text:
Mathematics Concept & Skill Development Lecture Series: Webvideo consolidation of site lessons and lesson ideas in preparation. Price to be determined.
Bright Students: Top universities want you. While many have high fees: many will lower them, many will provide funds, many have more scholarships than students. Postage is cheap. Apply and ask how much help is available. Caution: some programs are rewarding. Others lead nowhere. After acceptance, it may be easy or not to switch.
Are you a careful reader, writer and thinker?
Five logic chapters lead to greater precision and comprehension in reading and
writing at home, in school, at work and in mathematics.
Early High School Arithmetic
Deciml Place Value - funny ways to read multidigit decimals forwards and
backwards in groups of 3 or 6.
Early High School Algebra
What is
a Variable? - this entertaining oral & geometric view
may be before and besides more formal definitions - is the view mathematically
Early High School GeometryMaps + Plans Use - Measurement use maps, plans and diagrams drawn to scale.
- Coordinates - Use them not only for locating points but also for rotating and translating in the plane.
- What is Similarity - another view of using maps, plans and diagrams drawn to scale in the plane and space. Many human-made objects are similar by design.
- 7 Complex Numbers Appetizer. What is or where is the square root of -1. With rectangular and polar coordinates, see how to add, multiply and reflect points or arrows in the plane. The visual or geometric approach here known in various forms since the 1840s, demystifies the square root of -1 and the associated concept of "imaginary" numbers. Here complex number multiplication illustrates rotation and dilation operations in the plane.
- Geometric Notions with Ruler & Compass Constructions :
1 Initial Concepts & Terms
2 Angle, Vertex & Side Correspondence in Triangles
3 Triangle Isometry/Congruence
4 Side Side Side Method
5 Side Angle Side Method
6 Angle Bisection
7 Angle Side Angle Method
8 Isoceles Triangles
9 Line Segment Bisection
10 From point to line, Drop Perpendicular
11 How Side Side Side Fails
12 How Side Angle Side Fails
13 How Angle Side Angle Fails
www.whyslopes.com - Home Page
Welcome. The leading elements of Online books Three Skills For Algebra, and Why Slopes and More Math. stem from early college lessons that amused and informed recent high school students, science, engineering and education students, and adults in remedial to advanced mathematics lessons.
Three Skills For Algebra begins with logic to test and sharpen reading and writing, continues with a high school level arithmetic review exercises to find gaps in solution writing skills, and continues again with algebra review chapters to strengthen algebraic abilities. The chapters and exercises were written to fill gaps in their senior high schoool command of mathematics
The leading elements of Why Slopes and More Math gives a light technical context for the senior high school study of slopes, of factored polynomials and of end-point and interior maxima and minima of functions through sign analysis of formulas for slopes and derivatives of functions, formulas given in factored form. Thus leading elements of online book Why Slopes and More Math begins with the algebraically easy part of a first course in calculus, the part that comes after algebraically harder decussion of limits, continuity and convergence.
The leading elements of both books together show how different starting points make calculus and senior highs chool mathematics easier.
Top Level Links
Lessons and Lesson Ideas.
Site Introduction For Teachers and Tutors.
Site Introduction For Teachers and Tutors.
Site Reviews.
The Math Forum and Site Content.
Road Safety Questions.
§ Mathematics Skill Development Framework:
§ Secondary Mathematics - A Practical Approach:
§ Quebec Material:
§ Work and Study Tips:
§ Volume 1 Elements of Reason:
§ - Volume 1A Pattern Based Reason:
§ - Volume 1B Mathematics Curriculum Notes:
§ Volume 2 Three Skills For Algebra:
§ Volume 3 Why Slopes - A Calculus Intro Etc:
§ Advanced Calculus - Volume 3 Appendices:
§ 70 Calculus Starter Lessons:
§ Skills with take home value:
§ Arithmetic and Number Theory Skills:
§ Algebra Starter Lessons:
§ Geometry - maps plans trigonometry vectors:
§ More Algebra:
§ Mathematics Skills Year by Year:
§ Parent Center:
§ Direct Current Electric Circuits:
§ Francais:
§ Archives:
Folder Content: 7 pages and 21 subfolders: .
Page Contents: Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
Which Way to Go, Why and How
"Would you tell me, please, which way I ought to go from
Site lesson and lesson ideas in implying step by step a stronger and more effective path for direct instruction may mute or lessen the claims in education physchology or constructivism 1990 onward that direct instruction does not provide an effective way to teach mathematics - the fears and troubles of too many or most being evidence of that.
Ends and Values for Learning
The question why learn or study a subject or a topic appears is a sign of intelligence. Some students have parents who say mathematics mastery is important. But many have parents who in recalling their experience express a dislike for mathematics after primary school. But if we combine ends and values from earlier times, we may arrive at overlapping sets of ends and values for learning and teaching primary and high school mathematics. The first ends reflect the actual or potential needs of adult or daily life, and in trades and activities that do not require common studies. The third end reflect the needs of calculus-based college programs and of advanced, senior high school science courses. The first two ends are more immediate than the third end. For the first two ends, if not the third, over-preparation is better than under-preparation to students and their families earn their livelihoods and to rationally defend their interests in a world where daily behaviour, and contracts involving money matters or income have huge consequences for individuals and their families.
For mathematics and logic instruction, preparing children and teenagers to earn income as adults may meet employers needs but more importantly, it may meet the needs of students and their families for income from employment or self-employment, and defending their own interests while changing jobs or being fired. High school, trade school, undergraduate university programs and graduate university programs may open doors for worthwhile employment, but depending on economic times, education too long may also distract from gainful or worthwhile work. There are no simple answers. Where does education for the sake of students begin and where does it end? It may begin by showing students early how to handle money matters in daily and adult life from not going into debt while buying or selling to evaluating the immediate or long-term value of a mortgage, a pension plan or the income stream and benefits of a job with or without benefits may help them face or avoid common situations and difficulties.
Students heading for calculus-based, college programs in business, if they avoid demanding high school science courses, will not see senior high school mathematics used before arriving in college. To compensate, long-term value needs to be emphasized. Emphasize how the calculations and logic of college level programs requiring calculus will be more difficult to follow or use and bend to our future requirements with a weak mastery of mathematics. Site volumes 2 and 3 in forming and reforming the views of students and teachers in senior high school mathematics as indicated above may inform and amuse, and in the process provide some context and motivation for the study of slopes, factored polynomials, function maxima and minima, and calculus too.
Oral Development - Words have been missing
Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
All the ideas described briefly below are explained in more detail in site algebra starter lessons and in site Volume 2, Three Skills and Algebra. The arithmetic related ideas could have been placed with site arithmetic lessons instead.
Arithmetic and algebraic expressions are often to complicated to read aloud, term term by term. Diagrams too are better seen than "read aloud". Outside of mathematics, a picture is worth a thousand words. In mathematics, a symbol, an expression or a diagram better seen and grasped in silence may also be worth a hundred to a thousand words. There has been a great silence in arithmetic, algebra, geometry and calculus because mathematical ideas and methods are often better written and drawn in silence instead of being expressed and explained aloud. Yet we may deliberately use more words to introduce skills and concepts clearer, to talking unifying themes, and to improve communication in circumstances where writing or drawing is not possible. While demonstration how appears in site material, we will identify where the greater use of words is possible. There is more to mathematics than be given a formula, and numbers to use in it. But remember, pictures and diagrams too can be employed alone and besides words to make skills and concepts easier to learn and teach.
Before and besides the role of letters and symbols in algebra, we may use words and numerical examples to talk about about and show how to calculate totals and products by adding and multipling subtotals and subproducts. We may also talk informally but precisely about counts and measures as being known or not, constant or not, forgotten or not, and variable or not. Many technical terms may be introduced and understood before and besides the letters and symbols. Moreover, to gossip or talk about people, places and activities, we need names, labels and phrases to identify them. In mathematics, names and descriptive phrases such as the compound growth formula, the rectangular area calculation, the distributive law and the Chinese Square Proof of the Pythagorean Theorem allow us to gossip and talk about calculations and further ideas in situations where symbols and diagrams cannot be formed nor read. Most formulas, methods and practices in mathematics and logic are named. For people wanting and able to talk about what they learning with others, learning the names becomes an asset and not a burden.
In describing how to calculate averages and how to compute the perimeter of a polygon, word descriptions of how may be simpler or not to understand and explain than formulas. As a first example, the average of a set or sequence of numbers is given by their total divided divided by the number (count) of set or sequence elements. As a second example, the perimeter of a polygon is given by the sum of the lengths of it sides, or more briefly by the instruction: add the sides. As a third example, the total area of a region consisting of non-overlapping subregions is given by a sum of subareas. In early mathematics instruction, how to compute this or that may be easier to understand and explain with words with the use of letters or symbols being more complicated. But for the compound interest or growth formula, for the quadratic formulas and later for the chain rule - do not worry what computations these phrases name or identify, the the letters and symbols in them are worth a thousand words. The greater use of words advocated for earlier instruction here is not possible in later instruction. So the silence will return.
Using rules and formulas forwards and backward, and talking about it may end a further silence. Talking and writing about the forward and backward use of rules and formulas provides a unifying verbal theme for the study of logic, mathematics and science in school and college studies. Most if not all rules and formulas are not only used directly in a forward sense but also indirectly or backwards. Determing the constant in a proportionality relation uses the relationship, an equation, backwards. Once it is found, the proportionality relations may then be used or rewritten forwards and backwards to compute or express the value of one number or quantity in terms of others. The example here may not be familar to you if you have not seen them, but by talking about the forward and backward use of rules, formulas and proportionality relations, the backward use will be expected and not be another surprise for students weak and strong of mathematics, logic and science. This forwards and backwards use is common pattern previously met and mastered case by case in silence. Talking and writing about it introduces or extends the oral dimension of skill and concept development.
Visual Development of Algebra and Calculus
Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Development of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
Site algebra starter lessons and the online chapters of Volume 2, Three Skills for Algebra, material, show how to learn and teach skills and concepts with words, forwards and backwards. Algebra starter lessons include a geometric, stick diagram introduction for solving linear equations in a way that visually proves or improves fraction skills and sense. Here fractional operations on stick diagrams are suppose to make the algebraic solution of linear equations easier to grasp. However, in entertaining a group of students during a one hour, substitute teaching assignment, one keen student could not make the transition from solving with stick diagrams to solving algebraically. It was not my place to give him extra instruction. He may have been better served by more stick diagram examples, or by a leap to the algebraic method. I cannot say.
Geometry too can help with the introduction of calculus and in providing motivation or context for the study of slopes (remember the domain name is whyslopes.com) and the study of factored polynomials alone and in ratios (rational expressions). See site Volume 3, Why Slopes and More Mathematics, online in full with a fall 1983 why slopes prequel. Volume 3 in a preview of calculus provide geometric motivation for the study of slopes and factored polynomial to the location of maxima and minima of functions.
The site introduction of complex numbers is geometric instead of algebraic. It follows or re-invents a path in a 1951 book on Secondary Mathematics (possibilities) by Howard Fuhr, a mathematician who masqueraded as a mathematics education professor at Columbia University and who as part of the NCTM leadership in the 1960s help develop and implement the college-oriented Modern Mathematics Programs for skill and concept development in primary and high school mathematics from counting to calculus. The level of rigour in this geometric introduction of complex numbers is not less than that in the geometric introduction of trigonometry using triangles and/or the unit circles drawn in a Cartesian plane.
The big steps in modern mathematics programs were too hard for many to follow. Site material offer smaller steps to compensate. Before modern mathematics programs, instruction had a greater focus on skills and concepts with value for daily and adult life - work, mortgages and investments included. The discussion of ends and values above suggests preparation for daily and adult life as much as possible first and foremost, and on preparation for college second while emphasing anything in the latter that could have take-home value.
More Concept and Skill Development Notes
Site composition was driven by a search to remedy the skill and concept development difficulties stemming from steps too big and steps without clear value for students and their families in earlier programs in mathematics and logic education - programs which aimed for student mastery of selected skills and concepts. In consequence, site lessons and lesson ideas include many expositional innovations to aid skill and concept development. Most, if not all, are mathematically correct, with a few small departures from earlier views to make instruction simpler.
In calculus and secondary mathematics, late primary mathematics too, there are many different starting points for instruction.
For example, the site development of prime numbers begins with a definition that is not the most general but with a definition that is likely the easiest for students to understand and apply. For a second example, the site essay on what is a variable, by talking or writing about numbers and quantities varying in one sense or another, we provide a prequel to the later, more formal and more algebraically advanced view of what is a variable, a prequel that is easily understood because it is wordy and pre-algebraic. For more examples, see the site geometric development of complex numbers before trig, and see light calculus preview in Volume 3, Why Slopes and More Math, and see, still in Volume 3, the decimal prequel to the epsilon-delta view or definitions of limits and continuity.
The choice of starting point need not reflect the conventions of higher mathematics, conventions that may be arbitrary despited being widely accepted. Instead, the choice of starting point may reflect the objective of making skill and concept development simpler for students and their teachers. The harder starting points may be left to advanced studies involving fewer students and teachers.
Addressing Students and Family Alienation -
Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
More on Ends and Values
Mathematics after primary school has been difficult and without immediate value for one generation after another. While some students have parents who did well or who encourage skill and concept development, other students have parents who may say mathematics after arithmetic is a waste of time. High school and college students may attend courses because those courses are required. In high school and college, students who base their efforts only on whether or not their teachers are pleasing have a shallow context and motivation for learning. Students for whom doing well in tests and finals is the only motivation also have shallow reason for learning. Cultural values for learning may appeal to some. But practical ends and values may appeal to more.
In primary school, students and their families may see the 4Rs (reading, writing, reasoning and arithmetic) as being useful in adult and daily life. There-in lies content and motivation. But at the junior- and mid-high school level, some mathematics and logic lessons are of actual or potential service to daily and adult life for decision-making and money-matters at home and the work place. Other lessons only have long-term value for college programs that some students may never enter or complete. Instruction may lean to the first kind of lessons initially to provide ends and values easily understood and appreciated by students and their families. Emphasizing the more useful methods and concepts first may help retain student motivation and also help those who have leave school early. But eventually, high school and college mathematics has less and less take-home value besides more and more value for future studies or courses that students may not see. Here again, instruction may focus on the take-home value, when present to provide motivation.
At the precalculus level, instruction should focus on two kinds of skills and concepts, those that have actual or potential take-home value for daily & adult life, and for precollege trades and activities; and those that prepare students for a light and then deeper command of calculus. In the former, I would include a set-based development of probability theory. In both streams, I might include matrix operations but not linear programming. The latter can be left to college programs in commerce, science, engineering and technology. I would restrict high school mathematics to computations and proofs that are lead to repeatable and reproducible results, and to the computation of averages useful in small business for estimating demand for products and services being sold. Further elements of descriptive statistics, I would leave to college studies, or to high school courses on critical thinking.
The recommended focus may mean fewer topics are taught. For students not heading for calculus-based studies, less with a focus of skills and concepts with take-home value may be best. In the preparation of students for calculus and senior high school mathematics, multiple topics with no short-term value may be met. That short-term value will vary between students. Students in courses required to prepare for calculus who do take mathematically demanding, senior high school courses will see more short-term value. In general, calculus and preparation for calculus is a long demanding path which many find difficult or hard to complete. But, here is a plug, site Volumes 2 and 3, make the path easier and throught calculus preview make calculus and precalculus easier and more appealing.
Course Design Balancing Act
Still More on Ends and Values
Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
To serve the skill and concept needs of the common person in the street, we need to put first those skills and concepts with actual or potential value for daily and adult life. Then students may attend school and go home with methods that help themselves or their families in money and other matters. Near the end of school coverage of arithmetic, geometric and logic (or reading and writing) skills and concepts with actual or potential service for daily and adult life, more algebra and higher level geometry skills may be introduced to revisit and reinforce the foregoing service while being of service to more trades and activities at the precalculus level, and also being of service or preparation for senior high school science courses and perhaps later studies in calculus. The multiple ends and values in the foregoing need to be balanced. The balance may depend on the local or immediate needs of students and their families, that is, how long students are likely to remain in school; on whether or not, they are likely to see all all ends and values served; and on whether or not, the students are quick or slow learners.
The concept and skill development standards and principles for instruction in results-oriented arts and disciplines, as espoused in site material, seek to provide students with an observable and verifiable know-how of the ideas and methods currently forming and characterizing each art or discipline. The latter presents a moving targets as best practices in each may vary over time and place. But in a moving target, concept and skill mastery may be seen or empirically measured by student response to questions. In each such art and discipline, students are expected to retain know-how and build on it in a progressive manner, with regression being a sign of weakness, or absence too long from practice in an art or discipline. Each art or discipline comes with different cultural and practical values, some more important than others in ways that may justify its instruction or not in each school or school system.
Morover, course design and delivery needs to acknowledge that there are multiple intelligences in learning and teaching styles. A style that is suitable for instruction in the humanities where conclusions are highly subjective is not suitable for instruction in mathematics and science where the benefits, origins and limitations of ideas and methods should be shared.
A Stronger Base for Modern Mathematics
Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act|| A Stronger Base for Modern Mathematics ||
In modern mathematics programs for secondary mathematics education, direct instruction aimed at student mastery of given concepts and skills has been uncertain and unreliable due to steps too big or hard for most to follow, and due a college-oriented choice of concepts and skills with value too long-term for students and their families. Those steps too big undermined course design and delivery. However, direct instruction can address its own problems by serving short- and long-term ends and values in the selection and arrangement of course topics, and in offering smaller, more accessible and reliable steps for concept and skill mastery. The key question is whether or not remedies based on the smaller and alternative steps in site lessons and lesson ideas, alone or with the proposed ends and values above, will be effective..
Site lessons and lessons ideas from counting to calculus provide a foundation for college level studies of modern mathematics. Site lessons and lesson ideas offer student and their teachers a mastery of concepts and skills with comprehension, based on a redundant set of practices and axioms, whose redundancy can be explained and removed in college course in or leading to modern mathematics. The ends and value further offer reasons for mathematics and logic mastery that students and their families are more likely to appreciate before preparation for calculus becomes the main focus of instruction at the senior high school level. For calculus, Chapter 14 of site Volume 3, Why Slopes and More Mathematics, offers a decimal, error control development of limit and continuity concepts that may stand alone, or be used to make the epsilon-delta development much easier to understand and explain. Site departures in early instruction from modern mathematics are intended to provide TCPITS an more accessible view, but they are also intended to develop the logical and algebraic maturity needed for college and senior high school students to study modern mathematics if they choose or where it appears in their programs of study.
Indirect Instruction Benefits and Limits
Indirect instruction in mathematics has the advantage of enriching skills and concept mastery in classes where there is time for individual and group creativity, and where teachers not all trained in mathematics are shown how to provide problems and circumstances which studentsmay investigate to discover or build their own ccmprehension. But with or where teachers are not fully versed in mathematics or course content, it appears far simpler to provide instructors with lessons easily understood and repeated in class, which avoid the affects o steps too large, not for all, but for most to follow. For example, the verbal introduction of algebra in Volume 2, Three Skills For Algebra, and the first six or seven chapters of Volume 3, Why Slopes and More Mathematics, provide lessons and lesson idess, easily understood and repeated in class, and in the process may introduce learning difficulties of students with instructors at many levels. Here advocates of indirect instruction while declaring student mastery of given skills and concepts in direct instruction to be a substandard objective for mathematics education essentially kept the course design and content which direct instruction employed in its identification of skills and concepts for student mastery. Moreover, educational authorities at the precollege level retain final examinations for the yearly end of most high school mathematics courses. Final examination by their very nature test student mastery of chosen skill and concepts. Due to the continued presence of mathematics final examinations which tests student mastery of given skills and concept, fairness in student evaluation requires all the given skills and concepts be clearly explain, illustrated and checked first in class. So direct instruction is still required. For fairness, student mastery of given skills and concepts requires both teacher and student awareness of how later skills and concepts stand on earlier ones. Otherwise, students will be promoted with the necessary background to succeed.
When and where direct instruction has clear steps or lessons to provide student mastery of important skills and concepts, teachers and course designers may provide circumstances and pose questions to indirectly lead student to formulate ideas and skills and gain the experience on which direct instruction may stand. But where direct instruction lacks those clear steps and lessons, it is doubtful that indirect instruction will provide a practical and clearer path to to student mastery of the given skills and concepts. The ability to explain matters directly is likely a prerequisites to the ability to provide skill and concept mastery indirectly.
Each program of instruction aim at mastery of given ideas and methods has varying degrees of success and failure, and of motivation and alienation for students and their families. In the case of modern mathematics programs for secondary mathematics and calculus, the step by step development was clear to some and due to the presence of steps too big, not for but for some, confusing for others. Site material in providing smaller steps allows steps too big to be recognized and gives remedies - full or not - to be tried and tested. Smaller steps should allow more to go further.
Page Contents: Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
Appendix - Closing Words
Still More on Ends and Values
In Canada and the USA five decades ago, that is, in the 1960s, modern mathematics programs set forth the substance or content of high school mathematics and calculus in a way that served the technical needs of college bound students, those heading for university programs in commerce, science and technology. Mathematical discussion leading to those modern mathematics programs acknowledged the college-orientation and mentioned that the needs of student not college bound were not being addressed. However, for the sake of inclusivity, modern mathematics programs were adopted for all instead of the just college bound. The tradition of mathematics course design incomprehensible to parents - different from what they had seen in school or college may have begun then. From my perspective as a student and then as an instructor, the modern and pre-modern mathematics course design in algebra at least included steps too large not for all, but for most to follow. In primary and secondary schools, the college-oriented selection of content in modern mathematics programs helped move course design and delivery away from serving the actual or potential needs of daily and adult life, and in doing so offered less context and motivation for mastery of given ideas and methods.
For senior high school mathematics, preparation for college programs of the technical or mathematical kind provides one context and motivation for college-bound students. Senior high school mathematics is of clear service to students headed for science or engineering take senior high school courses in physics, chemistry and biology. But students headed for college commerce programs - those best studied with the help of calculus - may or should be encourage to take senior high school courses in science. Otherwise, physics-bsaed examples in senior high school mathematics will have less value for them.
To provide context and motivation for more students and their families, primary school and the leading years of high school may deliberately develop mathematical and logical skills, concepts and work habits with clear or identifiable actual or potential benefit in daily or adult life. In particular, Primary school and the leading years of secondary school may focus on basic skills in counting, figuring and measuring of actual or potential service to daily and adult life. Students and their families may value this focus. The leading years of secondary school may further introduce and emphasize skill, concepts and work habits of service in senior high school and college mathematics. In this standards for mastery of given skills and concepts may be maintained and supported by lesson and lesson ideas deliberately chosen and continually reviewed to make the hard less so, without loss of substance; and guided by the setting of final examinations set not by amateurs but by subject experts. Here multilevel course design and delivery requires knowledge of and respect of how later ideas and methods depend on earlier ones. In this, while high school mathmatics as a whole may prepare student for calculus-based college studies, the inclusion of skills and concepts of service, actual or potential, to daily and adult life; money handling included, or to pre-college trades and professions could provide and sweeten the context of secondary mathematics for all. And in the preparation for calculus, set formalism may appear to set the stage for the later study perhaps of pure mathematics in college, but in a minimal manner, one that does not overwhelm.
www.whyslopes.com - Home Page
Road Safety Messages for All: When walking on a road, when is it safer to be on the side allowing one to see oncoming traffic?
Play with this [unsigned] Complex Number Java Applet to visually do complex number arithmetic with polar and Cartesian coordinates and with the head-to-tail addition of arrows in the plane. Click and drag complex numbers A and B to change their locations.
Pattern Based Reason
Online Volume 1A, Pattern Based Reason, describes origins, benefits and limits of rule- and pattern-based reason and decisions in society, science, technology, engineering and mathematics. Not all is certain. We may strive for objectivity, but not reach it. Online postscripts offer a story-telling view of learning: [ A ] [ B ] [ C ] [ D ] to suggest how we share theory and practice in many fields of knowledge.
Site Reviews1996 - Magellan, the McKinley Internet Directory:
Mathphobics, this site may ease your fears of the subject, perhaps even help you enjoy it. The tone of the little lessons and "appetizers" on math and logic is unintimidating, sometimes funny and very clear. There are a number of different angles offered, and you do not need to follow any linear lesson plan. Just pick and peck. The site also offers some reflections on teaching, so that teachers can not only use the site as part of their lesson, but also learn from it.
2000 - Waterboro Public Library, home schooling section:
CRITICAL THINKING AND LOGIC ... Articles and sections on topics such as how (and why) to learn mathematics in school; pattern-based reason; finding a number; solving linear equations; painless theorem proving; algebra and beyond; and complex numbers, trigonometry, and vectors. Also section on helping your child learn ... . Lots more!
2001 - Math Forum News Letter 14,
... new sections on Complex Numbers and the Distributive Law for Complex Numbers offer a short way to reach and explain: trigonometry, the Pythagorean theorem,trig formulas for dot- and cross-products, the cosine law,a converse to the Pythagorean Theorem
2002 - NSDL Scout Report for Mathematics, Engineering, Technology -- Volume 1, Number 8
Math resources for both students and teachers are given on this site, spanning the general topics of arithmetic, logic, algebra, calculus, complex numbers, and Euclidean geometry. Lessons and how-tos with clear descriptions of many important concepts provide a good foundation for high school and college level mathematics. There are sample problems that can help students prepare for exams, or teachers can make their own assignments based on the problems. Everything presented on the site is not only educational, but interesting as well. There is certainly plenty of material; however, it is somewhat poorly organized. This does not take away from the quality of the information, though.
2005 - The NSDL Scout Report for Mathematics Engineering and Technology -- Volume 4, Number 4
... section Solving Linear Equations ... offers lesson ideas for teaching linear equations in high school or college. The approach uses stick diagrams to solve linear equations because they "provide a concrete or visual context for many of the rules or patterns for solving equations, a context that may develop equation solving skills and confidence." The idea is to build up student confidence in problem solving before presenting any formal algebraic statement of the rule and patterns for solving equations. ...
Senior High School Geometry
Euclidean Geometry - See how chains of reason appears in and
besides geometric constructions.
Calculus Starter Lessons
Why study slopes - this fall 1983 calculus appetizer shone in many
classes at the start of calculus. It could also be given after the intro of slopes
to introduce function maxima and minima at the ends of closed intervals.


text:
2013-2014 Fall and Winter Sports Schedules Released
- Release Date:
- June 19, 2013
- Contact:
- The Office of Sports Information
- (716) 649-7900 ext. 333
HAMBURG, NY - The 2013 - 2014 fall and winter sports season schedules are available for review.
Follow this (link) to view the men's and women's soccer schedules; the women's volleyball schedule and the men's and women's basketball schedules.
The men's and women's cross country and golf schedules are still in the 'draft' form. They will be posted when their schedules become 'official'.
The same can be said for the spring sports season schedules; the men's volleyball, baseball, softball and men's and women's lacrosse schedules are still in the 'draft' form and will be posted as soon as possible.
Feel free to contact Kara Rehbaum (email@example.com), assistant athletics director, with any game scheduling questions.
Hilbert College, located in suburban Hamburg, N.Y., south of Buffalo, is a private four-year college founded in 1957 in the Catholic Franciscan tradition. With nearly 1,100 students, Hilbert is a dynamic Western New York college that offers career-focused majors, including one of the top criminal justice programs in the region, and more than 50 minors and concentrations. The college's engaging, student-centered campus community offers numerous leadership, internship, and service learning opportunities from which students launch successful careers while making positive changes in their communities. The Hilbert Blueprint promotes a well-rounded student experience over four years – starting with the Foundations Seminar in the freshman year, followed by Sophomore Service, Junior Symposium, and culminating with the Senior Capstone. Hilbert has expanded its academic offerings with the college's first graduate programs and new Accelerated Degree Programs geared to adult learners.
Upcoming Events
- First Year Student Orientation
- Aug 14, 2015
- Summer Session A2 Ends
- Aug 21, 2015
- First Year Student Orientation
- Aug 28, 2015

subset: commoncrawl


text:
LEAN 4.0 - Ensuring Sustainable Functional Excellence
Slow decision-making, various interfaces and complex functional governance - all too familiar problems in corporate management.
PLANNING 4.0 - Mobilizing Potential in the Planning Process
The evolution of corporate planning has been characterized over the last decade by more attention to detail, new planning tools and extended planning horizons. The increased complexity that this brings with it, however, today impedes companies' ability to act and quickly react in a volatile market environment.
Why Own It? Separating Ownership from Operations with Capital Light
The low interest rates and excess liquidity in the market have reached unprecedented levels. Institutional investors are desperately searching for alternative investments. At the same time, several industries face a significant need for investment but operate at a relatively high cost of capital.


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Dora Earlene Dowell was born August 16, 1950 in Talihina to Paulene (Billy) Fish. She passed from this life December 29, 2011, in Talihina at the age of 61. Earlene married William Charles Dowell February 14, 2006. She was a member of the King's House of McAlester. Earlene enjoyed spending time with her family and friends and helping others. She is survived by her husband of five years: Bill Dowell from McAlester; children: Jimmy Noah and wife Donna of Oklahoma City, Paul Noah and wife Joyce of Edmond, Angela Oliver and husband Paul of Yukon; brothers: Bobby Nichols and wife Becky of Hartshorne, Ronald Nichols and wife Peggy of Antlers, Darrell Nichols and wife Tammy of Antlers; sisters: Debbie Watson; mother: Paulene Fish of Blanco; grandchildren: Devon and Lexey Noah of Edmond, Tanee Noah of Oklahoma City, Leslie and Gregory Oliver of Yukon; as well as many other relatives and friends. Graveside services were held at 3:00 p.m. on Saturday, December 31, 2011 at Noah Cemetery in Albion with Pastor Scott Walker and Pastor Charles Kurray officiating, and musical selections by Brandon Heath. Interment followed the services. Family and friends may send online condolences at www.millscoffey.com [1].
Funeral services conducted by Mills & Coffey Funeral Home of Antlers
[1] http://www.millscoffey.com


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Actually if you can bring this build in for about $3500.00 or less it is a bargain. the hungarian kits came with a bipod, tripod, 2 bbls ammo cans belts and parts. when you factor it all in it is about the same as a Vector RPD at 2k
I'll try to get some photos of my tool after work today. They are pretty crude.........er uh, the rivet tools that is. I made them to work one time and that was about all they were good for. Hot rolled will probably work better but cold rolled is all I had lying around the house. All of the rivets were straight forward expect for the front trunnion fwd lower two and aft two. The others can pretty much be had with simple mods to Plinkers jig. I made two press bars to handle the 4 rivets that were the more difficult to reach.
Did I do that?
KITS ARE AVAILABLE AT AMMUNITIONSTORE.COM! They are Romanian kits - I have a Romy kit, they are beat up more than the (warehoused?) Hungarian kits.
Tripods are available there as well. OOW has tripods - both Hungarian "as new" tripods and Romanian "used" tripods.
No word on belts - I'm not sure who has belts available right now. I think the vendors bought them all up to hoard them for after the kits are built and we are all drooling for belts
Gunco Member #10
The "original" Boltcutter Rivet Squeezers:
Project Pink - the Pink and Blue AK-74:
Yep I was aiming for about 3k total investment. Let's see:Originally Posted by pirate56
Kit+Tripod $1100 (group buy from waybackwhen);
2nd barrel $450 (before the "craze" hit );
2 cans $75;
Receiver shell $50 from projectguns.com;
Refinishing the buttstock $0 from myself
Counting the shipping for all the individual purchases, I've probably got $1800 into it so far.
That leaves me with rails, rivets, rivet tool , and a paint job. I'm going to machine my own trigger group parts (I have a tentative design) so other than ammo and spare belts, it will be around $2500 total investment. Granted, I'm doing everything from a grass-roots approach so mine is taking a bunch more blood, sweat, and tears than most will endure.
Gunco Member #10
The "original" Boltcutter Rivet Squeezers:
Project Pink - the Pink and Blue AK-74:
I've got enough PKM cans/belts to last. MGS said 4 of the 250 rounders and by golly that's what they ended up sending me. MGS
Could always use a couple more extra 100 rndrs though.
Did I do that?
I think the word is AnalOriginally Posted by pirate56
Did I do that?
As I understand, the PK/Maxim belts are the same as the PKM. Cole Distributing has the 250 round belts. 35 ea, 3/100 or 10/300
I heard that too.As I understand, the PK/Maxim belts are the same as the PKM.
If you want I can get a pic with some measurements of a Maxim belt.


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Ten Duplex Cabins provide twenty individual units for rental located on a hillside overlooking Sardis Lake. Each unit has a full size kitchen with basic utensils for siz guests. All units have bathrooms with showers, fireplaces, grills and picnic tables. Bedding and towels are provided. One unit will accommodate the disabled with the wheelchair accessibility and restroom facilities. All units have central heating and air conditioning and provide a relaxing atmosphere.
ONE STYLE FEATURES - ONE STYLE FEATURES - One style features one queen bed in the bedroom and a full size bed in the kitchen sitting area with a door separating the two rooms.
OTHER STYLE FEATURES - Two Double beds located in the bedroom with the bathroom off from this room. The kitchen/sitting area is in the adjacent room.
Each kitchen is stocked with silverware, plates, bowls, glasses and mugs for six. In addition, there is a large and small pot, skillet, cookie sheet, coffee pot, can opener, ice trays, platter, spatula, serving bowl, dish detergent and microwave oven. All utensils should be washed and clean upon departure.
Bed linens, towels and wash cloths are provided. If additional supplies are required, contact the park office between 8:00am and 5:00pm.
Cabins are designed for family enjoyment only and will not be used for parties or entertaining. The park management has the authority to refuse cabin rental and to remove cabin guest who do not comply with park policies, rules and regulations without refund of unexpired rental fees. Guests will be responsible for damages to cabins or equipment. Cabins will not be rented to persons under the age of 21 and children may not be left unattended overnight.
Quiet Hours are from 10:00pm until 6:00 am.
Pets are not allowed in the Cabin area.
Anyone bringing a pet to cabin area will be asked to make other arrangements.


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Ontheminute.com Football Forum » The Rest » Will Becks regret Galaxy move?
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Do you believe David Beckham will regret his move to LA Galaxy?
Will he be able to rise the interest in football in the US?
Have your say!
He won't regret it. For all of the things that football fans say about the MLS, it is actually decently competitive, though perhaps lacking improvisation and flash, to a degree.
As for the Galaxy, they are a top class team which is, for some odd reason, playing like complete garbage this year. Luckily, unlike other countries, US leagues don't have any concept of "relegation", instead operating under a league-controlled "franchise" system, so he doesn't have to be worrying about dropping out of the top league.
When it comes to raising interest in football, however, I would have to say that, while he may still surprise us, there is little chance of him doing that single-handedly. Let me explain why I don't think so.
While we in America say that our national sport is baseball, the most popular sport is, with a fair degree of consistency, American football. However, I grew up in Chicago in the US during more or less the one time in recent history that that was not true.
When I was growing up, Basketball was, by far, the most popular sport in the US for one simple reason: Michael Jordan. Anyone who knows Jordan knows that he was famous not for his image or his off-court life, but solely for his game. Because he played for Chicago, I got to see him play live many times, and every time it was the same. He was consistently amazing, sometimes scoring more points than the rest of the team combined. He was so talented that, with Michael Jordan on the court, the game was literally all but decided. While basketball games now are usually decided by perhaps four points, kids when I grew up were used to seeing Chicago Bulls' games decided by point differences around twenty or more.
When Jordan stopped playing, you could feel basketball lose its glamor. It just wasn't the same anymore, not even close. I think that by the next season, basketball was no longer the most popular sport in the country, even though there were still plenty of talented and famous players in the association.
My point in telling this whole story is this: Americans are attracted not to famous athletes, but stunningly talented athletes. While Beckham is a big name and certainly has skill, he doesn't have the level of skill that could shift the entire country's attention over to a new sport. If MLS wants to capture mainstream America's devotion, then Beckham is not the player to bring in. The MLS needs to start bringing in extemely talented players who, like Ronaldinho or Robinho, are at their most entertaining ON the field, not off it.
so you believe Becks can make football a bigger sport in the US?
From what I have seen in recent years from US tv channels such as CNN, I feel like the sport have become more popular in the US, even before Becks talking about a move there.
I think that he can help, but I don't think he'll work any miracles.
What do you think can make football more popular in the US adnroy?


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Joshua J. McElwee
Joshua J. McElwee is NCR's Vatican correspondent. His reporting and feature writing have earned numerous awards [1] from the Catholic Press Association of the U.S. and Canada and have been featured in Vatican Insider, The Huffington Post, The Irish Catholic, The Official Catholic Directory (The Kenedy Directory), and other outlets.
He was awarded third-place for the Religion Newswriters Association's prize for Magazine Religion News Report of the Year in 2013 [2], for which he was also a finalist in 2012 [3]. He was also a finalist for that organization's 2013 award for Religion Feature Writer of the Year and 2014 award [4] for Multiple Media.
In 2014, the Catholic Press Association lauded a piece of his spiritual writing [5] following a trip to Assisi, Italy, saying it "conveyed the humble nature of St. Francis, and took us there."
A graduate of The Catholic University of America, McElwee has reported for NCR from the Philippines, Sri Lanka, Kenya, Japan, Germany, Italy and the Vatican. His e-mail address is firstname.lastname@example.com. Follow him on Twitter: @joshjmac [6].
[1] http://ncronline.org/node/57
[2] http://www.rna.org/?page=2013_contest_archive
[3] http://ncronline.org/node/36541
[4] http://www.rna.org/?page=ContestFinalists_14
[5] http://ncronline.org/node/68236
[6] http://twitter.com/joshjmac
[7] http://ncronline.org/authors/35379/feed


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Chattanooga Basketball Postgame Quotes
Eastern Kentucky at Chattanooga
McKenzie Arena - Chattanooga, Tenn.
Saturday - Dec. 8, 2012
Chattanooga Head Coach John Shulman
Thoughts on the game
"What Eastern Kentucky does got us completely out of our comfort zone, but the fight that we showed was pretty good. It is something to build on. We battled, fought, guarded and defended. They are a great basketball team. That's why they are 9-0 now, and we are a team that is kind of searching right now. If we play as hard as we did the last 12 minutes, we can find ourselves. No one said it was going to be easy. I knew it wasn't going to be easy, but they got us out of our comfort zone. That was good for them. They are a good, well coached basketball team. We're going to get better."
Thoughts on Chattanooga's offense against Eastern Kentucky
"This wasn't the championship game of the Southern Conference Tournament. We're not packing our stuff up after this game. We are a young basketball team just trying to find our way. You want your team to fight no matter what the score is, and we showed a lot of fight. If we had come out with that fight, it might have been a different basketball game. But we were down, didn't have a lot of confidence and were on our heels the whole time. This is something to build upon. I appreciate their effort. They are down. It isn't fun to lose, but they battled back."
Thoughts on Eastern Kentucky's defense
"Eastern Kentucky plays a completely different defensive style. We prepared for it, but we took the first couple of days and prepared for us. We don't play that style. No one plays that style. We took the last two days to try and prepare for it, but it is like preparing for an option football team. We can prepare for it all we want, but until we understand the speed of it, we won't be able to beat it. The speed of their defense got us early. We had just a horrendous start. We were rattled from the start. If you take the 9-0 start and the two 25-footers they make late in the shot clock out of the game, that's 15 points I would take back."
Thoughts on EKU's Glenn Cosey
"I thought Cosey was phenomenal. He is a great shooter. He is a junior college All-American. He is a shot maker. The one he shot late in the shot clock was over Ronrico White's hand from about 25 feet. We started the second half playing zone, and he is out of the zone area we are playing, and knocks in a 24-footer. If one of our guys shoots that, I am probably mad at them, but he made it. They are playing with a lot of confidence, also."
On finding their feet in the first half
"It took enough time to understand their defensive concept. You can watch it on tape and try to let your guys know about it, but they still have to go through it. You aren't able to make the routine passes that you normally make. You have to do other things and drive the ball. We're not great at driving the ball. We are better at running an offense and throwing it inside, and they made it very difficult because they pressured us so much. They made it very difficult to throw it inside, but that's what they do and who they are. I was most disappointed that we gave up some offensive rebounds that we didn't need to."
Thoughts moving forward
"I am a competitive guy, and we're just not being very successful right now. I'm not losing my patients. I love the effort our kids put out on the floor. They're just young kids. We played against a bunch of old guys, and we have a bunch of young guys. Am I shocked? No. Am I disappointed? Yes. Am I discouraged? No, but I am a competitive guy. If you've been coaching 28 or 29 years and been to two NCAA tournaments, you understand the taste. You want to stay up there, and it is my job to try to get our guys to that point."
Z. Mason, forward, junior
Thoughts on battling back after the slow start
"I feel like we picked it up a lot with the press. We got a lot of tipped passes, deflections and got some steals. It kind of got us going. It kind of put us in control of the game. I felt like the majority of the game we were letting them control what we did and dictate what plays we were running instead of us being in control of the game and setting the tempo."
On moving forward after the loss
"We just have come out better. We can't come out and turn the ball over like that. We can't run the wrong plays and have guys in different spots when we're supposed to be here. It's basically just coming out and executing. That's just what we have to do. We have to execute in the first half. It kind of hurt us in the end. The last 12 minutes we kind of stepped it up, but we have come out stronger than that at the beginning of the first half and set the tone at the beginning of the game."
On what the team has to do on defense
"We just had to focus more on boxing out. They came out, threw the first punch and they just kept attacking us. Finally, we decided to come out, fight back and work harder. They came out and played harder at the beginning. That's something, as a basketball team, we take pride in and we didn't execute that today."
On the quick EKU start
"We can't allow them to come out and jump on us like that. That's something we can't do and especially here at our home court. We have to come out, throw the first punch and execute all of our plays to help us at the beginning of the game. "
Ronrico White, guard, sophomore
Thoughts on the EKU defense
"They just got out wide in the passing lanes. They really weren't allowing anyone, any of the point guards, to enter on offense. They kind of took that away. Kind of forced me to penetrate and try to make plays. I really wasn't doing that at the beginning. I turned it over the first three times and I just can't do that."
On what changes he tried to make on offense
"The coaches just told me to start being aggressive by trying to get to the basket. I came back in, they ran a play for me and I got to the basket. I got there, I just didn't finish. They calmed me down. I got my head back together and they told me to play basketball."
Thoughts on the game's closing minutes
"The final 12 minutes were better. Probably better than any other stress we had other than Kansas. It felt good just getting after the ball, applying pressure and having a little success. We didn't win the game so we're really not that happy."


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Happy Thursday to all our faithful customers out there!
We'll start today with Tiger Woods. Tiger has been practicing to overhaul his swing, his third swing change in his career. However, it doesn't look like things are going too well for the ex-champion. His new coach Sean Foley filmed Tiger's new swings Wednesday morning during a practice that unfortunately produced staggeringly wayward shots. It doesn't look like Tiger's winning drought is going to end anytime soon.
Tiger hasn't been playing a lot either lately, and when he teed off Thursday in the Cadillac Championship at Doral, it was only his 10th competitive round of the year, an unusually low number with the Masters around the corner. And what's the reason? Family matters. Tiger says that being a divorced dad can be difficult, and that if you've ever been divorced and had kids, you'd understand. It just proves that his family life is developing along with his golf swing. Tiger is now fifth in the world, with Graeme McDowell in fourth, Luke Donald in third and Lee Westwood in second.
As for the golf world's new #1, Martin Kaymer celebrated his rise without ever leaving America.The 26-year-old German has a home in Scottsdale, Ariz., which is where he spent last week after his runner-up finish in the Match Play Championship that allowed him to replace Lee Westwood atop the ranking. His brother, a friend, and his father flew in from Germany to congratulate him. There's no better way to celebrate than a surprise reunion with loved ones.
The LPGA Tour has now signed a three-year deal with CME Group for it to be the title sponsor of the season-ending Titleholders tournament in Florida. CME has previously been involved with the LPGA Tour by hosting pro-am events and sponsoring the SolheimCup. The Title Sponsorship will be giving the LPGA a big boost in the sagging economy.
Miles Davis is taking over as executive director of the U.S Golf Association. The USGA announced Wednesday that it had selected Davis to be it's seventh executive director, replacing David Fay, who retired in December after 21 years in charge. Davis has been the senior director of rules and competition since 2005. Congratulations on your promotion, Mr. Davis!
And now, for a little bit of sad news. Another big name in the golf industry has passed away. Frank Chrikinian, the longtime golf producer for CBS has passed away at the age of 84 at his home last Friday. Chrikinian helped turn the Masters into one of the most watched events in sports television. The television pioneer, who died after a long bout with lung cancer, was elected into the World Golf Hall of Fame in the lifetime achievement category just last month after it first became widely known that he was undergoing cancer treatment .Knetgolf.com sends our condolences to the friends and family of Mr.Chrikinian
And that's it for today, hope you all have a lovely weekend.
Tee Off!
-The team at Knetgolf.com.


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Up to [DragonFly] / src / share / mk
Request diff between arbitrary revisions
Keyword substitution: kv
Default branch: MAIN
Remove ports and dfports specific include files.
Catch up with Perl version. Submitted-by: Andreas Hauser
("" < 3.4) always evaluates to true, which unconditionally undef'es USE_GCC.
Deal with "or later" notation of USE_GCC knob. Inspired-by: FreeBSD ports/Mk/bsd.gcc.mk,1.1
Refine USE_RC_SUBR / USE_RCORDER handling. The install-rc-script target should not be defined for bsd.pre.port.mk, since some ports define the variables after it. Another-bug-from: Erik P. Skaalerud <firstname.lastname@example.com>
Stop exporting OSVERSION variable to enviornment via .makeenv. This quiets a the warning that OSVERSION is from the commandline when ports calls make recursively. OSVERSION is only used by the make infrastructure, so anything that references that variable would get it from make's global scope, or would get it from a recursively called make which would have put it into the env since it is in MAKEFLAGS. Variables set in the command line and MAKEFLAGS are readonly, those variables are also exported into the enviornment of make. Nothing in the makefiles are able to modified thier values. (POSIX) This is compatible with .makeenv (soon to be .EXPORT:) o if variable does not exist create it and export it to the enviornment, as empty string. o if variable exists, export it to the enviornment with its value. o if variable that is exported is set after being exported, export its new value. o if variable is from command line or MAKEFLAGS do net change is value, or modify the enviornment. Emit a warning.
Provide correct PLIST_SUB value for batch scripts.
MFC 1.30. Fix issues with USE_RCORDER and USE_RC_SUBR which broke the mysql41-server port (and probably others). Submitted-by: Joerg Sonnenberger <email@example.com>
Don't just undefine USE_RC_SUBR, because it does define the list of rc scripts if it is defined and not YES. We didn't undefine USE_RCORDER, which pulled the rc_subr port in. Fix this by: (a) save the old value or USE_RCORDER and USE_RC_SUBR to _DF_*. (b) include the install-rc-script target from ports/Mk/bsd.port.mk, but use _DF_* for the variables in the actual code. (c) add _DF_* to the SUB_FILES list and add RC_SUBR to SUB_LIST. (d) undefine USE_RC_SUBR and USE_RCORDER afterwards. Problem-reported-by: Erik P. Skaalerud <firstname.lastname@example.com>
Use libc's getopt_long, I've been building and using ports for a while with this. Also move th USE_RC_SUBR check into the shared section, just in case we forget this for an override port.
Change default perl version to 5.8.6
Add a default for Perl 5.8.5 to override the default for system perl.
Support PORTDIRNAME and PKGORIGIN.
Don't print the override warning for package-name. Instead of trying to guess the PKGNAME, just ask the override port for it. *Warning*: incorrectly written override ports (using bsd.port.mk) might produce end-less loops. The old behaviour didn't correctly handle PORTSREVISION and PORTSEPOCH. Also provide PKGFILE.
Do not specify the -B option when executing the sub-make. In the BSD make, -B is a compatibility option to execute shell commands one per line. In GNU make (as of vers 3.80) -B is --always-make, which forces all targets to be made regardless of whether they are out of date or not. Since both GNU make and our make use MAKEFLAGS to pass build flags between invocations, -B gets propogated down the chain into the gnu make and blows everything to itsy bitsy little pieces.
Allow "make index" to actually by fixing lots of smaller glitches all over the (dfports) tree. - PORTSDIR must be kept for bsd.port.pre.mk, because it is used to include e.g. bsd.python.mk - The DFPORTS_WARNING change didn't work as intended and neither did the old version. We want be quiet about redirections if we have any of the special targets to process (like describe), which does include the output of the cd command. We also want to define the .BEGIN rule only once. This is now protected by the better named _DFPORTS_REDIRECT - Define another bunch of variables, normally provided by bsd.port.mk. This should fix the mysterious warnings encountered.
Fix a stupid fault in the last condition. The code should be skipped, if the variable DFPORTS_WARNING is already defined, not the other way around.
Don't define the .BEGIN with the override message twice for modules using bsd.port.pre.mk / bsd.port.post.mk. Pointed-out-by: YONETANI Tomokazu <email@example.com>
Override USE_GCC=3.4, we want to use our system compiler in that case.
Add some more hacks for dfport handling, to allow make index to mostly work.
Add a default for X_WINDOW_SYSTEM in the dfports override case. Reported-by: Adam K Kirchhoff <email@example.com>
Add DFOSVERSION for ports to check for DragonFly and allow them to handle it accordlingly. Submitted-by: Oliver Eikemeier <email@example.com>
Yet another hack for x11/xorg-clients.
Append necessary information to the package name for portupgrade(8) to work with DF port overrides. Submitted-by: YONETANI Tomokazu <firstname.lastname@example.com>
Fix a bug in bsd.port.mk that was causing 'make clean' to fail in some ports directories with mysterious symptoms like 'cd: can't cd to &&'. The problem was that the text of the DragonFly port override warning message was mistakenly being injected into the output of the '*-depends-list' targets. Although the message was being explicitly filtered out if the target was 'all-depends-list', the targets 'build-depends-list' and 'run-depends-list', exercised indirectly by 'make clean', still allowed it to slip through. Encountered-by: walt <firstname.lastname@example.com> and others Detective-work-by: walt <email@example.com> Patch-written-by: cpressey Approved-by: dillon
We have /etc/rc.subr, don't add the dependency
DFports cleanup part(1) This removes the redefinition of PORTSDIR to /usr/dfports. We use the normal /usr/ports and have a second variable DFPORTSDIR for DragonFly override ports. Also fix the warning about an undefined command when invocing make for an overriden port without specifying a target.
Certain port Makefiles expect variables like ARCH or HAVE_GNOME to be set and use them in .if's. This adds a default value for those currently use to fix parsing the main Makefile if bsd.port.pre.mk is used.
Cleanup the fix for dependency handling. This explicitly checks wether all-depends-list or package-depends-list is a target and drops the warning message for DragonFly override ports.
Don't use non-existing DragonFly override ports for ports using bsd.port.pre.mk. Don't print the DragonFly override warning while doing "make package-depends-list", since that breaks the dependency generation.
Add a dummy dependency for each target make(1) is called with when redirecting to dfports. Since make will bail out when a target is not known by dfports, this is safe.
Change the system name from 'FreeBSD' to 'DragonFly'. We are now officially DragonFly 1.0-CURRENT. The change is fairly straight forward but involves adding support for the 'DragonFly' OS type in various gnu contributed pieces (typically configure based), as well as compiler and BFD support for building GCC and friends (basically just copied the FreeBSD files for DragonFly). Additionally, hack the ports makefiles with UNAME_xxx environment variables so ports builds think its still a FreeBSD-4.8 system. Otherwise most of the ports will fail.
Make sure PORTSDIR is not in the environment when bootstrapping a DragonFly port from a FreeBSD port.
More hacks to support DragonFly port overrides. Deal with ports which use bsd.port.pre.mk and bsd.port.post.mk.
rename /usr/dports to /usr/dfports. Includes some CVS surgery.
Add bsd.dport.mk, which Makefile's in /usr/dports will use instead of bsd.port.mk. Modify bsd.port.mk to check for the existance of the same port in /usr/dports and, if found, to cd into the dport and run the target there. NOTE: /usr/bin/relpath is required (see /usr/src/usr.bin/relpath).
Add the DragonFly cvs id and perform general cleanups on cvs/rcs/sccs ids. Most ids have been removed from !lint sections and moved into comment sections.
import from FreeBSD RELENG_4 1.303.2.2


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Graduate Study in Education
Ithaca College offers two graduate programs in education, both designed to prepare academically-talented liberal arts graduates for careers as teachers.
Master's Degrees Offered:
- Master of Arts in Teaching (M.A.T.)
Initial certification for middle school and high school teaching, grades 7-12, in English, social studies, world languages (French and Spanish), mathematics, and sciences (biology, chemistry, and physics)
- Master of Science in Childhood Education (M.S.)
Initial certification for elementary school teaching, grades 1-6
Students are admitted in cohort groups each year and participate together in rigorous coursework and extensive field experiences. Both programs are full-time, one-year programs that begin in late May; just 12-13 months later, our graduates have earned their master's degrees and eligibility for certification.
The M.A.T. and M.S. programs are approved by and registered with the New York State Education Department -- and with certification reciprocity agreements with more than 30 other states and jurisdictions, our programs open doors to classrooms all over the country.


text:
This ministry meets every Tuesday at 9:00 a.m. in the Christian Life Center-F101. The ministry team makes home visits until around noon. Team members deliver CDs of the Worship Services, bulletins, devotional books and other information from our church. All visits include a time of prayer and encouragement.
This ministry provides personal contact to some of our most faithful members, who because of physical limitations, are unable to attend our services. These folks look forward to the weekly visits as a time of staying in touch with all that is happening in our church.
Please join us any Tuesday in the Christian Life Center at 9:00 a.m. We will connect you with one of our experienced team members to help you learn more about this ministry. You will receive a blessing as you become a blessing to others!


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My desk is a little less sloppy today, as it is that time of the fall I always dread: the end of football season.
Crestview closed out the regular season Friday against Niceville and Baker travels to Vernon this week as the Gators end the season on the road.
I am a football guy and, yes, a baseball guy as well. However, basketball was the first organized sport I played back in the winter of 1965-66.
Looking back some 47 years, it should have been obvious that I would one day gravitate toward the gridiron. While playing my first game in a church league in Memphis, Tenn., I intercepted a pass, stuck the basketball under my arm and headed down the court.
That was the day I learned what traveling is. If my memory serves me correctly, my Highland Heights Baptist team won that game 66-6, but my contribution was the pick and run on the travel.
To be honest, my baseball career didn't start much better. Again, I was playing for Highland Heights and I went to the plate for the first time and stood in the box for left-handed batters. My mom didn't realize I hit lefty and she yelled out. "You're standing on the wrong side of the plate."
It's a wonder my love for baseball didn't disappear on that red-faced day in the spring of 1966.
Baseball, basketball and football are the games that have shaped my life. Track helped get me in shape the year I ran to get myself ready for spring football. Running track also allows me to say that I competed in the same meets as Baker sprint legend Houston McTear.
But when all is said and done, I find myself longing for football or baseball season.
I love the sights, smells and sounds of football and baseball. I also love the first chilly temperatures in late fall as football winds down and the changing of seasons to spring as baseball gets going full speed.
I'm OK with the winter sports basketball and soccer. I do have more of a connection to basketball, though, as I played it when I was growing up.
My generation wasn't raised on soccer. That era preceded the soccer craze.
Now, I transition from fall sports to winter sports. Shortly after the first of the year, I'll start thinking about spring sports. And before you know it, May will be here and it will be time for spring football.
The cycle of a sports writer's life seems unchanging and, at times, unending.
The Class of 2013 was still in kindergarten when I started at the Northwest Florida Daily News in December of 2000. Now, they are all grown up and about to take on the world.
Graduation season is another time I dread as I bid farewell to the young men and women I've followed through the years.
Football season is winding down and sports seasons change, as do the seasons of life. We can all take comfort in knowing that hope does spring eternal with each new season.
Randy Dickson is the Crestview News Bulletin's sports editor. Email him at firstname.lastname@example.com, tweet him @BigRandle, or call 682-6524.


text:
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text:
Father Eric Has Lost His Marbles.Tuesday, September 10 2013
Victor calls Marlena to step up their plan, Kristen learns Daniel's still looking into Eric's illness, and Sami's trial continues.
At the rectory, Eric and Brady mope about being unable to attend Sami's closed trial. Eric flashes to sex in his hotel room and hems and haws before talking about the recurring dream he has had since he took ill. Brady thinks it's important to get to the bottom of his illness. Maybe Nicole saw something but hasn't put it together yet.
Nicole catches Kristen staring at the thumb drive in the park and demands to know what Kristen's up to. Kristen yells, "Mind your own business!" She says it's for work but Nicole isn't buying it. Father Matt interrupts with news about JJ's arrest and asks if Kristen can comfort Jenn. She runs off and he lets Nicole know Father Eric is obsessed with unanswered questions about his illness. They need to help him accept he may never get the answers.
Daniel signs off on Rafe leaving the hospital for his closed circuit testimony. Jordan leaves the room to get the van and Rafe worries it's not the same as being there in person but he needs to help Sami. He admits to Daniel that EJ asked him to lie on the stand but he isn't going to do that. They agree the best thing to do is to tell the truth. Jordan returns and hopes the stress doesn't affect his progress.
In court, Sami shakes her head as Kate takes the stand. Sami whispers to EJ that Kate would love to have her thrown away for life. DA Trask shows Kate the gun and Kate says she bought it for Sami as a joke - an engagement gift for protection from EJ. Trask isn't impressed. Kate shrugs. She has a dark sense of humor. Trask attempts to use the DiMera name to smear Sami's name so Justin puts a stop to it. The judge tells Trask she's on thin ice. Kate recalls events after the shooting when she ran into Rafe's room and says in the chaos, she didn't see a weapon. Trask seems pleased with herself. Justin establishes Kate's relationship with Rafe. She talks about making the mistake of telling Stefano about being Rafe's lover. Justin trips up Trask when he asks how much time elapsed from the moment Stefano knew about the affair and the moment Sami used the gun to shoot Bernardi in order to keep him from killing Kate's lover. Trask jumps up and objects vehemently but suddenly pauses and withdraws her objection. EJ grins and tells Sami Trask was about to suggest they've not established a link between Stefano and Bernardi. It was a creative way for them to introduce the money in Timmy's account as evidence. Trask cross examines Kate. Has Sami used a gun before? Kate says she shot Alan Harris years ago but when asked if Sami has used a gun recently, Kate hesitates and stammers. She calls it hearsay but was told by Nick Fallon, a 'very unreliable source', that Sami threatened him with a gun. Kate's asked to step down. They take a break and Justin is incensed. "Try not to pull a gun on anyone else before I get back," he says and leaves. Sami confronts EJ about the money in Timmy's account and assumes it's true when he doesn't cop to it. She worries it'll backfire. EJ has it all under control. Jordan wheels Rafe into the room and he's sworn in.
Victor stops by the hospital and talks to Daniel about JJ's arrest and how he wants to see Dan as happy as he is with Maggie.
From home, Daniel looks puzzled over Eric's blood test results. Kristen arrives and Daniel fills her in on how Jenn's doing and that JJ may be charged with a felony. She gasps and worries. A loud noise comes from the bedroom which sounds like someone rattling a cage and Daniel sets down the blood test results in plain sight while he goes to get Parker. They return and Parker needs a snack. Kristen jokingly suggests broccoli. Parker grins. Kristen wants his opinion on two fertility specialists she'd like to consult. She spots the test results for Eric and Dan says he's fine. She leaves to find Jennifer and outside, knows what Daniel's up to.
Brady arrives home and apologizes to Victor for not telling him... Victor says, "You're engaged. Secrets don't last long in this town." Victor shakes his hand in congratulations. Brady says he's "kicking it old school," doing pre-cana conferences and such. Victor starts to laugh, surprised he and Kristen are marrying in a church. Brady thinks if Eric can see they belong together everyone else will follow suit. Victor's face freezes in shock. Long moments go by and Brady takes a business call so Victor calls Marlena to tell her what's going on. "Father Eric has lost his marbles." They need to get together!
Nicole goes to the rectory with an apology for Eric. He has questions about the night he was sick and she came to his rescue. She has nothing new to report and tells him to accept that. She leaves for a meeting and Eric muses that it doesn't start for an hour.
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Salem Spoilers for the next Days Of Our Lives:
Rafe testifies at Sami's trial.
Sami sends EJ a special message.
Maggie wonders if Nick is still in love with Gabi.
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In this articulation program, an interested student can complete
the Doctor of Podiatric Medicine (DPM) degree in seven years. Mount
Saint Mary College offers a 3+4 collaboration program in Podiatry
in conjunction with the New York College of Podiatric Medicine
The student completes the core requirements for a Bachelor of
Arts in Biology at the Mount in three years. After four years of
professional studies at NYCPM, the student earns a Doctor of
Podiatric Medicine (DPM) degree. After the successful completion of
the first year of professional studies, 30 credits of course work
will be transferred to the Mount, who will award the student a
Bachelor of Arts in Biology.
Opportunities outside of the classroom. You
could be a student rep at division meetings, an officer in the
Biology and Chemistry honor societies, or participate with the
American Chemical Society student affiliate chapter on campus.
Students organize speakers, museum tours, hiking trips, campus
activities like faculty vs. student quiz bowl, and science night
for elementary school students.
A strong peer group. Biology majors quickly
become a part of the science community at the Mount. Students who
have majors within the Division of Natural Science take their math
and science classes together and quickly form study groups,
supporting one another in their courses.
Peer tutoring. Science majors work together
toward a successful college career as upper-classmen serve as peer
tutors, and all students have the opportunity to get help to
support their learning efforts. Tutoring can provide you with
income, but it will also help you to build your resume and
strengthen your knowledge base.
Research. All full-time faculty members have
PhD degrees in a variety of different fields and can offer you the
opportunity to develop a research project which will help you to
apply your coursework to real problems. A research project will
enhance your knowledge and ability to integrate your learning and
will impress graduate schools and future employers.
Learning science as a process. Many of our
laboratory courses use inquiry-based collaborative learning to
introduce students to the process of science and give you an idea
of what scientific research is all about.
Mentoring. All science students are assigned a
full-time faculty advisor to help you explore career options, plan
your course schedule and follow your academic progress. New
freshmen are assigned a "science sibling" before coming to campus
so that they have the opportunity to ask questions of an
upperclassman student to student.
The student interested in the 3+4 Podiatry program spends three
years at Mount Saint Mary College and four years at the New York
College of Podiatry. To enroll in the program, the student must
fulfill the entrance requirements as listed below.
The student must:
After acceptance into the program, the student must:
*The student may also prepare for acceptance to any school of
podiatry by meeting the student responsibilities as outlined for
the pre-professional programs.
Podiatry is a health care profession that involves a variety of
activities related to patient care. The Doctor of Podiatric
Medicine (DPM) performs surgical procedures that include removal of
heel spurs and soft tissue masses as well as bunion and hammer toe
corrections. Primary podiatric care usually involves corns,
calluses, and ingrown toenail problems. However, the podiatrist
also performs physical exams, cultures, blood testing, and
urinalysis. There are a number of specialty areas related to
different clinical problems.
Podiatric medicine relates to treatment of infections and skin
conditions of the foot, sprains, and arthritis, early diagnosis of
diabetes, and other systemic conditions. Podiatry or Orthopedics is
concerned with deformities of bones, muscles, tendons, and
ligaments. Biomechanical problems can result in specialty areas of
sports medicine if related to athletes and pediatrics if related to
infants through adolescence. The podiatrist also utilizes
radiological analysis to study the structural condition of the
Students who choose this option can easily switch their major to
a Biology major without any change in course requirements that
would keep them from graduating in four years.
The projected 2004-2014 national employment outlook predicts a
25.8% increase in jobs for healthcare practitioners and those in
technical occupations. The occupational outlook for New York State
from 2004-2014 predicts a 6.4% increase in jobs in podiatry.
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text:
Terri Lynn Doss >> See More Playmates
Galleries in Full HD!
Galleries in Full HD!
NAME: Terri Lynn Doss BIRTHPLACE: Chicago, Illinois USA BUST: 36" C WAIST: 22" HIPS: 32" HEIGHT: 5' 6 1/2" WEIGHT: 109 lbs AMBITIONS: To become a better actress and always to be happy, healthy and in love. TURN-ONS: '69 Camaros, Harleys, rainy days, sunshine...
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text:
Setback of the iSuperClones: HTC Touch HD NOT Coming to the US?
WMExperts just relayed the following: looks like HTC won't be releasing the Touch HD in the US. What kind of illogical, inexplicable, incomprehensible BS is this?
sad news, US. we looked into it- by the time we could bring Touch HD to the states, it would be old news. we do have other cool stuff coming
Shenanigans, we call! They have like 37 other Touch sub-brands landing on earth (and who knows what other planets!), and this was the one device we hoped would really push Apple -- in its biggest market -- to ramp up the screen size and media playback abilities of the iPhone for rev 3.
Memo to HTC brain-trust: next time build a world phone from the get go, b'okay?
Now excuse us as we go talk Dieter out of burning his Diamond in protest...
Have something to say about this story? Leave a comment! Need help with something else? Ask in our forums!
Reader comments
Setback of the iSuperClones: HTC Touch HD NOT Coming to the US?
Wow, now that's sad!
That sadness also works for the thousands of AT&T customers still waiting to get their hands on the BlackBerry Bold.
Up until this announcement I was praising HTC now I am cursing them :( The World's Biggest sell phone market, is locked out of the worlds most promising phone. What the hell were they thing?? Is their target market for selling these phones Switzerland? Now there's a hot cell phone market.
have you actually watched the videos about this phone? I don't get the big deal with it. The ui was still scroll laggy. And im talking about the first official review that the germans did on the thing. Other than the screen really what was so special? Still the iphone ui is unbeatable. lets not forget multitouch. Who wants to press the phone like his smashed up NES controller. Let the hey apple fanboy comments begin. BTW the only apple product ive ever owned is the iphone 3g, i really hate apple. Minus Shuffle puck.
Multitouch?? what's the big deal about Multitouch? .. I don't have an IPhone but I have an Ipod touch .. I 've used my friends Iphone to browse the Web.. MULTITOUCH IS ANNOYING to zoom in and out.. you accidentally press links that you don't want to ..and you have to wait for the slow AT and T 3g network to load so you can go back and try to zoom in again... .
Certain Iphone innovations are great.. but MULTITOUCH IS STUPID .. thanks... I"m just tired of ppl asking if this phone or that phone got multitouch .. my response is usually I"m glad it doesn't..
That's not what I heard from my internal sources at Sprint Corporate. I am quoting January 09' on Sprint. Just watch and see...
How could you hate Multi touch? it's amazing??
it's impossible for me to count how many times i've used it for web zooming in and out and also pictures.
if you're accidently pressing stuff you don't need to then i think you need to learn how to web surf.
Honestly multi touch alone is a huge feature for me. Well.. of course i web surf a lot.
Just passing by here, but I thought I'd ask why HTC's devices are being called iClones? HTC came up with the idea of a touchphone first (the HTC Touch). The iPhone came out very soon after, so both Apple and HTC seem to have had the same idea, independently. Of course, similar devices made by other companies are iClones and/or TouchClones in my opinion.
The HTC Touch HD is an amazing phone, weve had it in the office, its due for release tomorrow actually, friday the 14th... www.mobiles.co.uk
Hey dont worry guys !! this mobile is so amazing and great that i would move to UK to use it !
HTC have done so well in creating this mobile. I think this is a new revolution in touch screen mobiles and HTC just keep getting better and better. i read this blog also and i found out quite alot of info i didnt know courtesy of mobiles.co.uk
screw htc I am not going to buy anything from them in a long time and will get a Iphone because of this BS.
Bit of a bizarre decision isn't it!
what a great disappointment… was really looking forward to it..thanks for providing great information.The ui was still scroll laggy. And im talking about the first official review that the germans did on the thing. Other than the screen really what was so special? Still the iphone ui is unbeatable.UI is EVERYTHING! And the iPhone still takes the cake.


text:
Men's Basketball Beats Waynesburg
Conference Play About to Begin
- Release Date:
- December 2, 2010
- Contact:
- The Office of Sports Information
- (716) 649-7900 ext. 333
Waynesburg, PA – The Hilbert College men's basketball team evened up their record at .500 with their 80-72 non-conference road win against Waynesburg University December 1. After both teams were tied 38-38 at halftime, the Hawks out-scored the Yellow Jackets 42-34 over the final 20 minutes of competition to move to a 3-3 overall record. Keon Rembert (Bennetsville, SC/Archbishop Walsh) put together another double-double with game highs in points (21) and rebounds (13) for Hilbert.
With 10 minutes left in the game, Hilbert took the lead and never relinquished control. Waynesburg kept their deficit to just a single score for the next 6 minutes as the Hawks went 6 for 11 from the charity strip during that time frame. A thunderous dunk from 6-7 Rembert put the Hawks ahead 68-63 with 3:50 showing on the clock. The two-handed flush was part of a 7-0 run that moved the visitors to 72-63 and seemed to take the wind out of the home team.
Rembert had help along the way from freshman point guard CJ Hodge (Rochester, NY/Gates Chili) who directed the squad during his 36 minutes of action shooting 4 for 6 from the floor (2-3 behind the arc) while passing for 3 assists. Sophomore Roman Brown (Buffalo, NY/South Park) chipped in his second double-double with 14 points and 10 rebounds while junior Chris Hoak (Hamburg, NY/St. Francis) was a perfect 3-3 from the arc earning 9 points. Though it came in a losing effort, Waynesburg got a solid performance from junior forward Lou Galante, who tied for the team lead with 17 points and added eight rebounds to his night.
The Hawks have one more non-conference game (December 17 - Nazareth) left on their schedule but they now must focus on their Allegheny Mountain Collegiate Conference league opponents. The first test will be Saturday, December 4th when they host La Roche College in a 4 pm start. The Red Hawks bring a 5-1 record (1-0 AMCC) to town having just beaten Mount Aloysius College by 4 points Dec. 1. They are lead offensively by senior guard Nate Wojciechowski with 14 ppg.
Hilbert College, located in suburban Hamburg, N.Y., south of Buffalo, is a private four-year college founded in 1957 in the Catholic Franciscan tradition. With nearly 1,100 students, Hilbert is a dynamic Western New York college that offers career-focused majors, including one of the top criminal justice programs in the region, and more than 50 minors and concentrations. The college's engaging, student-centered campus community offers numerous leadership, internship, and service learning opportunities from which students launch successful careers while making positive changes in their communities. The Hilbert Blueprint promotes a well-rounded student experience over four years – starting with the Foundations Seminar in the freshman year, followed by Sophomore Service, Junior Symposium, and culminating with the Senior Capstone. Hilbert has expanded its academic offerings with the college's first graduate programs and new Accelerated Degree Programs geared to adult learners.
Upcoming Events
- First Year Student Orientation
- Aug 14, 2015
- Summer Session A2 Ends
- Aug 21, 2015
- First Year Student Orientation
- Aug 28, 2015