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How Do My Students Think: Diagnosing Student Thinking
Students do not come to school as blank slates to be filled with instruction. Rather, they come to school with considerable knowledge, some correct and some not. Either way, that knowledge is based on intuition, everyday experience, as well as what they have been taught in other settings.
Teachers and researchers generally refer to pre-instructional knowledge as preconceptions. Since a considerable amount of our knowledge is organized by subject matter (mathematics, science, etc.), so too are our preconceptions. Before beginning instruction on any new topic, teachers need to know their students' preconceptions because learning, and therefore instruction itself, varies depending on whether preconceptions agree with the concepts being taught or contradict those concepts.
Student preconceptions, when consistent with concepts in the assigned curriculum, are called anchoring conceptions. Learning, in such cases, is much easier. It becomes a matter of conceptual growth, enrichment, or adding to student knowledge. More often, teachers find themselves teaching concepts that are difficult for their students to learn because students' preconceptions are inconsistent with the concepts being taught. In these cases, preconceptions are termed alternative conceptions or misconceptions.
There are several reasons that teachers need to figure out students' preconceptions before they begin instruction on a new topic. First, learning and teaching vary considerably, depending on whether the teacher is confronting alternative (misconceptions) or correct (anchoring) conceptions about the concepts or theories to be taught. Second, any pre-assessment of student academic skills and student knowledge may not accurately reflect actual pupil skill and knowledge. In addition, student learning and achievement can increase when teachers better understand their students' thinking about a concept. Though misconceptions generally pose obstacles to learning, they also offer some value to the learning experience. They are evidence of previous content coverage and interest and represent a starting point, though a challenging one, from which to teach new material. Furthermore, when teachers listen to and comprehend student thinking, it can expand their understanding of the subject matter, change their beliefs on how to teach, modify their practices and contribute to their professional growth.
The first phase of instruction should be "diagnostic." Teachers should employ diagnostic techniques not only to find out what students know or understand about a topic (preconceptions), but also to find out about other aspects of student thinking. These include student learning processes, those things that are either hard or easy for students to grasp, and the errors that students commonly make (see Marks, 1990, for further discussion). The problem is that even when teachers are interested in diagnosing student ideas and responses, they often use inappropriate methods to do so (Morrison & Lederman, 2003). Therefore, recommended diagnostic teaching practices — "Dos" — are provided in this module.
Strategies teachers can use prior to instruction to determine what knowledge (correct or incorrect) students have about concepts or theories to be taught
Conduct quizzes (pretests).
Try to learn how students are going about solving problems or arriving at their answers. Knowing the ideas and/or strategies that students are using to arrive at an answer (whether the answer is right or wrong) can be very informative for the purposes of making instruction more effective.
Encourage your students to ask questions and then examine the content of those questions.
Ask students to define major concepts, then analyze their definitions for errors in logic or strategy (the rule) that are causing the students to make mistakes.
Use the technique of "differential diagnosis": Make at least two hypotheses about what students might be thinking, and then choose or create problems that can separate between them. According to Brown and Burton (1978), this approach avoids the problem of focusing too quickly on one hypothesis and then generating problems that confirm the hypothesis.
Use the technique of difficulty factors assessment (DFA) (see Rittle-Johnson & Koedinger, 2005) to identify which features of a problem are either causing student difficulty or facilitating student learning.
Present problems to students to students in which you systematically vary important features of the problem (Brown & Burton, 1978).
Consider how a student's culture and dialect may impact how they answer questions and evaluate whether they are understanding the content, but just expressing it differently (Delpit, 2006).
Strategies 9-15 are designed to analyze student thinking in ways that are not dependent on their language and verbal skills. These approaches should be considered for evaluating students whose verbal skills are not strong:
Provide common misconceptions among the answer choices on a quiz (i.e., multiple choice) or in response to classroom questions.
Give "implicit-confidence" tests. These tests involve a simple modification of the traditional multiple choice test. (See Klymkowsky, Taylor, Spindler, & Garvin-Doxas, 2006).
Administer questionnaires in specific subject matter areas in order to identify whether a misconception is unique to a particular context or is due to a problem with general reasoning or language.
Administer a categorization/sorting task.
Have students model (draw or use props) their solutions (Bright, 1996) to a problem and analyze their models for pattern or strategy errors.
Use student memory/recall of problems and definitions as a window into their thinking.
When using an alternative assessment, be sure that it is measuring what you are hoping to gauge from the student. For example, if you have a student build a boat out of foil to demonstrate an understanding of buoyancy, they may still understand the concept/(buoyancy), but struggle at building model boats.
Do not jump too quickly to one hypothesis about student thinking processes or reasoning. Prematurely focusing on one hypothesis about what a student may be thinking can cause you to be unaware of competing hypotheses that may provide a better explanation (Brown & Burton, 1978).
Do not stick with or lock onto only one type of response behavior a student may display. Vary problem features to determine whether the same response behavior is displayed under different problem conditions.
Do not make a diagnosis about students' logic, reasoning or thinking processes on the basis of their performance on one problem or one kind of problem.
When probing students' understanding, try to avoid asking only general, open-ended questions. And don't stop probing after asking one question. Follow-up questions can reveal the source of a misconception, or an error in reasoning or strategy selection. Follow-up questions are also important when a student gives the right answer. Remember that faulty thinking can occasionally lead to correct answers.
Do not offer unmerited praise for students who are underperforming due to low initial ability at a task. Though your intention may be noble, this can lower the instinctive expectations of these students if they believe you only feel they can do minimal work (Rattan, Good, & Dweck, 2012).
How to use information gathered from pre-instruction quizzes
Analyzing responses to pretest questions can provide you with a good understanding of what your students are thinking:
- Analyze correct responses.
- Analyze errors by looking for patterns. Patterns can reveal the thinking (or rules) that students use that lead them to their mistakes.
Assessing how students are arriving at their answers
Information on student strategies can be gleaned in several ways:
Use students' own verbal self reports.
Analyze students' overt behavior, such as their written work (Rittle-Johnson & Koedinger, 2005; Rittle-Johnson & Siegler, 1999) and journal writing (Vacc & Bright, 1999).
Ask questions — there is a relationship between good teacher questioning skills and student thinking (Moyer & Milewicz, 2002). Good questioning is a skill. When the purpose of questioning is making informed instructional decisions, teachers should interpret students' responses to determine what students know, rather than whether or not their answers match the expected responses (Vacc & Bright, 1999). Data show that pre-service teachers may not be using competent questioning techniques (Moyer & Milewicz, 2002; Ralph, 1999a, 1999b). Moreover, even in-service teachers may rely too heavily on recall-level questions (Morrison & Lederman, 2003).
students about the problems they solve to determine Interviewhow they arrived at their answers (See Bright, 1996; Ginsburg, 1997; Ginsburg, Jacobs, & Lopez, 1998, Ginsburg & Pappas, 2004; Moyer & Milewicz, 2002).
Evaluate the probability that students may have misconceptions through measures like the Scaling Individuals and Classifying Misconceptions (SICM) model and use that feedback as a basis for tailoring instruction to their needs (Bradshaw & Templin, 2014).
Facilitate class discussions designed to elicit student misconceptions, challenge inaccuracies and emphasize a correct conceptual framework throughout instruction (Andrews, Kalinowski, & Leonard, 2011).
From Ralph (1999a, 1999b) and cited in Moyer & Milewicz (2002)
Prepare important questions ahead of time.
Deliver questions clearly and concisely.
Pose questions that stimulate thinking.
Provide children with enough time to think about and prepare their answers.
Avoid asking questions that require one-word answers.
From Vacc & Bright (1999)
Ask questions that require critical thinking (e.g., ask students to compare different solution strategies).
Ask probing questions that refer specifically to what a student says, does or thinks in order to gain further information about students' solution strategies (e.g., "How did you know how many nickels and how many pennies to put down?").
Ask followup questions for both incorrect answers and correct answers.
From Cohen, Steele, & Ross (1999)
- Follow up answers with constructive feedback that communicates high expectation that a student will be able to master the material being questioned if they do not yet understand it.
You might begin an interview with open-ended questions that get students to examine and justify their answers:
- How did you figure that out?
- What were you thinking when you got that answer?
- How would you explain to another student how you got your answer?
- Can you give me another example to explain what you mean?
Then move to more focused or specific questions:
- What was the first thing you thought of?
- What did you do next?
- Did you have any pictures in your head as you worked through that part of the problem?
If students are having difficulty verbally expressing their ideas, you can also use more "recognition questions." For these questions, the student does not have to produce the content, but rather the content is put into the question and the student need only respond to it in some way.
Examples of recognition questions
Did you use the procedure of [X] or did you do use the procedure of [Y] to solve the problem?
From Moyer and Milewicz (2002):
Use the probing with follow-up technique, where a variety of question types are used to further investigate the child's answers. This includes questioning both correct and incorrect responses, and use of specific questioning.
If only incorrect responses are probed with follow-up questions, the child misses out on the opportunity to articulate and defend the methods used to arrive at accurate solutions. Moreover, probing only incorrect responses assumes that if the child provided the correct answer, he or she must understand the concept. This is not always true. Children can arrive at a correct answer through faulty reasoning or partial understanding of a concept. Specific questions are tailored to individual responses and can be better able to get at student thinking than are more general, open-ended questions.
Things to avoid in a diagnostic interview (from Moyer & Milewicz, 2002)
Avoid "check listing" in the interview. With check listing the teacher proceeds from one question to the next on the interview protocol, relying on a script and paying little attention to the student's responses. Check listing usually does not include follow-up questions, but does involve the use of verbal checkmarks (the specific and repetitive use of one- or two-word verbalizations, such as "OK," "Right," or "Good Job.") These verbal checkmarks say to students that they no longer need to continue thinking about the question, because their answers were complete and "checked-off" on the list.
Avoid instructing when you should be assessing. Instructing includes asking leading questions and providing hints about the answer. The use of leading questions can result in a guessing game in which the student concentrates more on figuring out what the interviewer is thinking than on explaining his/her own thinking. Instructing also means that the questioning itself is halted while the concept is retaught.
In his 2012 book, "How Children Succeed," Paul Tough discusses the concept of "confirmation bias" as it relates to chess. It involves, in this context, a player prioritizing a particular move as being the path to ultimate victory and therefore ignoring potential pitfalls during a game. There are clear disadvantages to this tendency, as it can lead a player to disregard other more profitable and appropriate moves and perhaps impede their chances of success. However, there is some conceivable benefit to this bias. Having a preconception of some perceived advantageous move allows the player to navigate a match with more confidence than he or she might otherwise have possessed. That confidence can aid in bolstering their performance. In this way, the confirmation bias is both a detriment and a benefit.
The same premise could apply in the classroom with students who come in with preconceptions that are perhaps inaccurate. Though it may take some work to intervene with these students to help them relearn information in a more accurate way, it is important to consider that this prior knowledge and experience may be strengthening their starting point, from a socioemotional perspective, as they approach your class.
Difficulty factors assessment is a way to identify which features of a problem are either causing students difficulty or facilitating their learning. In DFA, target factors are systematically varied and crossed with other problem features, leading to multiple versions of the problem).
DFA example (taken from Rittle-Johnson & Koedinger, 2005)
For example, in the case of math, to find out whether a story (word problem) context makes it easier or harder for students to solve a particular kind of math problem, one version of the assessment might ask children to add 1/2 + 2/3 in the context of a story, and to add 3/4 + 1/7 without a story. The format of these two questions would vary only the presence or absence of a story. A second version of the assessment would do the opposite: add 3/4 + 1/7 in the context of a story and 1/2 + 2/3 without a story.
Examining student responses across the two versions of the problem provides estimates of student accuracy when a problem is or is not embedded in a story context, and these estimates are not confounded by potential differences in the difficulty of the numbers used.
You can also use DFA to analyze students' errors and the strategies they use to see how each factor affects problem solving.
Varying systematic features of problems will enable you to be more certain of what is really underlying student performance and avoid locking onto only one type of behavior (Brown & Burton, 1978).
Brown & Burton (1978) gave a student teacher the following:
Problem A
19 + 9 = 199
After which the student teacher generated the following problems and concluded that the misconception (bug) was to "write the bottom digit after the top number."
|Problem B
|Problem C
However, this hypothesis failed when the student was given his first test problem (which differed in format from all the others in not having a shorter/smaller bottom digit):
8 + 12 =
To which the student responded with 812 as the answer.
However, the student teacher had the wrong idea as to the misconception (bug). The actual misconception is that "single digit operands are linked onto the end of the other operand." Hence, the misconception answer to this last problem would be 128. By presenting examples with only a shorter bottom digit, the student teacher had obtained what seemed to be confirming evidence of his hypothesis. Hence, vary the problem when trying to uncover what students are really thinking.
In quizzing, include misconceptions among wrong answer options. In this way, students who may not be able to articulate their misconceptions are likely to choose them as the "correct" answer.
Tests called two-dimensional tests (TDTs) are designed to determine student's uncertainty or confidence in their answers (see Klymkowsky et al., 2006). There are two versions of these confidence-based TDTs: implicit and self-assessed (also called explicit). See Figure 1 (taken from Klymkowsky et al., 2006).
With the self-assessed TDT, students indicate their level of confidence as a separate response.
With an implicit TDT, student confidence is embedded in a single response. Students are told that only one answer is correct. However, they are given the option to hedge their response. For example, if students are uncertain as to whether the correct answer is "A" or "B," they can pick "A or B," and so on. Students can also indicate that they have "no idea" what is the correct choice.
Implicit tests have an advantage over explicit (self-assessed) tests because students do not have to assess their own confidence level; the answer choice they select contains this information.
When designed correctly, a TDT test can provide teachers with very useful information. If incorrect answers (called distracters) state commonly held misconceptions, and a large percentage of students answer wrongly (but confidently), this indicates that students are still clinging to their misconceptions even after instruction. If this happens, or if many students answer "No Idea," teachers may need to reevaluate their approach to presenting the material. But, if a majority of the students taking the test are confidently correct, then it is likely the teacher presented the concept effectively.
This kind of test is especially effective when used as a pre-assessment to reveal the percentage of students that hold misconceptions common to the topic being introduced.
Force and motion
It is well known that students have many misconceptions when it comes to the study of force and motion. A multiple choice test known as the "Force Concept Inventory (FCI)" has been developed to probe those misconceptions in high school and college students (see Savinainen & Scott, 2002). (Teachers may download the FCI online. Please note, that you will need to contact the author, David Koch, in order to receive a password to access the questionnaire.)
In addition, an open-ended instrument, known as the "Views of Nature of Science (VNOS)" questionnaire, has been developed for K-12 students to assess learners' conceptions of science (see Lederman, Abd-El-Khalick, Bell, & Schwartz, 2002). VNOS addresses conceptions and misconceptions that students can have about what science is and what scientists do.
Shape of the earth
Students also have misconceptions about the shape of the earth. Vosniadou and Brewer (1992) (PDF, 3.38MB) have developed a protocol for identifying students' mental models of the earth. In addition, Hayes, Goodhew, Heit and Gillan (2003) have such a protocol adapted from Vosniadou and Brewer (1992).
In this activity, the teacher presents to students model objects (or pictures of objects) to sort into different categories. The instructions are: "Put the things together that go together," or "Put the things that are alike (or "the same kind of thing") together."
For example, you can present a collection of pictures consisting of a mix of 10-20 exemplars and non-exemplars of a particular concept and ask students to sort the pictures into categories (e.g., living thing, animal). (See Stovall & Nesbit, 2003). In this way, you can see what principle each student is using as they group the pictures. (This in turn reveals the students' understanding of the concept).
For example, McNeil & Alibali (2005) showed students the following equation for five seconds and told them to memorize it, but not solve it:
7 + 4 + 5 = 7 + __
Later, when they were asked to recall the problem, many students wrote the following:
7+ 4 + 5 + 7 = __
This revealed that many students were following the arithmetic pattern of "operations = answer," and not understanding the concept of equivalence (the real meaning of the equal sign). The correct view of the equal sign is a symbol of equivalence. It is the "relational" view of the equal sign as a symbol that denotes a relationship between two quantities.
Diagnosing students' prior (pre-instructional) knowledge is critical to successful teaching for several reasons.
- Teachers often think that their students know more than they really know (Diakidoy & Iordanou, 2003; Eckert, Dunn, Codding, Begeny, & Kleinmann, 2006).
- Teaching has a greater chance of leading to learning when strategies are informed by students' current understandings of the concepts and theories being taught (e.g., Carpenter, Fennema, Peterson, Chiang, & Loef, 1989; Fennema et al., 1996).
- Student learning does not occur in a vacuum. Students do not come to school as empty vessels, but rather come with considerable pre-instructional knowledge related to the topics taught in school. Learning builds on and is related to this prior knowledge (Bransford, Brown, & Cocking, 2000; Gelman & Lucariello, 2002; Piaget 1926, 1930, 1951, 1952, 1954; Piaget & Inhelder, 1969; Resnick, 1983). We all interpret new information in terms of our current knowledge.
Student pre-instructional knowledge is based on intuitions, everyday experiences, and/or what they have been taught in other contexts. Such pre-instructional knowledge is generally referred to as preconceptions. Since most knowledge is organized into domains such as mathematics, science, art, history, etc., it's not surprising that preconceptions are organized the same way.
The selection of an appropriate teaching strategy depends on whether a preconception is an anchoring conception or a misconception ("alternative conception" or "intuitive theory"). When students' preconceptions are consistent with the concepts being taught, these preconceptions are termed anchoring conceptions. In this case, the students' prior knowledge does not interfere with learning, but instead becomes the base onto which the learner can build new knowledge. When an anchoring concept is present, learners link new information to what they already know and learning becomes a matter of conceptual growth or assimilation. (Piaget 1926, 1930, 1951, 1952, 1954; Piaget and Inhelder, 1969; Resnick, 1983).
However, when students' preconceptions are inconsistent with, and even contradictory to concepts in the curriculum, they are termed alternative conceptions or misconceptions. These misconceptions interfere with learning for several reasons.
- Students use their prior knowledge to interpret new experiences. If the prior knowledge is incorrect the interpretation of a new but related concept is likely to be incorrect.
- Misconceptions can be entrenched and tend to be very resistant to instruction (Brewer & Chinn, 1991). This happens because, learning, in such cases, is not simply a matter of adding to the students' knowledge. Rather, it is a matter of radically reorganizing or replacing the students' knowledge.
- If new information that students hear is incongruent with what they already believe to be true, they may disregard it entirely and learn nothing in class (Sewell, 2002). Conceptual change or accommodation has to occur before learning can happen (Carey, 1985, 1986; Posner, Strike, Hewson, & Gertzog, 1982; Strike & Posner, 1985, 1992). It is the teacher's job to bring about this conceptual change.
The fact that students have alternative conceptions (misconceptions) means that, in many cases, the errors they make are not random. Rather, student errors can reveal a world of systematic misconceptions that can be commonly held (Brown & Burton, 1978). To be able to make sense of student errors, and uncover their underlying causes, teachers must know what students are thinking.
Alternative conceptions (misconceptions) are quite common in both children and adults for a couple of reasons. As we look for meaning and try to understand our experiences, it is only natural that not all the ideas we develop are correct. Moreover, some concepts/theories in different content areas are counter-intuitive and can be very difficult to grasp. This makes our understanding of them flawed or incomplete.
Do all students hold preconceptions?
Yes, all students come to school knowing a lot about many of the topics on which they will be instructed. Some of their knowledge is correct ("anchoring conceptions"), while some is erroneous ("misconceptions"). And, it's not only students; adults (including teachers) bring preconceptions with them from many domains of knowledge.
Are misconceptions common?
Yes, they are. It is normal for both children and adults to have misconceptions. Therefore, before instruction on a new topic begins, it is important for teachers to find out what ideas their students have about the topic.
Are there typical misconceptions that occur for different subject areas?
Yes. Although some misconceptions are unique to individuals, most misconceptions that students experience in different subject matter areas are typical misconceptions, that is, ones that are subject specific and also common to many students. It is especially important for teachers to become familiar with the misconceptions that students commonly hold in the subjects they teach. This knowledge is critical to providing efficient and effective instruction.
Are some students more likely to adjust preconceptions than others?
Research suggests that students with "approach" goals are more likely to adjust their previous understanding of subject matter than those with "avoid" goals. This means that students who are motivated by goals focused on approaching a particular level of mastery or performance will perhaps be more open to altering preconceptions than those whose goals focus more on avoiding a particular result (like failing a course).
For example, a student interested in getting a strong grade in a science course may be more likely to seek out new information and truly learn the material, while a student motivated by simply not failing the course may be satisfied with minimal understanding of the material and achieving a passing grade. In this way, students with "approach" goals may be more likely to recognize and work to overcome previous inaccurate conceptions due to higher ambitions for content mastery and grade achievement. By working to foster more "approach" goal orientations in the classroom, student misconceptions may become more malleable (Johnson & Sinatra, 2014).
Most of the strategies discussed here are general techniques that should work for students in grades K-12. However, use of the "implicit confidence test" is best reserved for high school students. Strategies such as the categorization/sorting task and modeling or drawing their solutions might be particularly suited for younger students.
Individual differences
For students with delayed language development, for those who are learning English as their second language, or for students who are not verbally adept, teachers should rely more heavily on sorting/categorization and modeling method tasks for diagnosing preconceptions and identifying misconceptions.
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Stovall, G., & Nesbit, C. R. (2003). Let's try action research! Science and Children, 40(5), 44-48.
Strike, K. A., & Posner, G. J. (1985). A conceptual change view of learning and understanding. In L. West & L. Pines (Eds.), Cognitive structure and conceptual change (pp. 147-176). San Diego, CA: Academic Press.
Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 211-231). Albany, NY: Statue University of New York Press.
Tough, P. (2012). How children succeed : Grit, curiosity, and the hidden power of character. Boston: Houghton Mifflin Harcourt.
Vacc, N. N., & Bright, G. W. (1999). Elementary preservice teachers' changing beliefs and instructional use of children's mathematical thinking. Journal for Research in Mathematics Education, 30(1), 89-110.
Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.


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Eric appears to be in trouble next week on The Bold and the Beautiful...
- Rick accidentally brings Taylor and Brooke back into battle
- Eric's (John McCook, pictured) health takes a turn for the worst again.
- Bridget learns the surprising truth.
- Katie has to come face-to-face with the woman she wronged.

subset: commoncrawl


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'Airplane' co-creator's mother set her own course
When she reached a certain age, Louise Abrahams Yaffe did what a lot of people do. She joined AARP.
"She figured that's what people should do," said her daughter, Jane Butenhoff. But Yaffe was also the kind of person who got involved, and getting her AARP card marked her entry into a new frontier - working on behalf of seniors. »Read Full Article
MSO, Swingle Singers enchant with rare 'Sinfonia'
One of the great joys of having a high-quality symphony orchestra in town is the opportunity to experience an enormous variety of music - live.
Friday's Milwaukee Symphony Orchestra concert presented a rare opportunity to hear Luciano Berio's "Sinfonia" for eight voices and orchestra. »Read Full Article


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Phoenix, AZ (Sports Network) - Aaron Hill smacked a three-run homer with two outs in the bottom of the ninth inning to give the Arizona Diamondbacks a dramatic 5-3 victory over the Colorado Rockies in the second test of a season- ending three-game series Tuesday at Chase Field.
Hill finished 3-for-5 and John McDonald had a pair of hits, including a two-run homer, to help Arizona halt a two-game slide and ensure the Diamondbacks (81-80) a second consecutive non-losing season heading into Wednesday's finale.
Brad Ziegler (6-1) picked up the win by pitching a scoreless top of the ninth in relief of David Hernandez, who surrendered a two-run double to Jordan Pacheco that had given the Rockies a 3-2 advantage entering Arizona's final at-bat.
Hill's blast came off Rafael Betancourt (1-4), with the Colorado closer blowing his seventh save of the season after allowing three hits in the ninth.
Pacheco finished 2-for-4 and Jhoulys Chacin yielded just three hits over five shutout innings for the Rockies, who had dropped three straight prior to a 7-5, 13-inning triumph in Monday's opener.
Patrick Corbin permitted only one run on six hits and struck out six in a sharp seven-inning stint for Arizona.
Betancourt came on to protect a one-run lead and retired two of the first three Diamondbacks' hitters, with McDonald reaching base via a single. However, Gerardo Parra delivered a base hit to set the stage for Hill, who launched the first pitch he saw into the left-field seats for his second career walk-off homer.
"It's a great feeling," said Hill. "Any time you can produce to help your team win, but especially in a situation like that. That's what you think about when you're a little kid when you're playing on the street."
The Rockies had held a 1-0 edge until McDonald hooked Guillermo Moscoso's offering just inside the foul pole in left in the seventh. The shortstop's sixth homer of the season brought home Jason Kubel, who led off Arizona's half of the inning with a double.
"I was just trying to put a good swing on it and he threw a strike," McDonald said. "I was trying to stay up the middle. I'm not a home run hitter, so fortunately I got that ball to carry a little bit for me."
The lead would be short-lived, however. Hernandez was greeted in the eighth by a Josh Rutledge single and Tyler Colvin doubled before Pacheco plated both runners by driving the first pitch he saw into the left-field corner to put Colorado up by a 3-2 count.
Corbin was touched for a run in the second, when singles by Andrew Brown and D.J. LeMahieu were followed by Charlie Blackmon's double-play grounder that gave Colorado a 1-0 lead, but the rookie permitted just two hits and an intentional walk over his final four innings of work.
Arizona's Paul Golschmidt had an 11-game hitting streak snapped after going 0-
for-4 ... Colvin doubled twice in four at-bats to extend his career-high
hitting streak to 10 games, in which he's batting .375 (14-for-40) ... Arizona
has now won 10 of its last 13 meetings with the Rockies held at Chase Field.
Pope Francis' visit to Philadelphia in September has altered the date of the Penn-Villanova football game.
Kyle Busch won Sunday's road course race in Sonoma, California, but he still has a long way to go to become eligible for a spot in the Chase for the Sprint Cup championship.
NFL players have a very short shelf life to make significant amounts of money so it's tough to fault anyone who has outperformed a contract when they go knocking on the door to ask for more.
Pete Mackanin will remain interim manager of the Philadelphia Phillies for the remainder of the season, the team announced Tuesday.
The Oklahoma City Thunder have reportedly retained restricted free agent forward Kyle Singler with a five-year contract extension.
The Detroit Red Wings signed veteran forward Brad Richards a one-year contract on Wednesday.


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It seems like every week we hear about another terrible crime in our fair city. I don't remember it being like this in the past, is Anchorage getting worse? I think it is. Many other residents that I have spoken to agree. I don't know the statistics, Anchorage just feels different from just a few years ago. I would not let my loved ones walk alone in this city anymore.
We have people shooting at our fine police officers and trying to murder a man closing up his pizza shop, just to name a couple instances. People of Anchorage, don't let your self become a victim, educate yourself, exercise your Second Amendment rights and become a responsibly armed citizen. When a criminal comes calling on you, you can exercise your God-given right to defend yourself. Most criminals looking to make you a victim are cowards; when they know you can defend yourself, they will target someone who can't. Don't let that someone be you.
— Randy Bjorgan Jr.


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2003 Ford Focus • 2.3L 4 cylinder Automatic • 70,000 miles
Well I have posted this problem before. But yesterday I turned my defrosters on and it started cutting out, like it does when you turn the ac on same thing, and it has a dtc 2274 02 sensor stuck on lean. But I am still trying to figure out why it does it with ac or defroster, it don't stall this happens idle only. This is how it started out last summer turning the ac on it started cutting out, ever since then it still cuts out sometimes it cuts out more but then again sometimes it will run smooth, but any time you turn on ac or defrosters it will cut out, like it is not accepting the additional load on motor, it had that misfire code but that don't show up any longer just the 2274 code.I was thing idle control valve but it would be stalling if that was the problem wouldn't it. Can I get a explanation for this.I have put this off to long now the only reason I haven't
Randy sharp
February 9, 2014.
February 9, 2014.
1991 Toyota Tercel How to repair - rear defroster is not working, poor visibility.
1 answer • 1991 Toyota Tercel
Heater problem 1999 Ford Contour 4 cyl Two Wheel Drive Automatic The interior compartment fuse for the heater blower "blows" when I turn the fan setting to either floor/...
14 answers • 1999 Ford Contour
Heater problem 1994 Chrysler Concorde 6 cyl Front Wheel Drive Automatic 110000 miles I have problems with my front window defroster. For no reason at all my front and side window ...
1 answer • 1994 Chrysler Concorde
My daughter has a 2004 Chevy Cavalier. The miles are about 50.000 and the engine is 2.2 liter I think. The heater works but when it is switched over to defroster, the air doesn't blow ...
1 answer • Chevrolet Cavalier


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Bring a flame of radiance to your decorations Orange Paper Lantern. This pumpkin-colored globe can be used as la lasting fixture in your earthy bedroom, or as ambient lighting at your annual Friendsgiving cocktail party. For a mesmerizing display, replace the pendant lampshade over your kitchen island with this piece to set the mood for a laid back mixer. This piece is 8" in diameter.
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What's On This Week
A daily updated summary of the week in TV.
Saturday, November 28, 2015
A daily updated summary of the week in TV.
From All Movie Guide: Gallic actress Audrey Dana first began appearing onscreen during the mid-2000s, and began to catch viewers' attention with her work in two very different films: Bernard Werber's sci-fi thriller Our Earthmen Friends and Claude Lelouch's psychological thriller Roman de Gare (2007). ~ Nathan Southern, Rovi


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Picture: James Franco 'Spring Breakers' press conference photo call during the 2012 Toronto International Film Festival at TIFF BELL Lightbox. Toronto, Canada - 07.09.12
Judy Garland's 1939 The Wizard of Oz was a Technicolor work of monumental cinematic genius. It somehow captured the spirit and imagination of children and adults alike, providing the right balance of wonder and terror, with a believable and endearing heroine, as well us a truly horrifying villain and her evil flying monkey minions. Oz: The Great and Powerful has just released it's theatrical trailer and in many ways it's a far cry from the original, but equally, the essence seems to remain.
Oz: The Great and Powerful stars James Franco as the eponymous accidental hero, a 'magician' from Kansas who is swept up, in a hot air balloon, in a terrible tornado and transported to the Land of Oz, where he is thought to be their fated hero. Things don't go to plan. The three good witches are played by Mila Kunis, Michelle Williams and Rachel Weisz, and it is only these four main characters that appear as humans, all the rest are animated, in the vibrancy that pays homage to the original's Technicolor. The trailer gives clues and pointers that let the audience know that the movie is going to be touching and terrifying, much like the original.
The general look of the film, as it appears in the trailer, resembles the OTT Tim Burton version of Alice in Wonderland. However, where Burton massacred the original which didn't really need a remake (and saying massacred really is an exaggeration), Sam Raimi's Oz has the advantage of an entirely different story with almost entirely different characters. Because of this the movie has a real chance of being a gem, and we hope it is.
Check out the trailer here and let us know what you think:


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PESHAWAR, Sept 28: Khyber Pakhtunkhwa Governor Masood Kausar has said that the government has legitimate concerns about security of the planned march of Pakistan Tehrik-i-Insaaf (PTI) to South Waziristan Agency.
He was speaking at the closing ceremony of second Fata Girls Sports Gala held here at Governor's House on Friday.
He said that the government was taking cautious steps to create a political culture in tribal areas by announcing local government system and extending Political Parties Act to Federally Administered Tribal Areas (Fata). He said that it was duty of the state to protect lives of the people and establish peace in the tribal areas.
The governor said that he had got feedback from the agencies concerned that the proposed march of PTI could create disturbance in the tribal area. There are security risks and alarm bells have been rung, Mr Kausar warned.
He said that peace in Fata had been established through great efforts and sacrifices by tribal people and security forces. He said that though the government believed in political and democratic governance, it had reservations about this planned march, which could create disturbance in the tribal region.
The governor announced that the doors of Governor's House would remain open to public not only to share their problems, but also to hold such functions to encourage healthy activities among people of Fata and various parts of Khyber Pakhtunkhwa. He also enumerated the development projects the government had initiated in Fata.
Girl students from government schools and colleges of Mohmand and Khyber agencies and Frontier Regions of Kohat and Peshawar took part in the colorful sports gala. The governor on this occasion praised the spirit and talent of tribal girls.
Maryam Qazi, a player from FR Kohat, said that such sports activities should be held at least once a year to give students from tribal areas an opportunity to meet others, show their talent and dispel the negative image about girls' taking part in sports.
"Once the girls prove their mettle in sports the people of tribal areas would allow their daughters to take part in such activities," she said.
Sheeba, a table tennis player from FR Kohat, said that Fata Sports Directorate should set up auditoriums in tribal areas for female players so that they could go there for practice.
Students of a government school from Subhan Khwarh of Mohmand Agency said that they loved sports and there should be more such events for them.
Speaking at the ceremony, secretary social sector (Fata) Aftab Akbar Durrani said that Fata Sports Directorate set up recently had invited all the seven tribal agencies to participate in the sports gala, but due to cultural constraints female players could not come to Peshawar to participate.
The children of Al-Ghazali Public School, Jamrud, entertained the participants with a colorful cultural fashion show and a welcome song.
The FR Kohat emerged as overall winner of the sports gala, but players of Mohmand Agency also took top honours in a few sports. The governor distributed trophies and cash prizes among the winners of different sports, cultural and songs competitions.


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Pre-planning application enquiry serviceLeeds City Council is committed to working with applicants at the pre-application stage of planning proposals and we actively encourage pre-application discussions for all types of development.In order to respond within an agreed timescale and provide the most relevant and comprehensive information to customers, we are making some changes to the way pre-application advice can be obtained and these changes will be applied to enquiries made on or after 1 February 2015. From 1st April 2015, charges will be introduced for minerals, waste and renewable energy pre-application enquiries.How do I get pre-application advice?All enquiries should only be submitted on the pre-application advice service form for your type of application, along with supporting information. We have revised our charges for pre-application advice and the appropriate fee should be submitted at the time of the request for advice. Guidance notes describing the service, enquiry form, details of the supporting information and relevant fees are available in the Documents section of this page. Please note: You will need to save the enquiry form to your system before completing it. The enquiry form, supporting information and fee should be emailed to firstname.lastname@example.com or send by post to: Planning Services, The Leonardo Building, 2 Rossington Street, Leeds LS2 8HD. You can also pay the fee by card over the phone on 0113 222 4409. Will I be charged for this service?In accordance with the Local Government Act 2003, it has been agreed to introduce charges to recover the costs of providing the service. The charging will be levied on all pre-application requests received on or after the 1 February 2015. Householder and major applications will still receive a free service limited to providing in principle information. However, any in depth work requiring specialist advice or visits to the proposed site will attract a fee. Any further in depth highways information or where detailed appraisal or analysis is required, will also attract a fee. What information will I need to provide?The Council will require certain information to be submitted with your pre-application enquiry to ensure that proper evaluation and robust feedback can be given. The pre-application advice service form provides a checklist of the information that should be submitted. The level of submitted information should be commensurate with the scale of the development that you are proposing. The more comprehensive the information supplied, the more detailed our response will be. Further helpA range of publications, guidance and policy documents are available in the Documents section which will help you develop your proposal. The Council positively encourages any applicants to consult with neighbours and for larger schemes ward members and local communities on their proposals. A guidance leaflet Pre-application engagement – a guide to best practice available from the Documents section will help you with this.A range of information is available both to help decide whether planning permission is needed ('permitted development') and what to consider before applying (please see the Related page). If you want to apply for permission for more than 2 turbines or for any turbine where the hub height exceeds 15m, you must undertake compulsory community consultation before submitting your application. You must provide details of how the consultation was carried out, responses received and how these were taken into account with your planning application.
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xrays are no fun... do a search on kodaks tests with Xray fogging. Significant fogging from just 1 pass, esp with color films. try to ask for a hand search of film (TSA may not care and xray it anyway), buy the film there (maybe very hard), develop it there (I dont trust labs with my stuff) or mail it back with a carrier that is not big on Xraying materials.
The problem is not just an even coat of fog, BUT very nasty banding issues. imagine a light leak. not fun at all
its a tough thing to do nowadays. I was on a cruise last summer and they Xrayed my bag every time we boarded the ship. (I carried a digital only though)


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From the pages of the O-D
The Oneida County Office for Aging and Continuing Care helped preserve its Meals on Wheels program in rural areas by its decision to deliver a week's worth of frozen meals to homebound seniors instead of the free daily hot meal.
About 150 seniors will get the frozen meals beginning Sept. 18 in Cassville, Waterville, Bridgewater, Camden and Durhamville, and Oct. 3 in Forestport and Boonville. The change was attributed due to the rise in food, gas, and labor prices.
The Meals on Wheels program serves about 800 people countywide, and currently has a waiting list of about 200. Finding ways to continue the program in the wake of rising costs without cutting the number of clients served is a challenge, and the county is to be commended for its initiative.
There are concerns that some seniors might not have the physical ability or means to reheat the frozen meals. If so, perhaps loved ones — family or friends — should assess whether it's safe for these seniors to be living alone. They may need the care assisted living provides, especially when it comes to meals. As for lack of daily contact a meal delivery provides, Michael Romano, director of the Office for Aging and Continuing Care, said his office will be making daily wellness check calls to those affected by the switch.
There's a saying about winter coming in like a lion and going out like a lamb. But apparently summer is auditioning for a role in the Wicked Weather Department, too, if Labor Day's rollicking storm was any indication.
While the Monday evening blast didn't quite measure up to the nasty Labor Day weekend storm that raked the area in 1998, it was enough to keep emergency crews busy throughout the region as gusty winds knocked down trees and power lines, leaving many without power, and heavy rain created flash flooding as summer made a reluctant exit. Given this season's unpredictability, maybe many will be glad to see it go.
Officially, summer exits Sept. 21. But don't despair. Autumn can be a wonderful time of year, filled with football, fall festivals and much more. And there's always the chance of an Indian Summer — unless we're bushwhacked early by Old Man Winter. Given the weather of late, anything's possible.
Cutting down perfectly good trees might seem troubling, but in the case of those surrounding the Utica Memorial Auditorium, it was a necessary evil.
Carl Annese, chairman of the Upper Mohawk Valley Memorial Auditorium Authority, said the trees needed to be removed so that construction equipment could get closer to the building when façade improvements are made in the spring. About 20 or so mature trees were cut down.
Page 2 of 2 - But there's an up side to this. Annese said they were the wrong type of tree to plant near the structure, and they have caused numerous problems through the years, including damage to the building's roof, sidewalks and the production of bird droppings.
Once façade improvements — long overdue — are made, more dwarf-type trees will be planted to provide a nicer landscape around the facility, he said.
The façade work is part of the larger renovations that will be made to the building to prepare for the arrival of the Utica Comets, the American Hockey League affiliate of the NHL's Vancouver Canucks.
Comments are currently unavailable on this article
Location, ST | website.com


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Used Car Expert Fault Guides tell you the common Peugeot 306 faults and wear items that can become problems and big bills for their owner.
Independent research indicated that using our fault guides to check a car before you buy it can save you an average of £300 in surprise bills and hidden problems.
That's because our Peugeot 306 fault guides are written so that anyone can understand them – even if you know nothing about cars and have no tools. For every common fault, we tell you what to look for, what it means and what it costs.
Select your Peugeot 306 fault guide:
Peugeot 306 (1993 - 2001) Fault Guide
Peugeot 306 (1993 - 2001) Fault Guide
We know of 40 PEUGEOT 306 (1993 - 2001) faults which our fault check guide makes it easy for you to spot and avoid.
Here's an example fault on the PEUGEOT 306 (1993 - 2001)
Check the paperwork to see if the cam belt has been changed on schedule. On most Peugeot 306 engines the cam belt must be changed within 72,000 miles (on L - S plate cars) and 80,000 miles thereafter.
If the cam belt and associated parts (such as water pump and tensioner) have not been changed, and the mileage is over these boundaries, the cam belt is likely to fail soon and will cause expensive damage to the engine. Usually the engine has to be replaced or at least re-built.
Ensure that the cam belt is changed before the car is driven anywhere if it is coming close to its interval. Changing the belt will cost £230 - £350 (including labour and parts).
Registered users also get access to our regional price guides, cars for sale email alerts, and many other benefits to help you buy a safe, reliable used car at a great price.


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Maurice Otieno
Update on Maurice OtienoMaurice is a Kenyan man, aged 42. He is married with four children. He runs a soft drinks sales business. The business is situated in a bus terminus that is very busy, and his customers are travelers. He has been in the business for 11 years. He says that the business is good, and the major challenges he has are financial constraints, changes of weather and the escalating prices of commodities.
He is using his loan of 20,000 Kenyan shillings to increase stock of soft drinks to meet the demand of his customers. He hopes to give his children a good education to the university level. He also hopes to grow his cafe by putting up a permanent premises to run it in the future. He describes himself as God-fearing, aggressive, responsible, honest and humble. This is his second loan with SMEP DTM. His previous loan was repaid successfully.
Previous Loan DetailsMaurice is a Kenyan man aged 41. He is married with four children. He runs a soft drinks sales business. The business is situated in a bus terminus that is very busy, and his customers are travelers. He has been in the business for 10 years. He says that the business is good and the major challen... More from Maurice Otieno's previous loan »
Additional Information
Concurrent and Successive Loans
Our Field Partners often work with borrowers over a series of loans as the borrowers build credit, take out bigger loans, and expand their businesses. In order to make it easier for our Field Partners to post loans for borrowers who have been listed on Kiva before, we allow them to post successive and concurrent loans for their Kiva borrowers. This means that our Field Partners are able to post a borrower's second, third, etc., loan on Kiva without having to re-enter all of the borrower's information.
This borrower has been listed on Kiva before, so you'll see an updated loan description, as well as excerpts of the original descriptions from earlier loans. Most borrowers take out loans consecutively, meaning that they receive a second loan after having repaid the first. However, sometimes our Field Partners give out concurrent loans, allowing borrowers to take out one primary loan and a secondary "add-on" loan along with it. These "add-on" loans are typically smaller than the borrower's primary loan and serve a different purpose. Because Field Partners can now post loans as successive and concurrent loans, you will be able to track borrower progress over time and see the various ways a borrower is working with our Field Partners through funds from Kiva's lenders.
About Kenya
725View loans »
Success!! The loan was 100% repaid
- Repayment Term
- 13 months (Additional Information)
- Repayment Schedule
- Monthly
- Pre-Disbursed:
- Jun 3, 2013
- Listed
- Jul 1, 2013
- Currency Exchange Loss:
- Possible
- Ended:
- Jul 17, 2014


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Dry Scaly Scalp and Color Treated Hair
Started by Wicked-W , Jun 24 2006 09:26 PM
9 replies to this topic
#Post 1 of 10 OFFLINE
Posted 24 June 2006 - 09:26 PM
Is there any shampoos safe for someone that colors her hair. My scalp is very itchy and becomes inflamed. I need something to come this down, as I find I am always scratching it and I know that does not help. Please any suggestions would be great.
Also have you heard of a product called Ducray, Elution shampoo and is it safe for colored hair.
Also have you heard of a product called Ducray, Elution shampoo and is it safe for colored hair.
Wicked Wanda
#Post 2 of 10 OFFLINE
Posted 24 June 2006 - 11:58 PM
Do you have dandruff also? It might be seborreic dermatitis (a "stronger" dandruff), so it would be good to treat the skin condition , as well as using specific for colored hair shampoo
#Post 3 of 10 OFFLINE
Posted 25 June 2006 - 12:40 AM
Olive Oil is good for itchy scalp but is greasy to def!!!! I also like Redken's Butter Conditioner.
#Post 4 of 10 OFFLINE
Posted 25 June 2006 - 01:08 AM
jojoba oil is really good for dry scalps - mix it in with your shampoo.
#Post 5 of 10 OFFLINE
Posted 25 June 2006 - 01:11 AM
Oh wow, I have never thought of using jojoba oil. I will try this one!
#Post 6 of 10 OFFLINE
Posted 26 June 2006 - 05:18 PM
I have dry scalp and dandruff due to coloring my hair as well. I use Pantene Pro-V 2 in 1 dandruff shampoo and then also use conditioner with it (because those 2 in 1's never condition your hair enough). It seems to take out the itchiness w/out affecting my color. However it kind of sucks because there are other shampoos that I want to try but I know that if I quit using the dandruff shampoo, I will start itching again!
"The seed waits for the reaper to sow" The Blood Is Love by Queens of the Stone Age.
#Post 7 of 10 OFFLINE
Posted 26 June 2006 - 08:11 PM
Have you seen a dermatologist? You might be having an allergic reaction to an ingredient in the color.
Helping to MakeOver the World... One Post at a Time
#Post 8 of 10 OFFLINE
Posted 26 June 2006 - 10:16 PM
Well I've been dying my hair since I was 17 (I am almost 26 now) and the problem has just started recently within the last yeah or so. So I don't think my problem specifically is an allergic reaction, I just think it is the wear and tear that the dye has done to my scalp. That's my situation anyways.
"The seed waits for the reaper to sow" The Blood Is Love by Queens of the Stone Age.
#Post 9 of 10 OFFLINE
Posted 26 June 2006 - 11:01 PM
You could try "Scalpicin Itch" or "Nutregena T-Gel". I don't think "Selson Blue" or "Pert Plus" would be good for color-treated hair, although they do have shampoos specifically designed for that. The first two I mentioned I know work. There was a period of about two years when I had really dry itchy scalp, and it's all better now after using those two things. I don't use them anymore, but I haven't had any more issues with itch for years. I would use those first before Jojoba oil just to let your scalp heal from any injury due to scratching. Then after the inflammation goes down, use the natural oils. I personally like to use crushed avacado with a touch of vinegar to temper the oil. It works great and it's quite soothing.
#Post 10 of 10 OFFLINE
Posted 27 June 2006 - 04:36 PM
Oh my daughter had seborreic dermatitis when she was younger..I had exzema of the scalp...I hate "Nutregena T-Gel", "Selson Blue" , and "Pert". I use our shampoo with tea tree oil in it and it works great. I love it. I also like to try other things time to time and I really like Head and Shoulders Ocean Breeze. Both did not effect my color. Ours with tea tree oil has no harsh ingredients to strip or discolor hair. H&S I did not notice any change in the color.
Ann Phelps
Ann Phelps


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You make choices that affect your work relationships
"To be successful in today's workplace, we need to excel in areas such as communication, collaboration, motivation and adaptation to constant change. All these skills require the ability to understand and connect well with other human beings."
--John Gottman, 'The Relationship Cure: A Five-Step Guide for Building Better Connections with Family, Friends, and Lovers'
A person's ability and willingness to turn toward others is influenced by
1. the way his or her brain processes feelings
2. the way emotions were handled in the home where he or she grew up
3. emotional communication skills
When you have good relationships, those that the emotional bids have been turned toward time and again----conflict is a whole new game. You're going to disagree; you may get upset. But there's still a connection. There are flashes of affection, interest and respect. The humor is still present. The conflict becomes a discovery and problem solving effort.
If there are not good relationships, individuals or entire work teams may feel alienated, passive or hostile, misunderstood or disrespected. Cut off from vital information. There's low morale. If the failure is between management and employees, see Jan. 15, Management and information: the broken connection.
People make bids for emotional connection to satisfy one of three emotional needs
1. to be included
2. to have a sense of control over their lives
3. to be liked
When these needs are met, people have a sense of well-being and purpose.
We each make choices every day that affect the quality of our workplace relationships and all other relationships.
Feb. 14, Bids---the fundamental unit of emotional communication
"Good relationships make our lives good; bad relationships make our lives bad.…To learn how to be happy we must learn how to live well with others, and civility is a key to that."
--P.M. Forni, 'Choosing Civility: The Twenty-five Rules of Considerate Conduct'


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I got an Xbox from someone and it was flashing red. Google says it's a dead/missing EEPROM.
When I put a Chameleon Modchip in it does the power on/off/on/off/on and flashing orange/green.
I'm really confused on where the problem is... How easy will it be to get this working?
Thanks in advance!
Flashing Red To Flashing Orange/green
Started by DennyD , Jan 18 2007 07:19 PM
No replies to this topic
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Lewis Hamilton Can Become a Seven-Time World Champion
Lewis Hamilton has the potential to win more world championships in his Formula One career. According to former F1 driver Nigel Mansell in his interview featured in Sky Sports, the Briton could even break the seven world championship wins of Michael Schumacher during his career. Mansell admitted that he was a big fan of Hamilton. In his assessment, the reigning world title holder is doing an outstanding job. He said that with the help of Mercedes, the 30-year old driver could exceed the record held by Schumacher. The F1 legend added that Mercedes is a powerful force in the sport nowadays, which could really propel Hamilton to greater heights. However, Mansell noted… Continue Reading »


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Hey, I'm Gabriel!
I am a "creative mothership"-creating film/tv/new media/publishing content across media platforms as a writer/producer/director and now Veteran(US Army, (phone number hidden)/OEF). I have worked for MTV, VH1, Current TV, Elektra Records, and Sesame Street. Authored a pop culture book on Hip-Hop's love affair with jewelry called "BLING: The Hip-Hop Jewelry Book" that came out in 2006. Currently, my love of media and storytelling has taken me on an adventure with the US Army as a broadcast journalist bka combat journalist -depending on any given day- deployed to Afghanistan covering the war. My politics are left of center. I am originally from Shaker Heights, Ohio but have lived in NYC for the last 21 years with Fort Greene being my primary residence prior to joining the Army in 2007. I am a non-smoker, clean with a touch of neat freakiness, love to cook, garden, do home improvement/beautification, lover of technology/gadgets, entrepreneurial pursuits, Buddhism, the arts, culture, film, music, bikram yoga, fitness, politics, astrology, and cats/dogs. I aspire to be a renaissance man in some respects not fitting into any particular box. I am usually low key, kinda shy /quiet at first then gradually warm up. I have a sense of humor and often a empathic read on people and situations.
I have respect for people's space and privacy. You can find bits and pieces of me on google/facebook should you require further analysis. Peace and Blessings.


text: While waiting for the bus yesterday I was inspired to work on this. I took a couple of shots with my Canon G7 and liked what I saw. Brought my Mamiya 7II to work today with the 45mm lens and got a some 6x7s while few folks were around. Hopefully they'll turn out and I will have a submission for this one.


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Going back to September 2009, when the Tigani/Silicato development was engineered by Gov. Minner and DelDOT to allow private developers to acquire taxpayers land almost free, Woods Haven residents and others on the east side of Del. 1 have been damaged. More than 300 people have had their homes moved a mile from Milford without their consent - just to benefit a few wealthy people.
Acreage was leased for peanuts to Tigani by the State. Silicato was able to acquire lands for a dollar. Now available for a million dollars or so on resale.
True, Tigani has faced jail time for influencing a public official, and a few public officials have had to take lesser jobs or retire - but who is representing the ordinary citizen? Where are the efforts to make things right for the 300 people who have had roads closed and traffic patterns adjusted to suit the wealthy?
Traffic accidents and deaths have subsided - until the crush of summer traffic kills a few more Woods Haven or other citizens trying to use intersections never approved by the federal government as required by law.
We hear that Beau Biden, our Attorney General is out there protecting the public - but where is the concern for the impact of this illegal development on our citizens?
Gov. Markell waxes eloquent about improving lives of Delawareans - but at what cost do we get a Grotto's in Milford? How many traffic deaths equal a good place to watch a football game or buy gasoline at the Royal Farms?
The overpass (grade separated highway) - is scheduled after several others in the budget.
Last date was 2017. How many deaths are going to occur 'til DelDOT changes the urgency of getting some relief to the people who live peacefully, pay taxes and are not able to throw parties for our legislators and government employees. These officials that hold our safety in their hands seem to only respond to the developers. They get the privilege of private meetings and political influence.
Emmett Venett
Greater Woods Haven Civic Association


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The Manitowoc ID-0503W is a modular ice machine offered by Manitowoc. The Manitowoc ID-0503W has a maximum yield of 550 LB of dice cube ice per day. Dice style ice is able to cool beverages effectively with minimal dilution, making it ideal for beverages such as iced coffees and cocktails. This ice machine is equipped with a self-contained water-cooled condenser that can keep the condenser cool in even the hottest settings. The Manitowoc ID-0503W creates enough ice to satisfy the moderate ice demands of businesses such as bars, small restaurants, and healthcare facilities.
The Manitowoc ID-0503W uses several unique technologies to help make ownership easy. This ice maker is equipped with an EasyRead Display that informs the user of required maintenance and cleaning intervals. The Manitowoc ID-0503W utilizes programmable ice production technology to give the user total control over machine operation and ice production. This modular ice machine has been built with an easily removable front maintenance door to make maintenance and cleaning simple and quick. The Manitowoc ID-0503W is sure to satisfy both your customers and employees with its quality ice production and easy operation.
Manitowoc ID-0503W Water-Cooled 550 LB Full Dice Cube Ice Machine.
Indigo Series Ice Maker, Produces Full Dice Style Ice, 550 LB production/24 hours. Has self-contained, water-cooled condenser. 30 inches wide, 21.5 inches high. 115 Volts, 60Hz, 1-phase, 13.5 amps. Bin Sold Separately.
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Pop Art Design is a real colour explosion. Unfortunately the mean crook Grumpy Greycoat has learned about the exhibition. He hates colours and is threatening to turn the whole museum black and white. Luckily, you can help stopping him if you solve the Colour Code. It is free and can be picked up by the information desk. Borrow a pair of secret agent glasses and set off to complete your mission!
The colour code
Le code coileur
+46 8 5202 3500
Tue 10–20 Wed–Thu 10–18
Fri 10–20
Sat–Sun 10–18 Mon closed
150/130 SEKFree admission for those 18 and under.


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2003 Lincoln Navigator • V8 4WD Automatic • 105,000 miles
The right front leveler on my 2003 Lincoln Navigator 4X4 has failed and that corner of the vehicle is very low to the ground. My tires are huge, but the tire doesn't seem to rub on anything. I will take it into the shop to have the levelers replaced with regular struts and springs in 7 days from now. Is it safe to drive in the meantime on snow and ice?
January 15, 2011.
January 15, 2011.
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text: Front Back Remote View larger JVC RX-DV3SL A/V receiver with built-in DVD/CD player Item #: 257RXDV3SL Be the first to write a review This item is no longer available. Original Price: $249.99 Shop all Home Theater Receivers Need help? 1.888.955.6000 Email Chat Ask an expert advisor No pressure, no commission — just lots of good advice from our highly trained staff.


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High School Science Enrichment Program
The Hepatitis B Foundation (HBF) offers a two week High School Science Enrichment Program for talented high school students interested in learning about research, biotechnology and public health in the context of hepatitis B and liver cancer. Students gain a unique hands on experience at the HBFs Pennsylvania Biotechnology Center in state-of-the-art research labs under the guidance of senior scientists. In addition to lab research, students learn public health issues in research, enjoy guest lectures, and attend professional seminars. They hear about the outreach and advocacy initiatives of the HBF from our dedicated public health professionals to gain an awareness of the global problem of hepatitis B and an appreciation of the importance of research in advancing our mission.
The goals of the High School Science Enrichment Program are:
- Provide "hands-on" lab experience that is supervised by professional scientists
- Learn about the global problem of hepatitis B, which has infected 2 billion people worldwide
- Understand the role of research and public health in addressing the problem of diseases within the context of hepatitis B
- Learn how science can be applied in different career paths, including research and medicine
- Review the mission and good work of the Hepatitis B Foundation
At the conclusion of the program, students submit a summary of their experience and provide a presentation of their accomplishments at a forum attended by their peers, mentors, HBF faculty and invited guests.
Students from select area schools are chosen by their individual district personnel. The program, now in it's eighth year, is partially funded by the Pennsylvania Education Improvement Tax Credit (EITC) Program.
For information about the program, contact:
Peggy Farley, MBA
Associate Executive Director
Hepatitis B Foundation
3805 Old Easton Road
Doylestown, PA 18902
Participants of the 2014 Program pictured from left to right:


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November 30, 2015
ATLANTA (AP) - As temperatures across Georgia hover in the 90s,
school athletic practices are focused as much on hydration and
taking breaks as they are on learning how to pass the ball.
Yesterday was the first official day of football practice season
under Georgia High School Association rules. All practices before
then were voluntary workouts.
Most practices are early in the morning or later in the evening
to avoid the day's hottest hours. At many schools, practice moves
indoors when the temperature rises to 95 degrees.
Football players shed pads, helmets and uniforms on hot days and
practice in just T-shirts and shorts. Some schools provide tents on
the sidelines to shade the players.
And water. Lots of it.
Safety is fresh in many coaches' minds as Rockdale County High
School mourns 15-year-old Tyler Davis. He died yesterday after
suffering heat stroke following a voluntary football practice one
day earlier. The outdoor practice was about two hours long, with
frequent water breaks.
The rising junior became at least the fifth football player nationwide to die this summer from heat-related problems.
While some states like Texas have adopted statewide safety
guidelines, the Georgia High School Association leaves such
strategies up to each school system.
(Copyright 2006 by The Associated Press. All Rights Reserved.)
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Viewers with disabilities can get assistance accessing this station's FCC Public Inspection File by contacting the station with the information listed below. Questions or concerns relating to the accessibility of the FCC's online public file system should be directed to the FCC at 888-225-5322, 888-835-5322 (TTY), or firstname.lastname@example.com.


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Senator Scott Brown Vs NOAAThis morning, I'm proud of a member of The Republican Party in the US Senate. And no, I haven't flipped my lid or smoked from a hookah. Senator Scott Brown took to the well of the Senate and heaped condign excoriation on one of the most utterly corrupt, venal and disingenuous US | Read More »
Tags: corruption, Cronyism, NOAA, Obamism, Senator Brown, The Luuuv Boat!!


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Good bright, full red. Medicinal red cherry, rose petal and licorice on the pure but reticent nose. Deep, sappy and spicy in the mouth, displaying excellent lift for the vintage. Finishes with terrific saline breadth and suave tannins. This very rich and sophisticated Rugiens will need time in bottle.
An elegant and ultra-pure nose blends essence of red berries, kirsch and wet stone nuanceswhere the latter element is amply reflected by the intense, powerful and tightly coiled medium-bodied flavors that display excellent precision and detail on the driving finish. This is a big Rugiens that evidences an interesting, and refreshing, salinity on the hugely long finish. This is a 2011 that could pass for a 2010 - either way, it's terrific
Dense and lively. A little bit of oak in evidence but lots of dense fruit too. Set for the very long term!
The item you have chosen is not in stock in our retail stores or within our main warehouse.
2013 Domaine Bart Bourgogne Rouge
2012 Albert Bichot Savigny-Les-Beaune
2012 Domaine Anne & Arnaud Goisot Côtes d'Auxerre "Cuvée du Manoir"
2012 Domaine Faiveley Mercurey "Clos Rond"
2012 Domaine Bart "Hervelets" Fixin 1er Cru


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fab77's Mom Answers Activity
fab77 is a star in these topics:
Toddler > Feeding & Nutrition (2 helpful answers)
Pregnancy > Choosing a Name (2 helpful answers)
Getting Pregnant > Tips for Getting Pregnant (1 helpful answer)
Pregnancy > Emotional Health During Pregnancy (1 helpful answer)
Getting Pregnant > Before You Try Getting Pregnant (1 helpful answer)
Getting Pregnant > Could I Be Pregnant? (8 helpful answers)
You & Your Family > Relationships (1 helpful answer)
Recent Activity | Asked | Answered
I know I am pregnant but I want to know how to calculate due date
Most recent answer (07/20/2013):
There's a due date calculator on babycenter...and on other sites too. Type in your info and receive your date...congrats!posted by fab77
i want a baby im 24 years old but....please help
Most recent answer (10/16/2015):
glad to know that you will have a baby.. please relax , and enjoy your life now, dont get frustated of having a baby try Naturally way ...posted by nadin1211
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yes i took a hpt today and i didnt follow the instructions it said to hold the test under the urine for 10 secs and i didnt i moved it be...posted by a BabyCenter Member


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3 Programs Found
Clinical Psychology: Marriage and Family Therapy, M.A. (MFT)SelectTheory and hands-on practice prepares counselors to work with individuals, couples, and families by integrating ethics and psychotherapy. The program meets California licensure requirements. Learn More ›66–69 units2–4 years to complete
Physical Education, M.A., and Single Subject Teaching Credential (Non-Intern and Intern)SelectBuild the skills needed to teach physical education and coach at the K–12, junior college, and four-year university levels. Coursework covers advanced topics in physical education, ranging from sociological and ethical issues, to leadership and administration. Learn More ›45–48 units18–24 months to complete
Physical Education, M.S.SelectPrepares candidates to advance their careers, increase their marketability, and gain opportunities in a variety of positions connected to physical education, athletics, and exercise science. This program offers the following areas of study: Sport Management and Integrated Leadership. Learn More ›36 units18–24 months to complete


text:
My heart hurts
Mommy to My handome guy (Born on March 15, 2012) and baby GIRL!! Born April 27, 2013
Comments (9)
"I want to feed baby girl Fruit Loops and then fling rainbow coloured poop at her grandma" -Leetol ♡ 🌈💩
i hate cancer. worst word in the english language.
thoughts and prayers hun
Prayers for you. Cancer doesn't have to be a death sentence. Talk to your mom and her doctor about the prognosis. I wish you and your mom all the best.
I hope they caught it early and she doesnt have to endure too much treatment etc... my dad has a balding spot on his head and always complains about getting old...well that balding spot saved his life... he had a spot that the Dr said might now have been seen well if he wasnt thinning...it turned out to be melenoma (spelling)...they caught it in time so he had surgery on that and nodes taken from his neck and is now cancer free. He is just 51 and the strongest man I know and seeing him in a weak state was horrid. Prayers definately helped! I hope all goes well with your mom and pray for a quick recover and to hear she is also cancer free!
Jenn(27) Ryan(27) Brayden(4 1/2) Brielle (DD 05/29/13)
My biggest fear is loosing my mom. My mom is my friend and she's always there to support me.I know how you feel...If you believe in God, just pray for her recovery. God can move mountains and He can do miracles. Just have faith...
God bless your mom, you and your entire family. You are all in my prayers!
Hopefully your moms prognosis is much better than mine! Stay strong!
I lost my mom one month ago and it was awful.
I hope your mom is okay. I wouldn't wish this pain on anyone.
Seize Hope for Jack (3/2009)
Maggie Rose (5/20/13)


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May 21, 2016
Downtown Fort Wayne
Thank you for a great 2015 Spring Cycle!
The 4th Annual Fort4Fitness Spring Cycle was held on Saturday, May 16, in downtown Fort Wayne and was a great day enjoyed by hundreds of cyclists of all ages and skill levels. This family-friendly event featured four Tour Course distances of 10, 21, 31 and 41 miles, a Spring Expo that featured many local vendors and area food trucks, our kid-focused Kickstart4Kids event, and many other great festivities! The Spring Cycle is a proud part of the KickStart Festival in downtown Fort Wayne.
Click HERE for a digital version of the 2015 Spring Cycle Program!


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The lovely year of 2012 held out some lovely folk gems out to us enthusiasts of the raw. Here's a smattering of my favorite artists who I've been enjoying this year: Alt-J (∆) This unexpected combination of delicate guitar licks, electronic decorations, dancing compositions, and a strange-voiced & wideranged lead singer with intellectual lyrics is an unexpected […]Continue Reading
Electric Day
The computer is not so notorious as a tool of bardery as say… the panflute. Yet in this electric day, all aspects of music have evolved from more ancient days. How has this changed music? First, prick your ears. Listen to this MIDI adultery, the relaxing mayhem of a profoundly produced dubstep songle: This is […]Continue Reading


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Horus the Elder
Not sure if this is the right place to ask such a question, but I was wondering if anyone knew if Bungie was developing a Windows 8 mobile version of the Bungie App. I want it so badly.
SillyHatsOnly3/11/2013 10:21:10 PM PermalinkI really hope they do, I have the app on my Iphone and I can see it being a huge help in planning the next gaming session when it gets to that point, I think other players are really going to enjoy it!


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- Strategy - Tower Defense
- fantasy
- defense
- warcraft
- blizzard
Credits & Info
- Uploaded
- May 12, 2006 | 8:57 AM EDT
- Daily 2nd Place May 13, 2006
If you liked this, check these out!
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Author Comments
Rated 1.5 / 5 stars
I don't know if this a glitch or what but ultra towers don't seem to work 75% of the time. I had all ultra towers maxed and they hardly ever fire at enemies. I literally watched a Golem walk by at least 8 of my ultra towers and they did absolutely nothing... so yea. So its an okay game, though i wish i hadn't played.
Rated 3 / 5 stars
this game is cool i vote 3 stars on this
Rated 5 / 5 stars
your game is cool
Rated 3.5 / 5 stars
Looking Forward To More Levels, Maps and Extras
What is there is pretty solid.
I am wondering what the "Quests" button is going to do. Advancing the tech levels is pretty nice as well.
The scrolling map is clever, but probably not necessary for the size of map.... Maybe large maps coming?
Rated 4.5 / 5 stars
very good
9/10 great game