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You get enough product to spray your car engine 50 times*
Rataway is exclusively sold through this website, it is not available in stores. Safe around children and pets
We Ship Worldwide
Order today, we ship today
Rataway Fragrance prevents damage
and removes odors caused by rats,
mice, squirrels, etc
Makes one gallon when mixed
Rodents and other animals mark territory (your car, house, etc.) with their scent. Animals are attracted by this scent. Rataway Fragrance gets rid of the scent. No lingering scent, no more attraction, no more damage
Rataway Fragrance removes odors and helps to prevent damage. Use it to protect car engines, wiring, boats, motorhomes, machinery, heavy equipment, etc. when sprayed to protect the surfaces
Rataway Fragrance is not a pepper spray.
If you are looking for an effective, natural control for odors and want to prevent damage, Rataway Fragrance is it.
Again... Rataway Fragrance can be used around children, pets, and service personnel.
Rats chew 28.88 minutes per day!
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What is Rataway Fragrance?Rataway Fragrance is a spray that removes odors left by wild animals such as rats, mice, squirrels, rabbits, raccoons, dogs, cats, horses, skunks, and monkeys. By removing odors you prevent attraction and damage.
Rats have poor vision but an acute sense of smell and hearing. They can smell rat hormones up to 10 miles away.
Rataway Fragrance is made for animals to smell, not humans.
We ship it in concentrated form. With concentrated shipping, you get 4 times as much mixed product for the same amount of money, compared to competing products. Concentrated shipping saves you money.
Rataway Fragrance concentrate including shipping anywhere in the world is $25.00. It makes 1 gallon (128 oz) of mixed product, enough product to spray your car engine 50 times @ 2oz. per treatment.
Waterproof Rataway Fragrance concentrate including shipping anywhere in the world is $33.00. It's like getting two products in one. It makes 1 gallon (128 oz) of waterproof Rataway.


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Charles Schley Mercein
Position: RB
Height: 6-2 Weight: 225 lbs.
Born: April 9, 1943 in Milwaukee, WI
High School: New Trier Twp.
College: Yale (school history)
Drafted by the New York Giants in the 3rd round (31st overall) of the 1965 NFL Draft.
Drafted by the Buffalo Bills in the 10th round (79th overall) of the 1965 AFL Draft.
Weighted Career AV (100-95-...): 6 (8785th overall since 1950)
1969 Game Log: Regular Season · Playoffs · vs.

subset: commoncrawl


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Modern Mix blog tour
- With 193 Comments
- On 9 Oct | '2011
It's my stop on another book blog tour today. This time around it's for a fellow Stash Books author, Jessica Levitt and her book Modern Mix.
The mix that the title refers to is solid and patterned fabrics. If you follow my blog at all, you know I'm a real lover of solids. Jessica's book proves over and over that solids set off a project and give patterned fabric some room to breath and be appreciated.
The book is chock full of projects that use all different quantities of solid fabrics and each one is beautiful.
The projects range in size and complexity. Everything from big bed quilts to pillows and little pouches. So many great projects here – you're certain to be inspired to get to the sewing machine and sew some of them up!
And I'll bet you seriously want a copy of this book, huh?? Well you get a chance to win one right now! Leave a comment on this post and one lucky winner will get a copy. I'll pick a winner on Wednesday the 12th.
If you'd like to follow along, the remaining stops on the tour are:
Monday 10/10: Stop Staring and…Start Sewing
Tuesday 10/11: Quilting is My Therapy
Wednesday 10/12: Stitch Magazine Blog
Thursday 10/13: Oh Fransson
Friday 10/14: Generation Q Magazine
Saturday 10/15: Quilt Dad
Sunday 10/16: Confessions of a Craft Addict
Monday 10/17: Amy's Creative Side
Tuesday 10/18: Pink Chalk Studio
Wednesday 10/19: Connecting Threads
Thursday 10/20: Keepsake Quilting
Friday 10/21: Juicy Bits
Good luck!


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The remainder of the amount due will be charged to your credit card on arrival. Should numbers or room selection change, the per person deposit times the number of people who actually travelled will be deducted from the total accommodation charge levvied by the hostel.
Cancellation / No Show & Reduction in Numbers Policy
For cancellations 12 days before the arrival we hold back the advance as reimbursement.
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We ask as deposit 20% by advance for credit card or other mean
Any cancellations resulting from agreement to these terms and conditions under false pretences will result in loss of deposit.
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By making a group reservation through Hostelworld.com you agree to the following terms and conditions as set by Hostelworld.com and as set by the hostel in question.
- In order to make a group reservation on Hostelworld.com it is necessary to pay a deposit. The balance is due directly to the hostel according to their payment conditions.
- The booking deposit is non-refundable
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Sharissa at Allergy Free Mom shared a mouth-watering, healthy chocolate cake recipe with us that we wanted to pass along. Here is a direct link:
Here is the complete recipe:
For the cake you will need:
- 2 cups pure cane sugar
- 1 ¾ cup of your favorite all-purpose gluten-free flour * (see note)
- ¾ cup cocoa powder
- 1 ½ tsp. Rumford baking powder
- 1 ½ tsp. baking soda
- 1 tsp. kosher salt
- 3 tsp. Ener-G egg Replacer whisked with 4 tbsp. warm water
- 1 cup rice milk, or soy milk
- ½ cup sunflower oil or grape seed oil
- 2 tsp. vanilla extract (can be omitted if allergic)
- 1 cup very hot water
Preheat oven to 350° F.
Add all dry ingredients into a large mixing bowl and mix thoroughly with a wire whisk.
Add the egg replacer, vanilla extract, oil, and milk into the bowl, and stir to combine well. Slowly and carefully stir in the hot water until a very thin, smooth batter is achieved.
Pour the mix into two greased 9-inch round cake pans. Bake for 30 minutes. Remove from oven and let stand for 5 minutes in pans before transferring to a cooling rack.
*Note: Bob's Red Mill all-purpose gluten-free flour was used. Read ingredient labels carefully when choosing your favorite brand.
For the glaze you will need:
- ½ cup warm grape seed oil OR ½ cup melted Earth Balance dairy-free margarine
- 2/3 cup cocoa powder
- ¼ tsp. kosher salt
- 2 ½ cups powdered sugar
- 1/3 cup warm rice milk or soy milk
Whisk the warm oil, cocoa and salt together. Add 1 ½ cups of the powdered sugar and blend. Stir in the milk. Mix well, and slowly add in the remainder of the powdered sugar. Drizzle over the top of the cooled, stacked cakes.
Refrigerate any leftovers (if there are any!)
Allergy Free Mom is a terrific site to visit. They have everyday recipes for families with multiple food allergies, concentrating on organic and Non-GMO ingredients. Check it out.


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Apple U.S. PC Market Share Up .5% to 5th Spot, Study Shows
TMO Reports - Apple U.S. PC Market Share Up .5% to 5th Spot, Study Shows
by , 4:00 PM EDT, April 15th, 2005
Apple Computer took a jump from 3.2% to 3.7% in U.S. PC market share for the first quarter of 2005, according to the Gartner Dataquest research firm. The increase in shipments of Macs now puts Apple in fifth place among the top manufacturers.
Apple shipped 571,000 Macs to capture 3.7% of the market share, compared to 393,000, or 2.6% in the same quarter a year ago. Compared to the previous quarter, Apple market share expanded 0.5% from Q4 of 2004.Compared to a year ago, Apple unit shipments jumped 45.1% -- more than any of the top five U.S. PC makers, Gartner said.
"It was a great quarter for Apple," Charles Smulders, vice president of Gartner's Computing Platforms Worldwide Group, told The Mac Observer Friday. "It was driven primarily by sales of the consumer iMac category, which includes the Mac mini. They also had strong PowerBook sales as well."
Apple announced the Mac mini on January 11 and began selling it on Saturday, Jan. 22 in the U.S. and worldwide on Saturday, Jan. 29.
With only 69 days to sell the Mac mini in the fiscal second-quarter instead of 90 days, Mr. Smulders said the increase in market share, together with the popularity of the Mac mini was "impressive," but didn't want to crown the newest consumer Mac a success just yet.
"I remember the first quarter of sales for the Mac Cube were good too," he commented. "I think if we get a continuing increase in market share and units shipped this quarter and in the third quarter as much as we did in the calendar first quarter, I think we can then say the Mac mini is a success. This report is like the first weekend of a new movie. We've got to see if it's still popular next week."
Among other PC makers, Dell remains in the number one position, having sold 4.87 million PCs in the U.S. for a 32.0% share -- an 8.5% improvement for the same quarter a year ago. HP was second at 2.6 million units shipped, or a 17.2% market share. Gateway was third with a market share of 5.4% and IBM was fourth at 4.1%.
Of interest: Mr. Smulders said there had been "extremely strong demand" for laptop PCs in the first quarter across the U.S. and that was certain to have helped Apple's 3.7% market share. In the U.S. market, lower pricing drove sales of notebooks in the first quarter, however it was not enough to offset the declines in desktop PC shipments.
Preliminary market share figures for worldwide were also released, but Apple did not make the top five.
Dell was first worldwide, shipping 8.52 million units for a 16.9% market share. HP was second, shipping 6.99 million for a 13.9% share, IBM was third at 2.3 million units, or 4.6% share, and Fujitsu/Siemens was fourth with 2.0 million units shipped, or a 4.1% market share.
A final list for worldwide and U.S. will be released by Gartner in mid-May. The firms numbers are preliminary results and include the Americas segment of North, South and Central America. PCs in this category include deskbased PCs, mobile PCs and x86 servers.
Mr. Smulders noted that Dell's worldwide growth rate fell below 20% for the first time in 10 quarters, pulled down by weaker performance in the U.S. market. Still, Dell's shipments grew faster than the market average of 13.7%.
"I think Dell's drop off in growth is due to their reliance on the U.S. market, which was weaker, together with a greater focus on maintaining profitability rather than share during the quarter," Mr. Smulder commented. "I think this development will spur more discussions as to whether the direct sales model can compete with the low end of the PC market, such as say the Apple Mac mini."
Recent Headlines - Updated May 26th
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Data Processing
Data Editing
Data editing took place at a number of stages throughout the processing (see Other processing), including: a) Office editing and coding b) During data entry c) Structure checking and completeness d) Secondary editing e) Structural checking of SPSS data files Detailed documentation of the editing of data can be found in the data processing guidelines
Other Processing
Data were processed in clusters, with each cluster being processed as a complete unit through each stage of data processing. Each cluster goes through the following steps: 1) Questionnaire reception 2) Office editing and coding 3) Data entry 4) Structure and completeness checking 5) Verification entry 6) Comparison of verification data 7) Back up of raw data 8) Secondary editing 9) Edited data back up After all clusters are processed, all data is concatenated together and then the following steps are completed for all data files: 10) Export to SPSS in 4 files (hh - household, hl - household members, wm - women, ch - children under 5) 11) Recoding of variables needed for analysis 12) Adding of sample weights 13) Calculation of wealth quintiles and merging into data 14) Structural checking of SPSS files 15) Data quality tabulations 16) Production of analysis tabulations Details of each of these steps can be found in the data processing documentation, data editing guidelines, data processing programs in CSPro and SPSS, and tabulation guidelines. Data was entered and processed separately for FBiH and the RS. Data was entered into two microcomputers by two data entry operators, and the process was supervised by one supervisor. In FBiH, data was entered into three microcomputers by three data entry operators, and the process was supervised by one data entry supervisor. Data was analysed using the Statistical Package for Social Sciences (SPSS) software programme, Version 14, and the model syntax and tabulation plans developed by UNICEF for this survey. In order to ensure quality control, all questionnaires were entered twice and internal consistency checks were performed. Procedures and standard programmes developed under the global MICS3 project and adapted to the BiH questionnaire were used throughout. STATA 7.0 software was used to estimate standard errors. Data processing began simultaneously with data collection and was concluded in December 2006 for BiH, in September 2006 for the RS and in November 2006 for FBiH. For data entry, CSPro version 2.6.007 was used with a highly structured data entry program, using system controlled approach, that controlled entry of each variable. All range checks and skips were controlled by the program and operators could not override these. A limited set of consistency checks were also included inthe data entry program. In addition, the calculation of anthropometric Z-scores was also included in the data entry programs for use during analysis. Open-ended responses ("Other" answers) were not entered or coded, except in rare circumstances where the response matched an existing code in the questionnaire. Structure and completeness checking ensured that all questionnaires for the cluster had been entered, were structurally sound, and that women's and children's questionnaires existed for each eligible woman and child. 100% verification of all variables was performed using independent verification, i.e. double entry of data, with separate comparison of data followed by modification of one or both datasets to correct keying errors by original operators who first keyed the files. After completion of all processing in CSPro, all individual cluster files were backed up before concatenating data together using the CSPro file concatenate utility. For tabulation and analysis SPSS versions 10.0 and 14.0 were used. Version 10.0 was originally used for all tabulation programs, except for child mortality. Later version 14.0 was used for child mortality, data quality tabulations and other analysis activities. After transferring all files to SPSS, certain variables were recoded for use as background characteristics in the tabulation of the data, including grouping age, education, geographic areas as needed for analysis. In the process of recoding ages and dates some random imputation of dates (within calculated constraints) was performed to handle missing or "don't know" ages or dates. Additionally, a wealth (asset) index of household members was calculated using principal components analysis, based on household assets, and both the score and quintiles were included in the datasets for use in tabulations.
|Primary data processing programs - CSPro, Strategic Information Section, Division of Policy and Planning (DPP), UNICEF NYHQ, Memic, Fahrudin, Stijak, Miroslav, 2006-06, English [eng], Bosnia and Herzegovina [bih]
Contributor(s): Strategic Information Section, Division of Policy and Planning (DPP), UNICEF NYHQ, Memic, Fahrudin, Stijak, Miroslav
Programs\BiH MICS CSPRO.zip
Show more info: Description Table of Contents
|Secondary data processing programs - SPSS, Strategic Information Section, Division of Policy and Planning (DPP), UNICEF NYHQ, Memic, Fahrudin, Stijak, Miroslav, 2007-02, English [eng], Bosnia and Herzegovina [bih]
Contributor(s): Strategic Information Section, Division of Policy and Planning (DPP), UNICEF NYHQ, Memic, Fahrudin, Stijak, Miroslav
Programs\MICS SPSS.zip
Show more info: Description Table of Contents


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NOT JOSHING | NSW Blues have confirmed the omission of Josh Dugan from the Game One squad after he s...
10 hours ago
Cronulla conceded it had a discipline problem as Sharks five-eighth Greg Bird contemplated 12 weeks on the sidelines for kneeing South Sydney's Shane Marteene in the head.
A teary Bird, 20, today apologised for the incident after he was one of five players charged by the National Rugby League following the weekend's games.
The ex-Australian under 19 skipper's striking charge was referred directly to Wednesday's judiciary hearing and not graded due to the seriousness of the offence.
He was sent off by referee Tony Archer during Saturday night's 36-12 loss to Souths over the 66th minute incident which occurred while Marteene tried to play the ball.
Besides facing an expected lengthy suspension, Bird may also be hit with disciplinary action from the Sharks.
Close to tears when he fronted the media today, Bird said his actions were completely out of character.
"I'd just like to apologise to everyone involved, the (Cronulla) club, the Souths club and Shane," Bird said.
"What I did the other night was in no way a true reflection of my character in the game, it's not what I'm out to do."
"I have to deal with everything that is going to happen in the next couple of days."
Marteene said a remorseful Bird had phoned him today, "i think it was just a moment of madness, at the end of the day he has to cop it sweet," he said.
Besides Bird, Sharks prop Jason Stevens also received a judiciary call-up today on a grade two tripping charge and will miss one game with an early plea but two matches if found guilty.
Sharks football manager Steve Rogers and fullback David Peachey admitted today the team needed to look at their ill-discipline.
"It's something that has permeated the club in the last few years and it's something we're working hard to get rid of," Rogers said.
"It's not as easy as turning a tap on and off, it's something that has crept in over a period of time and it's something we're working hard to address."
Archer caned the Sharks 15-4 in the penalties and the previous week, the team conceded 12 penalties under Sean Hampstead in a victory over Manly.
"I'm sure (discipline) will be discussed some time this week," Peachey said.
"It's something that has slowly crept in and we've got to eradicate it and get rid of it and once we address that ... hopefully we can move on."
Peachey admitted the Bird incident looked "ugly".
"I think it's something he'll regret," Peachey said.
"It was an ugly incident ... the biggest thing for Greg at the moment is not to worry too much about it.
"Once the outcome is done, move on."
"I've been with Greg for three years now and it's not in his game at all."


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Gauging whether a community policing program has been successful ultimately depends on how you define success.
The grants will help jail systems develop a plan for eliminating "the overuse and misuse of jails." But prisoner advocate Dan Berger says this doesn't address larger issues like police bias and racism.
Under pressure from students and community members, Northwestern University and University of Denver take the first steps towards righting historic wrongs.
The 19th century populists gave us co-ops and workers' rights. Here's how we can build on their work to solve 21st century problems.
South Africans surprised everyone by transitioning to a relatively peaceful post-apartheid society. Here's what Americans can learn.
Ireland makes history by legalizing gay marriage—reminding people that change is possible.
We embarked upon a journey to test whether two people could come to grips with deep, traumatic, historic wounds and find healing. We had no idea where we would end up.
The father and daughter recently published The Book of Forgiving, a guide to help perpetrators and victims embrace their mutual humanity.
Missoula has a problem—just like every other college town in America. A sociologist weighs in on John Krakauer's new book about sexual assault at the University of Montana.
For Bryan Stevensen, the largest evil surrounding African-American history isn't slavery, but the pervasiveness of white supremacy and the difficulty we have discussing it openly.
Blaize Connelly-Duggan's vision for the neighborhood is all about community ownership and development without displacement.
The same forces that have driven many onto the migrant trail have led to the emergence of a movement of young campesinos organizing to stay on their land.


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Erling Side Chair Set of 4 by Eurostyle
Erling Side Chair Set of 4 by Eurostyle
Create a casual dining space with modern sophistication with this set of 4 Erling Side Chairs. These dining room chairs offer a blend of contemporary and traditional design elements.
This Set of 4 Erling Side Chairs can go with a wide variety of dining room decor schemes and dining tables. They're also a great seating solution for the office waiting room. These transitional side chairs feature contoured seats and backs made from veneered MDF and frames made from chrome finished steel.
- Sled Base
- Dark Walnut Veneer
- Tubular Chromed Steel Frame
- Available in Dark Walnut or High Gloss White
- Minor Assembly Required
- Sold in Sets of 4
- Overall Size - 17" W x 20.5" D x 33" H
- Seat Height - 18" H
- Per Chair - 17.6 Lbs.
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John Theis, left, and Robert Seeder, defense attorneys for David Coleman Headley, speak with reporters at the federal building in Chicago, Thursday, Jan. 24, 2013, after Headley, 52,, was sentenced to 35 years in prison for the key role he played in a 2008 terrorist attack on Mumbai that has been called India's 9/11. (AP Photo/M. Spencer Green)


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Last week in this space I wondered why the President had singled out for high praise a school in Denver where the teachers had taken on their own union to get work rules relaxed. Was he, I asked, sending a not-very-subtle message to teacher unions, "Put kids' interests first. Stop with the trade union behavior"?
I asked Peter Cunningham, the Department's uber-capable Assistant Secretary for Communications and Outreach, how that particular school was selected. He responded in an email that he had had nothing to do with it.
So if it wasn't the Department of Education, then who? The likely suspects are on the President's White House staff or in the Office of Management and Budget. Perhaps someone is off the reservation.
Or perhaps a speechwriter didn't perform due diligence. That happens.
Or maybe eager staffers who work for Colorado Senator Michael Bennet (former Denver Superintendent of Schools) did their job--promoted their boss--effectively. (We saw the Senator and others from Colorado give their own standing ovation at that point in the speech.)
I wish the President had singled out a successful school that also models what many of us would like to see everywhere: teachers and their unions working with management to give kids maximum opportunities to learn. That would have been a great lesson for his audience, and it would have helped tamp down the teacher-bashing and teacher-union bashing. Instead, he added fuel to their fire, which is already hot and getting hotter, as more governors go after tenure and seniority.
But what matters more right now is what the Department and others are actually doing. Lots, it turns out. For instance, later this month the Department will host 150 school districts (in Denver!) for two days about "labor management collaboration." In the press release, Education Secretary Arne Duncan is quoted as saying, "Union leaders and administrators across the country are finding new ways to work together to focus on student success. The leaders from these 150 districts are committed to bold reforms and are showing the country what is possible when adults come together, particularly in tough times, to do the right thing for kids."
This event is sponsored by the two teacher unions, the American Federation of Teachers and the National Education Association, the National School Boards Association, the American Association of School Administrators and the Council of the Great City Schools. That is, just about everyone. The Ford Foundation is picking up this tab, according to the press release. Elsewhere, the Gates Foundation is putting serious dollars behind collaborative efforts in Hillsborough, Florida and other districts.
The skeptic in me wonders about two phrases the Secretary uses: "bold reforms' and 'student success." If by the latter he means higher test scores, this meeting won't amount to much. If by "bold reforms," he means "turnaround specialists" and other half-hearted changes, the meeting will probably be a waste of time.
I hope he (and Peter Cunningham) insist that everyone prepare for the meeting by reading or re-reading the two most recent surveys of teachers done by Met Life and Scholastic/Gates Foundation. Use those documents as the foundation, and something great could come out of these two days in February.
Stopping teacher bashing is not enough. Nor is "better communication" between labor and management. What's needed is a proactive effort to make teaching a better job.
NB: "Better Job" does NOT mean shorter hours or higher pay, if you trust what the teachers themselves say. What they want, according to MetLife and Scholastic/Gates, are opportunities to collaborate, involvement in curriculum, trust and respect.
John Merrow blogs regularly at Taking Note, where this post originally appeared. His newest book, The Influence of Teachers, will be released next month.


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By John Lohn
IRVINE, California, July 31. AS a veteran member of Team USA, Brendan Hansen has established an identity as a good-natured and humorous individual. Over the years, he has been an enthusiastic cheerleader of his teammates, a guy big on lending support. He's also been a comedian of sorts, reflected in his Saturday Night Live spoofs during team-building exercises.
Yet, when he hits the water, he's a loner. He's usually surrounded by no one, a rarity in swimming, and a testament to the talent that has made Hansen one of the finest swimmers in the world. And, for as long as Hansen remains a professional athlete, he's perfectly content maintaining his isolated ways when it comes to race time.
The last time Hansen failed to claim victory in major American competition was the summer of 2002, when he split his 100 and 200 breaststroke matchups with Ed Moses at the United States National Championships. In the four years since that meet, Hansen has created an almost unfathomable gap between himself and his domestic opposition. Even on the international stage, there are few who can sniff the air in which Hansen competes.
This morning, U.S. Nationals get under way at the William Woollett Aquatic Center in Irvine, Calif. The meet serves as the selection competition for the Pan Pacific Championships, scheduled for later this month in British Columbia, Canada, and will also influence the selection process for next year's World Championships in Melbourne.
Hansen is viewed as a lock to win each of his races, the 100- and 200-meter breaststrokes. He is the world-record holder in each discipline and has the fastest seed time in the shorter distance by more than a second and the quickest seed time in the longer race by three-plus seconds. Really, Hansen is racing the clock and himself more than he is his fellow competitors.
"I've always been able to motivate myself," he said. "I don't worry about what's going on around me. I just try to focus on what I need to do."
Given his untouchable status on the American scene, Hansen couldn't be blamed if boredom struck. After all, many athletes achieve greatness when pushed by a rival who threatens to steal some thunder. Since Hansen does not have that nemesis in the United States, he looks elsewhere for inspiration.
It's no secret that Hansen has always possessed an insatiable hunger to soar from level to level. That desire is one attribute that has led him to international acclaim. So, despite producing some of the swiftest times in history at last summer's World Champs in Montreal, where he won three gold medals, Hansen wasn't entirely content with the outcome.
"I thought I could have done more," he said. "I've been really motivated by not breaking any of my world records. I talked to Eddie about it and he said my time would come. But that's one of the reasons I've put in so much work. I just decided to go as hard as I could. I'm ready to see the hard work pay off."
Eddie is Eddie Reese, Hansen's coach during his collegiate career at the University of Texas and now his mentor with Longhorn Aquatics. Together, Hansen and Reese devised a training plan that would benefit the breaststroker more than ever, giving him a combination of speed and stamina never before seen in the stroke.
Whether Hansen can crack his world-record times of 59.30 for the 100 and 2:09.04 for the 200 will be determined in the coming days. Certainly, he appears capable. In June, Hansen clocked his best mid-training time in the 200 breast while winning the event at the Santa Clara International Meet. Then last month, he popped the fastest mid-training time of his career in the 100 breast while tuning up at the Texas Senior Circuit Championships.
"This has been the hardest training I've ever put in," he said. "I've been doing some crazy things during workouts, things I've never been able to do before. I've also been smart, eating well and watching my diet."
It all could add up to more fireworks for a guy who, while in the water, parties alone.


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Mayoral Villarigosa's long-time aide and most loyal supporter, Deputy Chief of Staff Jimmy Blackman sent out this email blast Friday afternoon after announcing he was resigning. In a statement and email he told the LA Times: "I will always remain loyal to Mayor Villaraigosa and proud of our accomplishments over
the years…"I am not a part of any inquiry into this issue, nobody has asked to
speak with me about it, and it has absolutely nothing to do with my
departure." Here is Blackman's email to friends explaining his departure:
From: Jimmy Blackman
August 13 will be my last day in the office working for Mayor Antonio Villaraigosa.
This decision is mine and mine alone and it came after a great deal of personal deliberation. Public service, politics, and the Villaraigosa world has been near the center of my life for most of the past 13 years – more than one third of my life. It is not easy to walk away. I plan
to take some time off and figure out what my next career move will be. I have solicited no job offers and have nothing lined up. I will continue to work hard at this job until my very last day in the office.
Over the past years I have tried to stay true to my values and beliefs. I have tried to remember the reason why I got into this business – to serve others and create positive change, particularly in under-served communities. I have made many mistakes along the way, but I have no regrets.
I ask that this email serve as my going away message to those that I have worked with and for. I will leave the office the same way that I entered 13 years ago. I want no parties, no fan fare, and no long good byes. Anybody who knows anything about me knows that I would not have it any other way.
I will be in the office for the next two weeks for those who wish to stop by or send me a message. Other than that, let this message serve as closure from this chapter in my professional life. If it is too long I apologize in advance.
In April of 1997 I was given an opportunity by Assembly Majority Leader
Antonio Villaraigosa and his District Director Suzanne Manriquez to be a Field Deputy in Echo Park and the surrounding communities. Shortly thereafter I became a Special Assistant to Speaker Villaraigosa, worked as the Field Director for his 2001 campaign for Mayor, served as his Campaign Manager in 2003 for his race for City Council, then as his Chief of Staff in City Council and most recently as his Deputy Chief of Staff in the Mayor's office for the past 5+ years.
An opportunity was given to me in 1997 and I have tried to make the most of it. At each step along with way I have realized how fortunate I have been. Hard work and loyalty has helped me to build my career, but nobody can ever make it here all alone. With that in mind, I have many people that I need thank and acknowledge.
First and foremost I want to thank the Mayor for giving me this once in a lifetime opportunity. It has been my honor to work with a great leader and a great team in an effort to create positive change in both the State of California and the City of Los Angeles.
I was there when we lost in 2001 and then again when we won in 2003. I was there for the 24 hour bus rides and once again on election night in 2005 when I held the phone as Mayor Hahn graciously called to concede and wish newly elected Mayor Villaraigosa well. I was right in the middle of history as it all unfolded.
It has been a long and incredible journey. I will always remain loyal to Mayor Villaraigosa and proud of our accomplishments over the years I have thousands of stories that will remain with me. Those who know the most say the least.
I want to thank Richard Alarcon for being the first one to give me a chance to have a leadership position in politics when I served as his Chief of Staff in the State Senate in 2002. I remain thankful for the opportunity that he gave me and I will always be a supporter of his.
I want to thank the rest of the City Council that as a body has been very good to me over my past 7 years here in city hall. In addition to Richard Alarcon, I want to especially thank Ed Reyes, Tom LaBonge, and of course my friend Dennis Zine for always being there for me
I want to thank all of the people that I worked with for Councilmember Villaraigosa from July of 203 to June of 2005 and the honorary members of the team like Michael Trujillo and Miguel Espinoza who were always busy working on "outside projects". We built a great team and many of you are still with us today. I will always have a connection to CD 14 and the team that we had.
When we started in the Mayor's office in July of 2005 we had a limited staff and a small leadership team that included myself, Robin Kramer, and Marcus Allen. Together we built a great team of staff, commissioners, and general managers that I remain extremely proud of.
The best part of this job has always been the people that I have had the privilege of working with. Robin Kramer – a truly incredible leader.Marrcus Allen – the single smartest person that I have ever worked with. And of course Larry Frank – the most effective person I have
ever worked with.
I want to thank all of the people in the Mayor's office who stay behind the scenes and get the work done. I am proud to be one of you.There have been so many unsung heroes over the years in this office, many of whom I have had the opportunity to personally hire. People who
work hard to get the job done and ask for very little in return. People like Mike Fong, Paola Valdivia, Margarita Rivas, Patricia Bryant, John Choi, Martha Preciado, Antonio Sanchez, Brenda Anderson, and many, many others. I hope that you know that your work has been recognized and is appreciated. You are the ones that have made this place work and you
are the ones that have made the journey worthwhile for me.
I want to thank all of my assistants who have worked with me along the way. Cathy Finley, Serena Zeise, Angelica Ayala, Carla Martinez, Jessica Oleta, and Alvaro Pacheco – yes there have been many. You have given me so much and taken care of me and my family at every
opportunity. I am proud of each one of you as you have all moved on to bigger and better things. Know that you are appreciated and I will forever be loyal to each one of you.
Most importantly I want to thank the very small group of people who have been through the battles and stayed loyal to both the Mayor and me at every single turn. The people who have never let me or the office down. The people who know the real story of this administration.
People like Areen Ibranossian and David Rahimian who I love like brothers. People who knew the story before the words were ever spoken.
To my mother and father, Sam and Susie Blackman. I have tried to learn from you. You have kept me grounded and reminded me to work hard, pay my dues, and always remember where I have come from. My mother came to this country from Taiwan, never went to school a day in her life, and rides the bus every single day – yet she worked hard to put my brother
through Columbia Business School and me through both Stanford and graduate school at USC. And my father – if there is one person on the planet who is smarter than Marcus Allen it's Sam Blackman. I got my work ethic from my mother. My brother got his intelligence from our dad. Go figure. Thank you both for always being there for me.
To my ex-wife Maria – I will always be grateful to you for being there when I was not. You have endured so much and remained true to yourself and our family. You have supported me at every step along the way, even when I didn't deserve it, and been the primary caretaker of
our beautiful daughter. I will be thankful to you for the rest of my life.
Finally to my 14 year old daughter Alyssa who has grown up with this job almost from the start. Every day I remind myself that I am the luckiest man in the world to have you in my life. Over the past 13 years this job has been synonymous with my struggles to balance the
demands of my work with my responsibilities as a parent.
It has never been easy, but you have been worth it. You are, and always will be, the single most important thing in my life.
From the Speakers office to the City Council to the Mayor's office it has been a wonderful experience.
One day the real story of the Villaraigosa administration will be written (not by me) and it has truly been my honor to have played a small role in this history.


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Favourite Books of 2013
Posted by Ian Acheson on Dec 30, 2013 in Books, Favourites | 2 comments
As you are likely to be aware I do read a lot of books and I thought a good way of wrapping up 2013 was to highlight some of my favourites.
Before I do that I thought I'd share some of my reading stats. (I borrowed this idea from Katie Weiland, one of my favourite writing instructors).
Books Read – 93 (2012 – 75)
Fiction to Non-fiction ratio – 27: 66
Paper to ebook ratio – 48: 45
(this surprised me. Majority of the ebooks fall into the non-fiction category)
Top Categories – Christian self-development (23 books), Christian fiction (20), Devotional (12), Secular non-fiction (12), Writing & Marketing (9), Bible commentary (9).
Favourite Christian fiction
Soul's Gate by Jim Rubart
Memory's Door by Jim Rubart
Iscariot by Tosca Lee
Favourite Christian self-development
The Utter Relief of Holiness by John Eldredge
All In by Mark Batterson
Spirit Hunger by Gari Meacham
Jesus Today by Sarah Young
Jesus Lives by Sarah Young
The Greatest Gift by Ann Voskamp
Secular non-fiction
The Gifts of Imperfection by Brene Brown
Bible Commentary
Deeper Places by Matthew Jacoby
66 Love Letters by Dr Larry Crabb
Writing & Marketing
The Extroverted Writer by Amanda Luedeke
So they're mine. What were your favourite books of the past year?
2 Comments
The gifts of imperfection. Let go of who you think you're supposed to be and embrace who you are! As soon as I read that the LIGHT JUST GOT BRIGHTER! It's like GOD giving me confirmations left and right for stepping into me. His messages are EVERYWHERE around me now. SO! AWESOME! But it's not an easy road this stepping into me. People would think, oh wonderful. You know now and all is well with the world. Nope. In fact…TOUGHER….BUT….the experiences God gave me in 2013 are what I reflect on now to remember, He is right beside me, filling me with His strength.
Love the titles on these books Ian. I may have to start reading MORE!? I believe 2014 is going to be profound and challenging. Rise and Shine Ian! Prayers from Canada!
Joanne – thanks once again. Brene Brown's book is marvellous. Life changing in fact. I'd encourage everyone to read it.


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About Me
Hi! My name is Elisa. I'm an italian 30 year-old girl who has just moved to the Netherlands to start a Research Master in Gender and Ethnicity in Utrecht University. I currently live in Amsterdam, where I am trying to slowly make my way through Dutch way of life. I have worked for the last three years as a teacher of italian language in a school for migrant women in Rome. I love working in the social sector, in contact with people, and I am already starting to do some volunteering here with some organizations. I have a passion for photography and I am trying to find a way to combine it with my research project. I don't have a clear idea on how to do it yet, but it will come eventually. Along with photography, I am a skater (I love it!), I am trying to learn ho to juggle decently, I watch movies and listen to music. Ah, I'm vegan since 13 years and I love when vegan food is combined to good music or good movies. And here in the Netherlands, it happens quite often. Photography, books, juggling, films and music Use photography as a tool for my research, be hybrid Gender and ethnicity, migration


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just started this medication today and it made me feel really weird and nauseous, does anyone have any suggestions?
What can you take for the nausea?
- Posted:
- 29 Jan 2011 by mspottazz
- Topics:
- nausea/vomiting, venlafaxine
Answers (3)
3 Feb 2011
I don't know much about the medication you are referring to, but I would suggest calling your doctor and letting them know about the side effect you are having. They should be able to tell you if it is a common one and how long it should last. Also, since certain things like antacids can interfere with some medications, I wouldn't suggest taking anything like that without asking the doctor. They can tell you what you can take to help with the nausea. If this side effect persists, contact your doctor again and ask to be switched to another medication that will be less likely to cause the nausea. Best wishes with everything!
When I first started taking Venlefexine it made me nauseous for the first few days. The extended release version didn't have that side effect. Good Luck
6 Feb 2011
hi i hope this helps, its worked for me, i asked a pharmacist about the nausea an she suggested ginger herbal tea (you can also grate raw ginger into green tea). i have just started on the drug in the last few days and since drinking lots of ginger tea the nausea has gone, also try avoiding fatty foods and eating smaller amounts of food more often. good luck
22 Sep 2011
Hi, I'm so sorry that you have to go through this. I have been prescribed PHENERGAN or it's generic form, PROMETHAZINE. It really helps get through and stop the nausea, quickly. I use it for when my IBS or when I over heat ( I live in Az), and get nausea from just beginning the heat exhaustion. I take 25mg up to 3x daily, but I don't always need them. I found out about it when I went to the dorctor complaining of nausea RIGHT THEN, and she gave me a shot of the medication. It can make you sleepy, but that side effect gets minimized after use. I have taken it while teaching middle schoolers. They actually prefer me to take the pill over throwing up in front of them. ( a little joke). I hope this is helpful. Jody
Further Information
- Venlafaxine Information for Consumers
- Venlafaxine Information for Healthcare Professionals (includes dosage details)
- Side Effects of Venlafaxine (detailed)
Search for questions
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Continue reading "Shindig! Show #4: October 7, 1964 - The Beatles, Karl Denver Trio, P.J. Proby, Tommy Quickly, Sandie Shaw, Sounds Inc." »
Sandie sings a few tunes backed by some cheesy French TV house band.
Some amazing rare footage from French TV. The last 24 minutes or so of the March 31st episode of the French TV show "Age Tendre et Tetes de Bois" features live footage from the Cavern Club in Liverpool. It starts out with a little "News" feature on The Beatles and Beatlemania that is very cool as well.
Gene Vincent - "What'd I Say", "Whole Lotta Shakin' Going On"Petula Clark - Introductions Sandie Shaw - "Girl Don't Come" (English & French)Manfred Mann - "Watermelon Man", "Do Wah Diddy"Petula Clark - "Viens Avec Moi" Gerry and the Pacemakers - "Ferry Cross The Mersey"
More Music Video Rarities From French TV
Buy "Pourvu Que Ca Dure: Sandie Shaw Chante En Français" CD
Buy "Pourvu Que Ca Dure: Sandie Shaw Chante En Français" MP3 Download
Sandie Shaw (pictured), who seems to be channeling Astrud Gilberto , Aretha Franklin and The Tony Hatch Sound tackle The Beatle's "The Fool on The Hill"."The Fool on The Hill" by Sandie Shaw"The Fool on The Hill" by The Tony Hatch Sound"The Fool on The Hill" ("This Girl's In Love With You" Outtake) by Aretha FranklinBuy The "Hatch Box" by Tony HatchBuy Aretha Franklin's "Rare & Unreleased Recordings from the Golden Reign of the Queen of Soul"Buy Sandie Shaw "Nothing Comes Easy"
"Sandie Shaw (born Sandra Ann Goodrich on 26 February 1947) was one of the most successful British female singers of the 1960s. With her hair, slender frame, model cheekbones and outfits, she has been described as the ultimate working-class 'it' girl. She was also notable for her quirk of usually appearing barefoot.""Puppet On A String" by Sandie Shaw.mov"Puppet On A String" by Sandie Shaw.m4vSandie Shaw.comSandie Shaw - Wikipedia, the free encyclopedia
It's WFMU Record Show time again and Bedazzled! has put together our annual "Video Hour (and a half)". This year our theme is the softer side of pop music, including Soft Rock, Sunshine Pop, Singer-Songwriter, AOR, MOR, Easy Listening etc. For those of you who can't make it to the show, we're making it available on dvd. Here's the track listing:
Art Linkletter "RC Cola" TV CommercialNancy Sinatra & Lee Hazlewood "Some Velvet Morning" (Promo Film)The Carpenters "Superstar" (Promo Film)The Grass Roots "Let's Live For Today" (on "The Hollywood Palace")10 CC "I'm Not In Love" (Live)Abba "S.O.S." (Promo Film)Robie Porter "RC Cola" TV CommercialThe Mamas and The Papas "Monday, Monday" (on "The Hollywood Palace")Procol Harum "A Whiter Shade Of Pale" (Scopitone)"The Grammy Awards" (ABC TV Promo)Three Dog Night "One" (Mimed TV Performance)Harry Nilsson "Mr Richlands Favorite Song" (Live on the BBC)The Bee Gees "World" (Promo Film)Robin Gibb "Saved By The Bell" (Mimed TV Performance)Dino, Desi & Billy "RC Cola" TV CommercialThe Merry-Go-Round "Live" & "You're A Very Lovely Woman" & "Listen, Listen" (on "The Hollywood Palace")Cat Stevens "Moonshadow" (Live on the BBC)Nancy Sinatra "RC Cola" TV CommercialThe Carpenters "Mr Guder" (UK Live 1974)The Turtles "Can I Get To Know You Better?" (on "The Hollywood Palace")Elton John "Goodbye Yellow Brick Road" (Live 1976)Fleetwood Mac "Gold Dust Woman" (Live In Japan 1977)Nancy Sinatra "RC Cola" TV CommercialHerb Alpert & The Tijuana Brass "Tijuana Taxi" (on "The Hollywood Palace")The Walker Brothers "No Regrets" (Mimed TV Performance)John Walker "By The Time I Get To Phoenix" (From the "Sandie Shaw Show")Scott Walker "Mathilda" (From the "Dusty" Show)Art Linkletter "RC Cola" TV Commercial
"Les Temps Des Fleurs" by Sandie Shaw (Scopitone).mov
"Les Temps Des Fleurs" by Sandie Shaw (Scopitone).m4vWhat's A Scopitone? Watch ScopitonesScopitones On DVD
"I Don't Need That Kind Of Loving" Sandie Shaw.mov
"I Don't Need That Kind Of Loving" Sandie Shaw.m4vMore Sandie Shaw on Bedazzled!Buy The Very Best of Sandie Shaw
"Long Live Love" Sandie Shaw.mov
"Long Live Love" Sandie Shaw.m4vBuy Sandie Shaw "Nothing Comes Easy" Box Set


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What Are Your Kids Wearing This Halloween?Brett Singer
Looking at a list of popular 2009 costumes, I was wondering what your kids wearing wearing this Halloween.
This list of About.com's Most Popular Halloween Costumes in 2009 has exactly zero matches with what my children or the children of anyone I know will be wearing. The number one costume on About.com's list is Michael Jackson, followed by Harry Potter, "The Vampire" (generic costume for Twi-hards I guess), Miley Cyrus, Star Trek (whoo-hoo!), Zombie, G.I. Joe Ninja, and Hermione Granger. For the first time in many, many years, I'm going to wear a semi-costume — Spock ears and a Star Trek t-shirt. The full-on Mr. Spock costume was way too expensive — $49.99 for one version, $99.99 for another. My kids really wanted me to wear something, and hey, who am I to disappoint them?
But enough about me. What are your kids wearing this Halloween?
Image: Amazon


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Student Learning in Mathematics and Science
- Early Formal Learning: Kindergarten Through Third Grade
- Performance of U.S. Students in Grades 4, 8, and 12
- International Comparisons of Mathematics and Science Performance
The current performance of U.S. elementary and secondary students in mathematics and science is both encouraging and disappointing. Average mathematics scores on national assessments rose during the 1990s and early 2000s, and gains were widespread, with many demographic subgroups registering higher achievement. Performance in science has not improved recently, however. Substantial achievement gaps among some demographic subpopulations of students persist in both mathematics and science, and most 4th, 8th, and 12th grade students do not perform at levels considered proficient for their grade. On international assessments, recent data show that U.S. students performed above international averages that include scores from both developed and developing countries on tests closely aligned to the way mathematics and science are presented to them in the classroom. However, they performed below international averages for the 30 Organisation for Economic Co-operation and Development (OECD) nations in applying mathematical and scientific skills to situations they might encounter outside of a classroom.
This section presents information from recent national and international studies of U.S. student achievement in mathematics and science and compares them with earlier study results. It begins with a discussion of student performance during the primary grades, followed by a review of assessment results for students in grades 4, 8, and 12. The section ends by placing U.S. student achievement in a broader international context.
Early Formal Learning: Kindergarten Through Third Grade
The mathematics and science performance of U.S. students in upper-elementary and secondary grades has been reported since the late 1960s (Campbell, Hombo, and Mazzeo 2000). Much less has been known about student learning in these subjects during the first years of formal education, but this is changing with the release of initial findings from an ongoing study of students who began kindergarten in 1998 (Early Childhood Longitudinal Study, Kindergarten Class of 1998–99, ECLS–K).[1]
Kindergarten: Mathematics Skills and Knowledge
Children begin formal schooling with varying levels of mathematics skills, and over the course of the kindergarten year, the percentage of students proficient in specific skill areas increases (West, Denton, and Germino-Hausken 2000; West, Denton, and Reaney 2000).[2] In 1998, most beginning kindergartners (93%) could recognize single-digit numbers and basic shapes in the fall, and almost all (99%) demonstrated these skills in the spring (figure
Disparities among subpopulations of students were evident when they started kindergarten. Mathematics performance was related to several student background factors, and the association between social disadvantages and performance was cumulative. Lower proportions of black and Hispanic students were proficient at each skill level compared with their white and Asian/Pacific Islander peers (appendix table
As students progressed through kindergarten, gaps in basic mathematics skills decreased, but disparities in the more sophisticated skills increased. For example, by the end of kindergarten, blacks and Hispanics narrowed the proficiency gap with whites and Asians/Pacific Islanders in recognizing single-digit numbers and shapes and in comparing the relative size of objects (figure
The First 4 Years of School
Mathematics. After 4 years of formal schooling, when most students were at the end of third grade, some performance gaps had widened (Rathbun and West 2004) (figure
Other research has shown that widening achievement gaps as students progress through school is, at least in part, a result of differential learning growth and loss during the summer (Alexander, Entwisle, and Olson 2001; Borman and Boulay 2004; Cooper et al. 1996). For example, although lower- and upper-income primary grade students made similar gains in mathematics during the school year, lower-income students experienced declines in mathematics skills during summer breaks, whereas higher-income students experienced gains (Alexander, Entwisle, and Olson 2001). These findings have been attributed to greater ability among higher-income parents to provide their children with mathematically stimulating materials and activities during the summer.
Studies of upper-elementary and secondary students dating back to the late 1960s have documented some sex differences in science and mathematics performance (e.g., Campbell, Hombo, and Mazzeo 2000; NCES 2003a and 2003b).[6] The ECLS–K study, the first national study of primary grade students, found no sex differences in average overall mathematics performance during the first 4 years of schooling (Rathbun and West 2004; West, Denton, and Germino-Hausken 2000; West, Denton, and Reaney 2000). However, at the end of third grade, boys were more likely than girls to demonstrate proficiency in the advanced mathematics skills of place value concepts and knowledge of rate and measurement to solve word problems (appendix table
The ECLS–K study examined associations between mathematics performance and two aspects of students' early school experiences: whether they attended public or private schools, and whether they attended full- or half-day kindergarten. Performance differences in mathematics by school type were evident as students started formal schooling (West, Denton, and Germino-Hausken 2000). Students beginning kindergarten in private schools had stronger mathematics skills than those at public schools. Although achievement differences persisted through the third grade, the growth rate in mathematics did not differ. Therefore, performance gaps between public and private school students did not increase (Rathbun and West 2004).[7] Students in full-day kindergartens experienced greater gains in mathematics compared with their peers in half-day classes (Watson and West 2004). At the end of third grade, however, the benefit of full-day kindergarten could no longer be detected (Rathbun, West, and Germino-Hausken 2004).
Science. The ECLS–K study began assessing students in science in spring 2002, when most were in third grade. The assessment placed equal emphasis on life science, earth and space science, and physical science and asked students to demonstrate understanding of the physical and natural world, make inferences, and understand relationships (Rathbun and West 2004). Students were also required to interpret scientific data, form hypotheses, and develop plans to investigate scientific questions.[8] Performance gaps observed in mathematics were also generally found in science (appendix table
Performance of U.S. Students in Grades 4, 8, and 12
Many of the same performance gaps in mathematics and science achievement found among primary students also exist among upper-elementary and secondary students. Although mathematics performance in particular improved through the 1990s and early 2000s for many subgroups, substantial achievement gaps persist and, as will be detailed below, in some cases, have grown wider.
The National Assessment of Educational Progress (NAEP), also known as the "Nation's Report Card," has charted the academic performance of U.S. students in the upper-elementary and secondary grades since 1969.[9] This volume reports on recent trends, from 1990 to 2003 for mathematics and from 1996 to 2000 for science.[10] Previous Science and Engineering Indicators described long-term trends in mathematics and science results dating back to the first NAEP assessments.[11] Long-term trends in mathematics achievement from the 2004 administration were released too late for the text of this chapter but are reviewed briefly in the sidebar "Long-term Trends in Student Mathematics Achievement" at the conclusion of this section.
The NAEP assessments are based on frameworks developed through a national consensus process that involves educators, policymakers, assessment and curriculum experts, and the public. The frameworks are then approved by the National Assessment Governing Board (NAGB) (NCES 2003a). The mathematics assessment contains five broad content strands (number sense, properties, and operations; measurement; geometry and spatial sense; data analysis, statistics, and probability; and algebra and functions). It also assesses mathematical ability (conceptual understanding, procedural knowledge, and problem solving) and mathematical power (reasoning, connections, and communication). The science framework includes a content dimension divided into three major fields of science (earth, life, and physical), and a cognitive dimension covering conceptual understanding, scientific investigation, and practical reasoning (NCES 2001).
Student performance on the NAEP is measured with scale scores as well as achievement levels. The scale scores place students on a continuous ability scale based on their overall performance. For mathematics, the scale ranges from 0 to 500 across the three grades. For science, the scale ranges from 0 to 300 within each grade.
The achievement levels are set by NAGB based on recommendations from panels of educators and members of the public, and describe what students should know and be able to do at the basic, proficient, and advanced levels (NCES 2003a). The basic level represents partial mastery of the knowledge and skills needed to perform proficiently at each grade level. The proficient level represents solid academic performance and the advanced level represents superior performance. This review of NAEP results focuses on the proficient level (for definitions of the proficient level for grades 4, 8, and 12, see sidebars "Proficient Level in Mathematics in Grades 4, 8, and 12" and "Proficient Level in Science in Grades 4, 8, and 12").
Disagreement exists about whether NAEP has appropriately defined these levels. A study commissioned by the National Academy of Sciences judged the process used to set these levels "fundamentally flawed" (Pellegrino, Jones, and Mitchell 1998), and NAGB acknowledges that considerable controversy remains over setting achievement levels (Bourque and Byrd 2000). However, both the National Center for Education Statistics (NCES) and NAGB believe the levels are useful for understanding trends in achievement. Nevertheless, they warn readers to use and interpret the levels with caution (NCES 2003a).
In this section, the NAEP results are examined in a number of ways, including changes in average scores and the proportion of students reaching the proficient level, both overall and among subgroups of students. In addition, achievement gaps between demographic subpopulations and changes in those gaps are reviewed. Examining a set of measures reveals more about student performance than examining just one measure (Barton 2004). For example, without examining changes in achievement for high-, middle-, and low-achieving students, it would be impossible to know whether a rise in average scores resulted from increased scores among only high-achieving students or whether it reflects broader improvements.
Mathematics Performance
The average mathematics scores of fourth and eighth grade students increased from 1990 (the first year in which the current assessment was given) to 2003 (NCES 2001, 2003a) (figure
Improvements in average mathematics scores were generally mirrored by increases in the percentage of students scoring at or above the proficient level for their grade (figure
Although gains in mathematics achievement are encouraging, despite the improvements, most students do not demonstrate solid mathematics skills and knowledge for their grade. In the latest NAEP mathematics assessments (2003 for grades 4 and 8, and 2000 for grade 12), only about one-third of 4th and 8th graders, and even fewer 12th graders (16%), reached the proficient level (figure
Science Performance
Recent trend lines for science are shorter than those for mathematics, and they suggest less improvement. Although average mathematics scores of fourth and eighth grade Students increased from 1996 to 2000 (appendix table
In results similar to the 2003 mathematics findings, only about one-third of fourth and eighth grade students reached the proficient level in science for their grade in 2000 (figure
Achievement Gaps Between Demographic Subgroups
Gender Achievement Gaps. The most recent NAEP assessments report only small sex differences in mathematics and science performance at grades 4, 8, and 12, with boys performing slightly better than girls (appendix tables
Racial/ethnic Achievement Gaps. Substantial performance gaps exist between some racial/ethnic subgroups. At each grade level, white and Asian/Pacific Islander students performed better than black, Hispanic, and American Indian/Alaska Native students in both mathematics and science, both in terms of average scores and in percentage of students reaching the proficient level (figure
More subtle racial/ethnic differences in achievement were also observed.[17] For example, Asians/Pacific Islanders demonstrated slightly higher performance than whites in mathematics at each grade level, but the reverse was true for science at grades 4 and 8. In addition, in some instances, American Indian/Alaska Native and Hispanic students registered slightly higher performances than did black students (see sidebar "Projected School-Age Population of the United States").
Family Income Achievement Gaps. Mathematics and science performance also differed by family income (as measured by whether or not a student was eligible for the free or reduced-priced school lunch program) (figure
International Comparisons of Mathematics and Science Performance
Two mathematics and science assessments conducted in 2003 place U.S. student achievement in these subjects in an international context: the Trends in International Mathematics and Sciences Study (TIMSS) and the Programme for International Student Assessment (PISA). Results from the two assessment programs paint a complex picture. As detailed below, U.S. students scored above international averages on the TIMSS assessment and below international averages on the PISA assessment. The two programs are designed to serve different purposes, and each provides unique information about U.S. student performance relative to other countries in mathematics and science (Scott 2004). The differences in design and purpose of the assessments should be kept in mind when reviewing these divergent results.
One such difference is the grade/age of the students assessed. TIMSS provides data on mathematics and science achievement of students in primary and middle grades (grades 4 and 8 in the United States).[18] PISA reports the performance of students in secondary schools by sampling 15-year-olds, an age near the end of compulsory schooling in many countries.
Another difference between TIMSS and PISA is the relationship of the assessments to mathematics and science curriculum. TIMSS measures student mastery of curriculum-based knowledge and skills. Mathematics and science content experts and educators from many countries developed the framework behind the TIMSS assessment, and representatives from each participating country were asked to review and comment. The goal is to assess the mathematics and science content and skills that students are taught in school.[19] It is important to note that many of the participating countries have centralized, nationally mandated curriculums, whereas in the United States, curriculum, in the form of content standards, is developed at the state and local levels (Schmidt et al. 2001).
PISA , on the other hand, places more emphasis on Students' ability to apply scientific and mathematical concepts and thinking skills to problems they might encounter, particularly in situations outside of a classroom. To some degree, PISA mathematics questions tend to demand more complex reasoning and problem solving skills than those in TIMSS (Neidorf et al. forthcoming) (see sidebar "Sample Mathematics and Science Items From the Curriculum-Based TIMSS Assessment and the Literacy-Based PISA Assessment").
A third difference is the composition of the participating countries. The 46 countries participating in the 2003 TIMSS include 13 highly industrialized nations, as well as many industrializing and developing ones. TIMSS international averages are based on all of these participating countries. In contrast, the PISA results reviewed in this chapter are based on average scores from 30 OECD countries. Thus, although the TIMSS averages include scores from both developed and developing countries, the PISA averages reflect only the performance of industrialized countries.[20] In addition to comparing the performance of U.S. students to these two sets of international averages, the text and tables
TIMSS 2003 Results for Students in Grades 4 and 8: Curriculum-Based Knowledge in Mathematics and Science
Curriculum-Based Mathematics Performance. In 2003, the average curriculum-based mathematics score of U.S. fourth and eighth grade students exceeded the TIMSS international averages for these two grades, which included scores from both developed and developing countries (Gonzales et al. 2004) (appendix tables
TIMSS also was conducted in 1995, permitting an examination of changes in performance over time. The average mathematics score of U.S. fourth graders on this curriculum-based assessment did not change from 1995 to 2003, but eighth graders' scores improved (data not shown, see Gonzales et al. 2004). Based on these results and on changes in average performance in some of the other countries (both improvement and decline), the relative ranking of the United States in mathematics declined slightly at grade 4 but improved slightly at grade 8.[21]
Curriculum-Based Science Performance. Examination of science results shows that in 2003, the average science score of U.S. fourth and eighth grade students was higher than the TIMSS international averages, which were based on scores from both developed and developing countries (Gonzales et al. 2004) (appendix tables
Mirroring results for mathematics, average science scores of fourth graders did not change from 1995 to 2003, but science performance among eighth graders improved over this period (data not shown, see Gonzales et al. 2004). The relative ranking of U.S. students in science fell slightly between 1995 and 2003 for grade 4 but rose slightly for grade 8.[22]
PISA 2003 Assessments of Mathematics and Science Literacy of 15-Year-Olds
Although TIMSS measures how well students have mastered the mathematical and scientific content presented in school, PISA assesses students' literacy in these subjects (Lemke et al. 2004). PISA uses the term literacy to denote the program's goal of assessing how well students can apply their knowledge and skills to problems they might encounter, particularly in situations outside of a classroom.
In 2003, U.S. 15-year-olds performed below the OECD average in both mathematics and science literacy (appendix tables
U.S. students' average science literacy scores did not change from 2000, the first year PISA was administered, to 2003 (data not shown, see Lemke et al. 2004). However, several other OECD countries registered improvements in science, and as a result, the relative position of the United States compared with the OECD average declined.[24] In 2000, the average score of U.S. 15-year-olds' science literacy did not differ from OECD averages, but in 2003, it was lower. U.S. performance in mathematics did not change from 2000 to 2003, and in both years, the U.S. average fell below the OECD average.[25]
[1] A series of reports based on data from the ECLS-K study and released by the National Center for Education Statistics (NCES) can be found at: http://nces.ed.gov/ecls.
[2] The ECLS-K assessment measures students' overall mathematics achievement through both scale scores and their specific mathematics skills and knowledge as measured through a set of proficiency scores. The scale scores place students on a continuous ability scale based on their overall performance on the assessment, whereas the proficiency scores are based on clusters of items assessing particular skills and report whether students mastered those skills. When describing gains over the kindergarten year, this review focuses on proficiency in specific areas. When reporting on growth in achievement from kindergarten to third grade, scale scores are discussed. For more information on the ECLS assessment battery and scoring, including the Item Response Theory (IRT) methodology used, see Rathbun and West (2004) and West, Denton, and Reaney (2000).
[3] The studies reviewed in this chapter report combined results for Asians and Pacific Islanders. It is important to note that this category combines groups that have very different cultural and historical backgrounds, and whose achievement varies widely.
[4] In later years of the ECLS-K study, family income below the federal poverty level was substituted for the welfare assistance risk factor. Students were classified as having no family risk factors, one risk factor, or two or more risk factors.
[5] About 10% of the cohort was in second grade, and another 1% was in another grade. For the sake of simplicity, the students in the 2002 followup are referred to as third graders.
[6] Trends in mathematics and science performance by gender are not easily summarized, with girls outperforming boys in some age groups and boys outperforming girls in other cases. See Science and Engineering Indicators – 2004, page 1-7, for more details on long-term trends in mathematics and science performance of males and females. See sidebar in this issue "Long-Term Trends in Student Mathematics Achievement."
[7] Students were identified as attending private schools continuously, attending public schools continuously, or attending a combination of private and public schools between the beginning of kindergarten and the end of third grade. There were no statistically significant differences in gains in average mathematics scores across these three groups.
[8] Because students have been assessed in science only once in the ECLS, the study has thus far produced less information on science learning. As of yet, only science scale scores have been reported. As the study continues to follow these students, future reports will likely provide more detail on science achievement.
[9] NAEP consists of three assessment programs. The long-term trend assessment is based on nationally representative samples of 9-, 13-, and 17-year-olds. It has remained the same since it was first given in 1969 in science and 1973 in mathematics, permitting analyses of trends over three decades. A second testing program, the national or main NAEP, assesses national samples of 4th, 8th, and 12th grade students. The national assessments are updated periodically to reflect contemporary standards of what students should know and be able to do in a subject. The third program, the state NAEP, is similar to the national NAEP but involves representative samples of students from participating states.
[10] These recent trends are based on data from the national NAEP program. The current national mathematics assessment was first administered in 1990 and was given again in 1992, 1996, 2000, and 2003. In 2003, only fourth and eighth grade students were assessed. The current national science assessment was first administered in 1996 and was given again in 2000 and 2005. The 2005 results were not available in time for inclusion.
[11] The 2002 and 2004 volumes reviewed trends in science from 1969 to 1999 and in mathematics from 1973 to 1999. The long-term trend assessment in mathematics was administered again in 2004, but those data were not released in time to be included in the text of this chapter (see sidebar "Long-Term Trends in Student Mathematics Achievement"). The long-term trend assessment in science has not been given since 1999.
[12] NAEP is in the process of changing the way it includes students with disabilities and limited English proficiency in assessments. Before 1996, these students were not allowed to use testing accommodations (e.g., extended time, one-on-one testing, bilingual dictionary); as a result, many did not participate. In 1996 and 2000, the assessment was administered to split samples of "accommodations not permitted" and "accommodations permitted." In 2003, the NAEP mathematics assessment completed the transition to an "accommodations permitted" test.
[13] Using eligibility for the free or reduced-price lunch program as a proxy for family poverty is not as reliable in the higher grades because older students may attach stigma to receiving a school lunch subsidy.
[14] Sample size was insufficient to permit reliable mathematics estimates for American Indian/Alaska Natives prior to 1996 for grades 4 and 12 and prior to 2000 for grade 8.
[15] NCES did not publish 2000 science scores for fourth grade Asian/Pacific Islander students because of accuracy and precision concerns; therefore, those scores are not included.
[16] In science, the apparent difference at grade 12 in average scale scores by gender was not statistically significant. However, a greater proportion of 12th grade boys reached the proficient level in science than did girls.
[17] For detailed racial/ethnic group comparisons see NCES (2001, 2003a, 2003b).
[18] The primary grade assessed in each country was "the upper of the two adjacent grades with the most 9-year-olds" (Mullis et al. 2005). In the United States, and most other countries, this was the fourth grade. The middle grade assessed was defined as the "upper of the two adjacent grades with the most 13-year-olds." In the United States and most countries, this was the eighth grade. Students in their final year of secondary school (12th grade in the United States) were assessed with TIMSS in 1995. For a review of those results, see page 1-14 in Science and Engineering Indicators – 2004 or Takahira et al. (1998). Subsequent TIMSS administrations have focused on the middle grades.
[19] To be assessed in TIMSS, the specific content domains and topics had to be included in the curricula of "a significant number of participating countries" (Mullis et al. 2005). It is important to note that whereas the TIMSS program identified common mathematics and science curriculum across participating countries, there are many differences in the way countries delivered that curriculum and in their breadth of coverage (Sherman, Honegeger, and McGivern 2003).
[20] More information about TIMSS and PISA assessments can be found at http://nces.ed.gov/TIMSS/ and http://nces.ed.gov/Surveys/PISA/.
[21] Of the 14 other countries that participated in both the 1995 and 2003 grade 4 TIMSS mathematics assessments, the United States was outperformed by four countries in 1995 and by seven countries in 2003. Of the 21 other countries that participated in both the 1995 and 2003 grade 8 mathematics assessments, 12 had average scores higher than the U.S. average score in 1995 and 7 had higher scores in 2003.
[22] Of the 14 other countries that participated in both the 1995 and 2003 grade 4 TIMSS mathematics assessments, only 1 had a higher average score than the United States in 1995, but 2 did in 2003. At grade 8, of the 21 countries that participated in both years, 9 had higher average scores than the United States in 1995, whereas 5 did in 2003.
[23] Forty-one countries participated in the 2003 PISA assessment—30 OECD member countries and 11 non-OECD countries. This section summarizes a report released by NCES (2004c) that presents PISA results from a U.S. perspective. That report omitted data from the United Kingdom because of low response rates and from Brazil because these data were not yet available. That report and this section compare U.S. averages first to OECD averages (i.e., average of national averages from the 29 OECD countries for which data were available, including the United States) and, second, to individual country averages (both OECD and non-OECD countries).
[24] Data for both 2000 and 2003 are available for 26 OECD countries, including the United States. Of these countries, nine improved their science scores and five registered declines.
[25] Comparing change in mathematics performance is complicated by the fact that the 2003 PISA assessment was more extensive than the 2000 assessment. In 2000, two content areas were assessed: space and shape and change and relationship. In 2003, those two areas, along with two additional content areas (quantity and uncertainty) were tested. Thus, change in mathematics performance can be examined only for the two content areas assessed in both years. The average scores for U.S. students did not change from 2000 to 2003 on either the space and shape or the change and relationship content areas. Of the 25 other countries that participated in both assessment years, 18 outperformed the United States in the space and shape area in 2003 compared with 19 in 2000. In the change and relationship area, 17 countries outperformed the United States in 2003, and 14 did in 2000.


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The Brooklyn Nets home game schedule highlights include one-time visits from the NBA Champion Miami Heat on Wednesday, January 30 at 8 p.m. and the defending Western Conference Champion Oklahoma City Thunder on Tuesday, December 4 at 7:30 p.m. Additional key games are the Christmas Day match-up at noon against the Boston Celtics and the Chicago Bulls on Thursday, April 4 at 7 p.m.
A limited number of individual tickets starting at $15 each will be made available 72 hours prior to each Brooklyn Nets home game. Details to follow.
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Los Angeles-based Glip, a startup developing project communications and coordination tools, said today that it is running a $5,000 "hackathon" style contest for creative agencies. According to the company, it will offer up $5,000 to creative agencies to help create the company's brand mascot, as well as free subscriptions for teams and more. Glip said that its tools are already being used by many creative agencies. The company said its "hackathon" starts this weekend, on Sunday, March 23rd, with submissions due two days later. Glip provides document sharing, shared calendar, task management, and social conversation tools used by project teams.
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Glip Launches $5,000 Hackathon For Creatives
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In one of my modules, I have to deal with the concept of infinity. To date, I have been using
9**9**9 as positive infinity, and this seems to work well, is fast, and seems to be what perl's internals use as infinity.
However, things get a bit dicey if a user of my module decides to use one of the big number modules (like
use bigint;), and then they use
inf or
Math::BigInt->binf() to represent infinity.
In some places it seems to work fine, but in others, comparisons that should be true or should be false end up the wrong way round leading to difficult to track down bugs.
I would like to support the various other notions of infinity with something that will work with both normal perl numbers, and arbitrary precision numbers.
But I also have concerns about performance since some of my comparisons to infinity occur in tight inner loops. Obviously
inf from
Math::BigInt is going to be slower than
9**9**9 (due to either calling tied or overloaded methods on each access). Has anyone dealt with this problem in the past? If so, what was your solution?
I've thought about using my own constant for infinity, defined something like this:
use constant INF => if_any_bignum_modules_loaded()
? Math::BigInt->binf
: 9**9**9;
And then adding the caveat to my module that any bignum modules should be loaded first. Does this sound sensible? Is there a reliable implementation of
if_any_bignum... out there, or should I roll my own?


text: Paper Party Serving Cups by Peach Blossom £8$15.41€10.29$11.57 7 customer reviews(7) In stock This item is not available for delivery to United States. International delivery available colourcolour (required)redyelloworangegreenbluepurplemagentapinkbrowncustom mix of colourscolour (required)redyelloworangegreenbluepurplemagentapinkbrowncustom mix of colourscolour (required)redyelloworangegreenbluepurplemagentapinkbrowncustom mix of colourscolour (required)redyelloworangegreenbluepurplemagentapinkbrowncustom mix of colours mix of colours required teaspoonsteaspoonspack of 20 wooden teaspoons (+ £4)teaspoonspack of 20 wooden teaspoons (+ $7.70)teaspoonspack of 20 wooden teaspoons (+ €5.14)teaspoonspack of 20 wooden teaspoons (+ $5.78) quantity by Peach Blossom Location: Hove, GB read seller's profile see seller's complete range more items from this seller Striped Paper Party Bags by Peach Blossom £5$9.63€6.43$7.23 Striped Paper Straws by Peach Blossom £3.75$7.22€4.82$5.42 Carnival Fair Tickets by Peach Blossom £3$5.77€3.86$4.33 Egg Cartons by Peach Blossom £8$15.41€10.29$11.57 Wooden Cutlery by Peach Blossom £4$7.70€5.14$5.78 Pack Of 10 Balloons by Peach Blossom £6$11.55€7.72$8.67 view all you may also like PRODUCT DETAILS CUSTOMER REVIEWS DELIVERY RETURNS ask seller a question save for later These cute paper cups are portion sized so great for party treats or wedding favours - fill with ice cream, strawberries or other nibbles. Parties are a great opportunity to make a big splash and surprise your friends and family with unique and colourful trimmings! These cute paper cups can be used for a whole host of different purposes. They are portion sized so great for treats and snacks – fill with cakes, chocolates or other nibbles. Each pack comes with 20 cups – you can choose a set of single colour cups or a mix of colours. To choose your custom mix, select 'mix of colours' from the drop down menu and then write the colours you want in the next box. Colours available are red, yellow, orange, green, blue, purple, magenta, pink and brown. If you plan on serving the cups to guests, why not add a pack of wooden teaspoons to your order - just choose them from the drop down menu. made from: The cups are made from a quality waxed paper. dimensions: The cups measure approximately 5cm in diameter and 3.5cm tall. product code: 141453 7 customer reviews read about our product rating system ratings guide trusted independent customer feedbackforum excellent bad good poor This product is dispatched to you by Peach Blossom. MAINLAND UK order now and receive this item by price Standard Delivery Thursday 2 June £3.75$7.22€4.82$5.42 Tracked Next Day 1pm Delivery Wednesday 1 June £9.70$18.68€12.48$14.02 Saturday Delivery Saturday 4 June £15.70$30.24€20.20$22.70 NON-MAINLAND UK estimated delivery price Highlands & Islands of Scotland 2-5 working daysfrom dispatch £3.75$7.22€4.82$5.42 Northern Ireland 2-5 working daysfrom dispatch £3.75$7.22€4.82$5.42 Other UK Islands 2-5 working daysfrom dispatch £3.75$7.22€4.82$5.42 INTERNATIONAL DELIVERY estimated delivery price Western Europe 2-5 working daysfrom dispatch £15.50$29.85€19.95$22.41 Rest of Europe 5-10 working daysfrom dispatch £15.50$29.85€19.95$22.41 Asia & Australasia 5-10 working daysfrom dispatch £30.00$57.79€38.61$43.38 Rest of the world 5-14 working daysfrom dispatch £30.00$57.79€38.61$43.38 You have 28 days, from receipt of cancellable goods, to notify the seller if you wish to cancel your order or exchange an item. Please note: goods that are personalised, bespoke or made-to-order to your specific requirements, perishable products and personal items sold with a hygiene seal (cosmetics, underwear) in instances where the seal is broken are non-refundable, unless faulty. Read more about our returns policy.Should you choose to return or exchange your order you will need to deliver the item(s) to the UK, where this seller is based. Peach Blossom's return policy Please see notonthehighstreet.com's returns policy.


text:
Shire boosts San Diego biotech industry
Irish company's acquisition of Advanced BioHealing brings growth, jobs
ATS brought the product to market in 2001, only to go out of business. Gail Naughton, the company's president and chief executive, says it took too long to get insurer reimbursement approval for Dermagraft.
The British health care company Smith & Nephew, Advanced Tissue's partner in commercializing Dermagraft, took over the product, then sold it to Advanced BioHealing in 2006. Advanced BioHealing also acquired a similar living skin product, TransCyte, but didn't bring it to market.
Shire's Advanced BioHealing purchase raised the eyebrows of biotech analyst Karen Andersen, who at the time pointed out that the $750 million price tag nearly wiped out Shire's reserves. However, Dermagraft sales were strong enough to balance the cost, wrote Andersen, of the Chicago-based research firm Morningstar.
Revenue growth
Dermagraft sales numbers, revealed in Advanced BioHealing's IPO prospectus, shed light on Shire's eagerness to buy. Advanced BioHealing sold more than 200,000 units of Dermagraft from its launch in 2007 through the end of 2010, the company stated in its prospectus.
Moreover, the company's revenue, generated entirely from Dermagraft, grew from $8.6 million in 2007 to $146.7 million in 2010. The company swung during that time from a net loss of $14 million in 2007 to net income of $7.1 million in 2010.
And for the first quarter of 2011, the company brought in $44.2 million in revenue, and net income of $3.9 million.
This year, Shire made another regenerative medicine purchase, buying Pervasis Therapeutics of Cambridge, Mass., for up to $200 million. Shire said that purchase complements its Advanced BioHealing acquisition.
Bigger share, smaller pie
The challenge for Shire in regenerative medicine is to capitalize on Dermagraft while integrating Pervasis, Andersen wrote in an email last week.
"Dermagraft is the real focus today, and Shire has been struggling to craft the right marketing message to really push uptake over more 'device'-like products like bandages, which can be much-cheaper alternatives," Andersen wrote.
Shire's decision to concentrate on skin and diabetes care likely decreases the potential market it can reach, Andersen wrote. However, that focus could increase Shire's ability to achieve "a portfolio of profitable products with strong market share (a bigger share of a smaller pie)."
"It will all depend on what sorts of acquisitions Shire is able to make to supplement Dermagraft, on top of their Pervasis acquisition this year," Andersen wrote.


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