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Golf rangefinders and GPS units might just be your secret weapon on the course.
Taking on a tight fairway can be an intimidating experience. Learn how to overcome with these important tips.
Your approach shots can make a huge difference on the golf course. Set yourself up for shorter putts and lower scores with these wedge-shot tips from PGA TOUR pro Jordan Spieth.
Let technology give you an edge. Boost your game with innovative golf electronics, ready for your on-course performance.
Choose from golf GPS devices, golf watches, rangefinders, swing analyzers and other electronics designed to help golfers of every skill level.
Whether you're trying to get a better read on your favorite course, or looking for ways to step up your swing, turn to golf electronics to make a difference in your game.
Golfers who want to take a better look at their favorite course can look to a golf watches, GPS units and rangefinders from top brands like Bushnell, Garmin, SkyCaddie and more. These cutting-edge devices track how long it takes you to play, the amount of calories you burn during the round and even accurate yardage to pin from up to 450 yards away.
Swing analyzers from industry-leading brands SwingSmart gauge swing tempo, attack angle, face angle and speed. These tools save you from spending hours on misguided practices by pinpoint what parts of your swing need the most work.
For more, browse all golf equipment from DICK'S Sporting Goods.
Consider what you need from your golf gadget before making your selection.
Golf watches give you a variety of different options, all within a single device. Beyond standard functions, golf watches also include GPS technology which gauges the distance to the front, center and back of the green. Wristbands from GolfBuddy® are used with any GolfBuddy Voice or Voice+ GPS unit for even more features.
A golf GPS or rangefinder delivers up all the information you need to know about your favorite course. Most units are designed with the sleek look of a smart phone and offer easy use at your fingertips. Some models even offer images of the entire hole, letting you know where water, sand and other hazards lie.
Golf swing analyzers are ideal for golfers of any skill level, because they adapt to your playing level. If you're just learning mechanics or tweaking your game, watch frame-by-frame to determine how to up your swing.
Golf swing analyzers are beneficial for recreational golfers who are looking to take their game to the next level. Instead of spending hours at the range and still not being able to improve your swing, golf
swing analyzers allow you to work on your game at home by providing individualized, constructive feedback.
Golf watches are an excellent option for players looking to get the most of their technology. Range-finding qualities, pin locations, and fitness tracking elements all wrapped into one device has become a popular choice among players of any skill level.
Range finders and GPS devices are useful devices for those who haven't yet developed a trust for their instincts. By giving you detailed information about pin and hazard location and distances, these devices remove the guesswork and give you confidence as you address the golf ball.
Should I choose a Golf Rangefinder or Golf GPS?
Both rangefinder and GPS devices are designed to help golfers plan their way around a course. When determining which device would suit you best, it is important to understand the following: 1) the way each device functions, 2) operation of the device, and 3) breadth of functionality.
Here's the difference: Rangefinders use high-frequency lasers to provide line-of-sight yardage to the pin or your target, while GPS devices utilize global positioning satellites to determine the device's location in relation to the green or pre-programmed targets.
Some golfers prefer rangefinders because they are capable of acquiring yardage to virtually any target (pins, trees, hazards, etc.) within 500–1000 yards, while other golfers prefer GPS devices because most models simplify shot planning by automatically providing yardages to the front, middle and back of the green.
While neither device is difficult to use, GPS devices often offer automated features that help golfers maintain a more seamless pace of play (auto course recognition, auto hole recognition, etc.). Rangefinders take slightly more time to use due to their point-and-shoot nature but usually provide accurate yardage to your target within a few seconds.
Deciding which device is best for you largely depends on what you are looking to get out of it. Rangefinders are designed solely to help golfers acquire yardage information for targets within the line of sight. Some GPS devices, in addition to providing yardage, include digital scorecard, stat tracking, course map and other features to further assist in shot planning and overall convenience on the course.
Is it legal to use a rangefinder or distance measuring device?
Under the current Rules of Golf, Rule 14-3, the use of an electronic device for the purpose of measuring distance or course conditions during stipulated/tournament play is prohibited.
For handicapping purposes, golfers may use a device which measures distance only. Devices which measure slope, wind speed, etc. are deemed illegal.
It is always best for golfers to review the latest Rules of Golf and any Local Rules before play.
How do game analyzers and stat trackers help my game?
The advent of stat tracking and on-course game analysis has brought the benefits of launch monitors directly to the golf course.
In the past, working with a teaching professional and using a launch monitor was the best way for serious golfers to acquire swing metrics and understand which parts of their game required the most work. Now, game and stat tracking systems afford golfers the opportunity to receive these same insights on their smart phone or computer, in real time and during their round. Using this information to sculpt your training regimen ensures you make the most of your hours spent on the range or around the practice green.
Most systems work in one of two ways: 1) a series of low-profile tags fix to the butt end of each grip and sync with a wearable sensor or 2) a single sensor attaches to either your golf glove or the club shaft. Once successfully engaged, the system automatically records and stores key metrics, including swing plane, face angle, tempo and more for each club in your bag. Advanced systems even integrate with your smart phone via Bluetooth to display this information for immediate analysis. The hassle-free nature of these systems and the level of information they provide make them a must-have for golfers looking to improve their game.
In addition to capturing swing metrics, many systems also utilize Bluetooth technology to turn your smart phone into a high-powered GPS. This functionality puts extremely detailed course maps and yardage information in the palm of your hand for more successful shot planning during your round.
Do golf electronics require paid subscriptions for use?
Virtually all GPS, game tracker and swing analyzer devices include a standard suite of functionalities that never require a paid subscription. For instance, GPS devices come preloaded with an incredible number of worldwide courses and allow the user to connect the device to a computer for routine software updates with no additional charge. Game trackers and swing analyzers usually include a free mobile app or computer software that allows users to pull information from the device for further analysis.
However, for an additional fee, some electronics offer advanced features and functionalities. These features may include access to an online community of users, online swing coaching, advanced swing analysis or additional data storage. Although these advanced features are not required for basic use, they are designed to further the user experience and add a level of interaction with the device.


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Tai Chi Program
The Siskin Health & Fitness Center offers a Tai Chi program for EveryBODY!
What is Tai Chi?
Tai Chi, which originated in China as a martial art, is one of the most popular mind-body practices in complementary and alternative medicine. Often referred to as "moving meditation," the slow, graceful and flowing movements of Tai Chi are known for providing enormous health benefits for people of various age groups and health conditions.
Health Benefits of Tai Chi
A number of studies have demonstrated the positive effects of Tai Chi on individuals with neurological and musculoskeletal conditions such as Parkinson's Disease, Fibromyalgia, Stroke, Brain Injury, Multiple Sclerosis, and Spinal Cord Injury.
The health benefits of practicing Tai Chi include:
- Improving muscle strength, coordination, and flexibility
- Improving balance and decreasing fall risk
- Reducing pain and body stiffness
- Elevating mood and increasing relaxation
- Improving sleep patterns
- Lowering blood pressure
- Improving cardiovascular fitness
- Increasing energy, endurance, and agility
Tai Chi is safe for everyone, regardless of age or athletic ability, and can be modified for most health problems. People with limited mobility - even those in wheelchairs - can learn and successfully use Tai Chi. Tai Chi is not meant to replace medical care for a serious condition.
Types of Tai Chi Classes
Seated Tai Chi
This class was specifically designed for people who:
- Are unable to move their legs
- Spend most of their day in a wheelchair
- Have recently fallen
- Experience frequent falls
Full Form Tai Chi
This class is specially designed for people who feel they are ready to begin learning the fundamentals of Tai Chi without substantial adaptations.
Class Information
The Siskin Health & Fitness Center
One Siskin Plaza
Chattanooga, TN 37403
Class Time:
Check our our Group Exercise class schedules. For more information, please contact the Health & Fitness Center by phone at 423.634.1234 or by email email@example.com.
Classes are taught one day per week. Many practitioners recommend practicing Tai Chi for about 15 - 20 minutes twice daily at home, since regular practice is essential for mastering the forms and achieving lasting results. Dr. Zibin Guo, Lead Instructor, has an instructional DVD available for purchase. Please ask the Fitness Center staff for more information. Also, please check back soon for a video clip of Dr. Guo's DVD on this web page!
Class Fee:
The first class is free. A range of payment options are available, starting at $2.50 per class. A limited number of classes may be covered by your health insurance. Please contact the Health & Fitness Center to arrange for a eligibility screening and for the most current class pricing.
Lead Instructors' Profile
Dr. Zibin Guo is a UC Foundation Professor of Medical Anthropology specializing in cross-cultural healing and medical systems; complementary medicine, community health, and culture & disability studies. In 2008, the Wheelchair Tai Chi Program he developed was debuted at 2008 Paralympics. Since then it has not only become a part of national health promotion programs in China, but it also has been adapted in various rehab and self-care settings throughout the world.
Dr. William "John" Johnson is a board certified chiropractic orthopedist, a diplomat of the American Academy of Pain Management, and the International Academy of Clinical Acupuncture. A long-time Chinese martial arts practitioner, Dr. Johnson is also a certified Tai Chi instructor and has been teaching and conducting training workshops on Tai Chi and rehabilitation throughout the country for several years. Dr. Johnson has instructed the Tai Chi Program at Siskin Hospital since 2008.

subset: commoncrawl


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- 1 difficulty organizeing your hotel web site re-design?
- 2 : Rely upon resort professionals
- 3 : Concentrate on a couple of items that communicate your resort's experience
- 4 : Individual experience is vital, fail to remember sub-navigation
- 5 : Streamline web page style, always be closing
- 6 : Responsive design gets the internet everywhere
- 7 : Software application as a Service as well as the capability to alter
- 8 Verdict
difficulty organizeing your hotel web site re-design?
Whether resort managers are in charge of taking care of check-ins, meals, amusement activities or check-outs, hoteliers are always on the run and have no time to spare. Therefore, when it concerns web site re-design, while several hoteliers recognize their websites are outdated as well as due for redesign, most aim to postpone that job to the last possible minute.
While the majority of hotel supervisors recognize the significance of a strong digital presence, a number of them have actually felt disappointed a minimum of as soon as while attempting this goal. This feeling is the outcome of standard website design as well as company processes, which require significant time and also focus from hoteliers. When designing a website using typical website design agencies, hoteliers invest excessive time going over and also assessing. Hoteliers waste time in limitless conferences that are intended to measure progress as well as make certain that the final result is what hoteliers anticipate as well as such as, typically overlooking that many hoteliers have little expertise of consumer habits online.
Nevertheless, resort supervisors must not lose hope. As an hotelier, you should recognize one of the most vital consider excellent website design, making it easier to take a sensible choice when picking your web design service provider. By doing so it is possible to discover internet designers that have the ability to offer a wonderful web site in a simply a few weeks and you will be pleasantly amazed by a website that accomplishes its mission of supplying the appropriate ethnic culture inning accordance with the kind of lodging.
: Rely upon resort professionals
When it pertains to resort site layout, it starts with understanding resorts, yet above all comprehending how resort site visitors act.
Website design firms in general are not professionals in hotel website design and also this can emerge as a downfall. Promoting on the web the current smart phone, soda or shoes is not the same as helping with buying accommodation.
Leveraging hotel internet site specialists, resort site design best practices as well as thorough consumer behavior knowledge will certainly allow these professionals to lead the procedure, make decisions that maximize customer impact, and also how much the web site markets. Doing so makes it possible to say goodbye to prolonged "design projects" which frequently demand hotelier's time and also resources.
: Concentrate on a couple of items that communicate your resort's experience
This step consists in making sure that what your guests experience at your house could be previewed on the web. Make sure that the look-and-feel of your hotel is equated right into its website design.
Seek components that reflect the property, e.g. shades, style (e.g. design, country, vintage, beach, business) as well as interior decoration details. Other crucial elements in interacting your resort's experience are your hotel's logo design as well as its images. The resort logo is the # 1 or # 2 component that customers see on your website. You ought to guarantee that your resort's logo is lined up with the home style and also is a value-add to your internet site.
Images are other than rate the most essential aspect when selecting a resort. Count on pictures heavily to connect. In fact, they are essential as hoteliers could not have the ability to distance themselves from personal tastes. Photos are a terrific method to connect the experience an "outsider" has of the home, besides being an effective device to catch individual's attention.
So, make a decision which aspects you want to promote and highlight, concentrate on transferring these and also neglect the rest. In this manner consumers will know specifically just what to expect at your home or business.
Consumers are exceptionally busy nowadays thus web sites are provided 5 to 10 seconds to grab someone's interest as well as transmit a message. If customers need to spend excessive time reviewing they are vulnerable to abandon and also search somewhere else. Fail to remember complicated navigation frameworks, keep it easy.
A study carried out by GuestCentric over 300 resort internet sites global programs that three web pages are important for customers: the home page, the areas page and the reservation engine/rates web page. Additionally, customers could look for special offers, the photo gallery, and also the area of the home.
Guarantee use of these 6 web pages with straightforward navigating and also uncomplicated formats that communicate the most essential message. Prevent clutter and also unnecessary information, omit excessive text and invest in large, vibrant photos.
: Streamline web page style, always be closing
Websites are sales equipments. They are open 7 × 24 as well as ought to always be creating sales. Designers could no more provide vanity projects, and also web sites that are "excellent looking". In order to prosper versus the competition, your internet site have to constantly be shutting. Our team believe the main focus for each site is to obtain more organisation by driving users to publication and having a straightforward online appointments system pays-off.
This suggests that your web site ought to have a "Publication Now" switch noticeable on every web page, ideally at the same spot. This streamlines design and also makes sure consumers understand where to go when they prepare to publication. On top of that, you must promote deals on web pages, provide options to get in touch with the hotel, and permits your guests to buy Present Certificates. Every web page needs to aid consumers obtain closer to scheduling a stay at your resort.
: Responsive design gets the internet everywhere
Acknowledging that the accessibility to internet sites is currently made with a range of tools such as smartphones and also tablet computers is additionally essential when it pertains to web site advancement. Individuals expect to access the network from anywhere they are. Guaranteeing your site works with mobile phones can make complex the web design process as though yet another website to style and also testimonial.
This is no more the instance. Responsive style reduces the procedure short as it ensures that your site adapts instantly to mobile devices. Because of this, make sure that your supplier is a specialist in receptive layout.
: Software application as a Service as well as the capability to alter
Traditionally, the best approval of developers work comes when the final result is presented as well as agreed to. This is a limiting sight of internet sites and also one of the factors why so lots of hoteliers demanding internet site redesign projects. In a fast-moving market, hotels require the capability to change websites without being charged an arm-and-leg for every modification. Software as a Service is a brand-new model that makes it possible for hoteliers to take their fate right into their own hands as well as change their internet site without needing to rely on design agencies.
At the end of the day, resort site layout should not be as facility as brain surgery.
Hotel web sites ought to assist hoteliers achieve their goals, particularly in generating revenue. You could follow the ideas over, simplify the process and have a new site up-and-running in a couple of weeks. Searching service providers with a side and that are concerned with these pointers could conserve you from going crazy. With a splendid understanding of hotel web sites and customer's preferences, obtaining a straightforward layout process that adapts to the brand-new digital Globe is currently feasible. Creating as well as keeping a premium internet site in a short amount of time and also with much less hassle has ended up being an actual alternative.


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Roy Barnes Net Worth
Roy Barnes made money by Celebrities niche. For all time, at the moment, 2019 year, Roy Barnes earned $72 Million. Exact sum is $72000000.
Short biography, height, weight, dates:
Birth date: February 9, 1936
Birth place: Mableton, Georgia, United States
Profession: Art Department, Art Director
Education: University of Georgia, University of Georgia School of Law, South Cobb High School
Spouse: Marie Dobbs Barnes (m. 1970)
Awards: Profile in Courage Award
Wikipedia Source: Roy Barnes
Roy Eugene Barnes is an American attorney, politician and member of the Democratic Party who served as the 80th Governor of Georgia from 1999 to 2003. A member of the Georgia Senate from 1974 to 1990, Barnes ran unsuccessfully for Governor in 1990, losing to Lieutenant Governor Zell Miller in the Democratic primary. Barnes then served in the Georgia House of Representatives from 1992 to 1998. He ran for Governor again in 1998, handily winning the primary and general elections.


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I haven't posted in a couple of weeks so this will encompass the last two weeks.
We discovered a place near our house that has two waterslides, a splash pad, and a pool that is really cheap. It's $1 for kids and $2 for adults. My kids went down the waterslides for the first time. At first, my younger son refused to go on it because it was too high, but he didn't want to wait for us by himself, so he followed us up. After he came down for the first time, he was all smiles and wanted to go on it again. They went down it about ten times. I was done in three or four. It's too bad that I only found out about this place two weeks before school started. We enjoyed it, though.
We were supposed to meet our friends from the gym there, but they went to the wrong pool. A couple of days later, we met up, but the waterslides weren't working, so we ended up at the pool they went to the first time. My friend has four kids. My kids play with her three boys on the Xbox and they take mixed martial arts together at the gym. It was nice for the kids to actually go out and play together instead of play in a virtual world (video games) which is what they did most of the summer.
Last weekend we went to a birthday party where they played laser tag outside in a cul-de-sac, swam in a pool, and played old fashioned games like kick-the-can and another game that I forget the name of. My older son loves kick-the-can. In an era where it's dangerous for kids to play outside, I'm glad he got to play that and enjoyed it.
The kids went back to school at the end of last week, so I'm getting back into my old routine.
We watched Elle Ip's inspiring weight lost journey on YouTube which got me more motivated to lose weight. If you get the chance, watch it. She's amazing! When she was pregnant with her second child, she declared that she was going to compete in a fitness competition the following year. She was overweight, had no trainer, no gym membership, no nanny, and no nutritionist. She worked her butt off at home. That's discipline!
My new workout plan includes a lot more cardio. I took my dogs for a walk a few times and jogged with them as part of my cardio. Within ten minutes, sweat was pouring down my face. My clothes are starting to feel a little looser which is a slight improvement. I'm following Sarah Louise Hawkins' workout because she has about the same build/body type I have.
As part of my cardio, I'm also doing Zumba workouts at home from YouTube. In doing so, I found a few new songs I really like. I love discovering new songs! They are Chammak Challo by Akon, Vente Pa Ca by Ricky Martin, and Tu Me Quemas by Chino y Nacho featuring Gente De Zona and Los Cadillacs.
I fixed our running toilet this week. I replaced the connector and the valve as well. I had to drive to the hardware store three times, but I got it fixed without too much of a problem. Yay! Thank God for YouTube!
I fixed our running toilet this week. I replaced the connector and the valve as well. I had to drive to the hardware store three times, but I got it fixed without too much of a problem. Yay! Thank God for YouTube!
Almost every night before going to sleep, I've been working on two outlines for webcomic stories. I work on my graphic novels during the day, but I'm trying to set aside 10-15 minutes per day at least on putting a webcomic together which includes writing the outlines. I think it was James Joyce who worked on his writing 15 minutes per day while working a day job. Slow and steady wins the race eventually!
I hope you had a good week!
Check out the blogs below for your reading pleasure and please visit our hosts' blogs:
Lexa Cain: http://lexacain.blogspot.com/
L.G. Keltner http://lgkeltner.blogspot.co.uk/
Tonja Drecker http://tonjadrecker.blogspot.com/


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We are Dj-ing tonight
As a 'warm up' to On the Verge this Saturday me and the rest of the FACULTY are dj-ing at Lounge AC30 tonight at Leonards off Exmouth Market EC1 - its free free FREE and don't expect to hear anything other than exemplary music. And Step On. Probably not though
Re: We are Dj-ing tonightare you going to play 'Dizzy' and Rhythm is a Dancer'?
Re: We are Dj-ing tonightYeah, I'm not coming otherwise.
Re: We are Dj-ing tonightI only dance to I Am The Resurrection!
and Rhythm is a Dancer.
and Dizzy.
Re: We are Dj-ing tonightDance to Dizzy???
I thought we were going to sit down quietly and watch Prole play old school egg-based computer games (I was hoping for an encore of Chuckie Egg).
Re: We are Dj-ing tonightI'd so be there for Chuckie Egg!!
I'd be the DiS Chuckie Egg champ, fo' sure!!
Re: We are Dj-ing tonightEgg off, unfertilised-embryo face! I'd make an omlette out of you!
Re: We are Dj-ing tonightI'd scramble, fry and poach your ass! Eggy!
Re: We are Dj-ing tonightI doubt you are... *evil laugh*
Re: We are Dj-ing tonightIdeally I'd like the playlist to go like this;
Rhythms Is A Dancer
A 2 Many DJs style 'mash up' where the vocals of Rhythm Is A Dancer are placed over the music of Dizzy.
A 2 Many DJs style 'mash up' where the vocals of Dizzy are placed over the music of Rhythm Is A Dancer.
Re: We are Dj-ing tonightI'll mash you up!
Re: We are Dj-ing tonightJust you try it sunshine! I'll box your ears!
Re: We are Dj-ing tonightwe are a grumpy guts, aren't we monpot?
Re: We are Dj-ing tonightI think he's run out of Leeks.
Either that or his favourite Tom Jones CD is scratched.
Re: We are Dj-ing tonightHe should get back down the leek-mine with all the other Tom Jones' then! The famous Tom Jones can sometimes be spotted at Aberffaddyy leek mine as well, where he gives a rousing black-lung version of delilah to raise the ever-dropping morale of the miners.
Re: We are Dj-ing tonightTom Jones is actually my name. I think my anger stems from this. How I love my parents with their "let's make him a source of ridicule" naming policy.
Anyway, it's quite hard-work being angry all the time, and it seems to be setting a bad example for Warny.
Re: We are Dj-ing tonightCould've been worse, they could've named you Shirley Bassey or Charlotte Church!!
Re: We are Dj-ing tonightWell they should have stuck with their original idea of Ivor The Engine. Fools!
Re: We are Dj-ing tonightRight for that all I'm going to play is This Is For the Poor whilst wearing a mask made up to look vaguely like Bamos
Re: We are Dj-ing tonight3 way dizzy - dancer - for the poor 2 many djs style mash up. get in
Re: We are Dj-ing tonightAm venturing over to Kilburn tonight to see a myspace discovery at the Luminaire, so have fun, I hope you give the baywatch theme tune an airing!
Re: We are Dj-ing tonightYou really should go and see JohnOssi at the barfly SCL


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Pages from a Quiet Book: A Societal Labyrinth
Description: Image of part of an art installation at the Salt Lake Art Center in Salt Lake City, Utah. The detail view shown here is an armature or a trampoline form folded in half and suspended from the ceiling.
Date: 1992/1994
Creator: Cheal, Susan


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Hats and caps are always connected to sunlight defense or keep warm in cold weather. Nevertheless, following the trend for a better life, they are considered a modern clothing and are being appreciated by the more youthful generations.
Modern people are chasing their charms not just in their clothing but other matching garments. Hats and caps have now play an essential cast in the pattern.
Snapbacks hats china are an incredibly popular item that are utilized nearly everywhere around the globe. They are offered in numerous shapes, sizes, colors, material and patterns. Some caps are particularly created for a certain profession. The most popular design is the baseball cap. Cheap snapbacks hats china are not simply used by baseball gamers however by individuals of all ages.
Snapbacks hats china are a universal cap made from soft material with a stiff brim that may wither be curved or flat. The back of the cap is either adjustable or strong. The caps that are strong in the back and do not allow for adjustable sizes are called fitted caps. For those caps that are adjustable the closure could be Velcro, material with a buckle or elastic. These caps are popular all around the world.
Caps that become part of a uniform are designed to match the team colors and typically have a group logo design on them. It gives a total sporty appearance but also a sense of unity. When used by "regular" individuals it assists them to seem like part of the team.
Snapbacks hats china are also used by ladies and children. Kids like to imitate their favorite sports figure and by wearing a reproduction of their hat they can pretend to be that person. Females enjoy to wear hats too. Whether they are using them to take part in sporting occasions or simply to match or provide their outfit a sporty look. They can likewise be utilized by anyone having a "bad hair day".
Aside from being a fashion device snapbacks hats china likewise shield you from the sun. This can protect your face from being burned by the rays.
No matter what the factor for using snapbacks hats china they continue to be a pattern and will remain fashionable for a long period of time. They are a really universal product that anyone and everyone could wear no matter what ages, race, sex or geographical location.
Each individual might has his/her own taste. You might experience 'searching' up until your perfects come into sight.If you are looking for snapbacks hats china, you should try www.snapbacks-wholesale.com, maybe you can get surprise.


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Separate names with a comma.
Discussion in 'AirPrint' started by rspratt48, Aug 13, 2011.
Is there a cable that will go from the iPad to an HP office jet printer so we can print?
You cannot hook an iPad up to a printer using a cable; you have to set it up to print wirelessly through your desktop.
There are a lot of posts discussing printing with the iPad. Just put the search term "ipad printing" in that Google search box up there (top right of this forum). Here are the first three links I found that'll help to get you started:
Always remember that here - search is your friend.
Good luck.
Yeah, good luck. Let us know how it works out for you. This is something should easier to do IMO.
I am new to this but it sure seems like Apple would have added cable printing. While I do have a wireless printer, I can't seem to get it to work for my MPB or the IPAD. I will call Apple and see if they can walk me through it. Thanks for the articles.
Apple have their own proprietary printing protocol called 'AirPrint'. Only a few printers support it at present - HP is one of those that do and you can see if your model is on the list at the Apple web site
Apple - iPad 2 - Print right from your iPad with AirPrint.
If it is there, then you can print directly under iOS 4.2 and 4.3 from apps that support in-app printing, such as Apple's iPad iWorks suite ('Pages', 'Numbers' and 'Keynote'). Not all apps support in-app printing, so you need to check out whether the app you're interested in does. For example, Apple's native iPad 'Calendar' app does not support in-app printing.
If your printer is not on the list then there are third-party apps that can help. Some printer manufacturers have released apps for PCs with their printers connected (i.e. Lexmark). On these models, an app on your PC or Mac 'pretends' to be an AirPrint printer and the app translates the AirPrint printing protocol into a form that the printer understands.
However, there are standalone apps for the iPad and 'Print N Share' is one of the best known. It can print directly from the iPad to a WiFi printer without any PC being involved. It does this by 'pretending' to be an AirPrint printer. It then, similar to the previous case, translates the AirPrint printing protocol to a form that your printer understands.
Most all WiFi equipped printers are supported by 'Print N Share' but even those few that are not are able to print via a PC using, again, a small (free) app that's available from the developers of 'Print N Share'. Once again, this app sits on your PC or Mac and links your iPad to the printer via your PC - meaning, too, that the printer can be WiFi, USB or even Bluetooth. The downside is that the PC has to be switched on.
One 'issue' that sometimes confounds users of 'Print N Share' is that this only works under iOS 4.2 or 4.3 - the iPad's 'multi-tasking' operating system (OS). 'Print N Share' needs to be loaded and running before you can print!! So, if you're going to be doing some printing, you need to first of all fire up 'Print N Share' and leave it running in the background. You can check whether it is running by double tapping the iPad's 'Home' button, to see the tasks that are 'loaded' in the 'Multi-task' menu bar. For various reasons, it's helpful if 'Print N Share' was loaded quite recently. If you haven't printed for a while, use the multi-task bar to 're-activate' it.
If you're happy to leave your PC switched on then another - and probably better - way forward is to use a PC program called FingerPrint. This is a program that runs on your PC and makes it 'look' like an AirPrint printer. It's as close as you'll get to plug-and-play printing for non-AirPrint printers. You simply download the program (there's a free 7-day version available so you can try it at no risk), install it, start the program (it automatically inserts itself into the PC's startup menu) choose the printers you want to offer to the iPad - it shows you the usual list that you get from a regular Windows print dialog box - and that's it. When you want to print on your iPad (there's no separate app for the iPad) you simply choose the print menu in apps that support in-app printing and FingerPrint makes your PC look like an AirPrint printer. You'll be offered, in the iPad, the choice of printers that you selected on the PC and off you go. FingerPrint receives the printing data from the iPad over WiFi and translates it into a form that your printer understands. I have it on my PC and it works just great.
Hope this helps, but don't hesitate to post any more detailed questions that you might have.
Printing from IPAD 2
Thank you very much. Great detailed answer. I will give the print n ready app a try if my printer isn't on Apple's list.
I've just spent hours and hours on trying to work out how to print (and without spending any money....). Finally I found an app through googling it, called Cortado, which is on the app store and is free.
I've managed to use it to print on my works network printer. It also seems to act like a document drive locally and online as well, but I haven't explored that bit, so not sure how good it is yet.
Let us know how you get on; this is one I haven't heard of.
Many thanks.
I can tell you the Print n Share works well. It isn't free, however.


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Mediatek stock suspended tomorrow, Intel mobile SoCs acquisition?
by May 12, 2016 9:24 am1
According to Taiwan media news, Mediatek's stock is going to be suspended tomorrow with the consent of the Taiwan Stock Exchange as there is big news to be announced. Mediatek did not disclose any information about the announcement.
Last year, Mediatek acquired four companies, but as competition is fierce in the market, gross margins are expected to go lower. Speculations have been made guessing that Mediatek could announce the acquirement of Intel's mobile phone chip department as the company recently announced its decision to withdraw from the market.
Exciting news nonetheless. Stay tuned for more details.


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Lemon Curd
Bringing sexy back to lemon curd. I understand – if you've never tried lemon curd before, it sounds horribly unappetizing. No, it's downright scary sounding. The thought of acid mixing with milk or eggs and coagulating (another scary word) conjours images of past cooking failures and zombies. Why does my dessert look like scrambled eggs?… Continue reading Lemon Curd


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Poker is not an easy game to play hence there are a lot of websites offering a 101 about them. Anyone can improve their game if they heed to the basic tips of playing poker. In this article about eurogrand, you will find some tips on how to play the game and advance from beginner to a pro. You won't turn into a professional poker player yet but it will somehow add to the knowledge you already know about poker and will get you in becoming a professional player.
Don't play too many hands – A lot of beginners have the same mistakes, they always play too many hands. Always be selective on the hands you are playing, remember a selection of a good starting hand is the foundation of every win in a poker game.
Don't bluff too much – It is a common misconception that the more you bluff, the more chances of winning. Being a beginner, it is best to play with your hands well rather than bluff, you can leave that to the experts. It is good to bluff every now and then but too much bluffing will get you nowhere.
Analyse your opponent's cards – Try empathy on this, you have to learn the way he feel and think. You'll eventually know which card he's going to deal next. Analyse the strength of your cards, if you think his is stronger then learn how to fold at the right time.
Practice with players inferior than you – This is a good practice to make you more experienced. Go for a player who is inferior than you are and lay down your strategies. You'll end up winning but the practice you gain will make you more experienced.
Position yourself – Sometimes the order of the players playing the game has an advantage on each player. With regards to poker especially in Texas Hold 'Em, it is advantageous if you are the last one to draw as you have already seen or have a glimpse of the other players hands.
Concentrate and be alert – You have to pay attention to the game, you have to concentrate and be alert on what the other players are dealing. It is here that you get to understand how they are dealing with their cards and from there you can get an idea how to play with your hand and beat them eventually.
Stay on the ground – Do not over limit, this is another mistake for newbie when playing as they over spend. You have to set your limit, there is a thin line when playing poker you should know when to stop. As a beginner play with soft limit, even if you lose, you have gained enough skill and the next time you play you'll know how to balance your money with the game.
Know the rules – This is a basic tip, you should always know the rules first before playing. As knowledgably you may seem it is best to read the fundamentals of the game as there are variations of poker and may be different from other game.
These are the basic tips that will somehow get you to the top, learn from it, practice and you'll get better in no time.


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This item has been discontinued and we do not expect it to be offered again.
Get ready for a day at the beach with flamingo nautical gift set with canvas tote. The baby looks adorable in the flamingo-inspired ensemble and mom is rewarded with a matching tote to fit essential beach items. The one-piece bathing suit is white with pink flamingo print, blue trim, and a pink rosette and it is accompanied by a seersucker blue and white hat for sun protection. When baby gets cold or wet, there is a pink flamingo poncho-style towel with a hood. The canvas bag has blue and white stripes with a flamingo appliqué.
Features:• Bag is surface-washable• Hat, swimsuit, and towel are machine-washable• Size 0-9 months• Gift arrangement measures 11.4" h x 16.1" w x 8.2" d
Perfect for summer, this gift set is fashionable for both baby and mom.
Contact our Minneapolis-based Customer Service


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Everybody needs beauty as well as bread, places to play in and pray in, where nature may heal and give strength to body and soul. John Muir
A healthy environment is essential for human physiological health. There is a parallel story about our health and the environment. The same ideas inform our environmental, personal, and healthcare choices.
A 2010 study: The Maple Leaf in The OECD, conducted by Simon Fraser University, rated the environmental record of the 25 developed countries belonging to the Organization of Economic Cooperation and Development (OECD), using 28 environmental indicators. Canada ranks 24th out of 25 developed countries for environmental health and sustainability. According to the World Health Organization's 2011 Report on Disease in Canada, Canadians are leading the worldwide epidemic of chronic disease, and in 2013, 29.3 billion dollars was spent on prescription drugs; 36% of Canadians take two or more prescription drugs, among the highest of the 11 other OECD countries surveyed. These figures have not improved ...
Health is the missing consideration. If health has an equal place alongside critical care and cure, profit and progress; better choices are made, and the benefits are more comprehensive and sustainable.
I propose that a healthy environment and healthy citizens are the most profitable choice individually, and collectively.
Check this out: Nature Rx
There is hope in our personal choices. We create the world we live in, each one of us, by all of the little things that we choose every day. Therefore, if we make little changes, we can change the world.
There is also hope because ingenuity, resourcefulness and adaptability is coded in our DNA. Now, aspirations are being achieved at the very same time someone is saying it can't be done; biofuels from bacteria and algae are freeing up valuable arable land, and food is being grown in the Sahara desert using desalinated ocean water.
We are creating history by building bridges of communication and information in this developing technological age that could help us to make healthier choices for people and
. planet
The best way to save the planet? Drop meat and dairy
The best way to save the planet? Drop meat and dairy
Check this out:
Plastic to Oil Fantastic
Never doubt that a small group of thoughtful, committed citizens
Indeed, it is the only thing that ever has.
Margaret Mead
Practical Tips
- Reduce and eliminate plastic for food preparation and storage. Toxic food storage
- 5 things to use instead of plastic containers
- Better food storage
- Reduce and eliminate household and personal care product chemicals. Toxipedia
- Educate yourself about healthy fish and seafood choices. Healthy and sustainable choices
- Grow your own: Micro Greens Farm
- Make your own: Healthy snacks
- Eat a plant-based diet. HEALTH COACH recommends that 2/3 of your protein should be from non-meat sources.
I am grateful for this most amazing day,
E.E. Cummings
- Go outside.
- Check this out: Breathing Earth
- Remember and
the wild places in nature where you used to play. honour
- Man's heart away from nature becomes hard. Chief Standing Bear
- CBC Doc Zone: Surviving The Future
- Cognitive Computing: Digital technology has the ability to connect us to the environment in an intimate way, and to inform and predict the health of the earth; to solve the disparity between the limitations of our intelligence and our ability to create a sustainable future on the planet.
- Environmenta- List
- Everyone and everything matters.
- Build bridges.
- Be the hero in your own story.
- NEW ECONOMICS FOUNDATION. Economics as if people and the planet matter.
Check out this action in your own communities:
live links to all websites) with
The woods were made for the hunters of dreams,
The brooks for the fishers of song;
To the hunters who hunt for the gunless game,
The streams and the woods belong.
Sam Walter Foss
Interactive Map
Red Bay Basque Whaling Station, Labrador, Newfoundland:
Canadas' 17th UNESCO World Heritage Site


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Superman Surpasses Batman, Again
Within a one week period earlier this year, a copy of Action Comics #1, which introduced Superman, sold for a record $1,000,000, only to be passed by an issue of Detective Comics #27, which introduced Batman, selling for $1,075,500 three days later. Another copy of Action Comics #1 has now been sold for $1,500,000. The newly sold issue was discovered tucked into another magazine in the late 1980s and is in better condition than the one sold earlier this year.
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Year 1 child requires 121 support due to special educational needs in mainstream primary school
- Experience working alongside children with special educational needs on a 1:1 basis is crucial and a necessity for this role; you must have experience of supporting children with Autism and particularly in the support of children with social and communication needs.
- Solid experience working in a school setting is required and preferably working on a 1:1 basis.
-A Level 2 or above qualification in Supporting Teaching and Learning in Schools is a must and preferably you will hold a good level of English and Maths.
A school in the town of Darwen have approached Teaching Personnel in order to source and appoint a Teaching Assistant (L2, L3 or Degree trained) to work closely alongside a child with Autism and also be utilised as a general TA in the class. The child who requires support was working successfully with a support assistant before the Easter holidays and due to unforeseen circumstances the child requires new support.
The Head Teacher has stated that the general behaviour of the school is 'Very good with the odd hiccup'. Due to this she has said she would like to employ a practitioner with fantastic behaviour management. She has also mentioned that the school does hold a strong Christian faith which helps the children and their parents to work effectively with each other and the staff in school. The child is not yet diagnosed, nor does she have an EHCP, however the school are keen to support her additional learning and social needs. There are no behaviour issues with the child and so the Head teacher has specified that the successful practitioner will be one who is more nurturing as opposed to someone who is 'tough' with behaviour management. You may be expected to use a range of communication needs such as basic MAKATON and PECs. You will also be expected to build a good structure and routine using visual timetables to ensure the child can access all areas of the school and the Curriculum.
The salary is based on a 6 hour day position held Monday to Friday, and depending on experience, this could vary between £9-£10.50 per hour. Additional salary may increase depending on the interest of welfare.
If this seems like the ideal and suitable job for you then do not hesitate to call our office on 01772 842154 or feel free to email over an up to date CV
Teaching Personnel is committed to safeguarding and promoting the welfare of children. All candidates applying to jobs through Teaching Personnel must undertake or have undertaken an Enhanced Disclosure via the DBS - Full assistance provided (AGY).
All applicants will require the appropriate qualifications and training for this role. Please see teachingpersonnel.com/faqs for details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay.
Teaching Personnel is committed to safeguarding and promoting the welfare of children. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check. Full assistance provided.
For details of our privacy policy, please see teachingpersonnel.com/privacy-notice


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Thursday, April 2, 2015
Writing, writing writing
Man the new website is killing me. I am adding the complete line of FaitalPro and 18sound speakers. And updating the Eminence and Beyma lines. According the web gurus, you should have unique descriptions for your products, not the ones from the manufacturers. Okay, so I'm going to sit down and listen to around 300 different drivers and create an opinion. Riiiight. I will have more descriptions on the ones I have direct knowledge of, which actually is quite a few. There's lots of changes coming to SpeakerHardware. Even bigger ones to the sister site GCSoundworks. Stay tuned batfans/.
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These women were often groundbreakers, highly determined and very dedicated. They are shining examples of the fact that mathematics is not a "boys only" club, even if at many points in time it's appeared that way on the surface. Today their work is recognized and appreciated, and they stand as fantastic sources of inspiration for a new generation of students and math enthusiasts – both female and male.
10 remarkable female mathematicians
The work of teaching and the challenge for teacher education
Here is a very interesting presentation held by Deborah L. Ball on a visit to Vanderbilt University. Ball has been in charge of several major projects concerning the teachers' knowledge of mathematics, e.g. the LMT (Learning Mathematics for Teaching) project, and she was also a member of the National Mathematics Advisory Panel, which delivered an important report earlier this year. (See one of my previous posts about this!)
Reversibility of thought
In line with current efforts to understand the piece-by-piece structure and articulation of children's mathematical concepts, this case study compares the reversibility schemes of two eighth-grade students. The aim of the study was to identify the mechanism through which students reverse their thought processes in a multiplicative situation. Data collected through clinical interviews depict the precise strategies that the participants used to work back to find the missing values in an inverse proportional task. This study also illustrates how a conceptual template generated by one of the participants afforded him considerable flexibility in the multiplicative task. Another outcome of the study is that it shows how the numerical characteristics of the parameters in the problem affected the students' ability to reverse their thought processes. We infer that there is a need for further research on how students might represent their reversibility schemes in the form of algebraic equations.
Learning about infinity
Based on an empirical study, we explore children's primary and secondary perceptions on infinity. When discussing infinity, children seem to highlight three categories of primary perceptions: processional, topological, and spiritual. Based on their processional perception, children see the set of natural numbers as being infinite and endow Q with a discrete structure by making transfers from N to Q. In a continuous context, children are more likely to mobilize a topological perception. Evidence for a secondary perception of arises from students' propensities to develop infinite sequences of natural numbers, and from their ability to prove that N is infinite. Children's perceptions on infinity change along the school years. In general, the perceptual dominance moves from sequential (processional) to topological across development. However, we found that around 11–13 years old, processional and topological perceptions interfere with each other, while before and after this age they seem to coexist and collaborate, one or the other being specifically activated by the nature of different tasks.
Multiplication as original sin
This article describes the use of a case report, Multiplication as original sin (Corwin, R. B. (1989). Multiplication as original sin. Journal of Mathematical Behavior, 8, 223–225), as an assignment in a mathematics course for preservice elementary teachers. In this case study, Corwin described her experience as a 6th grader when she revealed an invented algorithm. Preservice teachers were asked to write reflections and describe why Corwin's invented algorithm worked. The research purpose was: to learn about the preservice teachers' understanding of Corwin's invented multiplication algorithm (its validity); and, to identify thought-provoking issues raised by the preservice teachers. Rather than using mathematical properties to describe the validity of Corwin's invented algorithm, a majority of them relied on procedural and memorized explanations. About 31% of the preservice teachers demonstrated some degree of conceptual understanding of mathematical properties. Preservice teachers also made personal connections to the case report, described Corwin using superlative adjectives, and were critical of her teacher.
The fragility of group flow
This article considers two small groups of students in the same Grade 8 mathematics classroom whose approaches to the same mathematical problem result in very different experiences. Using videotapes and written transcripts, an analysis of the groups' working processes was undertaken using Sawyer's pre-existing structures required for the presence of group flow, and Davis and Simmt's conditions for complex systems. It is suggested that although both groups had the prerequisite structures in place to experience group flow, the second group was not decentralized enough to enable all members to establish a working collaborative proximal zone of development in which they could develop their ideas as a collective, while the first group was sufficiently decentralized and appeared to demonstrate episodes of experiencing group flow. If teachers are aware of conditions that encourage the experience of group flow, this may help them in forming productive small groups within the classroom and developing successful group-oriented learning tasks.
Aesthetics as a liberating force
This article investigates different meanings associated with contemporary scholarship on the aesthetic dimension of inquiry and experience, and uses them to suggest possibilities for challenging widely held beliefs about the elitist and/or frivolous nature of aesthetic concerns in mathematics education. By relating aesthetics to emerging areas of interest in mathematics education such as affect, embodiment and enculturation, as well as to issues of power and discourse, this article argues for aesthetic awareness as a liberating, and also connective force in mathematics education.
Mathematical imagination and embodied cognition
The goal of this paper is to explore qualities of mathematical imagination in light of a classroom episode. It is based on the analysis of a classroom interaction in a high school Algebra class. We examine a sequence of nine utterances enacted by one of the students whom we call Carlene. Through these utterances Carlene illustrates, in our view, two phenomena: (1) juxtaposing displacements, and (2) articulating necessary cases. The discussion elaborates on the significance of these phenomena and draws relationships with the perspectives of embodied cognition and intersubjectivity.
Performance and language proficiency
Ireland has two official languages—Gaeilge (Irish) and English. Similarly, primary- and second-level education can be mediated through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí) in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics register. The theoretical framework underpinning the research design is Cummins' (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to come to the fore. The findings emerging from this study provide strong support for Cummins' Thresholds Hypothesis at the key transitions—primary- to second-level and second-level to third-level mathematics education—in Ireland. Some implications and applications for mathematics teaching and learning are presented.
Gendering of mathematics among Israel Jewish and Arab students
In English-speaking, Western countries, mathematics has traditionally been viewed as a "male domain", a discipline more suited to males than to females. Recent data from Australian and American students who had been administered two instruments [Leder & Forgasz, in Two new instruments to probe attitudes about gender and mathematics. ERIC, Resources in Education (RIE), ERIC document number: ED463312, 2002] tapping their beliefs about the gendering of mathematics appeared to challenge this traditional, gender-stereotyped view of the discipline. The two instruments were translated into Hebrew and Arabic and administered to large samples of grade 9 students attending Jewish and Arab schools in northern Israel. The aims of this study were to determine if the views of these two culturally different groups of students differed and whether within group gender differences were apparent. The quantitative data alone could not provide explanations for any differences found. However, in conjunction with other sociological data on the differences between the two groups in Israeli society more generally, possible explanations for any differences found were explored. The findings for the Jewish Israeli students were generally consistent with prevailing Western gendered views on mathematics; the Arab Israeli students held different views that appeared to parallel cultural beliefs and the realities of life for this cultural group.
Lesson study in Asia Pacific classrooms
If you are interested in the topic, this article gives a nice overview of the history and theoretical background of the Japanese Lesson Study approach, and there is also a nice list of references to dig into. In the conclusions of the article, they claim:
However, the significant features of Japanese Lesson Study, such as the use of collaborative work, working on common goals, sharing of ideas, team teaching, lesson observation and cooperation among peers seemed to exert similar impacts on all groups of participants. Participants from all glocal programs reported an improvement in their lesson planning, better pedagogical content knowledge and closer collegial relationship as a result of experiencing the Lesson Study process.Here is the abstract of the article:
Japanese Lesson Study is a model for teacher professional learning that has recently attracted world attention particularly within the mathematics education community. It is a highly structured process of teacher collaboration, observation, reflection and practice. The world focus has been mainly due to the work of American researchers such as Stigler and Hiebert (Am Educ Winter:1–10, 1998; The teaching gap: Best ideas from the world's teachers for improving education in the classroom. Free Press, New York 1999), Lewis and Tsuchida (Am Educ Winter:14–17; 50–52, 1998) and Fernandez [J Teach Educ 53(5):395–405, 2002]. These researchers have documented Lesson Study from the perspective of their social, cultural and educational contexts. In order to develop a deeper understanding of Lesson Study in a post-modern global world, there is a need to seek views beyond those presented from an American perspective. This paper will provide further additional perspectives from an Australian state view and a Malaysian state district view and a university view. The aim is to develop an understanding of how the different contexts have influenced the structure and implementation of the Japanese Lesson Study model.
Relation between students' behaviors and their mathematical ideas
The purpose of this study is to analyze the relationship between student behaviors and the growth of mathematical ideas (using the Pirie–Kieren model). This analysis was accomplished through a series of case studies, involving middle school students of varying ability levels, who were investigating a combinatorics problem in after-school problem-solving sessions. The results suggest that certain types of student behaviors appear to be associated with the growth of ideas and emerge in specific patterns. More specifically, as understanding grows, there is a general shift from behaviors such as students questioning each other, explaining and using their own and others' ideas toward behaviors involving the setting up of hypothetical situations, linking of representations and connecting of contexts. Recognizing that certain types of student behaviors tend to emerge in specific layers of the Pirie–Kieren model can be important in helping us to understand the development of mathematical ideas in children.Warner focus a lot on the Pirie-Kieren model in her theoretical framework (see the article of Susan Pirie and Thomas Kieren from 1994). The main focus of Warner's article is to address the following questions:
Are different types of student behaviors associated with the growth of mathematical ideas in specific ways? If so, how?In her conclusions, Lisa Warner suggests that for the students in her study, "certain types of behaviors appeared to be associated with the growth of mathematical ideas in certain ways". She also suggests that further research is needed in order to investigate whether these findings correspond with findings in similar studies of other students, different types of tasks, etc.
Navigating Numeracies
The book aims to further understanding of why some pupils have low achievement in numeracy in the school context. The authors aim to achieve this by a relatively original view that focuses on numeracy as a social practice. They report on their investigations into the meanings and uses of numeracy in school and home and community contexts, using ethnographic-style approaches, including formal and informal interviews and observations. The book will be useful for policy, practice and further research into the teaching and learning of mathematics in schools. It will therefore be of interest to policy makers, teachers and practitioners, academics and practitioners in teacher education, education researchers, and parents and community leaders.
Beliefs seminar with Jeppe Skott
Skott started off with a session on the historical background of research on beliefs in mathematics education research. He talked about the development of teacher training in the Scandinavian countries, and he pointed to some of the major international studies in recent years. Then he lead us back to the OEEC study from the early sixties, and in this connection, he introduced Bauersfeld's three levels:
- Matter meant
- Matter taught
- Matter learnt
Significant changes in school mathematics will only be achieved if there are marked changes in the perceptions and attitudes of these teachers and if they are assisted to develop necessary new skills.A strong focus was thereby put on the teachers' perceptions and attitudes. The focus on the teacher as the main problem in the implementation process was thereby presented, and much of the research did (and still do) refer to Ernest's model of the relationship between the espoused and enacted beliefs of the mathematics teacher. A main issue here, according to Skott, is that the premise for this research is taken for granted, and it is not based on analysis of data!
As a further theoretical background for the discussion, he introduced theories concerning constructivism (radical and social) and other.
Skott then introduced us with some of his own research in this field, and he introduced the case of Christopher as an example. (See his 2001 article for more on this!) In relation to this example, Skott introduced some of his own concepts: school mathematics images (SMI) and critical incidents of practice (CIP).
On Friday, Skott brought up the difficult and interesting discussion about the nature and existence of beliefs, and how we investigate them. His initial claim was that "traditional beliefs research" had made it impossible to give a reasonable answer to the question about the
relationship between a teacher's conceptions about a subject on the one hand, and the teaching practice on the other hand. The main reason for that is that the answer has already been given as a premise for the research: there is a strong relationship between the two. This has not
been based on empirical evidence, Skott claims.
He then introduced a discussion about methods in beliefs research, and he pointed to the study he and Tine Wedege made of the Nordic KappAbel contest as an example (PDF version of the report). In a discussion of data analysis, Skott introduced the constructivist version of grounded theory presented by Charmaz (2006) as an example.
In the final round, Skott made a strong emphasis on the importance of context in beliefs research, and the implications this has on choice of research methods, etc. Some of his main points were:
- Inconsistency between beliefs and practice is from the point of view of the observer
- Consistency is situated in practice
- It is NOT the teacher's practice
Opportunity to learn in the preparation of teachers
Cross-national research studies such as the Program for International Student Assessment and the Third International Mathematics and Science Study (TIMSS) have contributed much to our understandings regarding country differences in student achievement in mathematics, especially at the primary (elementary) and lower secondary (middle school) levels. TIMSS, especially, has demonstrated the central role that the concept of opportunity to learn plays in understanding cross-national differences in achievement Schmidt et al., (Why schools matter: A cross-national comparison of curriculum and learning 2001). The curricular expectations of a nation and the actual content exposure that is delivered to students by teachers were found to be among the most salient features of schooling related to academic performance. The other feature that emerges in these studies is the importance of the teacher. The professional competence of the teacher which includes substantive knowledge regarding formal mathematics, mathematics pedagogy and general pedagogy is suggested as being significant—not just in understanding cross-national differences but also in other studies as well (Hill et al. in Am Educ Res J 42(2):371–406, 2005). Mathematics Teaching in the 21st Century (MT21) is a small, six-country study that collected data on future lower secondary teachers in their last year of preparation. One of the findings noted in the first report of that study was that the opportunities future teachers experienced as part of their formal education varied across the six countries (Schmidt et al. in The preparation gap: Teacher education for middle school mathematics in six countries, 2007). This variation in opportunity to learn (OTL) existed in course work related to formal mathematics, mathematics pedagogy and general pedagogy. It appears from these initial results that OTL not only is important in understanding K-12 student learning but it is also likely important in understanding the knowledge base of the teachers who teach them which then has the potential to influence student learning as well. This study using the same MT21 data examines in greater detail the configuration of the educational opportunities future teachers had during their teacher education in some 34 institutions across the six countries.
Investigating imagination
Our work is inspired by the book Imagining Numbers (particularly the square root of minus fifteen), by Harvard University mathematics professor Barry Mazur (Imagining numbers (particularly the square root of minus fifteen), Farrar, Straus and Giroux, New York, 2003). The work of Mazur led us to question whether the features and steps of Mazur's re-enactment of the imaginative work of mathematicians could be appropriated pedagogically in a middle-school setting. Our research objectives were to develop the framework of teaching mathematics as a way of imagining and to explore the pedagogical implications of the framework by engaging in an application of it in middle school setting. Findings from our application of the model suggest that the framework presents a novel and important approach to developing mathematical understanding. The model demonstrates in particular the importance of shared visualizations and problem-posing in learning mathematics, as well as imagination as a cognitive space for learning.
Towards a feminist epistemology
There is, now, an extensive critical literature on gender and the nature of science, three aspects of which, philosophy, pedagogy and epistemology, seem to be pertinent to a discussion of gender and mathematics. Although untangling the inter-relationships between these three is no simple matter, they make effective starting points in order to ask similar questions of mathematics to those asked by our colleagues in science. In the process of asking such questions, a major difference between the empirical approach of the sciences, and the analytic nature of mathematics, is exposed and leads towards the definition of a new epistemological position in mathematics.
This is a version of a paper first presented at the ICME7 theme group of the International Organisation on Women and Mathematics Education, Quebec, 1992. Its present content owes much to discussion with and comments from members of that network. In addition, I would particularly like to thank Mary Barnes, Leonie Daws, Stephen Lerman and the anonymous reviewers for challenging and provoking re-working of the ideas.
Acquisition and use of shortcut strategies
This study aimed at analysing traditionally taught children's acquisition and use of shortcut strategies in the number domain 20–100. One-hundred-ninety-five second, third, and fourth graders of different mathematical achievement levels participated in the study. They were administered two tasks, both consisting of a series of two-digit additions and subtractions that maximally elicit the use of the compensation (45 + 29 = _; 45 + 30 - 1 = 75 - 1 = 74) and indirect addition strategy (71 - 68 = _; 68 + 2 = 70, 70 + 1 = 71, so the answer is 2 + 1 or 3). In the first task, children were instructed to solve all items as accurately and as fast as possible with their preferred strategy. The second task was to generate at least two different strategies for each item. Results demonstrated that children of all grades and all achievement levels hardly applied the compensation and indirect addition strategy in the first task. Children's strategy reports in the second task revealed that younger and lower achieving children did not apply these strategies because they did not (yet) discover these strategies. By contrast, older and higher achieving children appeared to have acquired these strategies by themselves. Results are interpreted in relation to cognitive psychological and socio-cultural perspectives on children's mathematics learning.
Social constructivism and the Believing Game
The study reported here is the third in a series of research articles (Harkness, S. S., D'Ambrosio, B., & Morrone, A. S.,in Educational Studies in Mathematics 65:235–254, 2007; Morrone, A. S., Harkness, S. S., D'Ambrosio, B., & Caulfield, R. in Educational Studies in Mathematics 56:19–38, 2004) about the teaching practices of the same university professor and the mathematics course, Problem Solving, she taught for preservice elementary teachers. The preservice teachers in Problem Solving reported that they were motivated and that Sheila made learning goals salient. For the present study, additional data were collected and analyzed within a qualitative methodology and emergent conceptual framework, not within a motivation goal theory framework as in the two previous studies. This paper explores how Sheila's "trying to believe," rather than a focus on "doubting" (Elbow, P., Embracing contraries, Oxford University Press, New York, 1986), played out in her practice and the implications it had for both classroom conversations about mathematics and her own mathematical thinking.
JMTE, September 2008
How can research be used to inform and improve mathematics teaching practice? by Anne D. Cockburn
Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom, by Megan E. Staples
Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers, by Shari L. Stockero
What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems, by Sandra Crespo and Nathalie Sinclair
Mathematical preparation of elementary teachers in China: changes and issues, by Yeping Li, Dongchen Zhao, Rongjin Huang and Yunpeng Ma
New IJMEST articles
- Extraction of roots of quintics by division method. Author: Raghavendra G. Kulkarni
- Modelling and inverse-modelling: experiences with O.D.E. linear systems in engineering courses. Author: Victor Martinez-Luaces
Online geometry resources
Dan Meyer is a high-school mathematics teacher from Santa Cruz, California. He recently decided to put his entire Geometry curriculum online. This includes every lesson plan, every handout, more than 2000 slides (in Keynote, Powerpoint and PDF) ... everything from an entire year of geometry teaching! Everything is nicely ordered for the web, so that you can follow his plans from week 1 to week 38.
In my view, as a researcher and mathematics educator, this is an exemplary action! I know, there might be several teachers out there who are going to copy his ideas, and that is okay. On the other side, this provides a very nice insight into one teacher's ideas and thinking, and being able to follow a course for an entire year like this is an excellent opportunity for a researcher as well. I only wish more teachers would follow up what Dan has done, because I think this provides an excellent example of how our "new" technologies can be used to improve our teaching profession!
I am still thinking about how I could make use of this as a researcher, and if you have ideas concerning this, please post a comment below!
EECERA - Using powerful mathematical ideas
An important practical technique in the project was the use of so-called "learning stories", which I personally found very fascinating! These learning stories have three important elements:
- Descriptions of what the child/children had done
- Evaluation of what the child/children had done
- Reflections concerning: What next?
Here is the abstract of Perry's presentation:
Young children can be powerful mathematical learners. This paper reports work done with preschool educators in South Australia in which powerful ideas in mathematics were identified, linked to the Developmental Learning Outcomes in the mandated South Australian curriculum, and celebrated and extended through narrative assessment.. It emphasises the processes involved in building the educators' confidence and competence in the observation, development, implementation and assessment of meaningful mathematical learning for young children and suggests ways in which this approach can improve the mathematics education of these children without weakening the strongly held traditional principles of sound early childhood practice.
The key construct in this project is a numeracy matrix—a 56-cell table linking the powerful mathematical ideas with the Developmental Learning Outcomes through pedagogical inquiry questions. These questions are designed to ask preschool educators about their practice and how it relates to their children's mathematics learning. Using this matrix, preschool and first year of school educators have devised and begun to trial a detailed assessment process through which they can access children's powerful mathematical ideas, show progress as these ideas grow, and answer planning questions for each child as to what would be the most appropriate next instructional step.
The value of the paper is that it illustrates how work undertaken at the preschool level can inform similar work undertaken in the first year of school and it provides educators at both levels with an innovative way for considering the mathematics education of young children in both preschool and school.
Constructing competence
Constructing competence: an analysis of student participation in the activity systems of mathematics classrooms. The article was published online in Educational Studies in Mathematics a couple of days ago. Here is the abstract of the article:
This paper investigates the construction of systems of competence in two middle school mathematics classrooms. Drawing on analyses of discourse from videotaped classroom sessions, this paper documents the ways that agency and accountability were distributed in the classrooms through interactions between the teachers and students as they worked on mathematical content. In doing so, we problematize the assumption that competencies are simply attributes of individuals that can be externally defined. Instead, we propose a concept of individual competence as an attribute of a person's participation in an activity system such as a classroom. In this perspective, what counts as "competent" gets constructed in particular classrooms, and can therefore look very different from setting to setting. The implications of the ways that competence can be defined are discussed in terms of future research and equitable learning outcomes.
Progress and stagnation of gender equity
During the last decade women in Sweden have reduced men's lead in participation in mathematics education and in professional careers as mathematicians. However, the development is uneven and slow overall. In some areas and at the highest levels women have increased their participation only marginally. Why, one may ask, is progress so slow after almost 20 years of active work from the Women and Mathematics movement in Sweden and within a society in which gender equity is highly valued at the societal and political levels? The development is described in quantitative measures going back 20 years. Several concrete and successful initiatives from the last decade intended to "de-gender" mathematics and to involve women and men alike in mathematics are described. In contrast a gender-blind position or a view of women as problems in mathematics seems to reign within some influential bodies.
Distinguishing between mathematics classrooms
The research reported in this paper examined spoken mathematics in particular well-taught classrooms in Australia, China (both Shanghai and Hong Kong), Japan, Korea and the USA from the perspective of the distribution of responsibility for knowledge generation in order to identify similarities and differences in classroom practice and the implicit pedagogical principles that underlie those practices. The methodology of the Learner's Perspective Study documented the voicing of mathematical ideas in public discussion and in teacher–student conversations and the relative priority accorded by different teachers to student oral contributions to classroom activity. Significant differences were identified among the classrooms studied, challenging simplistic characterisations of 'the Asian classroom' as enacting a single pedagogy, and suggesting that, irrespective of cultural similarities, local pedagogies reflect very different assumptions about learning and instruction. We have employed spoken mathematical terms as a form of surrogate variable, possibly indicative of the location of the agency for knowledge generation in the various classrooms studied (but also of interest in itself). The analysis distinguished one classroom from another on the basis of "public oral interactivity" (the number of utterances in whole class and teacher–student interactions in each lesson) and "mathematical orality" (the frequency of occurrence of key mathematical terms in each lesson). Classrooms characterized by high public oral interactivity were not necessarily sites of high mathematical orality. In particular, the results suggest that one characteristic that might be identified with a national norm of practice could be the level of mathematical orality: relatively high mathematical orality characterising the mathematics classes in Shanghai with some consistency, while lessons studied in Seoul and Hong Kong consistently involved much less frequent spoken mathematical terms. The relative contributions of teacher and students to this spoken mathematics provided an indication of how the responsibility for knowledge generation was shared between teacher and student in those classrooms. Specific analysis of the patterns of interaction by which key mathematical terms were introduced or solicited revealed significant differences. It is suggested that the empirical investigation of mathematical orality and its likely connection to the distribution of the responsibility for knowledge generation and to student learning ourcomes are central to the development of any theory of mathematics instruction and learning.
Learning community of problem solvers
Virtual multidisciplinary learning communities can become an important resource helping school teachers and students to foster a culture of communication, problem solving, and technology integration. Not only does the community concept virtually enlarge the mathematical learning space, it also opens several innovative ways to connect mathematics to other subjects, namely science and language arts. This article reflects on theoretical foundations of the new interactive virtual science and mathematics learning community, CASMI, as well as the first results of its implementation. The process of designing, enacting, and analyzing virtual problem solving communities, their technological, pedagogical and social aspects as a common ground for integrating mathematical, science and reading literacy into classroom practice and pre-service teacher training in an innovative and efficient way will be discussed.
EECERA - symposium session
We have just finished the first symposium session at the EECERA conference in Stavanger, and I attended a session with focus on mathematics and natural science. All three presentations focused on mathematics, so I guess they could have taken away the last part of the title.
Elizabeth Dunphy from St. Patrick's College in Ireland did an excellent job to chair the session, and since I took part in one of the presentations myself, I can say that on behalf of the presenters as well as the audience.
The first presenter, Oliver Thiel from Germany, had an interesting presentation about a research project concerning teachers' attitudes towards mathematics in early childhood. He had used interviews with children, based on already developed questionaires and scales. One part, for instance, was related to mathematical beliefs, and he had taken some scales developed by Grigutsch, Raatz and Törner as a starting point. Here is the abstract of Oliver's paper:
Over the past few years the nursery school in Germany is increasingly perceived as an educational establishment instead of a child care centre. This can be seen in establishing curricula for young children, including mathematics as a domain of learning skills. In the past mathematics has not been part of the curriculum for training young children's teachers. Therefore it is not clear, what actually their understanding is concerning mathematics. Van Oers (2004) has proven that teachers would support the mathematical development of the children only on the basis of their mathematical epistemology. The study reported here investigated teachers' attitudes towards mathematics. The questions risen are:The second presentation was held by Janne Fauskanger and myself. You can see our presentation below:
A questionnaire has been developed, which included four scales, suggested by Grigutsch, Raatz and Toerner (1998). This form has been filled in by 100 teachers in Germany. For the evaluation of the questionnaires confirmatory factor analysis and structural equation modeling were used.
- Do nursery school teachers feel open or reluctant towards mathematics?
- Is mathematics seen as an abstract system of terms, rules and formulas?
- Or do the teachers see mathematics reflected in the collection and sequencing of experiences and in problem solving?
- And what activities are expected to further the development of the child's mathematical ideas?
The most important result of this survey is that the teachers show an ambivalent behavior towards mathematics, but in general they underline the benefit for the daily living. Concerning the activities of children, only those are seen as mathematical experiences, which include numbers and shapes.
Here is our abstract:
In 2006, Norwegian schools and kindergartens were faced with new curriculum reforms. For the first time in Norway the curriculum for kindergartens has a chapter on mathematics. As these reforms are now being put into action, teachers, schools, kindergartens and local governments are asking for in-service education. Evaluation of the previous curriculum reform in compulsory school indicates that there has been little change in the way teachers teach. Our aim is to investigate and try to identify features of 'the best' in-service education. A natural point of departure for such a project is to analyse teachers' knowledge (MKT;mathematical knowledge for teaching) and beliefs to be able to adjust the in-service education to the participants' needs. Our project is therefore divided into two parts. In the first part, we are researching teachers' knowledge and beliefs, and in the second part we plan on using this knowledge to design a working model for in-service education. This presentation will focus on the research regarding teachers' knowledge, and we would like the discussion to focus on pre-school teachers' knowledge. The first step in our project will be to participate in the translation, adjustment and use of an American measuring system developed at the University of Michigan. It is important to know more about teachers' knowledge when planning and evaluating in-service education and the measures would allow professional developers to measure teacher learning rather than just teachers' level of satisfaction with professional workshops and in-service mathematics education can be improved. What about pre-school teachers' knowledge?The third and last presenter was Marc Wantz from Luxembourg, who talked about "Gender differences in mathematical competencies". Here is the abstract of his paper:
In the present paper we use theories from research on the structure of cognitive abilities to conceive a comprehensive measurement conception of mathematical competencies. Specifically, our measurement conception allows disentangling specific arithmetical knowledge as well as the analysis of gender differences in these competencies. Data were obtained from 151 children who participated in a longitudinal study spanning the age range from kindergarten (5 years olds) to second grade (8 years olds). Our results revealed that gender differences in the competencies under investigation were not distinct concerning their static aspects as well as their developmental dynamics.His entire presentation can be found on this link.
EECERA - day 1
The programme book for the conference can be found here, and the abstract book here.
Some interesting news flashlights
The other article was published in Washington Post on Monday, and it aims at giving an overview of issues related to mathematics education. Some of the main issues in the article are:
- How is math taught?
- How much math is taught?
- What's the fuss over math?
- When should kids learn algebra?
Doctoral students' use of examples
This paper discusses variation in reasoning strategies among expert mathematicians, with a particular focus on the degree to which they use examples to reason about general conjectures. We first discuss literature on the use of examples in understanding and reasoning about abstract mathematics, relating this to a conceptualisation of syntactic and semantic reasoning strategies relative to a representation system of proof. We then use this conceptualisation as a basis for contrasting the behaviour of two successful mathematics research students whilst they evaluated and proved number theory conjectures. We observe that the students exhibited strikingly different degrees of example use, and argue that previously observed individual differences in reasoning strategies may exist at the expert level. We conclude by discussing implications for pedagogy and for future research.
Research reports
The array representation
We examine whether the array representation can support children's understanding and reasoning in multiplication. To begin, we define what we mean by understanding and reasoning. We adopt a 'representational-reasoning' model of understanding, where understanding is seen as connections being made between mental representations of concepts, with reasoning linking together the different parts of the understanding. We examine in detail the implications of this model, drawing upon the wider literature on assessing understanding, multiple representations, self explanations and key developmental understandings. Having also established theoretically why the array representation might support children's understanding and reasoning, we describe the results of a study which looked at children using the array for multiplication calculations. Children worked in pairs on laptop computers, using Flash Macromedia programs with the array representation to carry out multiplication calculations. In using this approach, we were able to record all the actions carried out by children on the computer, using a recording program called Camtasia. The analysis of the obtained audiovisual data identified ways in which the array representation helped children, and also problems that children had with using the array. Based on these results, implications for using the array in the classroom are considered.
Bodily experience and mathematical conceptions
Mathematical concepts and conceptions have been theorized as abstractions from—and therefore transcending—bodily and embodied experience. In this contribution, we re-theorize mathematical conceptions by building on recent philosophical work in dialectical phenomenology. Accordingly, a conception exists only in, through, and as of the experiences that the individual realizes it. To exemplify our reconceptualization of mathematical conceptions, we draw on an episode from a study in a second-grade classroom where the students learned about three-dimensional geometrical objects.
What really matters?
Here is the abstract:
The learner's perspective study, motivated by a strong belief that the characterization of the practices of mathematics classrooms must attend to learner practice with at least the same priority as that accorded to teacher practice, is a comprehensive study that adopts a complementary accounts methodology to negotiate meanings in classrooms. In Singapore, three mathematics teachers recognized for their locally defined 'teaching competence' participated in the study. The comprehensive sets of data from the three classrooms have been used to explore several premises related to the teaching and learning of mathematics. In this paper the student interview data and the teacher interview data were examined to ascertain what do students attach importance to and what do teachers attach importance to in a mathematics lesson? The findings of the student interview data showed that they attached importance to several sub-aspects of the three main aspects, i.e., exposition, seatwork and review and feedback of their teachers' pedagogical practices. The findings of the teacher interview data showed that they attached importance to student's self assessment, teacher's demonstration of procedures, review of prior knowledge and close monitoring of their student's progress in learning and detailed feedback of their work. It was also found that teachers and students did attach importance to some common lesson events.
Gender differences in Germany
In Germany, national standards for mathematics for the end of primary school were established in 2004. In the present study, data were collected to evaluate these standards, and were used to compare the mathematical skills of girls and boys. Many studies have shown that gender differences are strongest at the highest levels of education. The findings from primary school are less consistent. Thus, in our study we analyzed achievement differences in a sample of approximately 10,000 third and fourth graders, representative of the German elementary school population. Gender-specific competencies were compared in the different content domains, both for the general mathematical competence, and for the cognitive levels of the tasks. Overall, boys outperformed girls, but substantial variation was found between the content domains and general mathematical achievement. Differences were higher in grade three than in grade four. The proportion of boys in the classroom did not appear to affect the individual level of performance. Analysis of the items on which boys or girls clearly outperformed each other reproduced a pattern of specific item characteristics predicting gender bias consistent with those reported in previous studies in other countries.


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This weekend it was reported in the WSJ that thieves filed fraudulent returns using stolen Social Security numbers before the real individuals could, and provided mail box drops or vacant homes to pick up the refund/cash cards. That the IRS even uses such currency is frightening; checks require an ID; whereas debit/cash cards do not. Far worse is that Social Security lost an estimated 11 billion- 5 billion established, an additional 6 billion in losses/theft estimated, when its solvency is already short-lived. This seems like a mortal wound for an agency that has reported it will be bankrupt in 12 years.
This massive fraud demonstrates the inability of government to exercise control and security and if they were private companies, there would be an outcry for an investigation, at the very least, someone would be fired- paging Donald Trump? However, these trusty folks are the same folks that will manage your healthcare which will just enlarge the pot for fraud and abuse. Like a borrower that proves himself imprudent and childish and asks for a bigger budget, we, and hopefully the Supreme Court, must recognize this wake-up call, and definitively answer NO. All politics aside, no single entity, government or otherwise, should have this much at stake that could so easily be breached.


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The Chronicles of our little family as we journey through life, striving to live simply and as God intended.
Monday, January 21, 2008
Help Wanted...
Any help would be awesome!! =)
5 comments:
I'd be happy to help with what little knowledge I have about blogs, but I don't think I could explain it. We would have to look at it together sometime. Want to come over soon?ReplyDelete
:-) I can talk you through it over the phone. But in person would be sooooo much better! j/k I'll call you!ReplyDelete
Hi Hannah,ReplyDelete
It's not hard! You can do it!
1. Sign in to your account, go to the Dashboard.
2. Click on Manage: Layout
3. Click on Add a Page Element.
4. When the box pops up, select Link List and Add to Blog. It'll pop up another box and you can enter all your information!
Have fun!
I have a dozen or so links on my sidebar to blogs I like to read. Those blogs will have links to more blogs... and that's how you get "sucked in" to the blog world. :)
You did it! You got your links up! Sorry I was no help. I know how to do it but not how to tell someone else. I leave that to Mr. Computer since I married him! :)ReplyDelete
We're having our sonogram on Tuesday to see what this baby will be. I can't help thinking of you whenever I go for appointments with Ann! Glad things are going so well.


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If ample storage space and extreme organization are what you're after, look no further than the DadGear Backpack. This roomy, rugged backpack-style diaper bag is great for traveling with kids. It offers 13 easy to access compartments, and handy features like the Diaper Hammock and Quick Access Wipes Case that keep essentials close at hand. The DadGear Backpack is specially designed to be large enough to fit a man's frame, and will comfortably fit for mom or dad. Ergonomically-shaped, padded shoulder straps make carrying the pack very comfortable; or use the integrated straps to easily hang it from a stroller.
copyright ©2002 -


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one of the all time best torch songs- still best in its original sound- the one and only Cilla Black
Les couturières VUILLARD (1890)
Cilla Black here
A Great song!ReplyDelete
Wonderful! This made me feel very nostalgic somehow...maybe because my Mom wore her hair exactly like Cilla back in the day...exactly! Loved her dress too...surprisingly, very Jane Austenish.
Have a lovely Valentine's day Gaye!♥
I love reading Little Augury! Happy Valentine's Day to you! xoReplyDelete
Wow, what a voice in that little girl. I love the contrast of her passionate voice and her demure appearance - 24 Corners is right - very Jane Austen. Thank you!ReplyDelete