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Chuck Berry, Rock And Roll Pioneer, Dies At 90
A pioneer of Rock & Roll has passed away.
Chuck Berry, a music innovator who helped define rock and roll for all-time, died yesterday at the age of 90:
Chuck Berry, who with his indelible guitar licks, brash self-confidence and memorable songs about cars, girls and wild dance parties did as much as anyone to define rock 'n' roll's potential and attitude in its early years, died on Saturday. He was 90.
The St. Charles County Police Department in Missouri confirmed his death on its Facebook page. Mr. Berry died at his home near Wentzville, Mo., about 45 miles west of St. Louis. The department said it responded to a medical emergency and he was declared dead after lifesaving measures were unsuccessful.
While Elvis Presley was rock's first pop star and teenage heartthrob, Mr. Berry was its master theorist and conceptual genius, the songwriter who understood what the kids wanted before they knew themselves. With songs like "Johnny B. Goode" and "Roll Over Beethoven," he gave his listeners more than they knew they were getting from jukebox entertainment.
His guitar lines wired the lean twang of country and the bite of the blues into phrases with both a streamlined trajectory and a long memory. And tucked into the lighthearted, telegraphic narratives that he sang with such clear enunciation was a sly defiance, upending convention to claim the pleasures of the moment.
In "Sweet Little Sixteen," "You Can't Catch Me" and other songs, Mr. Berry invented rock as a music of teenage wishes fulfilled and good times (even with cops in pursuit). In "Promised Land," "Too Much Monkey Business" and "Brown Eyed Handsome Man," he celebrated and satirized America's opportunities and class tensions. His rock 'n' roll was a music of joyful lusts, laughed-off tensions and gleefully shattered icons.
Mr. Berry was already well past his teens when he wrote mid-1950s manifestoes like "Roll Over Beethoven," "Rock and Roll Music" and "School Day." Born Charles Edward Anderson Berry on Oct. 18, 1926, in St. Louis, he grew up in a segregated, middle-class neighborhood there, soaking up gospel, blues, and rhythm and blues, along with some country music.
He spent three years in reform school after a spree of car thefts and armed robbery. He received a degree in hairdressing and cosmetology and worked for a time as a beautician; he married Themetta Suggs in 1948 and started a family. She survives him, as do four children: Ingrid Berry, Melody Eskridge, Aloha Isa Leigh Berry and Charles Berry Jr.
By the early 1950s, he was playing guitar and singing blues, pop standards and an occasional country tune with local combos. Shortly after joining Sir John's Trio, led by the pianist Johnnie Johnson, he reshaped the group's music and took it over.
From the Texas guitarist T-Bone Walker, Mr. Berry picked up a technique of bending two strings at once that he would rough up and turn into a rock 'n' roll talisman, the Chuck Berry lick, which would in turn be emulated by the Rolling Stones and countless others. He also recognized the popularity of country music and added some hillbilly twang to his guitar lines. Mr. Berry's hybrid music, along with his charisma and showmanship, drew white as well as black listeners to the Cosmopolitan Club in St. Louis.
In 1955, Mr. Berry ventured to Chicago and asked one of his idols, the bluesman Muddy Waters, about making records. Waters directed him to the label he recorded for, Chess Records, where one of the owners, Leonard Chess, heard potential in Mr. Berry's song "Ida Red."
A variant of an old country song by the same name, "Ida Red" had a 2/4 backbeat with a hillbilly oompah, while Mr. Berry's lyrics sketched a car chase, the narrator "motorvatin'" after an elusive girl. Mr. Chess renamed the song "Maybellene," and in a long session on May 21, 1955, Mr. Chess and the bassist Willie Dixon got the band to punch up the rhythm.
"The big beat, cars and young love," Mr. Chess outlined. "It was a trend, and we jumped on it."
The music was bright and clear, a hard-swinging amalgam of country and blues. More than 60 years later, it still sounds reckless and audacious.
In the early 1960s, Mr. Berry's songs inspired both California rock and the British Invasion. The Beach Boys reworked his "Sweet Little Sixteen" into "Surfin' U.S.A." (Mr. Berry sued them and won a songwriting credit.) The Rolling Stones released a string of Berry songs, including their first single, "Come On," and the Beatles remade "Roll Over Beethoven" and "Rock and Roll Music."
But by the time his music started reaching a new audience, Mr. Berry was in jail.
He had been arrested in 1959 and charged with transporting a teenage girl — who briefly worked as a hatcheck girl at Club Bandstand — across state lines for immoral purposes. He was tried twice and found guilty both times; the first verdict was overturned because of racist remarks by the judge. When he emerged from 20 months in prison in 1964, his wife had left him (they later reconciled) and his songwriting spark had diminished.
He had not totally lost his touch, though, as demonstrated by the handful of hits he had in 1964 and 1965, notably "Nadine," "No Particular Place to Go," "You Never Can Tell" and "Promised Land." He appeared in the celebrated all-star 1964 concert film "The TAMI Show," along with James Brown, the Rolling Stones, Marvin Gaye, the Beach Boys and the Supremes.
While he toured steadily through the 1960s, headlining or sharing bills with bands that grew up on his songs, his recording career stalled after he moved from Chess to Mercury Records in 1966. He remade some of his old hits and tried to reach the new hippie audience, recording "Live at the Fillmore Auditorium" with the Steve Miller Band, billed as the Steve Miller Blues Band at the time. When he returned to Chess in 1970, he recorded new songs, like "Tulane" and "Have Mercy Judge," that flashed his old wit but failed to reach the Top 40.
In 1972, Mr. Berry had the biggest hit of his career with "My Ding-a-Ling," a double-entendre novelty song that was included on the album "The London Chuck Berry Sessions" (even though he recorded the song not in London but at a concert in Coventry, England). The New Orleans songwriter Dave Bartholomew wrote and recorded it in 1952; Mr. Berry recorded a similar song, "My Tambourine," in 1968, and is credited on recordings as the sole songwriter of the 1972 "My Ding-a-Ling."
It was a million-seller and Mr. Berry's first and only No. 1 pop single. It was also his last hit. His 1973 follow-up album, "Bio," was poorly received; "Rockit," released by Atlantic in 1979, did not sell. But he stayed active: He appeared as himself in a 1979 movie about 1950s rock, "American Hot Wax," and he continued to tour constantly.
Mr. Berry continued performing well into his 80s. He usually played with local pickup bands, as he had done for most of his career, but sometimes he played with fellow rock stars. When the Rock and Roll Hall of Fame and Museum opened in Cleveland in 1995, Mr. Berry performed at an inaugural concert, backed by Bruce Springsteen and the E Street Band.
In 2012, he headlined a Cleveland concert in his honor with a genre-spanning bill that included Darryl McDaniels of Run-D.M.C. and Merle Haggard. Although he told reporters before the show, "My singing days have passed," he performed "Johnny B. Goode" and "Reelin' and Rockin'" and joined the other musicians for the closing number, "Rock and Roll Music."
Just this past October, on his 90th Birthday, Berry had announced that he was working on a new studio album, his first in many years, but it's unclear how far work had gotten on that project before his death. With the career he had, though, and the fact that he lived to 90, it's safe to say that Berry had already contributed so much to music that has helped to define the several generations that followed him and will likely influence musicians for years to come. Indeed, when one listens to his biggest hits today they sound as crisp, fresh, and ground-breaking as they no doubt were to ears that had heard nothing like them before in the 1950s. That alone is a sign of truly universal music, and it likely means that we'll be hearing Chuck Berry's music for some time to come. And so will world's beyond ours. When the American space probes Voyager I and II were launched in the mid-1970s, they were both equipped with golden records that included information about Earth and examples of world culture. Among the music that is contained on both records is Berry's recording of "Johnny B. Goode," as Carl Sagan informed Berry on the occasion of his 60th Birthday:
Now that is truly timeless.
As I've said before, the best way to remember a great musician is through their music, and here are four of Berry's greatest hits:
And, as a final piece, a 1986 concert featuring Berry and the great Etta James on 'Rock And Roll Music' with a backup band that includes two guys you may have heard of named Eric Clapton and Keith Richards:
As John Lennon once put it, "If you tried to give rock and roll another name, you might call it Chuck Berry." Rest In Peace.


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text: The highly successful creator of Jewish-themed toy and movable books introduces the concept of the Judaic lunar calendar to young children including terminology in both Hebrew and English for counting and naming the days of the week and months. Related vocabulary and observances surrounding the end of the week, Shabbat, are also provided along with transliterated portions to facilitate older children's reading of and learning Hebrew. The Jewish observance of sundown to sundown, why major holidays fall on a full moon, simple words for the four seasons and Hebrew dates are all clearly outlined in a large font. Packed with information and basic paper-engineering of spinning wheels, slides and flaps against a bright, bold, colorfully cheerful design, Sper's work includes detailed endpapers with the Hebrew alphabet/numbering system, transliterated together with critical pronunciation guidelines. She concludes on an appreciative note, quoting Psalm 90: "Count our days with thanks and we will bring wisdom to the heart." (Picture book. 3-8)


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Hey guys this is a quick update from me, I haven't done those ''Moosh's Day'' for a while, and I'm running low on ideas, so I thought I'd do one, even though they're pretty boring :D So here it is :)
This morning I woke up earlier than normal, dusted up and walk to school, like every day. But it's not just everyday.
Shit happened, but my friends helped me through it, pretty sure I did the right thing and I'm so thankful to have them.
Except for Pyone and Sophie, those little shits.
In History, they decided that it'd be funny to cut out a fake arm out of paper, coloured it with highlighters, and annoyed me with it. First it touched my hair, then gradually moved to my neck.
I was shocked, I felt so violated, it's like I got raped by that fake arm. But I held it in, because I'm such a nice person (those who dont know me and my sarcasm, I was being sarcastic).
Then they decided to full on attacked me, sticking that fake arm down my neck, I jerked, causing my thermal cup which contained my favourite green tea with honey to fall down on the ground.
Now the carpet looked like come one pissed on it.
It was a disaster.
Everyone cracked up laughing, at me.
I should sue them for violation, humiliation and sexual abused.
Anyway that was my day.
Pretty bleh :P
Now lets end this with a piece I painted as part of a triptych for my Art external.
Moosh x


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India unfazed as China guns for revenge
India gets an early chance to dent China's massive reputation in Asian Games shooting when its two leading marksmen hit the ranges on Saturday.world Updated: Nov 12, 2010 09:46 IST
India gets an early chance to dent China's massive reputation in Asian Games shooting when its two leading marksmen hit the ranges on Saturday.
Olympic champion Abhinav Bindra and compatriot Gagan Narang will contest with Chinese rivals in what could be an intriguing tussle for gold in the men's 10m Air Rifle on the first day of competition.
Bindra, 28, returns to the country where he clinched India's first and only individual Olympic title in Beijing two years ago, sparking wild celebrations in his cricket-obsessed nation.
Narang, who was forced to watch close friend Bindra' Olympic triumph from the stands after being ousted from the finals on countback, hit back with a vengence after Beijing.
Narang overshadowed Bindra at the Commonwealth Games at home in New Delhi last month with four gold medals, including an easy win in Bindra's 10m Air Rifle event.
Many Indians were disappointed Narang did not win the David Dixon award for the athlete of the Games, a feat achieved by compatriot Samaresh Jung in Melbourne in 2006.
The award went to Jamaican Trisha Smith for her gold medal in the women's triple jump.
A confident Narang, 27, predicted a good showing at the Aoti ranges in Guangzhou, but remained wary of his Chinese competitors.
"It will be a lot tougher to win here than it was during the Commonwealth Games," said Narang, who will carry India's flag at Friday's opening ceremony.
"The Chinese are always strong in shooting, but this is a sport where the competition is within yourself, not the other guy."
The man who could ruin the Indians' quest for glory is former Olympic champion Zhu Qinan, who was reduced to tears at the press conference in Beijing after being denied gold by Bindra.
Zhu later said the pressure of living up to his countrymen's expectations -- most wanted him to retain the gold he won in Athens in 2004 -- let him down.
Zhu has an opportunity to avenge the Beijing humiliation and also lift the team gold medal in the event with compatriots Cao Yifei and Yu Jikang.
Veteran Chinese coach Wang Yifu refused to predict a winner.
"We are all on the same starting line," he said. "There are good shooters takng part in the Asian Games. They all have an opportunity to win."
The Chinese were the undisputed champions at the Doha Asiad four years ago with 27 gold medals, way ahead of the six won by second-placed Kazakhstan.
South Korea, India and Kuwait with three golds each, while Thailand and North Korea claimed the remaining two titles.
Bindra, whose form appears to have dipped after the high in Beijing, said India had the talent to surpass the Doha haul -- despite the Chinese wall standing in the way.
"There are no easy medals at the international level and one always looks forward to competing against the world's best," Bindra said.
"India's shooters have done well in recent years and there is no reason why we can't do the same at the Asian Games."
First Published: Nov 12, 2010 09:43 IST


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Arembepé is a small beach and coastal town in the state of Bahia, Brazil. It lies about 50km north of Bahia's capital, Salvador, and is an excellent beach retreat from the hectic city life.
Arembepé is one of the small towns along the Coconut Coast (PT: Estrada do Côco) in the prefecture of Camaçari which has its claim to fame because of the hippie movement in the late 1960s and 1970s. Arembepé became known as an enclave for hippies and attracted several well-known personalities during this era.
Since then, Arembepé's popularity has declined, and today it is a quiet beach town that retains many elements of the traditional fishing way of life. Unlike its more touristic counterpart further along the coast, Praia do Forte, Arembepé has an authentic vibe, relatively untouched by international and regional tourism, largely only receiving visitors during the weekend from the neighboring Salvador. As such, it is unlikely to find anyone in Arembepé who speaks English or any other language but Portuguese, although one might have better luck communicating in Spanish.
Get in
By Car
It is relatively easy to drive to Arembepé as it lies almost directly along the highway BR-099. Look out for the sign for Arembepé, or more noticeably, a large sign for Camaçari.
By Bus
Buses leave the main Rodoviaria in Salvador approximately once every 40minutes, and the journey takes about an hour. Alternatively, buses also leave from Terminal Françes (along Avenida Françes, near Mercado Modelo in Cidade Baixo) at the same frequency. Companies that ply this route are Linha Verde (white buses) and BTU (red buses). Bus tickets cost about R$4-6 and can be bought on board.
Get around
The town is small enough to be explored on foot, with most shops, restaurants and accommodations being clustered around the main plaza. Other beaches are also easily reached on foot, although there are a readily available supply of taxis and moto taxis for those who prefer not to walk. Buses do not operate within the town, although they provide easy access to surrounding towns.
Other than the usual beach fare of swimwear, sunglasses and floppy hats, visitors to Arembepé can purchase local handicrafts from street vendors. There are also shops selling fishing and surfing equipment, clustered around the main plaza.
Local delicacies
Acarajé is a typical Baian dish consisting of deep fried patties made of bean paste, served with shrimp and salad - absolutely delicious and available at most restaurants, but the more adventurous should sample some sold by the street vendors.
Moqueca is a rich seafood stew with coconut milk, usually prepared with the catch of the day or assorted shellfish provided by the local fishermen.
Coco Gelada is fresh green coconut which makes for a refreshing drink and snack on hot days. Usually plucked from coconut trees growing along the coast, the coconut water is refreshing, and the flesh within is a tasty but healthy snack.
There is no shortage of drinks in Arembepé with many vendors selling beers on the beach. On weekends, little stands appear around the main plaza selling cocktails, ranging from the usual caipirinhas and vodka colas to more exotic Baiana drinks.
Nightlife in Arembepé is mostly limited to weekends or holidays, during which the entire main plaza is transformed into a open air nightclub, with people blasting music from their cars. Cheap beers are also available for sale on almost every corner.
There is a decent selection of small pousadas (guest houses) in and around the main plaza of Arembepé. They usually accept walk-in visitors with no need for prior reservations, especially during the low season. Because they are mostly family run businesses, they afford travellers with a comfortable homely feel.
Get out


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We go on the mission every spring, in March, right before we leave grey and dirty Illinois for a spring break week or two in someplace warm and sunny like Arizona or California. Sometimes we dress appropriately and sometimes, we get the whim on the way home from lunch out and go in shoes that are not right for the mud and pants we really should not have gotten that wet. But when the mood to hunt the first flower of spring strikes, common sense it not a ruling factor. We know where to find them. Along a creek in a certain forest preserve, near the banks, in places where the creek wraps around low flat areas. We know they are there but we just can't see them at first and we begin to wonder if we are too early. But soon, one of us catches the pattern of the contrast of texture of the smooth spathe of the flower with the roughness of the leaf litter and begins to see the shape, pointed tip above the swelling curve, and once that person points them out, the others begin to see them as well. We mince around carefully trying not to step on any of them and everyone else gets enough of the adventure a bit before I get my fill and get my pictures taken. They urge me to join them back on the path, and home we go, content to have found our first flower of spring and the promise that it brings of more conventionally pretty flowers and warmer weather to come.
Read more about this lovely plant here:


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My title of this post just about sums the attitude of the majority...when I ask people what preparedness activities they have been organising in case of an event, no matter how minor, the usual reply why bother? ..the 'authorities' will come to our assistance'..or, I will go down to the store and get a few days of supplies in, no 'problem'..or 'Preparedness? that's what those weird folks in the woods do!'
The slightest disaster can creep up like a 'thief in the night' when you least expect it, whether it is a local minor power outage, ot a major general disaster..
Aeons ago in the early 1960's I recall watching a western movie, typical 'cowboys and Indians'; ('them and us' etc) where some 'dude' sitting in a stagecoach says in reply to 'watch out for the indians'..'Injuns? there 'ain't no darn Injuns round this place' - within seconds an arrow came whizzing through the open carriage window and killed him outright~! so much for 'it ain't going to happen 'round here'..
Being prepared is a natural phenomena in our culture..unfortunately, 'our modern culture' has lost the plot due to the many modern methods of supply, living and eating habits..Some years ago I started an online book with this in mind, based on the American television series 'Jericho', whereby a nuclear device is exploded on US soil and we follow the aftermath of survival, practical solutions and the pychological fall out.. you can read some of my chapters here..
Follow the links on that page to continue with the reading and links.
Bear in mind that there is an average of only 73 hours in the turn around of food supplies to all supermarkets...once tranpsort is delayed or stopped for any reason, the shelves of your local grocery store will soon be emptied!
Bear in mind...when the crunch comes and a disaster is upon us the 'authorities' will be too busy sorting out their own issues and challenges and will be over worked ..expect no help for some time..when the crunch comes be prepared to be on your own!
I have covered this scenario, including help for the very young and 'seniors; and pets etc in my preparedness site - www.ambilacuk.com/safesurvival where many aspects and subject areas are covered.
In addition, we have recently witnessed one of the most sudden and severe storms on the East coast of the States, where major power outages were experienced, and a number of people killed, and all this in the middle of a major heatwave.
It appears it could be many days before power supplies are fixed..
'Natural news' have published what I consider a very apt and succinct article on this scenario and the apathetic approach to preparedness...
10 sobering realizations the Eastern U.S. power grid failure is teaching us about a real collapse
By Mike Adams editor
See here;
A very useful and succinct article Mike, saves me writing one up! Many thanks..
I urge you all to take the subject of preparedness seriously..as I always say - B safe B wise
B prepared SURVIVE..
Take care all
Learn more: http://www.naturalnews.com/036355_natural_disaster_power_grid_preparedness.html#ixzz1zYN3Dlbb
Tuesday, 3 July 2012
1 comment:
- JaneofVirginia said...
I think things are changing. Although I have been involved in preparedness for years, most people thought it a waste of their time, but no more. Now, everywhere I go, people are either installing hand pumps for wells so that they have water during outages, or they have extra emergency food supplies, or they are considering what they would do if the shop nearest them closed, because so many have. I think the tide is finally turning.
- 3 July 2012 at 22:19
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Many physicians recommend the HPV and Papanicolaou co-tests for cervical cancer screening on an annual basis, despite guidelines that call for re-screening every three years, researchers said.
National survey data show that about 51% of providers ordered the co-test, but in clinical vignettes, only about 14% recommended re-screening in three years for women with normal results, Katherine Roland, MPH, of the Centers for Disease Control and Prevention in Atlanta, and colleagues reported online in the American Journal of Obstetrics & Gynecology.
"Annual cervical cancer screening continues to be a common recommendation, regardless of whether a screening history has been established or an HPV test has been ordered," the researchers wrote.
Guidelines from the American Cancer Society in 2002 and the American College of Obstetricians and Gynecologists in 2003 recommend the co-test for women age 30 and up. If the results are normal on both tests, a three-year interval is recommended until the next screening.
To assess adoption of the guidelines, the researchers looked at 2006 data from two CDC surveys: the National Ambulatory Medical Care Survey and National Hospital Ambulatory Medical Care Survey, which included responses from 376 private office-based physicians and 216 physicians from hospital outpatient facilities.
Among office-based providers, 51% reported ordering the HPV co-test, as did a similar proportion of hospital based practices (51.4%). In both cases, the majority of tests were ordered appropriately, for women over age 30 (64.1% and 62.4%, respectively).
When doctors were given three clinical vignettes involving women ages 30 to 60, most of those who ordered the HPV test said they would order the next Pap test within a year:
- For those with a current normal Pap test, no HPV test, and two consecutive normal Pap tests, 76.4% of office-based and 85.2% of hospital-based doctors said they'd recommend a new screen in 12 months.
- For those with a normal Pap, a negative HPV, and two consecutive normal Pap results, 66.6% of office-based and 72.7% of hospital-based doctors recommended re-testing in a year. But the researchers noted that only 14% of office-based doctors would recommend the next test three years, as guidelines recommend, the researchers said.
- For those with a normal Pap and a negative HPV test, but no documented Pap test results over the previous five years, 73.4% of office-based and 73.5% of hospital-based physicians recommended another screen in a year. In both cases, about about a quarter recommended re-testing before a full year passed.
Roland and colleagues noted that the recommendations among the physicians to extend the screening interval to three years were most likely to occur if a woman had a normal HPV test and a history of normal Pap results.
Re-testing within a year was most often recommended for those with normal HPV results but no documented history of a normal Pap test.
"Establishing a history of normal Papanicolaou test results with the patient appears to be a critical component to providers making guideline-supported screening interval recommendations," she and colleagues wrote.
They said the findings "suggest a need for continued surveillance and data collection on adherence to cervical screening guidelines, and perhaps an open dialogue on provider, patient, and systems preferences for prevention and management of cervical cancer and abnormalities."
The study was limited because a large percentage of the surveys were completed by "other office staff," who didn't identify as a physician or nurse, which may impact the accuracy of the findings, the researchers said.
The researchers reported no conflicts of interest.
- Reviewed by Robert Jasmer, MD Associate Clinical Professor of Medicine, University of California, San Francisco and Dorothy Caputo, MA, RN, BC-ADM, CDE, Nurse Planner
Primary Source
American Journal of Obstetrics & GynecologySource Reference: Roland KB, et al "Human papillomavirus and Papanicolaou tests screening interval recommendations in the United States" Am J Obstet Gynecol 2011; DOI: 10.1016/j.ajog.2011.06.001.


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Does it at least include books?
North Dakota State Roundup
Published March 1, 2007 | March 2007 issue
North Dakota has long been known as having affordable higher education. But a report by an accrediting agency shows that reputation may be in danger.
The Western Interstate Commission for Higher Education released a report late last year comparing universities in its 15-state jurisdiction, which starts at the Dakotas and includes intermountain and West Coast states, along with Alaska and Hawaii.
North Dakota ranked high both in terms of average tuition at its four-year universities and the rate of tuition and fee growth over the past decade. The trend held regardless of whether it was for undergraduate or graduate education or for residents or nonresidents. For example, in each of these four categories, annual tuition and fee rates at North Dakota State and the University of North Dakota increased between 123 and 137 percent from the 1996-97 to 2006-07 school years. In dollars, average tuition and fees at the state's six universities were above the 15-state average for each category, with the exception of undergraduate nonresident.
The state's five two-year colleges had the highest (simple average) tuition and fees among WICHE's 15 states for the current school year.
—Ronald A. Wirtz


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Past Ramblings
Tedious Necessities
I'd Like to Find:
Animé Blogs
Animé Plus
Retail etc.
Recent Rambles
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Tag Archives: World of Warships
So, Am I Finally Out of My Slump?
Since mid-November, I've been having a terribad time playing World of Warships. Only this week have I finally put together several nights in a row that I would consider successful. So, my win rate is continuing to trend downwards, but … Continue reading
Posted in Gaming, Online Tagged World of Warships 23 Comments


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Can a co-dependent relationship become healthy again? How?
Co-dependence is an equal opportunity disease. Individuals, couples, and families are affected. Even large and small organizations can be drawn into a codependent situation. It is found in Churches, hospitals, schools, and for-profit business, such as car dealerships and banks.Counselors and social workers are over-represented in the helping professions. Almost 80% came from families that were undifferentiated, alcoholic,fundamental in some way, or anti-intellectual. Rules were arbitrarily applied and sanctions often far out of proportion to the miscreant behavior. Families report constant jockeying for power among members. They seem unsuccessful gaining attention from mom and dad, except that slaps and blows are applied to selected family members and shouting replaces normal conversation.
Couples seem to experience these kinds of things, except where kids assume roles in the family such as clown( youngest child), scapegoat(middle-child),and family arbiter or take charge kid(eldest). A couple may insert their family of origin into the situation to maintain the family homeostasis . If the LET ME HAVE EVERYONES ATTENTION person quits the role through therapeutic intervention, it will cause the family dynamics to shift so that the original family dynamic is retrieved(one of the middle kids gets drunk, steals from the company and gambles,someone will be the scapegoat, the enabler, clown or the quiet one. It seems to depend on birth position in the family but members can change roles and the family not be out of balance. Each member takes on a role to keep everything looking normal.
What is missing is a sense of hope or enthusiasm that things can and will change. Couples may go to church every Sunday and miss the point entirely. There is no sense of what is normal. Boundaries blur. There is little in the way of the family pulling together, So it is that secrets, though unspoken, become the central focus. Everyone knows but no one talks, thus giving the secret even more power. Another unspoken rule is perfection, whatever else is happening, all must appear perfect. Perfect grades, appearances, perfect on the job, all to make everything appear normal.
If anyone in the system changes for an extended period, the remaining members who do not experience some intervention, such as counseling, the prognosis is extremely guarded. A couple, for example, is under a lot of pressure. One partner is addicted to gambling , while the other is addicted to "helping" the other. Covering up shortages from the checking account and not showing up for work. They fight for hours and were supposed to be married but keep putting it off for lack of money; The gambler, John has hit Sarah,but she covers up for him and blames herself.
Finally,Sarah discovered the house would be lot in foreclosure. John had not made the payments though Sarah gave him half her wages to cover the mortgage. Crushed, she took a friend's advise from work and went with her to a gamblers anonymous meeting. There she discovered her codependency and from that point on decided to change her behavior no matter what John did with himself.
Sarah changed,discovered a higher power, and became active in the meetings. She discovered many who are just like her. She enjoyed working on problems with others experiencing similar codependency dysfunction. John resisted and moved away but after an arrest for stealing from employers,, he reluctantly agreed to attend GA,Gamblers anonymous. He made several unsuccessful attempts to get Sarah back, insisting he was "cured."
Sarah resisted, securing the help of other GA members to expose John. He finally realized he was caught and became dedicated to helping others. He became a spiritual signpost in the community, though he never tried to get Sarah back, they did become good friends and were looked up to by others experiencing codependency issues.
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Cabela's Hamburg branch of the nationwide retailer of hunting, fishing and outdoor gear, has stepped up to provide $50 gift cards the Game Commission will use as rewards for tip-driven convictions when the additional penalty is not assessed.


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A Modest Experiment Comparing HBSE Graduate Social Work Classes, On Campus and at a. Distance
- Dorothy Chase
- 3 years ago
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1 A Modest Experiment 1 Running Head: Comparing On campus and Distance HBSE Courses A Modest Experiment Comparing HBSE Graduate Social Work Classes, On Campus and at a Distance
2 A Modest Experiment 2 Abstract This paper describes a quasi experimental comparison of two master's level classes delivering content on Human Behavior and the Social Environment. One class was delivered in an on campus setting. The other was delivered using distance technologies. The authors hypothesized that students would learn equally well in both classes. A no difference in learning outcome hypothesis was supported, even after accounting for other variables. The authors speculate that student strengths may mask any difference resulting from delivery methods, and future comparisons need to consider statistical differences in the treatment groups.
3 A Modest Experiment 3 A Modest Experiment Comparing HBSE Graduate Social Work Classes, On Campus and at a Distance Distance education became an important issue for social work education in the U.S.A. in the 1990s. By the mid nineties, a survey reported by Siegel, Jennings, Conklin, and Napoletano Flynn (1998) indicated that growth in distance education in social work was evident, and out of the 259 institutions surveyed 41 (16%) programs had distance offerings. These programs indicated that Human Behavior in the Social Environment (HBSE) courses were the most frequently offered curricular area, offered at half of the institutions with distance education. Interestingly, the high number of offerings of HBSE through distance education appeared to continue through 2005 (Moore, 2005). Moore surveyed 56 social work faculty and discovered that within the 56 faculty, HBSE had been taught at a distance a total of 75 times, more that any other social work content area (Moore, 2005). Despite the high number of HBSE courses being offered through distance education technology (interactive television or ITV, web based, electronic communication, listservs, discussion groups), few evaluative studies exist that question if HBSE curriculum lends itself to delivery through distance education technologies. In fact, Rooney, Hollister, Freddolino, and Macy (2001) suggested that further research was needed to examine the effectiveness of distance education within different content areas such as HBSE. HBSE has been a core content area required by the Council on Social Work Education. Social work educators have probably seen HBSE as a knowledge course, in a curriculum that they have traditionally divided into knowledge, values and skills. As a knowledge course, they probably have seen it as more amenable to distance education than the more culturally intense values or the
4 A Modest Experiment 4 more practice intense skills, both which social work educators probably have seen as more amenable to face to face instruction. Literature Review Despite the call for evaluative studies of core curriculum offerings in social work education, few studies have examined the delivery HBSE at a distance (Barnett Queen and Zhu, 1999; Johnson and Huff, 2000; Frey, Yankelov, and Faul, 2003). Unfortunately, when the delivery of HBSE at a distance has been evaluated, the evaluation has tended to center on the students' perceptions of the delivery method, rather than if students learned the necessary content of HBSE. Numerous studies have taken this approach. Barnett Queen and Zhu (1999) and Frey, Yankelov, and Faul (2003) examined attitudes about the methods of delivery of HBSE through distant technologies. Barnett Queen and Zhu found that students in the distance delivery had more favorable attitudes toward the use of distance delivery techniques (posting of syllabus, class notes, class assignments, and discussion questions) than on campus students. In addition, Frey, Yankelov, and Faul focused on comparing the perceptions of distant students taking HBSE and research methods courses on their use of features found in WebCT, a course delivery package. The features included communication, posting of the course syllabus, on line quizzes, and on line discussion groups. Rather than focus on student perceptions of the delivery methods, Johnson and Huff (2000) focused on the use of computer mediated communication ( and listservs) among HBSE students. The authors, however, did not use to disseminate HBSE curriculum content. Instead, they found that and listservs tended to be used for course business with requests for grades being the most addressed item. As the literature has demonstrated, the evaluation of student learning when HBSE has been delivered via distance is needed.
5 A Modest Experiment 5 Despite the lack of examination of student learning in distance offerings of HBSE, other studies have focused on learning outcomes in distance offerings. Coe and Elliot (1999) found no significant differences in course grades. In a meta analysis of 19 studies covering some 40 years of study in distance education other than social work, Matchmes and Asher (2000) concluded that there is no overall difference in learning between distance and traditional learners. They said that two way interaction improved learning over old one way television, that workplace based courses had higher achievement than nonworkplace courses, and that the type of remote site did have an impact. Haga and Heitkamp (2000) reported similar grade point averages between on campus and distance undergraduate students. Faux and Black Hughes (2000) reported an improvement from pre to post multiple choice scores when content was delivered on line. Wolfson, Marsom and Magnuson (2005), though they relied on student perceptions and had an N of just 21, reported greater perceived achievement of learning objectives among on line students than in class students in a field education seminar. A few studies have considered the possibility that predicting student learning outcome variables can be dependent on several variables. For instance, Stocks and Freddolino (1998) compared grades of a research methods course in social work on campus to an internet based course. The authors found that for the internet section, attitudes about computers was the best predictor of course grades (24.6% of the variance explained), while for the on campus section, having an existing account was the best predictor (16.6% variance explained). The study also considered technology use, access to a home computer with a modem, s to the instructor, and s to a list as predictors of final grades. In another example, Harrington (1999) compared a traditional on campus statistics course to one delivered via computer programmed instruction. The author found that ethnicity, gender, age, grade point average, and course type (on campus vs.
6 A Modest Experiment 6 programmed instruction) account for 37% of the variance explained in course grades. In addition, the best predictor of course grades was the course type. In conclusion, the review of the above literature has indicated a need to further examine the delivery of HBSE at a distance. In addition, it has shown that the exploration of course outcomes, such as grades and predictors of such outcomes, is needed. Thus, the research question examined here is twofold. First, we asked if HBSE could be successfully delivered via distance and produce equivalent student outcomes when compared to on campus delivery. Second, we asked what would predict successful learning when delivering HBSE by differing methods. Methods This section will describe the variables, the differences of the two classes, and the statistical analysis used in our study. The statistical analyses included comparison of means, regression and multiple correlation. The variables Variables studied included measures representing achievement prior to the class consisting of average grades for the students in their baccalaureate program (GPA). Also studied was the time since the students had achieved that degree, as well as age, as proxies for experience. A pretest of the basic theoretical knowledge that students should have achieved prior to the course as well as of knowledge the student should gain in the course was administered. Unreliable items were eliminated from this pretest to achieve a reliability of alpha=.70. When this pretest variable proved to be of limited importance in the analysis, five missing values were replaced by mean values of the pretest to allow inclusion of all students in the two classes in the larger study. Student achievement in the class was measured by a total of scores for the various assignments of the class. These assignments consisted of weekly presentations by students, as well as weekly multiple choice quizzes, periodic
7 A Modest Experiment 7 multiple choice exams, and, a paper. All of the above variables were based on some numerical count or sum derived from judgment, the points awarded on an assignment for example. Two variables were dichotomous. One dichotomous variable indicated whether students had gotten their undergraduate degree from the institution where they were presently enrolled. Most important for this study was the kind of class, or the treatment that students received via the differing course offerings, which was also dichotomous. The classes as treatment groups. Two class offerings have been compared here, and the two classes shared many characteristics. The classes originated from eastern North Dakota, beginning in January and ending in May Small populations are scattered over long distances in this prairie landscape. Both classes were part of a master's of social work program. The subject of both classes was HBSE and both classes emphasized theoretical learning about macro social systems. Generally, theoretical concepts which were compatible with an approach to systems theory called complexity theory were emphasized in the courses. All students would have had a prerequisite HBSE course that included some content about systems theory. Both classes used the same student assignments, and students had some control of the content of class activities via their weekly assignments. Both classes used student participation in the form of working in groups to develop examples of concepts assigned for each week. Student interaction outside of class centered on working in these groups, and in class it centered on individual student presentations emerging from their work in the groups. The classes were similar in size and had the same instructor. Both classes used a computer program called Blackboard to supplement instruction, and all standard information from the instructor was posted on Blackboard for both classes. Students who missed classes were required to post their work on Blackboard. Both classes had at least some students who commuted substantial distances to attend classes. The classes thus had much in common, though they also differed substantially.
8 A Modest Experiment 8 The on campus class was offered in a traditional format. These students were considered full time. This class utilized live class interaction in the physical presence of the instructor. It met in this person to person mode for a total of about 30 hours, two hours weekly over the 15 week semester, and students sat in rows of desks with the instructor in the front of the room. Student workgroups were able to meet in person as they chose. The blackboard program was used for sharing established information for the most part, not for student interaction. Thirteen of the 21 students in this group had received their baccalaureate degree from the same institution offering the graduate HBSE course under study, and some of those students had taken several classes from the instructor of the graduate HBSE course. In an end of class student survey, just one of seventeen students responding indicated disagreement with positive statements regarding the course and instructor. This student indicated he or she did not find the required reading helpful or well utilized by the instructor, and found the effort required in the course inappropriate. The distance class consisted of students considered part time students. Just five of the 23 students in this group had received their undergraduate degree from the HBSE offering institution. The students met over interactive television for about 15 hours over the course of the semester, meeting alternate weeks. The students had all met one another in on campus classes during the previous summer. Some of the students in that class attended in the room where the instructor was located, and the remainder were scattered in other interactive television rooms in clusters from one student to half a dozen, over hundreds of miles of territory. Blackboard was utilized extensively, presumably substituting on line interaction for work equivalent to the reduced student meeting time. Students would both organize their group work via Blackboard, and then present work on Blackboard in weeks when there was no interactive television meeting. The Blackboard discussion was carried on in a computer program function called "discussion board," where students typed in
9 A Modest Experiment 9 their assignments and others, including the instructor, typed in responses for all to see, over some extended period. The end of class student survey indicated that at least several students were frustrated with the class processes. While just 12 students in this group completed the end of class survey, several students indicated they did not find the readings useful, found that amount of effort required was inappropriate, and that instructor feedback was inadequate. Five of the twelve responding thought the course was not useful. Clearly, the two classes neither constitute a true experiment with random assignment nor a randomly selected sample. Rather, the selection was determined by who applied and was accepted in an admissions process. Thus, this study cannot assert that all of the important variables are equalized by random assignment to the groups, or that the sample would have variable values similar to any larger population. These two points will therefore receive further attention below. Significance and power In this paper, we follow the convention of setting an acceptable level of significance at point 05. Significance, of course, addresses the probability of making a type I error, that is rejecting a null hypothesis that is true. Power assesses the probability of making a type II error, failing to reject a false null hypothesis. Given that the null hypothesis of no difference in achievement of the two classes is central to our work here, we would want to avoid that error. With our sample of 44, to reject the null hypotheses with 95% certainty we would need to explain 25% or more of the variance in achievement. This paper centers on a null hypothesis of no difference in achievement in the two class types, so we will want to significance of.05 and 25% of the variance explained to reject the null hypothesis.
10 A Modest Experiment 10 Analysis The research design was quasi experimental, comparing the two forms of class offerings, but also utilizing other available variables that might predict learning and interact with the form of class offering. Bivariate analysis, the differences of means, was utilized to describe the differences of the two classes. Bivariate correlation was utilized to look at relationships between variables. In addition, a linear regression model was developed to predict achievement in the two groups. Given the earlier findings of research on such means of delivery, we hypothesized that students would learn equally well in both classes, and that was largely supported. The comparison of means and the regression model which included the student's program as a dummy variable both suggested that the program type had little or no impact on the achievement outcome variable. The means of the available variables for the two classes described above were compared. The statistics are, for the most part, very similar as can be seen in Table 1. The age, baccalaureate GPA, pretest score and total points for the course did not differ much, and the differences were not statistically significant. As can be seen in these statistics, and as an independent t test found, the only sizable difference in the two groups of students was the time since receiving their baccalaureate degree. Insert Table 1 about here The spread of total points for all course work for all 44 students was 125 to 189. As Table 1 shows, the mean total score for the both groups was 156, but the on campus group was more variable, with a standard deviation of 18, while the distance group had a standard deviation of 10. An independent t test was conducted and as might seem obvious, even assuming unequal variance, there was no statistically significant difference between the groups (t=.02, df=30, p=.98). The lack of a difference in outcomes seems to indicate that students' achievements were equal for both HBSE
11 A Modest Experiment 11 classes, supporting our original hypothesis. Of the remaining predictor variables available to the analysis, time since receiving an undergraduate degree was the only variable showing significant difference (t=3.40, df=42, p=.002) between the two class groups, with a mean of 4.3 years on campus, and 12.1 years in the distance program. To investigate the influence of age, baccalaureate GPA, time since baccalaureate degree, location of baccalaureate degree, pretest, and delivery method had on total points, a linear regression model was developed and presented in Table 2. The predictor variables were able to explain 41% (p=.00) of the variance in total scores. This 41% figure is clearly in excess to the 25% power level and therefore powerful enough to analyze further. Table 2 column 2 provides the beta weights for each predictor. The larger the beta weight, the stronger the prediction, limited of course by the total variance explained. For example, baccalaureate GPA had a beta weight of.60 (p=.00) therefore, the conclusion can be drawn that baccalaureate GPA was the strongest predictor of total achievement, with higher baccalaureate GPAs indicating higher achievement, as might be expected. Time since baccalaureate graduation, at.59 (p=.00), is almost as important an explanation of achievement, the greater the time, the greater the achievement. Interestingly, the delivery method, whether on campus or at a distance, had limited influence with a beta of.25 (p=.09). The variance explained by class delivery method would be approximately the square of.25 or about 6%, well below the required power level for rejecting the null hypothesis with 95% certainty. However, this level made us a bit less certain that no difference exists in class outcomes. Insert Table 2 about here The last column of Table 2 lists the bivariate correlation between the total points achieved and the respective independent variables. While the beta coefficients represent the degree of explanation provided by each independent variable while the others are, in effect, held constant, the
12 A Modest Experiment 12 bivariate correlation accounts for just one variable at a time. Given that the one known difference between the two groups was the fact that distance students had received their baccalaureate earlier than the on campus students had, the importance of that difference might be further examined. As can be seen in the last column of Table 2, the bivariate correlation between total points achieved and years since the undergraduate GPA was r=.45, but the beta coefficient was.60. As discussed above, the weak relationship between class type and achievement appears when we account for various independent variables. As we have shown, years since undergraduate degree had a notable relationship with the delivery method (see table 1) as well as with GPA (r=.44). In an ideal experiment, where the difference in time since the degree would have been removed, undergraduate GPA may have a strong impact on achievement and the type of class may have been weakly negative for distance students achievement. Discussion What then can we say about the teaching of this knowledge course in the differing formats? First, our hypothesis that there would be no difference in the outcomes between class types was left standing, or nearly so. In terms of learning outcomes, and consistent with what previous work had suggested, our study suggests that the knowledge content of HBSE in social work education will lend itself to the varying delivery methods we studied, at least so far as students' learning the content and in the context we described. However, other issues may lie behind this conclusion, and those issues may need attention in both the study of, and the delivery of social work education. Differences noted between the two classes in two areas are suggestive, and those areas are the end of class ratings of the classes by the students, and the differences in at least the time of post baccalaureate experience of the students, and perhaps differing selection of students resulting from the amount of that experience.
13 A Modest Experiment 13 Second, student responses to the end of class survey are of interest. Data on students' endof class responses cannot be matched on a student by student basis due to confidentiality of the student responses and was thus lumped into the dichotomous class type variable. Nonetheless, we can guess that the dissatisfaction of some distance students is couched in the distance delivery as well as context that detracts from students' appreciation of the course delivery. Distance students, more than on campus students perhaps, maintain a high level of responsibility to job and family while getting their degrees. Thus, contextual stress may be compounded by the distance student's participation in the degree program, and this makes the experience a less positive one. This contextual stress can be contrasted with the on campus students' possibly lesser stress, as well as their greater experience with the campus and instructor, which when compounded with the in person delivery may have led to a more meaningful and comfortable course delivery. Third, the selection of distant students into the program at a time more distant from their baccalaureate degrees than the on campus group may have also given them different and greater experience. Given that they probably had more opportunity to develop learning skills since graduation, they were probably less dependent on their prior academic experience for their achievement than on campus students. In the language of experimental studies, the distance students had matured more than on campus students prior to program entry. Another way of thinking about this is the language of strengths often used in social work. The on campus students had varying strengths gained from their on campus experience, and were able to utilize the strengths available to achieve in the course. The distance students had varying strengths gained from their post graduate experience, and were able to use those strengths to achieve. Thus, both groups achieved at the same level.
14 A Modest Experiment 14 Fourth, the presence of differing student backgrounds suggests other issues for comparisons of and delivery of varying forms of classes. Researchers need to be aware of the possibility of selection bias. They need to examine that issue by collecting data on background variables that describe possible differences. In our own program, we will seek to expand the list of known variables in future studies. We would further expect relevant variables to vary from one setting to another, for example an urban setting may not select students into programs as they were selected in our study on the basis of time since undergraduate degree. The relationship of the interaction of variables should be further researched, and that research may have interesting implications for selection of students through admission processes. If the time since the degree does reduce the impact of GPA on achievement for example, then programs like our distance program which attract more experienced students might be able to reduce GPA requirements without damage to achievement outcomes. Finally, we recognize that our small study, in a unique region of the country, is not readily generalizable to other areas. Thus, our attention to power and significance probably has more to do with how we will generalize the research into our environment, than it does for generalization into other environments. However, the support of the no difference hypothesis, as well as the notation of differences in the groups, suggests issues that other educators in other settings might well consider as they study educational delivery. We would submit that any transfer of understanding that might be tentatively made to other settings should be done in relation to comparable course content, namely advanced macro HBSE content. Micro practice content, which might be learned through person toperson role play for example, might have considerably different achievement results on campus vs. at a distance.
15 A Modest Experiment 15
16 A Modest Experiment 16 References Barnett Queen, T., & Zhu, E. (1999). Distance education: Analysis of learning preferences in two sections of undergraduate HBSE like human growth and development course: Face to face and Web based distance learning. Paper presented at the 3rd Annual Technology Conference for Social Work Education, Charleston, SC. Coe, J. R. & Elliot, D. (1999). An evaluation of teaching direct practice courses in a distance education program for rural settings. Journal of Social Work Education, 35 (3), Faux, T. L., & Black Hughes, C. (2000). A comparison of using the Internet versus lectures to teach social work history. Research on Social Work Practice, 10(4), Frey, A., Faul, A., & Yankelov, P. (2003). Student perceptions of Web assisted teaching strategies. Journal of Social Work Education, 39(3), Haga, M. & Heitkamp, T. (2000). Bringing social work education to the prairie. Journal of Social Work Education, 36 (2), Harrington, D. (1999). Teaching statistics: A comparison of traditional classroom and programmed instruction/distance learning approaches. Journal of Social Work Education, 35 (3), Johnson, M. M., & Huff, M. T. (2000). Students use of computer mediated communication in a distant education course. Research on Social Work Practice, 10(4), Matchmes, K. & Asher, W. (2000). Meta analysis of telecourses in distance education. American Journal of Distance Education, 14 (1), Moore, B. (2005). Faculty Perceptions of the Effectiveness of Web Based Instruction
17 A Modest Experiment 17 in Social Work Education: A National Study. Journal of Technology in Human Services, 23(1/2), Rooney, R., Hollister, C. D., Freddolino, P., & Macy, J. (2001). Evaluation of distance education programs in social work. Journal of Technology in Human Services, 18(3/4). Siegel, E., Jennings, J G., Conklin, J. & Napoletano Flynn, S. A. (1998). Distance learning in social work education: Results and implications form a national survey. Journal of Social Work Education, 34 (1), Stocks, J. T., & Freddolino, P. P. (1998). Evaluation of a World Wide Web based graduate social work research methods course. Computers in Human Services, 15(2/3), Wolfson, G K., Marsom, G., & Maguson, C. W. (2005). Changing the nature of discourse: teaching field seminars on line. Journal of Social Work Education, 14 (2),
18 A Modest Experiment 18 Table 1: Comparative Statistics of the On Campus and Distance Classes Variable On campus Mean, (SD) Distance Mean, (SD) t 1 P 1 Age 34.8 (12.0) 37.1 (9.1) Undergraduate GPA 3.2 (.40) 3.15 (.43) Pretest score 16.3 (4.21) 15.0 (3.76) Years since degree 4.3 (7.05) 12.1 (8.17) Total course points (18.1) (9.9) Significance levels and t values assuming equal and nonequal variance are nearly identical. Table 2: Regression Model of Student Achievement as Dependent Variable 1 Variable Std. Err. Beta t P r Undergraduate GPA Years since degree Institution (Different=0, Same=1) Pretest score Age Class (On Campus=0, Distance=1) Adjusted r 2 =41%, standard error=11.
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text:
The Modern Hotel in Britain is the first ever survey of the architecture and interior design of British hotels of the mid-twentieth century. Beginning in the wake of the 1925 Exposition des Arts Decoratifs in Paris, the narrative follows the development of modernist and modern decorative design approaches in hotels until the mid-1970s. Throughout, changes in the types of clientele, fashions in catering, hospitality and entertainment and in modes of travel and tourism provide context. Famous hotels of the 1920s and 30s, such as The Grosvenor House, The Dorchester and Park Lane Hotel in London, Burgh Island and the Midland in Morecambe are described, as are roadhouses, airport hotels and motels. Post-war, the development of chains, such as Trust Houses and Forte, are documented, as are the many new hotels constructed during the 1960s. The book has a text of 100,000 words, is fully referenced and profusely illustrated with colour and black and white photographs and architectural drawings.
Bruce Peter is Reader in Design History at The Glasgow School of Art. He is the author of several substantial books on the architecture, design and material culture of buildings for leisure and transport. He has also written extensively about the naval architecture and interior design of modern merchant ships.