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Teacher resources and professional development across the curriculum
Teacher professional development and classroom resources across the curriculum
A video course for grades K-12 teachers and school counselors. 42 video modules of varying lengths, course guide, online text and Web site.
0. Promo Video
1. It Has to Make Sense
Psychologist Abigail Baird explains why neuroscience research should be understandable. Go to this unit.
2. Mind, Brain and Education
Interview with neuroscientist Paul Yellin about creating a common language shared by neuroscientists and educators. Go to this unit.
3. Collaboration
Head of school, Jason Ablin, discusses the benefits of collaboration between neuroscientists and educators. Go to this unit.
4. A Brief History of Neuroscience
Antonio Demasio, Kurt Fischer, and John Gabrieli lead a historical journey from Phineas Gage to current imaging technologies. Go to this unit.
5. Tools of Neuroscience: MRI/fMRI
Magnetic Resonance Imaging — Seeing inside the living brain. Go to this unit.
6. Tools of Neuroscience: EEG
Electroencephalography — How do we study the brain in real time? Go to this unit.
7. Tools of Neuroscience: MEG
Magnetoencephalography — A new method of functional brain imaging with high resolution in both time and location. Go to this unit.
8. Reading a Word
As we read a word, MEG (Magnetoencephalography) reveals a complex chain of events across many parts of the brain. Go to this unit.
9. Nico's story
Nico Sainz-Trápaga, who has only the left hemisphere of his brain, has also compensated for his differences and is active in art and fencing. Go to this unit.
10. Brooke's story
Brooke Smith, who has only the right hemisphere of his brain, compensates for his differences in surprising ways. Go to this unit.
11. A Tale of Two Cases: Brooke and Nico
As children, Nico and Brooke demonstrated the plasticity of the brain in the ways they process verbal language and intonation. Go to this unit.
12. Measuring Emotional Response to Physics
A study using galvanic skin response reveals intriguing differences between experts and novices in their emotional response to physics problems. Go to this unit.
13. Good Idea?
Teen brains reveal different fMRI patterns from adults, when considering dangerous behavior. Go to this unit.
14. Emotion in Math
Abigail Baird discusses how connecting math to the real world helps students to be more engaged and emotionally involved. Go to this unit.
15. Depth of Field
A photography teacher learns first-hand that when emotions drive learning, abstract concepts become less difficult to teach and understand. Go to this unit.
16. Emotion and Cognition: A Neuroscientist's Perspective
Teachers' questions and answers with neuroscientist Mary Helen Immordino-Yang Go to this unit.
17. Music and Emotion
Music teacher Hallie Cohen reduced behavior problems when she found ways to let her students use their instruments as tools to communicate their feelings to each other. Go to this unit.
18. Using Emotional Content in the History Classroom
History teacher Judi Freeman uses video testimonials from the Holocaust to make her lessons meaningful to today's students. Go to this unit.
19. Empathy
As research participants listen to stories designed to evoke social emotions, such as admiration and compassion, brain imaging shows activation deep within the brain's non-conscious, life-regulating systems. Go to this unit.
20. Peer Mentoring
Motivating students by encouraging them to make social connections to each other through peer mentoring. Go to this unit.
21. Warm Jackets Generate Heat?
Students put a thermometer inside a jacket to test their prediction that it will get warmer, the longer it stays inside. Go to this unit.
22. Turning Tables at Gallaudet University: What is "Normal?"
See how Gallaudet University, by creating an environment that is fully adapted to the needs of the deaf and hard-of-hearing, turns tables on hearing people. Go to this unit.
23. Success Story: Dr. Stephen Shore
Professor of education at Adelphi University, Stephen Shore was diagnosed with autism at 18 months. He describes the role his parents and teachers played to help him develop into who he is today. Go to this unit.
25. Attention and Magic
Neuroscientists Susana Martinez-Conde and Stephen Macknik have studied professional magicians, pointing to some ways that teachers can better hold students' attention. Go to this unit.
26. Working Memory and Attention
Mathematics educator, Bob Speiser, demonstrates a 15c algorithm for multiplication, showing how it is less taxing on working memory than traditional multiplication. Go to this unit.
27. Implicit Learning
A study by Dr. Matthew H. Schneps shows that while dyslexics have difficulty with reading, which involves central vision, they have an advantage with peripheral vision. Go to this unit.
28. Success Story: Dr. Alexander Goldowsky
Go to this unit.
29. Success Story: Dr. Todd Rose
Go to this unit.
30. Success Story: Kent Sinclair
Go to this unit.
31. Success Story: Dr. Temple Grandin
Go to this unit.
32. Reading with Half a Brain
Neuroscientist Tami Katzir (University of Haifa) is working with Brooke Smith, who has only his right hemisphere, to find out how he reads at all. Go to this unit.
33. Dynamic Skill Development
Neuroscientist Kurt Fischer discovered how, each time students advance to the next stage of mastery, there is a surge of growth of new neural networks in the brain. Go to this unit.
34. DiscoTests: A New Approach to Assessment
Kurt Fischer's developmental approach informs "DiscoTest:" a diagnostic way for assessing knowledge across grade levels. Go to this unit.
35. Johanna and Her Mother
A baby, Johanna, demonstrates problem solving and communication skills, recruiting her mother's help to solve a simple problem. Go to this unit.
36. Scaffolding: Johanna and Her Mother with Commentary
Using the video of Johanna and her mother as illustration, Prof. Kurt Fischer explains the role of scaffolding in learning. Go to this unit.
37. Emotional Connections in Math and Science
Gary Scott, a neuroscientist at the University of Southern California, returns to the classroom as a researcher, seeking scientific evidence for how effective learning occurs. Go to this unit.
38. Engaging Native Alaskan Students
Alaska Native teachers work together to improve student outcomes by supporting each other to implement a culturally-relevant curriculum. Go to this unit.
39. The Montessori Approach
A visit to a public Montessori school to see how a multisensory approach to learning is supported by neuroscience research. Go to this unit.
40. Montessori and Dynamic Skill Theory
Even though it predates modern neuroscience, the Montessori classroom structure demonstrates Kurt Fischer's Dynamic Skill Theory in action. Go to this unit.
41. Technology for Every Student?
Interview with researcher Todd Rose about digital technology and Universal Design at the Center for Applied Special Technology (CAST). Go to this unit.
42. Perspective Shifting in Math
Middle school math students develop and present many different approaches to a single set of concepts, creating the potential for greater understanding. Go to this unit.
43. Students Think for Themselves
LaNelle Harvey teaches in a part of Los Angeles where the dropout rate for high school students reaches 70%. She describes how learning about neuroscience has changed her classroom. Go to this unit.
© Annenberg Foundation 2017. All rights reserved. Legal Policy


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Ask the Critic: Where to Eat Before a Night Out
You have restaurant questions? We have answers. Where to take a dinner date? Restaurants good for parents or picky eaters? Food etiquette? Food and restaurant writer Carey Jones answers your questions. Email [email protected] to submit.
Editor's note: Here to answer your questions is senior managing editor, former SENY editor, and frequent author of our NYC restaurant reviews Carey Jones. We'll take a few of your questions each week and give you the New York restaurant advice you're looking for. Email [email protected] with the subject line Ask the Critic to submit your question!
Pre-Drinking Dinners
Dear Critic, I'm looking for affordable, fun dinner places in neighborhoods with good bars. I have a tendency to go out drinking on weekend nights, forget to eat anything, and then end up at some terrible dollar pizza or greasy kebab spot at 3 a.m. (and regretting it deeply the next day). I feel like actually, you know, having dinner might be a good plan. What are some casual dinner spots, particularly in good bar neighborhoods like the East Village and Williamsburg, where my friends and I can grab a good bite to eat?
Rather than a warmed-over $1 slice, why not pregame with pizza at one of the city's excellent sit-down spots: Kesté or Motorino? And rather than a midnight Big Mac, why not start with a respectable burger? Whitman's is in the heart of the East Village, and they've got burgers for your every mood: the pimento cheese-stuffed "Juicy Lucy," the brisket "Mangold" with red onions and horseradish, the simple but nicely executed "Upstate" with pickles and special sauce.
Depending on the hour, there may be a line, but Caracas Arepa Bar fits all your needs: a substantial meal, varied and affordable, and they've got locations in the Williamsburg and the East Village. Zizi Limona is another good Williamsburg bet, with creative Mediterranean fare that's great for sharing with a group; back in the East Village, 7 Spices is a no-frills but mighty friendly Turkish spot that, best yet, is BYOB—should you be inclined to start your night out on the cheap.
Nothing fills the belly like barbecue, and Mighty Quinn's is some of the best in the city; a pile of sliced brisket and burnt end baked beans will fortify you for any night ahead. Around the corner, Malai Marke is another great bet, a few notches above the generally mediocre Indian restaurants on East Sixth; vegetarians and meat-lovers will both be well-served by their excellent curries, and the seafood dishes are worth particular attention.
And if you're already out drinking, and really wanted to keep things on the cheap? You could do far worse than the free-with-a-drink pizzas at Alligator Lounge. Are they Slice-worthy? Nah. But they're made fresh and served hot and far better than plenty of those dollar slices out there. And cost a whole dollar less.
Ask Us!
Email [email protected] with the subject line Ask the Critic to submit your question. All questions will be read, though unfortunately not all can be answered.
All products linked here have been independently selected by our editors. We may earn a commission on purchases, as described in our affiliate policy.

subset: commoncrawl


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These stackable dies are super nice to use because they are a little bit longer than my average dies.
The cut of the die occurs both inside and outside of the cutting edge, so that when you lift out your die-cut piece of paper you're left with a nice and decorated frame on the remainder of the paper.
Used in this layout: Motivation
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The Health app on your iPhone makes it easy to track four key areas: Activity, Mindfulness, Nutrition, and Sleep. We'll show you how to set up Medical ID and connect to other apps in the Health & Fitness category so you can view your health data in one convenient place, monitor your progress, and start reaching your goals.
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Products and services marketed under the Dearborn National® brand and the star logo are underwritten and/or provided by Dearborn National® Life Insurance Company (Downers Grove, Illinois) which is not licensed in and does not solicit business in New York; in New York, the company is Dearborn National® Life Insurance Company of New York (Pittsford, New York), formerly known as Fort Dearborn Life Insurance Company® of New York. Product features and availability vary by state and company, and are solely the responsibility of each affiliate.
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Click an Option!
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Shoot the Clone: A Choose-Your-Own-Ending Comic Adventure!
By Caldwell Tanner
SHOOT THE CLONE: An Interactive Comic Adventure 1. Two men stand in the center of a laboratory. They look almost identical except for a few slight differences. The man on the left (Lefty) has a wedding ring on his finger, and wears his hair parted. The man on the right (Righty) has slightly greyer skin and wears his hair gelled up. They are both raising their hands and pointing at each other. They both frantically shout at a pale woman who stands in front of them. The woman looks terrified and shakily holds a gun in her hands. - A Lefty: You've got to believe me, Karen! I'm your real husband! He's just an alien clone sent here to destroy our planet! Shoot HIM! Righty: Don't listen to him, Karen, he's the real imposter! 2. Close-up on Karen's face. Sweat rolls down her face. Righty and Lefty (offscreen): SHOOT HIM BEFORE HE KILLS US BOTH! 3. We see a .gif of Lefty and Righty on either side of Karen, who nervously swings her gun between the two, trying to decide which one to shoot. - B TEXT BOX: Who will you shoot? [ Left ] [ Right ] [Neither] ___________________________________________________ 'RIGHT' OPTION: 1. Tight shot of Karen's face. She keeps her gun trained on the two men, but has an idea. Karen: ENOUGH! Only my real husband would know the answer to this question... 2. We see the tip of her gun pointed, both men react to her question differently. Lefty covers his ears, while Righty smiles and begins to answer. - B Karen: What's our apartment's WiFi password? Lefty: Aw man, I always forget, but it's written down on a post-it note in our junk-drawer if you really need it. Righty: That's easy! it's - 3. Karen shoots Righty, as he is shot he morphs back into his alien form. - Z Righty: NOOOOO! 4. Karen and Lefty embrace each other and kiss as the alien falls to the floor dying. Righty: CURSE YOU HUMAN SCUUUUUM! End. ___________________________________________________ 'LEFT' OPTION 1. Karen shoots Lefty. He screams. Righty looks relieved. - B Lefty: NOOOOO! 2. Karen and Righty embrace. Righty: But...how did you know? Karen: Love always knows. 3. They open their mouths and reveal HIDEOUS ALIEN TONGUES which embrace in a strange extraterrestrial kiss. Through a window we can see two alien moons lighting the sky. "The End" is written here, but in a strange alien text. 'NEITHER' OPTION 1. Karen lowers her gun, she has a seductive smile on her face. Righty + Lefty (offscreen): Quick, Karen, you have to choose! Karen: Oh, I think I've got a better idea entirely. 2. In the foreground Karen begins taking her top off, Lefty and Righty look at eachother, they're pumped. - B 3. Lefty wakes up, we can see a bursting dream bubble of him and Righty making out with Karen at the top of the panel. Lefty: GAH! Karen: Honey, what's wrong? Did you have a bad dream? 4. Tight on Lefty, he is sweaty and disheveled. His eyes are wide. Lefty: No. It's...it's nothing. Go back to sleep, dear. End.


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How well do you know the Code? Think you can spot violations the original installer either ignored or couldn't identify? Here's your chance to moonlight as an electrical inspector and second-guess someone else's work from the safety of your living room or office. Joe, who has a knack for finding shoddy electrical work, did the dirty work and found this mess. Now it's your turn to identify the violation.
Find the Answer
After stumbling upon this situation I informed the owner of the property about this broken threaded joint between an underground raceway and the coupling supplying this public street light. I also notified the fire department and even called the local citizen's hot line. However, my pleas for help continue to fall on deaf ears.
My concern here is the lack of a threaded connection. Without one, the metal raceway will not serve as an equipment grounding conductor. Connections using threaded couplings or threaded hubs on enclosures must be made up wrench tight with fittings that are made for this type of installation. Why? An approved connection will prevent sparking when fault current flows through the conduit system.
Check out the continuity requirements of 310.10.


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Choosing the Right Nursing Home
10 questions you must ask before moving your parents or loved ones into a new facility
If your loved one is no longer able to safely live on his or her own — whether it's your mother, your father or your spouse — trusting his care to strangers isn't easy. How can you be sure that his needs are being met and that he is safe?
See also: Downsizing in retirement.
Photo by Alexandra Boulat/VII/Corbis
The answer, says experts, is simple: You must stay vigilant to make sure that he is getting the kind of care you want him to get.
"Every person in a nursing home needs an advocate," says Maryglenn Boals, a former nursing home administrator in Arizona. "When you are serving that many people, there are going to be mistakes. There is always going to be little things that happen. So every resident needs his own 'squeaky wheel.' "
A panel of experts and former nursing home workers offers these 10 questions to ask to detect signs of improper care.
1. How does the food look and taste?
Dining with your parent in the nursing home cafeteria is a great way not only to bolster your parent's spirits, but also to give you an idea of how well he or she is eating. "When people are aging and losing a lot of sensory sensitivity, food is a huge issue," says Boals. "The meal might meet the dietary requirements, but is it palatable? Is it visually encouraging, especially to someone who doesn't have much interest in eating?"
Standard protocol is to record how much food a resident eats at each meal, Boals says. If you see that your parent is not eating much of the home's food but will heartily eat food you bring in for him or her, mention that to the staff. Changes to their meal restrictions might be possible. Keep in mind that if your parent is on a special diet, such as low-salt or pureed foods only, you might not have much say over taste and appearance. But if someone can't eat because the food is unpalatable, it's not necessarily worth maintaining a special diet.
2. What sounds do you hear?
Residents moaning or yelling "help" might be unsettling, but they are rarely signs of poor treatment, says Boals. More likely it's part of the dementia spiral. Instead, listen for how staff members address their residents.
Staff should address residents by their names, instead of "Mama" or "Grandpa," says Marion Somers, an elder-care advocate and former nursing home administrator. "You're talking about a generation that is used to being called Mrs. So-and-So," Somers says. "Staff should ask a resident how they want to be addressed. If they're not taking into consideration what the resident needs to feel respected, then they are diminishing that client and they are going to have problems with that client."
3. What does it smell like?
Nursing homes can foster some funky odors, says Boals. There are unavoidable reasons for this: certain medications and diets make residents more gassy. And as people age, they're more likely to lose control of their bladder and bowels. So a faint whiff of something unpleasant isn't something to complain about. However, if the home reeks of stale urine, it could be a sign that the facility is not cleaned properly. "Urine can penetrate into floor wax, and if someone is having a lot of accidents on the floor a room can get a very intensive smell if they're not stripping and rewaxing the floors regularly," says Boals.
4. Is the staff overworked?
Ask the nursing assistants and other staff if they work a lot of overtime and double shifts. If so, that's a sign of short staffing that can affect patient care.
"If the staff are overworked, then they are overstressed," says Boals. "It's a lot of giving, and they're working in a difficult situation."
Ask the director of nursing for the home's staffing ratios or check their staff ratio rating on the Nursing Home Compare tool at Medicare.gov. If you believe your loved one is being neglected because of poor staffing ratios, file a complaint with your state agency that regulates nursing homes.
5. How do residents spend their afternoons?
Don't be alarmed by the crowd of residents circling the nurses' station or watching people come and go through the front door. This is actually a good sign, says Boals. "I'd rather see that than see people tucked in their rooms, the television on, no one with them," says Boals. A quality nursing home is going to have a daily calendar of activities in which your parent can participate. If your parent is room-bound, activities should be brought to his or her room.
6. How does the staff interact with each other?
Eavesdrop on the aides and nurses, says Somers. "If the staff is rude to each other, they're going to be rude to your parent," says Somers. Also listen for what music is on the radio or programs are on the television. "The music should be for the clients who are there, so if you're hearing hip-hop or hard rock then you know the administrator doesn't have a clue as how to deal with old people," says Somers.
Also be aware of how staff spends its time once all the charting and direct care has been finished for their unit. "Are they gossiping with each other or are they making time to sit and talk with the patients?" says Debra Stang, a former nursing home social worker. "That's something that I would always look for. Any time you come in and you've got three nurse's aides giggling over a book and a bunch of residents sitting around in wheelchairs looking bored — that's not a good environment."
Next: Check for bruising. »
7. Do you see bruising?
Don't assume that any black-and-blue mark you see on your parent is a sign of abuse. As people age, their skin becomes more fragile and certain medications make the skin more sensitive. But some bruises should not be ignored. "A finger-shaped bruise around the upper arm is a very suspicious injury," says Stang. Also look for handprint-shaped marks on the face or stomach or bruises on the back, areas which are unlikely to be bruised by a fall.
8. How does the home handle a fall?
Falls can happen under even the best of circumstances, says Stang, but it's important to watch how the staff reacts to one. Did they check for injuries? Did they help your parent get up off the floor safely? Was he or she checked later in the shift for injuries that weren't apparent at first, such as a closed head injury that would make a person act more confused than normal? And how did you find out about the fall? After any fall, the staff should call you immediately and meet with you to determine why the fall happened and whether any changes should be made (such as a chair alarm that alerts staff when your parent gets up, or a lower bed) to protect your parent from future falls.
9. Are there unexplained bedsores?
Bedsores are often unavoidable, especially as a parent becomes more sick and frail, says Stang. "My concern would be if my loved one were capable of being up and around and hadn't shown any signs of refusing food, yet all of a sudden he's developing bed sores," says Stang. "That's when I'd talk with the staff about, 'Why aren't you getting him up? Why is he spending so much time in the same position?' "
If your parent is confined to a bed, ask how often he or she is being rotated. This should correspond to the doctor's orders, which can be every hour or two, and rotations should be marked on your parent's medical chart.
10. Are personal care needs being met?
If your parent is incontinent, ask how many times a day her adult diapers are changed. "If a memo goes out to the staff saying, 'nobody is to have more than six changes a day,' for instance, that is a problem," says Somers. "If you don't change a diaper and keep the area dry and clean, that can lead to wounds." At Workmen's Circle MultiCare Center in New York City, diapers are changed every two hours. "But if the resident needs more changes, the certified nursing assistants would know the different routines of that resident and would check them more frequently," says Eva Marie Fabian, Workmen's director of nursing.
Solving problems
If you have issues with your loved one's care, your first conversation should be with the unit manager for your parent's floor, says Fabian. If that conversation doesn't resolve the issue, continue up the line of command. "If it's an issue that is persistent and it's something that is reoccurring, then we have always encouraged family to write a grievance form or complaint form," says Fabian. The issue should then be addressed within 48 hours. If it's not, talk to the nursing home administrator. And if you are still unsatisfied, file a complaint with the state agency that regulates nursing homes.
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Visit Our Laser Dentistry Office After an Accident
If you have damaged a tooth, visit our laser dentistry office. We treat patients of all ages and focus on preventative oral health care. By cleaning teeth and treating cavities when they are small, we help teeth to remain strong so that the chance of them becoming damaged is decreased. There are certain types of dental accidents, however, that cannot be avoided. If you think that it could never happen to you, consider this –
Every year there are around 5.4 million car wrecks with millions of people injured as a result. Many of these are injuries to the mouth and face.
Around 5 million children suffer sports-related injuries every year. Adults, are not immune to this so if you want to protect you and your children, wear a mouthguard to minimize the risk of damaging or losing a tooth while playing or practicing.
Slip and fall accidents impact one in three people over the age of 65. These accidents are so prevalent across all age groups that 9 million people visit the emergency room every year as a result.
If you end up in an accident that damages your teeth, visit our laser dentistry office. We can treat the damage and restore your teeth to full health and functionality. It is important that you visit a dentist instead of the local emergency room because the physicians there are not trained in how to diagnose or treat dental problems. They can give you medication, but that's about it. For a full restoration, you need to seek the care of an expert.
Laser dentistry is the best treatment solution for you because it is either non-invasive or minimally invasive based on the procedure. We use lasers to perform the same type of dental work that we always have, only without irritating your teeth or the surrounding gum tissue. Since laser energy is so fine, we can do things like treat gum disease by breaking up plaque and tartar under the gums without irritating them. This means that you can recover faster and experience good oral health. Simultaneously, we can use lasers to treat tooth decay so that you can be cavity free.
Additionally, when performing dental restorations after an accident, we can use lasers to stop your gums from bleeding, decrease any swelling or irritation and make it so that you can recover faster. This is done by stimulating the overall healing process. Given that your mouth will already have experienced trauma from the accident minimizing the discomfort during your procedure is important. Lasers allow us to do so.
In fact, many of our patients no longer ask for pain medication because they are so comfortable and relaxed during their treatment. If you are someone that avoids visiting the dentist due to dental anxiety or a phobia, lasers make it possible for you to relax because there is no noise, heat, pressure or vibration when using them. This will make your experience in our office far more pleasant than if you were to visit a traditional dentist office. For more information, call and schedule an appointment today.


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This tutorial will show you "How to draw a Zergling from Starcraft". I will go over the steps I take to produce a line drawing of a creature. I will start by drawing the head, and will go over how to position and construct the limbs. I would recommend using 3B to 5B pencils, an eraser, a sharpener, and a mechanical pencil is always a nice extra. There are 8 steps in total. The red lines will show you the important lines to add and emphasise their shape. I would suggest searching for some reference images of Zerglings to help you choose how you want to draw it and to make it easier to decide which way to go when adding details.
DragoArt members upload artwork and drawing tutorials! They are also allowed to leave comments on tutorials, profiles, etc. Many more features, as well; it's way better than just being a boring guest! Register Now!


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If there's anything New Yorkers love, it's a reason to eat, drink and celebrate. This weekend, we're celebrating the first leg of the Triple Crown with the Kentucky Derby and topping that off with Cinco de Mayo Sunday Funday to keep the party going (...naturally). Here's a roundup of the best fiestas in town:
If an outdoor terrace is where you want to be, with a cocktail in hand, experience 40 varieties of tequilas and mezcals at Tequila Park Taqueria, newly opened at the Hudson Hotel (356 W 58th St.).
Celebrate the Mexican victory over the French (PS. Cinco de Mayo is not Mexican Independence Day) with capes, luchadors, nachos, and a "Choose Your Own Margarita Adventure" Bar at The Tippler (42 W 15th St.).
Thrillist is throwing its first annual Luncha Libre: The Thrillist Taco Knockout at Villain in Brooklyn. Buy tickets and enjoy taco creations from local chefs and unlimited beer, micheladas and margaritas (50 North 3rd St.).
Care to keep it low key? Check out Jean-Georges Vongerichten's ABC Cocina (opens Thursday 5/2) for the renowned chef's take on Mexican and Latin flavors (38 E 19th St.). Check Open Table for reservations.
One of our favorites, Alex Stupak's Empellon Taqueria is doing a special Cinco de Mayo all-you-can-drink special prix-fixe menu for Saturday dinner, Sunday brunch, and Sunday Dinner, featuring some new dishes… and, we mentioned the unlimited beer, margaritas, and sparking wine, right? Churro French toast, braised bacon tacos, fish tempura tacos.. uh, yes, please. Viva la Mexico!


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A federal judge on Friday approved the sale of Monaco Coach Corp.'s recreational vehicle assets to Navistar Inc., according to bizjournals.com
The $52 million deal is expected to close in early June.
Coburg, Ore.-based Monaco (Pink Sheets: MCOAQ) in March filed for Chapter 11 bankruptcy protection and laid off the majority of its 2,225 remaining employees. It had earlier been looking for buyers for its RV manufacturing operations and motorhome resorts business.
On April 27 the company announced it had an accepted an offer from Warrenville, Ill.-based Navistar that includes certain manufacturing facilities in Indiana and Oregon, as well as all brands, intellectual property, inventories, and equipment relating to the company's motorized and towable recreational vehicle segments.
Navistar (NYSE: NAV) is manufacturer of commercial and military vehicles, as well as diesel engines and related services. It has $15 billion in annual sales and a market cap of $2.4 billion.
Monaco at the time warned that the proceeds of the sale will cover payments to creditors, but it won't likely result in any additional funds being distributed to shareholders.


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Football Punting: Distance vs. Hang-time *
|Areas of Science
|Time Required
|Average (6-10 days)
*Note: This is an abbreviated Project Idea, without notes to start your background research, a specific list of materials, or a procedure for how to do the experiment. You can identify abbreviated Project Ideas by the asterisk at the end of the title. If you want a Project Idea with full instructions, please pick one without an asterisk.
AbstractWhen the punter is trying to hit the "coffin corner" (within the opposing team's 10-yard line), out of bounds, what is the best angle to kick the ball for correct distance and maximum "hang time?" (For more information on the physics involved, see: Gay, 2004, Chapters 4 and 5.)
Share your story with Science Buddies!Yes, I Did This Project! Please log in (or create a free account) to let us know how things went.
Cite This PageGeneral citation information is provided here. Be sure to check the formatting, including capitalization, for the method you are using and update your citation, as needed.
MLA Style
Science Buddies Staff. "Football Punting: Distance vs. Hang-time." Science Buddies, 28 July 2017, https://www.sciencebuddies.org/science-fair-projects/project-ideas/Phys_p044/physics/football-punting-distance-versus-hang-time. Accessed 17 Nov. 2019.
APA Style
Science Buddies Staff. (2017, July 28). Football Punting: Distance vs. Hang-time. Retrieved from https://www.sciencebuddies.org/science-fair-projects/project-ideas/Phys_p044/physics/football-punting-distance-versus-hang-time
Last edit date: 2017-07-28
BibliographyGay, Timothy, Ph.D. The Physics of Football. New York: HarperCollins Publishers, 2005.
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Welcome to Scotland, the ultimate natural playground. Here you can have a go at all the activities the country is legendary for, as well as some that you may never even have heard of.
This is, after all, The Home of Golf where prestigious and ancient courses beckon thousands golfers the world over to experience the sport at its most authentic.
This is also a land and coast made for exploration and adrenaline-pumping adventures; from mountain biking down rugged alpine terrain to navigating an aerial assault course across a forest canopy, to scaling the lofty heights of the Cairngorms to gliding long the shoreline of a Hebridean island in sea kayak. From world-class watersports to walking, cycling to aqualining, the possibilities for getting active in Scotland's magnificent great outdoors are endless.


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Are You Looking For A Covenanter Church Or Are You Interested In Covenanter Worship (Along The Lines Of The Original Intent Of The Westminster Standards)? If So, Please Email Pastor Greg Price At email@example.com For More Information About How To Take Part In A Covenanter Service, From Your Location, Via Conference Call. Over 600 Free MP3 Sermons By Greg Price Are Also At http://ow.ly/NTvq30m3wuu.
To obtain free Reformation books, Puritan MP3s and Calvinistic videos, SWRB discount coupons, etc., add yourself to SWRB's Puritan and Reformed email list by using the form above.
"Behind every great movement of God stands a few generous men and women called Gospel Patrons. Their role of resourcing, partnering, and strategizing with those who proclaim the gospel fueled amazing works of God. This book tells three stories from history that invite us to believe God, step out, and serve the purposes of God in our generation too." - Gospel Patrons: People Whose Generosity Changed the World https://www.gospelpatrons.org/ -- You can get a free PDF and audio (MP3) version of this stirring book at https://www.gospelpatrons.org/. Just sign up to their email list (at the bottom of of the page at https://www.gospelpatrons.org/), and confirm the email they send to you, to confirm your email subscription, and they will email you the links to the free versions of the book, Gospel Patrons: People Whose Generosity Changed the World, when they respond to your email list confirmation email. This book demonstrates the indisputable importance of the people God calls to help fund the ministries that He has chosen to play large rolls in some of the biggest Reformations and revivals in history. It uses the examples of William Tyndale, George Whitefield and John Newton. As with all links we provide we only agree with that which is in agreement with the Bible at the sites where the URLs point.
This sermon is taken from Volume 2 of SWRB's 34 volume set entitled, Puritan (Westminster, Covenanter) Fast Sermons (1640-1653).
Concerning the complete 34 volume set of Puritan Fast Sermons (1640-1653), republished by SWRB, Dr. Joel Beeke and Randall Pederson write, "This is a collection of sermons preached to England's Parliament during the glory days of the Puritan preaching on days of public humiliation... These sermons richly combine prayer and thanksgiving on England's behalf. They encourage and admonish Parliament to govern in the fear of God. The volumes include sermons of preachers who were frequently invited to Parliament, including William Ames, Samuel Bolton, William Bridge, Thomas Brooks, Anthony Burgess, Jeremiah Burroughs, Joseph Caryl, Thomas Goodwin, William Greenhill, Christopher Love, Thomas Manton, Stephen Marshall, Philip Nye, John Owen, Obadiah Sedgwick, and Ralph Venning (and many others - RB)" (from pages 632-633 of the important and useful book by Beeke and Pederson on Puritanism and Puritan books, entitled, Meet the Puritans: With a Guide To Modern Reprints).
All resources for sale on this website, with the exception of Scottish Metrical Psalms MP3s, are available on the Puritan Hard Drive .
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Unique technology for discovery and invention
LR4 - Precision USB Laser Rangefinder
The LR4 interface board adds a USB port to an off-the-shelf, inexpensive laser distance measurement tool, allowing software to control the rangefinder and automate data collection.
With 50 meter range and 2mm accuracy, the LR4 combined with a Fluke 414D measuring tool produces measurement data over USB or TTL serial. The LR4 allows compete software control over the laser rangefinder.
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We specialize in test and measurement technology, both wired and wireless sensors, firmware, hardware, application, and web development. Connected, smart, and adaptable measurement technology is fueling the IOT revolution.


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Ethosuximide reduces the type of brain
activity associated with
absence seizures.
Ethosuximide is one of the drugs of
choice for children who have absence seizures.
Ethosuximide does
not prevent any types of seizures other than absence seizures. Ethosuximide is
sometimes used with other drugs to treat adults who have several types of
generalized seizures.
Ethosuximide is effective in
preventing absence seizures in children and adults.1
Ethosuximide may cause stomach problems,
It may also cause headache, mild drowsiness, dizziness, and
The U.S. Food and Drug Administration (FDA) has issued a
warning on antiepileptic medicines and the risk of suicide and suicidal
thoughts. The FDA does not recommend that people stop using these medicines.
Instead, people who take antiepileptic medicine should be watched closely for
warning signs of suicide. People who take
antiepileptic medicine and who are worried about this side effect should talk
to a doctor.
See Drug Reference for a full list of side effects.
(Drug Reference is not available in all systems.)
It may
take time and careful, controlled adjustments by you and your doctor to find
the combination, schedule, and dosing of medicine to best manage your epilepsy.
The goal is to prevent seizures while causing as few side effects as
possible. After
you and your doctor figure out the medicine program that works best for you, make sure to follow your program exactly as prescribed.
Complete the new medication information form (PDF)(What is a PDF document?) to help you understand this medication.
CitationsBlume WT (2003). Diagnosis and management of epilepsy.
Canadian Medical Association Journal, 168(4):
Last Revised:
August 26, 2011
Healthwise Staff
Medical Review:
Susan C. Kim, MD - Pediatrics & Steven C. Schachter, MD - Neurology
This information does not replace the advice of a doctor. Healthwise, Incorporated disclaims any warranty or liability for your use of this information. Your use of this information means that you agree to the Terms of Use. How this information was developed to help you make better health decisions.
To learn more visit Healthwise.org
© 1995-2012 Healthwise, Incorporated. Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.


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The Role Model Men and Boys (RMMB) approach mobilizes men and boys to dialogue and go through personal reflections to explore...
"Be a Man!"
"Be a Man!"
Publication info
The Yugoslavian Wars of 1991-2001 were based on national and ethnic tensions that resulted in numerous cases of gender-based violence, including mass rapes of women and sexual abuse against men and boys in prison camps. Currently, an emerging culture of violence is visible in the Western Balkans and the consequences of violence within the family and the community severely affects the development and health of young men and young women.
Youth is a critical moment when young people develop and rehearse gender equitable attitudes and related violent behaviors. Researchers and youth programmers have recognized the importance of working with young men to cultivate gender-equitable attitudes and reduce violence.
So CARE set up the Young Men Initiative, also called Young Men as Allies in the Prevention of Violence and Conflict in the Western Balkans, in Bosnia and Herzegovina, Croatia, Montenegro and Serbia, to promote gender equality, voilence-free relationships and the health development of adolescent boys aged 13-19.
I began to respect girls and women more, and also respect people's opinions, differences and diversity.
Uroš Radulović, Belgrade
Our research
Our participatory, learning and action research sought to answer: How do current social constructs and experiences of masculinity for young men in the Western Balkans relate to young men's violent use of power? What influences young men's decisions not to use violence? And what opportunities exist to support young men's more gender-equitable constructions of masculinity, especially alternatives to the violent use of power?
We hypothesized that by understanding constructs of masculinity and violence, youth service agencies can better address personal attitudes about gender equity and a broader definition of sexuality for young men to foster changes in gender norms that contribute to violent behaviors.
Today I think a lot more about some things that I never would thought about before and I am controlling my emotions and reactions a lot more than before.
Denis Hadžović, Zagreb
What we did
Building strong local partnership and ownership is a key strategy of CARE and we have focused on building the capacity of six major youth-serving organizations, who work with young men. In addition, other local expertise is engaged within the project, including for the lifestyle campaign development, training and research. In addition, the International Center for the Research of Women (ICRW) has been working with us on the research, monitoring and evaluation component of the program. Measuring the impact of the program is important for working on policy focused on young men and rolling out the program in other areas of the Balkans and the world.
I have also become a young man that is an example to his peers and in future I will be the same for my children.
Armin Licina
Our research highlights several important contexts where young men negotiate constructions of masculinity and the violent use of power. One context young men identified is widespread fighting and bullying among their male peers that begins in primary school where violence is perceived as mandatory. Moreover, young men reported that most fathers expect and exhort their sons to use violence in fights. Other young men identified the following successful strategies in avoiding the use of violence: (1) their own internal reserves, such as an ability to withstand being marginalized, and the value in individual pursuits such as reading or music; (2) finding other peers who rejected the use of violence; and (3) becoming involved in sport teams where coaches promoted cooperation and teamwork.
So what did the program change? With support from ICRW, we conducted an evaluation and found that because of the program:
- Boys had more equitable attitudes towards women. They were from 5‐15 percentage points less likely to think that a woman's primary role was to stay at home and cook.
- Boys were less homophobic. Boys were 3‐17 percentage points less likely to think it was acceptable to beat a gay person.
- Boys were less likely to think violence is acceptable—both violence against women and as ageneral solution to their problems.
- Boys had more open ideas about what it meant to be a man. There was a 27 percentage point improvement in the number of boys thinking that physical strength was the most important characteristic for a man.
- Boys were more likely to stop violence. 76% of retreat participants indicated they had intervened to stop a fight by the end of the program, compared to 41% at the start of the academic year
Our interventions
The "Masculinities" Lifestyle Campaign
A school-based lifestyle campaign focused on confronting rigid norms of masculinity as the overall theme, with sub-themes focused on violence against women, peer violence and sexual health/healthy relationships. Young men and young women are engaged through "Real Man" clubs, messaging and other school activities.
The "Muski" Educational Workshops Program
A successful educational workshop program for young men was tested and adapted for the program. It focuses on education and skill development, covering topics, such as gender-based violence, conflict, sexuality, fatherhood and gender roles, sexual health, HIV and AIDS, emotions and conflict resolution.
Regional Young Men Forum
The forum of youth from four targeted countries gives young men a voice in the project, supports the development of new skills and promotes young men as role models and peer educators. These young men also helped develop and foster the "masculinities" lifestyle campaign.
What's next?
CARE is scaling up and spreading the program to other areas of the world.
- IMAGES and the Men and Gender Equality Policy Project, a component of the existing project implemented by Center for Education, Counseling and Research and focused on Croatia is part of an initiative led focused on policy analysis and a quantitative survey on masculinities, men and gender.
- Young Men Talking: Experiences of Conflict is a partnership between YouthAction Northern Ireland and CARE International in the Western Balkans to build youth work capacity around engaging young men around issues of conflict, violence, masculinities and healthy lifestyles.
Keep learning:
- Read the Young Men's Initiative report >
- Learn what three youth said about joining a "Be a Man" club >
- Watch the "Be a Man" mini-documentary >
- Engaging Roma Boys and Men: CARE NW Balkans Engaging Roma Boys and Men is a component of the existing Young Men Initiative being implemented in four countries: Croatia, Serbia, Bosnia and Herzegovina and Kosovo. Addressing social and community norms around gender, healthy lifestyles and violence, the project aims to mobilize young men to challenge harmful practices. Working both through schools and the community, Roma youth are engaged in a variety of activities, including research, non-formal education, mentoring, community action and a lifestyle campaign.


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Interview with Eric Enge about Infographics in an SEO Strategy
Eric Enge is the CEO of Stone Temple Consulting, a consulting company that provides a full range of Internet marketing optimization services including: strategic business planning, on page search engine optimization, link building, content optimization, conversion optimization, social media optimization, user engagement, and pay-per-click campaign development and optimization. Eric is co-author of the book The Art of SEO, a speaker at numerous search marketing events, and a contributing author to Search Engine Land, Search Engine Watch, and SEOmoz. I caught up with Eric to ask him his insights on where infographics fit into a search marketing strategy.
Randy Krum: Good morning Eric and thank you for taking the time to speak with me. How do you see infographics fitting into an SEO or search marketing strategy?
Eric Enge: First of all, if you just look more generally at link building, one of the key things you want to do is create compelling content that is something that would be interesting for people to link to. A lot of people actually use the term link-bait which I don't like because it sounds deceptive in orientation. Nonetheless, the point is that you have to produce high-quality content, or high-quality something in order to obtain the links.
Infographics are nice because they are very visual and they can be very compelling. So for that reason it can be a very effective tool for building links to your site. That's how I see it fitting into a broader SEO strategy.
There are a couple of key things that people need to take into account. I am going to start by referencing the last interview that I did with Matt Cutts [Matt currently heads up the Webspam team for Google. ] where Matt made the statement that he wouldn't be surprised if some time in the future they began to discount infographic links to some degree. That kind of set off a bit of a fire storm of people responding to that, commenting on that, and saying "oh my God". It really was kind of taken a little bit out of context.
Really what Matt was pointing at in my opinion is that infographic links which are resulting from an infographic that has content that is not relevant to the site is one reason why Google might discount a link. That's something that people just need to be aware of. It's really important that you make something highly relevant. You don't want to have a Tupperware site doing an infographic about used cars. Because that's just not relevant. It may be a great infographic but it's not really quality content for that site.
The other thing that you need to be concerned about in the process is can you structure the infographic in a way where the link is indeed an endorsement of your content, because at the end of the day that's what Google wants. So you don't want to produce infographics where the link is hidden or obscured in any fashion. You want it to be very visible and you want it to be something that represents a legitimate endorsement of the site. Now that can either be a link to the home page of the site or a link to a page on your site that is highly relevant to the topic of the infographic.
Randy Krum: So it sounds like Google's position on infographics is very consistent with its position on a lot of things. If your sole purpose is simply to obtain links and you are paying no attention to relevance and context and all of that then they would actually consider it to be spam.
Eric Enge: Yes, potentially. Even if they do not consider it to be spam, they may not consider the link to actually be an endorsement of your site.
Randy Krum: So they would deprecate or ignore the link.
Eric Enge: Right. That would be a better case then being considered spam where they might actually penalize you for the link. But in general, back to the original question, because infographics are such compelling visual content, and I mean the really well put together ones, of course - it can be a very effective campaign. I think it is worth talking a little bit about how you manage it. You have created this great infographic. How do you tell the world and how do you manage the campaign so that you get links.
There are basically three kinds of strategies:
1) The first strategy is to put the infographic on your site and use whatever means that you choose to use, a lot of people use e-mail or social media, to tell the world that you have a great infographic. There are a variety of things that you can do there. You can e-mail media contacts. You can do a press release. You can post it on infographic sites, because there are these sites that are directories of infographics. Those are all useful things to do, and that can be quite effective in getting links to your site.
2) The next stage of what you can do is on the page with the infographic you can provide people with the code to take the infographic and post it on their site. So you are allowing people to republish the infographic. Of course the code that you provide, at the bottom most likely, would include some HTML code which included a link back to a highly relevant page on your site. That's an enhanced strategy for getting links from your infographic. Now you are allowing people to republish it.
3) Now there is a third way which is really good to use if you are kind of early days in your business and not that well known yet and don't have a great audience. That is that you actually publish the infographic on a more well-known media site related to your industry or marketplace. You let them publish it in advance. Your condition to their publishing it is that they link back to a page on your site where people can grab the code to publish the infographic on their sites. The nice thing about doing that is that you are leveraging the larger media site's audience to create visibility for the infographic, and people can still come to your site and grab a copy of it and republish it on their sites. That's the third strategy for pushing out the infographic that's worth considering.
How you decide between those depends on where your site is. If you have a very highly trafficked site you might not use that third strategy of a third party media site. If you don't have that much traffic and visibility than the third option might be the best way to go.
Randy Krum: Talk to me a little bit about the actual links, the attribution links that you have at the bottom of your infographic when you are allowing people to pick up the infographic and republish it. I assume there are some best practices along those lines.
Eric Enge: Yes. One I have already mentioned which is high relevance of the link is critical to the long-term value of the links that you get this way. The best target pages are either the home page of your site or to link to a highly relevant article, or page on your site, or the page where you have the infographic on your site so there is a very strong relevance match. The other thing that you need to make sure of, of course, is that the link is clean HTML text formatted link rather than something in JavaScript or something like that. Now that might make you nervous because if somebody grabs a hunk of code from your site and throw it up on their site to republish the infographic they could potentially just delete out your link, but you just have to live with that. You do want the links to be easy to for Google and Bing to parse.
There is one remaining element to talk about with formatting the link and that is the anchor text of the link. Clearly that has to be highly relevant too. If it is linking to your home page than the name of your site or the URL of your site, of if your site is hopefully very closely themed to the content the infographic talked about than you can use anchor text which is descriptive of the main theme of your site. Just keep it very, very relevant as I have said many times.
If you are linking to a page other than the home page than once again you can use the name of your business, or site, or the URL of the page you're are linking to, and/or whatever that page is about.
Randy Krum: The title of the page.
Eric Enge: Yes, the title or something very closely related to that. So those are the options that I see for the anchor text for the links.
Randy Krum: So what I am hearing here is avoid the temptation to try to manipulate link anchor text or get cute with your link anchor text and things like that. Keep it simple and focused and keep it on what the target page is about.
Eric Enge: That is correct.
Randy Krum: Talk to me a little bit about where photo sharing sites, something like Pinterest, fit into your infographic strategy.
Eric Enge: Yes. That is an excellent question. So it is very similar to how I described choosing where to publish the infographic. It's very difficult to open a Pinterest account today that has no audience and throw up an infographic and expect it to explode. You have to have some access to the audience. You really want to think a bit about that and try to get some people who have a good audience or a good following on Pinterest to participate in sharing your infographic. If you have a very small following on Pinterest certainly put it up on your own Pinterest page but reach out to other people in your industry who have very strong followings and make them aware of the infographic and then hopefully they will repin it or pin it and get you a much higher level of visibility and activity than you might be able to get on your own. That is a very interesting way to help push it.
I should note in particular a couple of things that seem to work well on Pinterest. One is how-to type content keeping in mind that Pinterest audience skews a bit to the female side and also skews to people wanting to see things that they want to buy or help them make buying decisions. That might suggest something about what kinds of infographics might do particularly well on Pinterest.
A really good, informative infographic, might do just fine even if it does not fit one of those scenarios.
Randy Krum: It sounds like a lot of what you said about Pinterest would also extend out to social media channels in general. Try to ride the coat tails of people who have a broader reach than you may have yourself.
Eric Enge: Yes. I mean obviously there is plenty and ample reason to go and build your own strong social media audiences. So if you have that you should leverage that. If you do not have that just yet than a really good infographic can help build your social media presence. If an influential person pins, or shares, or tweets your infographic and mentions your social profile on the same platform than you will grow your following or friend base. That's a good thing which puts you in a better position to play a bigger role in the promotion of the next infographic you do.
Randy Krum: To wrap up, let's talk a little bit about if there are things you should avoid doing. If there are just things that are absolute no-nos when you are creating an infographic and putting together your campaign.
Eric Enge: One big thing that I would like to emphasize is accuracy. A lot of people throw together infographics and they are more concerned about having a visual thing that they can get links to and they don't put in the work to do a good job. And that's really sad. Talk about something that Google wants to come down on - the accuracy thing is definitely one of them. Just don't do it.
The other thing you should do is if you have imperfect data, but you still think that the infographic is relevant and interesting and you are not losing the theme and the point of the infographic, than cite the source and acknowledge that it is an estimate. I'll give you an example: On the Stone Temple site we have an infographic on Why is Search So Complex. At the time we did it, the best source we could come with for how many URLs were in the wild was data from Majestic SEO. We assessed from them that there were 3.7 trillion URLs that we knew about. We learned later that Google is aware of more like 100 trillion URLs. So that is actually a 30 to 1 variance - pretty significant. But the reality is that the point that the infographic was making was not impacted by our using the lower number.
We were conservative and obviously we did not exaggerate. We pointed to the source and it was fine when you do it that way. One thing that I probably ought to do now that I have a better number is get the infographic updated. But the theme and the accuracy of what we were trying to get across which is why search is so complex was not impacted by that particular issue. That's how you deal with things where you are doing estimates of numbers and you do not have the greatest possible sources.
Obviously the other thing is that you have to have a creative spark. We haven't talked about this at all in our discussion. If you create an infographic you want to create something that people respond. Visual is good, accurate is good, but at the end of the day it really has to be something that somebody cares about. You really need to put some thought into that part of it.
I am a fan of concept testing. So you don't just go into a conference room and spend 15 minutes and say "that's a great infographic idea" go make it. I really think it's worth taking a little bit of time and stepping back and maybe polling some people that you know to get their reaction to it. Just doing a little bit of extra work to make sure that you are doing something that people might respond to. I really think that is worth doing.
You can do other things to. You can see what other infographics have succeeded in your market space. If you know a bit about your audience, for example if your audience is 18 to 24 year-old males than you can see what other kinds of things they have responded to in other market spaces. It's really good stuff to help you to improve your chances of having a really good idea.
Randy Krum: So simply being pretty isn't enough. You need to have something that is interesting, something that resonates with an audience, something that is compelling. Just being a good looking thing that conveys information can fall flat.
Eric Enge: That's right. At the end of the day, someone needs to care.
Randy Krum: Great. Very informative and very helpful. Thank you so much for your time Eric.
Eric Enge: Thank you for having me. It was in interesting conversation.


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Posted: Oct 25, 2012
MEQUON, Wis. – Concordia University Wisconsin will host a first round match for both the men's and women's Northern Athletics Conference Soccer Tournaments. Both matches will be played at Fitting Field.
The Falcon women earned the No. 3 seed and will host No. 6-seeded Dominican University on Saturday at 1 p.m.
CUW's men's team also earned the No. 3 seed and will host No. 6-ranked Wisconsin Lutheran College on Sunday starting at 1:30 p.m.
Live statistics will be provided for both contests.


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Q&A with Senior Guard Tyler Acevedo
Related Links
The UC San Diego men's basketball team comes home this week looking to turn things around after a pair of tough losses to Cal State L.A. and Cal State Dominguez Hills over the weekend. The Tritons will host Chico State in their CCAA home opener Thursday night at 7:30 p.m. in what will be just their second appearance of the season at RIMAC Arena. UCSD has struggled in the early going this season -- posting a 2-6 overall record and a 1-4 mark in conference play -- but head coach Chris Carlson's squad has been making strides as of late and the Tritons will play four straight at home over the next two weeks. Senior guard Tyler Acevedo has been a bright spot so far in 2009-10, taking his game to the next level as a starter for the first time in his career. He enters competition this week second on the team in scoring at 8.8 points per game and is also UCSD's top three-point threat, with a team-leading 13 treys through eight games. The Agoura Hills, Calif. native took a moment to answer a few questions for UCSDtritons.com recently and his responses are listed below.
Q: As one of only two seniors on a team that features 14 underclassmen, how has your role changed in 2009-10 from previous seasons?
ACEVEDO: My role last year was more of a spark off the bench, whereas this year it is to be a leader.
Q: The Tritons lost six of their top seven scorers from last season and enter this year with seven true freshmen. What has been the most challenging part of incorporating so many newcomers on this year's squad?
ACEVEDO: Actually, it hasn't been hard at all. Everyone is very talented in their respected positions. The hardest part for them has been learning the plays, which for our smart freshman hasn't been tough at all.
Q: You've been a part of the team in each of head coach Chris Carlson's first two years on the sidelines. How has Coach Carlson helped you improve during your career at UCSD?
ACEVEDO: I give Coach Carlson so much praise with how much he has improved my individual game and expanded my knowledge of the game. I can't put into words how amazing of a coach and person he is both on and off the court.
Q: Last season, you played in a career-high 26 games off the bench. This year, you have started the past four games for the Tritons, two of which were victories for UCSD. What are the biggest adjustments you make between starting and coming off the bench?
ACEVEDO: When coming off the bench, I was able to watch and see weaknesses I can exploit before getting in. Now that I'm starting, I have really picked up my film watching, so I still have a leg up on what the other team may throw at us.
Q: You were a member of the Tritons' first CCAA Championship team and first squad to advance to the NCAA Division II Tournament. You also scored a career-high 23 points at Cal State Stanislaus in the regular season finale last year to help secure the first home playoff game in the program's D-II history. What is your top basketball memory from your time at UC San Diego?
ACEVEDO: Winning the CCAA Championship game stands out because we fought and played so hard to win that last game. And that allowed us to travel to Alaska for the NCAA tournament, which was another amazing experience -- one we can hopefully experience again this year.
Q: During your time with the team, you have played with six All-CCAA honorees, including Jordan Lawley, Shane Poppen, Kelvin Kim, Clint Allard, Henry Patterson, and Robby Peters. Who would you name to the UCSD All-Star Team from your time as a Triton?
ACEVEDO: Those six would be a great start! There are so many others I would certainly add for role playing purposes, but like I said, I'll play with any of those six anytime.
Q: The Tritons enter the first full week of the new year with a record of 2-6 overall and 1-4 in the CCAA. What do you project for the team during the rest of the season?
ACEVEDO: Even though we've had a tough start, I project greatness through hard work. We are a team that is very talented, but we need to stay focused to reach our goals of postseason play.
Q: Who would you say has the best sense of style on this year's team? Best sense of humor? Who's iPod would you most like to borrow during aroad trip?
ACEVEDO: Style for sure would be Jordan [Lawley] or me. iPod, certainly Justin Brue's for some underground rap or if I was feeling some Justin Bieber, I would listen to Jay Wey"s.
Q: What was your biggest motivation in coming to UC San Diego?
ACEVEDO: Academics and I believe the best situation to compete for a NCAA championship.
Q: You are a Communications major in Marshall College. What plans do you currently have following graduation?
ACEVEDO: I have too many ideas to write down, but on the top of the list is hopefully to be able to play basketball professionally in Puerto Rico and then getting into the front office of an NBA team.
Q: You're a fan of the defending NBA Champion Los Angeles Lakers and have stated that you spend much of your free time watching sports. What has been your favorite professional sports memory of the past decade?
ACEVEDO: Kobe's MVP and four championships. Michael Jordan's legendary hall of fame speech. Watching Ron Artest beat up fans [during a brawl in a Pacers-Pistons game at The Palace of Auburn Hills in 2004]. And finally watching Tiger Woods...well, implode.
Previous Q & A Articles
Dr. Cliff Kubiak (UCSD's Faculty Athletic Rep) December 18, 2009
Chelsea Carlisle (Women's Basketball) December 9, 2009
Carianne Cunningham (Women's Swimming) November 23, 2009
Elena Inouye (Cross Country) November 6, 2009
David Morton (Men's Water Polo) October 28, 2009
Juan Pablo Carillo (Men's Swimming) October 19, 2009
Sara Spaventa (Women's Soccer) October 10, 2009
Karen Reis (Women's Volleyball) October 2, 2009
Daniel Pavitt (Men's Soccer) September 23, 2009
Daniel Anderson (Cross Country) September 11, 2009
Peter Gresham (Men's Water Polo) September 2, 2009
Alexia Zatarain (Women's Soccer) August 24, 2009
Elaine Chen (Women's Volleyball) August 12, 2009
Jared Kukura (Men's Soccer) July 30, 2009
Dawn Lee (Former Women's Soccer Standout) July 8, 2009
Rob Mamula (Director of Athletic Performance) June 18, 2009
Garrett Imeson (Baseball) June 8, 2009
Leon Baham (Men's Track & Field) May 21, 2009
Kristyn Lesovsky (Softball) May 8, 2009
Kazumi Negishi (Men's Tennis) May 5, 2009
Laiah Blue (Women's Track & Field) April 16, 2009
Ryan Andre (Men's Crew) April 2, 2009
Josh Tanner (Baseball) March 24, 2009
Anju Shimura (Women's Swimming) March 7, 2009
Stephanie Bocian (Women's Water Polo) February 20, 2009
Lauren Chastain (Softball) February 5, 2009
A.J. Maulhardt (Men's Basketball) January 28, 2009
Annette Ilg (Women's Basketball) January 22, 2009
Steven Hardy (Men's Swimming) January 13, 2009
Frank Fritsch (Men's Volleyball) January 5, 2009
Kendall Bohn (Women's Swimming) December 22, 2008
Kelvin Kim (Men's Basketball) December 15, 2008
Michelle Osier (Women's Basketball) December 5, 2008
Sylvia Schmidt (Women's Volleyball) November 7, 2008
Denny Harper (Men's Water Polo Head Coach) October 17, 2008
Ron Larsen (USA Volleyball Assistant Coach) October 13, 2008
Jessica McGovern (Women's Soccer) October 6, 2008
Bre Schofield (Cross Country) September 26, 2008
Tony Fernandez (Men's Soccer) September 18,2008
Kimberly Carpenter (Women's Volleyball) September 12, 2008
A.J. Kotanjian (Men's Water Polo) September 2, 2008
Peter Akman (Men's Soccer) August 21, 2008
Natasha Belak-Berger (Women's Soccer) August 15, 2008
Jake LaVieux (Men's Cross Country) August 8, 2008
Dr. Penny Rue (Vice Chancellor of Student Affairs) July 30, 2008
Michelle Torres (Women's Volleyball) July 15, 2008
Jon Pascale (Men's Soccer Head Coach) July 1, 2008
Julie Ertel (Athletics) June 16, 2008
Clint Allard (Men's Basketball) June 9, 2008
Jen Myers (Women's Crew) May 27, 2008
Casey Ryan (Men's Track and Field and Men's Basketball) May 21, 2008


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|original photo owned by author
|image from Ancestry.com
Well in January of this year I found this document on Ancestry. It is the application for the headstone. With all the red on this it is hard to believe that anything was correct on the stone. But you can see they have his birth year as 1889 like on the stone. But if you notice along that side in red,"age at end 23 years 1 mo" I am guessing that means at end of service. On here it is 1919. But one of the first records I sent for when I started happened to be the service record for David William O'Donnell. It is very light on the information but they do differ on his service end date. It is shone as April 19,1921. this date would make him 23 years and a little over a month old using his real birth year. So talk about conflicting information all on one document!
This stone is no longer on his grave. A couple of years after I took the photo one of my cousins put a new one on with my grandmother's information on there and the correct information for my grandfather.


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Part 1.2 Setting overarching goals
In this section of the tutorial, we will ask you to focus on answering the question, "What do I want my students to be able to do when they are done with my course?" If this question is answered thoughtfully and realistically, the goals that you have set for your students will provide a road map for developing an innovative course that helps students achieve those goals. Assessment, sometimes viewed as a real bugbear, falls out naturally from the desire to determine whether students have met the goals.
Start by downloading the worksheet (Microsoft Word 70kB May23 05) that goes with this part, and use it as you work through the sections below.
Part 1.2.1 Background on overarching goals
Teaching is commonly viewed as being teacher-centered:
- Professors, after all, profess.
- Student course evaluations reinforce a teacher-centered view because they commonly ask students about the professor, rather than about the student's learning experience.
- Even we think about courses as being opportunities for us to do something for students. Think about how often you have heard someone say "I want to show my students that...", or " I want to teach my students about...", or "I want to make sure that my students are exposed to...".
It dawned on me about two weeks into the first year that it was not teaching that was taking place in the classroom, but learning."
Pop star Sting, reflecting upon his early career as a teacher (Shaping the Future; NSF publication 96-139)
Two weeks may very well be a world record for coming to the realization that it is learning, not teaching, going on in the classroom! He is, though, absolutely right about it.
- Students must do their own learning; we can't do the learning for our students.
- Good teaching should be about developing courses where the focus is on student learning, not on teacher presentation.
- We will design more effective courses if we focus on setting goals for the students, rather than for the faculty member.
What, exactly, do we mean by the term goals?
The education world has a whole host of terms such as goals, objectives, outcomes, learning goals, learning outcomes, and so on. Many college and university faculty are unclear on the specific definitions of these terms and on the distinctions among them. Others have encountered them defined differently in different places. Our workshop participants have, in general, found it counterproductive to worry about specific definitions and distinctions.
- We decided many years ago at our workshops to collapse goals, objectives, and outcomes into one standard English term "goals". We will follow the same practice in this tutorial.
- For this tutorial, "goals" will be concrete and measurable (e.g., "My goal in life is to make a million dollars," or "My goal next year is to make the Olympic sock wrestling team.").
- If this offends you, please feel free to mentally distinguish among goals, objectives, and outcomes when appropriate. We would say, though, that when we have presented this simplified usage at workshops, we have been resoundingly cheered!!
- We will also avoid using the word "learning" as an adjective.
- A friend of ours (a Bostonian) gave her husband, Paul (a Long Islander) a grocery list that included the item "brown bread".
- Paul went to the bakery department and asked for brown bread. The baker was completely puzzled. After some discussion and consultation of the list, the light dawned, and the baker said, "Oh! You want brown bread!", which every New Englander knows comes in a can and can be found on the shelf near the baked beans.
- The same confusion that results from incorrect emphasis plagues the use of the word "learning". Most scientists with little familiarity with the education literature would read the following sentence with an emphasis on the word "research", not on the word "learning": "I am in the middle of learning research techniques in geochemistry." In this case, "to learn" is used in the present indicative tense.
- In the following sentence written by someone familiar with the education literature, however, the emphasis is on the word "learning", used as an adjective : "I am finding out more about learning research in the geosciences." The average science faculty member is not accustomed to seeing "learning" as an adjective and stumbles when trying to read this sentence by putting emphasis on "research" rather than on "learning".
- Net result—we will avoid using "learning" as an adjective in this tutorial.
The difference that setting student-focused, overarching goals makesLet's think about a course in environmental geology:
- Teacher-focused view: provide students with an introduction to the geology of environmental issues and geologic hazards.
- Student-focused view: enable students to assess the hazard potential of an area and take that into account when choosing a piece of property for purchase OR evaluate the validity of a news report related to the environment OR prepare a scientifically sound argument on a local environmental issue to present at a town forum or in a town newspaper?
Thinking about this environmental geology course as a survey course points us inevitably down the path of presenting material to students, exposing students to a series of examples, and so forth. Thinking about the course as enabling students to do something in the future points us down a very different path, one where we would need to design a course that prepares students to do something significanton their own after the course is over. What a different course this would be!
Before going on, take the time to browse several of the additional examples below of the difference that thinking about a course in student-focused terms makes. We have deliberately used examples from a variety of fields, because it's commonly easier to see the point in a field you're not quite so close to:
- Teacher-focused goal: provide survey of history from a particular time period
- Student-focused goals: enable students to evaluate an unfamiliar event in its historical context OR reconstruct an unfamiliar historical event from different viewpoints or a familiar historical event from a new viewpoint OR seek out and evaluate information about an unfamiliar historical event.
- Teacher-focused goal: provide survey of art from a particular period.
- Student-focused goals: enable students to go to an art museum and evaluate the technique of an unfamiliar work of art OR evaluate an unfamiliar work in its historical context OR evaluate a work in the context of a particular artistic genre, school, or style.
- Teacher-focused goal: provide instruction and practice in particular techniques (statistics, calculus, differential equations)
- Student-focused goals: enable students to evaluate evaluate statistical claims in the popular press/advertising OR analyze applications of calculus in unfamiliar situations OR solve unfamiliar real-world problems in science/engineering.
- Teacher-focused goal: provide survey of results of research on learning
- Student-focused goals: enable students to design classroom activities for students that are consistent with educational theory and the science of learning.
The common denominator in all of the examples above is that the student-focused goals articulate what someone in the profession does as a result of being in that profession. And one very useful way to begin to approach setting student-focused goals is to think about what sorts of things you do simply because you are a professional in your discipline.
Suppose, for example, that you were a geoscientist.
- Geoscientists typically don't identify perfect mineral samples in little white boxes. Rather, geoscientists use data from rocks and minerals to help them reconstruct some aspect of the Earth's past.
- Geoscientists typically don't just read an account of what happened in the geologic past. Rather, they collect data to work out the geologic history of an area and use the past to help predict the geologic future.
- Geoscientists use their understanding of geologic processes in decisions that affect their daily lives, whether it has to do with house purchase, resource utilization, local waste disposal issues, school curriculum, or many other issues.
- Historians interpret historical accounts in light of the source of information.
- Art historians assess works of art, rather than merely deciding whether they like a piece or not.
- Many physicists predict outcomes based on calculations from first principles.
- The father of one of us (Tewksbury) decided one summer that he and his young grandson would make a trebuchet (a type of medieval catapult). He planned out the trebuchet by calculating everything from first principles. The trebuchet worked perfectly
- This illustrates precisely the difference between the approach to problems that a physicist might take and one that most others would take (namely going to the Internet and looking for plans). Recognizing this way of thinking is important in setting goals for a course in the discipline.
- At one of our multidisciplinary workshops, we asked everyone to think about what they do as professionals. One of the participants, a sculptor, had an epiphany as he thought through the answer. He realized that, when he did is own work in sculpture, he spent a lot of time searching for ideas and inspiration by looking through books, Internet sites, etc., working out for himself what he was trying to accomplish, and finally performing a serious critical evaluation of the extent to which he had achieved what he had set out to accomplish.
- As he articulated this for himself, he realized that he had never explained this process to his students nor asked them to do anything like it. That one ah ha! insight would transform his next sculpture course.
Task 1.2a: So, what do you do?
Your course should enable your students, at the appropriate level, to do what you do in your discipline, not just expose them to what you know. In the context of your general course topic, what do you do simply because you are a professional in your discipline? What does "analyze", "evaluate", etc. involve? Alternatively, what is unique about your world view or the view of your discipline?? Before proceeding further with the tutorial, answer this question on the worksheet that you downloaded at the start of this section.
Part 1.2.2 Setting the overarching goals for your course
So far, we have:
- emphasized the importance of focusing on student-centered, rather than teacher-centered goals, and
- given some thought to what you do in your discipline simply because you are a professional.
Now, it is time to set overarching goals for your own course by answering the question, "What do I want my students to be able to do when they are done with my course?" The answer is crucial to the design process, because the course must be designed to bring students to the point where they are good at doing whatever it is on their own.
What kinds of things might you want students to be able to do at the end of your course?
You might set goals that involve lower order thinking skills (terminology adapted from Bloom's taxonomy (more info) ).
Lower order thinking skills goals are those that involve knowledge, comprehension, and some types of application.
- Verbs that reflect tasks involving lower order thinking skills goals include list, explain, calculate, identify, describe, recognize, summarize, discuss, define, know about, recall, paraphrase, and locate.
- Here are some examples of goals involving lower order thinking skills. At the end of the course, I want my students to be able to:
- list the periods of the geologic time scale.
- recognize erosional and depositional glacial landforms on a topographic map.
- cite examples of poor land use practice in areas of geologic hazards.
- explain how geologists use radioactive decay of elements to determine the ages of rock.
- identify common rocks and minerals
- know where various types of plate boundaries are in the world.
- calculate plate spreading rates
- describe the processes that occur when rocks are deformed.
- recognize examples of pointilist art
- label a time line with the dates of major events leading up to World War I
- compare and contrast transcendentalism and existentialism
- describe how the Doppler shift provides information about moving objects, and give an illustrative example.
- explain how stem cells form and what applications might be developed.
Alternatively, you might set goals that involve higher order thinking skills.
Higher order thinking skills goals are those that involve analysis, synthesis, evaluation, and some types of application.
- Verbs that reflect tasks involving higher order thinking skills goals include derive, predict, analyze, design, interpret, synthesize, formulate, plan, correlate, evaluate, create, critique and adapt.
- Here are some examples of goals involving higher order thinking skills. At the end of the course, I want my students to be able to:
- interpret unfamiliar geologic maps and construct cross sections.
- analyze the modern geologic processes in an unfamiliar area and assess potential hazards to humans (which is different from recalling those covered in class).
- research information on the geology of an area and present it to an appropriate audience (students, town council, family, children, friends).
- use data from recent Mars missions (Mars Express, Mars Exploration Rovers, and MOC and THEMIS images from the past year) to re-evaluate pre-2004 hypotheses about Mars geologic processes and geologic history/evolution.
- collect field data and make observations of rocks and thin sections to evaluate the conditions of deformation and the deformation mechanisms responsible for structures and fabrics in a sequence of rocks.
- Given an outcrop, 1D/2D section, correlation diagram, or other representation of a stratigraphic section, interpret the depositional history of the sequence and develop a sound hypothesis about the relative importance of sediment supply, subsidence, and/or base level in creating the sequence.
- predict the weather given appropriate meteorological data.
- help elementary school students identify rocks that they bring to class and help them learn how to make their own interpretations.
- access and analyze climate and paleoclimate data sets in various formats (tabulated, graphical, simple strat. column, satellite photo, etc.) and make logical inferences about climate and environmental change from the data.
- Given a tectonic setting, predict what types of sedimentary processes and depositional environments would result and what their stratigraphic signatures would be.
- predict potential impacts of geologic events on society and predict potential impacts of human activities on the Earth.
- develop and test age-appropriate lesson plans for students in ____.
- make field observations, ask questions, collect data, & make interpretations about ______
- frame a hypothesis and formulate a research plan in ___.
- collect and analyze data for ____
- design a computer or analog model of a geologic process
- analyze and unfamiliar epidemic (which is different from recalling those analyzed in class)
- design and carry out a project involving collection, analysis, and synthesis of data to solve a complex, open-ended problem.
- make an informed decision about a controversial issue, other than those covered in class, involving a geologic topic.
- evaluate the historical context of an unfamiliar event.
- predict the outcome of ____
- find and evaluate information/data on _____
What kind of goals will we ask you to set for your course in this tutorial?
We will ask you to set student-focused goals involving higher order thinking skills.
- Why? Goals involving higher order thinking skills goals have imbedded in them goals involving lower order thinking skills.
- "I want students to be able to evaluate an unfamiliar area for geologic hazards. "
- To successfully accomplish this goal, a student must be able to do many lower order thinking skills tasks, including recognizing, classifying, defining, describing, and explaining.
- Contrast the goal above with "I want students to know about geologic hazards."
- A student could meet this goal by doing very little higher order thinking by demonstrating knowledge in the form of recalling, describing, identifying, etc. On the other hand, a student who could satisfy the goal as stated in the first example (..evalute an area for geologic hazards) would not only demonstrate his/her knowledge but higher order thinking skills as well.
- Why? A measurable outcome is a specific task that students can do that make it clear that they have accomplished the course goal(s). It is a whole lot easier to design the course that has goals with measurable outcomes.
- "I want students to be able to interpret unfamiliar tectonic settings based on information on physiography, seismicity, and volcanic activity."
- One can easily imagine designing a course that could provide students enough background and practice that they could be successful in this goal.
- "I want students to be able to understand plate tectonics."
- Besides the difficulty in defining a clear measurement for "understanding", the path to designing a course that will help students achieve this goal is not nearly as clear as it is in the previous example.
- Why? Abstract goals are laudable but are very difficult to assess directly and are difficult to translate into practical course design. Here are several abstract goals and their drawbacks:
- "I want students to appreciate the complexity of Earth systems."
- Ummm, great, but how will you tell directly whether students can "appreciate complexity"??
- "I want students to think like scientists."
- Sure, don't we all! But what does it really mean? In terms of designing a course, it would be more useful to decide what you think the statement means for your discipline and to write the goal in a way that provides a clear path to the kind of practice that students need in order to achieve the goal.
Task 1.2b: Practice in critical evaluation of overarching goals
Work through the goals practice page before proceeding further with the tutorial. Use the worksheet that you downloaded at the beginning of this tutorial section to record your evaluation of each goal before peeking at our evaluation of each.
Task 1.2c: Set one to three overarching goals for your course
Now, it's time to write overarching goals for your course. What do you want your students to be able to do when they are done with your course? Several months down the road? Next year? Five years from now? Keep the following in mind:
- Factor in context. Who are your students, and what do they need? Remember what you wrote on course context for the tasks in Part 1.1 of this tutorial!
- Factor in what you do as a professional. Remember the list that you made in Task 1.2b above!
- Set student-focused goals
- Phrase your goals as Students will be able to... or I want students to be able to....
- Avoid phrases such as I want to expose students to... or I want to show students that.... Don't fall into the trap of writing a goal that says I want students to be able to be exposed to....!
- Set goals involving higher order thinking skills
- Use verbs that signal higher order thinking skills, such as derive, predict, analyze, design, interpret, synthesize, formulate, plan, correlate, evaluate, create, critique and adapt.
- Avoid verbs that signal lower order thinking skills, such as list, explain, calculate, identify, describe, recognize, summarize, discuss, define, recall, paraphrase, know about, and locate.
- Set goals that are concrete, have measurable outcomes, and provide clear direction for course design.
- Avoid verbs such as understand, appreciate, value.
- Remember that there is no one right set of overarching goals for a course. Different instructors with different students will likely have different goals or phrase goals differently even if the course is on the same topic.
If you would like to view sample goals in addition to the ones in this part of the tutorial, visit the Cutting Edge Goals/Syllabus Data Base where you will find a collection of examples.
Once you have written the overarching goals, Go to Part 1.3 Setting Ancillary Skills goals.
©2005 On-line Course Design Tutorial developed by Dr. Barbara J. Tewksbury (Hamilton College) and Dr. R. Heather Macdonald (College of William and Mary) as part of the program On the Cutting Edge, funded by NSF grant DUE-0127310.