated learning and distance learning to accelerate student achievement and expand access to adult basic and literacy education" (p. 10). The directors expected federal policy makers to provide guidelines for service delivery, the development of and support for distance technologies, appropriate strategies for learner assessment, and identification of characteristics of adults that could most profit from DE. Both state and federal officials emphasized the need for further research on the use of DE with adult learners to help guide the development of policies. Accountability and assessment are among the most challenging aspects of DE implementation (Petty, 2005). Beginning in 2000, states were required to implement the National Reporting System for Adult Education (NRS) guidelines, which determine how adult learners' participation and educational achievements are reported. The aim of the NRS is to provide systematically collected data for aggregation and analysis to aid Congress and other federal agencies. Federal incentive grants depend on a state's ability to meet or exceed expected outcomes for its adult students. The NRS requires states to collect measurement data in three areas: descriptive, participation, and outcome (Young, Johnston, & Hapgood, 2002). The characteristics of DE delivery systems, however, require programs and state and federal government agencies to identify assessment tools and methods that are appropriate for DE. Responsibility for policy making, funding, and administration of the ABE system is shared by federal, state, and local government (Chisman, 2002). As such, adult education administrators and policy makers at each level must coordinate to determine how to apply accountability standards to DE. For instance, Petty (2005) reported that states wishing to use DE in adult education wanted to know what OVAE (Office of Vocational and Adult Education) considered acceptable ways to report distance learners' outcomes for NRS. In collaboration with Project IDEAL, NRS drafted a policy for DE reporting in 2006 and approved the revised policy in July 2007. The policy "includes a definition of distance learners, guidance on how to measure contact hours for these learners and describes assessment and reporting requirements" (OVAE, 2007, p. 1). In addition, it provides states with guidance for developing their own policies, for example, specifying which curricula may be used, funding procedures, and training requirements for DE instructors (OVAE, 2008). Several assessment‐related policy issues for DE were highlighted by Hooper (2003). 1) Policies need to establish "when and how frequently assessments are administered" to DE students." Such policies "should reflect the unique criteria used to measure 8 participation and intensity of services" in DL (para. 16). Because face‐to‐face "seat time" is not an accurate measure of DE learner participation and instructional intensity, the timing of assessments requires the creation of new measures. Massachusetts, for example, created a specific protocol to count DE learner participation and intensity. 2) Policies should ensure that initial assessment for newly enrolled DL learners is a "low anxiety, non‐threatening event" (para. 17). Adult educators and administrators must decide at what point after intake a DE student will be "familiar enough with the teacher and the services to be comfortable taking the initial assessment" (para. 17). 3) Policy makers need to examine how well assessment instruments for DL learners "'match' the contents and scope of their instructional program" (para. 18). Since DE programs often use commercial curriculum packages that are not aligned with state curriculum standards, policy makers and program administrators should pay attention to the "content match" between multimedia DL curriculum, assessment instruments, and state ABE curricular standards, guidelines, or frameworks. 4) Policy makers should consider whether and how to incorporate "distance assessment" tools that meet state adult education standards (e.g., Tests of Adult Basic Education scores) and that also enable learners to complete the assessments at a distance (para. 18). Such tools would increase the likelihood that learners, many of whom already face barriers to attending face‐to‐face classes, will enroll and persist in the DE program. Porter and Sturm (2006) provided more specific suggestions for programs based on their observations distance and flexible delivery of the Literacy and Basic Skills (LBS) Program in the Province of Ontario, Canada in assessment of learners participating in DE (p.74). 1) Internet and computer‐based assessments facilitate distant assessment. 2) Learners should be assessed both on academic progress and on other associated skills such as technology competence and attitude toward learning. 3) In the early stages of a distance delivery program, staff time should be tracked so proper allocations of time can be made to enable staff to fulfill their unique roles. 4) Proctoring and confidentiality of standardized assessments need to be looked at carefully when assessment takes place in non‐centralized locations. The Digital Divide Although DE does not require the use of new technologies, advances in technology have historically prompted new forms of DE provision. For instance, the invention of the printing press enabled the first rudimentary vocational courses, delivered via U.S. postal service (Casey, 2008), and extension courses from Oxford and Cambridge in 1857 (Gibson, 2000). The parallels between the development of DE and the expanding role of technology in mass communication suggest that technology is the most salient factor in DE (Casey, 2008). 9 DE programs for adult learners in the U.S. and abroad still employ many "old" delivery methods such as correspondence courses and radio; however, many states in the U.S. use new technologies (Petty, 2005). These have the potential to transform the way adult education programs are planned and implemented (Lewis, 1989), yet delivery systems such as those utilizing computers, the Internet, or audio and video equipment have historically served better educated, more affluent, and less geographically isolated learners (Kasworm & Londoner, 2000). For instance, the Internet has the potential to provide GED instruction to people who cannot or do not wish to attend face‐to‐ face classes, but adults living in remote rural areas may be unable to access a fast, reliable Internet connection or to afford the necessary technological equipment. This "digital divide" refers to the gap between those who possess technologies such as computers and Internet access, and those who do not. ABE students are disproportionately represented in these groups. The National Institute for Literacy (Warschauer & Liaw, 2010) reports: According to the most recent national data, only 26.8 percent of households with a family income under $15,000 have Internet access, compared with 91.4 percent of households with income over $75,000 (National Telecommunication and Information Administration, 2008). Only 24.4 percent of households headed by someone without a high school diploma have Internet access at home, compared with 84.1 percent of households headed by someone with at least a bachelor's degree. (p. 2; see also Warschauer & Matuchniak, 2010) This gap matters because the groups who can use emerging technologies are also able to control their development, use, and distribution (Lewis, 1989). This illustrates a central paradox in DE: New technologies create rich educational opportunities, but by increasing the resources required to participate, they also make such opportunities less accessible to people with limited incomes (Gibson, 2000). For example, the use of rich graphics, audio, video, and other Web 2.0 tools (see Sebastian, 2009) require a broadband Internet connection and a computer with newer software and hardware. As new technologies in DE proliferate and as ABE programs make use of cutting‐edge commercial and proprietary software and hardware, adults will need more resources to participate in DE. Although research suggests that computer use, computer ownership, and Internet access among high school dropouts has increased over time (Strawn, 2008), policy makers, government officials, and educational administrators must still devise ways to ensure that adult learners can access such resources. The case of broadband illustrates the limited availability of technological resources to less affluent, less educated, and more geographically isolated individuals. Government efforts have expanded broadband access in urban America; however, investment in new infrastructure in rural America has not kept pace, as companies have invested disproportionately in larger urban markets (Parker, 2000). According to a survey conducted in North Carolina (Wilson, Wallin, & Reiser, 2003), rural, minority, and female respondents were less likely to have home computers or to be connected to the Internet. Although the effects of rural residence and gender disappeared after accounting for socioeconomic variables, African Americans were still less likely to have home computers or Internet access. Second, although rural households have caught up to their urban counterparts in dial‐up Internet access, they still lag behind in broadband (Cooper, 2008), a phenomenon that shows how economic, cultural, and social capital shape the acquisition and use of information and communication technologies (Selwyn, 2004). A national survey (National Telecommunications and 10 Information Administration, 2008) revealed that 68.2% of rural households had Internet access (58.3% had access in the home and 38.8% had broadband) compared to 71.7% for urban households (62.6% with home access, 53.8% with broadband). Among rural households with less than a high school education, only 12.7% had broadband access at home, compared to 19.0% for urban households. GED programs serving rural areas must recognize how the digital divide influences adults' ability to participate and succeed in DE courses. Furthermore, programs need to differentiate between availability and access, since the presence of broadband connection in a rural area does not necessarily make it accessible to residents. Similarly, access should be considered when making decisions about innovative teaching methods. For example, a GED program could use "podcasting," a new means of distributing content over the Internet, to disseminate curricular materials. This delivery system, however, would only be practical if students had access to computers, fast Internet connections, and mobile audio players. To integrate new technologies into DE for GED students and other adult learners, federal, state, and local governments must make a concerted effort to bridge the technological gap, particularly in poor and rural communities (Atkinson, 2008). 11 References Askov, E., Johnston, J., Petty, L. I., & Young, S. (2003). Expanding access to adult literacy with online distance education. Cambridge, MA: National Center for the Study of Adult Language and Learning. Atkinson, J. K. (2008). Implications on rural adult learning in the absence of broadband Internet. CIS Faculty Publications. Paper 3. Retrieved February 2, 2010, from http://digitalcommons.wku.edu/cis_fac_pub/3 Bartlett, L. P., Norton, K., Porter, D., Porter, D. P., Powers, S., Rogers, M., et al. (2006). Distance learning for the adult learner: Improving persistence and effectiveness. Dominguez Hills: California State University Dominguez Hills College of Extended and International Education. California Adult Education (2006). Distance education and e‐learning: New options for adult basic and English language education Research Digest No. 4: Technology. Casey, D. (2008). A journey to legitimacy: The historical development of distance education through technology. TechTrends, 52(2), 45‐51. Center for Rural Pennsylvania (2003, July/August). Newsletter. Retrieved July 15, 2008, from http://www.ruralpa.org/news0703.html Center for Rural Pennsylvania (2008). How are you connected? Harrisburg, PA: Author. Chisman, F. P. (2002). Leading from the middle: The state role in adult education and literacy. New York: Council for the Advancement of Adult Literacy. Cooper, M. (2008). Broadband in America: A policy of neglect is not benign. Retrieved from http://www.consumersunion.org/pub/pdf/broadband‐america.pdf Cromley, J. G. (2000). Learning with computers: The theory behind the practice. Focus on Basics, 4(C). Retrieved from http://www.ncsall.net/?id=303 Drummond, L.. (1993). Flexible delivery of adult literacy and basic education programs. Bendigo, Australia: Loddon Campaspe TAFE College. Fleischman, J. (1998). Distance learning and adult basic education. In C. E. Hopey (Ed.), Technology, basic skills, and adult education: Getting ready to move forward (Information Series No. 372, pp. 81‐90). Columbus, OH: ERIC Publications on Adult, Career, and Vocational Education, The Ohio State University. Garrison, R. D. (1989). Distance education. In S. B. Merriam & P. M. Cunningham (Eds.), Handbook of adult and continuing education (pp. 221‐230). San Francisco: Jossey‐Bass. GED Testing Service (2009). 2008 GED testing program statistical report. Washington, DC: Author. 12 Gibson, C. C. (2000). Distance education for lifelong learning. In A. L. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp. 423‐437). San Francisco: Jossey‐Bass. Grill, J. (1999). Access to learning: Rethinking the promise of distance education. Adult Learning, 10(4), 32‐33. Hooper, R. (2003). Assessment challenges in supported distance learning: How the ABE Distance Learning Project is implementing the Massachusetts ABE assessment policies and procedures. In M. Cora (Ed.), Adventures in assessment: Learner‐centered approaches to assessment and evaluation in adult literacy (Vol. 15, pp. 5‐10). Boston: World Education. Iowa Department of Education (2009). Iowa's adult literacy distance learning assessment policy addendum 7/09. Des Moines, IA: Author. Kasworm, C. E., & Londoner, C. A. (2000). Adult learning and technology. In A. L. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp. 224–241). San Francisco: Jossey‐Bass. Keystone Research Center (2008). The state of rural Pennsylvania. Retrieved July 15, 2008, from http://www.keystoneresearch.org/ruralpa/index.php Lewis, L. H. (1989). New educational technologies for the future. In S. B. Merriam & P. M. Cunningham (Eds.), Handbook of adult and continuing education (pp. 613‐627). San Francisco: Jossey‐Bass. McCain, M. L. (2009). The power of technology to transform adult learning: Expanding access to adult education and workforce skills through distance learning. New York, NY: Council for Advancement of Adult Literacy. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence‐based practices in online learning: A meta‐analysis and review of online learning studies. Washington, DC: U.S. Department of Education. Missouri Adult Education and Literacy (2010). GED OnlineClass. Retrieved May 26, 2010, from http://www.gedonlineclass.com/ Missouri Department of Elementary and Secondary Education (2009a). Distance learning policies and procedures. Jefferson City, MO: Author. Missouri Department of Elementary and Secondary Education (2009b). Missouri Adult Education and Literacy: Fiscal year 2009 annual performance report. Jefferson City, MO: Author. Missouri Department of Elementary and Secondary Education (2009c). Missouri Adult Education and Literacy: State assessment policy. Jefferson City, MO: Author. National Telecommunications and Information Administration. (2008). Households using the Internet in and outside the home, by selected characteristics: Total, urban, rural, principal city, 2007. 13 Retrieved August 4, 2011, from http://www.ntia.doc.gov/reports/2008/Table_HouseholdInternet2007.pdf Office of Vocational and Adult Education (2007). Implementation of NRS reporting requirements for adult learners enrolled in distance education programs. Washington, DC: Author. Office of Vocational and Adult Education (2008). Distance learning policy guidance. Washington, DC: Author. Parke, M., & Tracy‐Mumford, F. (2000). State policy update: How states are implementing distance education for adult learners. Washington, DC: National Institute for Literacy. Parker, E. B. (2000). Closing the digital divide in rural America. Telecommunications Policy, 24(4), 281‐290. Pennsylvania Department of Education (2008). Public school dropouts by county, 2005‐06. Retrieved July 14, 2008, from http://www.pde.state.pa.us/k12statistics/lib/k12statistics/0506PDropinPAT8.pdf Petty, L. I. (2005). State policy for distance education programs for adult learners (Working Paper No. 7). Ann Arbor: Project IDEAL Support Center, University of Michigan. Petty, L. I., Johnston, J., & Shafer, D. (2004). Handbook of distance education for adult learners (3rd ed.). Ann Arbor: Project IDEAL Support Center, University of Michigan. Petty, L. I., Shafer, D., & Johnston, J. (2004). Exploring policy issues and options in distance education for adult learners (Working Paper No. 4). Ann Arbor: Project IDEAL Support Center, University of Michigan. Porter, D. (2004). California's experience with distance education for adult basic learners. Adult Basic Education, 14(3), 135‐152. Porter, P., & Sturm, M. (2006). Crossing the great divides: Distance learning and flexible delivery in Adult Basic Education. Research report for Ontario's Literacy and Basic Skills Program. Ontario, Canada: AlphaPlus Centre. Quigley, A., Folinsbee, S., & Kraglund‐Gauthier, W. L. (2008). State of the field review: Adult literacy. Vancouver, Canada: Adult Learning Knowledge Centre and The Canadian Council on Learning. Sebastian, R. (2007). eLEARN Virginia: A new e‐learning program for adult Virginians in need of GED and workplace education. Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications, Chesapeake, Virginia. Sebastian, R. (2009). Web‐based tools for adult education professional development & communication. Retrieved May 26, 2010, from http://www.scribd.com/doc/9693680/Adult‐ Education‐Communication‐Tools 14 Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media & Society, 6(3), 341‐362. Stiles, R., & Porter, D. (2007). The California adult education 2005‐2007 innovation and alternative instructional delivery program: A review. Dominguez Hills, CA: California State University. Strawn, C. (2008). The relationship between literacy proficiency and the Digital Divide among adults with low education attainment. A technical report from the Longitudinal Study of Adult Learning. Retrieved August 4, 2011, from http://www.lsal.pdx.edu/docs/pdf/littech.pdf U.S. Department of Education (2003). A blueprint for preparing America's future: The Adult Basic and Literacy Education Act of 2003: Summary of major provisions. Washington, DC: Author. U.S. Department of Education (2006). Enrollment and participation in the state‐administered adult education program. Retrieved July 31, 2008, from http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/aedatatables.html Warschauer, M., & Liaw, M. (2010). Emerging technologies in adult literacy and language education. Washington, DC: National Institute for Literacy. Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179‐225. Wilson, K. R., Wallin, J. S., & Reiser, C. (2003). Social stratification and the digital divide. Social Science Computer Review, 21(2), 133‐143. Young, S. J., Johnston, J., & Hapgood, S. E. (2002). Assessment and accountability issues in distance education for adult learners (Working Paper No. 1). Ann Arbor: Project IDEAL Support Center, University of Michigan. 15
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Not many things make you feel better in life than a success story. You see a person suffer through the lowest of lows only to ...Read More
Shyne No Longer a Part of DJ Khaled's "Victory" Plans
You win some and you lose some. Despite Victory being the name of his upcoming album, DJ Khaled apparently lost—a few key features that is. After ...Read More
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May 2015 Calendar
4866 S Dudley St. Denver Condo For Sale
New listing: South Denver Condo For Sale! Great for first time homebuyer.
4866 S Dudley St., #2-10 – Come take a look!
This adorable, light, bright, super CUTE condo wont last long! The south Denver condo has two good sized bedrooms and a large upstairs loft area. Equipped with newer laminate floors in entry and bathrooms. In the colder months, enjoy a cozy real wood fireplace. There is a huge covered deck off living area, for entertaining. The bedrooms have lots of closet space, which is important for keeping a tidy home. The separate laundry room in unit saves trips and time.
Here are some bonuses:
- Reserved parking
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- Great for investor or first time home buyer!
April 2015 Calendar
April calendar for events happening in Denver and Boulder.
Spring has finally popped in Colorado! As the Denver/Boulder area thaws out, check out my April 2015 event calendar.
Download the Printable Version Here.
3211 Zuni St. Denver Condo for Sale
New listing: Denver Condo for sale in popular Denver LoHi Neighborhood.
This superb condo is located in one of Denver's hottest neighborhoods. Beautiful wood floors and exposed brick outfit this 2 bedroom, 2 bath condo.
Call Sofia Lock @ (720)933-7185 to set up an appointment!
View 3211 Zuni St. #2 Denver, CO gallery here:
March 2015 Calendar
It's March in Denver and I've created a March 2015 Calendar for those of your looking for fun! Spring is right around the corner. I don't know about you but I'm certainly ready for some sunshine. Cheeseman Park has some of the best gardens to stroll through. Boulder starts to buzz, as the Flatirons thaw out.
Typically we see more homes coming on the market in the spring so hopefully that will be the case since there are lots of buyers looking.
Denver is one of the top real estate markets in the country right now and with the way home values are appreciating if you have mortgage insurance you may be able to get that removed. Let me know if you need me to check your home value to see if that's the case for you. Maybe you can save some cash.
February 2015 Calendar
February calendar for events happening in Denver and Boulder.
Happy February!! I don't know about you but I got caught out by that snow on Sunday and hope you were safe and warm!
Just so you don't get caught out, here are some reminders of what's going on in February…
Yes Valentine's Day is coming up, so if you need some ideas check out these great February events. If you don't have a significant other, you can always do something special with your friends or for yourself!
Feb 20th thru March 1 is Denver Restaurant Week, have fun trying out some new places or go back to an old fav…
Check out Denver Restaurant Week's website for more info.
Feb 19th is Chinese New Year, it's the year of the Sheep and its all about Love, Stability and Creativity – who doesn't want more of that!!
Also the market is pretty busy with lots of buyers looking for a home, there's still not much on the market, so if you have anything coming up or want to check your home values, let me know!
Download the desktop version of my February 2015 Calendar here.
January 2015 Calendar
A new year, a new start. Winter has begun in the state, but that doesn't stop the Colorado adventure. See my January calendar for all of the fun things to do in the Denver/Boulder area this month!
Download the print version of my January Denver/Boulder event Calendar here.
December 2014 Calendar
November calendar for events happening in Denver and Boulder.
Crisp mornings and the warm glow of a fireplace in the evenings are signals of winter in Colorado. Whether you're a Colorado native, or new to town, winter in Denver and Boulder never ceases to surprise. We've had a very mild ascend into winter, but we all know the cold days are coming. Many Denverites and local Boulder citizens choose to pack up the car and head toward the mountains for the upcoming weekends. There is an abundance of winter sports and fun for the kids just outside of the city limits. There are also some great secret sledding hills in Denver and Boulder. Don't miss the Parade of Lights happening on December 5th, and be sure to check out the Denver Zoo Lights.
Check out my December events calendar for Denver and Boulder:
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- 40Promote
Framed Art Print
paper wingsby Morgan Kendall
Choose from a variety of frame styles, colors and sizes to compliment your favorite Society6 gallery, or fine art print - made ready to hang. Fine-crafted from solid woods, premium shatterproof acrylic protects the face of the art print, while an acid free dust cover on the back provides a custom finish. All framed art prints include wall hanging hardware.
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McGowan Institute?
June 2015 | VOL. 14, NO. 6 | www.McGowan.pitt.edu
A computer simulation, or in silico model, of the bodys inflammatory response to traumatic injury accurately replicated known individual outcomes and predicted population results counter to expectations, according to a study recently published in Science Translational Medicine by a University of Pittsburgh research team which included McGowan Institute for Regenerative Medicine affiliated faculty membersYoram Vodovotz, PhD, professor of surgery and director of the Center for Inflammation and Regenerative Modeling at the University of Pittsburgh School of Medicine, Timothy Billiar, MD, George Vance Foster professor and chair, Pitt Department of Surgery, Ruben Zamora, PhD, research associate professor at the Pitts Department of Surgery, and Gregory Constantine, PhD, professor of mathematics and statistics at Pitt.
Traumatic injury is a major health care problem worldwide. Trauma induces acute inflammation in the body with the recruitment of many kinds of cells and molecular factors that are crucial for tissue survival, explained senior investigator Dr. Vodovotz. But if inappropriately sustained, the inflammatory response can compromise healthy tissues and organs.
Thanks to life-saving surgery and extensive supportive care, most patients who require trauma care are now highly likely to survive, Dr. Vodovotz said. But along the way, they may experience a variety of complications, such as multiple organ failure, that are difficult to predict an initial assessment. Our current challenge is to identify which patients are vulnerable to certain problems so that we can better implement surveillance and prevention strategies and use resources more effectively.
Building from a model developed for swine, the research team examined blood samples from 33 survivors of car or motorcycle accidents or falls for multiple markers of inflammation, including interleukin-6 (IL-6), and segregated the patients into one of three (low to high) categories of trauma severity. They were able to validate model predictions regarding hospital length of stay in a separate group of nearly 150 trauma patients. They then generated a set of 10,000 virtual patients with similar injuries and found the model could replicate outcomes in individuals, such as length of stay and degree of multi-organ dysfunction. Intriguingly, the in silico model also predicted a 3.5 percent death rate, comparable to published values and to the Pitt groups own observations, even though the model did not include patients who didnt survive their injuries.
The in silico model predicted that, on an individual basis, virtual patients who made more IL-6 in response to trauma were less likely to survive. But, as the model predicted, that was not true at the population level: Among nearly 100 real patients whose genetic predisposition to make more or less amounts of IL-6 had been determined, there was little difference in survival between high- and low-IL-6 producers.
These findings demonstrate the limitations of extrapolating from single mechanisms to outcomes in individuals and populations, which is the typical paradigm used to identify potential treatments, Dr. Vodovotz said. Instead, dynamic computational models like ours that simulate multiple factors that interact with each other in complex diseases could be a more efficient and accurate way of predicting outcomes for both individuals and populations. Then we can pursue those avenues that have the greatest likelihood of success in clinical trials.
The potential impact of this work is high because clinical trials are difficult and expensive to carry out, and usually can test only a single dose of a drug, noted co-investigator Dr. Billiar. Determining the best dose, timing, and biomarkers that would characterize patients likely to respond well to therapy is a major thrust of the pharmaceutical and biotechnology companies. This approach could help tailor treatments.
Illustration: Wikipedia.
Mucins are a family of high molecular weight, heavily glycosylated proteins (glycoconjugates) produced by epithelial tissues in most metazoans. Mucins' key characteristic is their ability to form gels; therefore they are a key component in most gel-like secretions, serving functions from lubrication to cell signalling to forming chemical barriers. They often take an inhibitory role. Some mucins are associated with controlling mineralization, and bone formation in vertebrates. They bind to pathogens as part of the immune system. Overexpression of the mucin proteins, especially MUC1, is associated with many types of cancer.
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The annual Regenerative Rehabilitation Symposia series is a unique opportunity for students, researchers, and clinicians working in the interrelated fields of regenerative medicine and rehabilitation to meet, exchange ideas, and generate new collaborations and clinical research questions. Jointly organized by the University of Pittsburgh Rehabilitation Institute, the School of Health and Rehabilitation Sciences at the University of Pittsburgh, the McGowan Institute for Regenerative Medicine and the Rehabilitation Research and Development Center of Excellence at the Veterans Affairs Palo Alto Health Care System, the Fourth Annual Symposium on Regenerative Rehabilitation will be held on September 24-26, 2015 in Rochester, MN, hosted by the Mayo Clinic.
For more information on this event, please contact Katy Wharton at: email@example.com or firstname.lastname@example.com or call 412-624-5293.
As reported by Michael Vlessides of Anesthesia News, using a statistical approach known as Random Forest modeling, real and artifact vital sign events from continuous monitoring data have been distinguished. The approach is an important step toward reducing the alarm fatigue that plagues so many health care practitioners.
Weve had a long history of using machine learning to assess the instability of patients in the hospital, said McGowan Institute for Regenerative Medicine affiliated faculty member Michael Pinsky, MD, professor of critical care medicine, bioengineering, anesthesiology, cardiovascular diseases, and clinical/translational services at the University of Pittsburgh School of Medicine. In one such study, we analyzed noninvasive vital signs such that alerts would go off if the monitor value was outside the normal range, he said. And using an artificial neural net, we were able to identify stable from unstable, good from bad. This current study is an extension of that work.
In the study which also included the efforts of McGowan Institute for Regenerative Medicine affiliated faculty member Gilles Clermont, MD, professor of critical care medicine, industrial engineering, and mathematics at the University of Pittsburgh, noninvasive monitoring data were recorded for patients in the institutions 24-bed step-down unit over a period of 8 weeks. The data included heart rate (HR), respiratory rate (RR), blood pressure (BP), and peripheral oximetry. Deviations of vital signs beyond stability thresholds that persisted for 80% of a 5-minute moving window comprised important events. These stability thresholds were defined as HR 40 to 140 beats per minute; RR eight to 36 breaths per minute; systolic BP 80 to 200 mm Hg; diastolic BP less than 110 mm Hg; peripheral oxygen saturation (SpO2) greater than 85%.
The researchers, reporting at the 44th Critical Care Congress of the Society of Critical Care Medicine (abstract 42), found that of 1,582 events, 631 were labeled by consensus of four expert clinicians as either real alerts, artifacts, or unable to classify; another 795 were labeled as unseen. Random Forest models, which use an ensemble of algorithms that together provide increasing predictive accuracy, were then applied to the 631 labeled events; the models were trained to differentiate real events from artifacts, and then were cross-validated to mitigate overfitting. The resulting model was then applied to the 795 unseen events, which were reviewed by the experts for external validation of Random Forest events.
We found that in this specific example, Random Forest was the most predictive of all the machine learning approaches, Dr. Pinsky said in an interview with Anesthesiology News. This is where you need a marriage of clinicians and machine learning science. Neither one on its own would be able to come up with anything of relevance; it has to be a union.
So our new approach allows us, with a high degree of certainty, to identify almost all alerts that are real or artifact, Dr. Pinsky said. This turned out to be the real excitement at the meeting, for which we won the award as best abstract. Clearly, this is really important for the bedside practitioners.
In the laboratory of McGowan Institute for Regenerative Medicine affiliated faculty member Prashant Kumta, PhD, the Edward R. Weidlein chair professor at the University of Pittsburgh Swanson School of Engineering and School of Dental Medicine and professor in the Departments of BioEngineering, Chemical and Petroleum Engineering, Mechanical Engineering and Materials Science, and Oral Biology, one of the visions is to revolutionize metallic biomaterials and technologies to create life changing devices. This will lead to engineered systems that will interface with the human body to prolong and improve quality of life, specifically with craniofacial and orthopedic applications. Dr. Kumta and his teams goal is to engineer logical and clinically relevant options that could regenerate mineralized tissue (bone/tooth) formation utilizing a unique combination of evolutionary load-bearing biodegradable materials (metals), growth factors, and cell therapy.
Recently, Rosanne Skirble of Voice of America News reported (video here) that Dr. Kumta and his team of graduate students are designing 3D-printed materials that are a match for the patient's body, and are absorbed or excreted as new tissue grows and the wound heals. In the laboratory, Dr. Kumtas team has developed both magnesium and iron alloys to use as the materials' base. He calls magnesium a mineral needed for more than 300 biochemical reactions in the body "a perfect fit" for the technique.
It has the mechanical characteristics that meet natural bone, both from the strength [and] the toughness as well as the density. It has the perfect density that will match with natural bone, he said.
Dr. Kumtas team is also working with a novel formulation of calcium phosphate putty that can be injected to fill spaces between fractured bones. A 3D-printed biodegradable plate or screw would hold that filler in place.
The fixation plate will provide the mechanical strength needed to carry the load, and the bone-wide filler would help provide the healing and the bone formation, he said.
Pre-clinical trials are now underway in animals. Dr. Kumta said the work is revolutionary, offering the prospect of a better outcome for the patient.
Rather than implanting a screw or plate or joint, he said, doctors could give the bodys own regenerative ability a more effective method to heal itself.
Regenerative medicine uses clinical procedures to repair or replace damaged or diseased tissue and organs vs. some of the traditional therapies that are designed to just treat the symptoms. In Pitt Magazine, Holden Slattery recently reported on the progress being made by patients enrolled in a University of Pittsburgh-University of Pittsburgh Medical Center study that tests a new approach to significant muscle loss.
Co-led by McGowan Institute for Regenerative Medicine faculty members Stephen Badylak, DVM, PhD, MD, Professor in the Department of Surgery, a Deputy Director of the McGowan Institute, and Director of the Center for Pre-Clinical Tissue Engineering within the Institute, and J. Peter Rubin, MD, Chair of the Department of Plastic Surgery, UPMC Endowed Professor of Plastic Surgery, and Professor of Bioengineering at the University of Pittsburgh, the research team uses extracellular matrix (ECM) from a pigs bladder to regenerate diminished skeletal muscle. ECM is the remaining tissue after all the cells have been removed from the pigs bladder. Dr. Badylak has been researching the effects of ECM since 1987. This study is the first to utilize ECM to replace and regenerate muscle tissue.
In each of the studys five surgeries, scar tissue from the damaged leg muscles was removed and ECM was placed near healthy muscle. Within months, mature skeletal muscle cells emerged at the site of the ECM placement, along with other cells that appeared to be actively regenerating into skeletal muscle cells. Eventually, the ECM dissolved leaving only healthy muscle tissue.
Three of the five patients have shown a 20% or greater improvement in strength of the injured leg. The results havent only shown dramatic improvement on physical tests. The participants are now engaging in a range of activities including running, bicycling, playing soccer, and even skiingactivities they couldnt enjoy before their surgery.
We love science, and were very interesting in these stem cells, Dr. Badylak says. But at the end of the day the story is incomplete without the impact on patients daily activities.
Illustration: Regenerative medicine patient Sgt. Ronald Strang. Pitt Magazine.
McGowan Institute for Regenerative Medicine affiliated faculty member Igor Nasonkin, PhD, has recently learned how to grow a 3D layer of early human retinal cells in the laboratory, with hopes of one day implanting them in people with damaged retinas. Dr. Nasonkin, who has a doctorate in human genetics and is director of the University of Pittburghs Retinal Repair Laboratory and the assistant director of the Louis J. Fox Center for Vision Restoration of the University of Pittsburgh Medical Center and University of Pittsburgh, doesnt want to pinpoint when his techniques might be tried in human patients, but said other kinds of human tissue transplants in the eye have paved the way for his groups work. His research was recently highlighted by Mark Roth of the Pittsburgh Post-Gazette.
It looks like if you push cells to a certain stage, Dr. Nasonkin said, they can self-assemble as long as you feed them the right nutrition. And that means scientists may soon be able to create a complete retinal patch for people with retinitis pigmentosa or other diseases.
Photoreceptor death in retinal and macular degenerative diseases is a leading cause of inherited vision loss in developed countries. Vision loss may be devastating and urgently requires new ideas, approaches, and paradigms on the molecular level, to alleviate this condition. Novel therapeutic strategies have recently emerged, from mechanical to cell-based, to repair neural circuits affected by photoreceptor (PR) cell loss. Trophic factor delivery to extend the life of dying PRs has been pursued in experimental animals, and in some instances, in the clinic. Gene therapy approaches have been applied successfully in one type of Leber congenital amaurosis (LCA). Retinal implants designed to capture photons and transmit the electric signals to ganglion cells have been used in the clinic with some promising outcomes.
The transplantation of retinal cells into mammalian retina produces variable outcomes and success, yet seems very promising due to some rare successful experiments demonstrating the efficient integration of retinal cells into the recipient retina. A greater understanding of biology and improvements in methodology are required before such protocols may be introduced into the clinic. The major obstacles to retinal cell replacement are the elusive molecular signature of the transplantable retinal progenitor, the specific synaptic integration of such cells into preexisting neural retinal circuitry of the host, and the ability of grafted retinal cells to migrate through the impermeable outer limiting membrane and position themselves into the required retinal niche (such as photoreceptor layer).
A combination of retinal stem cell grafting and trophic factor delivery has recently emerged as a fruitful direction to alleviate vision loss by slowing down the death of retinal cells, especially photoreceptors. Such direction may not necessarily require the integration of transplanted cells into specific retinal layer, yet may produce long lasting positive therapeutic effect, and should be definitely explored further. Induction of the endogenous regeneration in mammalian CNS, including retina, is still an unattainable goal of therapies aimed at repairing age-related vision loss and retinal trauma. However, some lower species, such as fish, amphibians, and to some extent, birds, have active regenerative mechanisms in the eye, which last throughout their lives.
Regeneration requires the endogenous retinal cells (either dormant stem cells or postmitotic mature cells in retina) to reenter the mitotic cycle, differentiate into the cell type needed for retinal repair, and replenish the lost cells. Understanding the molecular mechanisms governing the developmental plasticity of a retinal cell is the key to be able to induce mature retinal cells to revert to immature progenitors. Epigenetic mechanisms are one likely avenue, which should be explored to change the plasticity of retinal cells and enhance the endogenous regeneration in the retina.
Eventually, Dr. Nasonkin envisions a retinal eye bank derived from adult stem cells that will contain enough different types of human tissue to be compatible with most peoples immune systems.
Pregnant women living close to a high density of natural gas wells drilled with hydraulic fracturing were more likely to have babies with lower birth weights than women living farther from such wells, according to a University of Pittsburgh Graduate School of Public Health analysis of southwestern Pennsylvania birth records.
The finding does not prove that the proximity to the wells caused the lower birth weights, but it is a concerning association that warrants further investigation, the researchers concluded. The study was funded by The Heinz Endowments and published in PLOS ONE.
Our work is a first for our region and supports previous research linking unconventional gas development and adverse health outcomes, said co-author McGowan Institute for Regenerative Medicine affiliated faculty member Bruce Pitt, PhD, chair of Pitt Public Healths Department of Environmental and Occupational Health. These findings cannot be ignored. There is a clear need for studies in larger populations with better estimates of exposure and more in-depth medical records.
Unconventional gas development includes horizontal drilling and high volume hydraulic fracturing, known as fracking. It allows access to large amounts of natural gas trapped in shale deposits. Prior to 2007, only 44 wells were known to be drilled in Pennsylvanias Marcellus Shale with such technology. From 2007 to 2010, that expanded to 2,864 wells.
The Pitt Public Health research team cross-referenced birth outcomes for 15,451 babies born in Washington, Westmoreland, and Butler counties from 2007 through 2010 with the proximity of the mothers home to wells drilled using unconventional gas development. They divided the data into four groups, depending on the number and proximity of wells within a 10-mile radius of the mothers homes.
Mothers whose homes fell in the top group for proximity to a high density of such wells were 34 percent more likely to have babies who were small for gestational age than mothers whose homes fell in the bottom 25 percent. Small for gestational age refers to babies whose birth weight ranks them below the smallest 10 percent when compared to their peers.
Developing fetuses are particularly sensitive to the effects of environmental pollutants, said Dr. Pitt. We know that fine particulate air pollution, exposure to heavy metals and benzene, and maternal stress all are associated with lower birth weight.
In southwestern Pennsylvania, the waste fluids produced through hydrofracturing, called flowback, can contain benzene. Unconventional gas development also creates an opportunity for air pollution through flaring of methane gas at the well heads and controlled burning of natural gas that releases volatile organic compounds, including benzene, toluene, ethylbenzene, and xylene. Increased truck traffic and diesel-operated compressors also can contribute to air and noise pollution.
It is important to stress that our study does not say that these pollutants caused the lower birth weights, said Dr. Pitt. Unconventional gas development is dynamic and varies from site to site, changing the potential for human exposure. To draw firm conclusions, we need studies that thoroughly assess the exposure of a very large number of pregnant women to not just the gas wells, but other potential pollutants.
Shaina L. Stacy, PhD, a recent graduate of Pitt Public Health, is lead author on this research, and Evelyn Talbott, DrPH, epidemiology professor at the school, is senior author. Additional authors are LuAnn L. Brink, PhD, and Bernard D. Goldstein, MD, both of Pitt Public Health; and Jacob C. Larkin, MD, and Yoel Sadovsky, MD, both of Magee-Womens Research Institute and Pitt School of Medicine.
McGowan Institute for Regenerative Medicine affiliated faculty member George Michalopoulos, MD, PhD, has been inducted into the Association of American Physicians (AAP), a nonprofit, professional organization founded in 1885 for the advancement of scientific and practical medicine.
Dr. Michalopoulos is the Maud L. Menten Professor of Experimental Pathology and chair of the Department of Pathology. His research focuses on new therapies for liver fibrosis and the disease mechanisms in alpha-1 antitrypsin deficiency.
Dr. Michalopoulos received his medical doctoral degree at Athens University School of Medicine, Athens, Greece, in 1969. A residency in Anatomic Pathology and a PhD study in Oncology were completed at the Wisconsin Medical Center in Madison in 1977. Dr. Michalopoulos moved to Duke University as an Assistant Professor in 1977 and stayed at Duke University until 1991. He then moved to Pittsburgh and joined the University faculty in April of 1991. In addition to his current appointment, Dr. Michalopoulos also served as Associate Vice Chancellor for Health Sciences and Interim Dean of the School of Medicine from November of 1995-1998. In 2012, he was honored with the title, University of Pittsburgh Distinguished Professor.
Election to AAP is an honor extended to individuals with outstanding credentials in biomedical science and/or translational biomedical research and is limited to 60 inductees per year. An association of the countrys most accomplished physician-scientists, AAP serves as a forum to create and disseminate knowledge and as a source of inspiring role models for upcoming generations of physicians and medical scientists.
Congratulations, Dr. Michalopoulos!
Catalina Pineda Molina is a doctoral student in the Bioengineering Department at the University of Pittsburgh and works in the laboratory of McGowan Institute for Regenerative Medicine deputy director Stephen Badylak, DVM, PhD, MD. Her research interests are focused on the immune-modulatory effects of adipose derived stem cells used in combination with extracellular matrix scaffolds for regenerative medicine applications.
As reported by Christina Rouvalis, Pitt Magazine, Ms. Molina is a Fulbright Scholar striving to help humanity from a scientific angle. She does research to create new devices to treat disabling conditions such as osteoarthritis, diabetes, and loss of tissue due to trauma. She also wants to advance biotechnological research in Columbia (her home country), where the field is still in its infancy.
The Fulbright Program is a program of highly competitive, merit-based grants for international educational exchange for students, scholars, teachers, professionals, scientists, and artists, founded by United States Senator J. William Fulbright in 1946. Under the Fulbright Program, competitively selected U.S. citizens may become eligible for scholarships to study, conduct research, or exercise their talents abroad; and citizens of other countries may qualify to do the same in the United States. The Fulbright Program is one of the most prestigious awards programs worldwide, operating in over 155 countries. The program was established to increase mutual understanding between the people of the United States and other countries through the exchange of persons, knowledge, and skills. The Fulbright Program provides 8,000 grants annually to undertake graduate study, advanced research, university lecturing, and classroom teaching. As of 2013, more than 325,400 persons122,800 from the United States and 202,600 from other countrieshave participated in the program since it began.
The Regenerative Medicine Podcasts remain a popular web destination. Informative and entertaining, these are the most recent interviews:
|The Picture of the Month is a compliment to the longstanding features Grant of the Month and Publication of the Month. Each of these features highlights the achievements of McGowan affiliated faculty and their trainees. As we have always welcomed suggestions for grants and publications, please also consider submitting images that can highlight your pioneering work.
Developing retina and brain of the Drosophila pre-pupal stage animal is viewed as a whole-mount tissue stained with nuclear stain DAPI (Blue) and MAb22C10 (green) that highlights the growing axons of photoreceptor neurons as they extend into the brain were they fan out in the brain to build the retinotopic map. Confocal serial plane reconstruction. By John A. Pollock.
|Vasudeva K, Vodovotz Y, Azhar N, Barclay D, Janjic JM, Pollock JA.
|In vivo and systems biology studies implicate IL-18 as a central mediator in chronic pain.
|Inflammation is associated with peripheral neuropathy, however the interplay among cytokines, chemokines, and neurons is still unclear. We hypothesized that this neuroinflammatory interaction can be defined by computational modeling based on the dynamics of protein expression in the sciatic nerve of rats subjected to chronic constriction injury. Using Dynamic Bayesian Network inference, we identified interleukin (IL)-18 as a central node associated with neuropathic pain in this animal model. Immunofluorescence supported a role for inflammasome activation and induction of IL-18 at the site of injury. Combined in vivo and in silico approaches may thus highlight novel targets in peripheral neuropathy.
|J Neuroimmunol. 2015 Jun 15;283:43-9. doi: 10.1016/j.jneuroim.2015.04.012. Epub 2015 Apr 28.
|Stephen Badylak
|Development of Tissue Engineered Arterial Grafts
|The purpose of this study is to evaluate the effectiveness of TEAGs (cell coated) and uncoated (un-TEAGs) as peripheral blood conduits in a sheep animal model in relation to the following.
|CR Bard
|06/15/2015 12/31/2016
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Honey Singh
131 Honey Singh Articles
Yo Yo Honey Singh promotes Kick singer Jasmine Sandlas' new song Punjab de javak – watch video!4 months ago 0
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Arjun Kapoor's Superman, Yo Yo Honey Singh's Manali Trance, Deepika Padukone's Lovely are a hit this week!7 months ago 0
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