text:
[LOA] A Japanese Classroom
August 2nd, 2012 by Dan Meyer
So here is a task that occupies maybe two rungs on the ladder of abstraction:
You bought some 40-cent pencils and some 70-cent pens. There were 10 of them in total for 460 cents. How many pencils and ballpoint pens did you buy?
At this altitude, it's difficult to apply your intuition to a solution. The important information has already been identified. You'll decide how to represent that information (symbolically, perhaps, with variables and two simultaneous linear equations) and what to do with that representation (manipulate those equations, solving for both unknown variables). But that's the extent of the task ladder.
So watch and marvel, as I have, at video of a skilled Japanese teacher reconstructing that task ladder to include more rungs above and below what few currently exist. I have watched it five-or-so times since Steve Leinwand introduced it in his April talk at NCTM. I encourage you to do the same. For the sake of our conversation here, though, I have created a smaller excerpt of just the teacher's questions:
Here are those questions and some commentary. The questions are listed in chronological order, like a script, but I'm sure you understand we're starting at the bottom of the ladder:
- This is what we're going to study today. What is this?
- What's this?
- How much are they? Guess.
- So how much is a ballpoint pen?
I prefer tasks that make more intentional use of guesses, prediction, and intuition. But I don't know what else he could do with this task except ask his students if they know what a ballpoint pen is and check to see if they have enough sense of that context to guess at its cost.
- You bought some 40 yen pencils and some 70 yen ballpoint pens. There were 10 of them in total for 460 yen. How many pencils and ballpoint pens did you buy?
The task is introduced.
- A table?
- Do you think the table would help you?
- Do you understand what the table is?
- Rio, do you think the table would be useful?
- Well then, if we're going to make a table, we need some labels, don't we?
- What kind of table?
- Do we need a label like this?
- Do you understand this?
- What else do we need as a label?
- Do we still need something else?
- How about this? "The total price."
- What do you mean 0-10?
- You mean no pencils?
- And how many ballpoint pens?
This is one of my favorite moves in the lesson. A similar task in the United States might explicitly direct students to create a table. It might provide a table with several rows pre-filled. In both cases, the problem would be abstracting itself. It would be answering the question, "How do I represent the information that's important?" for the student. It would be locking the process of abstraction inside a black box, far from the student's view. And then twenty years later we'll marvel when that student, now grown, complains that "algebra always seemed too abstract."
But the Japanese teacher isn't sending his students off to discover the abstraction. Yes, the students are making most of the crucial choices here — from the selection of a table to the labels of the table to the domain of the table — but the teacher steps in after each of those choices and makes them totally explicit.
The choice to include "0 pencils" in the domain of the table, for one example, is far from obvious. So when a student suggests it, the teacher underscores that suggestion over and over again, doing everything but sending a skywriter up in the air to write "YOU MEAN NO PENCILS?!" above the school in smoke.
- Well there are many combinations of the numbers right?
- Seika, can you tell me any examples of the combination?
- 3 pencils and 7 pens. Did you make the same combination?
- Is it correct?
- Are there any mistakes on the board, please tell me?
- But before we see that, there already is an answer, isn't there?
- What is the answer?
- This pair?
- Is it similar with your notebook?
The teacher asks his students to calculate the table by hand. In another bright move, he passes out the table's 11 columns to different students who calculate and return them. Now those columns are pinned to the board, arranged in no particular order.
He notes that they have solved the problem. One of the columns contains 460 yen. That's the combination of pens and pencils they're after. The task seems complete.
But the ladder continues upward.
- Can someone arrange the cards and make the table easier to see?
- Why did you arrange the cards like this?
- But why?
- It's easier to see?
- The order of numbers?
- For example, if I change the cards like this, is it wrong?
- This is the answer, is that all?
He's still picking at the abstraction!
Two girls come up and arrange all those haphazard columns into ascending order in a table. And he asks them, "Why did you arrange the cards like this?" He doesn't let up. He takes one column and sets it out of order. "Is it wrong?"
No, it's just less useful. A student says, "It's easier to see."
What's easier to see?
The student explains that when we arrange the table in order, the change in total price is hard to miss. When they're out of order that change is hard to see.
- How does our method match the Easy / Fast / Accurate rule?
- Is it fast?
- It is easy?
- Is it accurate?
- How can we solve the problem more quickly?
Now we're abstracting over new variables: speed, ease, and accuracy. The students decide unanimously that their method is accurate. They're mixed on ease and no one thinks it's fast. So now we're ready for a faster, easier method for a new problem.
- You bought some 60 yen colored pencils and some 80 yen markers. There were 12 of them all together. The price they cost was 820 yen. How many colored pencils and markers did you buy?
- What is the title of today's lesson?
What amazing work from such meager beginnings.
A few final notes before we dive into your commentary:
- Titles. What's with titling the lesson at the end of the day? Anyone know what's going on there?
- Technology. Blackboard. Chalk. Teacher voice. Student voice. Paper. Pencil. It's multimedia in the most literal sense of the word. (Tentative hypothesis: it's very difficult to work on the ladder of abstraction if your tasks are limited to one medium.)
- Tables. A table is a representation of a context's most important information. It's an element of an abstraction with which math teachers are extremely comfortable. I think we find it easy to assume, particularly at the secondary level, that what's obvious to us about these representations is also obvious to our students. I love how every single aspect of the table in the video is up for negotiation and debate — its labels, the inclusion of zero values, the fact that you probably oughtta put something in ascending order. Nothing is taken for granted.
- Time. At the end of class, the teacher notes that, wow, that took a lot of time. It turns out a deep understanding of abstraction doesn't come for free.
BTW: Michael Pershan offers an excellent analysis of Khan Academy as it relates to high-performing Japanese classrooms like this one. He closes with an alternate vision for Khan Academy that's provocative. You'll especially enjoy it if you find this #mtt2k business too mean-spirited. Commentary about that video belongs on that video's YouTube page, though. All comments about it here will be shot on sight.
Featured Comment
Totally at the effectiveness of leaving the title to the end. The students not only see it because the content of the lesson is played out if front of them, but there's a pretty clear agreement that the title of the lesson fits. One of the students even says, "Cool." How often do you get a student saying cool when you *start* a lesson by writing the title on the board.
41 Responses to "[LOA] A Japanese Classroom"
on 02 Aug 2012 at 8:17 am1 Tom Hoffman
Somebody send this guy a copy of Teach Like a Champion! These kids aren't even SLANT-ing.
on 02 Aug 2012 at 8:50 am2 Steve G
Saving the title of the lesson until the end of the day is a way to "check for understanding". As in, Did you get what this was all about? Also, it's another move up the LOA, generalizing the two questions that the students worked with into an idea about dealing with a whole phylum of questions.
But, Dan: "Technology: Blackboard. Chalk. Teacher Voice." By your logic you could stop there and still have a multimedia, literally. (Replace blackboard with white board, Smart Board, PowerPoint; it makes little difference for my argument.) I found this example for your hypothesis underwhelming, even undermining. What would be a monomedia presentation–chalkboard with no chalk, teacher silent? That's a pretty Zen lesson there, but I don't know that you could call it math.
(Sure, you could have a lesson with teacher voice alone, but in my experience as a student and teacher that doesn't really happen in *math* classrooms. You've got to have some representations of quantity somewhere, don't you?)
I agree with Steve G that the lesson title becomes a check for understanding, but it's also a spoiler. Perhaps if they knew they were going to be making equations, the students would be less patient with the intermediate process of fussing over the table.
I also want to point out that in the last two years, every math classroom I've walked into looked more like this kind of back and forth, rather than the lecture strawman people keep propping up.
on 02 Aug 2012 at 9:21 am4 Kelly Collins
I love how purposeful this teacher is in every single thing he does, not just in the questions he asks, but how his materials and setup relate to those questions. The table being cut up into pieces is *essential* to his question about the ordering of the table.
The flow of the lesson is also just so much better than in many math classrooms here because of his level of preparation. He didn't waste time writing out the questions. He didn't waste time drawing a table. He already had those things prepared. How much longer (and how much more boring) would it have been if he hadn't already done those things? It seems like a small thing, but from where I'm sitting, it beats the hell out of just writing everything on the chalkboard/smartboard/whiteboard as you go. The lesson takes a while, but he spends his time wisely, on things that really matter. Just out of curiosity, how long was the full lesson?
After watching this video, I'm going to go ahead and prepare my own table cards! Laminated and with magnetic tape on the back so that I can use dry erase markers on them and reuse.
Really great post.
Breaking my response up to little pieces to help myself organize my thoughts.
I agree with Steve G and hillby on the idea of saving the title till the end. There are many aspects that are useful for saving the title until the end: checking for understanding, and allowing students freedom to freely think of ideas without being prescribed a method. It's actually a very interesting approach that I might try with some topics. It has been iterated to me on many occasions that it is good to have the objectives of the lesson always up on the board somewhere. But this always bothered me: the fact that it does not allow for students to freely imagine and explore the mathematics. I am still a bit conflicted on this point. In the past I've tried putting the "title" of the lesson until after we've done act 1 (sometimes not until I'm well into act 2). I think it would be interesting to throw in some lessons where I save the title until the end, though. After all, students could be learning much more beyond just what the title says.
I think if you limit the task to one medium (for example, only lecturing from the teacher), it limits student opportunities to fully explore and understand the concepts.
Like you, I loved the fact that each aspect of the table is being engaged. A lot of the feedback that the teacher was giving was noting a pause in the students thinking. "Does it make sense that we are doing this?"
Well invested time, I felt.
In general:
The "HAKASE" concept is interesting. I would like find more background on this at some point. I attempted to google "hakase" just now, and had no success. It seems to be a phrase that students were taught to memorize. Is there a greater philosophical discussion on whether good mathematics is always searching for "Easy / Fast / Accurate?" It struck me as an interesting topic. If I think about it on the level of discovering mathematical processes, then sure, that may be our ultimate goal. But if we are strictly talking solutions, then I think there is value in thinking about even the "difficult, slow, inaccurate" solutions.
but like I said… I want more background… which appear to be difficult to find using that phrase.
on 02 Aug 2012 at 12:23 pm6 Ha-Ka-Se and the [LoA] | reesesroom
[…] Dan Meyer just made an excellent post and I thought my first entry to this blogging thingie was something that really stood out to me in the video. Towards the end the instructor asks his students if the table fits their Ha-Ka-Se (or loosely Fast-Easy-Accurate) model. I am beginning to see the connection between the Ladder of Abstraction and this idea of math being Fast-Easy-Accurate. […]
Totally at the effectiveness of leaving the title to the end. The students not only see it because the content of the lesson is played out if front of them, but there's a pretty clear agreement that the title of the lesson fits. One of the students even says, "Cool." How often do you get a student saying cool when you *start* a lesson by writing the title on the board.
Additionally, this lesson works on a low-tech level. He needs the students to contribute on paper so he can move things around. It'd be pretty tough to do this in a more tech way. The only way I might change this is to have my questions typed up on slides. On the other hand, he purposefully places what he's written in certain spots. He doesn't necessarily want them in digital form.
Very cool.
on 02 Aug 2012 at 2:18 pm8 Cindy Whitehead
What about having students "guess" a combination? (Dan's strategy of guessing "too high" and guessing "too low" – as in, a cost that's too high and a cost that's too low.) I think for this problem, students could "guess" the correct solution quite quickly since there are such limited options. Change up the total number of items (and cost) and you start to see the value in looking at the patterns in the table, as well as the "efficiency" of using equations. (This video skipped over that part. Is it on the original?)
Give students "table strips" to write a "possibility" on and put them up all over the board? Serves the same "messy to organized" prompting, and might also allow for missing values that should/could be filled in.
HA-KA-SE: I like evaluating a strategy this way. (I have used "Is it efficient? Is it accurate? We have even placed methods on a coordinate plan based on this.) It is important to differentiate that one method might be the most HA-KA-SE for one problem, but for an even slightly different problem, another method might take the prize. In addition, not all students share the same perspective about whether it IS fast, easy, and/or accurate.
on 02 Aug 2012 at 3:40 pm9 Steve G
How often do you get a student saying cool when you *start*
a lesson by writing the title on the board?
Seriously! Spot on, Chris.
on 03 Aug 2012 at 5:26 am10 Peter Price
Great post, Dan
Can I just say, I really enjoyed watching students enjoying the process of thinking about thinking about mathematics?
And like others above, I loved the idea of putting a title on the lesson, at the end. Sort of like saying "So, what have you learned through the process today? How has your thinking developed as you have followed today's journey?"
Is this possible in the west (I teach in Australia)? I wonder how much of the beauty of this lesson comes from the pre-existing culture not just of this classroom, but of a general Japanese style of teaching math?
on 03 Aug 2012 at 7:12 am11 Belinda Thompson
An important thing to note about this lesson, and something that I've learned from studying other Japanese lessons is that this teachers (most likely together with other teachers) have thought about and anticipated everything these students might say and do. If he finds that he missed something, it will be added to the plan for next time, and he will share this info with others. He knows which questions he's going to ask and he knows the range of answers he's going to get. His moves are impressive, but they are certainly not by the seat of his pants. In my coaching work, I implore teachers to solve every problem they present to students and to anticipate the good, the bad, and the ugly that will arise when students work on the problem. This is a tough sell in the west (we don't want to presume or constrain), but is a critical aspect of lesson planning in Japan and China.
Classroom lessons from Japan and other countries in the TIMSS Video Study are available for free at timssvideo.com.
I think you're absolutely right, Belinda. I'd love to be able to do the same but that's a tall order when you're preparing numeracy, literacy and six other subjects everyday. Even more challenging if you're teaching a combined grade. However, this is a strategy I hope to try to implement more often in the coming school year. Anticipating student misconceptions is key to steering the lesson.
on 03 Aug 2012 at 9:55 am13 James Key
@Dan: you wrote "I prefer tasks that make more intentional use of guesses, prediction, and intuition. But I don't know what else he could do with this task except ask his students if they know what a ballpoint pen is and check to see if they have enough sense of that context to guess at its cost."
I just would like to note that this lesson was probably given on Pseduocontext Saturday (they go to school 6 days a week in Japan, right?). Exactly when do I find myself knowing the prices of the individual items, as well as the total cost of the order, but having no idea how many of each I bought? Probably never. But this video underscores this point: you don't need "realistic, real-world problems" to have a *great math lesson.* Someone recently pointed out that what students need is to perceive the *relevance* of a problem, which is another way of saying they need to care about solving it. Realistic contexts can be dull; contrived contexts can be exciting. (That being said, I love all the real-world stuff I get from this blog!)
Titling. Wow — this was so cool! Another way of saying, "So we solved a problem today — congratulations. Can you describe the general class of problems like this one? Can you concisely articulate the strategy we used to solve our problem?" Great move.
Dress code: guess I need to step up my game and order me some suits! And were those tennis shoes?
Provisioning: As others have noted, I was struck by the prepared elements — he had the "labels" ready to go. The use of magnetized blocks was awesome.
Media: the simplicity of this lesson was great. I have to admit, I'm a little geeky about technology. I use it a lot, but sometimes I think the return on my {time spent preparing tech lesson}:{instructional value} ratio is poor. I'm just finishing up a two-week summer session, where I teach for 3.5 hours straight every day. I don't even try to plan everything down to the minute like I would for a 45-minute class period, and it's interesting to me that I find I do some of my best teaching in these circumstances. I just have a couple of whiteboards, some markers, and a lot of generic teaching tools at my disposal (varying the arrangement of desks, varying the grouping/pairing arrangments, calling strategies, etc.). And "planning" consists of making a list of a half-dozen topics to treat with the students. I take about 5 minutes to plan for the day, but of course I'm drawing on 9 years of experience as well.
Math observations. For what it's worth, here was my thought process on this problem. 10 pens would cost $7.00 — that's too much. 10 pencils would cost $4.00 — that's too little, but now we're getting close. I started thinking about what would happen if I swapped out one pen for one pencil, and that's when it hit me: the pens cost $0.30 more than the pencils, and I need to close a $0.60 gap. So I need two pens! Hence I need 8 pencils, 2 pens.
I think this kind of thought process is another important element in the "geodome of abstraction" (someone rightly pointed out that a ladder is too restrictive). I never wrote anything down, I used no equations, made no table. Just two guesses, followed by a flash of insight.
Since we're on systems of equations, and since I'm on "using intuition rather than formal algebra," I would just like to share a strategy I use for teaching systems. Here is my contrived pair of examples:
1. Dave buys 2 hot dogs and 2 sodas for $13.00.
2. Tom buys 2 hot dogs and 3 sodas for $15.50.
3. How much does each item cost?
Can you solve this problem without writing anything down? How did you do it? I give this to my students and then show them this problem:
1. Sarah buys 1 box of Junior Mints and 2 tubs of popcorn for $13.00.
2. Kristen buys 2 boxes of Junior Mints and 1 tub of popcorn for $11.
3. How much does each item cost?
Students should have a bit more difficulty solving this one, so I ask them to figure out what it was that made the first problem so easy. Answer: Dave and Tom bought the same number of hot dogs. Now comes the big moment: can they figure out that doubling one of the orders in second problem will produce the same situation?
All the above should be totally accessible, and without introducing formal algebra, you can motivate the idea of 1) using elimination to solve systems of equations and 2) mutliplying the terms of one equation by a scalar to prepare for elimination.
This comment was *a bit long* — guess it's time to start my own teaching blog! :-)
on 03 Aug 2012 at 10:13 am14 Robert Berkman
Why isn't anybody commenting on the use of the blackboard in this lesson? If you notice, the work is well organized, the teacher is prepared with different pieces of the puzzle, and he almost never erases what is on the board. This is a much, much different presentation than you would see in any American classroom.
on 03 Aug 2012 at 10:41 am15 Bridget
I agree with Cindy as I immediately thought of efficiency when I saw the fast-easy-accurate. Algebraic thinking is what we want to move kids towards-what they could do in the intermediate grades with guess and check, now can be done with methods that take into account patterns…thus a more efficient method. Older students should have multiple methods of approach to a problem and being able to choose the most efficient method, along with providing an argument to support that method, I believe is the most important thing a teacher can teach their students. The teacher in the video was making visible the thinking of this problem…a skill that is sometimes overlooked in the classroom b/c the questions seem so minute-that the classroom teacher most likely believes they are stating the obvious. Further, it is more proof that math teaching is about the process, not the product.
I love the title-at-the-end approach, but I have a niggling concern. I work solely with students who have learning disabilities, and while they would all benefit from this kind of information processing, some of them have such impaired working memories and language processing speeds that they would struggle to achieve it as it's presented here.
Instead, I would try giving a different/broader title at the beginning of class (Say, Solving two-piece problems. It doesn't have to be pretty.), then repeat that title throughout the lesson so they have an anchor to which they can attach what they learn. Without a title for what they're doing, one that is repeated and emphasized throughout the material, it is exceedingly difficult for (some of) them to keep the different moments, ideas, etc. connected in their mind. At the end I could ask them to re-title the lesson. Then, throughout subsequent projects, activities, etc., I would either link the two titles firmly together, or outright replace the first title with the second.
@Belinda post#11
It would be interesting if they design the lesson together and places the emphasis on expecting potential responses — and then adding to that. I'm going to explore that TIMSS website more when I have some time, and make myself a list of things that I want to anticipate (student misconceptions, main concepts, …etc… just the categories)
@James Key post#13
I also noted the simplicity of it all… It made me wonder the same ratio problem that you addressed. Lately I've been so entrenched in trying to learn and incorporate new technology, that I haven't really thought about the ratio of time invested vs instructional value. I still will pursue learning about new technology, I think, but it's worth re-aligning myself and think about the truly important thing here.
@lesanno post#16
Good point about students with struggles without the title being there in the beginning. What you said addresses the small conflict I had with the title as well… for precisely the same reasons that you stated. Your suggestion of having a broader title is interesting, and I might give that a try!
on 04 Aug 2012 at 7:55 am18 Doug Smith
Perhaps they incorporate Math Plays, which would definitely help produce this type of lesson. In a math play, teachers sketch out a lesson, script, and roles, and then act out the lesson.
One thing that I wonder about with the title at the end is what the students are told at the beginning of the class as to what they will be working on. Do the students have clear learning intentions from the start? Or are they just exploring a mathematical idea and seeing where it takes them?
on 04 Aug 2012 at 9:06 am19 mr bombastic
Is this teacher a "skilled" teacher or an average teacher in a math education system that provides an environment where average teachers can be succesful?
The Japanese take a bottom up approach. Small details of each lesson are discussed, the lesson is observed multiple times in classrooms and adjusted, and the write up is kept at the ministry of eduation and readily available to teachers.
How useful would it be to regularly observe high quality lessons and to have easy access to a high quality sample lesson plans – for any topic – including expected student responses?
I never quite understood the importance of a title or objective or whatever. It should be obvious what you are trying to do in a lesson (figure out how many pens and pencils). If it isn't, a title or objective won't help. He did give a title at the end, but really didn't place much emphasis on it, and the kids didn't seem to either.
on 04 Aug 2012 at 5:36 pm20 James Key
@19 mr bombastic: "I never quite understood the importance of a title or objective or whatever. It should be obvious what you are trying to do in a lesson (figure out how many pens and pencils)."
Hi. First, I might characterize the lesson a little differently. Was it really about figuring out how man pens and pencils were purchased? On a surface level, yes, but surely that is incidental to the broader purpose of the lesson: exploring linear equations by means of 1) tables and 2) "math sentences."
Second, I tend to have the same mindset as you in regards to "it should be obvious what you're trying to do." For instance, if I give a lesson where students discover the distance formula by means of the Pythagorean theorem, and then practice it a few times on some specific pairs of points, I would expect everyone in the class to be able to say, "Well, today we figured out a formula that allows you to find the distance between a pair of points in the coordinate plane." Maybe they should even be able to articulate the rationale for the distance formula (makes use of the PT). But it is always surprising to me *how difficult it is* for students to articulate the purpose of the lesson at its end. That is — I'm surprised that it is difficult at all. *But it is.*
I think this discussion fits in nicely with the broader conversation on this blog about abstraction — for students to say what the lesson is about, they have to *step above it.* At any given moment in time during your 45-minute lesson, they may know what's going on. But to see how the pieces fit together to form the whole — and to understand the significance of it all — and to be able to articulate it to their classmates and their teacher — these are all high-level thinking skills that should not be taken for granted.
In fact, you just gave me an idea. Maybe I'll ask my students to keep a math journal this year, and every day they get to answer the same question: What was the purpose of today's lesson?
on 05 Aug 2012 at 1:09 pm21 Sam Andrews
The reason the Japanese math teacher asked his students what the title of the lesson "should" be is to help clarify and cement the lesson. The teacher went from asking what math concept they used that day to what the lesson or skill they learned was. The ladder of abstraction might be something like [less to more abstract] solving word problems, using tables to solve word problems, turning word problems into tables to learn about them and find the solution.
The goal of the lesson was to learn how to use tables to solve word problems (a practical solution), and to learn how writing a word problem as a table can help you solve math problems (turning a sentence into an abstract table of numbers).
The title at the end of the lesson helped the students remember that they were learning about this second more abstract lesson as they solved the more mundane problem about pens and pencils.
on 06 Aug 2012 at 9:41 am22 mr bombastic
@Sam & James, The teacher asked what the lesson should be titled and gave the students 10 seconds to answer (two call out answers). He then provided a title for the lesson: from tables to math sentences. This is more or less window dressing to wrap up the lesson, yes? I see the real attempts to get the students to solidify the ideas being made during the lesson – not at the end.
The distance formula is a pet peeve of mine – who is this Ms. Distance that stole a formula and named it after herself? I would say your students used the Pythagorean Th. to find the distance between two points. They did not figure out a formula.
Steve G:
But, Dan: "Technology: Blackboard. Chalk. Teacher Voice." By your logic you could stop there and still have a multimedia, literally. (Replace blackboard with white board, Smart Board, PowerPoint; it makes little difference for my argument.) I found this example for your hypothesis underwhelming, even undermining. What would be a monomedia presentation–chalkboard with no chalk, teacher silent? That's a pretty Zen lesson there, but I don't know that you could call it math.
Fair critique. I'll start amending that by saying, "The classroom media need to allow for progressive disclosure and the teacher needs to take advantage of it." This might punt the problem of defining "abstraction" over onto "progressive disclosure" but I think the second term is far easier to define and implement. Just don't show everything all at once. Then make smart decisions about what to show and when. That's very difficult if a teacher sets out to fully define a task using a static medium like paper.
I love the title-at-the-end approach, but I have a niggling concern. I work solely with students who have learning disabilities, and while they would all benefit from this kind of information processing, some of them have such impaired working memories and language processing speeds that they would struggle to achieve it as it's presented here.
This concern interests me. I think every student (not just those with learning disabilities) needs to know a concise statement of their task — ie. what we're doing here — something that's easily conceptualized even if it isn't easily accomplished. That could be, "Let's figure out how many pens and pencils are in the box." Later it can be made clear to the students that we just learned something called "solving simultaneous linear equations." That second prompt is harder to conceptualize, though. It's functionally meaningless to the student before they've done the work of the lesson. So what I'm wondering is, why open with that title?
on 07 Aug 2012 at 10:18 am24 mr bombastic
@Dan, when do you think it would be appropriate to tell these students they are solving a system of equations? To me, that day is nowhere in sight.
Obviously this is a systems problem, but their method makes it much less apparent that two equations, or even variables, are involved than the usual Algebra I methods.
I think the students would view it as one equation with three variables: Cost = 40(#pencils) + 70(#pens). I don't believe they are thinking of #pencil + #pen = 10 as an equation that they are using, just a fact that there are 10 writing utensils. I would not budge from the marginal difference approach and word problems at that age.
on 07 Aug 2012 at 4:40 pm25 louise
I thought we were giving it a title because we are told we have to. Math may be hierarchical, and sequenced, but it's really messier than "today we will have naming of parts." Giving titles to lessons to compartmentalize the learning makes students think they don't interweave.
It *is* an equation with three variables. Or five if you like. One of them is the dependent variable. Two are fixed values for this problem. We replace the dependent variable with the answers we know; we replace the constants for this scenario, and we are down to 2 equations with two unknowns.
on 08 Aug 2012 at 5:51 am26 Erik V.
@louise, you said exactly what I was thinking.
Naming the lesson at end works to undermine the compartmentalization of mathematics for both the teacher and student. As an elementary school teacher, I see this overt, artificial separation into discrete skills greatly diminishing the students' overall conceptual understanding. I see this every year as I watch students struggle with the presented notion that ratios/proportions differ substantively from fractions.
Naming the lesson at the end invites connections and drawing on previous knowledge to apply to new problems/situations. Also, this backwards design technique helps focus instruction and questioning for the teacher. Plus, naming the lesson forces the students to label the abstraction and by matter of circumstance to ascend the ladder.
on 08 Aug 2012 at 6:37 am27 James Key
@mr bombastic, "The distance formula is a pet peeve of mine – who is this Ms. Distance that stole a formula and named it after herself? I would say your students used the Pythagorean Th. to find the distance between two points. They did not figure out a formula."
Hi. I'm not sure I understand the point you're making. Is it that it bothers you to call it a *formula*, as opposed to calling it a simple "application of the PT?" Or are you suggesting that they did not *discover* the formula, in the sense that I wasn't explicit about having them generalize a specific numerical example to a case that involves variables?
If your actual point is the first one (quit calling it a formula), then can't we say the same thing regarding just about any formula?
This is fantastic. Something that I wonder, which is the same thing that I wonder when I watch Catherine Humphries videos in her and Jo Boaler's book: What were the moves to set up classroom expectations that allowed this kind of participation from the class?
I could get my higher achieving classes to try this no problem, and then I could focus on being as good as this teacher. But my lower achieving students are coming from a ton of failure in math, and won't stick there necks out for anything.
I'm working on ways to avoid the situations I found myself in last year, which was:
Question. Crickets. Question (modified). Crickets. Answering my own question, followed by next question from plan. Crickets. Then direct instruction on exactly what I want to see as I admit defeat.
on 08 Aug 2012 at 1:48 pm29 Julia Tsygan
I wathed the video after reading the main post as well as all comments, and maybe that was a bad way to go about it because boy did it not live up to my expectations.
The teacher is organized, yes, but IMO that's only to be expected of any teacher working in a half decent system which allows teachers time for preparation. The fact that this is a lesson study makes the preprepared materials less impressive. This lesson would have worked well on PowerPoint as well, and cost less time, craft supplies and storage space.
I was likewise not impressed by his questions to the students, or rather by the lack of time he allowed them to work out these questions in their minds. Above all, it worries me that students either volunteered answers out loud or raised their hands. With 27 students in class, how can the teacher know that even most of the got the big ideas? I'd rather he had picked kids randomly or use a clicker/red-green card system. In general it's a problem working in dialogue with the class as one big group because students are rarely if ever, mentally, one big group. I often prefer to use smaller groups, or even a think-pair-share system.
I liked that he left the title to the end, thereby connecting the ideas into a more meaningful whole. But overall I much prefer some of the timss videos which highlight the complexity of the tasks given to young students and the progress through individual and group work through which the students master new problems.
Also, we should remember that studies of Japanese and in general East Asian classrooms show huge diversity in teaching practice. This is illustrated more clearly in the second timss video study (1999?) which shows that Hong Kong favors a heavily lecture-based approach, whereas in Japan the students do most of the talking. So let's learn from the Japanese, but let's not imagine that their way is necessarily the best way for us.
In video 4 of 6, at 7 minutes, teacher sends a student to the board to draw "the graph".
At 8 minutes of that video, the teacher basically says: here try this, erases part of what the student writes, and then does a stacked bar chart.
What does this little episode accomplish for the whole lesson? Was he just honoring a students attempt to visualize?
on 09 Aug 2012 at 7:33 am31 Pat
On top of all the other great comments and discussion, what I found intriguing–coming from a school that focused on a highly structured classroom environment–was that no one was raising their hand. Students were calling out ideas at will, which I think generated better discussion as well as the sense that everyone was participating, instead of the two or three that raise their hands most often. Clearly a great culture had been established, but this generally more loose structure I think would be frowned upon in many education circles, though it seemed advantageous here.
@mr bombastic: love the video-bank of quality lessons, sample lessons, and student responses idea. Thousands of expert educators are doing this work every day, yet every day I think folks continue to remake a perfectly good wheel, because they don't have access to the resources they need, namely exposure to expert educators over and over again.
on 09 Aug 2012 at 10:52 am32 Brian
@mr bombastic and Pat: I wholeheartedly agree with you! I often feel that teachers are torn between performing in many roles. One role that demands a lot of time, but often gets pushed to the side, is lesson design. Who has time to craft high quality lessons when you're busy returning parent phone calls, reviewing classroom data, grading papers, putting up a bulletin board, etc, etc.? How great would it be to select from a pool of great, tested lessons rather than reinventing the wheel over and over again?
Even within my last school district there was little sharing and communication between schools. All the fourth grade teachers might get together over the summer at a math professional development workshop, but during the year we hardly spoke, nor were we given time to collaborate or share lesson plans/ideas.
Granted, putting together a bank of quality lessons won't necessarily mean it gets used. Teachers would still need the time to browse the bank, watch the videos, judge the quality of what they're seeing, and make adjustments as needed for their particular group of students. You would also have to build trust in the lessons. From my experience, teachers are often mistrusting of outside resources especially if the district is pushing the teachers to use them. Despite best intentions, things like this can backfire because teachers feel their professional judgment is being called into question.
Don't get me wrong, I still love the idea. I would have loved a bank from which to pull great Texas history lessons when I taught fourth grade! I just know that it's a complicated issue, sadly.
As for the topic of titling the lesson, I think it comes down to knowing your class. I agree that having students title the lesson at the end is a great way to check their ability to summarize their learning. It's easier said than done, and it likely takes practice for the students to get good at it.
But I will agree that some students may benefit from giving a title at the start of the lesson. It's not like "From Tables to Expressions" encapsulates the entire lesson and ruins it for the students in any way. Rather it can give organization to the lesson that a teacher can use to keep the students focused on the goals of the lesson.
Think about the fact that he points out the answer to the first problem just a few minutes into the lesson, but he continues to talk about making the whole table. At times when I want to focus on the process I have given away the answer almost immediately so that the students can focus on how to arrive at the answer. It annoys the kids who want to solve it fast and raise their hand ready to shout out the answer, but it helps students realize that the answer isn't all that matters.
Giving away the title or the answer doesn't necessarily take away from the learning, it just necessitates a different kind of discourse in the classroom. And again, it depends on your students. You need to base all of these decisions around them, their abilities, and their needs.
on 09 Aug 2012 at 11:29 am33 mr bombastic
@Julia, I am not overly impressed with this teacher either, and agree the student dialogue could have been managed better. I don't believe this lesson would be as good using PowerPoint. Very little is erased from the board as the lesson progresses, so if my mind wonders for a bit, or I forgot something, the information is still there in front of me. The Japanese teachers do a lot of purposeful circulation (looking at notebook work) which is one way to check for understanding as is the number of students calling out answers. How did the title connect the ideas into a more meaningful whole?
@John, the student was making a graph of #pens vs #pencils and did not appear to have a plan for approaching the original question. The only way that I can see to use the students graph would be to pursue the usual intersection method to solving a system – way too much to take on at this point. Instead, the teacher drew in the bars to make it clear that the graph was just a more complicated way of showing that we have 10 writing utensils and got on with the lesson.
@Pat, I feel like I am remaking a perfectly mediocre wheel most of the time. It is very tough to do this when you have no one to critique and you have to wait a year to try again.
@Brian, I think a lot of the problems you speak of are do to the much more varied opinions in the US on what a good lesson looks like.
on 09 Aug 2012 at 2:31 pm34 Julia Tsygan
@mr bombastic, I think I imagine using powerpoint in a different way than usual for this kind of task. Do one slide with the question, then actually make – as in get out of presentation mode and into writing mode – the table together with the students. That thing he did with shifting the pieces of paper/table around? Doable by cutting+pasting columns in the table in powerpoint. The graph would be trickier, maybe.
I'm not saying there's anything wrong with chalk and paper and magnetic strips, it's just that I'd never ever make time to even find out where I can get magnetic strips, or laminate paper, and if I did then once I'd made everything I'd immediately lose the materials in some cupboard.
Purposeful circulation (what else are you gonna do while students are working?) does show that students are filling in tables etc, but it doesn't reveal whether the students are drawing any constructive conclusions from the activity – unless students are also in writing answering prompts such as "what patterns do you see?" but I didn't observe such prompts in this video.
Regarding the idea of lesson banks etc – it sounds wonderful in theory, but I haven't yet made it work in practice. I keep and freely share all my lesson plans with my colleagues, but when we attempt to use each other's it's just too hard to figure out what the other person intended, the detail of it all. I tried using betterlesson, but that didn't work either. What HAS worked is to find and adapt specific activities, rather than complete lessons, that other teachers have come up with. I find that galore on the internet, especially on all the math blogs out there. In fact there is too much, too many choices! Sometimes it seems more work to try to choose among a dozen great ideas and I end up just designing something from scratch instead.
on 12 Aug 2012 at 4:03 am35 Bridget
I've thought about the title at the end some more and realized it's the equivalent to writing a summary after reading a story in ELA. That's a check of a student's comprehension and ability to synthesize information… Don't we want our math students to do that?
Further, it made me reflect on why I don't put objectives/ lesson titles up- it's all math and I think I subconsciously felt that writing titles piecemealed the subject into bits–bits that students can't bind back together on their own.
I think that I will try the "summary at the end of the story" approach.
on 14 Aug 2012 at 6:45 pm36 JJ
With the title at the end it allows the students to think about and reflect upon what they have worked on, gives the students an opportunity to use mathematical language, it also makes the lesson more concrete and succinct for some of the learners. I would think that this would also allow a greater number of students to make connections to the lessons/learning that they have done and will do.
As for the white shoes, all teachers and students in Japan and Korea change into indoor shoes when they arrive at school (similar to taking off ones shoes when entering someone's home). He would have had his dress shoes on when he left home and commuted to work.
on 17 Aug 2012 at 8:58 am37 Christopher Danielson
Interesting stuff. Ton of fun. The video and your commentary bring up lots of ideas, but I'll stick to one talking point.
Dan:Tentative hypothesis: it's very difficult to work on the ladder of abstraction if your tasks are limited to one medium.
Is work in classrooms ever really limited to one medium? I would concur that only one medium may be *valued* in a classroom or other teaching and learning setting. But even when everything takes place in an iBook setting, for instance, people are making notes on scrap paper.
And to your point, Dan, those notes on scrap paper need to be part of the lesson. They often represent important, student-generated rungs on the ladder. The relationship is a bit of a chicken-and-egg one, I suppose. Do we start with more forms of media and highlight more rungs on the ladder as a result, or do we start by valuing those rungs, and the media become necessary consequences of that decision?
Is work in classrooms ever really limited to one medium?
I'd argue "yeah." When a student receives a task on paper — either a handout or a page out of a textbook — its author has likely tried to fully contain it on that paper. It's no longer up for any kind of negotiation. You can't ask the student to think about the information that'd be necessary for completing the task because the information is already on the paper. Etc.
on 05 Nov 2012 at 4:56 pm39 Week 10 for Math 5321 – Joe Champion
[…] Blog Post on 'Thinking Systematically' […]
on 14 May 2013 at 4:20 pm40 dy/dan » Blog Archive » Teaching With Three-Act Tasks: Act Three & Sequel
[…] the lesson. Lately, taking inspiration from this Japanese classroom, I ask students to provide a title that will summarize the entire lesson. Then I offer my […]
on 10 Jul 2013 at 8:31 pm41 The 2013 CAMT Sessions | Video Games Meet Math Class
[…] LinkJapanese Math Class […]


text:
MOBILE, Ala. – Augustine Rubit delivered 23 points and 19 rebounds in leading the South Alabama basketball team (5-5) to a 74-69 win over Texas A&M – Corpus Christi on Sunday at the Mitchell Center. Brandon Pye had a career-high 17 points and Johnathan Jordan added 17 of his own for the Islanders (1-6) in a losing effort.
Joy Williamson and Will Nelson each added 12 points for the Islanders, with Nelson leading the team with eight rebounds. Zane Knowles and Nate Maxey each had three blocks, while Pye added a career-best four steals. The Islanders (43.6) outshot the Jaguars (42.4) in the game, but were outscored by seven points at the free-throw line.
Along with Rubit's 23, the Jaguars got 16 points from Xavier Roberson, who shot 7-for-11 from the field. Viktor Juricek also stepped up for USA, hitting a pair of threes en route to 10 points. The Jaguars were fierce on the glass with 17 offensive boards, winning the rebound battle 45-29.
Early on in the contest, Texas A&M – Corpus Christi was ice cold from the floor, starting 1-for-8 and committing nine turnovers in the first 8:20 of action. Meanwhile, Rubit was red hot for South Alabama, as he scored 10 of the first 19 USA points to lead the home squad to a 19-5 lead at the 12:01 mark. But Nelson lifted the team's offense at that point, scoring the game's next eight points to cut the lead to 19-13. The Islanders continued the rally behind Pye's three and a bucket from Williamson to get the lead to just three at 21-18.
At that point, the Jaguars responded with a run of their own after a timeout. Roberson got it started with back-to-back buckets, and South Alabama went on a quick-strike 11-0 run to push the lead back to double digits. The Islanders rallied to cut it to eight with six straight points, but USA scored five of the half's final seven points to head to the locker room up 37-26.
Out of the break, neither team was clicking on the offensive end, with the Islanders starting 1-for-4 and South Alabama opening 1-for-9. But A&M – Corpus Christi continued to chip away at the deficit, getting as close as six at 44-38 with 11:31 to play in the half. After the two teams traded threes, Rubit scored the game's next 4 points to push the advantage to 51-41.
From then on, it was back-and-forth, with the Jaguars maintaining the lead between 10 and 12 points. The Islanders got as close as seven points at 65-58 after a Hameed Ali jumper with 2:10 to play, but the Jaguars were able to keep the Islanders at bay until the closing minute, up 69-60. The Islanders were successful in fouling and getting points at the offensive end, cutting the lead to as little as five, but the clock ran out on the comeback as the Islanders fell 74-69.
The Islanders will now travel to College Station for a matchup with Texas A&M on Tuesday, Dec. 18. The game will be carried live on Fox Sports Southwest as well as on NewsRadio 1360 KKTX with Yannis Koutroupis on the call. Game time is slated for 6 p.m., with the pregame show set to start at 5:45.

subset: commoncrawl


text:
Happy 2012 All!! Sorry I've been absent the past week, I was taking a much needed vacation. 🙂 Now I feel completely behind & a little stressed, but I'll get over that. The new year always gets me a little crazy. Thinking about what's to come, what I'm doing in life, what I can achieve in the year. Hoping to achieve all New Year's resolutions! I hope you all had a great holiday, mine was pretty great. I love being with the whole fam. Anyway…as I ramble on you could all be planning your week ahead! I'm a day late but I figure better late then never right? Enjoy all!
Jan 3 – Tap Attack @ Bar Great Harry, 280 Smith St. (@ Sackett St) from 2-10pm. The Brooklyn Brewery is taking over Bar Great Harry with a Tap Attack today! The brew masters are tapping 10 of their best beers at the Brooklyn bar, pouring out pints of Winter Ale, 2007 Black Chocolate Stout, 2009 Monster Ale, Mary's Maple Porter and more. The beers will be available at normal price starting at 2pm, but will be discounted between 6-10pm, perfect timing for an after-work brew! So head down to Bar Great Harry for some great beers tonight!
Farm to Table Organic Food & Wine Class at New York Vintners, 21 Warren St (bt. Church St & Bway) from 6:30-8:30pm. If boxed wine and street meat is your pairing of choice, it's time to step it up! Get classy with an evening of good eats and good wine at the Farm to Table Organic Food & Wine Class at NY Vintners! Executive Chef Ryan Smith is serving up a tasting menu of delicious meats and sides made solely of sustainable ingredients. A $50 ticket gets you not only an organic three-course meal, but also pairings of six organic wines courtesy of Certified Sommelier Dylan York. And hey, even if this class doesn't magically turn you into an all-star all-natural chef, you'll still leave with a tummy full of yummy and some wonderful wine recommendations!
Jan 4 – Bread Baking Basics @ Le Pain Quotidien, 65 Bleecker St (bt. Broadway & Lafayette) from 5:30-8:30pm. Do you go bananas for the delish baked goods at Le Pain Quotidien? Us, too! Well, the amazing aromas of the popular bakery will be wafting out of your own oven after you take this Bread Baking Basics class! Seasoned baker and former French Culinary Institute instructor Karen Bornarth will teach you some simple dough recipes for wheat and white bread, and show you how to bake up fancier fare like craft baguettes, raisin-nut loaves, thin-crust pizza and more! Shape, knead and, most importantly, taste the breads of your labor, and bring a bag of baked goodies home with you. Grab a $55 ticket here and get baking!
Drink n' Draw at the 3rd Ward, 195 Morgan Ave (bt. Meadow & Stagg St) from 8-10:30pm. This is wayyy more fun than your high-school art class. Get your weekly dose of awesomeness at Drink n' Draw tonight at 3rd Ward! The premise is simple: they provide the model, beer and music, and you bring your sketching skills, creativity and some tools to draw with. Throw back a few brewskis as you make like Picasso and draw whatever your little artistic heart desires. The session is only $15, but if you bring a buddy, it's $10 each! So get down to the Brooklyn bar and get drawing tonight!
Pub Quiz Trivia @ Common Ground, 206 Ave A (bt. 12th & 13th St) at 9pm. Escape the cold and cuddle up on a cozy couch beneath a twinkling chandelier for a few rounds of friendly competition at Common Ground's Pub Quiz Trivia tonight! Hope you paid attention in class because the bar's posing tough questions in six topics ranging from sports to science and everything in between. Tonight's winner can celebrate with a $50 bar tab, with $25 consoling the runner-up. The fun starts at 9pm, but come early to grab seats!
Jan 5 – Wine & Cheese 101 – with Murray's Cheesemongers – Wines of Burgundy at City Winery, 155 Varick St (@ Vandam St) starting at 7pm. Celebrate the end of the work week (well, almost!) with the classic combo of cheese and wine tonight at City Winery! The winery's coupling up with Murray's Cheese, NY's oldest cheese store, for a whirlwind tour of the wine and cheese world. Tonight, they're focusing on Burgundy and will explore which tasty cheeses are the perfect match for the French vins. With Murray's expert mongers and City Winery's sommeliers to guide you, indulge in tangy goat cheese with citric whites and nutty aged fromage paired with full, vibrant French reds. Snag a $60 ticket here for this wonderful wine night!
Jan 6 – Turntables on the Hudson: The Lift at Cielo, 18 Little W. 12th St (bt. 9th Ave & Washington St) from 10pm-4am. It might not involve food but sure sounds like a fun Friday night! If you're looking to raise your hands in the air (and wave them like you just don't care), head toward Cielo. Nickodemus, Wiseacre and Jeremy Sole will be spinning and, with their, er, track record, you won't want to miss any sets. Admission is $20 at the door but if you email email@example.com, you can slide in for $10, so make sure you RSVP! For more information, check out their website here.
Jan 7 – Russian Christmas at the Russian Tea Room, 150 W 57th St (bt. 7th and 6th ave) at 6:30pm. Sure, Christmas may be over for most, but that doesn't mean you can't keep the festive fun going! Head to the iconic Russian Tea Room for a Christmas celebration, complete with a traditional three-course Russian Orthodox dinner. Throw back some vodka (duh!) during the welcome tasting, then indulge in an authentic Russian menu, with luxe dishes like borsht, blini with red caviar and "Potato Vareniki" (potato and black truffle-stuffed Russian ravioli—yum!). There's even vodka in the dessert! $105 gets you the three-course dinner and the vodka tasting, so call to make a reservation for this tasty, traditional Russian Christmas. S Rozhdestvom!
Cheeky Bastard Saturdays @ Yotel, 570 10th Ave. (@ 42nd St) at 10pm. 'Partaayyy!' seems to be the theme of 2012, if you're in with throwing down head over to the ultra modern Yotel. Getcha freak on tonight at Cheeky Bastard Saturdays at Yotel! The hotel hosts their weekly disco + electro dance party tonight with bumping beats provided by guest DJ Baio of Vampire Weekend, Galloping Horses and some surprise special guests. Enjoy a vodka open bar from 10-11 pm, then take to the floor to dance the night away. The party's free until midnight with RSVP, so score a spot here for a hot Saturday night out!
Jan 8 – **This next event in no way shape or form has anything to do with food or drinks but is too much to miss out!** The 11th Annual No Pants Subway Ride! Break out your boxers, briefs and barely-there bottoms because it's time for the 11th annual No Pants Subway Ride! Join Improv Everywhere, the pranksters behind "Frozen Grand Central", in an international celebration of silliness as you hop on the subway and drop trou en masse. The idea is simple: random passengers board the train sans pants, behave normally and, other than an obvious lack of pants, are bundled up in winter coats, hats and scarves. If you want to participate in all the pant-less fun, the meeting point and starting time will be released here. Your morning commute's about to get wayyy more interesting at the No Pants Subway Ride!
4th Annual Cassoulet Cook Off at Jimmy's No. 43, 43 E 7th St (bt. 2nd & 3rd Ave) from 1-4pm. Baby it's cold outside, so warm up with some steaming French stew at the 4th Annual Cassoulet Cook Off today at Jimmy's No. 43! Amateur and professional chefs alike can enter this cold-weather cook-off, focused on the cassoulet, a rich, slow-cooked bean stew. Wannabe competitors can enter with their own stick-to-your-ribs recipes here to be critiqued by a panel of judges, or culinarily-challenged folk can fork over $20 at the door to taste 10-15 different cassoulets and cast their vote for the people's choice award. Winners will take home Wusthoff Knives and Analon Cookware, and proceeds will benefit GrowNYC's Hurricane Farm Relief. See more info here!
Sunday Supper at Corkbuzz, 13 E 13th St (Bt. 5th Ave. & University Pl) starting at 7pm. Looking to add wine lovers to your circle of friends? Head over to Corkbuzz for Sunday Supper tonight! The new wine bar is hosting a family-style prix fixe dinner with wine pairings once a month. Grab a seat at the communal table and indulge in great food while getting to know fellow wine enthusiasts. The $100 price tag per person includes the delicious dinner, wonderful wine and even tax and gratuity. Secure your spot here for this sensational Sunday Supper as there's only room for 18 guests!


text:
An online fund has been set up to help pay for funeral and burial costs for 19-year-old Ashley Capuchin, the young mother struck and killed on New Year's Eve in a crash that seriously injured her infant son.
Capuchin's family is hoping to raise $10,000 onÊgiveforward.com. So far, 36 people have donated more than $3,000.
The 19-year-old and her 17-year-old sister had been sitting in a car on Paseo Padre Parkway just before 10 p.m., arguing with a third passenger, before Capuchin grabbed her 3-month-old son and apparently stormed out onto the busy thoroughfare, according to Fremont police spokeswoman Geneva Bosques.
The younger sister followed; they crossed a narrow median and into the southbound lanes. Then, all three were hit by a pickup truck driving south on Paseo Padre Parkway just past Mowry Avenue.
The sisters were not in a crosswalk when they were hit, Bosques said, and an investigation into the incident is still ongoing. The driver of the car who hit the sisters has not been arrested.
Capuchin's 3-month-old son remained in critical condition as of last week, Bosques said.
To donate to the fund, go toÊgiveforward.comÊand search "Ashley Capuchin."


text:
About NQRN
The National Quality Registry Network (NQRN®) is a voluntary network of organizations operating registries and others interested in increasing the usefulness of clinical registries to measure and improve patient health outcomes.
NQRN overview
NQRN 2015-17 strategic plan
NQRN coordinating task force recommendation 2011
The NQRN Steering Committee consists of 12 members, representing medical professionals, registry stewards, experts in registry technology, payers, and consumer/patient users. The Steering Committee provides strategic direction and oversight for NQRN activities.
The NQRN Council is composed of members, plus Federal Government liaisons, who represent registry stewards and participants, non delivery system registry users, and supporting technologies.
NQRN Council participants
NQRN Steering Committee roster
NQRN roles and responsibilities
NQRN conflict of interest policy
Registry Business Case Tool New
Application of HIPAA & the Common Rule to Registries
What is a Clinical Registry? Updated
What is a Clinical Registry — Patient Edition New
Participating in a Clinical Registry New
Clinical Registry FAQ
National Clinical Registry Inventory Updated
Registry Vendor Assessment
Clinical Registry Maturational Framework
Clinical Registry Maturational Framework brief
Informational Guide to the QCDR: 2016 Edition
Contact us
You may contact us with any questions or comments at:
Seth Blumenthal
American Medical Association
330 N. Wabash Avenue, Suite 39300
Chicago, Ill. 60611
(312) 464-4049


text:
Disney stock is extremely cheap
And how to get out of that cycle
Join the NASDAQ Community today and get free, instant access to portfolios, stock ratings, real-time alerts, and more!
For Immediate Release
Chicago, IL - February 10, 2012 - Zacks.com announces the list
of stocks featured in the Analyst Blog. Every day the Zacks Equity
Research analysts discuss the latest news and events impacting
stocks and the financial markets. Stocks recently featured in the
blog include
eBay Inc.
Home Depot
Google Inc.
) and
Mastercard Inc.
Get the most recent insight from Zacks Equity Research with the
free Profit from the Pros newsletter:
Here are highlights from Thursday's Analyst
Earnings Scorecard: eBay
Following the fourth quarter earnings announcement on January
18, more than half the analysts covering
eBay Inc.
) have made downward revisions to their estimates. Decelerating
gross merchandise volume (GMV) trend, inconsistent performance by
the Marketplaces segment, European macro concerns, and intensifying
competition could be the reasons for downward revisions.
Last Quarter Synopsis
eBay's fourth quarter earnings excluding stock based
compensation came in at 60 cents, better than the Zacks Consensus
of 55 cents, aided by holiday-driven demand and strong top-line
growth, partially offset by a higher tax rate.
Revenue in the quarter increased sequentially as well as year
over year to 3.38 billion, exceeding the guidance range of
$3.20-$3.35 billion. Both transactions-based revenue (up 14.2%
sequentially) and marketing services revenue (up 12.3%
sequentially) contributed to the revenue upside.
Gross margins increased 31 bps sequentially to 70.0% due to
higher volumes, a favorable product mix and the positive impact of
recent acquisitions.
Agreement of Analysts
Of the 15 analysts covering the stock, 8 made downward revisions
for the upcoming quarter, with only 1 analyst moving upward in the
last 30 days. Also, for fiscal 2012, 12 out of 18 analysts lowered
their estimates, while 3 analysts increased theirs over the same
30-day time period. This indicates the negative sentiment of the
analysts post fourth-quarter earnings.
Analysts, by and large, believe that eBay's core business in the
US has been underperforming domestic e-commerce growth for some
time now, which can now be seen in the key international markets as
well, indicating market share losses.
They remain concerned about the relative weakness in merchant
services total payment value (TPV) growth due to the continued
negative impact from foreign currency and lack of recovery in the
rate of cross border commerce, particularly in Europe.
According to the analysts, eBay's continued investment in new
technologies and acquisitions will likely lower margins in the
coming quarters. Additionally, they believe that a combination of
decelerating GMV growth and tough comps will likely limit operating
profit growth in 2012.
However, a handful of analysts expect EBAY to deliver solid
top-line growth, driven by strength in PayPal, and expectations of
continued improvement in Marketplaces. They contend that the
fundamentals of PayPal's business will remain strong in 2012.
For the first quarter of fiscal 2012, eBay expects revenue in
the range of $3.05-$3.15 billion, down 8.3% sequentially.
Additionally, management expects total mobile payment volume to
increase to $7 billion in 2012, aided by the Paypal Mobile Express
Checkout system and Zong acquisition.
The consensus, as evident from the analyst agreement, points to
weaker performance going forward.
Impact on Estimates
Over the 30 day period, the Zacks Consensus Estimate has fallen
3 cents for both the upcoming quarter and fiscal 2012 to 43 cents
and $1.96, respectively. In the past 90 days, the Zacks Consensus
Estimate fell 3 cents for the upcoming quarter but remained
unchanged for fiscal 2012.
We believe that eBay is well positioned to not only expand its
PayPal segment, but also grow its Marketplace business, both acting
as positive catalysts for shares. We expect eBay's Marketplace
business to continue showing all signs of a turnaround, with
Payments continuing to gain market share, both online and
We remain impressed with eBay's strategy and execution and
believe that PayPal is well positioned for sustained growth.
Starting from the fourth quarter, Paypal announced its initial
Point of Sale (POS) test with
Home Depot
), which was increased to 51 Home Depot stores. While this would
widen PayPal's addressable market, the success of these POS tests
is still to be seen.
PayPal's mixed funding sources between bank transfers, debit
cards and credit cards, offers cheaper payment transactions than
credit cards. We believe that this competitive advantage should
drive penetration across the Internet and broadening mobile
However, we are concerned about increasing competition from
major online retailers, such as
), as well as many other smaller players. Additionally,
Google Inc.
) has been eyeing the online payments space, threatening eBay's
dominance. Google Wallet has the potential to become a predominant
choice for users' mobile payments given the relationship it has
already forged with credit card giants such as
Mastercard Inc.
) and other banks.
Currently, eBay has a Zacks #3 Rank, implying a short-term Hold
Want more from Zacks Equity Research? Subscribe to the free
Profit from the Pros newsletter:
About Zacks Equity Research
Zacks Equity Research provides the best of quantitative and
qualitative analysis to help investors know what stocks to buy and
which to sell for the long-term.
Continuous coverage is provided for a universe of 1,150 publicly
traded stocks. Our analysts are organized by industry which gives
them keen insights to developments that affect company profits and
stock performance. Recommendations and target prices are six-month
time horizons.
Zacks "Profit from the Pros" e-mail newsletter provides
highlights of the latest analysis from Zacks Equity Research.
Subscribe to this free newsletter today:
About Zacks
Zacks.com is a property of Zacks Investment Research, Inc.,
which was formed in 1978 by Leon Zacks. As a PhD from MIT Len knew
he could find patterns in stock market data that would lead to
superior investment results. Amongst his many accomplishments was
the formation of his proprietary stock picking system; the Zacks
Rank, which continues to outperform the market by nearly a 3 to 1
margin. The best way to unlock the profitable stock recommendations
and market insights of Zacks Investment Research is through our
free daily email newsletter; Profit from the Pros. In short, it's
your steady flow of Profitable ideas GUARANTEED to be worth your
time! Register for your free subscription to Profit from the Pros
for information about the performance numbers displayed in this
press release.
Follow us on Twitter:
Join us on Facebook:
Disclaimer: Past performance does not guarantee future results.
Investors should always research companies and securities before
making any investments. Nothing herein should be construed as an
offer or solicitation to buy or sell any security.
Media Contact
Zacks Investment Research
The views and opinions expressed herein are the views and opinions of the author and do not necessarily reflect those of Nasdaq, Inc.
Enter up to 25 symbols separated by commas or spaces in the text box below. These symbols will be available during your session for use on applicable pages.
You have selected to change your default setting for the Quote Search. This will now be your default target page;
unless you change your configuration again, or you delete your
cookies. Are you sure you want to change your settings?


text:
No products
Warning: Last items in stock!
Availability date:
Parma 8 oz Fasmask Liquid Paint Mask PAR40282
Parma 8 oz Fasmask Liquid Paint Mask
Recipient :
* Required fields
or Cancel
Parma 8oz (236ml) Fasmask Liquid Paint Mask. #160; Use on all types of R/C car bodies, boats, planes and all types of models. #160; Apply this flexible coating to areas where paint is not desired-makes painting custom designs easy. #160; Non-flammable and non-toxic
INCLUDES: One bottle Parma 8oz (236ml) Fasmask Liquid Paint Mask
Some lacquer paints applied over Fasmask may fog area that you want left clear. #160; Test on scrap material first in well ventilated area. #160; In case of eye contact, flush immediately with water. #160; If swallowed, do not induce vomiting. Contact physician immediately
Requires: Brushing on 2-3 heavy coats and allowing to dry overnight
|Main Category
|Finishing Supplies
|Free Shipping
|Free Shipping
"Chad Tuinstra"
"Great Mask"
"Dries fast and clear. I had no problem trimming and pulling it off."
Recommended to buy: Yes
No customer questions for the moment.
|Ask a question
Customers also purchased…
Recently Viewed products


text:
Bobby Cantrell, the father victim, was charged late Monday with first degree endangering the welfare of a child, a class C felony.
According to Lt. Jim McMillen, Sikeston Department of Public Safety information officer, a 12-year-old boy, the victim's brother, will face charges of first degree assault and armed criminal action through the Juvenile Court. Authorities did not release the boy's name.
For the complete article and more stories from the Standard Democrat, click here to log on to the electronic edition.


text:
P O Box 444 ~ Scobey, Montana USA ~ 406-487-2898
Baby Flannel Fabric and Inspirational Flannel Prints
Buy A Square
flannels4baby.com sells our flannels in a unique way for those making the larger square baby blankets. Our "Buy A Square" purchase option is approximately 45 inches by 45 inches - a square. Select the number of squares of a print or solid flannel. You are purchasing 1 1/4 (1.25) yards of flannel for the price of the square.
Why Should I Use Cotton Flannel?
100% cotton flannel/flannelette is the best choice you can make for your baby because it "breathes". This is a unique characteristic of the natural fiber - cotton. A warm cotton flannel swaddling blanket allows air to circulate around your baby and also keep them warm when they are wrapped snuggly. Cotton flannelette also can be laundered at higher temperatures so you can be sure it is clean the next time you use it.
The fleece blankets are made from polyester, an oil based fabric. While they are soft and cozy, they do not let air circulate around your baby.
Sew It Yourself -- How-To. . .
We have included several free sewing lessons on our How-To page. If you are new to sewing click through to find instructions on sewing a flannel receiving blanket, a small baby quilt, or find some basic sewing lessons. If you have any other questions about sewing, email me and I will be glad to give you advice and maybe we can add a new sewing tutorial to our How-To page. Email at email@example.com.
Tutorial for the Prairie Points and How-To Apply Satin Blanket Binding have been updated and pictures added.
Wrights Satin Blanket Binding
The smooth silky feeling of satin blanket binding is a nice contrast to the soft fuzzy feeling of the flannel fabric. We carry a selection of the Wright's Satin Blanket Binding that you can use to finish the edge of your flannel baby blanket. We have a tutorial on our How - To Page showing steps to apply the binding to your blanket. We also used the binding to make Prairie Points for the edge. See this tutorial
Flannel Baby Blankets
When you do not have the time or the talents to create your own flannel receiving blankets you can purchase them from us. The Flannel Blankets page has some finished 42 inch swaddling blankets ready to ship. You can also select any of our prints or solids and have them hemmed or made with two fabrics.
Home ~ Flannel Fabrics ~ Inspirational Flannel Prints ~ Satin Blanket Binding ~ How-To ~ Flannel Blankets ~ Clearance ~
Ordering & Shipping ~ Contact ~ Privacy Policy ~ Links ~ Blog
Ordering & Shipping ~ Contact ~ Privacy Policy ~ Links ~ Blog


text:
Hotel addressAvenida Elche 114
Calle Belgica 3
Pension sin comedor
How to reach the hotel
Contact the hotel
- Tel. (+34)96/5109053
- Fax. (+34)96/5289250
- email@example.com
Recently viewed hotels
ibis budget Alicante - hotel description
Hotel code: 3511
Are you looking for accommodation in Alicante, but don't want to compromise on quality? The ibis budget Alicante is the place for you! This welcoming hotel overlooking the Mediterranean Sea is 2.5 miles (4 km) from El Altet Airport and 5 minutes from the center of Alicante. Our economy hotel in Alicante boasts modern features and comfort: Its rooms are equipped with WIFI, heating, air conditioning and TV. The hotel serves a well-priced buffet breakfast and what's more, pets are welcome!
Message from the hotel manager
Mr Pascal RAZUREL, the manager of the ibis budget Alicante hotel, would like to welcome you.
Work in this hotel
These prices may be based on different room types. Depending on the country, these prices may not include taxes, may include VAT only or may include all taxes (VAT and city tax). When prices do not include all taxes, the relevant taxes (VAT and/or city tax) will be stated in the following stages of the reservation process. The price is only guaranteed at the time of reservation.
2. Paying
Hotel classifications (1 to 5 stars for France) correspond to criteria laid down by local regulations.


text:
Bishop Zubik, Duquesne Spiritans Con-celebrate Mass of the Holy Spirit
The Most Rev. David A. Zubik, D.D., bishop of Pittsburgh, will con-celebrate the annual Mass of the Holy Spirit with the Very Rev. John Fogarty, C.S.Sp., superior general for the Congregation of the Holy Spirit, and fellow Spiritans from the Duquesne University campus community.
Nearly 2,000 students, faculty, staff and friends are expected to attend the Mass of the Holy Spirit, which serves as the traditional kick-off of the academic year at Duquesne University. When: Sunday, Aug. 24, at 11 a.m. Where: The A.J. Palumbo Center, Duquesne University, 600 Forbes Ave., Pittsburgh.
Information: Media are asked to call Rose Ravasio at 412.818.0234 to arrange free parking.


text:
Raise High the Roof Beam, Carpenters and Seymour: an Introduction
by J.D. Salinger
Raise High the Roof Beam, Carpenters and Seymour: an Introduction Admiration Quotes
How we cite our quotes: Citations follow this format: (Story.Section.Paragraph)
Quote #1
But at twenty-three I was the sort of young man who responds to all public injury of his person, short of a fractured skull, by giving out a hollow, subnormal-sounding laugh. ("Roof Beam" 2.15)
You get the sense reading Salinger that he has a gift for observing people. This might be just the way a 23-year-old man would react to public injury.
Quote #2
To get back to the plot, I remember that while all three - the Matron of Honor, her husband, and Mrs. Silsburn - were conjunctively staring at me and watching me cough, I glanced over at the tiny elderly man in the back. He was still staring fixedly straight ahead of him. I noticed, almost with gratitude, that his feet didn't quite touch the floor. They looked like old and valued friends of mine. ("Roof Beam" 2.47)
Buddy takes comfort in the bride's father's uncle. At first, he is the only guest in the car who seems to have no interest in attacking Buddy for being Seymour's brother. The uncle's importance will grow as the story continues, though, so keep an eye out.
Quote #3
For an instant, in fact, as I looked at her, I had a very uncomfortable notion that she might even know that I was Seymour's brother. It wasn't a thought to dwell on. Instead, I looked her unsquarely in the eye and said, "He was a chiropodist." ("Roof Beam" 2.51)
In a way, Buddy is defending his brother by lying to the Matron of Honor. By protecting information about Seymour, he shields his brother from her scrutiny.


text:
Recent Event Highlights: Asking for a shoe size, The Shoe Size Showdown March 6th, Does shoe Size Matter? (Day 41), demetri martin shoe size, My Boyfriends size 14 DC Court Graffik shoe play, The Brannock Device and Shoe Sizing, and 74 more...
Created by dipity on Apr 8, 2009
Last updated: 11/04/10 at 10:05 AM
European Shoe Size Conversion has no followers yet. Be the first one to follow.
here's a little story about the life of Edwin
HQ photo Gallery Special Collection Celebrities Archives Visit: www.worldSladies.com asian model China Fukunaga Hot Scene Who is China Fukunaga ? Birthdate 28 July 1981 Hometown: Aichi Japan Blood type O Eye color brown Nominal size (2007 point) Height / Weight: 158 cm / 45 kg BMI 18 (low weight) Three sizes: 90 56 83 cm Bra size: G Shoe size: 24.0 cm Ethnicity: Japanese Activities Genre Gravure Swimsuit Model Content Other activities of the entertainer
www.youtube.com www.youtube.com www.twitter.com www.twitter.com
funny joke from a funny guy
Making of Advertisement Campaign GUESS by Marciano for Spring/Summer 2009 Photographer - Matthias Vriens-McGrath Male Model: Cory Bond Height : 6' 0'' Hair : Brown Eyes : Blue Agency: Major Model Management Female Model: Emily DiDonato Nationality: American Hair Color: Brown Eye Color: Blue Date of Birth:1991 Place of Birth: New York, USA Height:5'10" ; 178cm Measurements:(US) 34-25-35 ; (EU) 86-62-89 Dress Size:(US) 4 ; (EU) 34 Shoe Size:(US) 10 ; (EU) 42 ; (UK) 7.5 Mother agency: Request Model Management Agencies: Marilyn Agency - Paris
I love my Boyfriends DC Court Graffiks I love wearing his huge size 14 shoes on my size 10 feet =) someday i hope to get a video of us both doing some shoe play as he is into sneakers as well. Gotta Love gearfetish.com =)
A guide to using the Brannock Device and Shoe Sizing. sanluispodiatrygroup.com
Marco Mengoni - Kiss (X Factor 3) Italia Lyrics (Full): You don't have to be beautiful to turn me on I just need your body baby From dusk till dawn You don't need experience To turn me out You just leave it all up to me I'm gonna show you what it's all about You don't have to be rich To be my girl You don't have to be cool To rule my world Ain't no particular sign I'm more compatible with I just want your extra time and your Kiss You got to not talk dirty, baby If you wanna impress me You can't be to flirty, mama I know how to undress me (Yeah) I want to be your fantasy Maybe you could be mine You just leave it all up to me We could have a good time You don't have to be rich To be my girl You don't have 2 be cool To rule my world Ain't no particular sign I'm more compatible with I just want your extra time and your Kiss Yes I think I wanna dance Gotta, Gotta Little girl Wendy's parade Gotta, gotta, gotta Women not girls rule my world I said they rule my world Act your age, mama (Not your shoe size) Not your shoe size Maybe we could do the twirl You don't have to watch Dynasty To have an attitude You just leave it all up to me My love will be your food Yeah You don't have to be rich To be my girl You don't have to be cool To rule my world Ain't no particular sign I'm more compatible with I just want your extra time and your Kiss
While walking by a shoe store I spoted this girl standing behing the cash register I figured I'd take a closer look, & once I got into the store & realized me, her, and my vid camera were the only ones in the store. I asked if she would let me film her feet. Well she really gave me a strange look & told me how wierd she thought it was but in the end she let me. The whole time I was filming she seemed like she wanted me to stop but she never pulled her foot away....almost like the old saying "yes means no & no means yes"....LOL...anyway she really had some cute little juicy hispanic toes, that looked so juicy after she pulled her foot out of her sweaty sock....notice the sock lint in her toes, and Ohhhh if you could have smelled them in person...WOW
this is the black winterized spizike boot ... just released on saturday. i had to get em from frisco niketown.... only place i could find em... holla at me. subscribe. more to come...
God Only Knows My Shoe Size is OUT NOW! Buy it from iTunes: itunes.apple.com Official music video for Ludwig Amadeus' debut single God Only Knows My Shoe Size out now in all good download stores! Director | DoP: Eldar Bayburin Story: Ludwig Amadeus/ Eldar Bayburin www.myspace.com/ludwigamadeus
1. Paris Hilton - Shoe Size = 11 (us) 2. Kate Winslet - Shoe Size = 11 (us) 3. Evangeline Lilly - Shoe Size = 10/11 (us) 4. Rihanna - Shoe Size = 9 (us) 5. Angelina Jolie - Shoe Size = 9 (us)
Omg like TheSquidz are sooo cool.. I know right. Plz subscribe and rate 5 stars. Tell your friends about us and maybe your family-sauce if you like us. KTHXBYE LYRICS: He hopped out his car at 10:00 am Wearing socks all up in crocs Say hello to the douche who thinks hes tough Is he gonna fit in Takes out his shades Wears em even if its nighttime Because he never wears em if its at the right time douche your fascinating... How could you be so gay dude Whips out his camera and he starts taking photos His shirts to small, looks like a homo Then he walked toward me with his gelled up hair And his underarmor on His underarmor on with his underamor on!! He turns his swag on hes doing the jerk all the chicks just seperate bragging about shoe size keep telling all your lies he turns his swag off starts to birdwalk and his broskis walk away yaaaaaaaaaaa this douche is f*in gay yaaaaaaaaaaa theres no way he is str8 Hes at the park and hes working out hes got his skinny's tucked in his socks got a half pulled up shirt over a dress shirt and hes still rockin dem crocs So fresh with his tiedie clothing acting like david blaine pretending that hes floating in his winter parka he clearly never saw the calender Whips out his camera and he starts taking photos His shirts to small, looks like a homo Then he strolled toward me with his shiny grills and his pants were hanging low his pants were hanging low his pants were hanging low He turns his swag on hes doing the jerk all the chicks just ...
I saw Ben's shoe sitting there all by itself and I wanted to make a video showing him how much bigger I am.
I really wear a size 16
A takeoff on the old game show "What's My Line?" where the focus is shoe size rather than occupation.
Measure your child's foot with a pen, paper and a ruler! Log onto zappos.com to convert inches into shoe size.
This is a video of the gorgeous plus size model Danielle Line. She is so amazing and a true role model to every aspiring plus size model. www.danielleline.com Hope you enjoy my video, and feel free to leave a comment!! No haters please All photos have been found on the web:) Dress size- 14/16 Height- 5 feet 10 inches Hair- Blonde Eyes- Blue Shoe size- 10.5
hey what can i say... when you're on a roll you're on a roll! and people please comment! We make our series for you guys! And aaaaaaaaaaaahhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh... did anyone see's joe's dance? I saw cracking up the whole time! And he was wearing HEELS! Ah, gotta love that boy! Songs ------------------------------------------------------------------- Paranoid- Jonas Brothers Lollipop- Framing Hanley She's So Lovely- Scouting For Girls -Manali PEACE-LOVE-JONAS *I DO NOT own any pictures or AUDIO*
this video shows the shoe of a 1450 dragline in action close up.
References: Hikari1446- www.cosplay.com Penwiper- www.entropyhouse.com ================================================ Yeah my voice gets annoying 5 seconds in, so here what i say: ================================================ Here you can see That Hikari 4116 has cut off the actual thong part off her base, i didnt do this because i thought the shoes will probobly stay on better with them stil on, since i got flip flops about 3 sizes bigger than my actual shoe size. next, Hikari 4116 cut out about 6cm of her craft foam and used that to form the toe of the shoe.next she cut about 3cm for each side, then she folded the shorter pieces under the larger one to get the right shape she then trimmed to achieve the correct shape and used her hot glue gun to glue it all together. then for the sides, she glued the craft foam width wise and cut the extra foam of the top to make it even with the toe. she then placed her foot witrhin the "shoe" and built the rest of it around her foot. With myself, firstly i created paper templates around the flip flop i was willing to use, i did this so i could estimate how many sheets of craft foam i needed for the shoe. I ended up using a size 11 flip flop (even though i am a size 8) and it ended up using just about 3 sheets. I then stickytaped them all together in the desired form then glued all the pieces together but left the actual shoe not connected to the flip flop until i was done assembling. Since i believed the shoe looked a little too ...
Listen as social media marketing guru and spiritual rock star Jimmy Davis reveals his secrets, bares his soul, and tells us how big his (um) shoe size is.
Strength Shoe, Increase Vertical Leap, Run Faster, Jump Higher with Strength Training Shoes. Available in Men's sizes 5 to 16 and Women's sizes 7 to 17.5 * Add 5 - 10 Inches to your vertical leap! * Cut 2/10 of a second off your 40 yard dash! * Increase anaerobic power by 500%! Sizing Information: If you wear a size 10 in a Nike basketball shoe, you will wear a size 9-1/2 in the Strength Shoe. Call Us today at 1-800-451-5867 or visit us www.strength-systems.com
A revenge n roll song of mine. It all started because of my status on Facebook. Inspiration courtesy of Daniel Gratton. I wrote it mostly as a joke, but I have so much fun playing it that I just had to upload it! My voice isn't perfect in it, but I wanted it to be like that. Listen and enjoy! xx
Anja Rubik (born June 12, 1985 in Częstochowa, Poland) is a Polish model, currently living in New York City. Rubik began her modeling career shortly after graduating from high school. She has been featured on the covers of various magazines, including VOGUE Germany, Numéro, Flair, Nylon and Elle. She has modeled for such designers as Givenchy, Chloé, Christian Dior, Hermès, Valentino, Oscar de la Renta, Chanel, Balenciaga, and Louis Vuitton. She has also done haute couture for Valentino, Chanel, and Elie Saab. Currently Anja can be seen in campaigns for Chloé, Oscar de la Renta & Giorgio Armani as well as in the holiday campaign for Gap. Date of birth June 12, 1985 (1985-06-12) (age 23) Place of birth Częstochowa, Poland Height 1.79 m (5 ft 10+1⁄2 in) Hair color Dark blonde Eye color Blue Measurements (US) 33-24-35 ; (EU) 84-61-90[1] Dress size (US) 6 ; (EU) 36 Shoe size (US) 7 ; (EU) 39
I'm an extra large in the states..that makes it hard to buy stuff off the rack in Japan so check this out !!! Now no disrespect meant to Japan but clothes can cost you a lot here especially when you are new in town and you don't know where the bargains are. Regardless they tend to be more expensive than back in the states. I was spoiled going to K mart or Target and grabbing a bag of clothes for a hundred bucks. I have seen the exact item here in Japan for 3 times the cost back home. Shoes for a size twelve guy are rare. That's a 30 cm here and I am wide that's a 4e or 30cm EEEE. Most places stop at 27 to 28cm shoe size and only working mans stores go up to 29. Shoes run in different sizes ranging from US sizes to European and then metric. Clothing also has strange variances in actual size a 3L is more like a XL in the states never mind a XXL or XXXL that's more like a 4 to 6L here. Pants are cut different and usually run two sizes smaller... us guys back home are fat asses. Stores like this cater to the larger man weather you are a big buff dude or a blob. The prices were reasonable for Japan and sometimes they even have a great two for one deal. But its always a bit more so your gonna have to deal with it. If you are moving here and you are bigger than a large better stock up a fill a suit case to hold you over and save some cash in the beginning. I hate clothes shopping cause I have no sense of style....give me a pair of jeans and a carhart jacket! Here is a link from ...
The Little foot myth! A guy with a little foot does not have to be small in what he packs. Amazingly small foot. Guy wears a size 5.5(youth) in Nike sneakers. Rod Nikes, a big time nike kicks collector is 6"5 in height, but wears a 5.5 in youth sneakers. The young entertainer speaks to Hollywood, the paparazzi, and general public via this youtube PSA about his small foot.
Ayaka's Surprise English Lesson - (pre vyššiu kvalitu obrazu pridajte ku adrese &fmt=18 a stlačte enter) pozrite si aj moje fotky http://picasaweb.google.com/pavolpiv/ ---- (for higher video quality add &fmt=18 to URL and push enter) check also my photos http://picasaweb.google.com/pavolpiv/
During furry bowling Razor asks the girl to get shoes for his paws. I believe a size 28 will do.
Nicki Minaj, Snoop Dogg, Titty Boy and Drake on LIL WAYNE'S "I AM MUSIC TOUR" backstage in New Orleans.
how to wear the right size shoe!
Jacob tries on some big shoes. Size 22! Jacob's shoe size is a 3. He could get the size 22 on with his original shoes. Subscribe!
I herd u leik dem. (Song : Saishuu Mirai wo Misete)
Dec. 22, 2008 The Knight Hall Act Your Age Act Your Age/Josie(cover) www.myspace.com/actyouragenv www.purevolume.com/actyouragenv
Are those weapons of shoe's distruction....??!!! iraqi shoes thrown at George Bush shoe size 12 not "10"
George Bush, the US president, has had a pair of shoes hurled at him at a press conference during his last surprise visit to Iraq before leaving office in January.
Angry Iraqi jurno throws shoes at Bush in Baghdad Sunday 14 December... US President George W Bush had had a pair of shoes hailed at him during his farewell visit to Baghdad Iraq. Few weeks before he hand down the unpopular Iraqi war to President-Elect Barack Obama in the us election, Bush declared that while great strides have been taken toward peace, "iraq the war is not over". In a sign of lingering anger over the war that will define the Republican president's foreign policy legacy, and ...
Angry Iraqi jurno throws shoes at Bush in Baghdad Sunday 14 December... US President George W Bush had had a pair of shoes hailed at him during his farewell visit to Baghdad Iraq. Few weeks before he hand down the unpopular Iraqi war to President-Elect Barack Obama in the us election, Bush declared that while great strides have been taken toward peace, "iraq the war is not over". In a sign of lingering anger over the war that will define the Republican president's foreign policy legacy, and an Iraqi journalist shouted "this is a goodbye kiss from the Iraqi people, dog," and hailed his shoes at Bush during a news conference with Prime Minister of Iraq Nuri al-Maliki. Throwing shoes at somebody is a supreme insult in the Middle Eastern Countires. One of the shoes sailed over the president's head and slammed into the wall behind him and he had to duck to miss the other one. Maliki tried to block the second shoe with his arm. "It's like going to a political rally and have people yell at you. It's a way for people to draw attention," Bush said. "I don't know what the guy's cause was. I didn't feel the least bit threatened by it." The journalist was leapt on by Iraqi security officials and US secret service agents and dragged from the room while screaming and struggling. Bush's fleeting visit to Baghdad was aimed at marking the recent passage of a US-Iraq security pact that paves the way for US troops to pull out of Iraq by July 2009 and withdraw completely by the end of year ...
George W. Bush on Sunday hailed progress in the war that defines his presidency and got a size-10 reminder of his unpopularity when a man hurled two shoes at him during a news conference. In the middle of the news conference, Iraqi television journalist Muntadar al-Zaidi stood up and shouted "This is a goodbye kiss from the Iraqi people, You Dog," before hurling a shoe at Mr Bush. With his second shoe, Mr Zaidi said: "This is for the widows and orphans and all those killed in Iraq." Bush ...
www.dailysquib.co.uk Raw video (LONG VERSION) of an angry Arab reporter throwing his shoes at George W Bush during his most recent trip to Iraq. Bush said: "It was a size ten shoe."
You can't touch him. Bush dodges not one, but two shoes and gets a little groovy while he's at it. Music: U Can't Touch This by MC Hammer Video: Associated Press + Hypercam
George W. Bush shows some remarkable agility for a man of his age when he ducks 2 shoes thrown at him by an Iraqi reporter, which is the ultimate insult in Iraq.
Iraqi Journalist throws his shoes at President George Bush. The sole of the shoe is a sign of disrespect. All I can report is that it appeared to be a size 10 sharewave.org http
An Iraqi journalist threw two shoes at President Bush during a news conference Sunday with Iraqi Prime Minister Nouri al-Maliki. The president was not hurt in the incident. (Dec. 14)
Thermometer poon.
What shoe size do you think Sarah Palin wears? Post your answer in a comment! http://www.lohanaddict.com/
3 guys tell you what size shoe they where and make a song out of it.
Shoe Play with my globe focus shoes. I have size 10 shoes.