text:
Christchurch rebuild opening doors
Relevant offers
Small Business
A Southland electrical business has used its reputation in the region to gain a foothold in the Christchurch market.
Invercargill-based Nind Electrical established a presence in Christchurch by opening an office in January 2013.
Director Steve Winter said it was a slow start but the business was now working on many large residential and commercial projects.
The Christchurch branch, which had 12 staff, was able to utilise resources and systems already in place in the Invercargill head office, he said.
The business had picked up a lot of work from the relationships it had built over time with Christchurch companies.
The Canterbury branch would soon have more work than the Southland branch, but he would curb the growth.
"We are using cashflow and not borrowing, and we do not want to risk the rest of the business by growing too big in Christchurch."
He had found the various Christchurch rebuild forums and seminars held in Invercargill useful for painting the bigger picture and advised businesses to assess the risks of setting up in Christchurch and build relationships.
Other Southland businesses involved or interested in the Christchurch rebuild will be given the opportunity to find out more at a progress update seminar today.
The Canterbury Earthquake Recovery Authority (CERA), along with the Ministry of Business, Innovation and Employment, the Canterbury Employers Chamber of Commerce and the Canterbury Development Corporation will be in Invercargill to discuss the status of the rebuild.
Progress, key timelines and opportunities will be discussed.
The Southland Supply Initiative will be rebranded Canterbury South at the seminar.
Venture Southland Canterbury South co-ordinator Ian Donaldson said the rebrand more accurately reflected the two-way business relationships being developed.
More than 200 Southland businesses have committed to the initiative to direct southern labour and services to Christchurch but at the same time remain based in the south.
He was also talking to, and networking with, former Southlanders living and doing business in Christchurch.
"I don't think the average person can comprehend the size of the rebuild. Common sense will tell you that Lyttelton Wharf won't be able to handle the volume of material required," Mr Donaldson said.
As the rebuild ramped up, those in construction were starting to look for potential suppliers outside Christchurch to resource their projects, he said.
CERA deputy chief executive implementation Warwick Isaacs said there were significant changes to the way large government infrastructure projects were procured.
"If you are involved in the construction industry, as a construction company, a supplier of materials, a provider of design or architecture, quantity surveying services we are interested in talking to you."
Investors, financiers, developers, business owners or retailers were also welcome to attend the seminar, he said.
The seminar will be held today at the Ascot Park Hotel from 4pm to 6pm.
- The Southland Times
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Category: Statistics
More Thoughts on Feedback, Grades, and Late Work
My good friend and stellar colleague, Ken Lindblom, posted Should Students' Grades Be Lowered for Lateness?, spurring a series of Tweets about grading late work.
Ken's thoughtful post focuses on these foundational ideas:
As an educator, I try to base my decisions on a principle of authenticity. In other words, I try to make my decisions more on real-world norms than traditional school norms. I try to ensure that I am preparing students for the world beyond school, not for school. As a result, I try to make sure that the ways in which I assess students' work is similar to the ways in which they would be assessed in a professional situation.
There are times when a professional can absolutely not be late: grant applications, proposals for conferences/speaking, . . . I'm not sure I can come up with a third example to make a series.
But adults can be late with almost anything else: publication deadlines, job evaluations, doctor's appointments, taxes–even most bills have a grace period.
Here I want to tease out a few ideas related to feedback on student work (artifacts of learning), grades, and late work.
Like Ken's concern for authenticity, I tend to work from a personal and professional aversion to hypocrisy based on 18 years teaching English in a rural South Carolina public high school and then 14-plus years in a selective liberal arts university, also in SC.
I have been practicing and refining de-grading and de-testing practices for over thirty years. Let me emphasize, since I have been challenged before, I have implemented—and thus currently advocate for—de-grading and de-testing in many school contexts, including public schools (not just at the university level).
So my path to rejecting grades and tests has many stages and elements. First, I had to confront that calculating grades bound only to averages often distorts grades unfairly for students. Mean, median, and mode are all credible ways to analyze data, and among them, in formal schooling, the mean (average) is both the norm and often the weakest.
I show students this simple example; a series of grades: 10, 10, 85, 85, 85, 85, 85, 85, 100, 100 = 730.
The average is 73, which most teachers would assign, but the mode is 85, and if we note these grades are sequential and cumulative (10 as the first grade in terms of time, and 100 the last grade), a legitimate grade assignment would be the 100.
In other words, using the same data, a teacher could assign 73, 85, or 100 to this student, and all can be justified statistically.
My conclusion has been this greatly challenges the value of assigning grades because those who control the rules, control reality.
Thus, I do not assign grades to any student artifacts of learning (and I do not give traditional tests). Instead I offer feedback that supports students as they revise and resubmit those artifacts.
However, I cannot refuse to assign students grades for courses. Therefore, another distinction I have come to appreciate is the difference between grading an assignment and determining a grade for a grading period or course.
Therein lies my approach to late work, but first, let's consider adult hypocrisy.
In my 30-plus years as an educator at nearly every level possible, I witness daily teachers and professors who fail to meet deadlines (regularly); talk, do other things (grade papers), stare at their computers/smart phones, etc., during meetings; and behave in a number of ways that they do not tolerate by students in their classes, behaviors that negatively impact students grades.
I also drive daily with adult motorists who exceed the speed limit without any punishment—as most of us have come to realize a grace zone of staying less than ten mph over that limit. In other words, the real world of rules is much fuzzier than the rules of formal schooling.
These are the behaviors I see when I am confronted with student late work.
About late work, then, I have some clear policies. First, I would never change a grade assigned to an artifact of learning that distorts the actual quality of that artifact. A "B" essay is a "B" essay regardless of when it is submitted.
As an educator, my primary concern is student learning, and I suffer no delusions that when that happens is more important than if it happens. I also ascribed to Rick Wormeli's dictum that fair isn't always equal; thus, I do not allow very narrow expectations that I treat all students exactly the same override that I am there to serve each student as well as all students.
Next, I always record "lateness" and then consider that when I assign a grade for a grading period or course. If a student has one or two assignments late (clearly an outlier), I may ignore that when determining the grading period/course grade, but if there is a pattern of lateness, then the grading period/course grade must reflect this.
In other words, I believe we must separate artifact quality (the basis of grading period or course grades) from grading period/course grades.
Feedback and grades on artifacts of learning send students clear messages about what they produce (their learning), and then grading period/course grades send a message about the totality of their accomplishments as students.
So if we return to Ken's context, we can imagine a manager telling a habitually late worker: "Your work here is excellent, but if you aren't here on time, we will have to let you go."
Especially in the recent thirty-plus years of standards, educators have fallen prey to standardization, and as a result, we have too often abdicated our professional autonomy and allowed technical norms to supplant our much more important goals and obligations, the human dignity and learning of each child assigned to our care.
And because most people have greater regard for medical doctors than teachers (sigh), I'll end with an example my major professor offered in my doctoral program.
A patient is admitted to the hospital running a dangerously high temperature. After several days, during all of which the nurses record that patient's temperature hourly, the doctor comes in, adds those temperatures, calculates the average, and refuses to release the patient, although the current temperature is 98.6.
Right, no medical doctor would allow the norm of averages to override her/his medical authority. And neither should educators.
See Also
Missing Assignments–and the Real World, Nancy Flanagan
The Perils of Late Work and How to Make It Count, Starr Stackstein
What Football Reveals for Education about False Allure of Quantification
If you want to understand the inherent complexity of professional football, you may want to start with a person with a long and rich career in the sport. For example, consider "Super Bowl-winning former Ravens coach Brian Billick" responding to the rise of metrics and statistics in the NFL:
"One of the most common questions I get is, Can you do Moneyball, for lack of a better term, in the NFL? And the answer is, No, you can't," Billick said. "You can't quantify the game of football the way you do baseball. It's not a statistical game. The parameters of the game, the number of bodies and what they're doing in conjunction with one another."
The collaborative and human (although not humane) elements of football, it appears, render the power of statistics less predictive—and less useful—in the sport than in baseball.
One lesson, then, seems to be that statistics are not universally valid and predictive, particularly in contexts that are highly complex.
I am reminded of the post-Katrina analysis of the pre-landfall models for the massive hurricane. That image of hundreds of models was a nightmare of confusion, lending little in valuable predictive information for anyone.
The post-Katrina data on just what did occur, however, were fascinating and powerful.
Since the U.S. cares more about the NFL than public education, Billick's skepticism and warnings are likely to be better heeded than decades of similar warnings from teachers about the rise of measurable data (mostly high-stakes test scores) in evaluating students, teachers, and schools.
In education, the tug-of-war continues, and I fear, those of us siding wth Billick in the context of education are not fairing well.
See this report advocating more metrics in teacher quality pursuits, Smart, Skilled, and Striving: Transforming and Elevating the Teaching Profession, and then a review, mostly discrediting the report as the abstract notes:
This report from the Center for American Progress offers 10 recommendations for improving the public perceptions of and experiences of classroom teachers. While elements of these recommendations would likely be beneficial, they also include policy changes that would increase surveillance of teachers, reduce teachers' job security, evaluate teachers by students' test scores, and create merit pay systems that would likely have the opposite effect. For evidence, the report relies too heavily on popular rhetoric, sound bites, opinion articles, and advocacy publications to advance a policy agenda that in many ways could do further harm to the teaching profession. However, many of the report's recommendations do align with policy reforms currently being proposed for the Higher Education Act and included in the Elementary and Secondary Education Act reauthorizations and are therefore important to read critically and consider carefully. In advancing evaluation of teachers by test scores, the report goes against the cautions and guidelines recently released by the American Statistical Association and the American Educational Research Association. Other than a review of contemporary issues, the report offers little of substance to advance the teaching profession.
Let's hold our collective breaths about which will win out. Any predictions?
UPDATED: Mainstream Media in (Perpetual) Crisis: More Education Meat Grinder
UPDATE: Note Holly Yettick's One Small Droplet: News Media Coverage of Peer-Reviewed and University-Based Education Research and Academic Expertise; see abstract:
Most members of the American public will never read this article. Instead, they will obtain much of their information about education from the news media. Yet little academic research has examined the type or quality of education research and expertise they will find there. Through the lens of gatekeeping theory, this mixed-methods study aims to address that gap by examining the prevalence of news media citations of evidence that has undergone the quality-control measure of peer review and expertise associated with academics generally required to have expertise in their fields. Results suggest that, unlike science or medical journalists, education writers virtually never cite peer-reviewed research. Nor do they use the American Educational Research Association as a resource. Academic experts are also underrepresented in news media coverage, especially when compared to government officials [bold aded]. Barriers between the news media and academia include structural differences between research on education and the medical or life sciences as well as journalists' lack of knowledge of the definition and value of peer review and tendency to apply and misapply news values to social science research and expertise.
"'Only four out of ten U.S. children finish high school, only one out of five who finish high school goes to college'": This spells doom for the U.S. economy, or to be more accurate, this spelled doom for the U.S. economy.
Except it didn't, of course, as it is a quote in a 1947 issue of Time from John Ward Studebaker, a former school superintendent who served as U.S. Commissioner of Education (analogous to today's Secretary of Education) in the mid-1940s.
Jump forward to 26 December 2015 and The New York Times: As Graduation Rates Rise, Experts Fear Diplomas Come Up Short. Motoko Rich, as in the Time article, builds her case on Secretary of Education Arne Duncan, as Susan Ohanian confronts:
Here's a front page. above-the-fold New York Times non-story that's a perfect depiction of damning schools every-which-way. Schools with low graduation rates are depicted as failures; improve graduation rates, and then the diplomas they're handing out are judged to have no meaning. And the Times gives the departing Secretary of Education star billing on this issue.
Quotation of the Day
The goal is not just high school graduation. The goal is being truly college and career ready.
–ARNE DUNCAN, the departing secretary of
education, on the United States 82 percent graduation rate in 2013-14, the highest on record.–New York Times, Dec. 27, 2015
Along with the meat grinder of incessantly new high-stakes accountability standards and testing over the past thirty-plus years, U.S. public education has been demonized since the mid-1900s and relentlessly framed within crisis discourse by the mainstream media for a century.
Rich's cover piece spends an inordinate amount of energy to twist public schools into that crisis image while making no effort to investigate or challenge Duncan (a life-long appointee with no expertise in education and no credibility as a leader in education) or to unpack the stale platitudes and unsubstantiated claims about education reaching back at least to the Time article.
Duncan and Rich share, in fact, no experience or education in teaching as well as the disproportionate power of their voices in the field despite that lack of expertise.
On the other hand, I taught public high school English in rural South Carolina (not far from the school Rich highlights), have been an educator in SC over 30 years total, have a doctorate in education that emphasized the history of the field, and now am a teacher educator at a university just a couple miles from the school in Rich's piece (I know teachers there, and have had several teacher candidates placed there for field work). As well, I taught journalism and was the faculty sponsor of the school newspaper, and have been a professional writer for about the same amount of time as I have been teaching, including writing and publishing a good deal of journalism (mostly about education).
This is not, however, an attack on Duncan or Rich—because they are not unique but typical of the mismatch of high-level voice with a lack of expertise.
Mainstream media appear fatally wed to only one version of the U.S. public education story: crisis.
And thus, journalists reach out to the same know-nothings (political leaders, political appointees, think-tank talking heads) and reproduce the same stories over and over and over [1].
Here, then, let me offer a few keys to moving beyond the reductive crisis-meme-as-education-journalism:
- Public education has never been and is not now in crisis. "Crisis" is the wrong metaphor for entrenched patterns that have existed over a century. A jet plane crash landing into the Hudson River is a crisis; public education suffers under forces far more complicated than a crisis.
- Metrics such as highs-takes test scores and graduation rates have always and currently tell us more about the conditions of children's lives than to what degree public schools are effective.
- Short-hand terms such as "college and career ready" and "grade-level reading" are little more than hokum; they are the inadequate verbal versions of the metrics noted above.
- The nebulous relationship between the quality of education in the U.S. and the fragility of the U.S. economy simply has never existed. Throughout the past century, no one has ever found any direct or clear positive correlation between measures of educational quality in the U.S. and the strength of the U.S. economy.
- Yes, racial and class segregation is on the rise in the U.S., and so-called majority-minority schools as well as high-poverty schools are quickly becoming the norm of public education. While demographics of race and class remain strongly correlated with the metrics we use to label schools as failing, the problem lies in the data (high-stakes tests remain race, class, and gender biased), not necessarily the students, teachers, or administrators.
- However, historically and currently, public education's great failures are two-fold: (1) public schools reflect the staggering social inequities of the U.S. culture, and (2) public schools too often perpetuate those same inequities (for example, tracking and disciplinary policies).
The mainstream media's meat grinder of crisis-only reporting on public education achieves some extremely powerful and corrosive consequences.
First, the public remains grossly misinformed about public schools as a foundational institution in a democracy.
Next, that misleading and inaccurate crisis narrative fuels the political myopia behind remaining within the same education policy paradigm that has never addressed the real problems and never achieved the promises attached to each new policy (see from NCLB to ESSA).
And finally, this fact remains: Political and public will in the U.S. has failed public education; it has not failed us.
Mainstream media remain trapped in the education crisis narrative, I think, because neither the media nor the collective political/public consciousness is willing to confront some really ugly truths beneath the cultural commitment to the powerful and flawed rugged individual mythology in the U.S.: America is a classist, racist, and sexist society.
We are committed to allowing privilege beget privilege and to pretending that fruits of privilege are the result of effort and merit.
There is no crisis in education, but our democracy is being held hostage by incompetent politicians and a compliant mainstream media—all of which, ironically, would be served well by the sort of universal public education envisioned by the tarnished founding fathers' idealistic (and hypocritical) rhetoric [2].
[1] See Educational Expertise, Advocacy, and Media Influence, Joel R. Malin and Christopher Lubienski; The Research that Reaches the Public: Who Produces the Educational Research Mentioned in the News Media?, Holly Yettick; The Media and Educational Research: What We Know vs. What the Public Hears, Alex Molnar
[2] See Thomas Jefferson's argument for a democracy embracing education:
The object [of my education bill was] to bring into action that mass of talents which lies buried in poverty in every country for want of the means of development, and thus give activity to a mass of mind which in proportion to our population shall be the double or treble of what it is in most countries. ([1817], pp. 275-276)
The less wealthy people, . .by the bill for a general education, would be qualified to understand their rights, to maintain them, and to exercise with intelligence their parts in self-government; and all this would be effected without the violation of a single natural right of any one individual citizen. (p. 50)
To all of which is added a selection from the elementary schools of subjects of the most promising genius, whose parents are too poor to give them further education, to be carried at the public expense through the colleges and university. (p. 275)
By that part of our plan which prescribes the selection of the youths of genius from among the classes of the Poor, we hope to avail the State of those talents which nature has sown as liberally among the poor as the rich, but which perish without use, if not sought for and cultivated. But of all the views of this law none is more important none more legitimate, than that of rendering the people the safe, as they are the ultimate, guardians of their own liberty. (p. 276)
The tax which will be paid for this purpose is not more than the thousandth part of what will be paid to kings, priests and nobles who will rise up among us if we leave the people in ignorance. (p. 278)
More on Evidence-Based Practice: The Tyranny of Technocrats
Depending on your historical and literary preferences, spend a bit of time with Franz Kafka or Dilbert and you should understand the great failure of the standards movement in both how we teach and how we certify teachers—bureaucracy.
Bureaucracy tends to be inadequate because bureaucrats themselves are often lacking professional or disciplinary credibility or experience, depending, however, on the status of their authority to impose mandates. For education, Arne Duncan serves well as the face of the bureaucrat, an appointee who has only the bully pulpit of his appointment to hold forth on policy.
However, as corrosive to education—and ultimately to evidence-based practice—is the technocrat.
Technocrats, unlike bureaucrats, are themselves credible, although narrowly so. For technocrats, "evidence" is only that which can be measured, and data serve to draw generalizations from randomized samples.
In short, technocrats have no interest in the real world, but in the powerful narcotic of the bell-shaped curve.
As a result, a technocrat's view often fails human decency (think Charles Murray and Richard Herrnstein) and certainly erases the very human reality of individual outliers.
The face of the technocrat—in fact, the technocrat's technocrat—is Daniel Willingham, whose work is often invoked as if handed down by the hand on God, chiseled on tablets. [1] [Note: If you sense snark here, I am not suggesting Willingham's work is flawed or unimportant (I would say important but narrow), but am being snarky about how others wield the technocratic hammer in his name.]
And it is here I want to return to a few points I have made recently:
- Even the gold standard of experimental research fails the teacher in her day-to-day work because her classroom is not a random sampling of students, because her work is mostly with outliers.
- And in the teaching moment, what counts as evidence becomes that teacher's experience couched in that teacher's content and teaching knowledge as all of that happens against the on-going evidence of the act of teaching.
Stewart Riddle, offering yet another effort in the reading war, is essentially speaking for evidence-based practice while raising a red flag against the tyranny of the technocrat, embodied by the systematic phonics crowd (those who wave the Willingham flag, for example).
On Twitter, in response to my piece on evidence-based policy and practice, Nick Kilstein raised a great point:
@plthomasEdD This is a great article. Curious what you think about mandating school practices. Mandating pedagogy is a losing battle 1/2
— Nick Kilstein (@NickKilstein) February 18, 2015
@plthomasEdD even for the pedagogy we like. But what about mandating that schools incorporate some amount of ind't choice reading? 2/2
— Nick Kilstein (@NickKilstein) February 18, 2015
My ultimate response (prompting this blog):
@NickKilstein Leadership is about being patient expert who provides opportunity for others to follow based on credibility and not authority
— Paul Thomas (@plthomasEdD) February 18, 2015
My thoughts here, building on the bullet points above, are that having our practice informed by a wide range of evidence (including important evidence from technocrats, but also from other types of evidence, especially qualitative research [2] that can account for outliers, nuance, and the unexpected) is much different than having our practice mandated by evidence (think intensive, systematic phonics for all children regardless of needs or fluency because that is the program the school has adopted).
For day-to-day teaching, the tensions of the disciplines remain important: what we can measure against what measuring cannot address.
When Willingham proclaims that a certain type of research does not support the existence of learning styles, for example, teachers should use that to be very skeptical of the huge amount of oversimplified and misguided "teacher guides" and programs that espouse learning styles templates, practices, and models. [3]
But day-to-day teaching certainly reveals that each of our students is different, demanding from us some recognition of those differences in both what and how we teach them.
It is in the face of a single child that technocrats fail us—as Simon P. Walker notes:
Some educational researchers retreat to empiricist methods. Quantitative studies are commissioned on huge sample sizes. Claims are made, but how valid are those claims to the real-life of the classroom? For example, what if one study examines 5,000 students to see if they turn right rather than left after being shown more red left signs. Yes, we now with confidence know students turn left when shown red signs. But so what? What can we extrapolate from that? How much weight can that finding bear when predicting human behaviour in complex real world situations where students make hundreds of decisions to turn left and right moment by moment? The finding is valid but is it useful?
If that child needs direct phonics or grammar instruction, then I must offer them. If that child is beyond direct phonics and grammar instruction or if that direct instruction inhibits her/his learning to read and write, then I must know other strategies (again, this is essentially what whole language supports).
The tyranny of the bureaucrats is easy to refute, but the tyranny of the technocrat is much more complicated since that evidence is important, it does matter—but again, evidence of all sorts must inform the daily work of teaching, not mandate it.
Professional and scholarly teachers are obligated to resist the mandates by being fully informed; neither compliance nor ignorance serves us well as a profession.
[1] For more on worshipping technocrats, explore this, notably the cult of John Hattie and that those who cite his work never acknowledge the serious concerns raised about that work (see the bottom of the post).
[2] Full disclosure, I wrote a biography for my EdD dissertation (published here), and also have written a critical consideration of quantitative data.
[3] See, for example, how evidence (Hart and Risley) functions to limit and distort practice in the context of the "word gap." The incessant drumbeat of the "Hart and Risley" refrain is the poster child of the tyranny of technocrats.
Media Fail, 10,000 hours, and Grit: The Great Media-Disciplines Divide, pt. 2
In his The Danger of Delegating Education to Journalists: Why the APS Observer Needs Peer Review When Summarizing New Scientific Developments [1], K. Anders Ericsson makes several key points about how the mainstream media present disciplinary knowledge to the public, focusing on Malcolm Gladwell's misleading but popular 10,000 hour rule.
Ericsson's key point includes:
Although I accept that the process of writing an engaging popular article requires considerable simplification, I think it is essential that the article does not contain incorrect statements and misinformation. My primary goal with this review is to describe several claims in Jaffe's article that were simply false or clearly misleading and then discuss how APS might successfully develop successful methods for providing research summaries for non-specialists that are informative and accurately presents the major views of APS members and Fellows. At the very least they should not contain factually incorrect statements and avoid reinforcing existing misconceptions in the popular media.
Through the Gladwell/10,000 hour rule example, Ericsson provides an important argument relevant to the current (and historical) public debate about school quality, teaching and learning, and education reform.
Much in the same way Gladwell has misrepresented research (which is typical within the media), and how that has been uncritically embraced by the media and public (as well as many if not most practitioners), a wide array of issues have received the same fate: learning styles, "grit," collaborative learning, progressive education, charter schools, school choice, language gap, and so on.
Even when a claim or practice has a kernel of research at its source, popular oversimplification (often by journalists, but practitioners as well) and then commercialization/politicizing (creating programs and policies through publishers, "star" advocates, and legislation) significantly distort that research.
Education Has Failed Research, Historically
John Dewey represents an odd paradox in that he is possibly the most mentioned educator in the U.S. (either as the source of all that is wrong in education or idealistically cited as all that is right about how school could be), despite the reality that Dewey is mostly misunderstood and misrepresented; and thus his philosophy, progressivism, remains mostly absent in U.S. public schools.
Dewey can be blamed, in part, for this reality because he refused on principle to allow his experiments in education to be carefully catalogued because he believed no educational practice should be come a template for others.
Throughout much of the twentieth century, Lou LaBrant, a vigilant progressive educator, spent much of her career practicing and advocating for progressive literacy instruction, but LaBrant also confronted the many instances of how progressivism was misrepresented.
Broadly, and early, LaBrant recognized the public confusion about progressivism:
Two adults speak of "progressive education." One means a school where responsibility, critical thinking, and honest expression are emphasized; the other thinks of license, lack of plans, irresponsibility. They argue fruitlessly about being "for" or "against" progressive education. (LaBrant, 1944, pp. 477-478)
But she also confronted how progressivism was mostly distorted in its application. LaBrant's criticisms still reflect why education has failed research, and why research has not failed education.
Credible educational research-based philosophy, theory, and pedagogy are often corrupted by oversimplification.
In 1931, LaBrant published a scathing criticism of the popularity of the project method, an oversimplification of Dewey that resulted in students doing crafts in English class instead of reading or writing:
The cause for my wrath is not new or single. It is of slow growth and has many characteristics. It is known to many as a variation of the project method; to me, as the soap performance. With the project, neatly defined by theorizing educators as "a purposeful activity carried to a successful conclusion," I know better than to be at war. With what passes for purposeful activity and is unfortunately carried to a conclusion because it will kill time, I have much to complain. To be, for a moment, coherent: I am disturbed by the practice, much more common than our publications would indicate, of using the carving of little toy boats and castles, the dressing of quaint dolls, the pasting of advertising pictures, and the manipulation of clay and soap as the teaching of English literature. (p. 245)
Credible educational research is often corrupted by commercialization/politicizing, reducing that research to misguided programs/legislation.
"[L]anguage behavior can not be reduced to formula," LaBrant (1947) argued (p. 20)—emphasizing that literacy growth was complicated but flourished when it was child-centered and practical (for example, in the ways many privileged children experience in their homes because one or more of the parents are afforded the conditions within which to foster their children's literacy).
By mid-twentieth century, LaBrant (1949) had identified the central failure of teaching reading: "Our language programs have been set up as costume parties and not anything more basic than that" (p. 16).
For at least 80-plus years since LaBrant fought this fight, the same patterns of media, political, public, and practitioners failing educational research have continued
Oversimplification, Commercialization/Politicizing: Recovering the Evidence
The list is incredibly long, too long to be exhaustive here, but consider the following: sloganism ("Work hard. Be nice."), silver-bullet ideologies ("grit," 10,000-hour rule), miracle schools (KIPP), evidence-based programs (Dibbles, 4-block, 6-traits), common sense claims and policy absent evidence (Common Core), and trendy legislation (3rd-grade retention policies as reading policy, merit pay) as well as politicized government reports (National Reading Panel).
Each of these can be traced to some kernel of research (sometimes robust bodies of research, and sometimes cherry-picked research), but all of these represent a current and historical fact: Education has failed research, but research has not failed education.
When educational research is reduced to scripts or programs/legislation, that knowledge base is invariably distorted, corrupted—as Ericsson details well above.
Journalists, politicians, and commercial education entities have all played a fundamental and crippling role in this reality; thus, as Ericsson argues, educators, scholars and researchers must not allow the fate of educational research to remain primarily in the wrong hands.
We have a public and professional obligation to confront these oversimplifications as well as the commercialization/politicizing of educational research. And we must do this through our public work that speaks to those failures and the public simultaneously.
As LaBrant and Ericsson reveal, unless we take that call seriously, we too are part of the reason education continues to fail research.
LaBrant, L. (1949). A genetic approach to language. Unpublished manuscript, Institute of General Semantics, Lakeville, CT.
LaBrant, L. (1947). Um-brel-la has syllables three. The Packet, 2(1), 20-25.
LaBrant, L. (1944, November). The words they know. The English Journal, 33(9), 475-480.
LaBrant, L. (1931, March). Masquerading. The English Journal, 20(3), pp. 244-246.
For Further Reading
U.S. and Education Reform Need a Critical Free Press
My Open Letter to Journalists: A Critical Free Press, pt. 2
NPR Whitewashes "Grit" Narrative
Shiny Happy People: NPR, "Grit," and "Myths that Deform" pt. 2
How I Learned to Distrust the Media (about Education)
My (Often Painful) Online Education
What We Know Now (and How It Doesn't Matter)
Randy Olson's Flock of Dodos (2006) explores the evolution and Intelligent Design (ID) debate that represents the newest attack on teaching evolution in U.S. public schools. The documentary is engaging, enlightening, and nearly too fair considering Olson admits upfront that he stands with scientists who support evolution as credible science and reject ID as something outside the realm of science.
Olson's film, however, offers a powerful message that rises above the evolution debate. Particularly in the scenes depicting scientists discussing (during a poker game) why evolution remains a target of political and public interests, the documentary shows that evidence-based expertise often fails against clear and compelling messages (such as "teach the controversy")—even when those clear and compelling messages are inaccurate.
In other words, ID advocacy has often won in the courts of political and public opinion despite having no credibility within the discipline it claims to inform—evolutionary biology.
With that sobering reality in mind, please identify what XYZ represents in the following statement about "What We Know Now":
Is there a bottom line to all of this? If there is one, it would appear to be this: Despite media coverage, which has been exceedingly selective and misrepresentative, and despite the anecdotal meanderings of politicians, community members, educators, board members, parents, and students, XYZ have not been effective in achieving the outcomes they were assumed to aid….
This analysis is addressing school uniform policies, conducted by sociologist David L. Brunsma who examined evidence on school uniform effectiveness (did school uniform policies achieve stated goals of those policies) "from a variety of data gathered during eight years of rigorous research into this issue."
This comprehensive analysis of research from Brunsma replicates the message in Flock of Dodos—political, public, and media messaging continues to trump evidence in the education reform debate. Making that reality more troubling is that a central element of No Child Left Behind was a call to usher in an era of scientifically based education research. As Sasha Zucker notes in a 2004 policy report for Pearson, "A significant aspect of the No Child Left Behind Act of 2001 (NCLB) is the use of the phrase 'scientifically based research' well over 100 times throughout the text of the law."
Brunsma's conclusion about school uniform policies, I regret to note, is not an outlier in education reform but a typical representation of education reform policy. Let's consider what we know now about the major education reform agendas currently impacting out schools:
- What we know now about grade retention: Grade retention is growing in popularity across the U.S., represented by accountability policies in Florida. But grade retention has been shown by four decades of research not to achieve the goals advocates claim, and to cause harm.
- What we know now about charter schools: Despite the increased support and funding for charter schools, "charterness" has not been shown to be a determining factor in school quality (when compared to traditional public schools [TPS]), charter schools have produced a range of outcomes essentially indistinguishable from TPS, but charter schools have increased segregation (by class and race) as well as underserved English language learners and special needs students (see annotated research here).
- What we know now about school choice (and competition): Decades of a variety of commitments to school choice (notably vouchers) have resulted in a growing body of evidence that school choice fails to achieve the goals of its proponents (see a critical analysis of choice here). Choice, however, has been associated, like charter schools, with shuffling populations of students and increasing segregation. More broadly, the research on competition shows that it causes harm, and not the positive outcomes choice advocates claim.
- What we know now about value added methods (VAM) of teacher evaluation: Although it is fair to say that the jury is still out on VAM, even advocates for exploring the potential for VAM have expressed caution about using it in high-stakes policies (see cautious considerations of VAM validity and reliability). Broadly, high-stakes implementation of VAM is certainly premature, and likely a significant waste of time and money better spent on problems more pressing and clearly defined.
- What we know now about teacher quality: Teacher quality matters, but teacher quality is dwarfed by factors outside of school and outside the control of schools. The real teacher quality problem in schools is teacher assignment since impoverished students, African American students, Latina/o students, English language learners, and special needs students are disproportionately assigned to inexperienced and un-/under-certified teachers.
- What we know now about merit pay: Simply stated, merit pay doesn't work (and it may often have powerful negative consequences). It doesn't work in education (see Pink also), but the business world has recognized that as well.
- What we know now about Teach for America (TFA): The growing research base on TFA reveals a mixed picture, but it also shows that TFA advocacy is misleading (see also "three biggest lies"). Further TFA contributes negatively to some central problems public education faces: teacher attrition/turnover and inequitable teacher assignments (high-poverty and minority students being assigned disproportionately new and uncertified teachers).
- What we know now about the SAT: The SAT remains a weaker predictor of freshman college success than GPA and also does not contribute positively to the public perception of school quality. SAT-prep classes also create a drain on school time and resources that could be better used addressing other needs. As well, the SAT remains race, class, and gender biased*.
- What we know now about accountability, standards, and high-stakes testing: After thirty years of accountability, standards, and high-stakes testing in 50 separate state experiments, the research base is clear: "the absence or presence of rigorous or national standards says nothing about equity, educational quality, or the provision of adequate educational services, there is no reason to expect CCSS or any other standards initiative to be an effective educational reform by itself" (Mathis, 2012).
- What we know now about miracle schools: Virtually every school designated "miracle" by advocates or the media (Texas miracle, Chicago miracle, Harlem miracle, Florida miracle, etc.) has been debunked by close analysis. Claims that some high-poverty schools excel (and thus all should excel) has also been exposed as misleading: "only 1.1 percent of high-poverty schools were identified as 'high flyers.'"
- What we know now about education as a social change agent: Simply stated: "you are better off being born rich regardless of whether you go to college than being born poor and getting a college degree" (Bruenig, 2013, based on data from "Pursuing the American Dream," Pew Charitable Trusts).
Well into the second decade of the twenty-first century, then, education reform continues a failed tradition of honoring messaging over evidence. Neither the claims made about educational failures, nor the solutions for education reform policy today are supported by large bodies of compelling research.
As the fate of NCLB continues to be debated, the evidence shows not only that NCLB has failed its stated goals, but also that politicians, the media, and the public have failed to embrace the one element of the legislation that held the most promise—scientifically based research—suggesting that dodos may in fact not be extinct.
* Santelices, M. V., & Wilson, M. (2010, Spring). Unfair treatment? The case of Freedle, the SAT, and the standardization approach to differential item functioning. Harvard Educational Review, 80(1), 106-133.; Spelke, E. S. (2005, December). Sex differences in intrinsic aptitude for mathematics and science? American Psychologist, 60(9), 950-958; See page 4 for 2012 SAT data: http://media.collegeboard.com/digitalServices/pdf/research/TotalGroup-2012.pdf
NFL again a Harbinger for Failed Education Reform?
During the impending NFL strike in 2011—the act of a union—I drew a comparison between how the public in the U.S. responds to unionization in different contexts:
"I am speaking about the possible NFL strike that hangs over this coming Super Bowl weekend: a struggle between billionaires and millionaires, which, indirectly, shines an important light on the rise of teacher and teacher union-bashing in the US. Adam Bessie, in Truthout, identifies how the myth of the bad teacher has evolved."
Once again, the NFL is facing a situation that I believe and even hope is another harbinger of how education reform can be halted: A suit filed by the family of Junior Seau:
"The family said the league not only 'propagated the false myth that collisions of all kinds, including brutal and ferocious collisions, many of which lead to short-term and long-term neurological damage to players, are an acceptable, desired and natural consequence of the game,' but also that 'the N.F.L. failed to disseminate to then-current and former N.F.L. players health information it possessed' about the risks associated with brain trauma."
This law suit has prompted a considerable amount of debate concerning whether or not the NFL as we currently know it could be dramatically reconfigured under the pressure of more law suits. In other words, the inherent but often ignored or concealed dangers of football are now being exposed by legal action, in much the same way as the tobacco industry was unmasked and thus the entire culture of smoking has radically changed in the last couple decades.
With the release of the Education Policy Analysis Archives (EPAA) Special Issue on "Value-Added Model (VAM) Research for Educational Policy," a similar question should now be raised about the future of implementing high-stakes accountability policies that focus on teacher evaluation and retention through VAM-style metrics.
"High-Stakes Implementation of VAM,…Premature"
Two articles in the special issue from EPAA examines the validity and reliability of VAM-based teacher evaluation in high-stakes settings and then places these policies in the context of legal ramifications faced by districts and states for those policies.
"The Legal Consequences of Mandating High Stakes Decisions Based on Low Quality Information: Teacher Evaluation in the Race-to-the-Top Era" (Baker, Oluwole, & Green, 2013) identifies the current trend: "Spurred by the Race-to-the-Top program championed by the Obama administration and a changing political climate in favor of holding teachers accountable for the performance of their students, many states revamped their tenure laws and passed additional legislation designed to tie student performance to teacher evaluations" (p. 3). Because of the political and public momentum behind reforming teacher evaluation, Baker, Oluwole, and Green seek "to bring some urgency to the need to re-examine the current legislative models that put teachers at great risk of unfair evaluation, removal of tenure, and ultimately wrongful dismissal" (p. 5).
While Baker, Oluwole, and Green offer a detailed and evidence-based examination of the VAM-based and student growth model approaches to high-stakes teacher accountability, they ultimately place the weaknesses of reform policies in the context of potential challenges from teachers who believe they have been wrongfully evaluated or dismissed:
"In this section, we address the various legal challenges that might be brought by teachers dismissed under the rigid statutory structures outlined previously in this article. We also address how arguments on behalf of teachers might be framed differently in a context where value-added measures are used versus one where student growth percentiles are used. Where value-added measures are used, we suspect that teachers will have to show that while those measures were intended to attribute student achievement to their effectiveness, the measures failed to do so in a number of ways. That is, where value-added measures are used to assign effectiveness ratings, we suspect that the validity and reliability, as well as understandability of those measures would need to be deliberated at trial. However, where student growth percentiles are used, we would argue that the measures on their face are simply not designed for attributing responsibility to the teacher, and thus making such a leap would necessarily constitute a wrongful judgment. That is, one would not necessarily even have to vet the SGP measures for reliability or validity via any statistical analysis, because on their face they are invalid for this purpose."
The analysis ultimately discredits both the use of narrow metrics to determine teacher quality and the high-stakes policies being implemented using those metrics, concluding with the ironic consequences of these policies: "Overly prescriptive, rigid teacher evaluation mandates, in our view, are likely to open the floodgates to new litigation over teacher due process rights. This is likely despite the fact that much of the policy impetus behind these new evaluation systems is the reduction of legal hassles involved in terminating ineffective teachers" (pp. 18-19).
In "Legal Issues in the Use of Student Test Scores and Value-added Models (VAM) to Determine Educational Quality" (Pullin, 2013), the rapid increase of VAM-based accountability is further examined in the context of "a wide array of potential legal issues [that] could arise from the implementation of these programs" (p. 2).
Pullin notes the motivation for reforming teacher evaluation:
"VAM initiatives are consistent with a highly publicized press from the business community and many politicians to make government services more like private business, data-driven to measure productivity and accountability (Kupermintz, 2003). VAM approaches are in part a response to concerns that the current system of selecting and compensating teachers based their education and credentials is insufficient for insuring teacher quality (Corcoran, 2011; Gordon, Kane & Staiger, 2006; Hanushek & Rivkin, 2012; Harris, 2011). There have been increasing expressions of concern that teacher evaluation practices are not robust and do not improve practice (Kennedy, 2010). In the contemporary public policy context, much of the support for the use of student test scores for educator evaluation comes from a concern that the current system for evaluation is ineffective and that the current legal protections for teachers are too cumbersome for schools seeking to terminate teachers (Harris, 2009, 2011)."
While a business model for addressing quality control of a work force may seem efficient, Pullin highlights that legal ramifications are likely with these new models.
Pullin's analysis offers a detailed and useful examination of previous court cases involving the use of test scores to evaluate educators, including recent cases involving VAM, concluding that the picture is not clear on how the courts may rule in the future, but that a pattern exists of "heavy judicial deference to state and local education policymakers and the allure of using test scores to make decisions about education quality" (p. 5).
Further, Pullin notes "there are differences of perspective among social scientists about VAM and the defensibility of using it to make high-stakes decisions about educators," further complicating the concerns of legal action (p. 9).
While raising many other complications, Pullin also notes that students and parents may enter legal battles using VAM metrics "to substantiate their own legal claims that schools are not meeting their obligations to provide education" (p. 14).
Pullin concludes with a sobering look at teacher quality reform built on VAM and implemented in high-stakes environments:
"In the broad contemporary public policy context for education reform, the desire for accountability and transparency in government, coupled with heavily financed criticisms of public school teachers and their unions, may mean that VAM initiatives will prevail. The concerns of education researchers about VAM, coupled with legal obligations for the validity and reliability of education and evaluation programs should require judges and education policymakers to take a closer look for future decision-making. At the same time, the social science research community should be generating substantial new and persuasive evidence about VAM and the validity and reliability of all of its potential uses. For public policymakers, there are strong reasons to suggest that high-stakes implementation of VAM is, at best, premature and, as a result, the potential for successful legal challenge to its use is high. The use of VAM as a policy tool for meaningful education improvement has considerable limitations, whether or not some judges might consider it legally defensible." (p. 17)
Like the NFL, federal and state governments may soon be compelled to reform the reform movement under the threat of legal action from a variety of stakeholders since the science of teacher evaluation remains far behind the curve of implementation, particularly when teacher evaluation is high-stakes and based on VAM and other metrics linked to student test scores.
The special issue from EPAA is yet another call for political leadership to pause if not end wide-scale teacher evaluation and retention models that pose legal, statistical, and funding challenges that those leaders appear unwilling to acknowledge or address.

subset: commoncrawl


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About the Author
Carol Sheriff received her B.A. from Wesleyan University and her Ph.D. from Yale University. She has taught at the College of William and Mary since 1993, where she has won the Thomas Jefferson Teaching Award, the Alumni Teaching Fellowship Award, and the University Professorship for Teaching Excellence. Carol teaches the U.S. history survey as well as classes on the Early Republic, the Civil War Era, and the American West. Her publications include THE ARTIFICIAL RIVER: THE ERIE CANAL AND THE PARADOX OF PROGRESS (1996), which won the Dixon Ryan Fox Award from the New York State Historical Association and the Award for Excellence in Research from the New York State Archives, and A PEOPLE AT WAR: CIVILIANS AND SOLDIERS IN AMERICA'S CIVIL WAR, 1854-1877 (with Scott Reynolds Nelson, 2007). Carol has written sections of a teaching manual for the New York State history curriculum, given presentations at Teaching American History grant projects, appeared in the History Channel's Modern Marvels show on the Erie Canal, and is engaged in several public history projects marking the sesquicentennial of the Civil War.
David W. Blight received his B.A. from Michigan State University and his Ph.D. from the University of Wisconsin. He is Class of 1954 Professor of American History and director of the Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition at Yale University. He has written FREDERICK DOUGLASS'S CIVIL WAR (1989) and RACE AND REUNION: THE CIVIL WAR IN AMERICAN MEMORY, 1863-1915 (2001), which received eight awards, including the Bancroft Prize, the Frederick Douglass Prize, the Abraham Lincoln Prize, and four prizes awarded by the Organization of American Historians. His most recent book, A SLAVE NO MORE: THE EMANCIPATION OF JOHN WASHINGTON AND WALLACE TURNAGE (2007), won three prizes. He has edited or co-edited six other books, and his essays have appeared in numerous journals. In 1992-1993 he was senior Fulbright Professor in American Studies at the University of Munich, Germany, and in 2006-2007 he held a fellowship at the Dorothy and Lewis B. Cullman Center, New York Public Library. A consultant to several documentary films, David appeared in the 1998 PBS series, Africans in America and has served on the Council of the American Historical Association.
Howard P. Chudacoff, the George L. Littlefield Professor of American History and Professor of Urban Studies at Brown University, was born in Omaha, Nebraska. He earned his A.B. (1965) and Ph.D. (1969) from the University of Chicago. He has written MOBILE AMERICANS (1972), HOW OLD ARE YOU (1989), THE AGE OF THE BACHELOR (1999), THE EVOLUTION OF AMERICAN URBAN SOCIETY (with Judith Smith, 2004), and CHILDREN AT PLAY: AN AMERICAN HISTORY (2007). He has also co-edited, with Peter Baldwin, MAJOR PROBLEMS IN AMERICAN URBAN HISTORY (2004). His articles have appeared in such journals as the JOURNAL OF FAMILY HISTORY, REVIEWS IN AMERICAN HISTORY, and JOURNAL OF AMERICAN HISTORY. At Brown University, Howard has co-chaired the American Civilization Program, chaired the Department of History, and serves as Brown's faculty representative to the NCAA. He has also served on the board of directors of the Urban History Association. The National Endowment for the Humanities, Ford Foundation, and Rockefeller Foundation have given him awards to advance his scholarship.


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Former presidential yacht could be seized by lenders as owners ask judge to prevent it from happening
The owners of the former presidential yacht the U.S.S. Sequoia could have it taken from them in the near future and are asking a Delaware judge to prevent a financial lender from seizing it.
Sequoia Presidential Yacht Group claimed in a lawsuit filed last week that the lender FE Partners reneged on a $5 million loan agreement in a 'dastardly' plan to take control of the historic vessel.
Washington, D.C.-based FE Partners says the lawsuit is grossly inaccurate and without merit.
'Stop!' Sequoia Presidential Yacht Group, the owners of the former presidential yacht Sequoia, could have it taken from them in the near future and are asking a Delaware judge to prevent a financial lender from seizing it
'Dastardly': Sequoia Presidential Yacht Group claimed in a lawsuit filed late last week that the lender FE Partners reneged on a $5 million loan agreement in a 'dastardly' plan to take control of the historic vessel
The plaintiffs: Sequoia said that FE Partners lent only half of the $5 million that was promised, leaving them in financial distress
The Delaware lawsuit was filed after a New York judge dismissed a similar complaint last month on jurisdictional grounds.
Both parties are Delaware limited liability companies.
The Sequoia plaintiffs claim that FE Partners lent only half of the $5 million that was promised, leaving them in financial distress and subject to 'trumped up' default claims that allow FE Partners to buy the yacht at a fire-sale price of $7.8 million.
According to the plaintiffs, the 104-foot Sequoia, built in 1925, is the longest-serving presidential yacht in American history.
Old ship: The U.S.S. Sequoia is seen here in Washington, D.C., on March 3, 1932
The USS Sequoia leaves its dock for a cruise down the Potomac to Mount Vernon, the home of George Washington, in Washington, D.C., on July 17, 1970
Famous passenger: The Sequoia, carrying President Richard Nixon and his family, returns to port after a late-afternoon cruise on the Potomac Rivera few hours after Nixon made his latest Watergate disclosure on August 5, 1974
President Franklin Roosevelt on board the Sequoia on July 6, 1935, left, and President Herbert Hoover on January 21, 1933, right
It was the official yacht for presidents from Herbert Hoover through Jimmy Carter.
The Sequoia was designated a National Historic Landmark in 1987 and is currently docked at a marina about a mile south of the U.S. Capitol.
Gary Silversmith, head of Sequoia Presidential Yacht Group, has owned the yacht since September 2000.
The yacht is available for rental, at about $10,000 per charter.
Prestigious boat: The USS Sequoia presidential yacht with Denmark's Queen Margrethe and Prince Consort Henrik on board departs for a lunch time cruise on Potomac river in Washington, DC on June 7, 2011
Framed photos of former presidents sit on a table aboard the yacht
- Strange phenomenon lights up the night sky over Miami
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Higher gas costs drove up U.S. consumer prices in September for the second straight month. But outside energy, there was little sign of inflation.
The Labor Department says the consumer price index rose a seasonally adjusted 0.6 percent in September, matching the August increase. In the past 12 months, prices have increased 2 percent. That's in line with the Federal Reserve's inflation target.
Food prices rose only 0.1 percent. The cost of meat, chicken and eggs fell. Dairy prices rose.
Excluding volatile food and energy costs, prices rose just 0.1 percent. In the past year, so-called core prices have increased 2 percent.
Modest inflation leaves consumers with more money to spend, which can boost growth. It also allows the Federal Reserve to continue with its efforts to rekindle the economy.
More breaking news
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Philippine-based International Container Terminal Services Inc (ICTSI) said on Friday its Australian unit would invest up to A$548 million ($508 million) to build and operate port facilities in Melbourne.
ICTSI told the Philippine Stock Exchange its Victoria International Container Terminal Ltd unit signed a 26-year contract with the Port of Melbourne Corporation to build, operate and finance a terminal and container park in the city, Australia's largest hub for containerised cargo.
The investment in the terminal development is estimated at A$439 million for the first two phases, which will be operational by 2017. Further investments of A$109 million are likely to increase capacity, ICTSI said.
The planned terminal would have capacity of about 1.4 million Twenty-foot Equivalent Units (TEU), while the container park would have a capacity of 280,000 TEUs.
Victoria International is 90 percent owned by ICTSI, with the remaining held by Australia's Anglo Ports Pty Ltd.
ICTSI shares rose as much as 5.5 percent on Friday following the announcement of the deal. The benchmark Manila index was up 0.6 percent as of 0615 GMT.
ICTSI, owned by the Philippines' fourth-richest person, Enrique Razon, operates the Southeast Asian country's biggest ports and has terminal concessions and port development projects in more than a dozen other countries including China and the United States.
($1 = 1.0785 Australian Dollars)
(By Siegfrid Alegado; editing by Stephen Coates)
Maritime Today
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A ceremony will be held July 29 at Cenac Marine Services headquarters in, Houma, La. To commemorate the christening of its newest vessel, M/V Quincey Cenac, as
Facing a "gradually deteriorating market," Sweden based tanker shipping company Concordia Maritime said it was able to post a profit in Q2 2016 based on high vessel
Nick Brown has been appointed Bureau Veritas' new Communications Director, Marine & Offshore Division, the classification society announced.
Brown will take up the post from November 2,
Owners anchoring ships rather than fix at low rates. W. Australia-China capesize rates hit over two-month low.
Freight rates for large capesize dry cargo ships
India has inked a deal with the US defence and aerospace giant Boeing to procure four more Poseidon-8I (P-8I) long-range surveillance and anti-submarine warfare
Technip has been awarded a large(1) subsea contract by Woodside to support the development of the Greater Enfield Project offshore Western Australia, at a water
Container-on-barge services have returned to the Port of Greater Baton Rouge to provide the petrochemical industry with another option to move its products.
Operated by SEACOR AMH,
Enterprise Products Partners on Thursday said the first ship to load ethane for export from its new terminal on the Houston Ship Channel will arrive on Aug. 1,
Eastern Shipbuilding Group, Inc. has launched Laura B, the final vessel in a series of four Robert Allan, LTD. (RAL) designed Z-Tech 2400 Class terminal and escort
USA-Monaco based bulk carrier Scorpio Bulkers has reported a loss of $24.7 million in its second quarter of 2016, pushing the carrier's deficit up to $ 83 million.
Greece-based Diana Containerships Inc. has reported a second-quarter loss of $8 million, after reporting a profit in the same period a year earlier.
The shipping
The Panama Canal's impact on shipping routes and vessel sizes since it opened in 1914 is undisputed. This will continue with the opening of a third channel for larger vessels in 2016.
Krishnapatnam Port, India's largest all-weather; deep water port on the east-coast of India has inaugurated CONCOR's - Port Side Container facility – a Government of India undertaking.
Damen Shipyards Group has announced its latest concept design: the Damen Decommissioning Series. The vessel will specialize in three core areas of the oil and gas


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Photographer Tim Tadder says:
We used a laser and sound trigger to capture the right moments for each subject to create just the head of hair that fit best with the face. We chose to work with triads of colors to create images that are arresting and amusing at the same time.
Pretty damn cool.
See all the shots here.
buzzfeed.com / Via behance.net
- Today's the fourth day of the Democratic National Convention — Hillary Clinton is preparing for the biggest night of her life 🇺🇸
- French prosecutors have identified the second suspect in the priest killing in Normandy as 19-year-old Abdel Malik Petitjean.
- The US Justice Department backed Obama's transgender policies in court after Texas and other states sued to block the rules.


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Articles tagged bess armstrong
8 Nov 2007 // 10:00 PM
Unrequited love, the all consuming crush, the exasperated horror of hormonal changes, the tedium of school, trouble with parents, the emergence of individual identity . . . the adolescent struggle and all of its attendant rites, rituals, and humiliations are ever present in the storytelling of My So-Called Life.READ more
9 Oct 2007 // 11:00 PM
It would never work... no one challenged the reigning broadcast junta and survived. No surprise then that the upstarts snuck in and changed the face of TV forever.READ more
1 Jan 1995 // 1:03 AM
As much as anything, what makes 'Diamond Men' well worth seeking out is Robert Forster's commanding performance as Eddie.READ more
//Mixed media
The Stray Birds "Sabrina" (audio) (premiere) // Music
The Bourgeois "Summer of George" (audio) (premiere) // Music
//Pm Picks
Bad Graphics Are Still Impressive in 'Spirits of Xanadu'
// Moving Pixels
"Spirits of Xanadu wrings emotion and style out of its low fidelity graphics.READ the article


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Health & Safety Companies in Rhode Island
Current filtering criteriaYou can remove a filter by clicking on the x
Distributor in RHODE ISLAND (USA)
For more than 30 years, SpillTech has manufactured and offered distributors high-tech sorbents and spill control products for helping industry maintain a cleaner, safer workplace environment. By building technology into every product, SpillTech has developed an exclusive line of high-performance sorbents for almost any leak or spill application.
Leister Technologies LLC
Office in Tiverton, RHODE ISLAND (USA)
Leister Technologies, LLC opened in June of 2000. This U.S. facility supports the sales and service function for Leister's LASERSYSTEMS, Axetris MICROSYSTEMS , and Weldy product lines.Our modern laboratory has four laser systems for performing laser tests for North American customers. We also offer services for laser parameter profiling and provide installation ...
Myron L Company
Distributor in RHODE ISLAND (USA)
Myron L Company manufactures cost-effective high performance tools for solution control and water quality analysis, as well as calibration solutions, accessories and kits that keep instrumentation operating at peak performance in diverse applications. Our current product line includes handheld instruments, inline monitor/controllers and field test kits that measure ...
Hanna Instruments
based in Woonsocket, RHODE ISLAND (USA)
HANNA instruments, a world leading manufacturer of analytical instrumentation, has a network of 60 subsidiaries in 43 countries worldwide and offers over 3000 products to its customers. HANNA is headquartered in Woonsocket, RI. Through the years, the philosophy of the Nardo family has always been to be able to supply customers around the world with practical affordable ...


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Kathleen Fearn-Banks, a tenured associate professor, joined the faculty of the School of Communications, University of Washington (Seattle) in 1990 after more than 25 years in the communications profession. In addition to being a feature writer at the Los Angeles Time and a news-writer, producer, and a reporter for a Los Angeles network affiliated television station, she also headed, for more than 20 years, nationwide publicity campaigns for NBC Television Network series, specials, and movies.
The A to Z of African-American Televisionby Kathleen Fearn-Banks
View All Available Formats & Editions
- LendMe LendMe™ Learn More
From Amos 'n' Andy to The Jeffersons to Family Matters to Chappelle's Show, this volume covers it all with entries on all different genres_animation, documentaries, sitcoms, sports, talk shows, and variety shows_and performers such as Muhammad Ali, Louis Armstrong, Bill Cosby, and Oprah Winfrey. Additionally, information can be found on general issues, ranging from African American audiences and stereotypes through the related networks and organizations. This book has hundreds of cross-referenced entries, from A to Z, in the dictionary and a list of acronyms with their corresponding definitions. The extensive chronology shows who did what and when and the introduction traces the often difficult circumstances African American performers faced compared to the more satisfactory present situation. Finally, the bibliography is useful to those readers who want to know more about specific topics or persons.
Product Details
- 9780810863484
- Publisher:
- Rowman & Littlefield Publishers, Inc.
- Publication date:
- 08/04/2009
- Series:
- A to Z Guide Series , #49
- Sold by:
- Barnes & Noble
- Format:
- NOOK Book
- Pages:
- 586
- File size:
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Ermenegildo Zegna
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Layered paisley styles an exquisite tie cut from pure silk. Founded in northern Italy in 1910, Ermenegildo Zegna began as a woolen mill, which soon became known for producing beautiful, high-quality textiles—identified then and now by a signature red seal. The company's expertise in quality materials persists to this day and can be found in every product they make.
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The most insane Snowboard flash game ever made! Get huge Air and do 5 crazy stunts, while you earn coins and upgrade your gear!
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Crazy Birthday Cake
Nothing says happy birthday like a 3 level custom iced and candied desert cake covered in your favorite fruits, candies, candles and more! Style this...
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Taz has been dropped onto a random tropical island and is reaking havoc. Help taz to stay away from all of the head hinters on the island that would...
Kissing at the Mall
Stay on guard while these two teen lovebirds are having their romantic kissing sessions at the mall and see that they don't get spied!


text: STUDIO Welcome to my studio. I'm situated in quiet location out of town as parking and ground floor was a priority for me. My studio is open for appointments only because of the type photography I do. I have everything you need for your baby in my studio. Being a mum myself I know what your […] Posted on July 14, 2016 Filed Under: Newborn & Baby · Tagged: newborn photographer jersey, newborn photography studio, newborn photography studio jersey, studio


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NHS Driving Jobs
Patient Transport Driver,
Driving England,
Driving London,
Driving Birmingham
Capita Resourcing - IT Resourcing - Kent, South East
Server Engineer-NHS based in Kent to working within a leading organisation within the public sector. The ideal Server Engineer will have experience with in NHS as well as an eagerness to develop their... £20 - £22 per hour
from: cwjobs.co.uk (+4 sources) - Yesterday
HCL Permanent - Reading
Brief outline of duties Your responsibility will be to utilise your skills in providing emergency care to patients as well as supporting additional ambulance resources You will be working on an RRV as... £21909 to £28462 Per year
from: healthjobs.co.uk (+3 sources) - 6 days ago
Allen Lane - London, South East England
The successful candidate will be an experienced NHS temporary staffing professional with previous NHS experience who can develop and maintain quality standards across the Trust. You will have excellent... 180.00
from: reed.co.uk - 3 days ago
ID Medical - Aylesbury (+1 location)
Requirements: * Minimum 6 Months NHS experience * Valid HCPC registration * We cannot accept candidates without NHS experience for this role.Areas we cover in Buckinghamshire [... Click Apply...] CrossHigh... £22 to £25 Per hour
from: healthjobs.co.uk (+2 sources) - 9 days ago
ID Medical - Milton Keynes (+1 location)
Requirements: * Minimum 6 Months NHS experience * Valid HCPC registration * We cannot accept candidates without NHS experience for this role.Areas we cover in Buckinghamshire [... Click Apply...] CrossHigh... £22 to £25 Per hour
from: healthjobs.co.uk (+1 source) - 9 days ago
Deekay Technical Recruitment Limited - London
Main Duties and Responsibilities: Managing supplier relationships, adherence to KPIs and continually assessing quality of service and/or product to ensure effective, value for money delivery from the supply... £485 PER DAY
from: jobsite.co.uk (+2 sources) - 6 days ago
Manpower - Wigan, Lancashire
Working as part of a team, you will be responsible for handling all incoming external & internal calls for 3 hospitals and the local PCT (out of hours). This will include some lone working, and therefore... 7.20
from: reed.co.uk (+1 source) - 13 days ago
Havant, Hampshire, South East
We're also responsible for the hosting and continued development of the NHS Jobs platform. This is a standalone full-stack recruitment solution that is currently serving 4+ million visitors every month...
from: cwjobs.co.uk (+1 source) - 24 days ago
TaylorCurcio - East Sussex, South East England (+9 locations)
My client, a UK based nutritional product company has experienced a high level of growth over the last few years. They are looking for an experienced NHS Partnership Manager who can take ownership and... 35000.00
from: reed.co.uk (+1 source) - More than 30 days ago
Nigel Frank International - North West England (+2 locations)
Shortlists are being submitted daily for the role with interviews going ahead next week. Interested? Send a copy of your most recent CV , alternatively call Lauren Smith on 01913387553 for a confidential... £25000 - £32000/annum Car AllowanceRegister your CV
from: CV-library.co.uk (+2 sources) - 15 days ago


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Brewing Beer at Home: The Video Guide (Enhanced Version)
Martin Nachel
This book is available for download with iBooks on your Mac or iOS device, and with iTunes on your computer. Books can be read with iBooks on your Mac or iOS device.
Tired of forking over half of your paycheck on bar tabs? Download "Brewing Beer at Home: The Video Guide" – a Vook that combines text and how-to video to show you how to make quality, microbrew beer right at home! You'll save money and impress friends and family with your own creations.
This Vook will cover all the bases from your homebrewing orientation to bottling your brew and everything in-between. In eight chapters and videos, you'll learn about the four ingredients you'll need to make your beer and all the brewing equipment you'll need (hint: you may already own most of it). Once your kit is prepared, you'll learn, step-by-step, how to prepare the brew, and how the brewing process works. Most importantly, "Brewing Beer at Home: The Video Guide" will show you how to formulate your own recipes so you can put your own personal stamp on the beer. With this fantastic format, you'll not only read but SEE how to make a fantastic microbrew that you can share with all your guests.
Download this Vook now and start your own at-home brewery today!
- $7.99
- Category: Beverages
- Published: 08 April 2011
- Publisher: Vook
- Seller: Pronoun, Inc
- Print Length: 40 Pages
- Language: English


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IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards,
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GaN layers were grown at low pressure by nitridation of GaAs substrates. The films showed photoluminescence when excited with ultraviolet light. The luminescence color could be tuned by adjusting the growth parameters.
A not-for-profit organization, IEEE is the world's largest technical professional organization dedicated to advancing technology for the benefit of humanity.© Copyright 2016 IEEE - All rights reserved. Use of this web site signifies your agreement to the terms and conditions.


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An Apache SVN client, implemented as a Windows shell extension103,453 weekly downloads
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Artificial Intelligence based in Print Screens and take decisions on pre-defined sequence of pixels.
AXE Game Engine
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The program implements a demo application which demonstrates using C++ stream-compatible sockets developed by Maciej Sobczak http://www.msobczak.com/12 weekly downloads
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A MUD server/library written in C#. Executable on any OS with the Microsoft .NET Framework installed. Featuring a completely object-oriented framework, It will be useable as a MUD server, or library to write another mud, client, or administration tool.3 weekly downloads
Computer Emulation Framework
The Computer Emulation Framework (CEF) is a common application framework for computer hardware emulation. It is flexible enough to emulate any hardware produced to date. CEF is used to create computer emulators.2 weekly downloads
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CuentaTIFF es un programa para contar desde un CD o DVD el numero total de archivos e imágenes. La idea es poder saber cuantas imágenes hay teniendo en cuenta que los TIF pueden ser multi-pagina, es decir, varias imágenes por archivo TIF.


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Debunking the Dividend Myth
July 31 (Bloomberg) -- Adam Johnson considers whether the dividend trade is over. He speaks on Bloomberg Television's "Street Smart." (Source: Bloomberg)
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Where Are Global Stocks Headed in the Second Half?
29:22 - Thomas Poullaouec, State Street Global Advisors' head of strategy and research for the Investment Solutions Group (ISG), Asia-Pacific, discusses the outlook for global stocks with Bloomberg's Yvonne Man on "Daybreak Asia." (Source: Bloomberg)


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The name given to the fictional romantic paring of Dallon Weekes and Alex Gaskarth
Most commonly found in fanfiction.
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Have you read that new Dallex? You'll never guess who topped...
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Today's Devotional
Red HousesWhat has God given you—time, finances, ability—that you can use to help someone in need today?
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