text:
The Law Offices gives students the opportunity to learn
how to practice law under the close supervision of a clinical
faculty attorney - an experience that is available only
in the law school's in-house clinical programs. The areas
of practice are: Criminal Defense, Employment Discrimination/Civil
Rights with Some General Practice, Health and Disability
Law, Low Income Taxpayer Clinic, Mediation, Immigration
Law, Family Law, the Center for Open Government, and Intellectual
Applications for the Spring semester in-house clinics are
now available in room 600 and on the table outside of the
3rd floor cafeteria. The due date will be announced at a
later date but are usually due a few days before registration
LEP is a 4-credit hour non-graded program which enables
you to extern with a supervising attorney in a wide variety
of legal areas – private or public, civil or criminal. Externships
are available for the Fall, Spring and Summer semesters.
Some public sector externships enable you to obtain a 711
license and appear in court.
Why Extern?
To become a good lawyer and to supplement what you learn
in the classroom, you need practical experience in real-world
legal work. Most students aren't fortunate enough to receive
a paid clerking position — or even a volunteer opportunity
— that teaches what they want to learn. LEP presents a unique
and important opportunity to gain exposure to an area of
the law in which you are interested and helps you significantly
broaden your future employment opportunities.
Students interested in civil law may extern in a wide variety
of places. For example, some have externed at the City of
Chicago Corporation Counsel's Office, Office of the Illinois
Attorney General, Illinois Commerce Commission, Immigration
Court of the US Department of Justice, Internal Revenue
Service, and Environmental Protection Agency, as well approved
in-house corporate legal counsel.
Students interested in criminal law have externed at the
US Attorney's Office, the Office of the Federal Defender,
and at the offices of the State's Attorney and Public Defender
in Cook County as well as the surrounding counties.
Information about Spring 2011 Legal Externships and an
accompanying application form are available in the Law Offices
reception area (Room 600), in the Career Services Office,
and in front of the Spakateria.
If you would like more information about externships, please
e-mail Professor Vivien Gross (firstname.lastname@example.com)
to set up an appointment. There are many different types
of opportunities in which you might be interested.
Listed below are some available for-credit externship placement
Summer 2011 Semester: Externships with U.S. Attorney's
Northern District of Illinois
If you are interested in exposure to and possible participation
in federal trial and appellate practice while assisting
the U.S. Attorney's Office in handling its multitude of
important cases, please pick up an application in Room 612
from Carole Ross, administrative assistant to Professor
Completed applications must be received at the Office of
the U.S. Attorney by Monday, January 3, 2011. The
reason for this accelerated date is because each accepted
extern must go through a security clearance, which takes
several weeks.
To receive law school credit for this externship, should
you be selected by the U.S. Attorney's Office, you must
enroll in the law school's Legal Externship Program. Externship
applications for Summer 2011 will be available in mid-March.
Professor Gross will be happy to answer any questions you
may have about either the Legal Externship Program and/or
the externship position with the U.S. Attorney's Office.
Spring 2011 Semester: Legal Externship with the William
J. Clinton Foundation
This position provides an opportunity to work with the
Clinton Foundation's Assistant General Counsel in managing
the ongoing legal work of the Foundation on seven initiatives
addressing major global issues including infectious diseases,
climate change, economic development, and childhood obesity.
The Foundation's legal department manages all day-to-day
legal matters, including drafting and negotiating transactional
documents to facilitate relationships with third-party organizations,
businesses, donors and national and local governments around
the world. The department also coordinates and manages relationships
with multiple outside law firms providing both fee-based
and pro-bono legal services ranging from intellectual property
protection matters to international entity formation. The
department provides recommendations to, and strategizes
with, senior management, initiative directors and third-party
Externs may have opportunities to develop program strategies
and provide recommendations to initiative directors regarding
further expansion of domestic programming in pervasively
poor rural communities in the United States.
2Ls and 3Ls who have a demonstrated interest in nonprofit
work and/or public service and have a specific interest
in the Clinton Foundation's mission.
To Apply:
Applicants should send a cover letter, resume, and transcript
(unofficial on-line transcript is acceptable) by either
regular mail or email to:
Scott M. Curran
Assistant General Counsel
William J. Clinton Foundation
Suite 4000
111 S. Wacker Drive
Chicago, IL 60606
Application Deadline: Tuesday, November 23, 2010.
If you are selected to extern, please notify Professor
Gross (email@example.com)
immediately for permission to register for Legal Externship
(4 credit hours).
Spring 2011 Semester: Legal Externship with Legal Affairs
Department, Silliker Group Corporation (For Credit Only)
Silliker Group Corporation is the leading internationally
accredited food testing and consulting network. It is comprised
of over fifty-five laboratories in 16 countries worldwide.
The corporation provides consulting, testing, auditing,
research and training solutions to companies who are searching
for an innovative and reliable service partner.
The Legal Affairs department is in charge of all legal
matters globally for Silliker, including sales support,
mergers and acquisitions, corporate compliance and governance,
and litigation. Some of the items an extern can anticipate
participating in:
Extern applicants should be 2Ls only and rank in the top
25% of their class.
Christopher A. McVety
Corporate Vice President of Legal Affairs
Merieux NutriSciences Corporation
Suite 2300
111 E. Wacker Drive
Chicago, IL 60601
Christopher A. McVety
Corporate Vice President of Legal Affairs
Merieux NutriSciences Corporation
Suite 2300
111 E. Wacker Drive
Chicago, IL 60601
Application Deadline: Friday, November 12, 2010.
If you are selected to extern, please notify Prof. Gross
immediately for permission to register for Legal Externship
(4 credit hours).
Spring 2011 Semester: For Credit Disability Law Legal
Externship Opportunity
Equip for Equality (EFE) is a private nonprofit, statewide
organization whose mission is to advance the human and civil
rights of people with disabilities. EFE provides legal representation
in individual cases and engages in impact litigation and
public policy advocacy seeking systemic change. Externs
can work in one of three programs: (1) Special Education
Clinic assisting families with obtaining the education
and support that their children with disabilities need;
(2) Abuse Investigation Unit investigating abuse
and neglect of people with disabilities and providing individual
assistance and advocating for systemic change; and (3) Community
Living Team representing people with disabilities
on a wide range of issues, including discrimination, community
integration and self-determination.
Interested students should submit a resume and cover letter
to Barry Taylor at email@example.com
by Friday, November 12, 2010. The cover letter should
explain why you want to work at EFE, your preference, if
any, for one of EFE's three legal programs, and any disability-related
experience you may have (professional or personal).
Please notify Prof. Gross (firstname.lastname@example.com)
if you are selected as an extern.
Spring 2011 Semester: Legal Externship with Mitsui Rail
Capital, LLC (For Credit Only)
Mitsui Rail Capital, LLC (MRC) is a railcar operating lessor
servicing customers throughout North America, including
Canada and Mexico. MRC's customer base includes many Fortune
500 companies in a wide variety of sectors, including energy,
mining, coal, steel, automotive, appliances, grain, plastics,
etc. MRC also provides rail and infrastructure advisory
services to its sister-companies in Amsterdam, Munich and
Sao Paolo, as well as affiliated sister-companies worldwide.
The extern will work directly with General Counsel on numerous
legal matters including but not limited to: equipment leasing
agreements; equipment financing and other financial documentation;
NDAs or other confidentiality agreements; corporate governance
documents including board minutes, consents/resolutions,
company and employee policies; matters relating to human
resources and employment; insurance claim handling and reporting;
various litigation matters; and other legal matters as needed
by the company.
Extern applicants can be either 2Ls or 3Ls. Students who
have had course work in Business Organizations, Commercial
and Secured Transactions and/or Employment Law are preferred.
In addition, the extern should have an interest or experience
in cross-cultural business environments.
To Apply:
Applicants should send a cover letter, resume, writing sample
and transcript (unofficial on-line transcript is acceptable)
by either regular mail or email to:
Julie Schotanus
Manager, General Affairs
Mitsui Rail Capital, LLC
Suite 1800
71 S. Wacker Drive
Chicago, IL 60608
Julie Schotanus
Manager, General Affairs
Mitsui Rail Capital, LLC
Suite 1800
71 S. Wacker Drive
Chicago, IL 60608
Please note: cover letters should be addressed to:
Mr. Rudy A. Figueroa, Jr.
General Counsel
Director of Human Resources & Corporate Secretary
Mitsui Rail Capital, LLC
Mr. Rudy A. Figueroa, Jr.
General Counsel
Director of Human Resources & Corporate Secretary
Mitsui Rail Capital, LLC
Application Deadline: Wednesday, December 1, 2010.
If you are selected to extern, please notify Prof. Gross
immediately for permission to register for Legal Externship
(4 credit hours),
For a complete description of all clinical
programs, please visit the Law Offices' Home Page at http://www.kentlaw.edu/academics/clinic.
Main Chicago-Kent event
Academic calendar
CLE calendar
Alumnae/i event calendar
Admissions calendar


text:
So my friend was playing Lizardmen X ChDorfs in the second league thing, VS. ai.
He had some lizzies down stunned, but managed to score a touchdown with a skink, and then, all of a sudden, all his lizardmen which were stunned were placed in the dug out box.
It got him raging so bad and I was just wondering if it has maybe something to do with the league rules or if it was a bug, and if anyone else experienced anything similar...
Anyway, thanks!
Strange stunned/dugout thing
This is the zone for the ones who prefer to play against the machine.
2 posts • Page 1 of 1
Re: Strange stunned/dugout thing
Sweltering heat, perhaps?
2 posts • Page 1 of 1
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subset: commoncrawl


text:
Some cosmetic changes in preparation for larger site changes in the works.
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|Marsha tbay
NFRC....for those out of a job, this was shared in an email today
Veteran Member
2407 posts
Joined: Feb 25, 2006
Posted to Thread #14212 at 11:44 pm on Mar 22, 2009
Out of Work? Volunteer!
by Celeste Leibowitz
It could be the best way to find a new job
If you're out of work, volunteering can help. Career counselors might not tell you this. They'll say that you should be spending full seven-hour days job hunting.
I've looked for jobs many times and my observation is this: no one spends full workdays pounding the pavement. Sure, you send out resumes, network, and go on interviews, but in between there are days when there just is not much you can do in the way of job searching. So what do you do in the meantime?
I say volunteer. There are plenty of benefits. Some will actually help your economic situation. Some charities will pay your transportation costs. Many will offer refreshments and even a lunch or dinner to their volunteers. If you work on planning a gala event, you may get to attend a fundraiser that would ordinarily be way too expensive for you, for free! But there are other, hidden benefits as well.
There are books on the market that emphasize the importance of giving as a networker and a businessperson. One such book, "The Go-Giver," by Bob Burg and John David Mann, tells us that we should approach networking and business with the attitude of "How can I help you?" rather than "What's in this for me?"
By offering help to others, you increase their willingness to help the people they encounter. And one of those people just might be you!
Similarly, when you volunteer, the charities you work for get to know you and your skills. They may give you the chance to build new skills in a non-threatening situation, where your job isn't on the line if you don't learn fast enough.
Volunteer work can expand and improve your resume.
At the same time, you're building up your network without really noticing it. There isn't that awkwardness you sense at networking events, where people often flit from one "power conversation" to another, waving business cards in each other's faces. On a volunteer assignment, you get to know the staff and they get to know you, painlessly. In fact, they're grateful for your presence and don't hesitate to thank you at every turn.
Just like you do with your business colleagues, exchange business cards and follow through after you leave a volunteer assignment. Send holiday and birthday cards, and call them once in a while to let them know what is new with you. There's no need to keep it a secret that you are looking for a paid job. If there isn't one in the organization where you volunteer, they may have connections. And, an opening may come up. Guess who they will look to first? You guessed it, their skilled and loyal volunteers.
It's worked for me. At the Brooklyn Society for Ethical Culture, I volunteered in the office when my son was in kindergarten, first, and second grade. I chaired the membership committee and assisted the Pledge Secretary.
Together we raised pledges up to an unprecedented level. So when there was an opening in the office, I was offered the job. A few years later, because my fundraising skills were already familiar to the organization, I was offered the chance to write a grant proposal. I pitched a new job description to the Board and created their first Development Officer position, which I filled for the next year and a half.
None of this would have been possible if I'd been an outsider, but because I was a member and a valued volunteer, I was on their radar. This can work for you too, but be aware that it isn't going to happen overnight.
So keep on pounding the pavement and sending out your resumes online and by mail, but do some volunteering too. It builds your skills and gives you emotional satisfaction and a sense of usefulness at a time when people tend to feel sidelined and devalued. Last but not least, it enables you to forge the kind of connections that could very well lead to your next job.
Where can you find volunteer opportunities? Chances are that you already know of some charities in your hometown. But which ones would be right for you? You can find out on two websites:
www.volunteermatch.org and www.idealist.org. Use their search engines to find volunteer positions that fit your interests and require the skills you want to sharpen up. You can search for type of organization (animal welfare, youth, civil rights, etc.), geographic area, skills needed, and languages required.
Then contact the organizations. You'll probably go in for an interview. This gives you a non-threatening chance to practice your interview skills. The volunteer coordinator will assess your abilities and interests and assign you to the job that's right for you and for the organization you serve.
So when you've got a lull in your busy job-hunting schedule, don't sit home worrying. Get out and volunteer. You'll be doing your part to build a better world and helping yourself as well.
Other messages in this thread:
- 14212. NFRC....for those out of a job, this was shared in an email today - Marsha tbay - 11:44pm on 03/22/09 (2)
- Funny - that is what I have been doing - Music City Missy - 12:04am on 03/23/09
- Just joined NYCares. Even the orientation was fun! First project (an EFL class) on Tues. :) [NT] - ErininNY - 1:27pm on 03/23/09


text:
JBoss.orgCommunity Documentation
Narayana JTA works in conjunction with the rest of the Narayana suite. In addition to the documentation here, consult the Narayana JTA documentation, which ships as part of Narayana JTA and is also available on the Narayana website at http://www.narayana.io .
This manual uses several conventions to highlight certain words and phrases and draw attention to specific pieces of information.
In PDF and paper editions, this manual uses typefaces drawn from the Liberation Fonts set. The Liberation Fonts set is also used in HTML editions if the set is installed on your system. If not, alternative but equivalent typefaces are displayed. Note: Red Hat Enterprise Linux 5 and later includes the Liberation Fonts set by default.
Four typographic conventions are used to call attention to specific words and phrases. These conventions, and the circumstances they apply to, are as follows.
Mono-spaced Bold
Used to highlight system input, including shell commands, file names and paths. Also used to highlight keycaps and key combinations. For example:
To see the contents of the file
my_next_bestselling_novelin your current working directory, enter the
cat my_next_bestselling_novelcommand at the shell prompt and press Enter to execute the command.
The above includes a file name, a shell command and a keycap, all presented in mono-spaced bold and all distinguishable thanks to context.
Key combinations can be distinguished from keycaps by the hyphen connecting each part of a key combination. For example:
Press Enter to execute the command.
Press Ctrl+Alt+F2 to switch to the first virtual terminal. Press Ctrl+Alt+F1 to return to your X-Windows session.
The first paragraph highlights the particular keycap to press. The second highlights two key combinations (each a set of three keycaps with each set pressed simultaneously).
If source code is discussed, class names, methods, functions, variable names and returned values mentioned within a paragraph will be presented as above, in
mono-spaced bold. For example:
File-related classes include
filesystemfor file systems,
filefor files, and
dirfor directories. Each class has its own associated set of permissions.
Proportional Bold
This denotes words or phrases encountered on a system, including application names; dialog box text; labeled buttons; check-box and radio button labels; menu titles and sub-menu titles. For example:
Choose Mouse Preferences. In the Buttons tab, click the Left-handed mouse check box and click to switch the primary mouse button from the left to the right (making the mouse suitable for use in the left hand).→ → from the main menu bar to launch
To insert a special character into a gedit file, choose → → from the main menu bar. Next, choose → from the Character Map menu bar, type the name of the character in the Search field and click . The character you sought will be highlighted in the Character Table. Double-click this highlighted character to place it in the Text to copy field and then click the button. Now switch back to your document and choose → from the gedit menu bar.
The above text includes application names; system-wide menu names and items; application-specific menu names; and buttons and text found within a GUI interface, all presented in proportional bold and all distinguishable by context.
Mono-spaced Bold Italic
Proportional Bold Italic
Whether mono-spaced bold or proportional bold, the addition of italics indicates replaceable or variable text. Italics denotes text you do not input literally or displayed text that changes depending on circumstance. For example:
To connect to a remote machine using ssh, type
sshat a shell prompt. If the remote machine is
example.comand your username on that machine is john, type
ssh email@example.com.
mount -o remountcommand remounts the named file system. For example, to remount the
/homefile system, the command is
mount -o remount /home.
To see the version of a currently installed package, use the
rpm -qcommand. It will return a result as follows:
Note the words in bold italics above — username, domain.name, file-system, package, version and release. Each word is a placeholder, either for text you enter when issuing a command or for text displayed by the system.
Aside from standard usage for presenting the title of a work, italics denotes the first use of a new and important term. For example:
Publican is a DocBook publishing system.
Terminal output and source code listings are set off visually from the surrounding text.
Output sent to a terminal is set in
mono-spaced roman and presented thus:
books Desktop documentation drafts mss photos stuff svn books_tests Desktop1 downloads images notes scripts svgs
Source-code listings are also set in
mono-spaced roman but add syntax highlighting as follows:
package org.jboss.book.jca.ex1;
import javax.naming.InitialContext;
public class ExClient
public static void main(String args[])
throws Exception
InitialContext iniCtx = new InitialContext();
Object ref = iniCtx.lookup("EchoBean");
EchoHome home = (EchoHome) ref;
Echo echo = home.create();
System.out.println("Created Echo");
System.out.println("Echo.echo('Hello') = " + echo.echo("Hello"));
Finally, we use three visual styles to draw attention to information that might otherwise be overlooked.
Notes are tips, shortcuts or alternative approaches to the task at hand. Ignoring a note should have no negative consequences, but you might miss out on a trick that makes your life easier.
Important boxes detail things that are easily missed: configuration changes that only apply to the current session, or services that need restarting before an update will apply. Ignoring a box labeled 'Important' will not cause data loss but may cause irritation and frustration.
Warnings should not be ignored. Ignoring warnings will most likely cause data loss.
The Stand-alone Quick Start Guide contains information on how to use Narayana JTA.
This guide is most relevant to engineers who are responsible for administering Narayana JTA installations. It is intended for those who are familiar with transactions in general and the OTS/JTS and JTA in particular.
This chapter will briefly cover the key features required to construct a JTA application. It is assumed that the reader is familiar with the concepts of the JTA.
The key Java packages (and corresponding jar files) for writing basic JTA applications are:
com.arjuna.ats.jts: this package contains the Narayana implementations of the JTS and JTA.
com.arjuna.ats.jta: this package contains local and remote JTA implementation support.
com.arjuna.ats.jdbc: this package contains transactional JDBC support.
All of these packages appear in the lib directory of the Narayana installation, and should be added to the programmer's CLASSPATH.
In order to fully utilize all of the facilities available within Narayana, it will be necessary to add some additional jar files to your classpath. See bin/setup-env.sh or bin\setup-env.bat for details.
Narayana JTA has also been designed to be configurable at runtime through the use of various property attributes. These attributes can be provided at runtime on command line or specified through a properties file.
Narayana JTA requires an object store in order to persistently record the outcomes of transactions in the event of failures. In order to specify the location of the object store it is necessary to specify the location when the application is executed; for example:
java DObjectStoreEnvironmentBean.objectStoreDir=/var/tmp/ObjectStore myprogram
The default location is a directory under the current execution directory.
By default, all object states will be stored within the defaultStore subdirectory of the object store root, e.g., /usr/local/Arjuna/TransactionService/ObjectStore/defaultStore. However, this subdirectory can be changed by setting the ObjectStoreEnvironmentBean.localOSRoot property variable accordingly.
The Java Transaction API consists of three elements: a high-level application transaction demarcation interface, a high-level transaction manager interface intended for application server, and a standard Java mapping of the X/Open XA protocol intended for transactional resource manager. All of the JTA classes and interfaces occur within the javax.transaction package, and the corresponding Narayana JTA implementations within the com.arjuna.ats.jta package.
The UserTransaction interface provides applications with the ability to control transaction boundaries.
In Narayana JTA, UserTransaction can be obtained from the static com.arjuna.ats.jta.UserTransaction.userTransaction() method. When obtained the UserTransaction object can be used to control transactions
Example 2.1. User Transaction Example
//get UserTransaction
UserTransaction utx = com.arjuna.ats.jta.UserTransaction.userTransaction();
// start transaction work..
// perform transactional work
The TransactionManager interface allows the application server to control transaction boundaries on behalf of the application being managed.
In Narayana JTA, transaction manager implementations can be obtained from the static com.arjuna.ats.jta.TransactionManager.transactionManager() method
The Transaction interface allows operations to be performed on the transaction associated with the target object. Every top-level transaction is associated with one Transaction object when the transaction is created. The Transaction object can be used to:
enlist the transactional resources in use by the application.
register for transaction synchronization call backs.
commit or rollback the transaction.
obtain the status of the transaction.
A Transaction object can be obtained using the TransactionManager by invoking the method getTransaction() method.
Transaction txObj = TransactionManager.getTransaction();
In order to ensure interoperability between JTA applications, it is recommended to rely on the JTS/OTS specification to ensure transaction propagation among transaction managers.
In order to select the local JTA implementation it is necessary to perform the following steps:
make sure the property JTAEnvironmentBean.jtaTMImplementation is set to com.arjuna.ats.internal.jta.transaction.arjunacore.TransactionManagerImple.
make sure the property JTAEnvironmentBean.jtaUTImplementation is set to com.arjuna.ats.internal.jta.transaction.arjunacore.UserTransactionImple.
In order to select the distributed JTA implementation it is necessary to perform the following steps:
make sure the property JTAEnvironmentBean.jtaTMImplementation is set to com.arjuna.ats.internal.jta.transaction.jts.TransactionManagerImple.
make sure the property JTAEnvironmentBean.jtaUTImplementation is set to com.arjuna.ats.internal.jta.transaction.jts.UserTransactionImple.
Narayana JTS supports the construction of both local and distributed transactional applications which access databases using the JDBC APIs. JDBC supports two-phase commit of transactions, and is similar to the XA X/Open standard. The JDBC support is found in the com.arjuna.ats.jdbc package.
The ArjunaJTS approach to incorporating JDBC connections within transactions is to provide transactional JDBC drivers through which all interactions occur. These drivers intercept all invocations and ensure that they are registered with, and driven by, appropriate transactions. (There is a single type of transactional driver through which any JDBC driver can be driven. This driver is com.arjuna.ats.jdbc.TransactionalDriver, which implements the java.sql.Driver interface.)
Once the connection has been established (for example, using the java.sql.DriverManager.getConnection method), all operations on the connection will be monitored by Narayana JTA. Once created, the driver and any connection can be used in the same way as any other JDBC driver or connection.
Narayana JTA connections can be used within multiple different transactions simultaneously, i.e., different threads, with different notions of the current transaction, may use the same JDBC connection. Narayana JTA does connection pooling for each transaction within the JDBC connection. So, although multiple threads may use the same instance of the JDBC connection, internally this may be using a different connection instance per transaction. With the exception of close, all operations performed on the connection at the application level will only be performed on this transaction-specific connection.
Narayana JTA will automatically register the JDBC driver connection with the transaction via an appropriate resource. When the transaction terminates, this resource will be responsible for either committing or rolling back any changes made to the underlying database via appropriate calls on the JDBC driver.
The following table shows some of the configuration features, with default values shown in italics. For more detailed information, the relevant section numbers are provided. You should look at the various Programmers Guides for more options.
You need to prefix certain properties in this table with the string com.arjuna.ats.internal.jta.transaction. The prefix has been removed for formatting reasons, and has been replaced by ...
|Configuration Name
|Possible Values
Time in seconds.
Any supported JDBC isolation level.


text: WAIT! If your son is a boy in first grade through fifth grade—or 7 to 10 years old—then you are looking for a Cub Scout Pack rather than a Boy Scout troop! Please visit Pack 39's website or use click here to contact the Cubmaster directly – your enquiry will be answered more quickly! Thanks Sammy.


text:
Search Term
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Store Home
Racing related books and other publications
Default | Name Up | Name Down | Price Up | Price Down
A History of Auto Racing in New England book Vol. 1
Foyt, Andretti, Petty: America's Racing Trinity by Bones Bourcier
Ron Bouchard; Remembering the Kid from Fitchburg by Bones Bourcier book
J.D.(McDuffie) The Life and Death of a Forgotten NASCAR legend paperback book by Brock Beard
Spencer Speedway Legends 1957-1977 book by Len Kasper
Spencer Speedway Legends 1957-1977 paperback book by Len Kasper. 211 pages; black and white photos; no index. Copyright 2016. Published by RoseDog Books.
Jeff Gordon His Dream, Drive and Destiny hard cover book by Joe Garner c2016
Jeff Gordon His Dream, Drive and Destiny hard cover book by Joe Garner c2016
Wicked Fast: Racing Through Life with Bentley Warren book
The Richie Evans Story Fast Life and Times of NASCAR's Greatest Modified Driver
Richie! by Bones Boucier copyright 2004 by Lou Boyd.
363 pages; illustrated, 6th printing
3125 East Main Street Endwell, New York 13760 United States
1 (607) 785-0707
© 2018 07 Racing Collectibles. All rights reserved worldwide.


text:
Joseph Joseph: Stylish Kitchen and Cookware Accessories
- Location: online only
- Specialty: Stylish Kitchen and Cookware Accessories
- Price range: $$
- Website: josephjoseph.com
Store History
- Founded: 2003
- Founded by: Richard and Anthony Joseph
- Headquarters: New York, NY
Kitchen utensils and accessories can be stylish and functional. I love when product designers ask themselves, "is there a better way to make this product?" The founders of Joseph Joseph are always looking for ways to redesign kitchen accessories that enhance everyday living.
One of the signature functions of their kitchen line is making tools and accessories that flatten to fit in drawers. Their folding colander is a great example—a major space saver for smaller homes. In addition to great functionality, the assortment of color options and quirky designs make these fun accessories you won't mind displaying in your prep-space. A bright purple chopping board - yes please! New designs with great solutions are frequently popping up on their site, so be sure to check back often.
Images: Joseph Joseph


text:
The number of unemployed people available per open job used to be seven; now it's around four.
The growth rate was 2.8 percent, slightly below expectations but an okay boost nevertheless.
Mitt Romney hasn't done anything wrong in paying a low tax rate. What's wrong is the tax system itself—by favoring investment income, the excessive use of pass-throughs, and subsidizing debt financing.
Obama's SOTU speech called for lawmakers to "build on the momentum we've got right now" by creating incentives for manufacturers, skills for workers, jobs in fossil fuel extraction and clean energy innovation, all financed by a fairer tax code.
Mitt Romney is proposing deep spending cuts that would cap federal spending at 20 percent GDP. That means slashing Social Security benefits and pushing 2.6 million additional Americans into poverty.
If the Bush tax cuts expire on schedule, the drag to the still-too-weak economy from the reduction in after-tax income would mean less buying power for a lot of families and that would send the unemployment rate back up past 9 percent.
What Romney seems to have meant is that he believes the least-well-off are amply provided for by the safety net. Too bad he wants to shred it.
The trickle-down, de-regulatory agenda presumes that the growth chain starts at the top of the wealth scale and "trickles down" to those at the middle and the bottom of that scale. Problem is, that's not how it works
Instead of raising taxes, cities and states are balancing their budgets by laying off teachers, cops, maintenance workers. The loss of state and local jobs slows fiscal growth for everyone.
Smoke hangs over the scorched remains of Old Town Plaza Nov. 15 following the wildfire in Paradise, Calif. Most homes are gone, as are hundreds of shops and other buildings. The supermarket, the hardware store, Dolly-O-Donuts & Gifts, where locals started their day with a blueberry fritter and a quick bit of gossip, all gone....
Rick Perry's candidacy failed almost entirely on the weakness of his debate performances, while Newt Gingrich's is thriving on the strength of his. One problem: a good debater doesn't necessarily make a good president.
Romney's 15 percent is the going rate on capital gains and dividends, which is where he gets the bulk of his income (along with many others in the top income brackets).
In September, the president proposed a budget to the supercommittee that included budget cuts meant to please Republicans. Yet some say he failed to "reach across the aisle."
Why hasn't the president gotten more credit for what history may ultimately judge as a record of remarkable accomplishments?
In today's America, the president needs to understand the economy measured by middle-class incomes, paychecks, the quantity and quality of jobs, rates of poverty, and income gaps. Romney understand the economy of Wall St., not Main St.
Income inequality is strongly correlated with the inability of the next generation to achieve the American Dream. The more income inequality, the fewer people can achieve the 'Dream.'
Mitt Romney asserted that federal low-income programs are administered so inefficiently that "very little of the money that's actually needed by those that really need help, those that can't care for themselves, actually reaches them." But administrative costs only count for between 1 and 10 percent of these programs' spending.
Supply side economic practice deepens the deficit and worsens inequality
Business skills might not necessarily fit with government policy, but business people are good for one thing–dealing with other business people
There are several risk factors for the economy this year, but fiscal drag is one that we can avoid with smart policy


text:
First Page
Index to Names of Persons and Places
Topical Index
The twenty-eighth volume of the Archives of Maryland series was published in 1908, with William Hand Browne as the editor, under the direction of the Maryland Historical Society. This volume covers the Proceedings of the Council of Maryland from April 15, 1732 to July 26, 1753.
The first digital edition of the Archives of Maryland series is being published by the Maryland State Archives through a grant from the Information Technology Fund of the State of Maryland. As part of an ongoing effort to provide greater access to Maryland Legal History, the Archives will be bringing the printed Archives of Maryland series online and expanded the contents with links to scans of historical documents.
Note: the first four pages of the preface are blank and have been omitted.
This information resource of the Maryland State Archives is presented here for fair use in the public domain. When this material is used, in whole or in part, proper citation and credit must be attributed to the Maryland State Archives. PLEASE NOTE: Rights assessment for associated source material is the responsibility of the user.
An Archives of Maryland electronic publication. For information contact


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I am new at this forum and perhaps this questions has been asked a lot of times. Just wanted to get some feedback before I purchase. I had my water tested for hardness and the result was 16 gpg which I was told was extremely hard. Kinetico quoted me a 4040 filter/softener system at $4295 tax included. Included with the price is:
Bypass / Shut-off valve
200 pounds of salt
10 year parts and warranty
1 year labor
Is this a good price? also, is there something missing that I should include? thank you


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Off-Roading Above 10,000 Feet In The 2015 Ford F-150 FX4
This weekend, we took the off-road version of the new Ford F-150 pickup through the highest elevation trail in California. It'd be a test for its new turbocharged engine and its ability on dirt, rocks and sand. Could America's best selling vehicle hack it?


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(FOX19) - "Right now the American people are not persuaded. Right now, members of Congress who are just getting back still have questions. So we're going to have time to have a good deliberation in Congress. We will pursue this diplomatic track, "President Obama told FOX News Correspondent Chris Mathews. "I fervently hope this can be resolved in a non-military way."
President Obama is making his case to the American people for U.S. intervention in Syria.
The president has backed off his red line for military action, and now says he will allow for the possibility of a diplomatic solution. While a Congressional vote on military strikes has been delayed, it has not been ruled out.
The president has publicly acknowledged that the majority of the country does not support his call for air strikes against Syria and recent polls support that conclusion.
One survey has just 19% of the country backing President Obama. In another poll, three in four Americans say that bombing strategic targets will only make the current situation in the middle-east worse.
On Tuesday, Kentucky Senator Mitch McConnell and Ohio Senator Rob Portman stated they will not support U.S. military action. Meanwhile, many Tri-State lawmakers remain either silent or undecided, including Ohio Representatives Steve Chabot and Brad Wenstrup.
If their votes matter to you, and if how they vote might impact how you vote in the next election, did you know you can track their votes along with every other Congressional lawmaker in the Tri-State?
OpenCongress.org follows every bill voted on in Congress listing every lawmaker's vote for and against, even those who abstain.
Prefer to use your smart phone? There's an app for that, too.
Thanks to the free 'Congress' app not only can you track votes, you can get to know your representative better and even contact them.
And that is Reality Check.
Copyright 2013 WXIX. All rights reserved.


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Arab Christians, minorities, reshaping US enclaves
Arab Christians, minorities, reshaping US enclaves
Miss. Baptists voting on personhood amendment today
Miss. Baptists are urged to vote for life-at-fertilization initiative
< Phone & Data Hacking/China & U.S.
Jun 11, 2013 06:37
Category: General News
Category: General News
GOP May Have To Approve Gov. Candidates
BOISE, Idaho (AP) — Idaho Republicans who want to run for governor, the Legislature or even coroner may first have to win approval from GOP leaders. That's according to a proposal slated for consideration Friday and Saturday at the Republican Party Central Committee's meeting in Donnelly. Idaho's secretary of state would put only candidate names on the GOP primary ballot with their party leaders' blessing.


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Cookbook:Pressure Cooking
Cookbook | Recipes | Ingredients | Cooking techniques
Pressure cooking is a method of cooking in which the boiling temperature of water is increased using a special vessel, causing the food to cook faster. Cooking times can be reduced by a factor of three or four. For example, shredded cabbage is cooked in one minute, fresh green beans take about five, small to medium-sized potatoes (up to 200 g) may be ready in five minutes or so and a whole chicken takes no more than twenty-five minutes. It is often used to simulate the effects of long braising or simmering in shorter periods of time.
This is accomplished using a pressure cooker, a sealed vessel that does not permit steam to escape until a preset pressure is achieved. Because water's boiling point increases as the pressure increases, the pressure built up inside the cooker allows the liquid in the pot to rise to a temperature higher than 100 °C (212 °F) before boiling. A safety valve releases steam when the pressure exceeds the safety limit for the cooker; usually the steam pressure lifts a weighted stopper allowing excess pressure to escape. There is usually a backup pressure release mechanism, in the form of a hole in the lid blocked by a plug of low melting-point alloy, a rubber seal and pin, or a rubber ring seal. If internal temperature (and hence pressure) gets too high, the release mechanism will trigger, resulting in a release of the pressure. However, it is best not to rely on this feature.
A pressure cooker can be used at high altitude to compensate for lower atmospheric pressure. Without it, water boils off before reaching 100 °C, lengthening the cooking time for recipes.
In some countries, the microwave has replaced the pressure cooker as a technical fix for faster cooking, but cannot perform the same task that programmable electronic pressure cookers, as delayed cooking and other features.


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There was a flurry of activity in the packed parking lots of Faith Assembly in Miramar Beach Monday morning as folks came and went, braving the below freezing temperatures.
The tags on the cars mostly were not from around here, though. Ontario, Michigan, Wisconsin, New York, and Pennsylvania were just some of the places represented.
Instead of attending a church service, all these out-of-towners were there to sign up for the season's Walton County Snowbird activities.
Yes, they have all come South to escape the wind and cold up north only to be met with temperatures in the 20s.
"It's colder here than at my home in Pennsylvania," one woman bemoaned as she approached the door.
Nevertheless, most of them have been coming here for the winter for several years and they know these temperatures don't last. They were eager to sign up for activities such as golf, tennis, cards, biking, fishing, arts and crafts, exercise, book discussion, bowling, dancing, Pilates, singing, and luncheons. There is also a special group for singles to get together.
Inside, Michael Whitton manned one of the many sign-up tables. Whitton is from Ontario and has been coming here for 11 years. He was lured here by his brother �in-law. He visited, enjoyed, and began making the annual trip.
Whitton stays at Surfside in Miramar Beach every year and originally joined both the Destin and Walton Snowbird clubs. Now, he and his wife only belong to the Walton group.
"I golf or do nothing while here. I think of this as my winter home for 10 weeks," he said.
The Whittons usually eat out once a week with Carrabba's being their favorite.
Bill Neidel is from Rochester, N.Y., and this is his seventh year wintering here. He learned of our area from friends in Rochester who wintered here and came down to visit eight years ago. He and his wife spend two and a half months here before heading back in mid-March. They left behind four grandchildren, who they miss, but they occasionally come to visit.
Besides escaping the snow, the main Panhandle plus for Neidel is hitting the links.
"I'm a big golfer. That's my main activity," he said.
His wife paints, plays golf, and exercises while here, and they eat out a lot, with their favorite being Mitchell's at Grand Boulevard.
The first years they were here, the Neidels also joined both the Walton and Destin Snowbird clubs. Although they are staying at Pelican Beach Resort, which is in Destin, they have settled on the South Walton club because that's where their friends are.
"We do a lot in Destin, but the club affiliation is for the people," he said.
At the end of the day around 1,200 winter visitors had signed up at Faith Assembly, and in the neighborhood of 1,800 are expected said Neidel, with most members coming primarily from the upper mid west and Canada. Neidel serves as the club's information officer.
"That is on track with last year," he said.


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Anyone for cholera?
Posted 16 April 2004 - 08:37 AM
You can hear the collective groans up and down the country when this topic is reached in the scheme of work and the pupils dont like it much either.
In fact, the Industrial Revolution has always been one of my favourite topics to teach, and I want to try to persuade you that it has much to offer in itself, not just as a means of getting from the Stuarts to the First World War in the quickest possible time.
I want to encourage you to share your thoughts about this sometimes murky area of the National Curriculum. Good ideas are always welcome there is no such thing as an original idea in education (or very rarely). Good practice is a distillation of the best ideas, refined and honed. So please share!
I am going to post three parts to this seminar:
1. Why is the Industrial Revolution considered to be so boring by teachers and pupils?
2. What fundamental things can be done to plan it in a motivating and interesting way?
3. How can pupils be engaged and enthused with learning this topic? I will post some ideas taken from what we actually teach.
1. Why is the Industrial Revolution considered to be so boring by both teachers and pupils?
I have heard it said so often Im almost beginning to believe it, that the kids dont like the Industrial Revolution and they only like the modern stuff. I really dont think this is true. There is nothing intrinsically uninteresting about any part of history per se, but there are a number of reasons why this particular myth seems to be so very good at self-perpetuation for the Industrial Revolution:
· Many departments teach the Industrial Revolution at the beginning of Year 9 when two factors come together to induce panic and fear and a feeling that not enough is being done the imminence of Options and the statutory need to get to the end of the course. The Industrial Revolution is the unwitting victim of the black cloud this produces.
· Many teachers see it as a trot through the inventions, and dish up a diet of spinning jennies, Puffing Billys and machines that could weave cloth at an alarming rate (for that time), housed in the dizzying heights of four storey buildings. This impressed people in the 18th century but we are teaching the progeny of the computer age. They are not so easily impressed.
· The significance of the Industrial Revolution for our lives today is not exploited enough. It is treated as a moment in time, as remote as the three field system or life in a monastery, but without the sunshine
· Our industrial heritage seems to be forgotten not enough links are made to how was it for you: the impact of the Industrial Revolution on the area where your pupils live. For us in South Wales, the textile and pottery industries had less impact than coal and iron so why do pupils spend weeks on Josiah Wedgewood?
· Where are all the heroes? I have to admit that the 18th and early 19th century seems to be populated entirely by men (therein lies a good lesson in itself) but what men they were! These are superheroes in the pantheon of historical giants Richard Trevithick who towered above ordinary men, won countless hold the greatest weight on your thumb competitions in the local pub and built a railroad at the top of the Andes; Richard Arkwright, wig-maker turned far-sighted entrepreneur with a strong philanthropic streak; Brunel (well, what can I add to Jeremy Clarksons tribute to this slightly mad genius? Nothing). I suspect the trouble for many teachers is that these men also exploited the working class and thus it is challenging to teach about them positively, but that seems to me to be at fundamental cross-purposes with the role of teacher, which is not to indoctrinate pupils with your own world view, but rather to help them see the world as it was, and be able to explain why it was so. Admittedly pupils should learn about the experiences of the ordinary folk (they crop up so rarely in KS3 after all) but it isnt all about fingers wrenched off in rollers and chimney sweeps suffocating to death.
· And finally, the one reason most teachers are uncomfortable with the topic, I think: there is too much of it! It was a time of so much change and there is so much you could teach about how on earth do you select what to teach and what to leave out, and at the same time maintain a sense of period and cohesion for pupils? How should the issue of significance be tackled? Navigating the Industrial Revolution is an explorers nightmare. One thing is sure if you try to teach it all you will end up with everything covered in the same (lack of) depth, and it is too easy to revert to a descriptive style: this happened, then that, then something else, and it was like this and like that Teaching then becomes very monotone, and nothing makes sense. The pupils will justly begin to ask, why are we doing this? Result? Teacher throws in the towel and heads straight for Sarajevo
But hey Im an optimist, look on the bright side! I want to argue that this is far from being the most difficult and boring area to teach. In fact it is the most significant part of our history, for it really does bridge the gap between the old world and the new, and as if that wasnt reason enough for taking it seriously as a contender for the best topic Oscars, it offers unparalleled opportunities for cross-curricular education banking and business, citizenship, religion and culture, in fact the whole P,E,S,C,R rainbow.
So Why do you (and/ or your pupils) hate it so much?
Posted 16 April 2004 - 09:06 AM
1. Causes
We start by considering "What makes a successful businessperson?" comparing 3 modern entrepreneurs (Gates, Dyson, Branson) in a Venn diagram, trying to get to an 'X' factor.
We then look at Arkwright to see if he demonstrates similar qualities.
Then, we play an Interactive Decision Making Game to see how much they have learned.
Then, we produce a flow chart showing how raw materials / entrepreneurs / developments in farming etc etc were linked as causes.
2. Consequences
(a) Local perspective - The Bilston Cholera Epidemic (complete with role play etc)
( National perspective - Jack the Ripper
Nevertheless, despite being a punchy and varied unit, the students still hate all the stuff prior to Jack the Ripper. I say this with authority - we run a questionairre for the whole of Year 9 at the end of the year and 95% list this as their least favourite topic. Basically, I think it is wedged between the 'romance' of the Tudor period and the 'relevance' of the modern era. It comes across as rather dry and dusty whatever we seem to do with it...
"There's an old saying about those who forget history. I don't remember it, but it's good" - Stephen Colbert
Posted 16 April 2004 - 11:48 AM
Much of the actual 'content' of the IR is as Russell says not very 'romantic', so why labour on with teaching 'the facts'?
Exciting activities based around progressing historical skills will free up this stuffiness and make it really engaging. the questions asked and the skills focus given are essential for me.
Also as has already been mentioned timing is important. they arrive back from summer to start y9 full of hormones and new stroppy attitudes with questions like "when are we doing the world wars?" and we say "after we've learned about spinning jennies, chartism and canals"
The IR should at least be started in y8 if not finished in y8. i love to look at the causes of the IR before the summer of y8 and then cover the consequences at the start of y9, freeing up more time of C20 world.
Why do people hate the IR so much? i think it is because we ask them to learn too many facts for facts sake
Posted 16 April 2004 - 12:43 PM
Scheme of Work Britain 1750-1900
Key Enquiry Question: As a result of the changes between 1750 and 1900 did life get better or worse for the people of Britain?
Historical Knowledge, skills and understanding: KE 1, 2a,c,e, 3a,b, 4a,b, 5a,b,c
Topics: Overview 1750-1900 1 lesson KE1
Agricultural Revolution 1 lesson (inc H/W) KE2a,c
Industrial Revolution - Factories 2 lessons (inc H/W) KE3a,b 4a,b
Changes in Transport - Railways 1 lesson (inc H/W) KE2a,c
Living conditions - Towns in Victorian England 1 lesson KE 5a, 2a
Political changes - Problems with Democracy,women in 19th C (inc H/W) 2 lessons KE2a,c
Assessment: Essay / Powerpoint presentation / Video Role Play 2 lessons KE5a,b,c
Teaching Time: Approx 10 lessons
Lesson 1: Overview 1750 - 1900
Use this lesson to set the context for the forthcoming lessons. The activity provides a contrast between 1750, 1825 (optional) and 1900 in 6 areas: Population, work, education, health, politics and transport. Can be completed as group/pair work dividing up sections and sharing findings. Follow up with questions identifying main areas of change. Challenge pupils to decide whether these changes always meant progress.
Re Discovering Britain 1750-1900 pp 4-9, Peace and War pp 2-7, New worlds for Old pp 2-3, Heinemann H/W pack pp 5-11
Lesson 2: Enquiry - How did changes in farming affect people?Set up the lesson with a recap on main changes with emphasis on population growth and link to the problems in farming. The activity is based on the problems and their solutions - crop rotation, selective breeding and enclosure. Homework is an activity based around a discussion of the impact that these had on both rich and poor farmers, which should be linked into the Key enquiry.
New Worlds for Old pp 4-6, Peace and War pp 26-28
Lessons 3-4: Enquiry - How reliable is the evidence we use about children working in the mills?
The context for these lessons is the Industrial Revolution, in particular the growth of the factory system. In lesson 1 students need to acquire knowledge of the need for factories (worksheet - the beginning of factory production). This should enable students to argue the benefits of industrialisation compared with the Domestic System. The main focus for the second lesson should be on the working conditions. This is an ideal vehicle for evaluating the utility and reliability of historical sources and in particular to reinforce the notion that even biased sources are useful. The activities use biased sources to describe how child workers were treated. Extension work / H/W could be an activity which looks at how the factories affected people, which can be adapted to a piece of extended writing.
Re Discovering Britain 1750-1900 pp 26-27, New Worlds for Old pp 10-11
Lesson 5: Enquiry - How did the railways change Britain?
This is a short investigation into the arguments put forward in favour and against the development of the railways. The activity is based on designing a poster / placards to demonstrate these arguments (can be pairs /individuals). Alternatively these arguments can be delivered through activities based on the Liverpool - Manchester railway. Again the developments caused by the railways should be linked to the Key Enquiry, possibly through a discussion of who would use/benefit from the railways.
Re Discovering Britain 1750-1900 pp 68-71, New Worlds for Old pp 26-27
Lesson 6: Enquiry - What was it like to live in London in 1881?
This is another short investigation into living conditions based on the work of Charles Booth. Students should be able to recap previous work in yr 7 and 8 about housing/living conditions as a link to this topic. The activity asks students to imagine that they are researchers for the 1881 Census and extract the appropriate data from the available evidence.
Re Discovering Britain 1750-1900 pp 82-83
Lessons 7-8: Enquiry - Was Britain a fairer place to live by 1900?
The first lesson should focus on the problems with democracy in Britain in the 1820s and there is a paired role play activity that discusses the need for reform. Alternatively there is an activity based on designing a campaign in the style of 1830. The second lesson should focus on the life of women in the 19th century, with an emphasis on the limited changes that were introduced. This will be a useful precursor to the work on the campaign for womens suffrage, and should also be linked to the Key Enquiry.
Re Discovering Britain 1750-1900 pp 88-89, New Worlds for Old pp 53-55
Lessons 9-10: Assessment - As a result of the changes between 1750 and 1900 did life get better or worse for the people of Britain?
Pupils need to produce a piece of assessed work (teacher and pupil evaluation) answering the Key enquiry. This should be structured/differentiated appropriately to allow all students to access and complete the task to the best of their ability. Students need to be encouraged to use the WIDEST range of examples to answer the question ie If writing an essay there should be paragraphs on each enquiry topic with a clear judgement made in the conclusion; if producing a powerpoint presentation there should be a slide for each topic and for the judgement/conclusion; the role play may be more limited BUT students must come to a judgement. Pupil evaluation is VITAL and should focus on how effective each individual/group uses evidence to support their judgement.
Posted 16 April 2004 - 01:03 PM
What about politics? In our curriculum IR is linked with the rising of ideologies/ Smith, Ricardo, Malthus, Marx, Proudhon etc etc
it offers unparalleled opportunities for cross-curricular education banking and business, citizenship, religion and culture, in fact the whole P,E,S,C,R rainbow.
I have an example for you: the growing of the city of Manchester seen by Engels and Tocqueville. Usualy, the students enjoy to study that part because it's not too much political but they can easily understand the difference between the different visions of this world.
You have also an inquiry about Cadbury...Students love it! This one was created by a colleague in european class from Tours.
Talk later about your question about hating IR.
Jean Philippe
Edited by JP Raud Dugal, 16 April 2004 - 01:04 PM.
Posted 18 April 2004 - 06:10 PM
Thanks for sharing that with us, Dan.
When I redesigned my Scheme of Work for Britain 1750-1900, I decided to move away from the linear, chronological 'trudge' and set up an enquiry based approach, which I have cut and paste below - granted this does limit the content of the Industrial rev to 2 lessons, but the overall effect was much more positive and engaged the pupils alot more than my previous attempts:
The question of what the department/ teacher wants the study of the IR to do within their scheme of work is fundamental - you have gone for an overview approach: the key question governing the whole study is a judgement about how much life had improved by 1900. That's great - the pupils know why they are learning about all this stuff.
It would be just as valid to focus on the results of the IR (like protests etc), or on any parts of it in depth rather than as an overview (just as Dale Banham advocates with King John - the overview lurking within the depth study), so long as the rationale behind such selection is agreed within the department (it makes sense in terms of the general coherence of the whole scheme for KS3, and in terms of what everyone considers essential for all the pupils to know/ understand) and is shared with the pupils.
The 'improvement in living standards' angle is one that several textbooks take. Some also ask the question: 'how close was Britian to revolution in the period 1800-1850?' I would argue that this is a poor question for an enquiry - I am always tempted to reply 'so what?. 'How close' isn't the fundamental issue. A more interesting question is why, despite being 'so close' to a revolution (apparently) Britain did not have actually have one, unlike most countries in Europe at that time.
So - for me, one of the most fundamental ways in which the IR can be made interesting for pupils is to spend time getting the question right. I'll post more when I get rid of my weekend visitors!
Posted 23 April 2004 - 10:45 AM
· The series of lessons must have direction an interesting question which invites pupils to find out more. Pupils should always therefore be aware of the purpose of their learning (to answer the overall question, in stages). So much the better if they can set their question themselves. Some of the best questions are in the form of puzzles or paradoxes, something which does not apparently make sense (eg.if the average age of death in a town in 1840 was 18 yrs, why did so many people flock to live there?)
· The question should have enough scope to provide a series of interesting lessons (many enquiries that I see on schemes of work are in fact key questions for ONE lesson, and should be just a part of a different, bigger overarching enquiry). The question should allow for several different aspects to be investigated and weighed up
· The enquiry itself should not be black and white, but should be capable of generating debate and allowing the pupils to reach their own (slightly different) conclusions
· The enquiry should not ask for description, especially not by Y8-Y9. Questions of the order of What was life like in an industrial town?, What was it like to work in a factory? are not good enough for an enquiry question (though they might drive one lesson). They do not ask for higher order skills such as selection, analysis and judgement let alone any other historical skills. Enquiry questions are the powerhouse of the scheme of work the vehicle through which the knowledge, understanding and skills are delivered they cannot just focus on knowledge
· The lessons within the enquiry should be carefully planned so that as well as gradually revealing a picture of the period to the pupils, bit by bit, they also build an overall answer to the central, driving enquiry question, bit by bit. It is like building a Lego house! Each lesson MUST therefore link to the previous one and the next in the series, AND must fulfil its role in the bigger picture of the enquiry answer. If any lessons are there simply because the pupils like it, THROW IT OUT! I call this the Henry VIIIs wives syndrome (as I cant see why anyone would study them in isolation, other than the kids like it Do they?!). For an easy way to plan an enquiry to ensure these linkages, I have a diagrammatic planning sheet, which Ill link to as soon as I can
· At the planning stage sufficient attention must also be paid to what the pupils will DO in the lessons (rather than what the teacher will do). A range of stimulating activities is needed, ensuring that across the enquiry as a whole all learning preferences are catered for. I have a useful checklist for this, which Ill link to shortly.
· Crucially, time must be allocated carefully, so that the pace is brisk, but time is available to consolidate skills acquired by maybe using the principle skill the enquiry is delivering several times throughout the whole series of lessons, but in different contexts. Time must be devoted to adequate reflection, assessment and feedback at the end
Dr. Michael Riley included in his Teaching History article, Into the KS3 History garden: choosing and planting your enquiry questions (TH 99, May 2000) a training activity derived from Christine Counsell, called The Dodgy Questions Game on the Treaty of Versailles. The principles of it should be applied when framing any question to drive any enquiry:
Which of the questions below are distinctly dodgy as a question to drive an enquiry?
- Which would lead to a purely descriptive answer?
- Which are too narrowly focused to make a worthwhile investigation?
- Which can simply be answered yes or no?
- Which are encouraging children to use their 21st century prejudices to judge people in the nineteenth century?
- On the other hand, which have an immediate and rigorous link with historical skills/ key elements? (and which key elements?)
1. What was the industrial revolution?
2. Why is the industrial revolution significant today?
3. Why do historians disagree about the industrial revolution?
4. What caused the industrial revolution?
5. Why was Britain the first country to have an industrial revolution?
6. Brunel was he really the greatest Briton?
7. Why did so many children work during the industrial revolution?
8. What were working conditions like for children in the nineteenth century?
9. Why did children suffer at work in the nineteenth century?
10. Did children suffer at work in the nineteenth century?
11. Did children always suffer at work in the nineteenth century?
12. Work for children in the nineteenth century was it child abuse?
13. Why is it difficult to get a balanced picture of working conditions in the 19th century?
14. Why were bosses so cruel to their workers?
15. What made so many towns spring up in the early nineteenth century?
16. What was life like in an industrial town?
17. If living in a town could kill you, why did people rush to live there?
18. Why were industrial towns such dreadful places?
19. How can we find out about life in an industrial town?
20. Why was cholera such a big killer?
21. Did the industrial revolution lead to higher standards of living?
22. How did the industrial revolution change things?
23. Did the industrial revolution change things?
24. Was the industrial revolution all bad?
And so on (I havent attempted to cover all possible aspects of the IR here)
Now think of some of your own dodgy and not so dodgy questions!
So for me the essential art of KS3 alchemy is in the planning. Get that right, and you have done as much as you can to ensure success.
Posted 24 April 2004 - 07:23 AM
I provide a larger overview of technological advancement through use of a living timeline exercise. 30 inventions or events that changed the world. Pupils sort themselves into chronological order, attempt to explain the impact of the invention / event and then re-order themselves based on importance of the invention / event. Inclusion of the first public toilet and the granting of a patent for flushing lavatories ensures that the lesson will be fairly interesting.
Those two activities slot around source based enquiries into conditions in Bradford during the Industrial Revolution. We look at the way that the city developed and compare the 'gains' for people of different social backgrounds. Source material can be found that relates to roads adjoining the school, which provides a personal feel to the investigation.
Posted 24 April 2004 - 11:25 AM
i'd say that most of them are dodgy enquiry questions - too basic, too vague, too value based or just too dull!!! having said that i know that these are questions that are used in many schools.
Which of the questions below are distinctly dodgy as a question to drive an enquiry?
i think you are right to say that the correct question is vital.
i'd be happy with 2,3,5,11,19 to drive a full enquiry (significance, interpretations, causation, complexity of society, source analysis and evaluation.
none of the other questions would be expansive, rigorous and skills focused enough to be suitable to my mind.
Posted 24 April 2004 - 04:19 PM
but you are broadly right about the others.
I like Dan's inventions timeline and importance exercise. Teaching of the IR is so often all inventions or no inventions at all, yet I think we need to give pupils a sense of the impact the innovation of the era had.
Posted 02 May 2004 - 09:25 PM
I cant promise this makes the I.R. any more interesting really, but this is what we have taught this year, and it has for the most part worked well.
Obviously some of the activities and resources were differentiated to meet the needs of specific classes and individual pupils, but what worked particularly well was:
a) the mix of overview and depth in the three enquiry questions,
the focus on specific key elements of the N.C. in each enquiry question and assessment
c) the very clear reason for the learning throughout all lessons linked obviously to the main question, and
d) the coverage of different learning styles in the activities in each series of lessons.
Essentially, enquiry 1 is about the causes of the I.R., enquiry 2 is about the effects of it, and enquiry 3 is an in depth investigation of an aspect (working conditions for children)
ENQUIRY 1: Why was Britain the first country in the world to have an industrial revolution?We do this at the end of Y8, so it is the last thing they do before Y9. Richard can fill in on the exact lessons and activities we do, as he designed them!
ENQUIRY 2: Why do historians disagree about whether the I.R. made Britain great?Pupils study a number of elements of the results of the I.R., across social, political and economic (you could of course cover cultural and religious as well). So, they are getting an idea about PESCR, and the entire thing is built around interpretations (key element of N.C.) as the enquiry question is driving it. The assessment is based on interpretations.
ENQUIRY 3: Did children always suffer at work in the nineteenth century?This repeats the form of an enquiry pupils study in Y7, and has two foci the word always everywhere? Throughout the whole 19th century? In every factory and mine? And allows pupils to investigate the topic through evidence which they evaluate (clear link to key elements). The assessment is source evaluation.
ENQUIRY 2: Why do historians disagree about whether the I.R. made Britain great?
Lesson 1: What do historians think about the I.R.?Pupils have the covers of several school textbooks on this period (Minds and Machines, Digging Deeper, Presenting the Past, New Worlds for Old by some bloke called John D Clare????!!). Words/ titles have been removed.
In pairs they write a title for each one (makes them look at details) and suggest what each book is about. Feedback. Teacher reveals all books are about the same thing. Introduce enquiry question. Brainstorm what they think each historians view of I.R. is (good/ bad) and why they have chosen such different pictures for the covers. Introduction through this to PESCR history.
Lesson 2: What did the I.R. do for Britains wealth and standing in the world?ISM: pic of machine at the Great Exhibition. Brainstorm what? Where? Why? Pupils nearly always say a factory. Second ISM pic of stuffed elephant at Gt Exhibition this was also there! Text and multiple choice questions on the workshop of the world emphasising positive economic growth and wealth. Relate to overall question how would an economic historian interpret the IR? Why?
Lesson 3: How great was the Empire?
Pupils work in pairs. One half of the room has Minds and Machines p.100-101, the other half has p.102-3 but they dont know they are different. In pairs they produce a programme title and summary for 3 TV programmes on the Empire, covering life for the people of the Empire, trade and standards of living, and culture and religion. In fours they compare their suggestions, and discuss why they disagreed. Feedback bring out why historians interpret the same event differently, eg. look at different evidence, experiences of people in the same situations in the past is different, may be personally committed to missionary work etc. (Homework: design an Empire Plate to commemorate the Empire, giving a balanced view of it. They have a paper plate to do this on)
Lessons 4/5/6: What would social historians make of the IR?
Lesson 4: Pictures from memory Gin Lane by Hogarth. Key question: how and why do representations like pictures differ from historians accounts? Based on activity from Thinking Through History ed Peter Fisher. Pupils in groups of 3 with A3 sheet of paper and a pencil each. Outside the classroom is a big copy of Gin Lane. One person from each group goes and views it for 20 seconds, then each group has to try to reproduce the picture they have seen. After a few minutes a second person from each group goes out, then a few minutes later the third person. 10 minutes to complete the picture (makes them look at details). Pin pics up much hilarity. Serious point why are their versions different? Why did Hogarth put the details in? Discussion of reliability/ value of this sort of representation/ interpretation.
Lesson 5/6: Investigation into conditions in Merthyr/ how and why do social historians interpret the IR? (it could be any town, but this is local for us).
ISM: Give pupils average life expectancy today. They guess average life expectancy in Merthyr in 1840. Reveal it was 18.2 years. Their job is to investigate why. First lesson they work on one aspect of life housing, food, water, disease, sanitation or life in the town (entertainment) in small groups (3). They have a small number of sources, and they have to produce a poster and a short oral presentation saying why their aspect meant people died young more than just describing it. Second lesson they make their presentations, and take notes while others do so. Homework: write a report as an inspector sent to Merthyr in 1840 to find out why so many people die so young.
Lesson 7: was life in a town always this bad?ISM: spot the paradox: life expectancy plus growth of Merthyr figures. If life was this awful, why did people flock to towns? Compare to the countryside: picture of idyllic country scene, pupils choose words to describe it. Short extract from Jude the Obscure read by teacher, pupils choose words again to describe this. Video of life in Merthyr (Day Return series) pick out the good things about town life. Discussion the views of social historians; discussion of why they often focus on the negatives. Homework: extract from Vile Victorians is this a valid interpretation?
Lessons 8/9/10: Explaining the interpretations of political historiansWhat were the political results of the IR? Investigation of the voting system and its weaknesses in the early 19th century, and working class efforts to get representation (Merthyr Rising, Chartism). We do a live newspaper production for Chartism, with newsflashes etc. on the Newport Rising 1839. Riots over conditions Luddites, Rebecca Riots. Relate to overall enquiry how and why would political historians interpret the IR?
Final lesson: reflection and assessment.
The assessment takes the form of a written response. Pupils have two conflicting historians interpretations of the IR and have to answer the overall enquiry question: Why do historians disagree about whether the industrial revolution made Britain great? using the sources given, and their own knowledge.
One aspect I would love to do is a kind of Greatest Briton debate for a lesson and a homework with the children suggesting their own heroes/ heroines after a research homework, but we just did not have the time. You could go on as long as you want with this stuff really!
ENQUIRY 3: Did children always suffer at work in the nineteenth century?
Lesson 1: why was work so dangerous and unhappy for some children in the 19th century?ISM: Brahms lullaby. Children close eyes (yes Y9!!) and think back to when they were 5/6 years old. Share hopefully bring out happiness and play.
Show first 7-8 minutes of Timewatch on factory children (Peter Ustinov narrates it). A child chimney sweep is dug out of a wall, dead. Discussion fair? Right? Why did so many children work?
In pairs a picture sheet with children in various 19th century jobs. Tell the story of what is happening in each picture to their partner, in turns. Class discussion: what made work so dangerous and unhappy for these children?
Lessons 2/3: Why did so many children work in the ironworks and mines of South Wales in the 1840s? (local)
OHP of numbers of children working in various ironworks and mines in S. Wales.
Pupils interview the children who gave evidence to the Royal Commission in 1840 some of the pupils take the role of interviewee, with the evidence actually given by specific children in 1840. They gather answers about pay, hours, conditions etc, then discuss and complete questions to make sense of their data. Homework: either a letter or a poster showing the jobs children did in the 19th century and why the work was so dangerous/ unhappy for them.
Lesson 4:How much did the work of children mean to a family budget?
Paradox: if work was so awful, why did so many children work? Numeracy lesson, where pupils work out how much a miners family spent each week, and on what (from figures in the Royal Commissions report, a miner in Camarthenshire), and who earned what in the family. They should be able to deduce that childrens wages meant the family could eat meat. Interesting to compare with their own weekly family shop till receipt all sorts of great stuff there. Incidentally Kate Hammond presented a similar exercise at the SHP conference in Leeds and her material reaches the same conclusion.
Lesson 5: were conditions this bad for children in every factory and mine?
In pairs or groups, pupils study 3 sources evidence of Charles Burns to the Sadler Commission, picture from Adventures of Michael Armstrong, Factory boy, and a report by a factory inspector. They have background information on each source, and have to produce a source warning for each (essentially giving its strengths and weaknesses). Relate to key question. Homework: research factory reformers
Lesson 6: Were things this bad for children for the whole of the 19th century?Pupils have two families; one family works in a textiles factory, the other all in the mines. Each is husband, wife and 3 children aged 7-15. Using an OHP of the main factory and mine reforms of the 19th century, they fill in what the working rules were for each member of each family in 1810, 1820, 1840, 1843, 1845, 1850, 1870, 1875. Plenary discussion: which reforms had the biggest impact on each family? Why? Why would some families be unhappy about the reforms? To what extent were children better off in 1900 than 1800?
Final lesson: reflection and assessmentBring it all together, then the assessment is 4 sources about working life for children in the 19th century. Pupils have been asked to bring only one to show their class what it was all like. Which would they choose and why? and why not the others?
We have only taught all this through once, like this, though it did go well, for the reasons I said earlier particularly the clarity of direction in each lesson, and the appeal to different learning styles across the enquiries as a whole.
Any comments welcome!
Posted 11 May 2004 - 07:44 AM
Where can I find the evidence to the Royal Commission in 1840 for South Wales(from this I gather the details on 'how much a miners family spent each week, and on what , and who earned what in the family' can be found)?
Posted 13 May 2004 - 05:10 PM
The ISBN for the 'Children in the mines' one is:
0 7200 0023 8
I'll email you the page with the miners famil;y expenditure anyway.
Posted 13 May 2004 - 05:13 PM
Posted 29 October 2008 - 08:55 AM
Alison, do you have an electronic copy of Timewatch on factory children please and could you email me the financial info for the children please?
many many thanks,
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Sam and Michael Smith, both of Lexington, conquered the buttonwood bushes Saturday at the Yadkin Team Tournament at High Rock Lake to take a five-fish limit totaling 19.21 pounds. They received $386.
Sam and Michael Smith, both of Lexington, conquered the buttonwood bushes Saturday at the Yadkin Team Tournament at High Rock Lake to take a five-fish limit totaling 19.21 pounds. They received $386.
While other teams struggled to get bites in the vegetation, the two anglers found the bass willing to strike in the bushes and tree roots in the One Bush area. They caught 12 keepers using Zoom Brush Hog plastics and culled to their best five fish.
"You had to fish slowly and toss the lure right in the middle of the bush, or you didn't get a bite," said Sam.
Shane Floyd and Tony Garitta, both of Lexington, placed second with a five-fish limit weighing 15.26 pounds. Their catch was anchored with a 6.44-pound bass, the big fish of the day that struck a Zoom pumpkin lizard flipped in a scrawny bush at Flat Swamp.
Senkos and plastic lizards accounted for their other fish. They had only five keeper bites.
The two anglers received $200 for second place and $71.50 for big fish.
Tom File and Thomas Ludwick, both of Salisbury, claimed the third-place award of $85 with 15.18 pounds.
High Rock is high and muddy with some debris still present in the main body of the lake and at the creek mouths.
Despite the muddy brown water rushing into Tuckertown Lake Saturday from High Rock Dam, the father-and-daughter team of Robert and Leigh Parrish of Albemarle brought a stunning catch of 22 pounds, 5 ounces to the scales at the Adam & Eve Trail event. They shared $225 for the victory.
Ron and Carmen Nelson of Sophia placed second with 17-01 and earned $135.
The Thomasville team of Mark and Audrey Bayse took the third-place check for $90 with 13-02.
Roy and April Barrow took the big-fish award of $90 with a 5-pound, 15-ounce bass.
The 18 teams weighed in 121 pounds, 2 ounces of fish to prove fish can be caught in muddy water.
The next event is June 1 at Badin Lake.
The 2013 Carolina Anglers Team Trail Classic, a two-day tournament, takes place this weekend at rain-swollen Kerr Lake.
The water will be back into the forested shoreline with bushes and gum trees galore providing cover for bass. Instead of struggling through the woods to catch bass, some fishermen may choose to fish flooded yards and pastures and perhaps a picnic table or two.
The Flat Swamp Access at High Rock Lake has been reconfigured into a two-tier arrangement which separates towing vehicles and trailers from passenger cars using the Pebble Beach area.
The former parking lot for trailers (the lower tier) is now reserved for passenger vehicles only. Access to the ramp is blocked by gates.
Fishing and recreational boating traffic must now use the upper tier parking lot accessible from a gravel road located a short distance from the old Flat Swamp entrance and marked by a boat launch sign. After users launch their boats, they must park their trailers at the new parking area and return to the ramp by using a stairway from the upper parking area back down to the ramp.
Both parking areas are unpaved.
Maiden's Hank Cherry placed 41st at the May 9-12 Alabama Charge Elite Series tournament at the Alabama River, Montgomery, Ala. Cherry's catch of 41-11 paid $10,000.
Edwin Evers of Talala, Okla., won the first-place prize of $102,000 with 75-13.
Steve and Tammy Shoe won Saturday's Tarheel Striper Club tournament at Lake Gaston with three stripers weighing 17.5 pounds. Their biggest fish, a 6.45-pound striper, took the big-fish award.
Robert Moss of Trinity and Robert Steele of Lexington placed second with three fish totaling 16.3 pounds. David Wilburn and Mark Unrue of Asheboro and Ronnie Clark finished third with two stripers that weighed 8.95 pounds. Lexington's Coy Hamilton landed a 5-pound striper for fourth place. The fifth spot went to Kevin Buskirk of Madison and Bobby Johnson with a 3.3-pound striper.
Tony Garitta is a fishing columnist for The Dispatch.


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Meat Processors Look for Secret Ingredient to Provide Wholesome and Affordable Products to Consumers
Meat, poultry and seafood products maneuver a herd of challenges, from flavor and trend fulfillment to food-safety practices.
The year isn't nearly over, yet the U.S. has seen nearly three dozen meat and poultry recalls since Jan. 1, including a recent voluntary recall of 36 million lbs. of ground turkey due to salmonella fears and 60 thousand lbs. of ground beef for deadly E. coli O157:H7. While this unprecedented march of meat mismanagement causes fear, ire and frustration, it also highlights the fact animal protein still remains the center of the plate at most consumers' tables.
So it's no surprise the two fastest growing segments of this market are organic and closely supervised — i.e. kosher and halal — animal protein products. Sales of these segments have maintained double-digit growth even during the economic downturn.
One of the most prominent examples of this trend in recent years is the growing consumer affinity for free-range, organic-raised meat and poultry. Companies attempting to maintain the highest level of quality and standards — vis both sanitation and ethics — in an industry fraught with controversy are beginning to take notice.
The cooperative of responsible ranchers under the umbrella of Niman Ranch (www.nimanranch.com), Alameda, Calif., have shown it is possible to meet the increasing demand for organic and cruelty-free animal products. Through its network of family farmers and ranchers, Niman supports rural communities and the highest animal care practices in the industry in order to provide antibiotic- and hormone-free meat via environmentally sustainable agriculture.
"We know that when you do the 'right' things, you get the right results," says Kelli Wilson, Niman's director of food safety and new product development. "For us, that means our passion for every detail brings you the finest quality meats in the world. The animals are never — ever — given antibiotics or added hormones and are fed vegetarian feed." The cooperative now supplies retailers, the service industry and processors with pork, lamb, poultry and beef that complies with clean-label requirements on all levels.
"Consumers are increasingly selecting foods that are manufactured with the 'less is more' approach — fewer ingredients and a label that is simple to read, including ingredients that one may find in their own home pantry," she continues. "This naturally results in color, texture and taste that is much closer to 'home cooked' in products."
So processors find themselves in a pincer movement as they struggle to bring meat, poultry and seafood products that are both wholesome and affordable to American supermarkets.
"The most important ingredient trend is the use of natural and organic ingredients, without preservatives or chemically altered ingredients to improve shelf-life and texture of products, or using genetically modified products and chemical enhancers," says Edith Mendoza, R&D head for Ramar Foods (www.ramarfoods.com), Pittsburg, Calif. The company makes Filipino & Asian frozen foods.
To fulfill this mission, Ramar Foods removed monosodium glutamate (MSG) from most of its products and uses only natural colorants, such as beet powder. The company also uses soy protein concentrate, textured soy protein and other soy ingredients for fat emulsification, binding and texture functionalities and as a texturizer. This is in addition to soy's more traditional use as a protein filler/enhancer or meat extender.
Salt beef
The single most important aspect of animal protein (and key to successful analogs of same) is that of umami, the so-called "fifth flavor" sense described as "meatiness." To keep and enhance that sense, processors typically focus on sodium, key to the tongue's ability to translate that flavor into biochemical satisfaction. Just in the past 2-3 months, sodium is breaking through decades of misinformation and misconstrued research about negative health impacts on healthy people (see Salt Pinches Back). But sodium and MSG still are less desired ingredients for many consumers right now.
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10 U.S. Code § 10141 - Ready Reserve; Standby Reserve; Retired Reserve: placement and status of members; training categories
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§ 10141.
Ready Reserve; Standby Reserve; Retired Reserve: placement and status of members; training categories
Reserves who are on the inactive status list of a reserve component, or who are assigned to the inactive Army National Guard or the inactive Air National Guard, are in an inactive status. Members in the Retired Reserve are in a retired status. All other Reserves are in an active status.
As prescribed by the Secretary concerned, each reserve component except the Army National Guard of the United States and the Air National Guard of the United States shall be divided into training categories according to the degrees of training, including the number and duration of drills or equivalent duties to be completed in stated periods. The designation of training categories shall be the same for all armed forces and the same within the Ready Reserve and the Standby Reserve.
(Added Pub. L. 103–337, div. A, title XVI, § 1661(a)(1), Oct. 5, 1994, 108 Stat. 2972.)
Prior Provisions
Provisions similar to those in this section were contained in sections 267 and 2001 of this title, prior to repeal by Pub. L. 103–337, § 1661(a)(2)(A), (3)(A).
Effective Date
Section effective Dec. 1, 1994, except as otherwise provided, see section 1691 of Pub. L. 103–337, set out as a note under section 10001 of this title.
LII has no control over and does not endorse any external Internet site that contains links to or references LII.


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No. 9 Wisconsin looks to shore up defense on road
MADISON, Wis. (AP) — The feel-good start at Wisconsin is over.
A two-game slide has exposed some defensive problems that the ninth-ranked Badgers have been able to mask in part because they're especially dangerous this season on the other end of the floor.
Now there's a rather novel situation in Madison: a balanced offense helping to cover up defensive flaws.
"The tradition of our defense and this program — it's been a tough team and we need to go out there and be (tough) defensively every game, bring it for 40 minutes," forward Frank Kaminsky said.
Wisconsin (16-2, 3-2 Big Ten) hopes to turn it around this week on the road, starting with a trip Wednesday to Minnesota followed by a weekend visit to Purdue. Losses to Indiana on the road and Michigan at home last week ended the team's school-best 16-0 start.
Not that there's panic at the Kohl Center.
In fact, 16-2 is probably about right where this team was expected to be in at this point in the season — if not slightly exceeding expectations.
Wisconsin is averaging 75.8 points per game, up nearly 11 points from last season. As is typical under coach Bo Ryan, the Badgers lead the Big Ten in offensive efficiency with an average 1.21 points per possession.
And the Badgers are still second in the conference in scoring defense allowing 62.8 points per game. They lead the nation in fewest turnovers with 8.3 per game. They've proven they can win defensive slugfests or up-tempo affairs.
But the last two games have stood out for allowing opponents to shoot more than 50 percent, a startling number for a team that had held its previous four opponents to no more than 39 percent shooting.
Indiana shot 51 percent against the Badgers, while Michigan shot 54 percent. The Wolverines were bolstered in part by a hot start in shooting 60 percent in the first half of a 77-70 victory.
"All those things are coming out, the problems that you don't really see, or you don't really care to see when you're winning," freshman forward Nigel Hayes said. "So we just need to refocus, re-sharpen those things and pick it out."
Hayes is a spark off the bench. Kaminsky is a junior who has already left his mark on the program after scoring a school-record 43 points in a 103-85 victory in November over North Dakota.
They join energetic sophomore Sam Dekker in a frontcourt that can give opponents headaches on the offensive end. Wisconsin uses a three-guard starting lineup, so Hayes, Kaminsky and Dekker log the majority of minutes up front.
Dekker averaged 9.6 points in 35 games last year coming off the bench last year. Kaminsky averaged 10 minutes a game last year as a reserve, so Dekker and Kaminsky, along with first-year forward Hayes, are learning on the job playing much bigger roles.
"We have a lot to learn defensively, which has not been a secret as far as consistency," Ryan said. "We've been solid most of the time, but we still have some guys who haven't logged as many defensive possessions as you liked them to have."
That on-the-job training showed against the Wolverines. They passed the ball well moving to the bucket, especially early in the game, though Wisconsin caught up with Michigan's ball screens.
There were open looks on the perimeter, too. And Michigan made its share of tough shots that piled on to the Badgers' frustration.
And yet, Wisconsin was still able to narrow a 15-point deficit to one before Michigan pulled away in the final few minutes.
Last season's bruising front line of Ryan Evans, Jared Berggren and Mike Bruesewitz wasn't as skilled offensively as the current group, though they had the experience that helped them on the defensive end.
Assistant coach Lamont Paris said this year's front line matches up with last year's group physically, but needs to recognize defensive situations a little quicker.
"That's something we're going to continue to learn and get better at and do it better in the one-third of a second that you have to make the decision," Paris said. "It really comes down to recognizing situations a little quicker and getting in position a little quicker."
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