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Ye Old Black Powder Shop - Auburn, MI - Phone: (989) 662-2271
'Archery' is an art in which arrows are impelled from the arcus by using a bow. Archery was used for hunting or in warfare in the past. In Auburn in the previous times, archery had a high status value and the usefulness was immense. But with time, archery is used now only as an activity for recreation. In Auburn, archery competitions are held as a part of sports. Different types of bows and arrows are used by the archers participating in the archery competition. In Auburn, bow hunting is also done i.e. hunting of animals using archery. It has been even legalized. Archery coaching is even given to interested students in Auburn.
By: Lee Ann Rush Those ubiquitous, multi-flavored individual coffee servings sold in plastic pods known as Keurig K-Cups might have been a clever and novel idea at first, but they are quickly becoming an environmental disaster. In 2014, billions of plastic K-Cups were sold; enough to circle the earth more than 10 times! As bad as that sounds, it gets..


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Every single morning, something happens that makes me late for work. I am now perpetually fifteen minutes late regardless of how early I get up, how fast I get ready or how hard I try. Normally, it's a Knox related issue, however yesterday, it was traffic and today, a fender bender.
I was all of three minutes from my house at a stop light. When the light turned green, the car in front of me started moving, and in turn, so did I. All of a sudden, SMACK! I ran into the back of him. Knox let out a "WAHHAH" type noise, obviously started, but not crying. I got out, looked at the cars, no damage to be seen. I apologized, but the guy said "It's because my car didn't take off, that's why." So, apparently it was his car's issue, but seeing as how there was no damage and how I'd be blamed by the po-po anyway since I rear-ended him, we shook hands and called it a day.
It wasn't until an hour later that I realized my at-the-scene inspection kind of sucked. I now have a trailer hitch-shaped crack in my bumper under my indestructible USC pewter license plate. I thought the plate hit his hitch, but alas, no. Too bad, I guess I'll be sporting the crack because I'm not paying to have that fixed or jacking up my insurance rates because of it. Trevor only lectured me a little bit on this incident, telling me "when I tell you to be careful in the mornings, I'm not just saying it for my health. I mean to actually BE CAREFUL." Kthanx, hun. Not my fault (at least not totally my fault).
Even though Knox didn't cry or seem any worse for the wear, like a good paranoid Mommy I called the doctor. They said considering we were going, oh, five mph at the time of the collision, he was surely fine, but that I could come in for peace of mind, if I wanted to. You know me well enough by now to know that I went. I wanted to ask the doctor about some mucousy poop Knox had yesterday, anyway.
All was well with Mr. Knox, as expected, so we chatted about reflux. They called him in Prevacid tablets yesterday, but of course, the LOVELY folks at the insurance company required prior authorization which means that the hour I spent killing at Target waiting on the prescription was all for naught (and about $50 down the tube because I have no self-control in that store). Hopefully, we'll get it today because the grape Zantac makes him cry because it's so disgusting and obviously isn't working, anyway. The doctor laughed at Knox's weight gain, saying we don't need to worry about his puking seeing as how he's gaining weight so quickly. He is now 12lbs 10oz.
So, that was my morning. Needless to say, I didn't get to work until 10:30. I guess I better get used to being late for the rest of my life.

subset: commoncrawl


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Bobby V Heaven (My Angel, Pt. 2) Lyrics
Last updated: 05/31/2012 12:00:00 PM
I think I found what I been looking for
Even though I saw you girl, you were still invisible
All this time girl, little did I know
You had the key to unlock my heart
You keep me on cloud 9
Dont wanna fall down ooh please keep me high
I wanna stay on cloud 9
Not gonna mess up, no not this time
Girl, spread your wings and take me with you
Suspended in air with you babe
Let me fly away with you
I feel that you fell straight from heaven [x3]
I feel that I gotta piece of heaven [x3]
[Verse 2:]
After all these years girl, your still beautiful
Wait, stop, hit cruise control
I wanna fly fly to cloud 24
Thats where lovers go at night
You got my body, you got my mind
That's where I wanna go tonight
Not gonna mess up, no not this time..
[Chorus repeats until end]
Click here to submit the Corrections of Heaven (My Angel, Pt. 2) Lyrics


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This bridge in Siberia is wobbly, narrow, long, and really high above the water. How anyone crosses this bridge without completely losing control of their bowels is beyond me. So let's see someone cross it!
Although, if you look in the background, doesn't it look like there's another bridge that utilizes some more modern engineering?
If anything, it looks to be exactly like this:
[via College Humor]


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Poem and Prayer #6: Michele Wolf January 19, 2011Posted by The Virtual Abbey in Michele Wolf, poem and prayer, sacred art.
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Editor's Note: One final and glorious installment from poet and Virtual Abbey participant, Martin Dickinson (@dickinsonpoet). We've been blessed to have him connect poem and prayer so beautifully.
Psalm 96:12
Powerful poetry, like prayer, compresses sensuous detail, strong emotion and great insight into one small package. It transports readers to a different space and time. That's exactly what the Psalms do — probably the best poems and prayers ever inscribed.
Remember what I said about the similarity between poem and prayer? There's a voice within each of us. Both poem and prayer are about listening to that voice — listening and shaping.
For this last installment of Poem and Prayer, I've chosen a wonderful example from a poet who uses sensuous detail and emotion to transport us to another world from where we can look back and reflect upon our own.
Michele Wolf's "Trees" is from her award-winning collection, Conversations During Sleep. Her poems appear in the best journals: Poetry, The Hudson Review, Boulevard, North American Review and more. Her new book, Immersion, will come out in February.
When we read "Trees" our hands get into the dirt with the narrator. In commemoration of her father and sister, we become stones, we breathe in the oxygen exhaled by seedlings that have grown to become mighty cypresses. We are transported to a world very much like the landscape of the Psalms. Subtly, together with the poet, her father and her sister, we become the "us" of the final line of the poem. As we do so, we catch ourselves grieving and dancing at the same time.
The spade hits a stone. And the stone, asleep
In this spot for centuries, will not be moved.
So I carry the two baby shoots, cupping
Each by its bundle of roots, a few feet away,
Then dig in a softer place, where the dirt
And smaller stones give easily. Gathering
The graveled soil with my hands, tamping it down,
I set these trees into the earth, the home
Where I put you, father, and put you,
Sister. I plant two foot-high cypresses
In your name, gardening a barren
Hill in the family plot, the land of Abraham.
They join acres of forests planted tree by tree,
Until 200 million were planted, and a people
Who reclaimed a desert, their hands in the soil.
How much wandering, and how many stones
In the path, before we can stand on the land
We were promised, before we succumb to the land
As stones ourselves. Yet stands of our trees,
Limbs shifting in the breeze, keep on breathing.
I plant trees among stones, and after I leave,
Each raises its dusty face to feed on the sunlight,
To exhale what's unseen, the element that gives
Us the chance to wake and dance, and grieve.
© Michele Wolf, with permission of the author
Poem and Prayer #5: Stanley Kunitz and Gerard Manley Hopkins (Part III) December 18, 2010Posted by The Virtual Abbey in poem and prayer, prayer practices, sacred art.
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Editor's Note: I'm tempted to simply write, "Ta-da!" Wow, I just did! Behold the final post that includes "God's Grandeur" all written out on the screen. Many thanks to Martin Dickinson (@dickinsonpoet) for putting this together, especially during the season of Advent.
This inspiring poem was written in February and March of 1877. In his sermons and devotional writings Hopkins observes: "all things therefore are charged with love, are charged with God and if we know how to touch them give off sparks and take fire, yield drops and flow, ring and tell of him."
And here, in all its glory, is the poem by Hopkins that inspired Stanley Kunitz:
God's Grandeur
The world is charged with the grandeur of God.
It will flame out, like shining from shook foil;
It gathers to a greatness, like the ooze of oil
Crushed. Why do men then now not reck his rod?
Generations have trod, have trod, have trod;
And all is seared with trade; bleared, smeared with toil;
And wears man's smudge and shares man's smell: the soil
Is bare now, nor can foot feel, being shod.
And for all this, nature is never spent;
There lives the dearest freshness deep down things;
And though the last lights off the black West went
Oh, morning, at the brown brink eastward, springs—
Because the Holy Ghost over the bent
World broods with warm breast and with ah! bright wings.
─ Gerard Manley Hopkins
Icon of Gerard Manley Hopkins by William Hart McNichols


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Dangerous Astronomy
by Sherman Alexie
Symbol Analysis
Darkness makes a few cameo appearances in the drama of the speaker's crying-baby dilemma. It's not always just the absence of light, though. Throughout the poem and with some tricky line-breaks, the speaker acknowledges the dark as something with lifelike, human qualities (a neat trick called personification), which makes the darkness an integral part of the speaker's experience. It's a force to be reckoned with.
- Line 4: The speaker ends the line with "his dark", meaning his son's dark bedroom. The enjambment puts an emphasis on the word "dark" in two ways. The first is that "dark" is a slant rhyme with the word "stars." It's a nice light-dark contrast, there, rhyming two words that are completely opposite. But the line break also makes the word dark work as a noun and an adjective. If we just read line 4, dark belongs to the son, as if it's a metaphorical darkness of his son's discomfort. But if when we read on to line 5, it's no longer "his dark", but "his dark / bedroom," so dark becomes an adjective for where they're standing. This play on words links the emotional with the physical. While they're standing in darkness, there's also an emotional darkness that's present, which surfaces as the son is breastfed and the speaker gets all jealous.
- Line 9: The speaker begins this line with "In the dark" and goes on to say that "mothers illuminate like the stars!" Here again is a contrasting image of darkness and mothers lit up like stars. Of course, he's not saying mothers literally light up and glow, but he's using a simile to associate mothers with stars. That means she's praiseworthy, and she alone can take away the son's dark. After all, she's the only one that can feed him, and that darkness inside the boy is hungry!
- Line 15: Here, darkness is written as "the hungry dark." This is an example of personification, where the dark takes on a human quality of hunger. Sounds sort of scary, right? Who wants to be swallowed by darkness? Probably nobody, especially not the speaker of this poem. He could be talking about the dark in figurative terms again, as something he has to feed, or that wants his attention, but is incapable of satisfying. Like a personal darkness, for example, some place inside that feels like it can never be satisfied.


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I remember when we would have donated our paychecks to get a corner like Ike on our team. Yes, he doesn't get the interceptions but he isn't the only one that isn't getting them either. Is it how the're coached, not coached but yes, he does have hands of stone when he does touch the ball. Lebeaus trying to keep his record up with the few elite when it comes to the interception record.


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Young, 27, missed out on the England squad for the World Cup 2014 qualifying double-header against Moldova and Ukraine earlier this month, and Sir Alex Ferguson now expects to be without the player until October.
Ferguson confirmed the problem at his pre-match press conference ahead of Sunday's game against Liverpool.
The United boss also said midfielder Darren Fletcher would play from the start in Wednesday night's Capital One Cup tie at home to Newcastle.
The Scotland international came on as a substitute in the 1-0 Champions League win over Galatasaray in midweek, his first competitive outing since last November. The player has an inflammatory bowel condition.
Ferguson also played down suggestions that Rooney could be able to return in time for Sunday's game against Liverpool, though his recovery from a cut leg is progressing.
"We have everyone available who was available last Wednesday," Ferguson said. "I know there were reports in the paper about Rooney being possible, but that is not the case. He's not far away, I think he may be fine for next week.
"He's doing a lot of great training and has been working hard. It's just a matter of getting him into the full football training side of things, which he has done part of.
"Ashley Young has got a bruised cartilage - I think it's going to take two or three weeks more. We're just taking our time with that one. You can easily play with it and train but we're not going down that road, we want to make sure he's okay.
"We get a lot of experiences these days of these injuries reoccurring when they come back too quickly and we don't want that with the players - we want to give them a full recovery. He should be okay with two or three weeks' time."
- Sir Alex Ferguson
- Darren Fletcher


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The treatment of the Rohingya is not much different from what the Jews suffered in the 20th century Europe or the actions of the Serbs following the breakup of Yugoslavia.
Posted by Andrew on December 27, 2012 17:20
Andrew the Jews were German citizens and amongst the wealthy at the time so a very different situation. Even last week yet another multi million dollar settlement was made as the Nazi's stole Jews wealth. Even the Swiss banks opned up in the last decade. Completely opposite in money terms. It was also the largest genocide of all times. I do not think the two situations are comparable. The Rohingya are non citizens and poor and the numbers involved are much smaller. As I have said on this site before countries like Indonesia which is by far the largest in land mass over 2000 (two thousand) times the size of Singapore and also the biggest economy should be ashamed as they are also Muslim and should at least take a quota, so should Malaysia. Western countires have quotas for poor people look at the US. Asia is much more heartless.
Posted by Happy Farang on December 27, 2012 22:33
I am sure all these Rohingya boat people are felt at the hands of human smugglers tomorrow after release from Immigration Detention Center (IDC) of Ranong with in two three days. The greedy human smugglers (so called agents ) are going to collect these people and bring them to their concentration camps to realize Thai Bath 60,000 -65,000 or Malaysia Ringit 6000 per head. The agent will inhumanly torture the victims till realize the said amount by calling relatives or known person. If some one has failed to meet the agent's requirement, then directly sell to fishing trawlers for one year or work for plantation.The victims are daily beaten till realize the said amount. They are served very poor food. Some inmates try to escape. The agent's muscle men severely torture if they found escaping people. Some die due to torture. Last week one was shot death (he is from Kawar Bill - Kyi Gan Byin) another four person were arrested by the police of Songkla province. He was shot by unkown person. The death body was sent to Hatjai hospital and finally buried nearby grave yard by our BRAT unit members. Naturally Thai authorities are helping to the boat people but the greedy agents commit criminal discrimination .The Thai government and UNHCR must work together to save these Helpless Rohingyas.
Posted by Maung Kyaw Nu,President,Burmese Rohingya Association in Thailand,(BRAT) on December 28, 2012 04:38
Andrew seems stranger about Rohingya's glorious History in Arakan.Rohingyas are ancient people of Arakan,Burma .Our forefathers were part of rulers of Arakan.We lost our Kingdom at that hands Burman on 31st December 1784. Actually present Burmese are occupiers of Arakan. Andrew is absolutely true that the RACISTS treat the Rohingyas worse than Hitler treated Jews. The regime took away our Nationality and treat us as if we are newcomers. Please watch "The hidden genocide documented by Phil Rees " at Al Jazeera TV.
Posted by Maung Kyaw Nu,President,Burmese Rohingya Association in Thailand,(BRAT) on December 28, 2012 16:06
Khun Maung,
Posted by Lena on December 28, 2012 17:40
Bangladesh and CNN news media have published numerous reports of Bengalis illegally migrating eastwards by sea and land. Refer to CNN report of Nov 1, 2012 and Khabar Soth Asia Dec 24, 2012. Once they cross the border, they identify themselves as Rohingya to gain international sympathy. In addition, approximately 12 million to 17 million Bangladeshi immigrants have come to India illegally since the 1950s. As far back as 1975, the then Bangladesh Ambassador to Myanmar Khwaja Mohammed Kaiser admitted that "there were upward of 1/2 million Bangalee (Bangladeshi) trespassers in Arakan (Rakhine state) whom the Burmese (Myanmar) had some right to eject. He had implored the Burmese authorities not to press this issue during Bangladesh's present troubles [COUP of August and November 1975] and had been pleased that the Burmese had not taken advantage of his country's misfortune in this respect.
Posted by Ray on December 28, 2012 19:54
Editor Comment:
Please send us the links for those reports, Ray, just so we can check with our own eyes. Nobody is disputing that some Bengalis do trespass in Rakhine (Arakan) but were there really 800,000 of them and, if they are Bengalis, what would keep them there if they have citizenship elsewhere?
Wednesday August 24, 2016


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Nowottnick, E, Colarco, P, Ferrare, R, Chen, G, Ismail, S, Anderson, B, Browell, E (2010). Online simulations of mineral dust aerosol distributions: Comparisons to NAMMA observations and sensitivity to dust emission parameterization. JOURNAL OF GEOPHYSICAL RESEARCH-ATMOSPHERES, 115, D03202.
AbstractA key uncertainty within Earth system modeling lies in the parameterization of the emission process for mineral aerosols, where emission scheme choice can have implications for emitted dust fluxes. For our study, we include versions of dust emission schemes from the Goddard Chemistry, Aerosol, Radiation, and Transport (GOCART) and Dust Entrainment and Deposition (DEAD) models in the new NASA Goddard Earth Observing System version 4 model, to identify differences in simulated dust distributions caused by varying the emission scheme. The GOCART and DEAD schemes differ in their parameterization of the mobilization process, including their sensitivity to meteorological variables and the determination of the emitted particle size distribution. We focus on Saharan dust events during the NASA African Monsoon Multidisciplinary Analyses field campaign (August-September 2006) to compare with in situ, ground-based, and remote sensing observations. We find that the emission schemes produce comparable aerosol optical thickness and vertical extinction profiles, and their distributions compare well with observations from the space-based MODIS, OMI, MISR, and CALIPSO sensors, and the airborne LASE lidar. Neither emission scheme does especially well at capturing the variability or magnitude of specific dust events over the source region when compared to AERONET and MISR observations, but both improve downwind of the dust sources. Despite the similarities in the optical comparisons, the schemes differ in mass loadings owing to differences in their emitted dust particle size distributions over the source region. Our findings suggest that emission scheme choice for general circulation models is important only over the source region, where the emitted particle size distributions and corresponding mass budgets of emissions are influenced.
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About Debating for Democracy
D4D is a distinctive campus-based co-curricular program that represents the mission of Project Pericles in action. As a member of Project Pericles, Pitzer College has the unique opportunity to participate in the Periclean annual "Debating for Democracy" conference, happening March 21st-22nd, 2012 at The New School in New York City. This national conference brings together student representatives from all 30 Periclean campuses to participate in a series of educational activities with leading figures in civic engagement, education, environment, politics, public policy, and social entrepreneurship. A highlight of the conference is the D4D legislative hearing in which students present and defend public policy letters they have written to current and former elected officials. If chosen to represent Pitzer at this conference, all student travel and accommodation costs will be covered!


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JAN 21, 2013 - WorldNetDaily
A Must Read - Share
If Bill Press doesn't like the Second Amendment, maybe he could get a ride with Piers Morgan out of the country – but ?certainly off of the pages of WND, where he has no business being!
David Moore
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Hey you have no friends!!! Get to work and start inviting friends to help build your Comunitee. Click Here to invite friends.
© 2011 Comunitee, Inc.


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News 12 at 6 o'clock / Tuesday, Sept. 11, 2012
AUGUSTA, Ga. -- You might have noticed the recent improvements at two Augusta airports. The work is done, but local contractors are saying show us the money!
Local airports seem to be flying high. A $5 million remodel just wrapped up at the private jet terminal at Augusta Regional Airport. Daniel Field also recently completed a major renovation ... but there is one problem.
"We've done our work. We had a contract," said Chris Kirkland of Kirkland Steel Fabricators. "They need to honor the contract and finish paying us."
Kirkland says his company finished the steel work at Daniel Field back in October. He says he is still owed money.
"Get us paid," Kirkland said.
We went straight to Daniel Field management.
"We feel their pain," said Manager Becky Shealy. "But there is really nothing we can do just because of the way that the contract is written."
Shealy notes the contract is between Kirkland Steel Fabricators and Pinnacle USA. We left a message with company leaders, but they failed to return our call. Shealy says Pinnacle has outstanding paperwork with Daniel Field that is holding up their final payment of more than $30,000.
"The subcontractors are the odd man out?" we asked.
"Unfortunately," Shealy said, "that's the way it appears. Yes."
It is the same story with different players at Augusta Regional. The new pilots' lounge comes complete with recliners and a full-service bathroom. It appears to be top-notch work.
"We're pleased with it," said Director Gary LeTellier. "We're proud of it."
Subcontractors are still waiting to be paid.
"And, of course, we withhold funds on contractors to make sure they do pay their subs," LeTellier said. "One way or the other, it will be resolved."
Meanwhile, the grand opening is this week. Kirkland says he speaks for all local business owners in voicing a level disgust.
"It's a little insulting for them to be having a grand opening and showing off this nice new building that they don't seem to be able to pay for," Kirkland said.
The groundbreaking for the new Augusta Regional terminal is on Wednesday.


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Health agencies encouraged residents to participate in the U.S. Drug Enforcement Administration's "Drug Take-Back Day" Saturday.
The event allowed people to drop off expired or unused prescription medications. The DEA is coordinating with local law enforcement agencies, which will accept the discarded controlled substances at various places around the region.
Drop-off sites can be found here.
Ohio State Board of Pharmacy Executive Director Kyle Parker notes that a recent survey found four-in-10 teens who have misused or abused a prescription drug got it from their parents' medicine cabinet.
Past Take-Back Day events have collected more than 3 million pounds of prescription medications. The event offers free and anonymous disposal.


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Every year, construction rework costs the industry millions in time and materials, which underlines the importance of getting the job done right the first time. In many cases achieving good results is a matter of accuracy. For instance, if a mason's level measuring the trueness of 100ft. wall is off just a fraction of an inch, the inaccuracy will be exponential and significant in the end. Empire realized how important accuracy is, and that's why they are the industry leader in accurate levels. No other manufacturer uses ACM™, and can guarantee their vials to be accurate to within 0.0005''. When accuracy matters, Empire is the obvious choice.
Preferred by carpenters, masons and tile setters, these levels are great for rugged everyday use. When cut in half, you can see where the box level gets its name from.
A digital laser level is used when you need to accurately extending your level capabilities. The Empire Digital Viewing System allows for best industry accuracy on the job site.
These solid levels are chosen by concrete professionals and masons everywhere and have proven to be tough and more accurate than standard wood levels.
Strong and durable levels built for light to medium applications. The ''I'' beam gets its name due to its shape. When cut in half the body forms an ''I''.
Compact and strong, these levels are ideal for working in tight places on any job site. Because of their size, they are easy to carry and store.
Specialty levels for establishing plumb or level on decks, fences and support poles.


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Weight Gain Studied: Can a Lack Of Sleep Sabotage Diet Goal?
Published: Monday, January 28, 2013 at 11:55 p.m.
Last Modified: Monday, January 28, 2013 at 11:55 p.m.
DAYTON, Ohio | Scientists have been looking into the association between sleep deprivation and weight gain in adults and children.
One study concluded that people who slept less than five hours per night were 73 percent more likely to experience weight gain than those getting seven to nine nightly hours.
Other findings:
Research of sleep deprivation in men found that it increased their desire for foods higher in calories, along with overall calorie intake. A study of women who consistently slept less than six hours or more than nine hours found they were more likely to gain 11 pounds, compared with women who slept seven hours a night.
Along with increased daytime fatigue that contributes to lesser amounts of physical activity, the amount of sleep we get influences the hormones insulin, glucose and cortisol, as well as leptin and ghrelin, two hormones that are responsible for regulating hunger. Leptin signals the brain to stop eating, and people who are sleep-deprived have less of this hormone.
With sleep deprivation comes an increased urge to grab a sugary treat for a quick energy boost. Although this may seem like a good idea at the time, the effect is short-lived, with the "crash" soon following.
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.


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As more than half of India's population is below 25 years, the demand for dating services is seen as a booming market for overseas startups as well. StepOut.com, a New York-based venture, is helping organise group dates based on algorithmic matching. "One-on-one dates are still not the norm in India and Asia, where young people prefer going out in co-ed groups," says Adam Sachs, chief executive of StepOut.com, which has 4 million users.
"Singles clubs local to various markets have also gained popularity in the past year or so," he says. However, Murugavel Janakiraman, who pioneered the concept of online matrimony 15 years ago through BharatMatrimony. com, is sceptical about the effectiveness of this new trend. "India has a diverse culture and unlike the US, community, language and involvement of parents in marriages still play a huge role," he says.


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Crisp and clean, these Akademiks jeans are a standout. They feature shiny logo hardware throughout, a slim straight fit, and a faux leather logo patch on the front. The back pockets are accented with a floating mini pocket and fanning seam accents. The raw-style denim is thick and slightly stiff. 100% Cotton Machine Wash Cold, Inside Out Made in Pakistan. Price: $16.99
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Fear of Rising Yields Will Drive Dollar Even Higher
Pulling the plug on global liquidity was always going to be a high-risk game.
And central banks, led by the Federal Reserve, may yet find they have got it wrong.
Initial investor reaction to the news that, for the first time since the crisis started in 2008, the Fed will reduce the monthly liquidity it provides to U.S. financial markets assuming the economy continues to improve, has been typically negative.
Stock markets across the world have plummeted, the dollar has rallied, emerging-market and commodity currencies have been hammered and gold and metals prices have gone into a steep dive.
But perhaps the key to gauging the success of the policy shift will be the yields on government debt.
If these continue to rise, not only will they undermine the recovery in the U.S. but they could unravel the successive bailouts that have been negotiated for the euro zone's debtor countries and plunge the region back into crisis.
It is these fears that are currently sending investors fleeing for the hills, or at least for the safe havens where they are least exposed to risk.
The fault for this does not lie with the Fed alone.
If anything, the U.S. central bank has been trying gently to nudge global financial markets for some time by hinting over the last few months that the time to start reducing liquidity was nigh.
Finally, the Fed decided to clarify its position, announcing after its latest policy meeting Wednesday that it will start withdrawing quantitative easing later this year and end it in the middle of next year as long as the unemployment rate has fallen to 7%.
Soon after the Fed announcement, news from China gave already-nervous investors another reason to reconsider their risk positions.
The latest measure of manufacturing activity from China, the HSBC purchasing managers' index, showed another decline further into contraction territory.
This coincided with signs that the People's Bank of China is also adopting a more hard-ball stance as far as monetary policy is concerned. With Chinese house prices still rising at their fastest pace this year, the PBOC remains loathe to ease policy any more and has refused to provide liquidity this week as it has in the past despite a rise in interbank money-market rates.
It is a similar story elsewhere.
Over the last few weeks, both the European Central Bank and the Bank of Japan appear to have stepped back from adding more liquidity of their own. In both cases, market expectations were disappointed and the prospect of more global liquidity has had to be scaled back.
The cumulative result is the market reaction that is now taking place, with investors pulling out of any markets that have depended on global liquidity in the past.
How damaging this shift in sentiment proves to be for the longer-term health of the global recovery will depend on how sharply it drives borrowing costs higher.
If the rise in bond yields in the U.S. makes mortgages more expensive, then the rally in U.S. house prices, which has been so important to the economic recovery in general, will be hurt.
Likewise, further gains in the yields euro-zone governments have to pay to raise funds in the bond markets will take their toll, making it even more difficult for euro-zone debtors to reduce their borrowing costs and escape the crisis.
There are already concerns about how the previous rise in borrowing costs will impair the recoveries in Ireland and Portugal, and their plans to exit their bailout programs next year.
For other debtors that are still struggling to avoid bailouts, this rise in yields could be even worse if debt-servicing burdens become even heavier.


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CANBERRA rider Samuel Moorby shocked competitors and spectators alike on Saturday when he took out the Moruya road race at his very first attempt.
Moorby, who represents the Vikings Club, took out the 52-kilometre event in an impressive time of one hour, 40 minutes and eight seconds after starting from a six-minute handicap.
"It's a nice course you guys put on here and I definitely love the finish," an exhausted Moorby said just after the finish line.
"The course was just awesome. I loved the hills. It was a bit hot out there but the hillier it is, the better."
Moorby handled the windy conditions perfectly and beat runner-up Con Toparis rather comfortably after the scene looked set for a tense sprint finish.
"The wind did make a difference," Moorby said.
"You had to be a bit more careful about whether to go by yourself or not."
The youngster from the capital only took up riding seriously in July and said he was a bit "nervous" before the race.
"It was my first open handicap event," he said.
"I only started riding in July, so I was nervous, but I definitely enjoyed it and we might be back next year – we'll see how it goes."
Moorby finished 28 seconds ahead of his father Glenn, who took out third spot to round off a great day for the family.
Pre-race favourite and former Eurobodalla man Brendan Johnston made a bright start before fading away towards the end.
Perhaps that was understandable in the hot conditions after the Suzuki-Trek Cycling team star would have had to close a 23-minute gap with his massive handicap.
"The handicap race went off without a hitch although the increasing hot conditions did become a factor in the staying power of many riders," Eurobodalla Cyclist Club member Stephan Brennan said.
"Due to a clash with other events the participation rate was down this year, which meant some handicap groups, especially the back markers, were short of fire power making it difficult for them to factor into the finish."
Some riders recorded temperatures of up to 42 degrees Celsius in their cockpits, Brennan added.
However, he insisted that wasn't the only reason for a large number of retirements throughout the race, citing the hilly Kiora course as another factor.
Troy Herfoss (Goulburn) and teenager Jacob Stuart (Nowra) recorded the fastest times of the day at a "very respectable" average speed of 38 km/h.
Lachlan Brown was the first Eurobodalla rider home when he finished in seventh place, while Jemma O'Brien was the fastest female.


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A body found in Knott County has been identified as that of a missing woman and detectives were investigating the death as a homicide.
Kentucky State Police Trooper Jody Sims says detectives were trying to determine who killed 34-year-old Christina Barnett of Sitka. Barnett's remains were found Sept. 25 in Knott County just east of Hindman.
Sims says family members reported Barnett missing on Sept. 19. Searchers found the body six days later and her identity was confirmed Wednesday.
Sims did not say why investigators classified the death as a homicide.


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i bought used azera Nov /2006 car with ESC off light turned on .
the nearest repair shop said that the ESC electronic chip is missing ,caused by side accident , so what should i do in this case ?
secondly , is it safe to drive it nationwide in this condition ?
ESC system is not working on 2006 Hyundai Azera
1 answer
There is no ESC 'chip', the ESC or Electronic Stability Control is an anti-slip system for you vehicle that uses 3 computer systems, the engine computer, the throttle body computer and the ABS computer. There is software that binds these three systems together to allows you to have maximum traction on slippery roads. This is a very important system especially in wet weather and on snowy icy roads. Not so much in the summertime on dry roads. Find a shop who has a real knowledge of this system, any one who says a 'chip' is missing is not skilled enough to deal with problems in this system.
here are some shops to try:
here are some shops to try:


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Microsoft System Center Configuration Manager
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Optimized for Windows OS and application deployment, Microsoft System Center Configuration Manager (SCCM) 2007 is the solution for comprehensively assessing, deploying and updating your servers, storage and clients across physical, virtual, distributed and mobile environments.
System Center Configuration Manager provides:
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IT staff can effectively manage multiple types of computing devices through one console to gain greater control over your IT environment.
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Utilizing the Dell Server Deployment Pack and Dell Hardware Update Catalog tools with SCCM, IT staff can more rapidly deploy and install relevant software and Dell hardware updates across corporate, branch and remote IT infrastructure:
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Dell Hardware Update Catalogs for SCCM, System Center Essentials (SCE) and Systems Management Server (SMS) are integrated and automatically downloaded through the Microsoft management applications as soon as they are released by Dell.


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I had been five months in my room now. I had watched the summer turn into the autumn and then to Winter through my bedroom window. One of the most difficult things was watching my teammates parade through the town after winning the U21 championship through it. That was the real world out there. In here in my room was a living hell. I was now on about 18 tablets a day and not getting better but worse. I was eating very little but the medication was ballooning my weight to nearly twenty stone. I was sent to see another psychiatrist and another doctor who suggested electric shock therapy which I flatly refused. It was obvious to me I was never going to get better. My desire for death was now much stronger than my desire for living so I made a decision.
I had been contemplating suicide for a while now and when I finally decided and planned it out, a strange thing happened. A peace that I hadn't experienced for a long time entered my mind and body. For the first time in years, I could get a good night's sleep. It was as if my body realized that this pain it was going through was about to end and it went into relax mode. I had the rope hidden in my room. I knew there was a game on a Saturday evening and that my father and the lads would be gone to that. After my mother and sister would be gone to Mass, I would drive to the location and hang myself. I didn't feel any anxiety about it. It would solve everything, I thought. No more pain, both for me and my family. They were suffering as well as I was and I felt with me gone, it would make life easier for them. How wrong I would have been. I have seen the effects and damage suicide has on families. It is far, far greater than anything endured while living and helping a person with depression.
For some reason my mother never went to Mass. I don't know why but she didn't go. It was a decision on her part that saved my life.
The following week, a family that I had worked for when I was younger heard about me being unwell. They rang my mother and told them that they knew a clinical psychologist working in a private practice that they felt could help me. I had built up my hopes too many times over the last number of months that a new doctor, a new tablet, a new treatment was going to help and had them dashed when he or it failed to help me. I wasn't going through it again. My mother pleaded to give him a try and eventually I agreed. It was a decision on my part that would save my life.
After meeting Tony, I instantly knew this was what I had been searching for. It was the complete opposite of what I felt when I was being prescribed tablets and electric shock therapy. We sat opposite each other in a converted cottage at the side of his house with a fire lighting in the corner. He looked at me with his warm eyes and said 'I hear you haven't been too well. How are you feeling'. It wasn't even the question, it was the way he asked it. I looked at him for about a minute or so and I began to cry. When the tears stopped, I talked and he listened intently. Driving home with my mother that night, I cried again but it wasn't tears of sadness, it was tears of joy. I knew that evening I was going to better. There was finally a chink of light in the darkness.
Therapy is a challenging experience. It's not easy baring your soul. When you sit in front of another human being and discuss things you have never discussed with anyone, it can be quite scary. Paulo Coelho says in one of his books that 'A man is at his strongest when he is willing to be vulnerable'. Sadly, society conditions men to be the opposite and views vulnerability as a weakness. For therapy to work, a person has to be willing to be vulnerable. Within a week, I was off all medication. For me, medication was never the answer. My path back to health was one of making progress, then slipping and making progress again. It was far from straightforward.
I had to face up to memories I had buried from being bullied quite a lot when I was a young kid. Some of it occurred in primary school, others in secondary. It was raw and emotional re-visiting those times but it had to be done.
A lot of my identity was tied up with hurling and it was an unhealthy relationship. The ironic thing is that as I began to live my life more from the inside out and appreciate and value myself for being me and not needing hurling for my self esteem, I loved the game more than ever. I got myself super fit and my weight down to 13 and a half stone. I made the Cloyne Senior team and went on to play with the Cork Senior hurling team, making a cameo appearance in the final of 2006. It is still one of the biggest joys of my life playing hurling with Cloyne, despite losing three County finals and an All-Ireland with Cork. Being involved with the Cloyne team was a huge aid in my recovery and my teammates gave me great support during that time.
I went back to serve my time as an electrician. I went to college by night and re-discovered my joy of learning. I work for a great company and have a good life now. I finished therapy in 2004. I have not had a panic attack in that time and have not missed a day's work because of depression since then.


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Guide To Bay Area's Film FestivalsWho doesn't love a great movie? Lucky for locals, the San Francisco Bay Area is home to some of the world's most renowned film festivals. From intimate, small-town festivals to grand scale events featuring hundreds of movies and the biggest names in Hollywood, we've put together a film festival guide to the best of the Bay.
Best Outdoor Yoga Classes In The Bay AreaA look at five of the best outdoor yoga classes in the Bay Area
Best Places To Celebrate 'Oktoberfest 2015' In The Bay AreaWhat does the San Francisco Bay Area love to do more than anything? Celebrate. Party. Drink. So as we edge toward the end of September, what better way to celebrate but Oktoberfest? The German festival based in Munich is celebrated worldwide, with food and beer at the forefront, as well as traditional music and dancing.
Top 5 Bay Area Shops For Ballet ApparelThe Bay Area is home to a vast number of passionate dancers looking for quality ballet equipment. Here is a list of five of the Bay Area's best independent shops selling ballet apparel.
Best Paint And Sip In The Bay AreaThe paint-and-sip industry is growing rapidly, with many lively events held each month throughout the Bay Area
5 Reasons To Visit The North Bay In 2015If you are looking to do something different in a trip to the Bay Area, here are five reasons to visit the North Bay in 2015.
Best 2014-2015 College Productions In The Bay AreaDinner and a show shouldn't mean disaster for the entertainment budget. College productions are highly professional, offer terrific value, support school and community and provide a great platform for budding talent.
Drive-In Movie Theaters In The Bay Area & SacramentoDrive–in movie theaters may no longer be dotting the American landscape, but the good times and cozy feelings we expect from seeing a movie from the comfort of our car is still around, and the remaining drive-ins are especially family-friendly these days.
Best Destinations For The Wine Lover's VacationWhile Napa Valley deserves to be mentioned on any short list of the country's top wine destinations, there are several other destinations nationwide that are worthy of merit.
Best Bars For Cornhole In The North BayHere are a few bars in the North Bay that offer cornhole play.
Best Summer 2014 Craft Fairs In The Bay AreaThis summer's lineup of craft fairs in the Bay Area stretches from Sausalito to Treasure Island, into the city and south to Palo Alto.
Ask An Expert: Dressing For Work During The Summer HeatThe summer heat can do a number on a professional wardrobe. Local fashion expert Kaye Cloutman provides some expert pointers for women who are out and about during the work day.


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One of Silicon Valley's trendiest debates is playing out in real time at a Palo Alto startup housed in a funky 1920s stucco and red-tile-roof building.
Is it better to go to college, become traditionally educated, and then go out and make your mark in the world? Or is college for losers, a four-year wasteland that only slows innovation because the up-and-coming girl and boy geniuses are busy reading Homer when they could be slinging code?
"We're an interesting example," says John Collison, 21, who with his brother started Stripe, a company looking to build a new way to handle online transactions. "We're fairly education-agnostic when we look at people."
The 10-person company is built around people with no degrees, people with two degrees, people who hope to get degrees, people with no time to think about degrees.
"What have you done? What have you worked on? What are you interested in doing? That's what we look at," says Chief Operating Officer Billy Alvarado, 38, with a Georgia Tech engineering degree and a Stanford MBA. "College is an artificial period of learning."
Consider Ludwig Pettersson, the startup's franchise player. Pettersson is a Web designer with a heavy programming background. He dropped out of high school to pursue a tech career, though he's since completed his secondary education in his native Sweden. College is not on his to-do list, but he apparently knows his stuff.
"I've been designing websites for 10 years now," says Pettersson, who's 20. "I started when I was 11."
So basically, he's spent half his life doing the job that Collison wants him to do.
Then there is Collison and his brother Patrick, both of whom left their native Ireland to attend the elites of the elite -- Harvard and MIT, respectively. Both dropped out to start Stripe, no doubt thrilling their parents.
"My mother, when I was going to Harvard, said, 'You better do all four years,' " John Collison says. "She knew we were at-risk children."
College dropouts hitting it big -- Steve Jobs, Larry Ellison, Mark Zuckerberg, the Google (GOOG) guys and the Yahoo (YHOO) guys, if you count graduate programs -- have been a part of Silicon Valley lore as much as the idea of starting a company in a garage. But lately the buzz around ditching the degree has grown louder.
Perhaps no one is more responsible for that than PayPal co-founder and venture capitalist Peter Thiel, who interestingly enough has invested in Stripe. Last year, Thiel, a managing partner at the Founders Fund, announced he would provide grants of $100,000 each to 20 entrepreneurs under 20 who agreed to start companies rather than attend college classes. Thiel argues that a nation desperately in need of innovation can't afford to wait around while its brightest innovators finish college.
"Increasingly, technology creates unprecedented leverage for young people to do influential, groundbreaking work. Years of experience aren't so important in a meritocracy," Thiel said in a prepared statement. "It's often the brilliant young technologists like Ludwig that have the most impact in Silicon Valley."
And while I'm still old-fashioned enough to argue that a college education prepares young people for a life beyond work and commerce, there are some compelling arguments on the side of entrepreneurs and technologists who want to go for it while they can. First, an idea that is a good one in Silicon Valley today might be obsolete four years from now.
Second, the staggering cost of college can leave graduates deep in hock. Not a good position to be in when you're trying to raise capital for a startup or planning to join a company that pays you with a stake in an untested company with no profits.
Additionally, it's hard to argue against some of the fabulous dropout success stories, though it's wise to remember what a minuscule percentage of entrepreneurs hit it Apple (AAPL), Oracle (ORCL), Facebook or Google big.
And finally, there's Pettersson. Here's a guy who grew up in a small Swedish town, found his passion early and looked for the best place to pursue it.
"It was kind of a dream come true, coming out to Silicon Valley and experiencing all this," he says. "I just really want to make something really good, and this is where it happens."
Now, who am I to argue that school should get in his way?
Contact Mike Cassidy at firstname.lastname@example.com or 408-920-5536. Follow him at Twitter.com/mikecassidy.


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Runners band together to support cancer victimUPDATED 8:06 AM EDT Jun 12, 2014
Most of the runners had not even attempted a 5k until last year, but WMTW News 8's Steve Minich tells us they are putting in the training hours for this year's Twilight 5k road race.Video Transcript
IN HEALTH HEADLINES TONIGHT... THIS THURSDAY THE 12TH,, THE ANNUAL TWILIGHT 5K ROAD RACE ALONG THE WATERFRONT IN SOUTH PORTLAND,,, THE RACE IS A KEY FUNDRAISER FOR THE MAINE CANCER FOUNDATION.. AND AMONG THE PARTICIPANTS -- MORE THAN 2-DOZEN MEMBERS OF A TEAM THAT CALLS ITSELF "NOT YET NET" ... A TEAM THAT FIRST CAME TOGETHER ONLY LAST YEAR TO SUPPORT A CLOSE FRIEND --- AN AVID RUNNER BATTLING A RARE FORM OF CANCER... ----nats of running ----- THEY'RE THE FIRST TO ADMIT THEY DON'T FORM THE MOST SEASONED TEAM RUNNING THE TWILIGHT 5K.... --quick nat-- WHO HAD NEVER RUN BEFORE LAST YEAR? "it was my first 5k, it was my first 5k, mine too" "my friends and family almost inundated me with support, it was absolutely amazing." WHAT TEAM, 'NOT YET NET' MAY LACK IN EXPERIENCE IT MORE THAN MAKES UP FOR IN ITS ALL OUT EFFORT TO SUPPORT SUZIE SATTERFIELD -- A 36 YEAR OLD DIAGNOSED WITH A RARE, STILL INCURABLE, CARCINOID CANCER ---- RELATIVLEY SLOW SPREADING SHE'S STILL ABLE TO RUN,, STILL ABLE TO LEAD A NORMAL LIFE. "i really can live life like i can.. i just, unfortunately, when you look at me underneath ct scans, mri's and all that it's definitely there." "for a lot of people it was a huge challenge for them to run." CLOSE FRIEND CAROLYN SWEET RALLIED OTHER FRIENDS AND FAMILY TO FORM THE TEAM WITH ITS MOTTO 'SECOND PLACE IS NOT AN OPTION',.. IN TWO YEARS TEAM MEMBERS HAVE RAISED NEARLY 20- THOUSAND DOLLARS FOR THE MAINE CANCER FOUNDATION -- AND THEY'RE RUNNING, NOT WALKING TO THE FINISH LINE.. "it was very important for them to show if you can get through this cancer i can run a 5-k." "obviously i don't know what the end is going to be like or how this is going to transpire." BUT, WHAT SUZIE DOES KNOW -- BY RUNNING THIS RACE AND HELPING RAISE MONEY THAT FUNDS CANCER RESEARCH IN MAINE,,, SHE,, AND HER TEAMMATES MAYBE HELPING TO FIND A CURE -- IF NOT FOR HER,, THEN FOR SOMEONE ELSE BATTLING CANCER.. AND THAT, SIMPLY IS THIS TEAM'S MOTIVATION. ."i may hurt right now but i'm pushing through this and i'm doing this for everyone who is fighting cancer,, we're not ammune to it .. i push,, that's all i think about." ON RACE DAY YOU'LL SEE ABOUT 25 MEMBERS OF THE TEAM -- AND YOU CAN'T MISS THEM, THEY'LL BE ALL WEARING ZEBRA STRIPES..... ZEBRA STRIPES ARE THE INTERNATIONAL SYMBOL OF CARCINOID CANCER
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[PS] Operations That Have Nothing To Do With The Given Context
January 8th, 2011 by Dan Meyer
Here are three problems that satisfy the second half of the working definition of pseudocontext. I cop to a lot of guilt at the end of this post.
Prentice Hall's California Mathematics — Pre-Algebra:
Kevin Krenz
McGraw-Hill's Mathematics: Applications and Concepts, Course 3:
McGraw-Hill's Algebra 1:
Can you spot the common problem?
The author has fit an equation to a context that doesn't want or need it. Does anybody think the elephant/grizzly problem would be any less engaging if we just described "a mystery number, five sixths of which is 25?"
And I'm guilty. When it comes to systems of equations, I shake a handful of coins and ask students to write down how many coins they think they hear. We trade guesses and I tell them "40 coins." The best guesser gets some love from the class. Then I ask them to tell me how much cash they think I have in my hands. They ask me for the denominations of the coins. ("Nickels and dimes.") We trade guesses again, reveal the answer again ("$2.75"), and congratulate the winner again. Then I ask them if they think there's more nickels or dimes and why. Then we figure out the answer exactly, first by guess-and-check, then by systems of equations as I introduce an unmanageable number of coins. Then I confirm the answer visually.
But seriously: nothing inherent to a handful of nickels and dimes would lead a student to formulate and solve this system of equations.
n + d = 40
5n + 10d = 275
Nothing. Our arrival at that system of equations was painless only on account of a lot of coy teacherly showmanship. Does that theatricality — the shaking coins, the cocked eyebrow, the dramatic pause before the question, none of which is included in the problem as written in the textbook — inoculate the pseudocontext? Am I absolved if I don't pretend this is (as elephant/grizzly puts it) "when you're going to use this?" I'm not sure. I'm only sure that implicit in my use of pseudocontext here, whether I've inoculated it or not, is the admission that I'm empty-handed when it comes to a real context for systems of equations. I'm admitting that we only use this stuff in silly games.
35 Responses to "[PS] Operations That Have Nothing To Do With The Given Context"
on 08 Jan 2011 at 8:12 am1 Christine Guest
When I was sewing a pleated skirt, I wanted to use the entire length of cloth, but fit my hip circumference, then my waist by easing each pleat to fit. I had to figure out an equation with number of pleats, and optional space between the pleats. The folded cloth had to equal my hips, the unfolded the cloth width was my only set point (60 inches). I made a mock up to see approximately how many pleats looked pretty, then drew a sketch to organize my thoughts about where to put my variable. I also had to choose if i wanted box pleats, or knife pleats. i wasn't matching plaids. It took a while, but my skirt turned out well without wasting fabric.
I learned how to feel comfortable with variables in Algebra, Chemistry and programming classes. But I found my own contexts to use them. If your students get their skills down in a fun way, it's not cheating, but do encourage them to keep their eyes open for examples.
Chemistry, sewing and knitting are awesome for this, so is enlarging recipes, especially when you are low on eggs.
Math books are notorious for heavy handed applications, but how to books that include math are great.
Hope you have a great book budget,
on 08 Jan 2011 at 8:26 am2 Dan Goldner
Also guilty (and I didn't even provide theatrics). I just spent a chapter teaching transformations of parent graphs. The hook was that they'd be able to sketch graphs of complex-looking equations quickly, which interested maybe 4 of them. An application at the end of the chapter was Will it hit the hoop?, which had everyone riveted, but no one wrote an equation. Most waited for someone else to figure it out. (One person solved it quite neatly by symmetry.) *I* know that later on, a million things will be easier if you can just see and understand the relationship between y=x^2 and y=(1/3)(x-3)^2+2. But that doesn't count for many of them. Result: 20% found the mathematical context interesting enough to really figure out how these work. 80% dragged themselves through it enough times to get some rote patterns down that will get them enough points to pass. I think next year I will take away the graphing calculators for this unit and ask some of them to figure out how to move a graph to the left and others to explain what y=f(x)+5 does (I'll give some of them a particular f) and why. In other words: more "math is a context."
on 08 Jan 2011 at 8:27 am3 Allyn Harris Dault
I'm not a math teacher (though I almost went down that road), so I hope future comments have a better answer. But I wonder if you're only going to be able to teach the idea abstractly, then come up with ways that it relates to "real math". I'm thinking about finding a police suspect based on eyewitness descriptions. One person spots a license plate, another sees brown hair but can't identify height, another sees sandy blonde hair but knows the suspect is 6'3″-6'6″. You use systems to understand the constraints that narrow the possibilities (you're not looking for a short punk with kool-aid hair), but you can't get to a particular answer like how fast the grizzly bear runs.
Hope that makes sense.
on 08 Jan 2011 at 9:11 am4 J. D. Salinger
Sorry but I find the whole context issue a red herring. The marble problem is a good one because it requires students to be able to take English descriptions and express them mathematically. That's the reason for the problem, that's the reason students should be told they are doing the problem. Making the problems "relevant" may be an issue for all of you, but for the many students, if they are given adequate instruction, explanation and opportunities to practice, they tend not to care whether it's relevant or not.
on 08 Jan 2011 at 9:37 am5 Jen
I rather have to agree that while *I* enjoy looking at your problems more than the book problems, I'm not sure that it's more than that they're visually attractive and especially that they make your enthusiasm clear. Same with the coins.
On a related note, since my kids were little, I spent a lot of time begging that the "gifted program" frustrate the kids more — that is, teach the kids at a level that requires hard work and repeated attempts on their part. That skill of perseverance is the one skill I'd wish for if there were a magic teaching genie.
Now, if your problems give less help and the context builds enough interest to suck the kids in to work hard, then I think that's huge. But the truth is that a lot of math concepts didn't really sink in for me until I'd done the standard algorithms in a rote way many, many times. In calculus in HS I remember feeling at each test that I just barely had the concept down, was just barely choosing the right steps to complete the test problems.
And then, oddly, in the next unit, I'd be blithely using concepts that I had thought I didn't really know. By two or three "units" later, I would realize that I then understand them — not just how and when to do them, but why. I'm not sure that that can or should be taught initially — that is, waiting until you get a more conceptual understanding before moving on. I think that some of it is just developmental and practice oriented. Just like I can't really carry a tune…unless I've heard that tune about a million times.
on 08 Jan 2011 at 9:37 am6 Jen
Skill of perseverance? Maybe I'd make that habit of perseverance if I could rewrite it!
on 08 Jan 2011 at 9:42 am7 louise
The day you are being chased by a grizzly bear from the west and an elephant from the south and you can't figure out which way to run, then you'll be sorry that you didn't figure out this problem ahead of time (and "faster than your hiking buddy" is not a solution)…
Indeed, putting simple problems "in context" is silly, which is why I think Physics and algebra should be taught together. After all, the main impetus for mathematical education has been how to kill the most of the enemy – predict where the trebuchet will send the rotted corpse, predict where most of the enemy will be, predict which enemy has the most loot to grab, break their codes, get to the treasure first – but we're too polite now to acknowledge that. DARPA doesn't fund computing and robotics because it cares about safety.
on 08 Jan 2011 at 9:56 am8 Mark
In physics, systems of equations are everywhere.
Just look at circuit diagrams. Usually, the goal is to figure out the voltage level or the amount of current flowing through the circuit to make sure that it doesn't overheat or explode on you.
I'm going to try to integrate physics and chemistry into algebra as much as I can (or, at least, work in tandem with the chemistry and physics teachers) because, particularly when I was in high school, that was where the pseudocontext really gave way to the real-life context.
on 08 Jan 2011 at 10:13 am9 Darren Draper
Dan: I think what Mark is trying to tell you is that your last sentence should really read:
"I'm admitting that [98% of normal adult humanity] only use this stuff in silly games."
J.D.: Is that your real name?
If someone wants to advance an argument for eliminating contextually relevant problems from our math curriculum, I'm open to it. Certainly, I'd rather we did away with the extensions section of our textbooks if pseudocontext and poorly-represented, poorly-examined real context were our only options. That seems like a long shot, though, so the next argument I'd like to see advanced is the one where I'm supposed to teach contextual relevance but it's a waste of our time to debate and blog about the best way to teach it.
Darren: I'm admitting that [98% of normal adult humanity] only use this stuff in silly games.
Right, I think that's accurate. The real no-man's land is when there are useful applications of the math concepts we teach in primary and secondary school but those applications are only useful to grown-ups in a highly specialized professional context.
on 08 Jan 2011 at 11:49 am11 Bryan
Math education seems to have a serious problem here. When we are so restricted by standards, tests, and national comparisons of both that teaching the practical applications of mathematics has become a "long shot," I can't help but ask myself "why am I even doing this?" My answer, I suppose, is that I hope to help young kids become more confident in their numeracy and to become patient and persistent in solving problems. All of these goals can be accomplished via contexts that are far more interesting than systems of equations.
I know many people won't agree with me here, but why are we so concerned about student performance on tests that measure their competency in relation to a bunch of skills that they likely won't ever need or use again? Sure, frowning on standardized tests is a tired debate, but I can't see how math education can progress until we do something about it.
I'm currently planning a project on cryptography, code-breaking, and internet security which has a ton of math in it (combinatorics, frequency analysis, modular arithmetic, etc.) but many of these are untested topics and, as a result, I feel like I am wasting my kids' time. To me, that is very telling about the current state of math education.
It gets worse in upper-division math courses. As I am studying to teach math, I've taken Calculus (all three semesters), differential equations, linear algebra, abstract algebra (but did I expect to really learn any applications there… no, I guess not), and now combinatorics (which may prove to have something interesting, but right now I see pseudo-context problem one after another). Everything is devoid of REAL-world meaning. Is Euclidean geometry simply meant to be abstract and "out there" for most people (and, no one has really even heard of hyperbolic geometry, unless you're a mathematician)?
Yet, it is interesting to me that G.H. Hardy said "I have never done anything 'useful'. No discovery of mine has made, or is likely to make, directly or indirectly, for good or ill, the least difference to the amenity of the world." (See http://en.wikipedia.org/wiki/G._H._Hardy) And yet, his stuff is used, as Wikipedia states, in real-world contexts. So, math certainly can be applied, but HOW? If we are going to stick to "just learning math" in math class and not having to learn about biology, chemistry, physics, economics, art, music, and other contexts as a result, then I think the best we can do is pseudo-context problems. But, I do like the idea of learning about other things in math class. That's part of what makes math interesting to me–someone found a theory and then someone else, somewhere down the road, found a use for it. That's the story of Calculus :)
on 08 Jan 2011 at 3:51 pm13 AnonProfessor
I think the commentators are right. I suspect the list the topics that are required to be covered in K-12 education is poorly thought-out, and we could put together a much better math education that would be more useful to many of these students. I would love to see schools teach students basic numeracy and literacy skills and basic statistics, and skip many of the topics that are currently covered.
However, I realize that the topics that must be taught are largely beyond the control of math teachers. So there are really two parallel topics for discussion: (a) for teachers who are required to teach a set list of topics and all-but-required to teach to the test, how can we help them make their classes as effective as possible, given the constraints they are working under?, and (b) if we think more generally about how to improve mathematics education, what changes would make it more relevant, effective, and useful for students?
Your theatrics are a good way to keep the students' attention and prevent them from falling asleep, both good things. In my opinion, we shouldn't try so hard to pretend that every problem is an "application" from the "real world." Many of the problems are just to instill some technical proficiency. I also dislike it when textbooks cite the elephant/grizzly problem as an example of a "wildlife management" or "ecological" application. Bogus applications undermine a text's credibility.
At the same time, of course, I love it when genuine applications lend themselves to classroom activities or homework (like the student I had who used a linear equation to compute omitted values from an enlargement chart at his workplace in a photo shop).
The nickels-and-dimes question is not an example of a problem that anyone is going to solve in real life, yet I think it's a good type of question for students to solve. (The theatrics makes it better, too; thanks for the idea.) That's because students, at that stage of their learning, don't expect that you _can_ solve the problem of how many nickels and dimes there are using mathematics. I like to harness that element of surprise and to encourage them to feel like they've learned something significant. (It helps that that's how I felt when I learned that sort of thing for the first time.)
In a way, though, the nickel-and-dime "application" is genuine. People care about solving resource conflicts, preventing electrical circuits from overloading (as mentioned above), etc. The spirit of the application is there, but boiled down to a context that students can understand.
However, ideally, we would find more substantial problems (like electrical circuits), get them to _learn_ the context, guide them through the maths as much as necessary, and leave them with a sense of appreciation for the application and the mathematics. It's hard for a textbook to do this; the activity needs to be targeted at a particular class. Textbooks can and should give teachers ideas for such ideas, however.
At a conference, I saw a teacher describe an activity by which basic trigonometry was used to determine the school's latitude from a shadow. Great activity, but from memory it only works on two days a year :)
Let's not overstate the importance of context/applications. Math can be for its own sake. It's not like we insist that music be "useful" before we ask anyone to appreciate it (http://www.maa.org/devlin/LockhartsLament.pdf).
Irrelevant applications pretending to be relevant, though, that truly is bad. (Applications that aren't even pretending to be relevant are another matter. Sometimes it can be nice to make the applications extremely silly, so no one thinks you're trying to pull one over on them.)
on 09 Jan 2011 at 2:15 am17 Guy Hed
back to "just a silly game":
I think games are great context for math. I myself use them (in written activities) quite often. I the the students are interested and enthusiastic about the game (here the teacher's showmanship plays an important role) than it is a relevant context, and if it presents an interesting problem, than it is not "silly".
Not long ago I came upon a great problem (or so I hope) for middle school students (with dynamics, attractors and such). I just couldn't find any "excuse" for the problem. I nearly gave it up, until a colleague suggested the problem back to me as a competitive game. Somehow, seeing the problem at this context, made it much more interesting even for me. (Now I just have to sit and write it down…)
on 09 Jan 2011 at 7:30 am18 Adam Glesser
There is no problem with there being a huge difference between the examples you use to introduce a topic and the exercises you assign to help students master the topic.
on 09 Jan 2011 at 10:10 am19 Carl Malartre
Any references on the historical context in which systems of equations were discovered?
on 09 Jan 2011 at 12:23 pm20 Yaacov
Linear systems get used quite a bit in optimization. Cost optimizations are the traditional question to ask, but you can optimize lots of other things like fuel use (is it more environmentally friendly to send the basketball team to the game by bus or in cars?).
Surveyors also use linear systems to figure out coordinates for planting survey markers. They often know the starting points and directions of the lines that form two sides of a lot and need to put a survey marker at their intersection. This requires converting angles into slopes, which may be a hurdle.
on 09 Jan 2011 at 12:32 pm21 Yaacov
Another source of inspiration:
on 09 Jan 2011 at 12:44 pm22 Marty
Now i want students to learn and be great at math as much as any one. And I feel like I bust my backside to do it, but one thing I think that hasn't been mentioned so far is the emotional side of learning. We aren't teaching robots who feel nothing no matter what is happening. We also know that, whatever we teach, a massive amount of it will be forgotten extremely quickly.
But what we can leave for a very long time is an impression. People often remember how they felt about something rather than the specifics of what happened.
Trying to give an emotional feeling when learning math is unbelievably important, I feel. Yes the math is hugely important, but we are not teaching the content, we are teaching the person. I want my students to have the knowledge as well as the positive feelings that come from enjoyment, perseverance and genuine achievement. So put on a show. Make the kids enjoy it and do some great math.
Personally, my 'comedy filter' is:
1 it has to be real and authentic (sort of thing Dan tries to do)
2 if I can't do 1 (which is most of the time), then it has to be a good and compelling puzzle/challenge.
Sometimes I can't do 2 too
on 09 Jan 2011 at 6:48 pm23 Christine
I have a set curriculum and it is inquiry based, but since I am teaching Algebra II and Pre-Calc I am really having a tough time selling my kids on this stuff. There are a lot of problems that sound so ridiculous. I am about to finish my semester and I am desperately looking for different problems for next semester and for possible extra problems for the next two weeks. I am doing systems of equations and inequalities now. Does anyone have anything interesting for those topics?
I also had trouble with the real life connections to parent graph transformations and the connections to system of equations word problems that are not just linear or parabolic.
Could people please respond back (email@example.com) if you have materials that would be good on these topics?
on 09 Jan 2011 at 8:44 pm24 Brighter Flames Arrayed » Pseudocontext, and General Dan Meyer-ness
[…] the pseudocontext problem I submitted appeared on dy/dan! Woo! I guess it really speaks more of the textbook's weaknesses than my ability to pick out […]
on 10 Jan 2011 at 2:13 pm25 Dave
Is it just me, or is the "WHEN am I ever going to use this?" above the middle problem like getting punched in the face? I don't think psuedocontext is outright evil, but to put -that- problem under -that- heading is pretty egregious. I'd love to see a response from the authors of that text.
on 10 Jan 2011 at 9:24 pm26 Aaron
It seems to me that what we want is for students to be able to figure out problems that they want to figure out. Suppose that I, as a teacher, have two options:
1) I can present the coin problem described in the post in a way that actually engages the students and places them in a position of wanting to figure out the answer.
2) I can present a completely legitimate application that does not place the student in the position of of wanting to figure out the answer.
Without hesitation I would choose the first. My primary goal is to have my students thinking clearly and working well. Authentic applications of the "material" is of secondary importance. I am a new teacher and maybe this will change with time, but for now I don't worry at all about good contextualized problems. When I find excellent contextual problems I use them, but if I don't have any good contextual problems for a topic, I don't worry about it. I'm much more focused on whether I have material that is likely to substantively engage my students' reasoning and problem-solving faculties.
By the way, it would be fantastic to have a good on-line database of excellent contextual problems. It would be nice if you could:
1) Upload your favorite problems.
2) Tag problems by topic, area of application (for example, physics), etc.
3) Give thumbs or thumbs down to problems and see next to the problem the number of thumbs up and thumbs down (it may even be nice to be able to comment on each problem).
Anything like this out there?
I don't take much issue with the (pretty obviously fake) contexts in these problems. But what I do take issue with is the removal of probably the most important part of the first two problems: coming up with the equations and expressions!
The statement "then Bill has 2m+4 marbles" is goofy — why just drop this in, when you could ask students to build the expression? It's hard to really know the purpose of isolated problems like these, but what is the purpose of this marble problem? It can't be the translation from context to mathematics, because that part is just auto-done in the problem statement. So what is the purpose?
The second one has the same problem. "You can write 25 = 5/6 * s". Well, then, let the kids write that! This is an important mathematical piece, why bypass it?
So the purpose of the problem must be to analyze the different methods of solving 25 = 5/6 * s. This is better done without a context.
Also (nitpicky) use "g" for the grizzly's speed, since there are two potential uses for "s". And I agree with Dave's recent comment: there's no freakin' way this qualifies under the "WHEN am I ever going to use this" flag. What kid reads this problem then stands up and says "Holy crap I have figured out my life's calling, and it is running footraces between elephants and grizzly bears!"
I don't mind the third problem. It's clearly an exercise rather than something truly useful, but the students have to do the mathematical legwork to solve the problem.
At some level, I think you have to use some kind of lame context to introduce concepts as they're built. "Alice has 3 fewer apples than Bill. If Bill has b apples, how many does Alice have?" It's lame, but it gets the point across, and ideally you teach kids how to do it using mathematical thinking skills (in this case, use numeric substitutions for b until you can see the pattern in the calculations, then get b-3 and not 3-b).
on 11 Jan 2011 at 12:06 pm28 Perdita
What's the point of all this guilt and all these accusations? You don't AIUI have any evidence beyond intuition that there's anything wrong with teachers who want to using these problems. You don't like them, fine. You feel able to create problems you like better and you are willing to share them with other teachers, fabulous! Now everyone has a wider choice. But couldn't you do that positive thing without the jeering?
on 11 Jan 2011 at 10:05 pm29 clobbered
HD TV sets come in a 16:9 aspect ratio and are sold in diagonal sizes. Calculate the height and length of a 42 inch HD TV.
(Yes I really had to do this in real life, long story)
Perdita: What's the point of all this guilt and all these accusations?
"Guilt," "accusations," and "jeering" — I don't know about any of that. I am trying to stigmatize curriculum that I know (intuitively) is corrosive to students whose mathematical conception of the world is still in formation. (Which is to say, most students.) I'm all for wider choice. These problems should be available in boutique bundles which parents can purchase for their advanced students. They have no place in a textbook that's assigned to every student in a district or state. Those students have no choice.
on 15 Jan 2011 at 10:23 am31 Ben Blum-Smith
(Have only briefly scanned rest of comments.)
It seems to me your characterization of the nickels and dimes as pseudocontext shows that the definition needs further development. That is a great problem set up a great way, and nobody comes away from it with the lesson that you have to check your common sense at the door of the math classroom (Jo Boaler's point about the problem with pseudocontext). Essentially, it is a math-as-its-own-context problem that has been spruced up with cuteness and theatricality to make it more fun. In this way it makes me think of Littlewood's man-and-lion problem, although technically that one is more on the "flatly untrue" than the "nothing to do with the given context." But that's a great problem, that would lose something if it were stated in terms of two points that are allowed to move at equal speeds within a circle rather than a man and a lion in an arena. What it would lose is cuteness and theatricality. Same with your coins.
This is reminding me of an earlier definition of pseudocontext that you offered long ago, and that I think captures something important that is absent from the current working definition: would the problem lose anything in terms of engagement if it were removed from the context? Answer in the case of nickels and dimes: yes; thus, not pseudocontext in this sense.
I hear you as saying that cuteness and theatricality are an admission of a lack of real motivation. I don't think this is right. First of all, just because you're taking a worthwhile math problem and adding a little theatrical fairy dust doesn't mean the same skills can't also be motivated in your favorite WCYDWT way. (See discussion of IMP and linear programming below.) Secondly, I think it's worth cultivating an appreciation of fairy dust for those kids (I think it's more than we tend to think) who are going to respond to that.
Now we're getting into an issue that I feel bears a lot more thought – there's a distinction waiting to be made and I don't know what it is yet. I know that certain kinds of cutification and theatrification really rub me wrong. For example, much as I love Winnie Cooper, something does not sit well with me about Danica McKellar's series of math text books. They sort of feel to me like they operate from the belief that math is actually boring and threatening unless it is dressed up in fluffy costumes made from plush Mickey Mouse dolls and cut-up copies of 17 magazine. (To be fair, I also think they're kind of brilliant on this exact same tip. People have been doing this let's make math unthreatening by dressing it up all cute thing for quite some time, and never has anyone ever done it so effectively. The most recent one, Hot X: Algebra Exposed, is the best yet.) But meanwhile, there's a completely different kind of cuteness and theater that I experience as like 100% authentic and intrinsic to the discipline of mathematics, as opposed to being grafted on to cover it up. Consider almost any of the mathematical work of John Horton Conway, the inventor of Conway's Game of Life, rational tangles (pdf), coauthor of Winning Ways for Your Mathematical Plays and The Symmetries of Things, and generally major mathematical beast of the 20th and 21st centuries. Everything that he does has this striking quality of winsomeness. The math itself has this quality but it is also often set in terms of adorable and whimsical settings that bring this out the more so. I just recently bought The Symmetries of Things, in which among other things they provide a proof of Euler's formula F-E+V=2 that begins like this:
We can copy any map on the sphere into the plane by making one of the faces very big, so that it covers most of the sphere. [figure] We'll think of this big face as the ocean, the vertices as towns (the largest being Rome), the edges as dykes or roads, and ourselves as barbarian sea-raiders! (See figure 7.1.) p. 83
Another example is all the work of the great logician Raymond Smullyan. I maintain (with no real basis but my own love of it) that his book What Is the Name of This Book? is the greatest collection of logic puzzles ever written. Every problem in it is a complete contrivance. (E.g. all the problems set on the Island of Knights and Knaves.) But they're ALL ADORABLE (and theatrical). They played a significant role in shaping my own relationship to mathematics when I was only 8 or 9, i.e. before it was well-developed.
My point is this: somehow these authors are capturing something that is authentic to the mathematician's disciplinary practice with the way in which they are adding "context" full of theatricality and cuteness (what for short I'm calling "fairy dust") to their mathematical thoughts and problems. Strip the thoughts and problems of the fairy dust and they lose something. Here the fairy dust can be "untrue" or can "have nothing to do with the given context" but neither of these features stops it from doing its job. It's a totally different job, having to do with a different part of the aesthetics of math, and furthermore I don't really think there's any conflict of interest with having students understand math as useful and sensible and powerful for analyzing the physical and social world and all those things that WCYDWT-typed contexts are great for; so I think contexts of this kind aren't really subject to the "flatly untrue" or the "operations that have nothing to do with the given context" tests unless they're falsely selling themselves as being about what makes math useful outside of math.
I think that more or less the same (or at least a closely related) job is being done by how you set up the coin problem in your class. So the failure of the operations to be forced on you by the fact that these are coins does not (at least, should not) make this pseudocontext. It would only be pseudocontext if you were pretending that the skills in question were going to help them make change. Since you're not acting like this, there's nothing to inoculate against. If one were to call the coins (or the barbarian sea-raiders, or the knights and knaves) pseudocontext, then that strikes me as a sort of exacting ascetic doctrine that says that unless a problem is like 100% realistic, it has to be set in a purely mathematical environment with no theater or fantasy, even for fun. This isn't authentic to how math is practiced. For anyone like me, raised on Smullyan, it is full of theater, fantasy and fun.
Again, ultimately this is about how students come to learn what math is all about. The goal of the word "pseudocontext" is to stigmatize problems that alienate students from the subject by forcing them to go to la-la land while pretending that you're teaching them something useful. If a problem is not sold as a real-life use but as a cute fun possibly fantastical puzzle, then instead of alienating them from the subject maybe you're cultivating their appreciation for puzzles and mathematical cuteness. I guess what I'm saying by bringing up Smullyan and Conway is that I think maybe the contrast "real context" vs. "only silly games" is an unfair derogation of the whimsical, the fantastical and the theatrical. They are a vital and central part of mathematical life.
Btw, the IMP curriculum's take on motivating systems of linear equations is linear programming. They have a unit about a cookie store trying to decide how much of what different kinds of cookies to make to maximize profit. It's a little contrived, but only because it's a simplification of the type of situation companies actually face, so the information you know makes sense to know and the information you're looking for makes sense to want to know. (I think therefore that it's not pseudocontext by either definition?) I'm sure you could find some industrialist who would explain to you an actual authentic business application of linear programming and it would look basically like the IMP problem but with way more constraints and uglier numbers. I'd actually love for you to do this because I'd eagerly await the WCYDWT that you'd come up with, and it would give a good reason to solve a system.
Ben: It would only be pseudocontext if you were pretending that the skills in question were going to help them make change. Since you're not acting like this, there's nothing to inoculate against.
Right. I intended the coins example to pull out this kind of definitional nuance. Same with a lot of math riddles or even this problem here, if it isn't pretending to represent context, it may have other issues, but it can't reasonably be accused of pseudocontext.
Wow, some great responses and comments about pseudocontext. I don't think we are trying to create good/bad or right/wrong categories but this discussion gives us the opportunity to reflect on how we teach math through problem solving. I appreciate the comments that have been posted here as they help me clarify what I believe and my goals for students.
When I work with teachers I often share your video, 'Math Curriculum Makeover' so we can begin discussing and reflecting on classroom practice. One of these teachers recently passed on this problem which was produced by an exam bank. Pseudocontext?
– A full set of teeth for an adult consists of 32 teeth. Brian and Sampson collided while skiing and both were injured. After the skiing accident Brian found that he had lost 3/16 of his adult teeth. Sampson found that he had lost 1/3 as many teeth as Brian had. Determine how many teeth Sampson lost.
on 11 Feb 2011 at 5:41 pm34 Billy Wenge-Murphy
Well, clearly, if you see a grizzly bear running after an elephant (both native to Africa, as any biology student knows) you're immediately going to get out your pen and paper and start doing some math
on 25 Feb 2011 at 7:02 pm35 Chuck Hayward
Stumbled upon your site recently and immediately started borrowing your teaching ideas. I used the coin trick in class today and literally got applause from my students as we revealed that solution to the systems was correct. Applause at one of the lowest-performing schools in Philadelphia. That says something about your teaching ideas to me. Thanks.


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View an illustration about the life cycle of the malaria parasite.
Malaria is caused by a single-celled parasite from the genus Plasmodium. More than 100 different species of Plasmodium exist. They produce malaria in many types of animals and birds, as well as in humans.
Four species of Plasmodium commonly infect humans. Each one has a distinctive appearance under the microscope, and each one produces a somewhat different pattern of symptoms. Two or more species can live in the same area and infect a single person at the same time.
Last Updated February 14, 2011


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Central Christian College softball coach and athletic director Chad Kerr has tendered his resignation with the Tigers and will be moving east to take over the softball program at Alderson Broaddus University.
The announcement was made Wednesday.
"It was a tough decision to leave," Kerr said in an email, "but I can't pass up the opportunity for my career and my family."
The Battlers are a NCAA Division II located in Philippi, W.Va., in the north central part of the state. Alderson Broaddus went 22-27 this past spring, including a 12-5 mark in the Great Midwest Athletic Conference.
Kerr was the head coach of the CCC softball program for the last three years, and also served as the athletic director.
Over his three seasons, Kerr led to the Tigers to a 21-87 record, with steady improvement shown over the last two years.
"I wish Central nothing but the best," Kerr said, "and am very thankful to President [Hal] Hoxie and former AD Melvin Sanders for the opportunity they gave me."
Prior to CCC, Kerr coached competitive select/travel softball both at the 16U and 18U level with the D-Bat Mustang Organization.
Kerr was an all-conference outfielder at Northeast Missouri State University, now Truman State. He is on the career and single season stolen base record lists at Truman.
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text: I gave just started exante, have dabled in vlcds before I got preggars with my second and did well, now im back on it. Started tues after bank hols. First 2 days I did only shakes, today 2 shakes and a turkey dinner.. hmmm not sure, didn't like it much, bit salty. Why do they all taste the same! or at least have that weird background taste. So my baby is 8 weeks old and I have a 3year old too. Starting weight 6/5/14 - 19st 1.5lbs 8/5/14 - 18st 10.5lbs Yep a daily weigher.. Cant help it! Sent from my GT-I8190N using MiniMins.com mobile app


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On Fri, Sep 09, 2005 at 08:53:48PM -0500, Steve Sether wrote:[color=blue]
> The generator process on an rsync server seems to get stuck in
> an infinite loop after a client process dies.[/color]
That's very strange. The generator is trying to write data down the
socket, and if the other end of the socket connection goes away, the
select() call should report that the fd is not "ready" so that rsync
will try to write to it and get an error. It's very weird that this
does not happen. Older rsync versions probably avoid this scenario by
having an extra descriptor in the select() call (to check on the pipe
from the receiver to the generator), but newer rsync versions avoid
this when the generator is trying to finish writing a packet of data,
which avoids the potential for protocol corruption.
So, it seems to me that stunnel is the root cause of the hang, since
it is not letting someone attempting to write the socket that it is
To unsubscribe or change options: [url]https://lists.samba.org/mailman/listinfo/rsync[/url]
Before posting, read: [url]http://www.catb.org/~esr/faqs/smart-questions.html[/url]


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We love when our guest blogger Tiffany (Peanut Blossom) shares her fantastic recipes, creative play ideas, and more on the Melissa & Doug blog. This week, she posted some wonderful tips for hosting a Valentine's Day party for kids that we know you, our readers, will love. In her posts, Tiffany often shares some of […]
How to Host a "Sweet & Easy Valentine Party"
February 6, 2013 by melissaanddoug
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