text:
|ATI Radeon HD5770 Juniper GPU Video Card
|Reviews - Featured Reviews: Video Cards
|Written by Bruce Normann
|Tuesday, 13 October 2009
Page 7 of 18
Video Card Testing Methodology
This is the beginning of a new era for testing at Benchmark Reviews. With the imminent release of Windows7 to the marketplace, and given the prolonged and extensive pre-release testing that occurred on a global scale, there are compelling reasons to switch all testing to this new, and highly anticipated, operating system. Overall performance levels of Windows 7 have been favorably compared to Windows XP, and there is solid support for the 64-bit version, something enthusiasts have been anxiously awaiting for several years.
Our site polls and statistics indicate that the over 90% of our visitors use their PC for playing video games, and practically every one of you are using a screen resolutions mentioned above. Since all of the benchmarks we use for testing represent different game engine technology and graphic rendering processes, this battery of tests will provide a diverse range of results for you to gauge performance on your own computer system. All of the benchmark applications are capable of utilizing DirectX 10, and that is how they were tested. Some of these benchmarks have been used widely for DirectX 9 testing in the XP environment, and it is critically important to differentiate between results obtained with different versions. Each game behaves differently in DX9 and DX10 formats. Crysis is an extreme example, with frame rates in DirectX 10 only about half what was available in DirectX 9.
At the start of all tests, the previous display adapter driver is uninstalled and trace components are removed using Driver Cleaner Pro.We then restart the computer system to establish our display settings and define the monitor. Once the hardware is prepared, we begin our testing. According to the Steam Hardware Survey published at the time of Windows 7 launch, the most popular gaming resolution is 1280x1024 (17-19" standard LCD monitors) closely followed by 1024x768 (15-17" standard LCD). However, because these resolutions are considered 'low' by most standards, our benchmark performance tests concentrate on the up-and-coming higher-demand resolutions: 1680x1050 (22-24" widescreen LCD) and 1920x1200 (24-28" widescreen LCD monitors).
Each benchmark test program begins after a system restart, and the very first result for every test will be ignored since it often only caches the test. This process proved extremely important in the World in Conflict benchmarks, as the first run served to cache maps allowing subsequent tests to perform much better than the first. Each test is completed five times, the high and low results are discarded, and the average of the thre remaining results are displayed in our article.
Test System
Benchmark Applications
Video Card Test Products
Now we're ready to begin testing video game performance these video cards, so please continue to the next page as we start with the 3DMark Vantage results.
i cant seem to know the problem with my set up why im getting a low scores on benchmark test with re5 using ati 5770 GPU.
scores with the same set-up: 1920 x 1200 with all settings were max out 8xAA was only 24.1fps with the single card and 42.1 fps with crossfire setup.
GPU: Sapphire ATI 5770 Vapor X crossfire config with 1 crossfire cable connected
Proci: thuban 1090t h50 water cooled
mobo: msi 790gx-65g
hdd: samsung 500gb 7200rpm 3.5
mem: ocz obsidian dd3 1600mhz 4GB ( 2by2Gb)
PSU: thermaltake litepower 600w
Monitor: Sony 32in bravia lcd TV
software: dx 11 cat 10.11 win 7
can somebody please help..could it be some components maybe bottleneck?


text:
Guidance for Homeless Students Issued under No Child Left Behind
From Red Flag to Flagship
Close-Up: No Child Left BehindAdvanced Placement
Tips for Parents
Helping Children During the War
Guidance for Homeless Students Issued under No Child Left Behind
The U.S. Department of Education released last month preliminary guidance to help states and school districts ensure that every homeless child or youth receives the same educational opportunities, including public preschool education, as other children.
Reauthorized under the No Child Left Behind Act of 2001, the Education for Homeless Children and Youths program addresses the problems that homeless children face in school, such as low enrollment, poor attendance and academic failure.
The guidance outlines new mandates for this program, including
- School districts or schools cannot segregate homeless children in a separate school program within a school, based on homelessness alone.
- Schools must immediately enroll homeless students even if the students are unable to produce the records normally required of non-homeless students for enrollment.
- States and their school districts must ensure that homeless children are provided transportationat the request of parents or guardiansto and from the school they attended prior to becoming homeless.
- School districts must designate a local liaison for homeless children and youths.
From Red Flag to Flagship
Once Slated to Close, a Bronx High School Becomes Premiere Place for Vocational, Technical Learning
By Mary Ann Hawthorne
Mary Ann Hawthorne sees solutions, not problems, so when she took over as principal of the Samuel Gompers Vocational and Technical High School in the South Bronx, in the early 1990s, she immediately set out to change the operations and the educational culture of the school in need of improvement. The fact that Gompers is located in the congressional district with the lowest per capita income in the nation didn't phase her.
"The school looked like Lean on Me," she said, referring to the 1989 film. "There were students in the halls and on the school grounds but nothing was going on in the classrooms." She soon found out the school was slated to close the following June.
|" ... [B]e tough customers, be demanding on behalf of your child, at the same time that you're supportive of our teachers, recognizing that they are the greatest public servants in America."
Advice to parents from Alan Bersin, superintendent of San Diego City Schools, in an interview with Secretary Paige for the April 15 broadcast of Education News Parents Can Use.
Twelve years later, Gompers is still open but it is a completely different place. It has a daily attendance rate of nearly 90 percentup from 69 percent when Hawthorne first got there. A team from the school recently took second place in a national robotics competition. Between 75 and 80 percent of its graduates go on to a two- or four-year college. And Hawthorne has been lauded by local, state and federal officials, including President Bush and Secretary Paige, who named her as one of the top eight principals in the nation.
When she first came to Gompers, however, Hawthorne had difficulty just getting the custodian to hang a poster or the security guard to clear the school grounds of loiterers.
"The first area I attacked was safety and security," she said. "I fired 10 of 11 security officers." She set up staff development workshops. Some teachers left as Hawthorne introduced her new program, which she says uses cooperative learning and is student-centered and student-driven.
Patricia Ann Murphy, a social studies teacher at the school for 20 years before she retired in 2001, admired Hawthorne for coming and asking teachers to work with her as a team. "She asked, 'How do we turn this school around?'" recalled Murphy, who still works at the school as a consultant. "The principal is the prime catalyst in determining the educational culture. She brought everyone together."
Gompers, which is roughly 60 percent Hispanic and 40 percent African American, is a technical school that accepts students from anywhere in New York City through an application process. Hawthorne quickly realized the school's curriculum needed to be revamped to include new areas of technology and to encourage more girls to apply. She started classes in computer-aided design, desktop publishing, pre-engineering and electronics. She also asked for community support by setting up an advisory committee. Today, business leaders from companies such as Con Edison, Verizon, IBM and Cablevision work with the school and offer training, scholarships and internships.
That was just the beginning. Hawthorne realized students were not being recognized for achievement or even given a chance to achieve. "Students want to be challenged," she said. For example, the school offered no Advanced Placement courses. Today, there are AP classes in English, history, Spanish and environmental science. "If you have high expectations, students will try and meet them." Hawthorne also added extracurricular activities, including clubs, sports teams, cheerleaders and a school chorus, to increase school spirit.
As all the new programs and activities were added, academics were never neglected. Starting with the class of 2000, to graduate high school in New York state, students were required to achieve a 55 (out of 100) percent or better score on the New York State Regents Examinations. That figure rises to 65 percent beginning this year. In 2000, nearly 77 percent of Gompers' students achieved 55 percent or greater in English, and 92 percent achieved 55 percent or greater in math. By 2002, the figure had risen to nearly 87 percent in English. The math figure was nearly 88 percent, after the state initiated new testing procedures.
The school is proud of its global history class, which uses a multimedia approach to teaching history. The students are required to prepare four PowerPoint presentations during the semester and also incorporate video projects into their studies. Teacher Raemon Matthews said, "We want to create an atmosphere so that in college the students do not run into academic culture shock." One hundred percent of last year's students passed the global history and geography portions of the state assessment.
Last year Gompers received more than 3,500 applications for 400 spots, which are filled through a lottery system, and indeed students feel fortunate to get one of these openings. "To me Gompers is an opportunity to get a step closer to college," said 10th-grader Joseph Casiano. "Gompers was my first choice. The school tests your limits in each field and gives an in-depth look at what college is like."
Close-Up On: No Child Left BehindAdvanced Placement
The Advanced Placement (AP) programs of the No Child Left Behind Act of 2001 are designed to increase the number of low-income students participating in AP classes and taking AP tests. For example, there is support for paying the test fees for low-income students taking the AP tests administered by the College Board and the tests administered by the International Baccalaureate Organization and for expanding access to AP and International Baccalaureate classes through teacher training and other activities.
Source: The College Board. *Unpublished tabulations from National Center for Education Statistics, U.S. Department of Education.
Increasing AP course participation and test completion is one of several key department goals for improving the rigor of high school curricula and students' readiness for college. Participation in college-level courses while in high school allows students to develop the knowledge and skills necessary to succeed in college. The tests provide students who pass the exams with a certain score the opportunity to receive college credit. As parents and school and college personnel have come to view AP courses as a mark of educational excellence, the number of exams taken has risen from fewer than 200,000 in 1981, to more than 1.4 million in 2001. Of that number, 114,112 exams were taken by low-income studentsan 11-percent increase over the number of test takers in 2000.
Under Title I, Part G, the new law reduces bureaucracy and increases flexibility by (1) moving authorization for the program from the Higher Education Amendments to the Elementary and Secondary Education Act, which allows the program to be better integrated with other efforts to raise standards and increase academic achievement at the secondary school level; and (2) designating more entities, in addition to the states, as eligible to receive grants and provide services so that local school districts and national nonprofit educational entities with expertise in AP services are now eligible to receive competitive grants.
State education agencies must disseminate information on the availability of AP test fee payments for low-income students through secondary school teachers and guidance counselors.
Grant applications for providing AP services to schools will be available for FY 2003 in early summer. For more information, contact Madeline Baggett at 202-260-2502 or at firstname.lastname@example.com, or visit www.ed.gov/offices/OII/portfolio/ap.html.
Tips for Parents
Parents often feel uncertain about how to approach their adolescent or the school when their teenager seems to be having difficulty. However, it is important to remember that adolescents need their parents not only to set appropriate expectations and boundaries, but also to advocate for them. To be effective in this regard, parents may:
- Emphasize the importance of study skills, hard work and follow-through at home and in school.
- Arrange tutoring or study support for the teenager at the school or in the community through organizations such as the local YMCA or a local college or university.
- Become more involved in school activities by attending school functions, such as sporting events, concerts, science fairs and plays, to show their support for the school.
- Help the teenager think about career options by arranging for visits to local companies and colleges, providing information about careers and vocational or college courses, and encouraging the teenager to participate in an internship or a career-oriented part-time job.
- Encourage the teenager to volunteer in the community or to participate in community groups such as scouting, 4-H, religious organizations or other service-oriented groups to provide an out-of-school support system.
A Letter from U.S. Secretary of Education Rod Paige
Many of our nation's schoolchildren find their lives deeply touched during this time of war. This is especially true for children in military families, who sacrifice their personal comfort and experience tremendous upheaval when their parents are called upon to serve our country at home or abroad.
Our schools can be an anchor for children during these challenging times. Schools provide stability and a normal routine. The predictability of the classroom helps to cushion the impact of deployment on children and the entire school community.
A new handbook is available to help educators guide their students during these trying times. This handbook can help educators build coping skills in their students during and after a military deployment. The goal is to bring needed support and understanding to the process and to maintain an optimal learning environment in the classroom and the school.
This handbook contains specific and practical guidelines for administrators, counselors, teachers and other school employees that identify age-related reactions and focus on appropriate intervention strategies.
I encourage you to check www.ed.gov/about/offices/list/os/homefront for more information, including helpful links to organizations that may be of assistance. We will continually update this site with new information that parents, educators and others should find useful.
U.S. Department of Education
The Achiever is published by the Office of Intergovernmental and Interagency Affairs, U.S. Department of Education (ED).
Secretary of Education
Rod Paige
Assistant Secretary
Laurie M. Rich
Senior Director
John McGrath
Executive Editor
Susan Aspey
Nicole Ashby
Contributing Writer
Mary Ann Hawthorne
Jason Salas Design
Questions or comments:
The Achiever
U.S. Department of Education
400 Maryland Avenue, S.W.
Room 5E217
Washington, DC 20202
Fax: 202-205-0676
Electronic subscriptions and address changes: firstname.lastname@example.com
Paper Subscriptions and address changes:
ED Pubs
P.O. Box 1398
Jessup, MD 20794
Information on ED programs, resources and events:
Information Resource Center
U.S. Department of Education
400 Maryland Avenue, S.W.
Washington, DC 20202
email@example.com www.ed.gov/offices/about/list/oiia/irc
The Achiever contains news and information about public and private organizations for the reader's information. Inclusion does not constitute an endorsement by the U.S. Department of Education of any products or services offered or views expressed.
To unsubscribe from The Achiever:
- Send email to email@example.com
- Write in the body of the message: unsub nochildleftbehind
Last Modified: 11/06/2006

subset: commoncrawl


text: I have read and reread books and articles on rearing ones own queens. I get as far as having the ripe 10 day old cells on the bar and the writer usually says something like this " You must remove the queen cells and place them in your hive, nuc, or incubator but they cannot stay any longer in the finisher hive as the first queen that emerges will destroy the rest. I understand all that quite well, BUT my question is, how do you remove the queen cells from the bar and place them in the individual nucs. I don't want to screw up the first batch of cells I produce so can some one help me on this. And please, no long winded treatiste on how to raise queens. Just tell me how to get them from the cell bar to the frame. And Dee, I appologize. After reading quite a lot more about your program of converting back to a smaller cell size I understand now why all the discussion on feral bees. I understand what you are doing and maybe I'll even try it.. Bobby


text:
Five middle schools and one high school in the Whitfield County, Georgia school district are in their second year of a transition to project-based learning. Their model is High Tech High, a San Diego charter school renowned for its hands-on student projects that have real-world impact.
Whitfield educators have taken big risks, tried things that failed, and then improved their work based on those mistakes. They're still learning. Yet they've also succeeded in making a huge transition in a short time.


text:
Unicoi hospital sale moving forward
Latest step favors Mountain States Health Alliance
UNICOI, Tenn. - Mountain States Health Alliance is another step closer to taking Unicoi County Memorial Hospital after the Tennessee Attorney General delayed the sale last month.
At the Attorney General's request, Erwin's Board of Mayor and Alderman voted on the proposal and unanimously approved the sale to Mountain States with one abstention.
Erwin mayor Doris Hensley says the lone abstention came from an alderman whose wife works for Mountain States.
Hensley says the board wanted to support the Unicoi County Memorial Hospital's Board of Control's decision who unanimously voted to accept Mountain States' bid.
Mountain States Health Alliance's President and CEO, Dennis Vonderfecht, issued this statement: "We are very pleased with the unanimous votes from both the town of Erwin and the UCMH Board of Control. We're also very encouraged by the outpouring of support we're seeing from the community."
Before the sale is official, the Unicoi County Commission must also vote on a proposal. Unicoi County Mayor Greg Lynch says that vote is expected on August 26.


text: Im in NC, started 2 new hives from nucs in May. I have a friend who has had bees for 70 years! He is suggesting that I use one brood box a QE and then med super. All i have read is, two broods are the way to go. I just dont know. Any thoughts on the subject for this area of the country?


text:
Many Shelter Animals Face the Needle, But You Can Make a Difference
M. Michelle Nadon | Posted 10.14.2012 | Canada Impact
Read More: Save an Animal, Animal Rescue, Save Animals, Animal Advocacy, Pet Adoption, Backyard Breeder, Animal Adoption, Adopting Cats, Adopting Dogs, Animal Shelter, Saving Strays, Canada Impact News
I woke up to a full inbox: 66 cats to be euthanized at an Ontario pound, 70 dogs in peril in the Eastern Townships of Quebec. All scheduled for the fatal needle Tuesday morning. Canadians, please don't breed or buy while shelter pets die; please make adoption your first option; please take the time to find out how your municipality deals with pet overpopulation. I guarantee that if you knew, you would be shocked into action.


text:
The elapsed time one spends waiting for a Blackberry Storm to change from a vertical to horizontal screen orientation or vice versa.
I was trying to show someone this pic of a bass I caught yesterday on my Blackberry Storm but all I ended up doing was storm watching for 15 seconds before their interest was lost.
by Bodafugachi February 01, 2009


text:
Since I've got both of them at home right now, I figured I'd post up a couple of pics. the 2 part one with the cable is the shackman.
Front view of both boards:
Side view:
Top view:
Later tonight I'll take some lit up ones. I wanted to wait until it was dark, so that I could take a timed exposure one in a dark room.


text:
I plan on buying a tablesaw. It will mainly be used to build beehives. I need the tablesaw to be able to cut Rabbet, Crosscut, Ripsaw, Miter and some Mortise and Tenon work..small scale.
I do not want to spend over $350.00 and would like a new one. What type should I look for? Options?


text:
I Agree with the OP and what Gmen0280 are saying and its a real quick solution to this.
i love doug martin but the way our line currently stands he might not be that effective year one, he doesn't create his own lanes. a guy like isiah pead who has great vision and can create his own gaps has the speed to shoot the gaps before they close in can be had in the 2nd possibly into the 3rd. and Fleener can immediately upgrade the run blocking on the outside for bradshaw who loves to bounce it out. its all aobut keeping the defense honest and there's no way with eli fleener cruz nicks that the defense doesn't honor that and not stack the box, an unstacked box creates a field day for a runner like bradshaw/pead who are fast scat backs then switch it up with scott in the 4th to power/speed the defense ( he has a close similar build of jones drew ) so he can hide behind the tackles and puch an unexpected LB with a low center of gravity/ lower pad level. we can recreate earth wind fire with pead i think. if we get martin it would be more like earth / earth / fire lol.
i really feel that we have to jump on TE early cause all these guys we feel might fall to the 4th are imho not going to be there. its a passing/copy cat league and i feel WR's are going to go off the board faster than tickle me elmos on christmas. then after the good WR's are gone who's next? thats right TE's not everyteam values a blocking TE over a Receiving TE, dallas, eagles, texans, bengals, vikings, rams, bears are just to name a few who might look at TE in the second or possible first, everyone wants to find that next graham/ gronk / finley or incorporate the two TE systems to take advantage of the rules that protects players over the middle/ defensless.
this is why i feel RB is going to drop severly, casue teams are going to draft to either enhance the passing game/ protect the passing game / prevent the passing game / attack the passing game's passer.
but thats just me


text:
Discussion in 'Chevy Truck Accessories' started by Enkeiavalanche, Feb 5, 2013.
It's on the way... A new Mod......:glasses:
Enjoy your New Mod......
Does he get the Lightning Drink girls to help install it? :lol:
If he wants.... I might be able to do that...
That could be a fun day, hehe
He's married. I'm not. Send them my way and I'll show them the meaning of 'installation'. Well, one of them, anyway.:rofl:
Whatdda ya mean one?! haha
this is the same light bar enkei's got on his av right?
It looks great on his rig i cant wait to see how it looks on the sierra, I've never even seen one this style before
I'm picky!
If this is a light bar I can't wait to see it installed on Sierraowner5.3's truck.
You will have to wait.........:neutral: He should have it Fri....
So we are waiting..... Did you get it? Also do NOT drink the drinks After 7pm Unless you are driving all Night...:glasses:
Now that's damn funny! :great:
Separate names with a comma.


text:
A Ben-Gurion University of the Negev (BGU) study indicates that children are more likely to develop Post Traumatic Stress Disorder (PTSD) if their mother is already afflicted.
In the study published in the Journal of Depression & Anxiety, while fewer than 10 percent (8.4 percent) of the mothers were suffering from PTSD, more than a fifth (21 percent) of their children presented PTSD symptoms. Children who developed PTSD symptoms also had more psychosomatic complaints such as constipation, diarrhea and headaches.
"This study reinforces the existing body of knowledge regarding the importance of evaluating and treating parental responses in time of stress," the researchers explain.
"Parents are often the key to understanding children's responses generally and specifically in times of stress. The study also highlights the close interrelations between 'body and soul' among children and adults."
In the study, some 160 mothers of preschool children were interviewed about symptoms exhibited by their children and their own responses during Operation Cast Lead. More than 750 rockets were fired into Southern Israel from Gaza from December 2008 to January 2009.
Working with the Preschool Psychiatric Unit at Soroka University Medical Center, the BGU researchers examined the relationship between PTSD symptoms and socio-demographic, family attributes and psychosomatic symptoms among children exposed to Grad missile attacks in Beer-Sheva, Israel.
Story Source:
Materials provided by American Associates, Ben-Gurion University of the Negev. Note: Content may be edited for style and length.
Cite This Page: