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COLUMBIA, S.C. — A splintered conservative vote in South Carolina could pave the way for Mitt Romney to win this week's pivotal primary, some rivals said today, acknowledging an outcome that prominent state lawmakers suggested could end the nomination fight. "I think the only way that a Massachusetts moderate can get through South Carolina is if the vote is split," said Newt Gingrich, portraying himself as the lone conservative with a "realistic chance" of beating Romney in the first-in-the South contest. Polls show Romney, the former Massachusetts governors who struggled to a fourth-place finish in South Carolina during his 2008 White House run, with a lead heading into Saturday's vote. The state has a large population of evangelicals and other conservative Christians, and concerns arose four years ago about his Mormon faith. But Gingrich, Rick Santorum and Rick Perry all said Romney, after victories in Iowa and New Hampshire, continued to benefit from the fractured GOP field and the failure of social conservatives to fully coalesce around a single alternative. "If for some reason he's not derailed here and Mitt Romney wins South Carolina ... I think it should be over," said the state's senior senator, Republican Lindsey Graham. He added, "I'd hope the party would rally around him if he did in fact win South Carolina." Santorum said South Carolina is "not going to be the final issue" and spoke of the "need to get this eventually down to a conservative alternative" to Romney. "When we get it down to a two-person race, we have an excellent opportunity to win this race," said the former Pennsylvania senator who won the endorsement of an influential group of social conservatives and evangelical leaders Saturday in Texas. Perry, the Texas governor, said it was "our intention" to compete in the next contest, Florida's primary Jan. 31, even if he finished last in South Carolina.
Gingrich said he would "reassess" his candidacy if he lost in South Carolina and acknowledged that a Romney victory would mean "an enormous advantage going forward." The former House speaker appealed for the support of "every conservative who wants to have a conservative nominee." "I hope every conservative will reach the conclusion that to vote for anybody but Gingrich is, in fact, to help Romney win the nomination," he said. To Rep. Tim Scott, R-S.C., the equation is simple: "If Romney wins South Carolina, I think the game's over. This is the last stand for many candidates." He noted that three candidates are pursuing the evangelical vote "very strongly and without any question that works to the Romney campaign's benefit. It's hard to find a single candidate that rallies all of the Christian voters in South Carolina and therefore that splintered approach will probably have a major impact" in the primary. Romney took a rare day off from campaigning while his opponents focused on the South Carolina coast. They also attended church services and prayer breakfasts in a state with a large population of evangelicals and other conservative Christians. At the Cathedral of Praise in North Charleston, Gingrich was cheered by church members as he criticized activist judges who he said had made "anti-American" rulings to keep God out of schools. Santorum spoke at the same church Saturday. At a prayer breakfast in Myrtle Beach, Perry appealed to religious conservatives to back his candidacy. "Who will see the job of president as that of faithful servant to the American people, and the God who created us?" Perry said. "I hope each of you will peer into your heart and look for that individual with the record and the values that represent your heart." The candidates faced a packed week of campaign events and nationally televised debates Monday and Thursday. No Republican has won the party's presidential nomination without carrying South Carolina. Santorum battled Romney to a virtual tie in Iowa before falling to fifth place in New Hampshire. Gingrich and Perry fared poorly in both states. All three have the backing of well-financed independent groups known as super political action committee that can help keep their candidacies afloat. Santorum refused to suggest anyone should drop out of the race as a way to consolidate conservative support behind an anti-Romney candidate. But he said Republicans would have a hard time beating President Obama in November if Romney were the nominee. Santorum cited Romney's push for mandatory insurance coverage in Massachusetts. Gingrich and Perry used television interviews to focus on Romney's former leadership of the Bain Capital venture firm. Both defended raising questions about Bain's business practices, saying Romney's tenure would come under relentless assault from Democrats in the general election. Former Utah Gov. Jon Huntsman picked up the endorsement of The State, one of South Carolina's leading newspaper. Huntsman came in a weak third in New Hampshire after skipping Iowa, but the paper described him as a "realist" able to appeal to the centrist voters who will decide the general election. Texas Rep. Ron Paul was returning to campaigning for the first time since Wednesday. He has spent several days at home in Texas after his second-place finish in the New Hampshire primary last week. Gingrich, Graham and Scott appeared on NBC's "Meet the Press," while Santorum spoke on "Fox News Sunday" and Perry was interviewed on CNN's "State of the Union."


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Lowest Cache on Earth GC1EHNZ GEOCACHE OF THE WEEK – January 16, 2011
The sunbaked rocks near the shore of The Dead Sea hide a geocaching adventure. Treasure-hunters trek to a location unlike any other on earth. Geocachers descend 111 meters (364 feet) below sea level to search for what's billed as the "Lowest Cache on Earth" (GC1EHNZ).
The journey, as geocachers' GPS devices track closer to the cache coordinates, reveals a scorching desert of shepherd tending flocks, palm trees and wiry brush.
The cache is hidden on the Jordan side of The Dead Sea. The cache owner Limbo placed the small tradition cache in 2008 at an ideal vantage point. Limbo writes on the cache page, "After you find it, find a place to sit and enjoy the great view of the Dead Sea."
Geocachers from around the world have logged smileys on the cache. One writes, "Given the altitude of this one, I really wanted to pick it up. My driver was pretty interested in the idea and accompanied me across from the parking spot to GZ, and was suitably impressed when I walked straight to the cache and voila! I signed the log while he sorted through the stash, and then it was back to the car to escape the ridiculous heat. They both reckon it was about 50 degrees Celsius [122 F] out here today."
If you're in the neighborhood in March, and can stand the heat, you could also log an Event Cache. "Meet & Greet @ the Lowest Point on Earth" (GC3AC47) is scheduled for March 3, 2012. It's within a few kilometers of the "Lowest Cache on Earth."
Continue to explore of some of the most engaging geocaches around the globe. Explore all the Geocaches of the Week on the Latitude 47 blog or view the Bookmark List on Geocaching.com. If you' d like to nominate a Geocache of the Week, send an email with your name, comments, the name of the geocache, and the GC code to firstname.lastname@example.com.

subset: commoncrawl


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|Chinese culture -> China-health -> Fish oil might lower breast cancer risk
[China-health]Fish oil might lower breast cancer risk[Page:1]
In a study of more than 35,000 postmenopausal women, researchers found that those who said they regularly used fish oil supplements were one-third less likely than non-users to develop breast cancer over the next six years.
The lower risk was seen even with a number of known and suspected risk factors for breast cancer taken into account -- including older age, obesity, heavy drinking and sedentary lifestyle.
Still, the study is limited in the fact that it is what is known as an "observational" study -- where researchers look at the relationship between an "exposure" (like supplement use) and a disease risk.
"There are a lot of cautions with this type of study," said senior researcher Dr. Emily White, of the Fred Hutchinson Cancer Research Center in Seattle. "It cannot show cause-and-effect."
So it is too soon to recommend that postmenopausal women start taking fish oil for the sake of lowering breast cancer risk, White told Reuters Health in an interview.
Any such recommendations may come if and when evidence from clinical trials supports a benefit of fish oil. "Fortunately, there is going to be a clinical trial," White said.
She was referring to a Harvard University trial just underway that will look at whether fish oil and vitamin supplements affect the risks of cancer, heart disease and stroke in older men and women.
In that study, which aims to enroll 20,000 U.S. adults, researchers will randomly assign participants to take one or both supplements, or placebo pills to serve as a comparison. This type of study is considered the "gold standard" for demonstrating cause-and-effect.
Fish oil, a rich source of healthy fatty acids known as omega-3, is best known as a potential boon for heart health. A number of clinical trials have shown that fish oil may help lower triglycerides (a type of blood fat), high blood pressure and the risk of heart attack in people with established heart disease; high fish consumption has also been linked to a lower risk of developing heart disease.
So experts generally recommend that adults aim to eat fish at least twice a week -- preferably fattier fish like salmon, mackerel and trout.
But whether fish or fish oil have any effects on cancer risk remains unclear.
The new study, published in the journal Cancer Epidemiology, Biomarkers & Prevention, looked at the question by asking 35,016 women ages 50 to 76 about their current and past use of fish oil and certain other supplements.
The researchers then followed the women for an average of six years to document any diagnoses of breast cancer. During that time, 880 women were diagnosed with the disease.
Among women who developed breast cancer, 5 percent had reported regularly using fish oil at the study's outset. Among women who remained cancer-free, 8 percent had been current fish oil users at the outset.
Overall, fish oil use at the start of the study was related to a one-third lower risk of developing breast cancer compared with non-use -- with factors like age, weight, self-reported diet and exercise habits, and family history of breast cancer taken into account.
It is biologically plausible that fish oil could affect breast cancer development, according to White. Fish oil is known to have anti-inflammatory effects, and chronic inflammation in the body is thought to play a role in the growth and spread of cancer cells, White explained.
The pieces of evidence are there, she said, but they have not yet come together into a strong enough whole to recommend fish oil for trimming breast cancer risk.
Dr. Edward Giovannucci, of the Harvard School of Public Health in Boston, agreed.
"It is very rare that a single study should be used to make a broad recommendation," Giovannucci, a member of the journal's editorial board, noted in a written statement. "Over a period of time, as the studies confirm each other, we can start to make recommendations."
And while fish oil is generally considered safe when taken as directed, it can have side effects, such as stomach upset, heartburn and, at least at higher doses, bleeding.
White's team also found that among a subgroup of women with a history of heart disease, fish oil use was actually related to an increased breast cancer risk versus non-use.
The finding, White said, is surprising and not readily explained. She added, though, that it was based on only a small number of women, and may represent a chance finding rather than a true effect of fish oil.
The current findings cannot hint at whether a fish-rich diet might help lower breast cancer risk. But, White and her colleagues note, two previous large studies did look at the relationship between women's reported omega-3 intake from food and their risk of breast cancer. Neither study uncovered any link.
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The night before Conduit Global announced this week it will hire 1,000 people to staff a large call center in Shelby County, representatives of the company stayed at The Peabody hotel.
Belz Enterprises is setting up the infrastructure to establish a new hotel and resort management venture to rebrand other properties into new Peabody hotels.
(Daily News File/Brandon Dill)
Not only did they let it be known they were impressed by the South's Grand Hotel, they said they'd love to stay at the Peabody again when they come back to Memphis. Other groups also use the hotel for similar purposes – the University of Memphis men's basketball team, for example, might bring recruits there, as might St. Jude Children's Research Hospital when they bring a doctor to town they want to woo to the city.
Now, the Peabody wants to do something that replicates those encounters, by spreading the brand far beyond Memphis.
For a little more than a year, Belz Enterprises has been "setting up the infrastructure," in the words of Peabody Memphis general manager Doug Browne, to establish a new hotel and resort management venture. The basic idea – Belz will look for hotels in other cities that are operated at a similar level of quality as the Peabody, negotiate deals to rebrand them and essentially turn them into new Peabody hotels in other cities, all without having to build them.
"All the same features you have here, we'll institute and put in place at another hotel that we would brand and manage," Browne said.
Browne also will be wearing a new hat as part of the change. He'll be president of the new venture, Peabody Hotels & Resorts. Along with Browne's expanded role, Peabody director of sales and marketing Craig Smith has been promoted to vice president of brand development for Peabody Hotels & Resorts.
He'll be charged with aggressively pursuing and vetting hotel properties that meet the company's requirements. Browne, meanwhile, said the rebranded hotels – which will also be managed by Peabody Hotels & Resorts – will adopt the Memphis hotel's core standards, values and traditions, down to the famous ducks.
Like the flagship property in Memphis, each new hotel will be home to five North American mallards that continue the 80-year tradition of the March of the Peabody Ducks.
Belz will be looking to do this replicating of the Peabody essence in cities like Atlanta, Nashville, Dallas, Houston, St. Louis and Chicago – and more.
The company is no stranger to expansion outside of Memphis, though it's been selling off Peabody hotels in recent years. Last year, Belz announced a deal to sell the Peabody Orlando, following the sale in 2012 of the Peabody Little Rock.
Browne said the new effort won't be limited to the South, although the region will be an area of focus. Also, every hotel will be unique, in that Belz won't require them to mimic the entirety of the appearance of the Peabody.
When asked the motivation for the new pursuit by Belz, Browne responded, "Well, why not?"
"There's a lot of brands out there that have done similar things, if you look at The Plaza Hotel in New York. The Waldorf Astoria. The St. Regis Starwood. The Peabody is a great brand, well-known, with a great history. We just felt we had something other people might enjoy being a part of.
"This brand has done a great job over the years of creating a great name for itself," Browne said. "It's well known. We're a hotel people are proud of in this city."
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by The Daily News Publishing Co. Inc. - All Rights Reserved


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Thursday, March 29. 2018
Friday, April 28. 2017
PhysicsWhat is weathering? What are the types of weathering?» What is erosion? What are the agents of erosion?» What is Glacier terminus?» What are the parts of a Glacier?» What are Glaciers?»
ChemistryHow do we describe the elements livermorium, tennessine and oganesson? » What qualities make nihonium, flerovium and moscovium special? » What are the element numbers 110, 111 and 112? » What are the features of bohrium, hassium and meitnerium? » What are the characteristics of the elements 104, 105 and 106? »
BiologyWhat is special about the Baobab tree?» What are the major grasses cultivated for food grains?» How are grasses classified?» Do all cacti live in deserts?» Why do desert plants not wilt under the hot sun?»


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Category Archives: Photography
India's renewable energy push is wiping out the last of the great Indian Bustards
Posted on Friday, July 20th, 2018 by Paul
India's big push towards renewable energy is wiping out a critically endangered bird. So great is the devastation that in the western Indian state of Gujarat, one of the last sanctuaries of the great Indian bustard, only one male member of the species is left. https://qz.com/1324722/renewable-energy-power-projects-are-killing-the-endangered-great-indian-bustard/
GBG Open Day!
Posted on Friday, July 20th, 2018 by Paul
The Great Bustard Group are excited to announce the date and location of our annual open day When? – Saturday 25th August 2018, 10:00 – 15:30 Where? – Enford Village Hall, Enford, Near Pewsey, Wiltshire, SN9 6DD There will be project updates, presentations throughout the day, trips to see the Great Bustards on Salisbury Plain […]
Houbara Bustard
Posted on Wednesday, May 2nd, 2018 by Paul
Endangered Houbara Bustard Likely to Become Extinct Due to Hunting – http://thebalochistanpoint.com/endangered-houbara-bustard-likely-to-become-extinct-due-to-hunting/
Great Indian Bustard
Posted on Wednesday, May 2nd, 2018 by Paul
Search for the great Indian bustard in Maharashtra fails to find any – https://www.hindustantimes.com/mumbai-news/search-for-the-endangered-great-indian-bustard-fails-to-find-any-in-maharashtra/story-g2Ly4zBg7HhLQMRqsev49O.html and https://timesofindia.indiatimes.com/city/nagpur/less-than-8-gibs-left-in-maharashtra-wii/articleshow/63902393.cms
Birdworld Fundraisers help GBG
Posted on Friday, March 30th, 2018 by Paul
"Photo: Alice Baker from Birdworld with David Waters of the GBG" Birdworld (https://birdworld.co.uk) have presented the GBG with a cheque for over £1100 to help the reintroduction of the Great Bustard. Birdworld have been fundraising for the GBG for close to 10 years now, and this latest donation will be specifically used to help cover […]
Posted on Saturday, November 11th, 2017 by Paul
Adrain Wells presents GBG Director Ruth Manvell with a cheque from the Wiltshire Branch of the National Association of Retired Police Officers (NARPO). The charity quiz held at the Wiltshire Constabulary HQ raised over £500. The proceeds have been shared between the GBG and Julia's House. A big thank you to Adrain and the retired […]
Recent study in India
Posted on Saturday, November 11th, 2017 by Paul
A recent study in India has suggested the endangered Great Indian Bustard benefits from recently ploughed and cultivated land. It also makes a specific note about the importance of Lucerne or Alfalfa. The GBG has long questioned the once perceived wisdom of Great Bustards needing large areas of grassland, and it seems the Great Indian […]


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70th Anniversary and 40th Annual Sessions of the Institute of Chemistry Ceylon, Sri LankaActivity by N.M. Sanjaya Hettigedara | added on May 21, 2011 | Sri Lanka
The Institute of Chemistry Ceylon has planned to celebrate its 70th Anniversary simultaneously with its 40th Annual Sessions on 16th-17th June 2011 at the Sri Lanka Foundation Institute, Colombo, Sri Lanka. (Text by A.M.Jayasekara, Programme Officer IYC 2011)
The Institute of Chemistry Ceylon is the successor to the Chemical Society of Ceylon (founded in 1941) and was established in the year 1971 for the general advancement of the science and practice of Chemistry. The Institute is a learned society catering to the chemical sciences as well as a professional, qualifying and examining body looking after and responsible for the maintenance and enhancement of the profession of chemistry. Having a membership of over 1,500 and being the oldest body in any branch of the basic sciences in Sri Lanka, the Institute has planned to celebrate its 70th Anniversary simultaneously with its 40th Annual Sessions on 16th-17th June 2011 at the Sri Lanka Foundation Institute, Colombo. This important occasion will be graced by two eminent Chemists namely, Prof. J. A. Pincoch from Dalhousie University Canada as the Chief Guest and Prof. A.P. de Silva from Belfast University, Ireland as the Guest of Honour.
The Annual sessions will consist of the Opening Ceremony and the Annual General Meeting of the Institute which will be held on 16th June 2011. Interschool Chemistry Quiz Awards, College of Chemical Sciences Student Awards, Merit Scholarships and Distinguished awards will be presented at the Opening ceremony. The Theme Seminar, Technical Sessions and the Annual Dinner have been scheduled for the 17th of June 2011. While the theme for this year is 'Chemistry for the Wellbeing of the Society' the title of the Theme Seminar will be 'Photochemistry for the Wellbeing of the Society'. There will be more than 20 research papers presented by the researchers in the areas of chemical sciences. In addition, the Institute's Research Award Lecture will also be presented.
About 250 scientists and students are expected to participate at the Opening Ceremony.
Want to submit your own activity or comment?
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Foraminifera (formally called Foraminiferida) are amoeba-like, single-celled protists (very simple micro-organisms). They have been called 'armoured amoebae' because they secrete a tiny shell (test) usually between about a half and one millimetre long. They get their name from the foramen, an opening or tube that interconnects all the chambers of the test. Fossilised tests are found in sediments as old as the earliest Cambrian (about 545 million years ago) and foraminifera can still be found in abundance today, living in marine and brackish waters.
One of the first fossilised foraminifera to have evolved is Platysolenites antiquissimus. It lived about 545 million years ago during the early Cambrian and has been found in rocks in Wales and in a borehole sunk below Oxfordshire. They are agglutinated tubes three or four centimetres long.
The photograph (left) shows a cross-section of one of the tubes (which is about two millimetres across) and although it is slightly squashed, the agglutinated sand grains and the tubular structure are clearly visible.
The test, which is the part that is preserved as a fossil, can take many different shapes. (Click on the images to enlarge them.)
In some types of foraminifera the chambers are added in a spiral and take a number of forms.
Still other foraminifera have very complex tests:
Foraminifera were first discovered about 2 000 years ago. The pyramids in Gizeh, Egypt, are in part built out of a Palaeogene limestone which contains huge numbers of Nummulites gizehensis, a large foraminifer that grew to several centimetres across.


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Frequently Asked Questions about Physics Education Research
This is the FAQ page for questions about PER. For questions about the PER User's Guide, please see the PER User's Guide FAQ.
- What is PER?
- What is the best way to teach physics?
- How do we know that PER-based teaching methods really work?
- Which PER-based teaching method should I use? Are some more effective than others?
- How can it be true that people don't learn from lectures? I learned physics from lectures, and have managed to become a successful physicist. If no one learns from lectures, why do we go to talks at conferences?
- Will using PER-based teaching methods take up a lot of class time and make it difficult for me to cover enough content?
- How do we know that the supposed benefits of PER-based teaching methods aren't just due to spending more time on task?
- Do PER-based teaching methods help good students, or are they only for weak students?
- How can I facilitate students working well in groups?
- How do we know that the supposed benefits of group work aren't just due to the smart students telling the dumb students the answer?
- Won't all this emphasis on conceptual understanding hurt traditional problem-solving and calculation abilities?
- If students have an incorrect idea about physics, why not just show them a demonstration illustrating the correct principle? Surely seeing is believing!
- What if my students don't like PER-based teaching methods?
What is PER?
Physics Education Research (PER) is a field of research focused on understanding how students think about physics and how to teach physics more effectively. Researchers in PER typically have (or are working towards) PhDs in physics or education. PER is different from traditional education research because researchers in this field are experts in the subject of physics, and can therefore look at student learning in ways that are particular to physics content. Over the last few decades, researchers in PER have made enormous advances in understanding how students learn physics most effectively and in developing teaching methods that apply this understanding to achieve improved student learning.
What is the best way to teach physics?
According to PER, the best way to teach physics is through "interactive engagement" methods, defined by Hake as methods "designed at least in part to promote conceptual understanding through interactive engagement of students in heads-on (always) and hands-on (usually) activities which yield immediate feedback through discussion with peers and/or instructors." See our Methods and Materials page for a complete list of methods that use interactive engagment, and our What makes them work page for a list of features that make these methods work.
How do we know that PER-based teaching methods really work?
Many studies in PER have illustrated that PER-based teaching methods lead to significant learning gains, much greater than traditional lecture. One of the most well-known and thorough of these studies was conducted by Hake in 1998. Hake collected data from 6000 students in introductory physics classes around the country in a range of academic settings with different types of instruction. All these students took a test called the Force Concept Inventory (FCI) at the beginning and end of instruction. The FCI is a multiple-choice test with conceptual questions based on research into student thinking about physics. These questions ask about students' basic model of forces and acceleration and require minimal calculations. Many physics instructors are reluctant to give their students this test because the questions appear "too easy." Most physics instructors imagine that their students should be able to answer these questions easily and fear that students will be insulted by the simplicity of them.
For each class, Hake calculated the improvement on the FCI using the normalized gain, a measure of how much the students learned as a percentage of how much they could have learned:
Normalized gain = <g> = (%post-%pre)/(100%-%pre)
His results are shown in the figure at right. Hake found that the average normalized gain for classes taught with traditional lecture instruction was 23%, with a range from 13% to 29%. There were no classes taught with this method in which students improved more than 30% between the beginning and the end of the course! For courses taught with interactive engagement methods, the average normalized gain was 48%, with a range from 21% to 69%.
Since 1998, many instructors have been inspired by the Hake study to try giving the FCI in their courses, including popular award-winning lecturers, and no one has ever reported a gain higher than 30% for a course using traditional lecture instruction. Many studies since 1998 have reported gains similar to or higher than those reported by Hake in courses using interactive engagement methods.
If you teach introductory physics, try out the FCI with your students. If you can get more than 30% gain, publish your results! Research-based assessment tools similar to the FCI exist in many other subjects as well. Our Assessment Tool Guide will soon include a complete list and a discussion of how to use them.
Our Methods and Materials page will soon include references to research studies documenting the effectiveness of each of the methods listed on this site.
Which PER-based teaching method should I use? Are some more effective than others?
One of the less well-known results of the Hake study was that, while there were large differences in student learning between courses using traditional lecture and those using PER-based teaching methods, there were no significant differences between different PER-based teaching methods. Many studies done since 1998 have confirmed that the variations in student learning between different implementations of a particular method are much greater than the variations between methods. Further, it is difficult to directly compare methods because they may cover different topics, have different goals, and be studied using different research methods. Hake concludes, "At this stage (a) the particular method used by an instructor may be less important than the skill of that instructor in promoting effective interactive engagement of students, (b) teachers might be well advised to try first those methods which best match their own inclinations, course objectives, teaching styles, students' characteristics, and resources."
Our Methods and Materials page allows you to filter teaching methods according to the criteria that matter to you in order to find the ones that best match your particular environment and goals.
How can it be true that people don't learn from lectures? I learned physics from lectures, and have managed to become a successful physicist. If no one learns from lectures, why do we go to talks at conferences?
Studies in PER (and other education research) show that people learn when they are actively engaged in the material. This is certainly possible in a lecture, if you are asking yourself questions and actively working to make sense of what you are hearing. The problem is that most students, unlike those of us who ended up as physicists, are not doing this during physics lectures, as demonstrated by many studies that show very little physics learning in classes taught with lectures. PER-based methods work by helping students learn to to engage with physics in the way that physicists do.
It is possible for students to learn from a lecture if they are prepared to engage with it. For example, Schwartz et al. found that if students work to solve a problem on their own before hearing a lecture with the correct explanation, they learn more from the lecture. (For a short summary of this article aimed at physics instructors, see these posts - part 1 and part 2 - on the sciencegeekgirl blog.) Schwartz and Bransford argue that lectures can be effective "when students enter a learning situation with a wealth of background knowledge and a clear sense of the problems for which they seek solutions."
For suggestions on how to help your students get the most from lectures, see the Center for Astronomy Education's guide to lectures, or chapter 7 of Redish's book Teaching Physics with the Physics Suite.
Will using PER-based teaching methods take up a lot of class time and make it difficult for me to cover enough content?
It is certainly true that you can't "cover" as much content when you take the time to have students actively work through it as you can when you simply explain it. A good rule of thumb for many PER-based teaching methods is that you will probably need to eliminate about 10% of your content. However, depending on the method and the implementation, you may find that you need to eliminate much more, much less, or none at all.
Since research suggests (see previous questions) that students don't learn much from lectures, simply covering the content may not be doing your students much good anyway. Some advocates of interactive engagement argue that in order to achieve the more important goal of students actually understanding anything in your class, you need to give up on the goal of covering a lot of content. Others recognize that institutional constraints often do not allow such a radical stance, and suggest that it is possible to use interactive engagement and still cover just as much content. One strategy that allows you to cover just as much content in your course, while still covering less in lecture, is to shift some of the content into out-of-class reading and/or homework. One way to do this is with Just-in-Time Teaching.
If you have institutional constraints that make content coverage an issue for you, you can find interactive engagement methods that allow for more content coverage on our Methods and Materials page by opening the "Coverage" section in the menu on the left and selecting "Many topics with less depth."
How do we know that the supposed benefits of PER-based teaching methods aren't just due to spending more time on task?
A study by Redish, Saul, and Steinberg provides one of the cleanest demonstrations that PER-based teaching methods achieve better learning gains with equal time on task. They replaced traditional recitations with Activity-Based Tutorials and found significant improvements without any additional time on task. In one case they actually reduced time-on-task and still found improvements: The same award-winning professor taught two sections of the same class. In one section he gave three hours of lectures on the same topic "teaching to the test" and they had a traditional recitation on the topic. In the other section he gave only one hour of lecture and they did a tutorial in recitation section, and the students did better.
A study by Lasry et al. demonstrated that peer discussion during Peer Instruction is more effective than asking students to spend an equal amount of time reflecting on the question on their own.
Do PER-based teaching methods help good students, or are they only for weak students?
Physics instructors often think that PER-based teaching methods are somehow "remedial" or only appropriate for weaker students. After all, most successful physicists learned from traditional lecture instruction, and we've been doing it for generations, so it must be the best way. However, there are several research studies showing that PER-based teaching methods help students at all levels of ability, including the strongest students. These results suggest that perhaps successful physicists learned physics in spite of, rather than because of, the traditional lecture instruction they received in school.
Beichner et al. found that using SCALE-UP at MIT and the University of Central Florida led to large improvements over traditional lecture on a range of assessments. The learning gains were large for the bottom, middle, and top third of the class, but largest for the top third, showing that these top students benefited even more than the weak students from this reformed instructional method.
At the University of Minnesota, Heller, Keith, and Anderson showed that when students used Cooperative Group Problem Solving, the solutions of students working in groups were significantly better than the solutions of the best individual student in the group working alone. Further, the problem-solving scores of the weak, medium, and strong students all improved over time. These results demonstrate that even the strongest students benefit from group work.
At Harvard, Crouch and Mazur found that in a class using Peer Instruction, no student initially gave the correct answer to a concepTest more than 80% of the time. Even at Harvard, there are no students who always know the answer to these conceptual questions. This suggests that such questions are valuable even for the strongest students.
In a longitudinal study of physics majors at the University of Colorado, Pollock found that students who had taken introductory electromagnetism courses using Tutorials in Introductory Physics with learning assistants received slightly better course grades in a traditionally taught junior-level electromagnetism course, suggesting that the tutorials did not hurt and may have helped these students' performance in the one of the core physics courses most valued by physics faculty.
How can I facilitate students working well in groups?
Most PER-based teaching methods include some form of group work and provide a structure for incorporating group work into your class. Resources for supporting faculty in facilitating group work, including the Carl Wieman Science Education Initiative's Guide to Group Work in Educational Settings and PhysTEC's LA Video Project. We'll have more resources here soon.
How do we know that the supposed benefits of group work aren't just due to the smart students telling the dumb students the answer?
We know that it's not enough to just tell students the answer because of studies demonstrating that traditional lectures alone result in very little learning.
Further, research at the University of Minnesota demonstrates that the gains from group work are too large to be explained by this alone. Heller, Keith, and Anderson showed that when students used Cooperative Group Problem Solving, the solutions of students working in groups were significantly better than the solutions of the best individual student in the group working alone. This demonstrates that all students were contributing to the group. Based on observations of group interactions, the researchers said, "…although the best problem solver in each group usually provided the leadership in generating approaches to the problem, the medium and lower ability students often provided the monitoring and checking to make sure that conceptual and procedural mistakes were not made."
Won't all this emphasis on conceptual understanding hurt traditional problem-solving and calculation abilities?
There are several research studies showing that using PER-based methods that emphasize conceptual understanding at the expense of calculations does not hurt, and can actually improve, traditional problem-solving.
At Harvard, Mazur tested this question using a final exam that was entirely focused on traditional problem solving. He gave the same exam in 1991, after implementing Peer Instruction, that he gave in 1985, when he was using traditional lecture methods. The average score in 1991 was 69%, compared to 63% in 1985, a statistically significant difference, despite his shift away from problem-solving during lecture.
Mazur also tested problem-solving ability by giving the Mechanics Baseline Test, a test similar to the FCI but with more quantitative questions, in classes using Peer Instruction and traditional lecture. Students in the Peer Instruction classes scored higher on the test as a whole and on the quantitative questions.
At the University of Minnesota, Heller, Keith, and Anderson showed that when students used Cooperative Group Problem Solving, they performed much better on traditional exam problems than students in traditional lecture sections.
At North Carolina State University, Abbot et al. found that replacing a single traditional laboratory with a modified version of Tutorials in Introductory Physics on circuits led to no change in performance on most exam problems, but a dramatic improvement in scores on one traditional quantitative exam question involving the application of Kirchoff's Laws.
At Iowa State University, Meltzer and Manivannan found that students in algebra-based courses using the Workbook for Introductory Physics significantly outperformed students in traditional calculus-based physics on traditional quantitative exam questions.
At the Unversity of Colorado, Pollock found in a longitudinal study that students who had taken introductory electromagnetism courses using Tutorials in Introductory Physics with learning assistants received slightly better grades in a traditionally taught junior-level electromagnetism course.
If students have an incorrect idea about physics, why not just show them a demonstration illustrating the correct principle? Surely seeing is believing!
Demonstrations are a valued tool of many physics instructors, who often think that one of the best ways to help students understand a phenomenon is to show them a demonstration that clearly illustrates it. Unfortunately, research shows that when students watch a demonstration, they may actually see something completely different than we expect.
In a study at Harvard, Crouch, Fagen, Callan, and Mazur looked at scores on tests related to demonstrations for students assigned to one of four groups: those who didn't see the demo, those who just observed the demo, those who were asked to predict the result before seeing the demo, and those who were asked to predict the result before seeing the demo and discuss it with their neighbor afterwards. They found that students who observed the demos did slightly better than those who didn't at recalling the outcomes of the demos, but no better at explaining the reasons for those outcomes. Asking students to predict the results beforehand led to some improvement on both tasks, and asking them to also discuss the results led to a little more improvement. But even for the students who predicted and discussed, only 82% were able to recall the outcomes of the demos and only 32% were able to explain them. The authors suggest that perhaps there is a limit to how much students can learn from standard demos, which are based on what instructors think would be convincing, rather than on research into where students struggle most. In a follow-up study, Fagen found that when Interactive Lecture Demonstrations, which are based on research into student difficulties, were used instead of standard demonstrations, the scores of students who predicted and discussed the demos were much higher. (For more about this study, see the Learning about Teaching Physics Podcast on classroom demonstrations.)
Kraus found similar results in her doctoral dissertation at the University of Washington. She compared scores on pretest and exam questions between sections that had and had not seen related demos, for a wide variety of physics topics. She found that when the questions asked students to describe a phenomenon that was similar to or identical to a demonstration, students who saw the demo performed 10-25% better than students who did not see the demo. When questions required explanations or extending what they had seen in the demo to different situations, in most cases there was no difference between the groups that had and had not seen the demo. Even when students had seen a demo, 30-55% of them were unable to answer simple descriptive questions about it.
Halloun and Hestenes interviewed students after showing them demonstrations and found, "As a rule, students held firm to mistaken beliefs even when confronted with phenomena that contradicted those beliefs. When the contradiction was recognized or pointed out, they tended at first not to question their own beliefs, but to argue that the observed instance was governed by some other law or principle and the principle they were using applied to a slightly different case."
What if my students don't like PER-based teaching methods?
Students may initially be uncomfortable with teaching methods that are unfamiliar and require them to engage in new (and often more difficult) ways. Instructors who have implemented these methods report that explaining what you are doing and why can help make students more comfortable, and that students can eventually get used to and come to appreciate PER-based teaching methods.
For ideas about how to explain the benefits of PER-based teaching methods to students, see Steve Pollock's FAQ page on Tutorials in Introductory Physics and Peer Instruction for his students, or this suggestion from Eric Mazur in Peer Instruction:
"I argue that it would be a waste of their time to have me simply repeat what is printed in the textbook or the notes. To do so implies that they are unable to read, and they ought to be offended when an instructor treats them that way. I explain how little one tends to learn in a passive lecture, emphasizing that it is not possible for an instructor just to pour knowledge in their minds, that no matter how good the instructor, they still have to do the work. I challenge them to become critical thinkers, explaining the difference between plugging numbers into equations and being able to analyze an unfamiliar situation."
Many instructors also find that there are only a few vocal students who dislike the new methods, while a less vocal majority actually appreciate them. If this is the case, you can help bolster your own confidence, silence the vocal minority, and get useful feedback by giving students a survey about their impressions of your teaching methods early in the semester. Sharing the results in aggregrate can help the vocal minority realize that they are a minority, and help everyone realize that you are taking their feedback seriously.


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Just a comment on process. Where I live, all voting is by mail. It's awesome -- you get a ballot in the mail two weeks before the election, and you get to fill it out in the privacy of your own home, at your own leisure, and send it back in by mail (or if you choose, drop it off at a polling station). It's like NetFlix took over the secretary of state's office!
It's truly the greatest thing ever.
No lines, no hassles, no waiting. All the obstacles to voting are just gone. No worries about child care or having to work. If you don't get your ballot or if there is some trouble with your registration, you find out about it before election day, so you have time to straighten it out.
Better yet, you can actually think about and research your vote before hand. Sure, we all know who we're going to vote for, for President, before we go to the polls. But what about the confusing array of initiatives and down-ticket races? (Apparently we have a Lieutenant Governor! Who knew?) So if you need to google I-985 to find out what it will really do to traffic congestion, you have that opportunity, which you really don't have at the polls (unless you are foresighted enough to research the whole ballot in advance).
And best yet, it is so incredibly inclusive. The turnout of eligible voters in our area is somewhere over 90%, I think. No state with voting in person can boast that kind of participation, and I've got to believe that full participation strengthens the democracy.
The only downside is that it robs election day of its drama. Half the state's already voted, so in most races pollsters can figure out who's won beforehand. But in a marginally close race, the late mail-in returns can drag it out forever. So not as fun. But the convenience so outweighs that factor. If you're reading this post on your blackberry while standing in a six-hour line to vote, maybe you should sponsor an initiative in your state to go to all mail voting...
04 November 2008
Vote Quimby!
Just a comment on process. Where I live, all voting is by mail. It's awesome -- you get a ballot in the mail two weeks before the election, and you get to fill it out in the privacy of your own home, at your own leisure, and send it back in by mail (or if you choose, drop it off at a polling station). It's like NetFlix took over the secretary of state's office!
Posted by shadowfax at 10:55 AM
11 comments:
I love voting by mail. Dropped my ballot off today since I was too much of a slacker, unlike my husband who mailed his 2 days after we got them....ReplyDelete
And I thought early, in person voting was cool. This sounds great.ReplyDelete
We have the option of voting by mail, voting early downtown, or waiting until election day and going to our usual polling place.ReplyDelete
Your system is definitely more convenient, but I like the patriotic inconvenience of standing in line for two hours listening to the Republicans grouse about Obama's tax plans. I met at least three Joe-the-Plumbers today.
See what fun you've missed?
I have only fond memories of poll-place voting. It's a social event. I've run into old friends, visited rarely-seen neighbors, met the 18 year-old student election officials-(once who was my own daughter). I have a 16 year relationship with Fannie, an election official who has watched my children grow-based only on my taking them to the booth. I love marcia's term: "patriotic inconvenience" As I sit here with my "I voted" sticker, I feel like the pat-my-own-self-on-the-back blowhard.ReplyDelete
According to Nate Silver the turnout in Oregon has been low. He thinks that's bad for us reactionary knuckle draggers. I'm not so sure.ReplyDelete
Can they count the mailed in ballots early? Someone mentioned the other night that they can only start counting on election day... so there is still some drama to the 4th... anyone know if that is true? I'm in the pacific northwest, sent my ballot in weeks ago...ReplyDelete
I think it is true that they can only start counting the ballots on election day, but since so many people send theirs in early, you can get an earlier "exit poll" survey that will still steal some of the drama from the day itself.ReplyDelete
Get out the vote!
- Anonymous11/04/2008 4:27 PM
The only problem with Washington is that I live in SnoCo and work in Seattle, so I've been hounded by people bugging me to vote all day... and I voted more than a week ago. It gets old.ReplyDelete
I also experience the joy of voting by mail since I have voted by absentee ballot for the 2004 and '08 elections (only two I was eligible for). Sure I could change my registration from H.S. to where I live now but why do that when I can vote on my own time and research the policies of the candidates and the ballot initiatives before I choose (especially for the local races).ReplyDelete
Here's to voting by mail...
OHIO JUST WENT FOR OBAMA! WOOT!ReplyDelete
I live in a mandatory vote-by-mail precinct now, but when I lived in the city I used to get an absentee ballot so I could take the time for research as you describe, even if I typically ended up dropping it off at a polling place on election day. I suppose you could mark up your sample ballot the same way and take it to the polls, for the same effect.ReplyDelete


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Wellness Facilities
Our Allen Athletics and Recreation Center offers facilities for serious athletes and casual fitness fans alike. That's why the Princeton Review ranked Wabash's athletic facilities fourth best in the country in the 2012 Best 376 Colleges guide.
Nestled on the upper floor is our Student Health Center, where Doctors John Roberts '83 and Scott Douglas '84 — and Nurse Carol Lamb — have clinic hours every day during the week.
When you're ready to get in shape, lose some pounds, or prepare for a varsity season, head over to the Allen Center, where coaches, trainers, and strength coaches can design a perfect program for you.
For working out, there's no place better than our Class of 1952 Fitness Center. At 7,000 square feet, there's plenty of room for heavy lifters and stair climbers. A combination of Cybex and Hammer Strength equipment, as well as free weights and aerobic fitness equipment, allows each user to tailor a workout to their specific needs.
Knowling Fieldhouse boasts a 200-meter Robert H. Johnson Indoor Track, along with four full-sized basketball courts, which can be configured for use for volleyball and other intramural sports. Our baseball and golf teams also have elevated cages for off-season practice. When the weather is good, our walkers and joggers head outside to the J. Owen Huntsman Track inside Hollett Little Giant Stadium.
Swimmers love the Class of 1950 Natatorium, which features an eight-lane, 40-yard pool with movable bulkhead that allows for lap swimming and varsity swimming and diving practice.
The Allen Center has racquetball courts and an aerobics room, plus a classroom, a dozen locker rooms, and a training room that can get you ready for your workout.


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Liberty News
LU Online student wins Mrs. Virginia title
Liberty University Online student Rachel Travis was crowned Mrs. Virginia on Feb. 5 and will compete for the title of Mrs. America in April.
Travis, who is earning her Bachelor of Science in psychology and also in religion, beat out 10 contestants from all over Virginia. All contestants must be married. Originally from Greenbush, Mich., she represented Lynchburg, her home since 2009. The pageant consisted of an interview as well as swimsuit and physical fitness, and evening gown portions.
Travis said her decision to enter was "very last minute"; she entered only three weeks before.
"I'm glad that I did it," she said. "I knew it would be a great opportunity to help other people."
As the reigning Mrs. Virginia 2011, she will be making appearances at events and working with charities. Her platform going into the Mrs. America contest is raising awareness of human trafficking in Southeast Asia through Freedom 4/24, a nonprofit organization that helps victims through Christian ministries.
The crowning of Mrs. America will be held at The Greenbrier resort in White Sulphur Springs, W.Va., April 14. The event will be televised.
Travis said she competed in pageants as a child, but this was her first time as an adult.
"I entered the pageant because I made a promise to myself at the beginning of the year that any opportunity that came by, I would take it – basically because at the end of my life I don't want to look back and regret anything," she said.
Travis attended Word of Life Bible Institute in Pottersville, N.Y., from 2004 to 2005, and was on staff there until 2009. She enjoyed singing in gospel productions and working at summer camps there. It was also where she met her husband, Mark, a Lynchburg native.
She said she first heard about LU Online through co-workers and she enjoys the flexibility the program offers.
Travis is an independent consultant with Arbonne International, a health and wellness company. She is also employed with Virginia Eye Clinic as a paraoptometric.


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We are at a stage now in our overall energy management program that we can share a snapshot of the results from the behaviour change activities. Your work has made a difference! Since behaviour is not sub-metered like some mechanical or electrical equipment, the savings are calculated through process of elimination. First, all of the energy savings from the implemented technical projects are subtracted from the total energy savings, then we add a healthy margin to account for additional operational changes that have been made, and finally the remainder gives us an estimate of the savings from UFV's behaviour change campaigns: • Approximately 20% of the total energy savings in the past 2 years at the Abbotsford campus can be attributed to behavioural change.• This is equivalent to electrical savings of 200,000 kWh/year, or turning off the lights in 100 classrooms each night for an entire year! This is a great result and we should all be proud! Looking towards next year, we still have a ways to go to maintain this number and to reach our energy reduction target. With your help we look forward to implementing even more creative campaigns.
Thanks to Robin Pittman at ETS, we have just completed a new video showcasing energy conservation at UFV. Please watch it, send it to your colleagues, post it on Facebook and Twitter, and feel free to use it in any applicable presentations. The video will be displayed on the TV screens around campus, and featured on UFV's multiple online platforms.


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The 2004 vintage produced a crop of solid, dense, ripe Cabernets with plenty of power, richness, and longevity. It was an early harvest that was compact and proceeded at a rapid pace, with most growers finished by the end of September.
The season got off to a fast start, with bloom almost a month earlier than the recent average. It stayed early right through veraison, and as harvest approached and sugars raced, there was concern whether there would be enough hang-time for physiological ripeness to develop before the acids fell. The heat moderated just enough for growers to hang on while flavors developed and the resulting wines have depth, power, and richness. Hillside and mountain fruit fared very well.
Overall an excellent vintage that yielded superb, full-bodied, ripe, and powerful wines that are built to last.
We noticed that the credit card number you entered matches one of your saved credit cards. We've updated your saved card with the new information.


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A new brochure is being created for 2015/2016, please ring me on 07875856887 for more information.
Michael Woof.
A new brochure is being created for 2015/2016, please ring me on 07875856887 for more information.
Michael Woof.
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Michael did the photograpghy for our wedding in 2010. Michael was very easy to talk to and nothing was too much trouble, he even came out to the church to get a feel of the place. Michael had great ideas and his helpful attitude made it one less stress in the lead up to the wedding. The quality of the photos were outstanding and the after care i.e printing out more pictures has been great. I wouldn't hesitate to recommend Michael as his work is superb!!
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We had Michael as our wedding photographer (March 2012)and he was great. Easy to work with and constantly made sure we were happy with the pictures being taken. He took some fantastic pictures and the effects/touch ups he added after the process were great – some of them look like they should be in a wedding magazine!
We had Michael Woof Photography round to our house as i wanted an up to date picture of my 15 & 13 yr olds! It was very informal,quick & easy-just what you need with teenagers & the finished photos are spot on.
Mike's work was recommended to me by a friend. i have put together a website for a b&b which is listed with alistair sawday. I am extremely pleased with the photos that mike has taken for the website and would most definately recommend mike woof to anyone looking for an exceptional photographer. The quality of his pictures is extremely professional and he has a confident and honest business aptitude.
Bought a wildlife framed photograph from Michael which we were attracted to due to the subject and the high quality of the photo. Very good value for money. Would highly recommend.


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University Wide Limited Submission Opportunity: Searle Scholars Program
Vanderbilt may nominate two candidates for the Searle Scholars Program for 2016, which supports the independent research of outstanding individuals who have recently begun their first appointments as tenure-track assistant professors. Grants are $300,000 for a three-year period.
Applicants are expected to be pursuing independent research careers in biochemistry, cell biology, genetics, immunology, neuroscience, pharmacology and related areas in chemistry, medicine and the biological sciences. Candidates should have begun their first tenure-track appointment as an independent investigator at the assistant professor level on or after July 1, 2014. The Searle Scholars Program does not ordinarily support purely clinical research but has supported research programs that include both clinical and basic components.
Anyone interested in being considered as one of Vanderbilt's two nominees must submit the following (in PDF format) to email@example.com by 5 p.m. on July 24:
1. Brief (two-page maximum) research plan including summary budget;
2. Brief statement of support from department chair/center director;
3. A brief CV or NIH Biosketch
Submissions should reference the program name in the subject line of the email.
Once received, all proposals will be forwarded to an internal review committee that will choose the final nominees. The chosen nominees will submit full proposals to the foundation by its Sept. 30 deadline.
If you have any questions about the foundation or its interests and priorities, please contact Janey Wang (email@example.com), Program Manager (615-322-0514), at the Office of Research.


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Students interested in Labor and Employment Law, Business Law, Intellectual Property Law, International and Comparative Law, Public Interest Law, Criminal Litigation, Litigation and Alternative Dispute Resolution, and Environmental and Energy Law are invited to attend an informational reception on Chicago-Kent's certificate programs.
Meet faculty and students in the certificate programs, gather information, and have a snack!
Sandra Zemm was a partner in the Labor and Employment Department at Seyfarth Shaw's Chicago office; she passed away in September 2008 after a long battle with cancer. Seyfarth Shaw and Ms. Zemm's family, friends and colleagues have raised money to fund an annual prize in her honor.
The Sandra P. Zemm Prize in Labor and Employment Law is awarded annually to a third- or fourth-year student in the Labor and Employment Law Certificate Program at IIT Chicago-Kent who has demonstrated the qualities that made Sandy so special: a commitment to pursue a career in labor and employment law, a pioneer spirit and willingness to take the initiative, and a gracious and generous attitude toward helping those in need.
The prize this year is $1,000. If you know someone in the certificate program who you think embodies the characteristics for which Ms. Zemm is remembered, please consider nominating that person for the Zemm Prize.
To nominate a student, please send an email naming the student, with a paragraph or so describing the reasons why you think the student deserves the Zemm Prize. Please feel free to nominate yourself also, or to suggest nominations to faculty.
Send nominations to Ms. Sharon Wyatt-Jordan via email at email@example.com.
Main Chicago-Kent event
Academic calendar
CLE calendar
Alumni event calendar
Admissions calendar


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The lawyer for a South Carolina man who filed a lawsuit against Moose International Director General and CEO William Airey, claiming Airey sexually abused him as a boy, said his client decided to come forward after the recent sex abuse allegations against former Penn State assistant football coach Jerry Sandusky.
"He felt an obligation to come forward to protect other kids," said Ohio-based attorney Konrad Kircher, who represents Jason Peck, 44, of Fort Mill, S.C. Sandusky was convicted in June of sexually abusing 10 boys and is serving a 30- to 60-year sentence.
Peck filed the suit Thursday in Franklin County court in Ohio against Airey, 71, who lives in Aurora. According to the lawsuit, Airey is accused of sexually abusing, molesting and exploiting Peck on two occasions when Peck was a minor. The abuse began in Ohio and continued elsewhere, including in New Orleans, in or about 1980 when Peck was 12, the suit states.
"They had lived in the same neighborhood," Kircher said.
Moose International operates Mooseheart Child City and School, a community and school for children and teens in need. The Moose International headquarters is on the Mooseheart Child City and School campus near Batavia.
Peck chose not to report the abuse to police, Kircher said.
"He was a scared teenager, and when he got into adult life, he tried to put it behind him," Kircher said.
He said Peck is willing to testify under oath.
"He feels that this is part of the healing process," Kircher said. "He wants to be a good role model for other people suffering from abuse, that they no longer have to hide in the shadows."
Moose International investigated Airey for sexual misconduct with children in 1996 and again in 2007, but took no action, the suit states. Airey is past president and former secretary of the Ohio State Moose Association, according to the lawsuit. The suit seeks more than $25,000 in financial damages as well as punitive damages.
Barbara Blaine, president of the group Survivors Network of those Abused by Priests, called on Moose International's board of directors to suspend Airey until the case is resolved.
"It's very hard for any child sex abuse victim to speak up," Blaine said in a statement. "It's especially hard when you are the first to accuse a powerful, high-profile individual. But we're confident that Jason's courage will help him heal and will help protect others."
Moose International spokesman Kurt Wehrmeister said the organization did not have a response to SNAP's statement. He said Airey is out of the office because he is celebrating his 50th wedding anniversary with his wife.
"We expect him back in the office Monday," Wehrmeister said.
In a statement released Thursday, Wehrmeister said Airey will not be in contact with residential students at Mooseheart until further notice.
"Upon his return, the board will ascertain all facts relating to this situation, and determine what actions, if any, are necessary," Wehrmeister said in the statement.


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After weathering a round of negative publicity, Udacity CEO Sebastian Thrun believes vindication is at hand.
"The thing I'm insanely proud of right now is I think we've found the magic formula," he said in an interview last week. "Had you asked me three months ago, I wouldn't have said that. I'm not at the point where everything is great. There are a lot of things to be improved, a lot of mistakes we're making, but I see it coming together."
Formerly a Stanford University professor as well as the founder of the Google X Labs, which created the famed self-driving car and the Google Glass wearable computer, Thrun co-founded Udacity in 2011 to explore the possibilities of massive open online courses (MOOCs). The success Thrun claims to be on the verge of is actually outside the realm of MOOCs, if you define MOOC as a free online course with a huge enrollment. Instead, he is claiming an early victory in Udacity's partnership with San Jose State University (SJSU) to offer $150 courses for which students would get credit for a passing grade, just as if they had attended on campus. The credit-bearing classes are much smaller, and in the latest round of classes the enrolled students got more tutoring and help.
Announced in January with great fanfare and the backing of California governor Jerry Brown, the SJSU partnership was also the source of Udacity's biggest public relations headache, after the university decided in July to delay offering more courses with Udacity because of poor student pass rates in the spring semester. The results from the summer term, which was already in progress at the time of that announcement, are coming in, and Thrun says they show his company is on the right track.
Meanwhile, Udacity is gearing up to offer an affordable online master's degree in computer science in partnership with the Georgia Institute of Technology, partially underwritten by AT&T as a means of recruiting employees with IT skills. Scheduled to launch in January, the program will cost students just $6,600.
What Udacity is creating, Thrun said, is "an online version of education that really works, that has great retention, great outcomes of education and really reaches people -- not just the world's most motivated 1% -- but can be made to work for many more people."
That would be a turnaround from the current prevailing narrative about Udacity. When SJSU announced its change in plans, the California Faculty Association also leaked copies of an internal report to Inside Higher Ed and the Chronicle of Higher Education showing that enrolled students passed the three courses at a rate of between 29% and 51%, with the worst results in a remedial math class. By comparison, SJSU would have expected at least a 74% pass rate for an on-campus class.
[ Why the invisible hand? Read Udacity: Creating A More Engaging MOOC. ]
Thrun laments that the data was published "in an incomplete form, with a very strong bias," failing to account for the different student population. "In the spring, we specifically went to inner-city high schools and signed up a lot of kids you normally don't see in college." In particular, he said, "we had a pool of students who had previously failed remedial math, and among those we got about a 29% pass rate." Even amidst those results, there were also encouraging signs, he said. The rap on MOOCs is that despite often signing up thousands or tens of thousands of people for a class, only a small number will complete the class -- typically less than 5%. For the San Jose experiment, the completion rate was more than 80%.
Thrun said he could not announce numbers for the summer term yet, but he expects the pass rate to be well over 50%. The completion rate was actually lower, maybe 60% or so (he threw out a few numbers, emphasizing that none were final). More importantly, he thinks Udacity is closing in on a formula that will deliver educational success to students who traditionally have not had access to higher education.
Thrun said SJSU's decision to take the fall semester to analyze the results makes perfect sense, but the summer course statistics ought to help get things back on track for 2014.
The Magic Formula
Udacity MOOCs have a distinctive style. The lectures in Coursera and edX courses are more likely to be video from a classroom or a university TV studio. Udacity courses feel more like a Silicon Valley product, like something that might have been created by Google. When I shared that impression with Thrun, he chuckled, "Good, good, I'm glad you think that."
VP of product design Irene Au previously ran Google's user experience and design teams, but Udacity has also drawn staff from other quarters. Co-founder and CTO Mike Sokolsky was previously a robotics research engineer at Stanford, where he and Thrun collaborated on the design of self-driving vehicles. Google director of research Peter Norvig is also an adviser. In 2011, Thrun and Norvig adapted a class in artificial intelligence (AI) they had been teaching at Stanford, offered it online for free, and attracted 160,000 students from around the world. This was the first MOOC on anything like that scale, and it inspired the creation of Udacity. Thrun said he still does some work with Google, but mostly as an adviser.


text:
Particle Physics Windchime
From Matt Bellis
(Difference between revisions)
(→Using the Particle Physics Windchime)
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The Particle Physics Windchime (PPW) project grew out of a first-order version developed at the [[Sonification | Science Hack Day SF]] in 2010.
The Particle Physics Windchime (PPW) project grew out of a first-order version developed at the [[Sonification | Science Hack Day SF]] in 2010.
[[Image:Ppw_3D_image.jpg|300px]] [[Image:Ppw_2D_image.jpg|300px]]
[[Image:Ppw_3D_image.jpg|300px]] [[Image:Ppw_2D_image.jpg|300px]]
Revision as of 12:52, 25 March 2011
The Particle Physics Windchime (PPW) project grew out of a first-order version developed at the Science Hack Day SF in 2010. The PPW is being developed and maintained by Matt Bellis and David Harris.
The PPW is written using the processing programming language. One very nice feature, is that it can create a transferable application (using Java) for different platforms.
There is a 2D version and a 3D version for the visualization part of the app. Depending on your setup, you may find one or the other runs better on your machine.
- When you have downloaded the .zip file, uncompress it using the tool of your choice (unzip, StuffIt).
- This creates a directory called
app_ppw_3D_<OS>, where OS is the operating system (linux, macosx or windows).
- Go into this directory and run the executable.
cd app_ppw_2D_linux ./ppw_2D
Mac OSX
- Go into the app_ppw_2D_macosx/app_ppw_3D_macosx directory.
- In here, you should see an Application (actually it's directory) called ppw_2D.app (or ppw_3D.app) Double click on the icon/name to run the program.
- Go into the app_ppw_2D_windows/app_ppw_2D_windows directory.
- In here, you should see an executable called ppw_2D (or ppw_3D). Double click on the icon/name to run the program.
Using the Particle Physics Windchime
Run it!
- Select a file using the Select a File dropdown menu at the top.
- Note that these files represent simulations of different particle physics processes.
- Press Play.
Change it!
- Try different files (physics processes). Do they look/sound different?
- Try different Mappings using the Mapping drop down menu at the top.
- These are presets that take different particle physics/detector properties and map them onto the sonic characteristics.
- Change the speed using the Tempo slider in the lower-left.
- In the 3D version, you can change the view using the mouse and the mouse buttons (PeasyCam libraray in processing).
- Left button: rotate
- Middle button: translate
- Right button: zoom
Coming soon!
- The purple dropdown menus will be enabled in a future release so that you can select your own sonic mappings.
This project makes use of the following tools:
- The processing language
- Some extra processing libraries.
- Soundcipher, for the sound.
- controlP5, for the GUI.
- PeasyCam, for the camera control on the 3D version.
Thanks to everyone who helped on this project during the Science Hack Day SF. Not just our group of developers, but the organizers of the event itself.


text:
I. I gave you back my claim on the mining town and the rich vein we once worked, the tumble down from a sluice box that irked you so much, the narrow gauge that opened up to one and all when it ran out at the landing stage beyond the falls. I gave you back oak ties, bully flitches, the hand-hewn
Paul Muldoon
Paul Muldoon was born in County Armagh, Northern Ireland, in 1951. He studied at Queen's University, Belfast, and has worked for BBC Belfast as a radio and television producer.
His most recent book of poetry is Selected Poems 1968–2014 (Farrar, Straus and Giroux, 2016). He is also the author of One Thousand Things Worth Knowing (Farrar, Straus and Giroux, 2015), Maggot (Farrar, Straus and Giroux, 2010); Horse Latitudes (Farrar, Straus and Giroux, 2007); and Moy Sand and Gravel (Farrar, Straus and Giroux, 2004), which won the Pulitzer Prize, among others.
He has also written libretti for the operas Bandanna (1999) and Shining Brow (1993); the play Six Honest Serving Men (1995); and edited The Faber Book of Beasts (1997), The Essential Byron (1989), and The Faber Book of Contemporary Irish Poetry (1986).
Muldoon was awarded a Guggenheim Fellowship in 1990, the T. S. Eliot Award for The Annals of Chile in 1994, the American Academy of Arts and Letters Award in Literature in 1996, and the Irish Times Irish Literature Prize for his New Selected Poems (Faber & Faber Poetry, 1996) in 1996. In 2003 he won the Griffin International Prize for Excellence in Poetry. In 2017 he was awarded the Queen's Gold Medal for Poetry.
Muldoon has taught at a number of British and American universities including Cambridge University, Columbia University, the University of California at Berkeley, and the University of Massachusetts. He served as Professor of Poetry at Oxford University from 1999 to 2004 and is currently Howard G.B. Clark '21 Professor in the Humanities at Princeton University. He lives in New York City and Sharon Springs, New York.
Selected Bibliography
Selected Poems 1968–2014 (Farrar, Straus and Giroux, 2016)
One Thousand Things Worth Knowing (Farrar, Straus and Giroux, 2015)
Maggot (Farrar, Straus and Giroux, 2010)
Horse Latitudes (Farrar, Straus and Giroux, 2007)
Moy Sand and Gravel (Farrar, Straus and Giroux, 2004)
Poems: 1968–1998 (Farrar, Straus and Giroux, 2001)
Hay (Farrar, Straus and Giroux, 1999)
The Annals of Chile (Farrar, Straus and Giroux, 1995)
Madoc: A Mystery (Farrar, Straus and Giroux, 1990)
Meeting the British (Wake Forest University Press, 1987)
Quoof (Wake Forest University Press, 1983)
Why Brownlee Left (Wake Forest University Press, 1981)
Mules (Wake Forest University Press, 1977)
New Weather (Faber and Faber, 1973)


text:
Definition of zeds
plural of zed 1
The word "zeds" uses 4 letters: D E S Z.
No direct anagrams for zeds found in this word list.
Words formed by adding one letter before or after zeds (in bold), or to desz in any order:
a - adzes dazes i - sized o - dozes
Shorter words found within zeds:
de ed eds es zed
List shorter words within zeds, sorted by length
Words formed from any letters in zeds, plus an optional blank or existing letter
List all words starting with zeds, words containing zeds or words ending with zeds
All words formed from zeds by changing one letter
Other words with the same letter pairs: ze ed ds
Browse words starting with zeds by next letter
Previous word in list: zedoary
Next word in list: zee
Some random words: jnana eikon accipiter acculturate kreutzer pneuma by
This is not a dictionary, it's a word game wordfinder.
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text:
It was announced last month that Goldman Sachs would invest nearly $10 million in a new four-year program aimed at reducing recidivism – the tendency for released offenders to reoffend – at Rikers Island in New York City, with the promise that Goldman would profit if the program reduces recidivism rates by at least 10 percent.
So how, one might ask, did a financial services firm ever become involved in prisoner programs?
What Goldman was awarded is known as a "pay for success" contract, or a "social impact" bond (SIB). Although new in the United States, these funding mechanisms have been used in Britain in an attempt to save government money in financing social programs targeted toward prisoners, the homeless, substance abusers, vulnerable children and preventive health patients, by shifting upfront costs and thus the financial risk to private investors.
Here's how the basic SIB model works: A bond issuer raises capital from private investors and then distributes the funds to service providers – mostly non-profits – who coordinate and deliver programs. If a program meets predetermined performance targets, then the government reimburses the issuer with the principal, plus a return on the investment. If, however, the program fails to meet such targets, investors stand to lose their money. Essentially, the government pays only for successful outcomes.
According to the New York Times, Massachusetts, Connecticut, New York and the federal government are all at various stages of planning for the implementation of SIB-like mechanisms. So far, there isn't enough evidence to suggest that they are any more effective than the traditional approaches, but this lack of empiricism hasn't quelled the excitement surrounding what has been hailed as a promising tool to save taxpayer dollars while potentially ameliorating some of society's thorniest problems.
SIBs offer several major advantages for cash-strapped governments. First, they allow government to pay only for programs deemed effective. Gone would be the days when government blindly funds social endeavors with little assurance that it's getting its money's worth.
Second, with this structure, service providers could, to some extent, distance themselves from government's ever-tightening budgetary constraints, potentially having greater access to capital sufficient to achieve their goals. In other words, no longer would providers be tasked with making miracles with too few resources.
Third, with external organizations funding programs directly, government escapes the pressure associated with picking between the good and the bad but politically connected service providers. As the Center for American Progress (CAP) puts it, government is effectively "depoliticized" from the situation.
Most important, SIBs would bring market-like competitiveness to social programs. Such infusion of capitalism might better distinguish effective programs from the ineffective and, like a traditional market, foster an environment of innovation, allowing for the best ideas to grow and be rewarded.
Still, some critical challenges remain ahead. For starters, evaluations must be transparent and objective if programs are to be accountable to taxpayers. Indeed, some worry that the incentive for profit could distort the integrity of programs and outcomes. This is why evaluations must be conducted independently and perhaps paid for equally by involved parties to avoid a conflict of interest.
Another challenge will be defining measurable outcomes. Oftentimes outcomes in the public sector aren't conducive to clear-cut metrics and take years, if not decades, to achieve. CAP recommends using SIBs when it's possible to measure outcomes in an objective manner, within a timeframe of three to eight years. In any event, outcomes must be defined, measurable and meaningful to government if SIBs are to achieve their mission.
Additionally, government must determine the price it's willing to pay for achieving these outcomes. In so doing, government must conduct rigorous cost-benefit analyses to see whether it's cost-effective to reward investors for goals it could otherwise achieve for less on its own. CAP suggests that outcomes should also be paid for by a combination of agencies, since the benefits will likely accrue across departments.
Furthermore, CAP recommends incorporating into contracts clear exit strategies so that external organizations have the option of leaving if indicators show little chance of achieving outcomes. Prolonging ineffective programs throughout the life of a contract serves no purpose.
Lastly and perhaps most difficult, government must relinquish control. To maximize the potential of SIBs, government should rest the full responsibility of achieving meaningful outcomes with external organizations. Once contractual terms are set, these organizations should have complete authority over a program's destiny and must live with the results. Indeed, to do otherwise defeats the very intent of SIBs in the first place.
If implemented properly, SIBs potentially offer significant cost savings and benefits to society. What's most exciting about this model, however, is that it's a rare attempt to experiment in areas that have been historically controlled by government. To solve some of the country's most pressing problems, government must step out of its comfort zone, empower social entrepreneurs and give new ideas the freedom to flourish but, more importantly, the freedom to fail.
SIBs are no panacea, nor are they appropriate in many instances, but they're precisely the experimentation government needs.
William L. Swann, an occasional contributor, is a Rhode Island native and a Ph.D. student at the Askew School of Public Administration and Policy at Florida State University.


text:
Last night, I asked for 30 or 40 volunteers to help out with a new Power Line project. Several hundred volunteers responded. This project will begin within the next 48 hours or so, and you should all get an email with instructions. Thanks again!
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text:
10/17/2004 last updated 7/16/08
Privacy Notice Table Of Contents:
Your privacy is important to us. To better protect your privacy
we provide this notice explaining our online information practices
and the choices you can make about the way your information is
collected and used. To make this notice easy to find, we make
it available on our homepage and at every point where personally
identifiable information may be requested.
The Information We Collect:
This notice applies to all information collected or submitted
on the Made in California website. On some pages, you can order
products, make requests, and register to receive materials. The
types of personal information collected at these pages are:
On some pages, you can submit information about other people.
For example, if you order a gift online and want it sent directly
to the recipient, you will need to submit the recipient's address.
In this circumstance, the types of personal information collected
The Way We Use Information:
We use the information you provide about yourself when placing
an order only to complete that order. We do not share this information
with outside parties except to the extent necessary to complete
that order.
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do not share this information with outside parties except to the
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We offer gift-cards by which you can personalize a product you
order for another person. Information you provide to us to create
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Such addresses are not used for any other purpose and are not
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text:
We are setting up a new sportsbook which offer sports betting. This is a totally licensed/regulated and legitimate business.
We also operate the current sports brokerage. The site is http://www.asianconnect88.com
We look to present ourself as a serious and reliable,honest company with fast payouts.
Our target audience are those above 18 which is the legal age for betting. They can be fun punters, professional punters, bookmakers.
We are looking for a logo which represent our new business - http://www.acbet.com
1. No cartoons or comical logo.
2. No fanciful colours.
3. we prefer red/black colours as the parent company logo/website is based on that colour.
4. Simple.
5. No clip art
you are free to use caps or non-caps.
the beta site is at http://22.214.171.124. Ignore the current logo. We want the logo to be on180 1 line.
we need the files in jpg and psd.


text:
Now Viewing:
Product Highlights
The black d:fine 4088 In-Ear Broadcast Headset Microphone from DPA is a dual-ear mount, single in-ear, broadcast and communication headset microphone, which is lightweight and allows for one-channel monitoring. It can be used in several environments for applications such as broadcast TV, radio hosts, sports announcers, producers, theater actors, and more.
The In-Ear Broadcast Headset Microphone features a frequency range of 20 Hz to 20 kHz. In addition, when using the headset, the in-ear drivers allow no audio leakage to the microphone capsule. The cable steer, located at the headset mount, controls the cable run down the neck. You can adjust the headset-mount size and choose between left or right ear orientations.
DPA's spring steel construction integrates the cable within the earhook of the headset so that it mounts quickly and comfortably to fit any ear size. With the low noise and the high sensitivity of this headset mic, it delivers a clear and natural sound. Furthermore, the in-ear monitor also delivers crystal-clear communication too. The In-Ear Broadcast Headset Microphone has a 1/8" mini-jack connector for the in-ear driver. Two sizes of ear-pads are included to fit most ears.
|Directional Characteristic
|Principle of Operation
|Pressure gradient
|Cartridge Type
|Pre-polarized condenser
|Frequency Range
20 Hz - 20 kHz
Frequency Range ± 2 dB: (Near field) 0.8 to 1.2" (2-3 cm)
100 Hz to 20 kHz with 4-6 dB soft boost at 15 kHz
|Nominal, ± 3 dB at 1 kHz: 6 mV/Pa; -44 dB re. 1 V/Pa
|Equivalent Noise Level
A-Weighted: Typ. 28 dB (A) re. 20 µPa (max. 30 dB (A))
ITU-R BS.468-4: Typ. 40 dB (max. 42 dB)
|Signal to Noise Ratio
|A-Weighted, re. 1 kHz at 1 Pa (94 dB SPL): Typ. 66 dB (A)
|Total Harmonic Distortion (THD)
|<1% up to 123 dB SPL peak; <1% up to 120 dB SPL RMS sine
|Dynamic Range
|Typ. 95 dB
|Maximum SPL
|Peak Before Clipping: 144 dB
|Output Impedance
|From MicroDot: 30 - 40 ohms. From DAD6001-BC: 100 ohms
|Cable Drive Capability
|Up to 984' (300 m) with DAD6001-BC XLR adapter
|Output Balance Principle
|Signal balanced with DAD6001-BC XLR adapter
|Common Mode Rejection Ratio
|>60 dB from 50 Hz to 15 kHz with DAD6001-BC XLR adapter
|Current Consumption
|Typ. 1.5 mA (microphone). 3.5 mA with DAD6001-BC XLR adapter
|Hardwired TA4F connector for Shure transmitters
|Boom Length
|Microphone: Standard: 4.7" (120 mm)
|+V at MicroDot pin for positive sound pressure (and pin 2 on DAD6001-BC XLR adapter)
|Electro Magnetic Compatibility
|Fully compatible
|Temperature Range
|-40 to 113°F (40 to 45°C)
|Relative Humidity
|Up to 90%
|Cable Diameter
Microphone Cable: 0.06" (1.6 mm)
In-Ear Cable: 0.08" (1.95 mm)
|Cable Length
|4.3' (1.3 m)
|0.92 oz (26 g)
|In-Ear Broadcast Headsetcqdqbbttwfswrbzwdyttvaydtrwctrbc
|Dynamic earplug (acknowledged Hi-Fi plugs)
|1/8" (3.5 mm) stereo mini-jack
|In-Ear Type
Single: Signal at mini-jack tip
Dual: Signal at mini-jack tip (left) and ring (right)
|107 dBV
|Nominal: 18 ohms


text:
Oral History of the Star Trek Vulcan Salute
Personal history meets TV Sci Fi legend. Leonard Nimoy explains how the Salute came to be. In this YouTube video by the Archive of American Television, Nimoy describes how it came from Jewish tradition. [via Laughing Squid]
Posted by Susan A. Kitchens on May 23, 2009 in
• General
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Family Stories.
Everyone has 'em.
They tell where you come from. They hold secrets to who you are.
This site explores how to use digital tools and media to record and preserve spoken memories of family members.
Your host: Susan A. Kitchens (I got into this by talking to my grandpa; at the time he was 99 years old.)
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