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New Millennium Research for Educational Technology: A Call for a National Research Agenda
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1 Roblyer, M.D., & Knezek, G. A. (2003). New Millennium Research for educational technology: A call for a national research agenda. Journal of Research on Technology in Education, 36(1). New Millennium Research for Educational Technology: A Call for a National Research Agenda M. D. Roblyer University of Maryland University College Graduate School of Management and Technology 300 Hidden Lakes Drive Carrollton, Georgia (770) Dr. Roblyer is Adjunct Professor of Educational Technology in the University of Maryland University College s online Master of Education program. She has been a writer and researcher in the educational technology field for nearly 30 years. Her specialty areas are instructional design of technology-based learning materials and research on characteristics of online learners and effective online learning environments. Gerald Knezek University of North Texas College of Education Denton, Texas Dr. Knezek is Professor of Technology and Cognition and coordinator of the doctoral program in educational computing at the in the University of North Texas. He held the Matthews Chair for research at UNT from and has been principal investigator for a variety of federally funded educational technology projects. His research interests include validation of assessment instruments used in capturing the impact of technology on teachers and students.
2 New Millennium Research for Educational Technology Page 2 New Millennium Research for Educational Technology: A Call for a National Research Agenda Abstract. Research to indicate unique pedagogical benefits of technology in education flourished until the mid-1980 s, when criticism of the premises and methodologies of studies made educators question the usefulness of so-called media research. Currently, increasing costs of maintaining technology infrastructure and evidence of low use of technology by teachers has generated new urgency for research to help provide a rationale for specific uses of technology to support teaching and learning. The new National Educational Technology Plan currently under development by the U. S. Department of Education provides an ideal opportunity for articulating a plan for meaningful research. This article describes topics and issues on which new research should focus and offers guidelines for research methods to address previous criticisms and provide results to guide future use of technology in education. Keywords: educational technology, instructional technology, educational technology research, research methods, research agenda, technology impact studies
3 New Millennium Research for Educational Technology Page 3 Introduction Three assumptions educators often make about research on technology-based (i.e., computerbased and online distance learning) methods are that: (a) it has a commonly-held, theory-based agenda, (b) findings provide convincing evidence about the unique ways modern technologies enhance achievement and motivation; and (c) these findings shape practice in the field. The last thirty years of educational technology research notwithstanding, none of these assumptions is currently true. The authors propose that current conditions in education and society offer the combination of urgent need and unique opportunity to make all of these assumptions realities. A review and analysis of the history of recent research on electronic technologies in education reveals key issues and problems that must be addressed as we contemplate a research agenda for the next era in technology use in education. Background on the Educational Technology Research Agenda As Richey (1997) pointed out, agenda-building in a field as prone to change as educational technology is a complex process often dependent on far more than whether or not an idea is worthwhile (p. 8). Yet the importance of what she calls a systemic theory agenda cannot be overstated. It captures the intellectual climate of a field identifies those issues currently receiving major attention is supported by influential scholars of the day is heeded by expert practitioners influences the selection of articles for publication in journals of our field (and) paper proposals accepted for presentation at our national conferences and shapes university curricula which prepare and update the professional in our field (p. 7). Until the early-1980 s, the theoretical foundations of educational technology research were not widely debated and the research agenda based on them seemed comparatively clear. The
4 New Millennium Research for Educational Technology Page 4 theory base was primarily cognitive-behaviorist, and research into technology-based methods reflected this view. In addition to numerous evaluations of computer-based and distance education applications and products, there were many experimental and quasi-experimental media comparison studies comparing technology-based with non-technology-based methods to establish which one was better for teaching a topic or skill. A thriving meta-analysis culture had the goal of identifying trends in findings across these studies. The question common to all these enterprises was fundamentally a cognitive-behaviorist one: How effective is a technology in helping learners acquire desired behaviors (knowledge and skills demonstrated by an observed and measured performance)? Attacks on this solid bastion of traditional thinking came from two directions, one theoretical/pedagogical and one methodological. Working together they constituted an assault that effectively called a halt to media comparison studies and meta-analyses and left the field without a clear philosophical framework or workable research agenda. The first attack came from educators, psychologists, and researchers who espoused a constructivist perspective on learning. They said that the aim of education was not to transmit learned behaviors from an expert source (an instructor or a package of instruction) to students. Instead, it was to create environments in which students generated their own knowledge with appropriate assistance or scaffolding from teachers. Seymour Papert (1980) was an early and outspoken representative of this perspective, which he based primarily on the theories of Piaget. Later, the Cognition and Technology Group at Vanderbilt (1991, 1993), calling on work by Vygotsky in cognitive scaffolding and Brown, Collins, and Duguid (1989) in situated cognition and cognitive apprenticeships, became a major hub of constructivist research and development.
5 New Millennium Research for Educational Technology Page 5 These theorists and researchers turned the focus away from the impact of the technology being used to the impact of anchored instruction which technology could support. At about the same time, Clark s (1983, 1985, 1991) criticism of the research methods used in studying technology-based methods began a parallel attack on the traditional research agenda. Clark said that media are delivery vehicles for instruction and do not influence learning (1983, p. 453). He based this on analyses of past media research, which he found to have uncontrolled effects due to methods and content. For example, he found that two methods being compared often had different teachers. He concluded that any effects attributed to a technology were, in fact, caused by the methods used by the teacher or other variations in the content of the treatments. Based on these issues, he called for a moratorium on media research. Kosma (1991) tried to address both theoretical and methodological problems by agreeing partially with Clark. Kosma said that, as long as media were viewed strictly as delivery systems, there would be no discernible difference among treatments that was not due to confounding factors. Instead, he proposed a theoretical framework that presents an image of the learner actively collaborating with the medium to construct knowledge (p. 179). He felt that the symbol systems and processing capabilities unique to each medium could make an identifiable and useful contribution to this collaboration. While advocating more research to clarify these unique contributions, he left the guidelines for this development and research up to the creativity of designers (p. 206) and those who would study their products. Kosma s proposal was helpful in re-directing the focus on studying the contributions of the technology-based method, rather than the technology or medium itself. Subsequent research such as the well-regarded Quality Counts study (Olsen, 1999) seemed to be heeding this line of
6 New Millennium Research for Educational Technology Page 6 reasoning, asserting that it was not how much teachers used computers but how they used them that made a difference in students achievement. At the same time, pragmatism born of experience with students and classrooms dictates that we modify pure constructivism as a theory basis for a new research agenda. In his call for a post-modern agenda for instructional technology (IT), Soloman s (2000) insights are useful. He maintained that The philosophical core of post-modern IT is a belief in pluralism, which can be described as respect for difference and resistance to single explanations pluralism in our field posits that there is no single best model or theory of learning (p. 14). He suggests that the sheer complexity of the learning context calls for a closer look at the combination of method, learner, and environmental variables that contributes to successful learning. In Soloman s post-modern view, both scientific and critical methods must be used to study this complex picture. Science is problem-driven and goal-based, (p. 14) and looks at whether or not objectives have been achieved. Criticism looks at the details that could account for the outcomes. Like many current theorists, Soloman clearly emphasizes the constructivist view of learning as knowledge (being) created rather than found (p. 14), but his acknowledgement of the need for scientific study allows for the statement of specific problems to investigate and measurable observations of changes in behaviors: two conditions the cognitivebehaviorists have always said should be the basis for establishing that learning has, indeed, occurred. The merging of critical features of these heretofore competing theories sets the stage for a research agenda to study the benefits of technology-based methods as integral components of solutions to instructional problems, rather than as delivery media. While we recognize that this proposal will not (and probably should not) silence the ongoing debate about the principles and
7 New Millennium Research for Educational Technology Page 7 practices of cognitive-behaviorist versus constructivist approaches to learning, we do feel that some détente in the theory debates is essential if we are to progress to the work that must follow them: crafting and studying technology applications that work in actual instructional settings. The Need and Opportunity for a New Millennium Research Agenda The need for a new research agenda has never been more urgent. Recent projects under the U. S. Department of Education s (DOE s) Preparing Tomorrow s Teachers to use Technology (PT3) initiative have demonstrated clearly that the process of integrating technology effectively into education comes with a high price tag. Educators and policy-makers look to educational technology research to help supply a solid rationale for why these funds are well-spent (Ringstaff & Kelley, 2002). This is increasingly important in light of recent criticisms of the continuing investment required for technology infrastructure and the inconsistent impact and low usage by teachers, regardless of their increased training and access to resources (Cuban, Kirkpatrick, & Peck, 2001). Cradler (2003) stresses that the recently enacted No Child Left behind (NCLB) Act, which will be influential in the next few years, requires that learning resource such as technologies be closely aligned to state academic standards and that research document the extent to which (they) result in student achievement gains as measured by standards-based assessment (p. 55). However, in his review of best evidence studies posted by the Center for Applied Research in Technology (CARET), a funded project of the International Society for Technology in Education (ISTE), Cradler found that electronic learning resources aligned to less than 40% of the California Content Standards for the major content areas. He also found a shortage of formal controlled research (p. 56). Even with experimental studies that reported statistical significance,
8 New Millennium Research for Educational Technology Page 8 there was very little information on the educational significance or the implications for teaching or learning (p. 56). In addition to the NCLB requirements, the U. S. DOE is currently calling for input from educators to create a new National Educational Technology Plan (http://www.nationaledtechplan.org). As Richey (1997) observed, another component of an agenda-setting process is support of credible and authoritative people in the field The larger the base of support, the more likely a topic is to become part of the discipline s systemic agenda (p. 9). The DOE s National Technology Plan could be the single most influential force on the educational technology research agenda for the future. It is crucial that the important topics to be studied are articulated now and offered as an integral part of the plan. Focus and Topics for a Future Technology Research Agenda Recommended Focus: Providing a Rationale for Technology Use In light of the pressure from policy-makers and from within the field itself, the primary task of the new research agenda seems clear. Future research must address squarely the question of why teachers should use technology-based methods. The emerging theory base demands that studies look at technologies not as delivery systems, but as components of solutions to educational problems, and that research questions be stated in a way that the contributions of methods can be examined and tested. Roblyer and Schrum (2003) say that rationale-building research should concentrate on the relative advantage that technology-based methods and materials offer over other methods and materials. This concept is based on Rogers (1995) diffusion of innovations research that shows
9 New Millennium Research for Educational Technology Page 9 potential adopters of a technology are more likely to accept it if they see clear benefits or relative advantage of new methods over old ones. In his talks to groups of educators around the country, former PT3 Program Director Tom Carroll (Carroll, 2000) emphasized that some technologies in common use have obvious relative advantage that needs no research to confirm it. For example, when computer simulations save schools costs of consumable materials or allow multiple simulated experiments that are not feasible using actual environments, relative advantage should be readily apparent. However, even methods with self-evident benefits are in need of explication to realize their potential in practice. In addition, other methods have been hypothesized to have unique instructional benefits and some have popular support, but research to confirm these benefits has been inconsistent or done with inadequate controls or numbers of subjects to make findings useful to others. Recommended Topics: Important Issues to Address This dual view of technologies as both an already-accepted part of some areas of educational practice and as a potential influence in others requires a multifaceted approach to providing research that can guide both policy and practice. We propose that studies that would be most helpful are those intended to indicate: (a) that certain technology-based methods have the potential for unique and fairly consistent benefits in response to certain kinds of educational problems, (b) there are ways to implement technology-based methods already in widespread use (e.g., word processing, distance learning) that lead to increases in their impact on achievement, retention, and student satisfaction; (c) progress we are making to meet some of education s most important goals for technology (e.g., decreasing the Digital Divide), and (d) how we can shape
10 New Millennium Research for Educational Technology Page 10 and direct our technology resources to better accomplish their intended purpose. These purposes and examples of studies that address them are described briefly here: Research to establish relative advantage In their review of findings to date on the impact of technology-based methods on achievement, Ringstaff and Kelley (2002) find that research has provided considerable evidence that directed methods such as using software tutorials for self-paced instruction and drill and practice for enhancing retention of learned skills can significantly raise scores on standardized tests. However, even this evidence is not as helpful as it could be since studies tend to focus on a specific software or technology, severely limiting the generalizability of their results and fail to take into account the larger classroom, school, and district context in which the technology was used (p. 6). Ringstaff and Kelley also acknowledge that evidence of benefits frequently proposed for the following more constructivist, inquiry-based uses is also far from conclusive (p. 7). Research is needed to indicate that the following often-proposed benefits are possible: - The graphics and interaction features of modern visual technologies have unique qualities to increase and speed comprehension of unfamiliar or abstract topics by clarifying their underlying concepts. - Visual examples provided by problem solving software, simulations, and video scenarios prevent inert knowledge by linking the concepts to real-world applications. (Brown, Collins, and Duguid, (1989) describe inert knowledge as skills which students learn but never use because they cannot see where or how they apply to problems they encounter in real life situations.) - Online collaboration projects encourage greater appreciation of diverse cultures and improve reading and writing skills.
11 New Millennium Research for Educational Technology Page 11 Studies that address these kinds of claims are beginning to appear. For example, Doty, Popplewell, and Byers (2002) looked at whether the interactive qualities of CD-ROM storybooks could result in greater comprehension for students than reading in a static format, and Funkhouser ( ) explored the impact on achievement of constructivist instruction made possible by the unique capabilities of geometry software as opposed to the traditional instruction that non-electronic materials are capable of accomplishing. Research to improve technology implementation methods A casual reading of any professional journal or education periodical reveals that many technology-based methods are already in widespread use (e.g., word processing, distance learning). Research is urgently needed to help shape the ways these technologies are being implemented in order to increase their impact on established measures of education quality: achievement, retention, and student satisfaction. Even accepted older technology-based solutions such as using word processing for composition writing have not been sufficiently studied in practice. In reviewing evidence on how people grade word-processed vs. hand-written products, Roblyer (1997) found reviewers who had not been trained to guard against a bias tended to give wordprocessed products significantly lower scores. An example of recent research into commonly-used online methods is Overbaugh s (2002) study of how electronic mailing lists and bulletin boards could be implemented more effectively to take advantage of unique features while preventing unintended outcomes. Findings from such studies have important implications for future practice.
12 New Millennium Research for Educational Technology Page 12 Research to monitor technology s impact on important societal goals Although some technology uses in education require more research to justify them, access to technology is acknowledged as being an essential part of a quality education for citizens in today s Information Society. We also need to know that increased access to technology is resulting as expected in greater learning opportunities and skills for all students. Studies are needed to monitor our progress in accomplishing the following kinds of important goals: - Technologies help underserved students gain increased access to learning opportunities. - Ready access to unique information sources and populations is enhancing critically important information literacy skills - More use of visual technologies is increasing critically important visual literacy skills. Useful studies in this area are often surveys such as those by Hoffman and Novak (1998) to capture the impact of race on Internet access and computer usage. Others are studies such as the one by Chisholm, Carey, and Hernandez (2002), who reviewed access to and uses of information technologies by students of various ethnic backgrounds. Studies that monitor and report on current technology uses to help us shape desired directions Finally, research is needed to shape the characteristics of our newer technology resources and guide their uses in education. Mioduser Nachmias, Lahav, and Oren (2000) examined the characteristics and usefulness of educational web sites to determine how they should be better developed and implemented in the future. Harris and Jones (1999) studied communication patterns of online mentoring to determine how this kind of activity could be better implemented to increase impact. Research is needed to help shape appropriate uses of these and many other technologies (e.g., handheld computers) beginning to be seen with increasing frequency in schools.
13 New Millennium Research for Educational Technology Page 13 Criticisms of Past Research and Guidelines for Future Methods Clark s (1983, 1985, 1991) criticisms of the focus and methods of technology research are not the only negative evaluation it has received. The usefulness of findings in this area has long been compromised by a reliance on funding from the very groups who, as Clark pointed out, would profit most from positive findings: hardware and software companies. There is also consistent evidence of what can only be characterized as basic design and methodological flaws in many studies. Much of educational research in general is often the target of the latter criticism (Kaestle, 1993). However, technology research is, perhaps, in a rather more tenuous position than many other areas of education in that it has long been in need of a rationale sufficient to justify its high costs and complexity. Guidelines for future research are needed that recognize these flaws and offer means of remedying them. Guidelines for Research Hypotheses Clark (1983) cited design flaws common to individual studies (e.g., different teachers for experimental and control groups) and the meta-analyses that summarize findings across them (e.g., tendency for publications to accept primarily studies that report significant, rather than non-significant, differences). Kosma (1991) and others acknowledge that a research agenda based on showing the overall impact of one medium over another across learners (p. 204) will not guide us into the new millennium of technology in education. However, Clark s criticisms and Kosma s acknowledgement expose a far deeper failing inherent in much of educational research: flaws in the ways hypotheses are (and, often, are not) thought about and posed. It is far from clear in many studies that researchers have considered carefully why given methods are being proposed for testing. It is axiomatic that educational research should help
14 New Millennium Research for Educational Technology Page 14 address heretofore unresolved or poorly resolved educational problem(s), and that hypotheses should be derived from a theory base that leads logically to the hypothesis as a solution to the problems(s) and makes it clear why it should be tested. Guidelines for Design Methods In his review of recent best evidence technology research, Cradler (2003) alludes to several kinds of design flaws, some of which indicate underlying problems with hypotheses. He says that it often not clear what specific research and evaluation questions the study is attempting to answer (p. 56) or its educational significance or implications for teaching and learning (p. 56). Other design flaws he cites include: small sample sizes that reduce statistical significance; measures of impact unrelated to objectives of the materials; measures of impact that are not objective and/or validated; descriptive, non-quantitative methods only with no control or comparison groups; and self-report data unaccompanied by corroborating data. Not only must future research refrain from simplistic comparisons of materials cited by Clark, it must begin to focus on the unique qualities of technologies to make possible given methods. If a study proposes that a technology-based method is superior, it should be hypothesized to be superior because it has unique characteristics to solve a significant, unresolved problem such as low reading comprehension (as addressed by the Doty, Popplewell, and Byers (2002) study) or students persistent difficulties with geometry concepts, as addressed by Funkhouser ( ). Studies must offer evidence both in design and in data analysis that the symbol systems and/or processing capabilities of a technology make possible an instructional method or learning environment that would not be possible through another (i.e., non-technology) method.
15 New Millennium Research for Educational Technology Page 15 Since the NCLB Act will have a long-term impact on all future educational research methods, it is important to acknowledge the criticism of past methods implicit in its recommendations. It is clear that so-called scientifically-based research (SRB) methods mentioned over 100 times in the NCLB Act reflects a pervasive impatience with the failure of past research to provide objective, helpful evidence to guide practice. Cradler (2003) recommends that, in addition to using multiple data sources and validated measures, studies should set up control groups whenever possible and use valid comparison groups even if true controls are not possible. It seems important to join those who, in the aftermath of the NCLB Act, have asserted that the failure of past research cannot be remedied solely by using experimental and/or quasiexperimental methods. Berliner (2002) reminds us that one of the largest and best-funded replication studies ever, one of different instructional models of early childhood education, found that variation was larger across different sites implementing the same program than it was across different programs. No program could produce consistent results across sites. Each local context was different, requiring differences in programs, personnel, teaching methods, budgets, leadership, and kinds of community support (p. 19). Thus, he says, good science requires not only trying to capture valid and reliable evidence of improvement, but also attempting to explain the complex set of conditions that led to improvement. As Soloman (2000) recommended, critical analysis methods must join scientific ones to help us understand what works, when it work, and why. Reporting Guidelines Cradler s (2003) review of past research found many reporting flaws that are just as problematic as design ones, since they limit both interpretation of findings and studies designed
16 New Millennium Research for Educational Technology Page 16 to replicate them. Reporting flaws include: insufficient information on the intervention and/or technology and other resources being implemented and the characteristics of large samples that allow disaggregation of important variables; and a disconnect between the conditions under which technologies are used and their conclusions, or between the conclusions and the data cited to support them. Reports of research studies must address these frequently-cited shortcomings. They must be more comprehensive and informative about the methods and materials used, conditions under which studies take place, data sources and instruments, and subjects being studied; and they must emphasize coherence between their methods, findings, and conclusions. Conclusion: Immediate and Long-term Priorities To explore the degree to which current research may already be addressing the four kinds of needs cited here, we analyzed the purposes of articles in the issues Journal of Research on Technology in Education (JRTE). Findings from this analysis (Table 1) revealed that most articles focus on evaluations of local programs or on methods of furthering technology integration or improving teacher training. Our analysis provides further evidence of what Cradler has already found. Relatively few studies are done for purposes that would help justify the costs of integrating technology-based methods. As Table 1 indicates, most published research articles describe methods of getting students or faculty more involved with a technology (e.g., the Internet) or how to structure training and other conditions to get them more interested in using technology in general. From the perspective of the NCLB Act, this kind of research begs the question of Why should we have students or faculty use technology more?
17 New Millennium Research for Educational Technology Page 17 Types of Articles Number of JRTE Articles Type #1: Studies or reviews of unique benefits of various technology-based methods 11 (8%) compared with non-technology-based methods Type #2: Studies on ways to increase impact of technologies already in common use 2 (1%) Type #3: Studies on trends in usage related to achieving important societal goals 8 (6%) Type #4: Studies that monitor/report current technology uses to help shape desired directions 5 (4%) Type #5: Other studies, e. g., evaluations or descriptions of programs, implementation 87 (64%) methods, or usage characteristics; types, extent, or perceptions of integration Type #6: Theoretical articles and position papers 23 (17%) Table 1. An Analysis of Article types in JRTE from It is to be expected the National Education Technology Plan now under development will provide considerable and immediate impetus to focus on these and/or similar topics and to improve the quality and usefulness of research. Hopefully, this plan also will make it easier to obtain funding from sources other than those that could be perceived as having a self-interested agenda. However, groups Richey (1997) describes as the base of support for a technology research agenda will have the most direct, long-term impact on how well studies that support a new agenda are carried out: influential scholars and expert practitioners who guide dissertation research, select articles for publication in journals of our field and paper and proposals for presentation at our national conferences, and who shape the curricula of teacher preparation programs. These groups will help shape the next millennium of technology in education as they view proposed studies or reports of studies through the lens of whether they address one of these key, unmet needs and meet design and reporting requirements. It is they who will determine that research findings are meaningful and helpful to those who look to them for guidance.
18 New Millennium Research for Educational Technology Page 18 References Berliner, D. (2002). Educational research: The hardest science of all. Educational Researcher, 31(8), Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), Carroll, T. (2000). If we didn t have the schools we have today, would we create the schools we have today? Contemporary Issues in Technology & Teacher Education 1(1), Chisholm, I., Carey, J., & Hernandez (2002). Information technology skills in a pluralistic society: Is the playing field level? Journal of Research on Technology in Education, 35(1), Clark, R. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), Clark, R. (1985). Evidence for confounding in computer-based instruction studies: Analyzing the meta-analyses. Educational Communications and Technology Journal, 33 (4), Clark, R. (1991). When researchers swim upstream: Reflections on an unpopular argument about learning from media. Educational Technology, 31(2), Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), Cognition and Technology Group at Vanderbilt (1991). Technology and the design of generative learning environments. Educational Technology, 31(5), Cognition and Technology Group at Vanderbilt (1993). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(1),
19 New Millennium Research for Educational Technology Page 19 Cradler, J. (2003). Technology s impact on teaching and learning. Learning and Leading with Technology, 30(7), Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), Doty, D., Popplewell, S., and Byers, G. (2001). Interactive CD-ROM storybooks and young readers reading comprehension. Journal of Research on Computing in Education, 33(4), Funkhouser, C. ( ). The effects of computer-augmented geometry instruction on student performance and attitudes. Journal of Research on Technology in Education, 35(2), Hoffman, D., & Novak, T. (1998). Bridging the digital divide: The impact of race on Internet access and computer usage. Report sponsored by the Markle Foundation. Nashville, Tennessee: Vanderbilt University, Owen Graduate School of Management. Kaestle, C. (1993). The awful reputation of educational research. Educational Researcher, 22(1), Kosma, R. (1991). Learning with media. Review of Educational Research, 61(2), Olsen, L. (1999, January 11). Making every test count. Education Week, 18(17), 15 16, Overbaugh, R. (2002). Undergraduate education major s discourse on an electronic mailing list. Journal of Research on Technology in Education, 35(1), Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
20 New Millennium Research for Educational Technology Page 20 Richey, R.C. (1997). Agenda-building and its implications for theory construction in instructional technology. Educational Technology, 37(1), Ringstaff, C., & Kelley, L. (2002). The learning return on our technology investment: A review of findings from research. San Francisco: WestEd RTEC. Available online at: wsetedrtec.org. Roblyer, M D., & Schrum, L. (2003, in progress). Relative advantage as technology integration rationale: A summary of insights and evidence. Roblyer, M. D. (1997). Technology and the oops! effect: Finding a bias against word processing. Learning and Leading With Technology, 24(7), Rogers, E. (1995). Diffusion of innovations. New York, The Freeman Press. Scardamalia, M. & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Kotchmann (Ed.), CSCL: Theory and practice of an emerging paradigm. Mahwah, NJ: Lawrence Erlbaum Associates. Solomon, D. L. (2000). Toward a post-modern agenda in instructional technology. Educational Technology Research and Development, 48(4), 5-20.
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Volkswagen Golf Questions
Get answers to questions about your Volkswagen Golf at RepairPal. Find solutions, diagnose problems and get back on the road.Refine by vehicle
Here is the fact and symptoms:
Car : VW Polo 2002 1.4L Manual (car not listed above)
1. Chirping noise when idle, Noise goes away when in clutch
2. Whinning noise when driving, Noise goes away when driving
3. On jack, left wheel spin up, knocking sound can be heard from gearbox.
4. Oil level - Not sure
People said, change the gearbox, throwout bearing fails, bad bad bearing inside tranny; but i`m not sure which,
GTI 1.8L 16v what we did clean air intake, throtle body, checked fuel pressure 40lbs and cold start valve working and has a good spark but no start. need help :(
fuel pump seems ok you can hear noise,but never check fuel filter,fuel distributor, fuel pressure and fuel regulator
checked fan motor hot wired to battery,at first wouldnt run, took apart motor found brushes sticking cleaned w/contact cleaner tested again with battrey, fan runs. reinstalled ran car fan doesnt come on,but if ac turned on both fans run
Any idea how much this will cost to fix ?
I recently purchased my 2003 VW Golf and a few weeks ago changed the oil after noticing it was time to do so (I did it myself). I used the proper oil and such, but now the oil indicator light keeps coming on, usually 10 minutes into my drive, flashes and beeps, but never stays on (just flashing). Is this a malfunction in the car computer or is there something wrong with my oil (I rechecked it, clear, full and fine). Thanx
I actually have a 1999 Golf 2.3 V5 (your drop down list doesnt list it). I am also in the united kingdom so your "zip code" wont accept my digits so I have used one from florida.
Its got a faulty injector on cylinder 5. I have some options on ebay to buy a replacement but I need to ensure I get the right one, with the right part number/code.
I just need to know where to find the part number so I buy the correct replacement.
cost for a replacement fuse battery box and a cable
hard to get it to pass smog
wondering if the engine would be damaged by making this change now on an 03 model.....
This occurs only after engine is up to operating temp. If I quickly pat the accelerator it will reengage even below 1k rpm. Change the fluid with the proper synthetic a short while ago but it did seem to change anything. What am I looking at for a probable cause and cure?
coolant is leaking at the union where the flange meets the motor....obvious crack in the "plastic" part (seriously...plastic!?!)
reverse is not ingageing need to change the shifter guide
I have a 2000 Golf GL that has a constant misfire. I replaced the plugs and wires twice, didn't solve it, replaced the coil pack didn't solve it, and even put some new injectors in. The car starts fine, but idles rough and misfires on when you push on the gas, as well as when you hold it at a steady rpm. I had the car scanned a Autozone but the codes didn't really tell me anything besides what I already tried. The CEL light will also blink about 15 times, usually this happens intermittently while driving.
The car has 140,000 miles the belt broke while coasting off an exit
cigarette lighter,and stereo don't work; i checked fuse,looked for melted fusible links, nothing there; i also took the dash apart, and looked at the back of the stereo, fuse was good, i also looked under the hood, there again fuses were good; i even lubricated the ignition points;however, my mechanical abilities are limited; do to the fact that i don't know how to read schematics;however, this is a work in progress, and this is why i took on this project to learn the electrical end of things. also, i would like to know how to troubleshoot this problem,and what would be the repair procedure? thank-you in advance!
lighter, doesn't work and also the stereo/radio; what is the procedure to get these components working again? ty!
i lubricated the rails with dw-40......ect.
ac not working cheked fuses cheked rellays bypassed the ac button connected directly to batter replaced compressor, reefilled with freeon and still no cold air just air any suggestions?
we got a quote to replace the muffler for 247. We we got to the shop they told us that the resonator had fallen off and the repair would be around 500. Please let me now if this is a reasonable quote or if the resonator is part of the muffler and he is making this stuff up
doug Mohrmann
The electric windows on my 2011 Golf TSI have intermittently opened whilst the car was not running and my car, is therefore, at significant risk of theft. Was wondering if this was a known defect, and if so how do I go about rectifying the problem.
first thanks. that problem happen when start engine. car start after several time .hent my battry good spark plug good my engine 1400 4cylinder petrolim (92) help me pls
Hello I managed to take out the old distributor cap in my 97 VW Golf, but I can put on the the new one back in it's place, the clamps ton't reach and wont close properly, what am I doing wrong, I can't even put on back the old cap! Please let me know if there is a trick to this cap and rotors? Thanks. Ron
I have a VW Trike and wanted to know if anyone knew who can work on them. I would like my engine tuned and I have a Hydrolic cluts that is leaking. thanks
When attempting to start my car, the engine turns over then immediatly shuts off. Could this a cpu or a security system problem?
I wanted to know how much is the average cost to fix this problem if it is in fact the reverse gear itself
hi, I have a 98 wolswagen golf 2.0L automatict transm, the transmission won't shift unless I step out of the acelerator pedal a bit, and them it shift fine, its not sliping it just won't shift, a mechanic told me that it could be the tps or something in the throtle , that send the signal the pcm saying when to shift, I had an spare throtle body assy with all the tps assy and changed and still nothing..any ideas , will apresiate it..thansk
Changed my ignition switch and used original key on transponder(transposer)citi golf ii 1.6i life,but the car do not want to start.The fist it time it worked fine, 2nd time after driving about 500 kilometers car do have the same proble.How can I bypass the ignition and immobiliser system?Wiring diagram needed.Thanks.
the rod that is connected to the side of the transmission and goes to the clutch is broke but we cant find the name for it anywhere and need it to replace. if you know please let me know need fixed soon have a baby..thank you
ok i came off an exit ramp shifted threw all gears fine and when i went to shift into 5th my friends knee was in the way and it cought it (was not dogging it) i pulled it back and when i went to push it back into 5th it is in 3rd i continued to drive home in 4th. After this happend i relized if i have it in 1st or 2nd with car off i can push from 1st directly over to were 5th supose to be same thing with second i dont think it was like that before. I drove it 2 days later and still wouldnt go into 5th was driving in 4th but when i came to a stop light n put in nautral felt like i had more slack than normal from nautral to 1st felt like the same slack from nautral to 5th after it went out and when i went to take off in 1st it was in 3rd just as 5th would do so now 1st, reverse and 5th is 3rd and 2nd is 4th. does anyone know what the problem is and how to fix it?? please reply need to fix asap only vehicle???

subset: commoncrawl


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The Windham round of the 2012 UCI World Cup Downhill produced some superb action earlier this month.
And the guys from TriRideMTB were in the thick of things to capture all of the action.
The race itself saw another victory for this year's dominant rider, Aaron Gwin, who finished almost a second ahead of runner-up Steve Smith, with Gee Atherton completing the podium.
It was a good race all-round for the Athertons, as Rachel took the top honours in the women's elite race.


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Recent News
- NT Live Broadcast of No Man's Land November 28, 2016
- AHRC funded Pinter project November 24, 2016
- Old Times coming to New York City November 21, 2016
- CFP – MMLA November 2017 November 14, 2016
- Harold Pinter Review 2018 November 14, 2016
- Join the Harold Pinter Society – contribute to the journal August 23, 2016
Archive of news items
Category Archives: British Library
'Lost' Pinter sketch discovered after 50 years
A long-forgotten sketch written by Harold Pinter has been unearthed amongst papers at the British Library. Entitled ' Umbrellas', the sketch was performed once only at the Nottingham Playhouse in 1960 during an evening of revue sketches by various authors. … Continue reading
Posted in British Library Comments Off on 'Lost' Pinter sketch discovered after 50 years
British Library acquires Harold Pinter honours
Harold Pinter's Nobel Prize medal and the bronze mask of the BAFTA fellowship are among more than 50 awards belonging to the late playwright that have been acquired by the British Library. The national library acquired Pinter's archive in 2007, … Continue reading
Posted in Antonia Fraser, British Library Comments Off on British Library acquires Harold Pinter honours


text: When I was small, I used to go to a primary school near the market. My father took me to school every morning. As the school was not very far off from our house, we preferred to walk. While walking to school, we played games like identifying shops, articles etc. But most of the days I heard my father sing. Though he was not a trained singer, I loved his voice. He used to sing the same song every day. It was " jodi tor dak shune keu na ase tobe akla cholo re" ( if no one comes listening to your call, then walk alone". I fell in love with that song.


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Smarter iKettle 2.0 | WiFi Smartphone Controlled
Take the hard work out of making a cuppa with the iKettle 2.0. Ok, so switching the kettle on isn't exactly an arduous job, but this high-tech kitchen appliance is a multitasker's dream. No more waiting around in the kitchen while the water for your brew boils – just activate this WiFi kettle from wherever you are in your house and it will get to work immediately. It's simple to set up and operate too. You just need the free app for Android and iOS compatible smartphones, and home Wi-Fi connectivity with a router frequency of 2.4ghz. Whether you adore a cup of Assam, have a penchant for hot chocolate, enjoy richly roasted coffee or prefer a refreshing herbal brew, you can boil the water for it remotely using this ultra-practical kettle.
The second generation of the world's first WiFi kettle, the original iKettle, this updated version has some great new features, including an improved temperature control feature, so you can set it to prepare the water to a specific heat between 20°C and 100°C, bringing out the flavour of your favourite drink to perfection. New parents will also love its innovative 'Formula' setting. Designed to take some of the stress out of preparing night feeds, it allows you to specify a temperature setting and boil the kettle from another room. This clever kettle will then tell you when the water has cooled enough for use.
The 2.0 also retains the key capabilities that made its predecessor a hit with tea and coffee fans. You can programme it to kick into gear at certain time of day and, if you're not a morning person, you're sure to love its 'Wake Up' mode. Set the alarm to wake you up and then indulge yourself by spending a few extra minutes in bed, before heading into the kitchen to find freshly boiled hot water for your first cuppa of the day. If you're usually gasping for a brew as soon as you get in from work, you'll also enjoy using the 'Home Mode' – the minute you step through your front door, the iKettle will send you a message welcoming you back and ask if you want it to set itself to boil. It also boasts an in-built water level sensor, so you can check it doesn't need topping up first.
Not only does this 2520W kettle boast cutting-edge features, it has everything else you'd usually look for in a kettle too, including a 1.8 litre capacity and a soft-touch handle. Made from stainless steel, its gleaming silver and black exterior, and its sleek shape give it contemporary aesthetic appeal, so it will look the part in even the most modern and minimalist of kitchens. Great to look at and simple to use, it's the ideal addition to your kitchenware collection, whether you're a fan of morning cuppas, afternoon tea, after-dinner coffee or late night cups of cocoa.
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- Product Weight: 1500 g
- Boxed Product Size: H25 x W32 x D18 cm
- Boxed Product Weight: 2100 g
Free Delivery
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We're really confident you're going to love the products you order as much as we do, but in the unlikely event that you want to return a product, we offer FREE returns on everything and a 30-day money back guarantee. Just return your goods within the 30-day slot and we'll happily replace, refund or exchange them for you right away.
For more information on our FREE returns, and how to return your order, please visit our Returns page.


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Click here to view sale items.
Can't find the item you are looking for using the search and browse tools above? View our special order catalog.
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Notice: On March 31, it was announced that Statalist is moving from an email list to a forum. The old list will shut down on April 23, and its replacement, statalist.org is already up and running.
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st: RE: RE: multi-dimensional chi-squared?
"Barth Riley" <email@example.com>
st: RE: RE: multi-dimensional chi-squared?
Tue, 20 Jul 2010 19:19:23 -0500
This is admittedly not my area of expertise, however, loglinear modeling is
a kind of "multidimensional" contingency table analysis. The ipf function in
Stata can perform one type of loglinear analysis and provides an estimate of
expected frequencies for multidimensional contingency tables. I am not sure
what the sample size requirements or other statistical assumptions are
involved with this type of analysis.
-----Original Message-----
From: email@example.com
[mailto:firstname.lastname@example.com] On Behalf Of Chevalier, Judy
Sent: Tuesday, July 20, 2010 9:55 AM
To: firstname.lastname@example.com
Subject: st: RE: multi-dimensional chi-squared?
Hello. I am fairly new to this listserve. I have a question about how one
my think about constructing a test statistic and then how to program it in
STATA. I may be missing a good way to think about it. I will present this
in the context of an economics/marketing dataset, though it may have a close
analog in other domains.
Consider a dataset with multiple products (let's call them 4 different
brands of peanut butter to be concrete) observed over multiple weeks. I
have coded whether each product for each week is at its regular price or on
sale. I am interested in the question of whether one and only one product
being on sale in a given week occurs more frequently than would be predicted
if the product sales were independent of one another. So, I have (easily
calculated) the frequency with which:
0 items are on sale
1 item is on sale
2 items are on sale
3 items are on sale
All 4 items are on sale.
Also, given the overall frequency that each item is on sale, I have also
easily calculated the predicted probability (under the null hypothesis of
independence) that 0 items would be on sale, 1 item would be on sale, 2
items would be on sale, 3 items would be on sale, etc.
I can see that 1 item is on sale more frequently in the data than would be
predicted under the null hypothesis of independence, and, of course, the
other categories are somewhat less frequent than would be predicted under
the null. However, I am stymied as to how to construct an appropriate test
statistic. I can test for the independence of the sales for each item,
pairwise, easily, using Stata, but I can't quite manage the right test
statistic nor how to compute it in Stata. I will actually repeat this test
for some other samples--- the products will be different, the number of
products will be different, but the hypothesis will be the same-- that 1 and
only 1 product is on sale more often than would be predicted under the null
of independence.
If you have gotten this far-thanks for reading!
* For searches and help try:
* http://www.stata.com/help.cgi?search
* http://www.stata.com/support/statalist/faq
* http://www.ats.ucla.edu/stat/stata/
* For searches and help try:
* http://www.stata.com/help.cgi?search
* http://www.stata.com/support/statalist/faq
* http://www.ats.ucla.edu/stat/stata/


text:
IGN App For Elder Scrolls V: Skyrim
By IGN Entertainment, Inc.
Open iTunes to buy and download apps.
Looking for help in your adventures through Skyrim, or the latest tips for Dawnguard? Whether you're new to the game, or an expert, IGN's highly-rated Skyrim app is the perfect companion to explore the open world.
- Interactive Map: Custom-made map to locate everything in the game -- dragons, items, missions, people, and more.
- Skyrim News Feed: Latest DLC? Funny glitches? Game rumors? Get all your Skyrim news in one dedicated spot.
- Detailed Game Wiki: Accurate info on how to best explore the game. And, it's always updated.
- Skyrim Video Feed: Our picks of the best video walkthroughs, reviews, trailers, and features for Skyrim.
- Beautiful Skyrim Wallpapers: Make your device's background look as good as your favorite moments from the game.
- New Skyrim Soundboard for Kinect: Need some help remembering the Dragon Shouts? Let IGN's Daemon Hatfield & Naomi Kyle help you out.
This app is not affiliated with or endorsed by game's developer, publisher, or distributor. All in-game content, imagery, and videos on the application are copyrighted by their respective owners. This reference guide is for informational purposes and meant to assist fans of Skyrim with game play.
Please also note that our app does not currently support offline mode.
What's New in Version 1.4.3
- Performance improvements and bug fixes
- Added map of Solstheim
- Added official forum
- Free
- Category: Reference
- Updated: 01 February 2013
- Version: 1.4.3
- Size: 40.0 MB
- Language: English
- Developer: IGN Entertainment, Inc.
- © 1996-2012, IGN Entertainment, Inc.
Compatibility: Requires iOS 5.0 or later. Compatible with iPhone, iPad and iPod touch.


text:
50th Anniversary Celebrations
Concert Tickets
2016 to 2017
Please join us for our first concert of our 50th Anniversary Celebrations for "Music in Film, A Night at the Movies. The Barrie Film Festival and Huronia Symphony Orchestra are, once again, working together to provide a fabulous night of entertainment.
Our second Christmas Concert in Innisfil will occur on Saturday, December 17 at 7:00 p.m. Please arrive at least by 6:30 to obtain parking and seat selection for this concert.
Concert tickets may be purchased at Janet Kemp Ladies Fashions, McLaren Art Center and at Music Pro in Barrie. Paypal is used to process online purchases. A Paypal account is not needed to make your purchase.
Tickets purchased online will be made available to the purchaser at the cashier's table on the day of the concert. The cashier will have an envelope containing your tickets. Please bring identification with you to obtain your tickets from the cashier.


text:
Question: We bought an apartment off plan in July 2006 and paid the 10 per cent deposit and signed the contract within the 30-day time limit as specified.
© Malcolm Willett (www.willett-ink.co.uk)
We selected a third-floor flat, which covered the whole of the third floor, and we marked it with a laser pen on the selling agent's development model.
We have discovered that we have signed contracts for a second-floor flat, which the selling agent calls the third floor.
Completion is due in December but we want to withdraw because the flat is not what we thought we bought. We feel badly let down by the agents as they filled in the forms incorrectly for the selling solicitors.
Answer: You mention that you feel badly let down by the selling agents but what about your own solicitors? Before you exchanged contracts in July 2006 your solicitor should have carried out the usual searches and enquiries in the 30-day period following acceptance of your offer.
Your solicitor should have established that the contract and draft lease referred correctly to the flat you intended to buy and that the boundaries of the flat, including the balcony area and the flat layout, were shown correctly on the lease plan/plans.
Indeed, when you signed the contract it would have been usual for you to sign the lease plan to confirm its accuracy. I suggest that you contact your solicitor as soon as possible.
One of the most important things to check when acting for a buyer in a property/land transaction is to ensure that the contract documents correspond with what the buyers think they are buying.
What's your problem?
If you have a question for Fiona McNulty, email firstname.lastname@example.com. We regret that questions cannot be answered individually.
Fiona is a partner in the property team at Thring Townsend Lee & Pembertons Solicitors www.ttuk.com.
Follow us on Twitter @HomesProperty, Facebook and Instagram


text: ×Close Product Image 1 of 1 Fixing Broken Windows Restoring Order And Reducing Crime In Our Communities See image Fixing Broken Windows Restoring Order And Reducing Crime In Our Communities By Catherine M. Coles and George L. Kelling Based on a groundbreaking theory of crime prevention, this practical and empowering book shows how citizens, business owners, and police can work together to ensure the safety of their communities. George Kelling, one of America's leading criminologists, has proven the success of his method across the country, from the New York City subways to the public parks of Seattle. Here, Kelling and urban anthropologist and lawyer Catherine Coles demonstrate that by controlling disorderly behavior in public spaces, we can create an environment where serious crime cannot flourish, and they explain how to adapt these effective methods for use in our own homes and communities. × Added to Cart List Price $15.99 Your Cart ( items) Cart total Continue Shopping CHECKOUT NOW Choose a format: Trade Paperback Format: Trade Paperback Free Press | 336 pages | ISBN 9780684837383 | January 1998 Add to Cart Buy Simon & Schuster Add to Cart Amazon Barnes & Noble Books-a-Million IndieBound Walmart List Price $15.99 In Stock: Usually ships within 1 business day Browse Related Books Social Science > CriminologyPolitical Science > Political Freedom & Security > Law EnforcementSocial Science > Violence in Society Buy from another retailer Amazon Barnes & Noble Books-a-Million IndieBound Walmart Get a FREE eBook when you join our mailing list. Plus, receive updates on new releases, recommended reads and more from Simon & Schuster. Email Address Free eBook available to NEW subscribers only. Offer redeemable at Simon & Schuster's ebook fulfillment partner.Offer expires in three months, unless otherwise indicated.See full terms and conditions and this month's choices. About the Authors Catherine M. Coles Catherine M. Coles is a Research Associate in the Kennedy School of Government at Harvard University who is currently studying the development of community-based prosecution. They live in Hanover, New Hampshire. BECOME A FAN BOOKS George L. Kelling George L. Kelling is a Professor in the School of Criminal Justice at Rutgers University and a Research Fellow in the Kennedy School of Government at Harvard University. He is also an Adjunct Fellow at the Manhattan Institute. BECOME A FAN BOOKS


text:
The info in front of you is of Livestock Department KPK Jobs. Various posts are vacant in Livestock & Dairy Development Department KPK Peshawar. Thus, you can avail this chance to become a part of this department by just applying for it. So, aspiring candidates may present themselves for these vacant posts. Hence, the Livestock & Dairy Development Department KPK Peshawar requires applications from interested, suitable and eligible to fill these vacancies. Thus, if you are interested in having this job in Livestock & Dairy Development Department KPK Peshawar, you must apply for it then. However, the candidates must belong to KPK. The candidates must have the domicile of KPK. So, if you are having the KPK domicile, you must apply for these KPK Jobs 2016.
So, the vacant posts are 14 in numbers. Therefore, only 14 of you can grab this vital chance. So, don't be late and get these Livestock Department KPK Jobs.
Job Details Livestock Department KPK Jobs:
- Company/ Department/ Institution: Livestock & Dairy Development Department KPK Peshawar
- Project Name: N/A
- Job Type: Government
- Jobs Name: Principal Research Officer, Senior Research Officer, Research Officer, Lab Asst., Junior Clerk, Electrician, Lab Attendant, Driver, Naib Qasid, Chowkidar and Sweeper
- Basic Scale/ Salary: BS-01 to 19
- Job Nature: Contract
- Total Seats: 14
- Domicile: KPK
- Quota: N/A
- Gender: Male/ Female
- Location/ City/ Province: KPK
- Age Limit (Without Relaxation): 18-50 years
- Age Limit: (With Relaxation): N/M
- Education: PhD, DVM, S.S.C, Metric, Primary, Literate
- Experience: Relevant
- Last Date of Submission: 20-10-2016
- Newspaper: The News Newspaper
Terms and Conditions:
- The posts are on contract basis.
- Thus, only eligible candidates will have interview call.
- No TA/DA will be given for test of interview.
- Incomplete applications shall be rejected.
How to apply:
So, now if you want to apply for Livestock Department KPK Jobs, do this, just send you applications along with all relevant documents to the address given below. Since, the last date is 20-10-2016. Therefore, apply in time.
Contact Information:
- Download Official Advertisement & Form: N/A
- Email @: N/A
- Contact #: N/A
- Complete Address: Livestock & Dairy Development Department Bacha Khan Chowk KPK
Download Official Image:
So, for more info of the posts, please see the ad. The ad is linked with the post.
For better resolution of the image, please download it.
Disclaimer: Thus, the ad is the property of The News Newspaper 30-09-2016. Therefore, we do not claim it as ours.


text:
A couple of things, all self defense handguns should be of the same operating system. Carrying a Glock and using a 1911 for the home is inviting Murphy to come visit. Pick one or the other.
As to the extra paycheck. Instead of investing in hardware invest in software. After all hardware without software is USELESS. Take a training class.


text:
100 Blogger Widgets for Adding Social Share Buttons
Finding the right set of social share buttons will help give a professional flare to a blog. Try to match your blog's style, and search for a Blogger widget which contains the main social networks.
Placement is also important. Normally, social share buttons should be in a prominent position – ideally right at the top of your sidebar. Visitors will have easy access, and not have to search for it, especially if your blog is filled with other widgets.
This is part 3 of our series of 100 Blogger social media widget tutorials. Find the first 20 in these posts:
Part 1 – Blogger Tutorials for Social Share Widgets
Part 2 – Social Network Share Widgets
Mashable Style Blogger Widget
This is one amazing Blogger social media widget, provided by Way2Blogging! It includes all the social sharing elements Blogger users would expect, organized into one close knit container. Included is a Google+ follow badge, Facebook page like box, Google plus one button, Twitter follow button, email subscription box, and more. Follow the simple instructions to install it on your own Blogger blog.
Advanced Social Media Widget
Get a professional look for your Blogger sidebar by installing this Blogger social widget. Choose the icons you want displayed. It includes email subscription box, RSS subscribe, Facebook like, Google +1, Twitter and much more.
Floating Social Share Bar for Blogger
This horizontal social share widget sits at the top of a Blogger post, but as you scroll down, it fixes at the top of the page, moving with the scrolling. The widget is non-intrusive, and visitors can instantly share a post anytime while scrolling. Included here are buttons for Digg, Pinterest, Stumbleupon, Google+, Twitter and Facebook.
Techcrunch Social Media Widget
Want a cool social sharing widget like the one Techcrunch uses? This one has neat features, such as sprite images to make it fast loading and nofollow tags to assist with SEO. It also has icons for Linkedin, Google+, Facebook, Twitter, Youtube, Stumbleupon and RSS.
Social Subscription Widget for Blogger
Way2Blogging provides instructions for installing their own social subscription widget, which includes RSS, email, Facebook, Twitter and newsletter signup form.
All in One Social Buttons Widget
This cool social sharing buttons suite includes a large icon for subscribing by RSS right at the top center. A subscribe by email form sits at the bottom. Between lies icons for Twitter, Facebook, Youtube and RSS.
Popout Facebook Like Box
The Facebook popout like box sits either on the left or right of a web browser. When the cursor is hovered over the Facebook logo, the box slides out to reveal the like box. This widget has options for changing background color, screen position and badge color.
Mashable Popup Subscribe Box
The social sharing box is similar to the one above, but this one pops up when entering a blog for the first time. It works by jQuery and only loads the first time someone visits your Blogger blog.
Gray Social Icons with Hover Effect
This is a series of gray social networking icons laid out in a horizontal fashion. When you hover over a particular icon, an animation occurs and the icon is changed to color. This widget also has support for AddtoAny, which allows sharing to many other social networks.
4 in 1 Blogger Slideout Widget
This widget works the same way as the Facebook popout above. This tutorial describes how to add multiple popout boxes – Facebook, Twitter, Google+ and Feedburner subscription form.
Thank-you for visiting! Please leave a comment and let us know what you think of these social share button sets for Blogger.
Also read this post: Responsive Blogger Templates


text:
Liquidnet to Sellside: Send Blocks
Traders Magazine, May 2009
Liquidnet, the buyside-only dark pool that has built a business crossing blocks, is expanding its line-up of execution services.
All TradersMagazine.com articles are archived after 7 days. REGISTER NOW for unlimited access to all recently archived articles, as well as thousands of searchable stories. Registered Members also gain access to exclusive industry white paper downloads, web seminars, online technology directory, the iPad App, and conference discounts. Qualified members may also choose to receive our free monthly magazine and any of our e-newsletters covering the latest breaking news, opinions from industry leaders, developing trends and trading strategies.


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Hampton Inn Bridgeport
Select your stay dates to check availability
Hampton Inn Bridgeport
About the hotel
Property Location
When you stay at Hampton Inn Bridgeport in Swedesboro, you'll be close to Gloucester County Dream Park. This hotel is within the vicinity of PPL Park and Rosie's Farm Market.
Make yourself at home in one of the 95 air-conditioned rooms featuring refrigerators and microwaves. Flat-screen televisions with cable programming provide entertainment, while complimentary wireless Internet access keeps you connected. Private bathrooms with shower/tub combinations feature complimentary toiletries and hair dryers. Conveniences include desks and complimentary weekday newspapers, as well as phones with free local calls.
Be sure to enjoy recreational amenities including a fitness center and a seasonal outdoor pool. This hotel also features complimentary wireless Internet access and a fireplace in the lobby.
A complimentary hot/cold buffet breakfast is included.
Business, Other Amenities
Featured amenities include a business center, express check-in, and express check-out. Free self parking is available onsite.
Hotel Facilities
- Laundry facilities
- Coffee/tea in common areas
- Elevator/lift
- Accessible bathroom
- Free self parking
- Free newspapers in lobby
- Luggage storage
- Smoke-free property
- Express check-in
- 24-hour front desk
- Safe-deposit box at front desk
- Business center
- Fitness facilities
- Free breakfast
- Free WiFi
- Television in common areas
- Fireplace in lobby
- Meeting rooms
- Number of floors - 4
- In-room accessibility
- Dry cleaning/laundry service
- Express check-out
- Roll-in shower
- Total number of rooms - 95
- Outdoor seasonal pool
Room Facilities
- Free bottled water
- Flat-panel TV
- Free weekday newspaper
- Shower/tub combination
- Private bathroom
- Air conditioning
- Desk
- Free toiletries
- Phone
- Free WiFi
- Iron/ironing board
- In-room climate control (air conditioning)
- Microwave
- Pay movies
- Cable TV service
- Hair dryer
- Premium bedding
- Coffee/tea maker
- Blackout drapes/curtains
- Daily housekeeping
- Refrigerator
- Free local calls
Hotel Policy
Know Before You Go
- Construction is underway at a neighboring building and there may be noise disturbance from the construction work.
The following fees and deposits are charged by the property at time of service, check-in, or check-out.
- Rollaway bed fee: USD 10.00 per stay
The above list may not be comprehensive. Fees and deposits may not include tax and are subject to change.Show all hotel policy Show less hotel policy


text:
Welcome to WebmasterWorld Guest from 220.127.116.11
Forum Moderators: incrediBILL & martinibuster
[28/Feb/2008:11:27:03 -0600] "GET /webpage.php. HTTP/1.1" 404 630 "-" "Mozilla/5.0 (compatible; Googlebot/2.1; +http://www.google.com/bot.html)"
What does this line main? Googlebot spidering my site?
Notice the point behind php. It is a relative url, so the mistake must be on my site? But I am sure there is no such link on my site. Where is that trailing "." coming from?