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Sandwiched between the popular tourist areas of the Margaret River region and Albany's dramatic coast, the forests of the so-called Tall Timber Country are some of WA's greatest sights. Along with the sinuous Blackwood River, which is ideal for sedate canoeing, especially downstream of Nannup , the highlight of the region is the brooding majesty of the karri forests, famed not so much for their arboreal gimmicks – of which the Gloucester Tree near Pemberton is the best known – as for the raw, elemental nature of the unique forest environment. The breathtaking Tree Top Walk near the peaceful village of Walpole provides a unique view on this primeval forest, while the bohemian town of Denmark is surrounded by one of WA's most exciting emerging wine regions. Check out southernforests.com.au for further details on this area.
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The quaint town of PEMBERTON makes a central base for Tall Timber touring, with enough craft shops, galleries, wineries and gourmet destinations to keep you occupied for a while. Call in to the Karri Forest Discovery Centre at the visitor centre for a detailed explanation of the area's fauna and wildlife. A fun way of enjoying the surrounding forest is to take the tram (pemtram.com.au) from Pemberton to Warren Bridge. The diesel tram rattles noisily along the old logging railway, over timber bridges spanning tiny creeks, visiting the Cascades, a local beauty spot also accessible by road.
The Bibbulmun Track and Munda Biddi Trail
The Bibbulmun Track and Munda Biddi Trail
The Tall Timber region is a paradise for anyone who likes to travel on two feet or two wheels. For walkers, the Bibbulmun Track has established itself as one of the great rites of passage. Stretching almost 1000km from Kalamunda in the Perth Hills to Albany on the south coast, it passes through some of the Southwest's most remote areas, winding amid towering karri and tingle forests, ranging over granite hills and clinging to the spectacular coastline. Walkers can stroll sections or tackle the track in its entirety over an epic eight-week adventure. There are 48 bushwalker campsites en route, as well as numerous small towns for those who like a little more comfort.
The Munda Biddi Cycle Trail runs for approximately 1000km from Mundaring through the heart of the forest to Albany and can be completed in one (very long) stretch or picked up at one of the picturesque ex-logging towns along the way. Some sections are challenging but experienced cyclists will love whizzing along the forest floor and dodging ancient jarrah trees. Nights are spent in one of the free purpose-built (but very basic) huts located every 35–40km or in atmospheric B&Bs along the route.
For more information contact the Bibbulmun Track Foundation (bibbulmuntrack.org.au) or the Munda Biddi Trail Foundation (mundabiddi.org.au).


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>Gillian Anderson
More than seven years of dealing with the eerie as FBI Agent Dana Scully on FOX's The X-Files has left Gillian Anderson a bit weird-weary. "I'm dying to play a sexy character," she says. "I'm dying to play a bitch [or] a drug addict. And I'm sure people think, 'What? Scully?' "
There's little of Scully in Anderson's portrayal of Lily Bart, the ill-fated turn-of-the century socialite, in the film version of Edith Wharton's The House of Mirth. The setting is a gilded milieu into which, one critic wrote, the 32-year-old actress "fits beautifully."
Although Anderson says it was "just a fluke" that she got the Bart part, she adds definitively that "I want to be in film." That means an X-Files exit for her come 2002 and more time with 6-year-old daughter Piper, who did a lot of growing up on the set of the series. (Its creator Chris Carter is her godfather; Dad is Anderson's ex-hubby, Clyde Klotz, an art director.) "It's not as easy to occupy her in my trailer as it was when she was 2," says her mommy, sounding just a tad X-hausted.
Picks and Pans Review: Spotlight On...
updated 02/12/2001 AT 01:00 AM EST
•originally published 02/12/2001 AT 01:00 AM EST
The Latest

subset: commoncrawl


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One that posts at TrollKingdom, the best site ever.
Yippy! I post at TK!
av Wackster 12. februar 2004
An idiot troll who can't get out of the past. One who is stuck on dwelling over things that don't make sense. Has incredibly low IQ.
"Go away, Faceman...."
av afdsfsdfasf 19. september 2003


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I have some issues I need to talk about, however, Im upset that this board is so "open". I notice the "2nd/3rd trimester Loss" board is only by applying and being accepted, and you cannot read the posts.
Given the nature of this topic, would the moderators consider doing this as well?>
I think there are alot of women who want to post or talk, or ask questions but are apprehensive.
Thank you


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The pregnant mother accused of driving into the ocean with her children has entered a not guilty plea.
Ebony Wilkerson's public defender filed that paperwork on Wednesday. She faces three counts of attempted second-degree murder.
Raw video: Beach cam captures mother driving into ocean
Sheriff's Office deputies arrested Wilkerson on charges of attempted first-degree murder, but the State Attorneys Office cited Wilkerson's lack of premeditation in filing formal charges.
Witnesses and beach patrol rescued the screaming children, along with their mother, after she drove into the crashing waves at Daytona Beach last month.
Wilkerson is now getting mental health care in the hospital.


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Buying Auto Parts Yourself Saves On Repairs
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Mother Nature's Wrath – Part 2
I wrote a few days ago about how I slid on some black ice driving home on Friday and today I limped my poor Celica the half mile down the road to a local auto repair shop. I had hoped my only problem was a misalignment of my right wheel but based on how the car was handling it was probably a forgone conclusion that it was going to be more significant. Based on my lack of auto mechanic skills, I knew I probably could trust my own judgement as much as that of a trained professional who had a keen sense of who could be had and who couldn't so here we go. Oh, and as my glass half empty mindset expected, the news was bad.
I bent the front right lower control arm to the point of it nearly being broken and the ball joint probably needed to be replaced. I also managed to bend the wheel itself and that would need to be replaced. The mechanic quoted me the job at $657.79, $225.15 of it being labor and the remainder of $432.64 being parts – none of that included the aftermarket rim I bent. Having read 2million's post for the Carnival of Personal Finance before receiving the fateful call, I knew I could get a better deal by getting the parts myself.
I tried to find the two parts online but couldn't find a vendor that was both reputable (random-car-parts-real-fast-from-by-cousin-tony.com didn't qualify as reputable) and had the part in stock. My next and final option was to call a local Toyota dealership and see if they had any on hand. If they did, I could get the work completed today, if not, at least I could get a better price on the parts. Not stocked. I did however find out that the control arm only costs $166.87 and the ball joint an additional $52.31 and both would be ready tomorrow morning at 10am – grand total of $219.18 plus tax.
The rim was harder to find because it's a regional dealer-installed part that my area dealerships wouldn't have. The parts guru who sold me the two parts looked up my VIN and gave me the dealer code that originally sold the car. A quick phone call to 1-800-331-4331 and a dealer lookup resolved the number to a Village Cadillac Toyota down in Florida, including phone number. Another phone call and I found out my aftermarket dealer-installed 17″ EFP Enkei Alloy Wheel (Toyota PN: 00041-12990) would cost $216 plus $20 shipping and would arrive next Monday.
All told, I saved myself $213.46 by ordering the parts myself but I have no choice but to use that mechanic to do the $225.15 of labor – the car handles like a wet dog in a bathtub and would need a tow if I wanted to go elsewhere. The total, hopefully, is now set at $680.33 + $89.99 wheel alignment, or, $770.32 plus whatever taxes I missed in those numbers.
Happy Holidays everyone!{ 4 comments, please add your thoughts now! }


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by Ed McBain
A parish priest has been stabbed to death. The list of suspects is long and crammed with liars. There's the drug dealer with much to hide; the devil worshipers with motive linked to their madness. There's Kristin Lund, the woman who dials 911 when she learns of the murder. There's also "the usual street mix. Crack dealers and buyers, hookers, hoodlums, the mix," all of which combine to make for yet another hard homicide for Steve Carella and the cops of the 87th Precinct.
This is the 42nd novel in the 87th series and one that clearly illustrates how much in command McBain is of his fictional city of Isola (a stand-in for New York City) and the cops and crooks who walk its streets. Isola is beset by racial tensions, its police officers racked by personal problems. The murder of a gentle young priest is merely the most recent heinous act committed on a populace numbed by the weight of death.
Into such a breach fall the men and women of McBain's 87th, sifting among humanity's rubble, hoping to deliver a killer to justice. The pressures of the task are great. Vespers is one of the best in the 87th saga: Each book should be treated as a contribution to a fictionalized history of modern urban police work, a collection that began in 1956 and has evolved into our finest procedural series.
There are few writers around who understand cops and crime as well as McBain. In McBain's city, there are no lethal weapons, no room for loose cannons, no time for lone wolves. There are only hard-working men and women, knocking on doors, asking questions. The questions that help bring in a murderer and keep the city safe. For at least another night. (Morrow, $18.95)
Picks and Pans Review: Vespers
updated 04/09/1990 AT 01:00 AM EDT
•originally published 04/09/1990 AT 01:00 AM EDT


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Saturday's Erie region forecast: Partly sunny
The Erie region will see partly sunny skies and a high near 48 today, according to the National Weather Service in Cleveland.
There is a slight chance of sprinkles after 1 p.m.
Tonight will be cloudy, with a low around 43. Showers are likely late tonight. Winds will be from the south at 14 to 20 mph.
A chance of showers is in Sunday's forecast. Expect to see mostly cloudy conditions. Temperatures could reach a high near 56. The region is likely to see southwest winds of 15 to 18 mph.
There is a slight chance of showers Sunday night. The low will around 40.
Showers and thunderstorms are likely Monday, mainly after 1 p.m. Temperatures could reach a high near 59. The low will be around 43.
Sign up for weather text alerts and a daily forecast message at GoErie.com/alerts. Go to GoErie.com/weather for forecasts and real-time radar.


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National Grid reports that all but six customers have their power back on, as of 1 a.m. today.
Earlier report
The lights are out for 10,000 people in Onondaga County.
The culprit is a raccoon. A National Grid spokeswoman said a raccoon got into a component in the Teall Avenue substation, causing a small explosion.
The biggest outage is in Syracuse, where more than 6,000 people are without power. There, the outages are centered in Eastwood and the Northside.
More than 3,000 homes and business in Salina are without power, and about 550 in DeWitt. The rest are scattered outages in Camillus, Cicero, Clay, East Syracuse, Lysander and Manlius.
The power should be restored by 1:15 a.m.


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Bruce Zoldan remembers May 7, 2011, like it was yesterday.
The Phantom Fireworks President and CEO knew the 20-to-1 odds on Animal Kingdom made the thoroughbred one of the long shots to win the crown jewel of horse racing's triple crown.
He was enthralled with every hoof print Animal Kingdom made on the 1 mile track, not knowing what was in store - a Kentucky Derby victory.
Zoldan is part of the consortium of Team Valor and vividly remembers celebrating Animal Kingdom's unlikely win.
"I have a couple You Tube videos that were taken of me as I watched the race," Zoldan said. "I pinch myself every time I watch it to make sure I'm not dreaming. I never imagined Animal Kingdom would win. I always hoped he would but knew he was a 20-to-1 long shot. When the horses entered the stretch and I heard the announcer say Animal Kingdom was making a move, I began jumping up and down. When he won right in front of me, it felt like my heart stopped. Maybe it did? When I began to run to the winner's circle surrounded by security, I wasn't sure I would make it and I'm on the treadmill on a regular basis. I really don't think I could ever truly express the excitement at the moment."
It was the highlight of the decorated thoroughbred's career, which ran its final race June 18 in Ascot, England. Animal Kingdom had five first-place and five second-place finishes on its resume.
Unfortunately its final race wasn't one of its best performances - finishing 11th.
This race was following the March 30 Dubai World Cup that Animal Kingdom won.
"I was disappointed that Animal Kingdom ended his career with a lackluster performance," Zoldan said. "That was never his M.O. I'm sure in hindsight we would have stopped with the Dubai World Cup win. On the bright side, Animal Kingdom brought me and my partners to London and the Royal Ascot and I was honored to be close to the Queen (Elizabeth) as she visited the paddock area before our race. All the British I talked with were so appreciative we brought AK to London. They were all cheering for him."
Animal Kingdom is now retired to Arrowfield Farm in Australia. Zoldan remains realistic about his expectations going forward.
"I am involved with many other horses with Team Valor," Zoldan said. "We are trying hard to have another Derby entry next year. In the last six years we have had three Derby contenders Visionaire, Animal Kingdom and Went the Day Well last year. I will never be obsessed with chasing a second Animal Kingdom dream horse, but my love of the sport will keep me involved and trying and being realistic."
Thinking about Animal Kingdom, Zoldan said he'll always have May 7, 2011.
"It is certainly a feeling of emptiness knowing that my dream horse of a lifetime has finally run his last race," Zoldan said. "I have worn the Kentucky Derby 2011 ring that Churchill Downs sent me following that Derby win. As someone that doesn't wear jewelry, I kept telling myself I will only wear it until AK retires. Now it's time to retire the ring and put in the trophy case and I'm really having a difficult time taking it off my finger. Animal Kingdom has given me the gift of being connected to the history of the sport. The year I was born, Citation won the Derby and the Triple Crown. I remember as a child following the Kentucky Derby every year never imagining I would one day be in the winner's circle on the first Saturday in May. The gift in life that Animal Kingdom gave me will be perpetual.
"Anytime I get in a stressed mood or need something to make me smile, I turn on the video of the race and it cheers me up instantly."


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Just caught this from the Washington Post blog 2 months ago. Word.
Math is like… Saturday, Oct 25 2014
Mathematics 8:14 pm
Math is like an atomic-powered prosthesis that you attach to your common sense, vastly multiplying its reach and strength. – Jordan Ellenberg, How Not to Be Wrong
Hard Problems and Hints Friday, Jul 11 2014
Developmental Psychology and Math Education and Mathematics intelligence, motivation, problem solving 7:45 am
I have a friend O with a very mathematically engaged son J, who semi-often corresponds with me about his and J's mathematical experiences together. We had a recent exchange and what I was saying to him I found myself wanting to say to everybody. So, without further ado, here is his email and my reply (my take on Aunt Pythia) –
Dear Ben,
J's class is learning about volume in math. They'll be working with cubes, rectangular prisms and possibly cylinders, but that's all. He asked his teacher if he could work on a "challenge" that has been on his mind, which is to find a formula for the volume of one of his favorite shapes, the dodecahedron. He build a few of these out of paper earlier in the year and really was/is fascinated with them. I think he began this quest to find the volume thinking that it would be pretty much impossible, but he has stuck with it for almost a week now. I am pleased to see that he's not only sticking with it, but also that he has made a few pretty interesting observations along the way, including coming up with an approach to solving it that involves, as he put it, "breaking it up into equal pieces of some simpler shape and then putting them together." After trying a few ways to break/slice up the dodecahedron and finding that none of them seemed to make matters simpler, he had an "ah ha" moment in the car and decided that the way to do would be to break it up into 12 "pentagonal pyramids" (that's what he calls them) that fit together, meeting at the center of rotation of the whole shape. If we can find the volume of one of those things, we're all set. A few days later, he told me that he realized that "not every pentagonal pyramid could combine to make a dodecahedron" so maybe there was something special about the ones that do, i.e., maybe there is a special relationship between the length of the side of the pentagon and the length of the edge of the pyramid that could be used to form a dodecahedron.
He is still sticking with it, and seems to be having a grand time, so I am definitely going to encourage him and puzzle through it with him if he wants.
But here's my question for you…
I sneaked a peak on google to see what the formula actually is, and found (as you might know) that it's pretty complicated. The formula for the volume of the pentagonal pyramid involves (or something horrible like that) and the formula for the volume of a dodecahedron involves or something evil like that. In short, I am doubtful that he will actually be able to solve this problem he's puzzling through. What does a good teacher do in such a situation? You have a student who is really interested in this problem, but you know that it's far more likely that he will hit a wall (or many walls) that he really doesn't have the tools to work through. On the other hand, you really want him to find satisfaction in the process and not measure the joy or the value of the process by whether he ultimately solves it.
I certainly don't care whether he solves it or not. But I want to help him get value out of hitting the wall. How do you strike a balance so that the challenge is the right level of frustrating? When is it good to "give a hint" (you've done that for me a few times in what felt like a good way… not too much, but just enough so that the task was possible).
In this case, he's at least trying to answer a question that has an answer. I suppose you could find a student working on a problem that you know has NO known answer, or that has been proven to be unsolvable. Although there, at least, after the student throws up his hands after giving it a good go, you can comfort her by saying, "guess what… you're in good company!" But here, I'd like to help give him some of the tools he might use to actually make some headway, without giving away the store.
I think he's off to a really good start — learning a lot along the way – getting a lot of out the process, the approach. I can already tell that many of the "ah ha" moments have applicability in all sorts of problems, so that's wonderful.
Best, O
Dear O,
Wow, okay first of all, I love that you asked me this and it makes me really appreciate your role in this journey J is on, in other words I wish every child had an adult present in their mathematical journey who recognizes the value in their self-driven exploration and is interested in being the guardian of the child's understanding of that value.
Second: no matter what happens, you have access to the "guess what… you're in good company" response, because the experience of hitting walls as you try to find your way through the maze of the truth is literally the experience of all research mathematicians, nearly all of the time. If by any chance J ends up being a research mathematician, he will spend literally 99% or more of his working life in this state.
In fact, I would want to tweak the message a bit; I find the "guess what… you're in good company" a tad consolation-prize-y (as also expressed by the fact that you described it as a "comfort"). It implies that there was an underlying defeat whose pain this message is designed to ameliorate. I want to encourage you and J both to see this situation as one in which a defeat is not even possible, because the goal is to deepen understanding, and that is definitely happening, regardless of the outcome. The specific question ("what's the volume of a dodecahedron?") is a tool that's being used to give the mind focus and drive in exploring the jungle of mathematical reality, but the real value is the journey, not the answer to the question. The question is just a tool to help the mind focus.
In fairness, questing for a goal such as finding the answer to a question and then not meeting the goal is always a little disappointing, and I'm not trying to act like that disappointment can be escaped through some sort of mental jiu-jitsu. What I am trying to say is that it is possible to experience this disappointment as superficial, because the goal-quest is an exciting and focusing activity that expresses your curiosity, but the goal is not the container of the quest's value.
So, that's what you tell the kid. Way before they hit any walls. More than that, that's how you should see it, and encourage them to see it that way by modeling.
Third. A hard thing about being in J's position in life (speaking from experience) is that the excitement generated in adults by his mathematical interests and corresponding "advancement" is exciting and heady, but can have the negative impact of encouraging him to see the value of what he's doing in terms of it making him awesome rather than the exploration itself being the awesome thing, and this puts him in the position where it is possible for an unsuccessful mathematical expedition to be very ego-challenging. This is something that's been behind a lot of the conversations we've had, but I want to highlight it here, to connect the dots in the concrete situation we're discussing. To the extent that there are adults invested in J's mathematical precociousness per se, and to the extent that J may experience an unsuccessful quest as a major defeat, these two things are connected.
Fourth, to respond to your request for concrete advice regarding when it is a good idea to give a hint. Well, there is an art to this, but here are some basic principles:
* Hints that are minimally obtrusive allow the learner to preserve their sense of ownership over the final result. The big dangers with a hint are (a) that you steal the opportunity to learn by removing a part of the task that would have been important to the learning experience, and (b) that you steal the experience of success because the learner doesn't feel like they really did it. These dangers are related but distinct.
* How do you give a minimally obtrusive hint?
(a) Hints that direct the learner's attention to a potentially fruitful avenue of thought are superior to hints that are designed to give the learner a new tool.
(b) Hints that are designed to facilitate movement in the direction of thought the learner already has going on are generally better than hints that attempt to steer the learner in a completely new direction.
* If the learner does need a new tool, this should be addressed explicitly. It's kind of disingenuous to think of it as a "hint" – looking up "hint" in the dictionary just now, I'm seeing words like "indirect / suggestion / covert indication". If the learner is missing a key tool, they need something direct. The best scenario is if they can actually ask for what they need:
Learner: If I only had a way to find the length of this side using this angle…
Teacher: oh yes, there's a whole body of techniques for that, it's called trigonometry.
This is rare but that's okay because it's not necessary. If the teacher sees that the learner is up against the lack of a certain tool, they can also elicit the need for it from the learner:
Teacher: It seems like you're stuck because you know this angle but you don't know this side.
Learner: Yeah.
Teacher: What if I told you there was a whole body of techniques for that?
Okay, those are my four cents. Keep me posted on this journey, it sounds like a really rich learning experience for J.
All the best, Ben
Sue's Book Is Ready for Press and Needs Crowdfunding! Friday, Jun 20 2014
Math Education and Mathematics crowdfunding, educational leadership, learning community, mathematical curiosity, reflection, Sue VanHattum 1:52 pm
Hey y'all, I am incredibly excited about Sue's book, Playing With Math: Stories from Math Circles, Homeschoolers, and Passionate Teachers. If you have been around the math education blogosphere for more than a short time, you probably are too.
It needs crowdfunding to cover publication costs. I am about to help out and I invite you to do so too!
Steven Strogatz on what math education often gets wrong Thursday, Apr 10 2014
Math Education motivation, NCTM 2014, pedagogical order 1:43 am
If you're telling a student the answer to a question it would never occur to them to ask, I can't see how that's a productive use of anyone's time.
(This is not verbatim, but it's the idea.)
New Math Learning Site on StackExchange.com Needs You Sunday, Mar 2 2014
Math Education and Mathematics blogging, educational leadership, Math Education, Math StackExchange, Mathematics Learning, privilege, professional learning community, StackExchange 11:56 am
Hey y'all.
There's a new proposal at stackexchange.com for a Q&A site on Mathematics Learning, Studying, and Education.
Of course the entire mathtwitterblogosphere is a massive Q&A site on Mathematics Learning, Studying, and Education. But based on my experience of the incredible usefulness of the StackExchange sites Math StackExchange and MathOverflow, I think this site could become a great resource.
Possibly also a great forum for some much-needed productive dialogue between the K-12 and collegiate levels. For that to happen, though, it needs you. The bulk of the folks currently signed up for the beta of the new site are active on Math StackExchange and MathOverflow, which are dominated by college-and-up level math. The conversation is going to be so much richer with serious K-12 representation! Go sign up!
If you haven't heard of the StackExchange sites before, they are a very thoughtfully constructed Q&A structure. It all started with StackOverflow, which was for working programmers to ask and answer practical coding questions. MathOverflow copied this idea for working research mathematicians. Math StackExchange is in principle for Q&A about math at any level, although as I mentioned, in practice it's usually (though not always) about college and graduate level. Now there are also StackExchange sites on cooking, gaming, English language learning, and a million other things. The design of the software, and the culture of the sites, do an impressive job keeping the Q&A productive and on topic.
In the case of the math sites, the culture can also feel a little normatively intense (as in, there's a "way we do things" that can be pretty strongly policed) and not always welcoming. Denizens of the sites will tell you that this is how they keep the conversation so productive and on-topic. But imho, it also stems from the deep ambivalence that the academic math world has about whether it wants to
(A) Share all its goodies and invite everyone into its kingdom, or
(B) Bull-guard the considerable stash of privilege that accrues from its high intellectual status.
(More on this in future posts.) The incredible usefulness of the sites makes it worth it; but also, this is part of why I want you guys to go populate the new Math Education site. You are clear in your hearts that math is for everybody. This is our chance to go talk with some folks who represent a culture that is working through that for itself. Meanwhile, we get to benefit from their perspectives, which have seen very different parts of the mathematical kingdom in their travels.
Disclaimer: I think lots and lots of individuals on Math.SE and MO think math is for everybody. I am not trying to stereotype the sites or mathematicians more generally. And I think it's likely that the people from Math.SE and MO who gravitate to the new Math Learning/Education site are going to be skewed toward the folks who think that math is for everybody. What I am trying to do is to name some notes that I hear in the cultural soundscape of academic math as a whole, and Math StackExchange and MathOverflow in particular; but I'm not trying to identify those notes with any individuals.
A Critical Language for Problem Design Saturday, Jan 18 2014
Learning Research and Lessons and Math Education problem design, problem solving, research in practice, shout outs 5:54 am
I am at the Joint Mathematics Meetings this week. I had a conversation yesterday, with Cody L. Patterson, Yvonne Lai, and Aaron Hill, that was very exciting to me. Cody was proposing the development of what he called a "critical language of task design."
This is an awesome idea.
But first, what does he mean?
He means giving (frankly, catchy) names to important attributes, types, and design principles, of mathematical tasks. I can best elucidate by example. Here are two words that Cody has coined in this connection, along with his definitions and illustrative examples.
Jamming – transitive verb. Posing a mathematical task in which the underlying concepts are essential, but the procedure cannot be used (e.g., due to insufficient information).
Example: you are teaching calculus. Your students have gotten good at differentiating polynomials using the power rule, but you have a sinking suspicion they have forgotten what the derivative is even really about. You give them a table like this
and then ask for a reasonable estimate of f'(4). You are jamming the power rule because you're giving them a problem that aims at the concept underlying the derivative and that cannot be solved with the power rule.
Thwarting – transitive verb. Posing a mathematical task in which mindless execution of the procedure is possible but likely to lead to a wrong answer.
Example: you are teaching area of simple plane figures. Your students have gotten good at area of parallelogram = base * height but you feel like they're just going through the motions. You give them this parallelogram:
Of course they all try to find the area by . You are thwarting the thoughtless use of base * height because it gets the wrong answer in this case.
Why am I so into this? These are just two words, naming things that all teachers have probably done in some form or another without their ever having been named. They describe only a very tiny fraction of good tasks. What's the big deal?
It's that these words are a tiny beginning. We're talking about a whole language of task design. I'm imagining having a conversation with a fellow educator, and having access to hundreds of different pedagogically powerful ideas like these, neatly packaged in catchy usable words. "I see you're thwarting the quadratic formula pretty hard here, so I'm wondering if you want to balance it out with some splitting / smooshing / etc." (I have no idea what those would mean but you get the idea.)
I have no doubt that a thoughtful, extensive and shared vocabulary of this kind would elevate our profession. It would be a concrete vehicle for the transmission and development of our shared expertise in designing mathematical experiences.
This notion has some antecedents.[1] First, there are the passes at articulating what makes a problem pedagogically valuable. On the math blogosphere, see discussions by Avery Pickford, Breedeen Murray, and Michael Pershan. (Edit 1/21: I knew Dan had one of these too.) I also would like to believe that there is a well-developed discussion on this topic in academic print journals, although I am unaware of it. (A google search turned up this methodologically odd but interesting-seeming article about biomed students. Is it the tip of the iceberg? Is anyone reading this acquainted with the relevant literature?)
Also, I know a few other actual words that fit into the category "specialized vocabulary to discuss math tasks and problems." I forget where I first ran into the word problematic in this context – possibly in the work of Cathy Twomey-Fosnot and Math in the City – but that's a great word. It means that the problem feels authentic and vital; the opposite of contrived. I also forget where I first heard the word grabby (synonymous with Pershan's hooky, and not far from how Dan uses perplexing) to describe a math problem – maybe from the lips of Justin Lanier? But, once you know it it's pretty indispensible. Jo Boaler, by way of Dan Meyer, has given us the equally indispensable pseudocontext. So, the ball is already rolling.
When Cody shared his ideas, Yvonne and I speculated that the folks responsible for the PCMI problem sets – Bowen Kerins and Darryl Yong, and their friends at the EDC – have some sort of internal shared vocabulary of problem design, since they are masters. They were giving a talk today, so I went, and asked this question. It wasn't really the setting to get into it, but superficially it sounded like yes. For starters, the PCMI's problem sets (if you are not familiar with them, click through the link above – you will not be sorry) all contain problems labeled important, neat and tough. "Important" means accessible, and also at the center of connections to many other problems. Darryl talked about the importance of making sure the "important" problems have a "low threshold, high ceiling" (a phrase I know I've heard before – anyone know where that comes from?). He said that Bowen talks about "arcs," roughly meaning, mathematical themes that run through the problem sets, but I wanted to hear much more about that. Bowen, are you reading this? What else can you tell us?
Most of these words share with Cody's coinages the quality of being catchy / natural-language-feeling. They are not jargony. In other words, they are inclusive rather than exclusive.[2] It is possible for me to imagine that they could become a shared vocabulary of our whole profession.
So now what I really want to ultimately happen is for a whole bunch of people (Cody, Yvonne, Bowen, you, me…) to put in some serious work and to write a book called A Critical Language for Mathematical Problem Design, that catalogues, organizes and elucidates a large and supple vocabulary to describe the design of mathematical problems and tasks. To get this out of the completely-idle-fantasy stage, can we do a little brainstorming in the comments? Let's get a proof of concept going. What other concepts for thinking about task design can you describe and (jargonlessly) name?
I'm casting the net wide here. Cody's "jamming" and "thwarting" are verbs describing ways that problems can interrupt the rote application of methods. "Problematic" and "grabby" are ways of describing desirable features of problems, while "pseudocontext" is a way to describe negative features. Bowen and Darryl's "important/neat/tough" are ways to conceptualize a problem's role in a whole problem set / course of instruction. I'm looking for any word that you could use, in any way, when discussing the design of math tasks. Got anything for me?
[1]In fairness, for all I know, somebody has written a book entitled A Critical Language for Mathematical Task Design. I doubt it, but just in case, feel free to get me a copy for my birthday.
[2]I am taking a perhaps-undeserved dig here at a number of in-many-ways-wonderful curriculum and instructional design initiatives that have a lot of rich and deep thought about pedagogy behind them but have really jargony names, such as Understanding by Design and Cognitively Guided Instruction. (To prove that an instructional design paradigm does not have to be jargony, consider Three-Acts.) I feel a bit ungenerous with this criticism, but I can't completely shake the feeling that jargony names are a kind of exclusion: if you really wanted everybody to use your ideas, you would have given them a name you could imagine everybody saying.
Kids Summarizing Sunday, Sep 8 2013
Lessons and Math Education learning community, Lessons, mathematical curiosity, open conversation 5:17 pm
Back in the spring, I resolved to make a practice of having students summarize each others' thoughts whenever I have classroom opportunities. This summer, I got the opportunity to give this technique a sustained go, when I taught at SPMPS (which was completely awesome btw). And:
It is an effing game-changer.
This summer, when I or a student put forth an idea, I regularly followed it with, "who can summarize what so-and-so said?" Or (even better), "so-and-so, can you summarize what so-and-so just said?" Following the models of Lucy West and Deborah Ball, I carefully distinguished summary from evaluation. "Not whether you buy it, just the idea itself." When dipsticking the room on an idea, I would also make this distinction. "Raise your hand if you feel that you understand what was just said; not that you buy it, just that you understand what they're trying to say." Then, "leave your hand up if you also buy it."
These moves completely transformed the way whole-class conversation felt to me:
* Students were perceptibly more engaged with each others' ideas.
* The ideas felt more like community products.
* Students who were shy to venture an idea in the first place nonetheless played key roles as translators of others' ideas.
Furthermore, for the first time I felt I had a reliable way past the impasse that happens when somebody is saying something rich and other people are not fully engaged. More generally, past the impasse that happens when somebody says something awesome and there are others for whom it doesn't quite land. (Whether they were engaged or not.)
A snippet of remembered classroom dialogue to illustrate:
Me: The question before us is, do the primes end, or do they go on forever? At this point, does anybody think they know?
(Aside: This was after a day of work on the subject. Most kids didn't see the whole picture at this point, but one did:)
[J raises his hand.]
J: They don't end. If they ended, you'd have a list. You could multiply everything on the list and add 1 and you would get a big number N. Either N is prime or it's composite. If it is prime, you can add it to the list. If it is composite, it has at least one prime factor. Its factor can't be on the list because all the numbers on the list when divided [into] N have a remainder of 1. So you can add its factor to the list. You can keep doing this forever so they don't end.
Me: Raise your hand to summarize J's thought.
(Aside: although J has just basically given a complete version of Euclid's proof of the infinitude of the primes, and although I am ecstatic about this, I can't admit any of this because the burden of thought needs to stay with the kids. J is just about done with the question, but this is just the right thing, said once: the class as a whole is nowhere near done. This is one of the situations in which asking for summaries is so perfect.)
[Several kids raise their hands. I call on T.]
T: J is saying that the primes don't end. He says this because if you have a list of all the primes, you can multiply them and add one, giving you a big number N. If N is prime, you can add it to the list. If N is not prime, and its prime factors are not on the list, you can add them.
Me: J, is that what you were trying to say?
J: Yes.
(Notice that a key point in J's argument, that the factors of N cannot already be on the list, was not dealt with by T, and J did not catch this when asked if T had summarized his point. This is totally typical. Most kids in the room have not seen why this point is important. Some kids have probably not seen why J's argument even relates to the question of whether the primes end. All this has to be given more engaged airtime.)
Me: raise your hand if you feel that you understand the idea that J put forth that T is summarizing.
[About 2/3 of the room raises hands. I raise mine too.]
Me: Leave your hand up if you also find the idea convincing and you now believe the primes don't end.
[A few kids put their hands down. I put mine down too.]
N [to me]: Why did you put your hand down?
Me [to class]: Who else wants to know?
[At least half the class raises hands.]
Me [to T]: Here's what's bugging me. You said that if N is not prime and its prime factors are not on the list, I can add them. But what if N is not prime and its prime factors are already on the list?
T [thinks for a minute]: I don't know, I'll have to think more about that.
[J's hand shoots up]
Me [to T]: Do you want to see what J has to say about that or do you want to think more about it first?
[T calls on J to speak]
J: Can't happen. All the numbers on the list were multiplied together and added 1 to get N. So when N is divided by 2, 3, 5, and so on, it has a remainder of 1. So N's factor can't be 2, 3, 5, and so on.
T: Oh, yeah, he's right.
Me: Can you summarize his whole thought?
[T explains the whole thing start to finish.]
Me: Do you buy it?
T: Yes.
Me: Who else wants to summarize the idea that J put forth and T summarized?
Unexpectedly, this technique speaks to a question I was mulling over a year and a half ago, about how to encourage question-asking. How can the design of the classroom experience structurally (as opposed to culturally) encourage people to ask questions and seek clarification when they need it? The answer I half-proposed back then was to choose certain moments in the lesson and make student questions the desired product in those moments. ("Okay everyone, pair up and generate a question about the definition we just put up" or whatever.) At the time I didn't feel like this really addressed the need I was articulating because it had to be planned. Kate rightly pressed me on this because actually it's awesome to do that. But I was hungering for something more ongoingly part of the texture of class, not something to build into a lesson at specific points. And as it turns out, student summaries are just what I was looking for! The questions and requests for clarification are forced out by putting students on the spot to summarize.
A last thought. Learning this new trick has been for me a testament to teaching's infinitude as a craft. Facilitating rich and thought-provoking classroom discussions was already something I'd given a lot of thought and conscious work to; perhaps more than to any other part of teaching, at least in recent years. I.e. this is an area where I already saw myself as pretty accomplished (and, hopefully with due modesty, I still stand by that). And yet I could still learn something so basic as "so-and-so, can you summarize what so-and-so said?" and have it make a huge difference. What an amazing enterprise to always be able to grow so much.
I Don't Get It vs. I Don't Buy It Wednesday, Jul 24 2013
Math Education and Mathematics honor dissatisfaction, intelligence, Math History 9:43 pm
I was having a conversation a few weeks ago with a computer programmer and math enthusiast whom I'll call Dorian. He was arguing very passionately that talking about a square root of was the wrong way to introduce complex numbers. He recounted this moment in his own schooling: 16 year old Dorian, told by his teacher "we introduce a new number whose square is …," asking, "but I can prove that the square of any number is positive, what about that?!" His teacher wasn't able to satisfy his objection and made him feel that it wasn't valid. He left the experience feeling angry and frustrated and that his question had been treated as a failure to understand.
Dorian later learned that complex numbers can be visualized as a plane containing the real line; that addition of points in this plane is just vector addition; and that multiplication is done by multiplying the distances from the origin and adding the angles from the positive real axis (see here for a brief explanation if desired). Here was a concrete model for the complex numbers, with concrete geometrical interpretations of the operations and . And it was clear to him that in this model, there is a point, in fact two points, whose squares correspond to the point on the real axis. But philosophically, this fact is a consequence of the concrete geometrical description of the operations in the plane, rather than an ontologically dubious starting point for the whole project.
Dorian concluded that actually this model, via the geometry of addition and multiplication in the complex plane, is a pedagogically superior introduction to the complex numbers. His argument is that it presents no ontological quandary. Nobody will object to a plane. Nobody will object, at least on philosophical grounds, to these new definitions of and , as long as you can prove they have nice properties and coincide with the old definitions on the real line. You're not saying anything so wildly speculative as "postulate a square root of …"
I am not writing this post to get into the question of whether Dorian is right about this. I see lots to say on both sides. What I am writing this to say is that there is a lesson in Dorian's story much deeper than the question of how to introduce the complex numbers. That is not the real question here as far as I am concerned.
The real question is this: when you've picked your approach and gone with it, how will you deal with the students it doesn't work for?
Now you can always obsess about how to introduce a topic, and I believe there is basically always value in thinking and talking about the pedagogical consequences of different ways of looking at things. And I think some models for ideas are legitimately better than others. But no model will speak to every student. This point is so important, and was so lost on me as a young teacher, and is lost on so many (especially young) teachers that I have spoken with, so excited that they are about the way they have thought of to present negative numbers or whatever, as though miraculously everyone in the room will get it this time, that I need to repeat it:
There is no model that is the right model for each and every student, each and every time.
No matter how awesome your idea for how to think about XYZ concept is, there will be somebody in your class who will have no idea what you are talking about. To me, the big question here is, what are you going to do about it?
More specifically, how are you going to treat their thinking?
Now, I like to think that nobody reading this blog would be so callous as to intentionally make a student feel stupid for asking an honest question. But there are far subtler ways to do it. The one I most want to warn you against is the sin I know I'm guilty of: being so wrapped up in the awesomeness of your presentation that the kid who doesn't get it does not compute to you. You say whatever you say out loud but in your mind you're like, "wait – you don't understand? Huh?" Or, you're like, "oh my goodness can't you just see it as I do?"
Regardless of what you say out loud, having such a response in the back of your mind invalidates whatever obstacle the student is facing. I want to suggest an alternative:
Take the case that any earnest failure of a student to see your point of view is actually coming from a legitimate mathematical objection.
This is how you treat dissatisfaction with honor.
I don't care what the kid's IEP says. Mathematical convention does not require us to check somebody's Wechsler results before they are allowed to raise an objection. If they don't buy it, they don't buy it. Now it's your turn to understand their objection and answer it.
"I don't get it." "I don't buy it."
A student I'll call Manny, whom I had in my 2003-4 AP Calculus class, came to me around March and said something like, "this entire class is based on a paradox." He objected to my (retrospectively totally hand-wavy) discussion of limits. It never gets there, so how can you talk about what happens if it were to get there?
I tried to answer Manny's objections; I spent some time with him on it; but he left the conversation unsatisfied. Retrospectively it is clear to me that this is because (a) I didn't get what the problem was, and (b) to my shame I didn't consider the possibility that there was really much to it. Then, less than a year later, I read The Calculus Gallery, whereupon I learned that actually Manny's objection was more or less exactly Bishop Berkeley's famous objection that in due time forced mathematicians to invent real analysis. For a sense of the importance of this development, let me mention that I have read, though I don't recall where right now, that the development of real analysis was really the event that led to the birth of modern mathematical rigor.
So, yes, I am on record as having treated as essentially invalid an objection that actually led to the creation of modern rigor. Don't let that be you.
If they don't get it, take the case that there's a legitimate mathematical objection behind that. Treat their "I don't get it" as "I don't buy it." Now getting them to buy it is your job.


text:
My favorite coffee:
with just a little bit of sugar to offset the bitterness.
What is everyone's favorite coffee, and how do you like to prepare it?
I usually prefer preparing a nice cup of Intelligentsia or Backgammon (hard to find though) light or medium roast --grinding it, brewing it in French press--with a dose of heavy cream. Nothing better! Love coffee black as well. I usually have a cup or two later in the day as well--decaf in the afternoon.
My favorite coffee:
with just a little bit of sugar to offset the bitterness.
My favourite which I enjoy rarely is:
1 oz. cherry whiskey.
1 oz. rye.
Fill the mug with coffee
Top with whip cream and a dash of Maple syrup.
I call it a Canadian coffee
I like a double espresso, neat, pulled by a skilled barista. My two favorite coffee roasters are Stumptown in Portland (http://www.stumptowncoffee.com/) and Espresso Vivace in Seattle (http://www.espressovivace.com/)
@maba: I LOVE coffee made this way---both the drink, and the ritual :-D
At home, though...I just use a French Press.
daily grind: French roast, black.
"camping coffee": coffee, water, bring just to the boil. Add a cup of cold water to settle the grounds. Strain through your teeth from a enamel mug.
It's grandma, but you can call me sir.
Brazilian coffee (Caboclo brand) with cream, no sugar!
¸.·´¯`·.¸¸><((((º> ¸.·´¯`·.¸¸><((((º>¸.·´¯`·.¸¸><((((º>¸.·´¯`·.¸¸><(( ((º>
><((((º> ¸.·´¯`·.¸¸><((((º>¸.·´¯`·.¸¸><((((º>¸.·´¯`·.¸¸><(( ((º>
I like Intelligentsia! Particularly their Black Cat Espresso.
My favorite coffee was a crop selection of 2004 Pluma Mountain Mexican Oaxaca from the estate owners private stash.
I roasted it 2 snaps into second crack.
It was a magical cup.


text:
I liked it a lot. It looks beautiful on the window. I looks much nicer then what expected.
Good quality. Met my expectations.
Exact color & size I wanted. Quick delivery. No hassels or disappointment.
I bought this for my kitchen windows. I like the color and the fabric.
Extremely disappointed. . .Color not at all as described. The valance wasn't bad, decent material workmanship but totally lacked with regard to color, description stated "red" was actually more of a rust red. Not acceptable at all. On top of it, cost me nearly $26 just for shipping. . .which in todays on-line shopping is a total rip off. Not likely to shop your company again.
I bought 2 Logan plaid Valances to go above my sliding glass doors. The curtains are made of quality cotton material, very well made. The blue and white curtains bring such a 'fresh' burst of happiness to my dinning room area. My husband loves them as well. I have a red, white and blue (touch of yellow, pinks) for what I call a Nautical Cottage look. Thank you!!


text:
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GRAND RAPIDS, MI - Spectrum Health officials are not saying much about a news report saying employees were fired over a Facebook post about a patient.
WOOD-TV reported that Spectrum employees were warned about privacy issues after "several" workers were let go. The post reportedly did not include patient names.
In a statement released Thursday, Aug. 29, Spectrum officials said: "Spectrum Health doesn't usually comment on personnel issues, however we did take appropriate action."
The issue centered around Facebook posts and privacy concerns under HIPAA, the Health Insurance Portability and Accountability Act of 1996. HIPAA's privacy rule is designed to protect confidentiality of medical information while allowing the flow of information among care providers.
Sue Thoms covers health care for MLive/The Grand Rapids Press. Email her at firstname.lastname@example.com or follow her on Twitter, Facebook or Google+.


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The Inner Northern Suburbs of Melbourne have become a new home ground for a huge range of university intellectuals, literati and practising artists in all genres.
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President's Council
Message From the President
Skyline College is fortunate to have a dedicated group of community leaders serving on our President's Council. Since the Fall of 2000, the President's Council has been actively supporting the college. The members raise financial support for the President's Innovation Fund by hosting the President's Breakfast every spring. I am pleased to have their insightful counsel because they are truly an asset to the college and our community.
The President's Council includes representatives from business, industry, government, nonprofits and other organizations whose interest in a connection with Skyline College provides a strong base of knowledge and support for the President of the College. The purpose of the President's Council is to provide community input, feedback and support for the resource development program at Skyline College.
Success Summit
During the Summer of 2012, the President's Council began planning a first of its kind event to be held on San Mateo County's north peninsula. The Success Summit has been developed with the intention of creating an avenue for understanding local issues and creating a method to address these challenges.
Our goal: creative solutions for shaping forward movement and successful outcomes that will be tracked and reported on at subsequent events.
Community members from the business, nonprofit, civic, academic, and government sectors are invited to participate in interactive discussions on themes significant to north county. Breakout groups develop potential solutions, and at the conclusion of the Success Summit, the entire audience votes on a challenge to adopt. Over the course of the following year the initiative will be worked on and solved. The inaugural Success Summit was held in September 2013 at Skyline College with over 100 community members in attendance. For more information or to register for this year's Success Summit, please visit skylinesuccesssummit.com.
At the conclusion of the 2013 Summit, participants voted to adopt the challenge they found most compelling. The 2013 project, titled "The Last Mile," focuses on how to identify and create sustainable opportunities for the Skyline College community – including students, faculty and staff – to conveniently and economically travel to our campus. The following were presented at the Joint Meeting of the San Mateo Board of Trustees and San Bruno City Council and highlight the progress made thus far:


text:
BIRMINGHAM, Alabama -- The Internal Revenue Service raised around $144,000 through selling at an art auction nearly 330 pieces of artwork seized to settle tax debt. The artwork was obtained from a Birmingham attorney to collect unpaid taxes, the IRS said.
The auction, held this morning at the Embassy Suites off U.S. 31 in Birmingham, included paintings and photographs by some well known artists, including Kerry James Marshall, Hank Willis Thomas, Raymond Pettibon, Mark Flood and Mickalene Thomas. The total collection was appraised at a value over $500,000.
Around 40 people were present for bidding, which began at 9 a.m. and ended around 12:15 p.m. The most expensive item sold was a piece by Mickalene Thomas, which was purchased for $18,000. However, many pieces sold for less than $100.
Dan Boone, spokesman for the IRS in Alabama and Nashville, said seizing and selling property isn't the the first option the agency tries when attempting to collect unpaid taxes. It's usually the last.
"Typically, we work out some kind of a payment plan with the tax payer," he said. " It is a last resort for us to seize and sell property."
The minimum bid for set by the IRS for the entire collection was $20,000. The winning bid for the collection was $90,000. However, during individual artwork bidding, the total sales surpassed that amount, so the pieces were sold separately.


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Half the time doors go unlocked, I wouldn't adhere to that being a native New Yorker, that being said, low low crime across the board....We have spoiled little rich kids here who feel like they have everything coming to them, and that's because they do !! The kind of things that happen here are like that, typical suburban drug culture teens out of control, depression, meds, rehab drug court etc etc etc.
Crime rates and Violent Crime rates well below the national average. Yes, I will agree from time to time you get a few bad apples that like to smash mailboxes, or raises an issue that is not popular with the community. This happens in every town in the United States to some degree.
I spent 24 years of my live as a Millstoner. Fom the moment I was born I lived in this town! I can tell you it was the most peaceful place to grow up. The schools were very good and I am glad to see Allentown HS has improved it's academic standards and also offers much more in the realm of sports and activities these days. No place has a feel of being so far away from beaten path yet so close. I am sure that I will retire in this town when I grow old.
So to a prospective home buyer looking for a place to raise a family, this place is second to none compared to surrounding areas.
The township does NOTHING to tackle these problems. If you want a good quality of life, look elsewhere
The taxes are excessive, residents get nothing in return, property values are plummeting.
This place is a dump, and we can't wait to get out of here.
Most of the trouble-makers were supposedly caught - they turned out be residents - surprise, surprise! and there were even some that were adults (21-25 range).
So, to those looking to move to Millstone, I say:
Pros: great location, open spaces, low population
Cons: no local police, high juvenile crime (mostly properrty damage), severe speeding problems, somewhat non-professional administration, and (worst of all) several chronic troublemakers
As long as you come here knowing this, that should prepare you.
As to Ms Debbie Rose - its OK for whoever wants to discuss their experiences here, some good, some bad, some neutral; besides, there's no smoke without fire, and lets face it, there are chronic safety issues in town - not a 'perfect' place
Don't pay too much attention to the "angry recent poster".
It is quite obvious that "Ilukh" and "Lkhglk" are the same person who created a Trulia account on the fly to promote their spamming agenda.
I live here in millstone for almost 5 yrs now ,If you are looking at the area schools check out Allentown High School and where it ranks it was very high on that scale
My two children attend now for 2 and 3 yrs and could not be happier with the teachers /staff
My children are both very involved in sports/music.theatre programs
I do not think the person posting has a grip or out of reach of the youth here
Most kids are very involved with community activities and /or sports because of the rural character of the town,Maybe My family choose to be surrounded by good decent people and that is why we do not see the other side if there is one
But all I have to say is nothing but positive things
Now for the taxes yes ,maybe we do pay alot of tax money but you get what you pay for a beautiful community with so mant things to do and close nit group of parents take an effort to kno your neighbor
I feel safe and know my kids have a good quality of life here,
So we work hard to make that happen and a few get into a situation where they cannoT pay thier bills and live in a large home and over and above thier means ,you really need to get a grip and live comfortable and not for material things and maybe you can find happiness wherever you are
We are living a dream having the opportunity to live and raise our children here in Millstone
No doubt there are some isolated incidents during mischief night etc, but it's mostly harmless kid stuff. Where Millstone excels is in ensuring very low rates of any type of serious crime. We are in the process of relocating to the west coast for business reasons and, believe me, we will truly miss living in Millstone - I doubt such an open, peaceful, green area would be available in the Los Angeles area (for less than $5M per home, that is).
Go ahead and buy confidently in Millstone - it has the exclusivity of Alpine, the charm of Colts Neck, and the convenience of Howell - and with prices low as they are, this is a great opportunity to buy into Millstone. Wish you good luck!
I have had a neighbor of mine have a small fire in thier home and the police and fire dept's where unbelievably fast
we do not have our own police force but even better we have state police stationed at our city hall ,which is centrally located in millstone
as to the question about the schools ,I came from bergen cty nj where we where the blue ribbon schools and my child was so behind it took her almost 2 yrs to catch up to millstones level
they are able to catch a problem very fast and deal with it appropiately ,which I was amazed at
the teachers are very hands on and small class sizes are a plus (bergen was 26-27 kids )
And as to the response to allentown high school that answer from chip is so far from the truth
my oldest is in 10th grade they have block scheduling which is 4 classes a day instead of 8 I had experienced this in bergen cty where it was a trial program and it really works, they get to concentrate on the subject much longer than leaving the class as soon as you are getting into a subject
My child is involved with alot of programs here in town and in school ,the high school offers so much
the academic part of it is very well run I get involved and know the teachers and one teacher may work better with your child more than another,so you need to be involved
the theatre program and the choir program is unbelievable and they go above and beyond(I have hard even better than red bank performing arts)
my child has friends that go to private ,catholic etc and many have transfered to allentown because they where not happy there
I have heard from parents at those schools and they say drugs and voilence and problems exist there but are overlooked because of thier tuition ,not many private schools want to lose that
SO TO CHIP - pathetic ? where do you live
Alot of people don't like this town because it is too rural for them or homes are too high (good time w/ the economy to buy now though)
It is a beautiful place to live and raise your kids
I have four children and been here 4 yrs,there is a very close community here even though we are spread apart 2 acres or more each home
my kids are so happy here and the kids (most) are down to earth and come from good families
The rolling hills and the horse farms are beautiful,I wake up and look out the window and feel like I'm in heaven
it really is a unique type of place to live, and not too far from shopping,outlets,great adventure etc
So if you can afford it and do not want to live in a crowded city then get all your info and check it out for yourself,drive through neighborhoods and see how you feel about it
TAKE CARE AND GOOD LUCK WITH EVERYTHING, best regards CATHY IN BEAUTIFUL MILLTONE TNSP
The best source for this information is the local police department or county sheriff's department. They have access to the most accurate and current information and are generally very willing to be helpful.
No matter what area you choose to live in, you will always have a few occasional knuckle-heads who do stupid things to make a place look unfavorable.
In terms of specifics of crime or vandalism in ANY area, your best bet is to check with the local police department; they can give you the most accurate info.
Millstone Township actually doesn't have it's own police department, which is not uncommon for certain more "rural" and spread out area in NJ.
My husband is a NJ State Trooper, and used to be assigned to the squad that patrols Millstone Township, Allentown and a few neighboring areas.
You can call the NJ State Police at 609-584-5000 during business hours and ask them specific questions. They are very respectul, helpful and they'll take your concerns seriously.
Here's the website for the township...
I know several people who live in Millstone Township, and they wouldn't trade it for the world! It's a very beautiful area.
If you are interested in homes in Millstone Township or anywhere else in Monmouth, Middlesex or Ocean County please don't hesitate to give me a call.
All the best,
Weichert, Realtors (Marlboro~ Manalapan office)
455 Route 9 South
Manalapan, NJ 07726
917-723-5645 - cell
732-536-4400, ext 199 - office
"Your Reliable Resource For Real Estate, Local Info & More"
Sharon Kozinn


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Roasted Leg of Lamb with GravyFeatured by Eos Estate Winery.
1 cup Dijon mustard
5 large garlic cloves
(mince 1/2 finely, chop the remaining coarsely)
2 tbsp soy sauce
3 tbsp fresh rosemary, chopped finely
1/2 cup olive oil
1 leg of lamb, ca. 5 pounds, fat trimmed, roast tied
2 medium carrots, coarsely chopped
1 large onion, coarsely chopped
2 plum tomatoes, chopped
2 cups beef stock
Salt and freshly ground pepper
In a small bowl, whisk the mustard with the minced garlic, soy sauce and rosemary. Gradually whisk in oil until creamy. Set aside 1/4 cup and coat lamb with rest. Let lamb sit at room temperature for several hours. Preheat oven to 350. Set the lamb, fat side up, on rack in shallow roasting pan and cook in lower third of oven for 20 minutes. Scatter vegetables and remaining garlic in the pan, reduce heat to 325 and cook for another hour and 40 minutes. The lamb is done when the meat thermometer inserted into thickest part registers 140. Transfer lamb to carving board, let rest for 20 minutes. Remove all strings before carving. Meanwhile, spoon off all but one tbsp. Of the fat from roasting pan. Set the pan over 2 burners, add stock and tomato sauce, bring to a boil over moderate heat, stirring and scraping the browned bits from the bottom of the pan. Strain sauce into a small saucepan, pressing hard on the solids to extract liquid.Whisk in the reserved mustard and garlic mixture and bring to a simmer. Season with salt and pepper and serve hot. Enjoy with EOS Reserve Petite Sirah.


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Thyroid Cancer Prevention and Screening
Thyroid Cancer Screening
Cancer screening exams are important medical tests done when you're healthy and don't have symptoms. They help find cancer at its earliest stage, when the chances for curing it are best. Unfortunately, standardized screening tests have not been shown to improve thyroid cancer outcomes.
Although thyroid cancer sometimes has no symptoms, many tumors are found in the early stages when patients or their doctors find lumps or nodules in their throats. Some doctors suggest you examine your neck carefully twice a year. Be sure your doctor includes a cancer-related exam in your annual exam.
If other people in your family have or had familial medullary thyroid cancer, you and your children should have blood tests as early as possible to find out if you have the gene that causes this cancer. If you or your children have the gene, your doctor may suggest surgically removing the thyroid gland to lower the risk of cancer. More than 90% of people with the gene develop thyroid cancer.
Thyroid Cancer Risk Factors
Anything that increases your chance of getting thyroid cancer is a risk factor. Risk factors include:
- Age: Two-thirds of thyroid cancer cases occur between ages 20 and 55
- Gender: Women are three times as likely as men to develop thyroid cancer. Papillary thyroid cancer is found most often in women of childbearing age
- Exposure to radiation, including X-rays, especially during childhood
- Inherited disorders: Familial medullary thyroid cancer usually is caused by an inherited mutation in the RET gene. If your parent has the gene mutation, you have a 50% chance of having it too. If you inherit the gene, you are likely to develop the cancer. Other types of thyroid cancer also may be caused by diseases that run in families.
- Iodine deficiency: This is uncommon in the United States, where iodine often is added to table salt. In other areas of the world, especially inland regions without fish and shellfish in the diet, iodine levels are sometimes too low.
Not everyone with risk factors gets thyroid cancer. However, if you have risk factors, it's a good idea to discuss them with your doctor.
If you are concerned about inherited family syndromes that cause thyroid cancer, we offer advanced genetic testing to let you know your risk. Call 1-877-632-6789 to make an appointment or request an appointment online.
Why Choose MD Anderson?
- One of nation's most active programs
- Innovative thyroid cancer treatments, including minimally invasive and robotic thyroid surgery
- Genetic testing and expertise in the care of hereditary thyroid disease
- Accurate and precise diagnosis
- Clinical trials of new therapies
Thyroid Cancer Knowledge Center
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Treatment at MD Anderson
Thyroid cancer is treated in our:
- Endocrine Center by our expert team
- Head and Neck Center by our expert team
Thyroid Cancer Prevention
Preventing thyroid cancer is not possible in most cases. However, certain steps may reduce the risk.
- Exposure to X-rays is a proven cause of thyroid cancer, and young children may be most at risk. Therefore, it may be wise to minimize X-rays in children.
- In the United States, most table salt contains iodine. However, you might want to eat a diet that includes foods with iodine, such as fish, shellfish, eggs, dairy products, onions, radishes, potatoes, bananas, parsley and kelp.
- If a family member had or has medullary thyroid cancer and is found to have the familial form of the disease, siblings, children and parents should be tested as soon as possible to see if they have inherited a gene that makes thyroid cancer more likely. If they have the gene, they may decide to have the thyroid surgically removed to lower the risk of cancer.
Research shows that many cancers can be prevented if people applied everything known about cancer prevention to their lives. Visit the Prevention section of our website to find out steps you can take to avoid cancer.


text:
CFS Briefing Highlights Food Security, Nutrition in Post-2015 Agenda
6 May 2013: A briefing to the UN Economic and Social Council (ECOSOC) addressed the position of food security and nutrition in the post-2015 development agenda, and the work of the newly-reformed Committee on World Food Security (CFS).
The briefing, held on 6 May 2013, in New York, US, was organized by the UN Department of Economic and Social Affairs (DESA), the Food and Agriculture Organization of the UN (FAO), the World Food Programme (WFP), the International Fund for Agricultural Development (IFAD) and the NGO Working Group on Food and Hunger.
Nestor Osorio, ECOSOC President, addressed the results of the High-Level Consultation on Hunger, Food Security and Nutrition that took place in Madrid, Spain, in April 2013, noting that these topics and the eradication of hunger should be central to the post-2015 agenda, and this requires action at all levels. He also emphasized the need for a strengthened relationship between the CFS and ECOSOC, specifically in the context of the global development agenda.
Yaya Olaniran, CFS Chair, emphasized the need to build a "global strategic framework on food security and nutrition" of voluntary guidelines, incorporating a rights-based approach and appropriate accountability mechanisms.
The other panelists and the open discussion focused on the inclusion of food security issues in the post-2015 development agenda, and inclusion of civil society actors in CFS' work. Zachary Bleicher, IFAD, praised the coordinated policy action of the CFS and its contributions to bringing together a wide range of stakeholders to discuss food security issues. Tatiana Dwyer, NGO Working Group on Food and Hunger, emphasized a need to expand on the civil society inclusion mechanism and to foster better relationships between the CFS in Rome and the UN General Assembly (UNGA) in New York. [IISD RS Sources] [Hunger, Food Security and Nutrition Consultation Website] [IISD RS Coverage of High-level Consultation on HFSN]


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- Table View
- List View
Sinatra: Up and Runningby Alan Harris Konstantin Haase

Sinatra gives developers a small but powerful and scalable framework for building web applications with Ruby. This introduction gets readers started, helping them to build, install, and polish a first application. It also explores how Sinatra fits in the web application ecosystem, especially in comparison to its far larger cousin, Ruby on Rails.

Select your format based upon: 1) how you want to read your book, and 2) compatibility with your reading tool. To learn more about using Bookshare with your device, visit the Help Center.
Here is an overview of the specialized formats that Bookshare offers its members with links that go to the Help Center for more information.
- Bookshare Web Reader - a customized reading tool for Bookshare members offering all the features of DAISY with a single click of the "Read Now" link.
- DAISY (Digital Accessible Information System) - a digital book file format. DAISY books from Bookshare are DAISY 3.0 text files that work with just about every type of access technology that reads text. Books that contain images will have the download option of 'DAISY Text with Images'.
- BRF (Braille Refreshable Format) - digital Braille for use with refreshable Braille devices and Braille embossers.
- MP3 (Mpeg audio layer 3) - Provides audio only with no text. These books are created with a text-to-speech engine and spoken by Kendra, a high quality synthetic voice from Ivona. Any device that supports MP3 playback is compatible.
- DAISY Audio - Similar to the Daisy 3.0 option above; however, this option uses MP3 files created with our text-to-speech engine that utilizes Ivonas Kendra voice. This format will work with Daisy Audio compatible players such as Victor Reader Stream and Read2Go.


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New Museum Blog – Patricia and Phillip Frost Museum of Science
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Tag Archives: Reclamation Project
1,100 Mangroves on the Wall
What takes 1,100 plastic cups, 20 people, 2,200 mangrove seedlings, 5 hours, 2 ladders, and 4 trays of refreshments? Updating the Museum's Mangrove Wall! Anyone who has come to the Museum in the last several years has seen the immense … Continue reading
Posted in In the Museum, MUVE Tagged eco-art, mangrove, MuVE, Reclamation Project, Xavier Cortada Leave a comment
Mangroves, Mud, and Head Start for Nature
MuVE (Museum Volunteers for the Environment), the Miami Science Museum's volunteer restoration project, is restoring our city's native coastal habitats. The Project is engaging Miami residents to create an environmentally active community and a deep appreciation for our unique coastal … Continue reading
Posted in In the Community, MUVE Tagged eco-art, mangrove, Museum Volunteers for the Environment, MuVE, Reclamation Project, Virginia Key Leave a comment
This is a Public Service Announcement from Your Eco-Ambassador
With the help of a State Farm Youth Advisory Board grant and the Museum's Reclamation Project, students participating in the Museum's Upward Bound program are serving as Eco-Ambassadors to south Florida's unique environments. We have all seen the PSAs (public … Continue reading
Eco-Ambassadors Unite!
On Saturday, December 8th, 60 Upward Bound Eco-Ambassadors joined a group of volunteers from Miami-Dade College in replanting almost 1,000 mangrove propagules at R. Hardy Matheson Preserve. The Preserve is undergoing a major management effort by Miami-Dade County to remove … Continue reading
Posted in For Students, In the Community, MiaSci at Large, MUVE, Partnerships Tagged Australian Pine, Brazilian Pepper, invasive plants, mangrove, Miami-Dade College, R. Hardy Matheson Preserve, Reclamation Project, Snapper Creek, State Farm, State Farm Youth Advisory Board, Tequestra Indian, Upward Bound Math & Science 1 Comment
Taking Nature Back with Eco-Art
In recent times, it seems more and more difficult for humans to avoid negatively impacting nature. But that does not mean that we can't make a positive impact. The Museum's eco-art Reclamation Project works to help restore our coastal environments. … Continue reading
Students Help Design Game for New Hurricane Exhibit
Have you ever been to a Museum and wondered how the exhibits are created? How do they decide what the interactive exhibit experiences should be? Who designs them? Do exhibits get tested before they officially open? Young people participating in … Continue reading
Go Green!
There are only so many hours in the day, but still, students in the second session of Digital WAVE this summer managed to build an entire 3D house in a virtual world in just 2 weeks. The goal was to … Continue reading
The Greenest (Virtual) House in Miami!
The Digital WAVE students have learned a lot this summer – building their own circuits powered by wind, water, and the Sun… following through the Energy Tracker exhibits at the Museum… meeting Martin Keeley, Education Director of the Mangrove Action … Continue reading
Restoring Mangroves on Virginia Key
Being in south Florida, we are literally surrounded by precious natural environments – the ocean, the coral reefs, mangroves, the Everglades, to name a few. That means we are in a position to negatively affect our surroundings if we don't … Continue reading
Posted in For Students, In the Community, MUVE Tagged Digital Wave, Fernando Bretos, Reclamation Project Leave a comment
Reclamation Project on Care2!
Art. Science. Mangroves. These three words are not usually put in the same sentence. But they are the core ideas behind the Museum's Reclamation Project, which has a singular goal to help reclaim south Florida environments for nature. As part of the … Continue reading


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Trainer/mentors ensure Guard unit meets training objective
By 21/08/2013 23:00:00
Despite the drawdown in Afghanistan, National Guard units must continue to train to maintain their readiness to support the nation's defense. According to the senior enlisted advisor of the National Guard's 86th Infantry Brigade Combat Team, the training First Army Division East team recently brought his unit is second to none. "For the good of the United States, we have to maintain our readiness," said Command Sgt. Maj. Joseph Quick, 86th IBCT senior enlisted Soldier. "We aren't active duty Soldiers that train 24/7 …. But when our nation needs us, we need to be just as prepared as everyone else. We are one team. My uniform doesn't say 'National Guard' on it; it says 'U.S. Army'. Our readiness is our relevance to our great Nation."


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The Accidentally on Purpose actress welcomed son Francis Jonathan Beesley – he's already going by the nickname of "Frankie Jack" – on Oct. 20, her rep confirms to PEOPLE, adding that mother and child are home and doing well.
The couple chose not to find out the sex of the baby before delivery, Jensen told PEOPLE's Celebrity Baby Blog.
"We thought there are so few surprises left in the world," the Emmy-nominated actress, 40, explained. "We wanted to be surprised, so we don't have the room painted pink or blue."
The couple, who eloped in January 2007 after seven years together, announced the pregnancy in July.
Jensen will be returning to work soon on Accidentally on Purpose, which airs Monday evenings at 8:30 p.m. on CBS.
Reporting by BLAINE ZUCKERMAN
See what other readers have to say about this story – or leave a comment of your own


text:
Many commentators were shocked by China's weak trade data on Monday – with imports falling 12.5% versus July 2015, and January – July imports down 10.5%. But they were no surprise to anyone focused on developments in the chemical industry, which has once again confirmed its status as the most reliable leading indicator for the […]
Tag Archives | imports
China's PVC exports confirm its move to self-sufficiency
US caustic soda exports weaken on China slowdown
What a difference 2 years can make. That's the obvious conclusion from comparing US exports of caustic soda today, with those seen in the years to 2012. As the chart, based on Global Trade Information Services data shows: Net US exports fell 4% in Q1 (red column) versus 2012 (blue), and were 19% below 2013 levels Detailed […]
China's PE imports slip: Middle East gains market share
China has been the main source of chemical and polymer demand growth over the past 2 years. But newly released trade data suggests its import volume on core products such as polyethylene may now be reducing, as more domestic capacity comes online. Equally, Asian producers, and the USA, face strong competition from low-cost Middle East […]
Incoterms 2010 now in effect
Several blog readers have suggested it should highlight the arrival of Incoterms 2010, which took effect from 1 January this year. As always, since first publication in 1936, they have been produced by the International Chamber of Commerce (ICC). They are important, because they define the terms of delivery for chemicals, and all other traded […]
China's petchem imports soar on oil price speculation
After yesterday's post, Edwin Pang of Credit Suisse in Hong Kong has raised an interesting question over the likely rationale for China's massive increase in petchem imports, such as polyethylene (PE), in 2009. As the chart shows, its monthly PE demand (production plus net imports), was very steady in 2007-8. It averaged 980kt in 2007, […]
Beggar my neighbour
English children have a card game called 'Beggar my Neighbour', where the aim is to win all the cards from your opponents. Central bankers seem to be learning its rules, and applying them to currency trading. OPEC's weekend summit showed it is clearly worried that it will have a losing hand if oil remains priced […]
Paul Hodges is Chairman of International eChem, trusted commercial advisers to the global chemical industry.
The aim of this blog is to share ideas about the influences that may shape the chemical industry over the next 12 – 18 months. It will try to look behind today's headlines, to understand what may happen next in important issues such as oil prices, economic growth and the environment. We may also have some fun, investigating a few of the more offbeat events that take place from time to time. Please do join me and share your thoughts.
Between us, we will hopefully develop useful insights into the key factors that will drive the industry's future performance.


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Jan. 26, 2002
NCAA MEN'S BASKETBALL January 26, 2002
Rhode Island 75 GW 62
Post-Game Comments
Rhode Island Coach Jim Baron
[on finally winning at Smith Center]
"Our guys did a great job on Chris Monroe. He had 17 points in the first half, and we really keyed on him in the second. But they're a good basketball team. Their upperclassmen have played very, very well, especially Monroe. And that's what we've been trying to get out of our upperclassmen."
"We put ourselves in a position to stay in front. Our guys were just a little more focused tonight. We knew they were a team that could score a lot of points, so we tried to limit them from going to the glass to get a second and third shot. Our guys really focused on that."
GW Coach Karl Hobbs
[on similarities among the last four losses]
"We're still working hard, we're still trying to win games. As the head coach, I've got to find some way to get us out of this funk. The one thing that I have to make sure that doesn't happen is that the team doesn't lose its enthusiasm, and continue to try and play with some emotion. At this point, that's going to be our battle from here on in because they want to win very badly, and we have a difficult part of the season coming up. That's going to be a challenge for us."
"There is a lot of frustration out there...You're talking about guys who want to win very badly. They had some open looks that didn't go in, and you can see the frustration on their faces. Right now, we are dealing wtih some adversity, that's what we're fighting. I think that adversity builds character, and hopefully that's what will happen with this team."
[on some of the players being fatigued]
"If you look at us physically, that has a great deal to do with it as well. Chris Monroe can play 40 minutes a game the rest of the year, and I don't think it will affect him. You can see where Jason is starting to get worn down, we're giving up more points in the paint now. And that's the result of those kinds of things."
"We as a staff have to come up with a way to shorten up the game a little bit, maybe not look to run as much...We'll have to play some more guys, and play some more zone, which I hate to do."
"With all due respect, I thought Rhode Island played a tremendous basketball game. They attacked the glass, they made shots, and that's something they haven't done all year, particularly long shots. They made their free throws, and made it difficult for us to make a comeback."
[on being outrebounded]


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Who has been the best Playoff Performer so far? Lebron James's stats were amazing as are Kobe's. But what about Steve Nash, Kevin Garnett, and Dwight Howard. Pau Gasol has been an absolute stud in the Lakers offense and defense. Amar'e Stoudemire is averaging 22.2 points and picking up big boards.
Who has been the best of the best during these playoffs?


text: Vintage early 1960s Herman Miller Lounge chair and ottoman (670/671) Lounge is made up of walnut shells, down filed black leather cushions, and an Oxblood head cushion. The ottoman is a rosewood shell with a black leather cushion. All fully functional and tight, swivelling nicely. Cushions has lots of wear. Bases are good and complete, and strong. Freighting only within USA.