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21 February 2018
Australian Progress and the Australian Council of Social Service (ACOSS) will today launch Progress Labs, a new accelerator program designed to support leaders and social movements that engage Australians in positive action.
Modelled on successful tech-world programs like Silicon Valley's Y Combinator and Australia's Startmate, the program will provide office space, strategic advice, investment support and mentorship in both Sydney and Melbourne.
But rather than focus on producing companies with billion dollar valuations, the accelerator will support bold advocacy efforts around Australia's social safety net, education, Aboriginal and Torres Strait Islander issues, and mental health.
At a Launch & Pitch Night being held on 21st February 2018 at 107 Redfern St Redfern, and hosted by broadcaster Tracey Spicer, the first seven movements supported by the program will share their plans with a room of philanthropists and non-profit leaders.
Cassandra Goldie, CEO, ACOSS said: "Progress Labs is backing innovation in the non-profit landscape through supporting the authentic leadership and voices of people who are most impacted by government and business decision making."
Nick Moraitis, Executive Director, Australian Progress said: "Australians are deeply disengaged from our political system but are passionate about so many issues. We need a new generation of organisations to help engage people in new ways."
Donkey Wheel (a philanthropic organisation) and the Vasudhara Foundation have between them donated half a million dollars towards the Labs initial operating costs.
Col Duthie, Chair of Donkey Wheel said "Philanthropy is increasingly looking for opportunities to support systemic change, and that means getting behind social movements. ACOSS and Australian Progress have a unique capacity and reputation in this space, and we're very pleased to be in at the ground level".
Nick Crocker, head of the Startmate incubator and partner at Australian venture capital firm Blackbird has joined the board of Australian Progress, to help inform the Labs design, and said: "Having been in tech accelerators as a founder, and having invested in them, there is huge potential to take this model into the world of civic engagement".
The first seven projects supported through Progress Labs are:
● Tim Lo Surdo from Democracy in Colour, Australia's first national racial justice advocacy organisation led by people of colour, recently launched.
● Jason Ball and James Lolicato from Pride Cup, building a movement of advocates tackling homophobia in grassroots sport across rural and regional Australia.
● Meagan Lawson and Corey Irlam from the Council on the Ageing, who are planning a new digital and grassroots movement of Australian seniors, called 1 in 3 Voters.
● Karrina Nolan from Original Power, a new Aboriginal and Torres Strait Islander-led organisation designed to increase the effectiveness of campaigns for self-determined solutions.
● Joel Dignam from Better Renting, a campaigning movement designed to change the way we think about renting.
● Owen Bennett and Jeremy Poxon from the Australian Unemployed Workers Union, combining 1:1 assistance for unemployed people with advocacy to amplify their voices.
● Vanessa Gonzalez and Mat Howard from Rainbow Families NSW, an organisation providing LGBTQI families with access to relevant community programs, social connection, and advocacy support.
Applications for the second round of Progress Labs (which commences in July 2018) will open during April. Visit the website for details.


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Meet some of our trainers
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Tangjing Zhao/赵唐静

subset: commoncrawl


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We are excited to present the Mercury IV, a unique Germanium Harmonic Boost pedal. Eight years ago, we introduced the Mercury III and we have updated the original circuit for a new spin on that classic pedal.
The Mercury IV is a dynamic tone enhancer, created to bring out additional harmonic character from instruments and amplifiers. The pedal features a unique, discrete analog circuit, with a meticulously selected vintage germanium transistor at its heart.
The Boost control of the Mercury IV offers a staggering 35 dB of gain, with nine (9) tone-shaping options via two toggle switches, to gently or aggressively boost tube amplifiers. The real magic however, resides in the Harmonics control; bringing more dimension and life to ones' tone. Subtle sparkle, complex textures, and octave-like overtones can all be found here. With a sound and response like hot tubes on the edge of breakup, these even-order harmonics are independently generated, giving you full control over the mix.
The Mercury IV is completely hand-soldered and handmade in Portland Oregon to the highest degree of quality possible. These are truly artisan-crafted tone devices, sparing no detail within or without. The Mercury IV utilizes true-bypass switching via the heaviest duty mechanical footswitch available, while your tone is transferred via quality open-frame Switchcraft jacks. Open one up and you'll see an unparalleled display of craftsmanship; with immaculate hand-soldered PCB, detailed military-spec wiring, and custom Spaceman heavy-duty battery connector. On top of the cast aluminum enclosure sits a durable, engraved vinyl faceplate and jewel indicator light. This pedal is truly built to last a lifetime.
Each pedal number is hand-hammered on the nameplate, stating its limited availability and each is also signed and numbered on the inside.


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Disqualified Participants' are: (a) all Haven Financial Advisers employees (b) all people under the age of 18 years (c) all people without a qualifying delivery address.
Refer someone else to complete a financial review with any of Haven's advisers for any service during the entry period and if they complete the review you will receive one entry each into the Competition.
The Winners will be determined by Haven Financial Advisers and will be final and no correspondence will be entered into.
The Winners will be notified by email, phone (voice or text), mail or in person. Where attempts to contact a Winner fail (e.g. when the Winner cannot be contacted by phone after three attempts or mail sent is returned) Haven Financial Advisers will select another winner. If, after successful notification, the prize is not collected within two months of being announced, it will be regarded as forfeit. (Note: 3 attempts to contact the Winner will include individual calls to any numbers provided at the time of entry.
Where the Winner is required to claim the prize in person, they must provide proper identification (eg driver's licence, passport, birth certificate).
The Winner takes the Prize entirely at his/her own risk and indemnifies Haven Financial Advisers in respect of any claim for any accident, injury, property damage or loss of life that may occur in connection with the prize. The Winner is responsible for all insurance, tax or other costs that may be associated with the Prize. Where the Prize has associated terms and conditions the Winner accepts the Prize subject to those terms and conditions and restrictions.
The Prize must be taken as stated and no compensation will be payable if the Winner is unable to use the Prize as stated.
The Promoter (Haven Financial Advisers Limited) will not be liable for any prize(s) that do not reach the winners for reasons beyond the Promoter's reasonable control. Where a prize is being supplied by a third party, the Promoter accepts no responsibility in connection with the provision of the prize, including without limitation, the failure of the winner to receive ownership of, or use of, the prize or any performance issues associated with the prize.
The Promoter will not be liable for failure to provide (or delay in providing) the Prize resulting from any events, circumstances or causes beyond its reasonable control, including but not limited to acts of god (natural disasters), acts of war or terrorism, national emergencies, issues of public health and safety, pandemic, mechanical breakdown, industry disputes, riots or failure of communication or power supply or voluntary or involuntary compliance with any regulation, law or order of any government.
Prizes may be subject to additional terms and conditions imposed by a third party.
The Promoter will not be responsible for any loss or damage suffered by entrants or anyone else as a result of, arising out of, or in any way connected with the Promotion or its prizes.
The Promoter collects and holds personal information provided by entrants for the purposes of administering this Promotion and for future Promoter promotional purposes. All personal information provided by entrants will be held by the Promoter and will not be provided to third parties unless otherwise specifically set out. Under the Privacy Act 2020, entrants have the right to access and correct their personal information.
The Haven Travel Promotion is only open to legal residents of New Zealand who are eighteen (18) years of age or older.
Disqualified Participants' are: (a) all Haven Financial Advisers employees (b) all people under the age of 18 years.
The Competition begins on Monday 13th March 2023 to Wednesday 31st May 2023.
Complete a financial review with any of Haven's advisers for any service during the entry period and you will receive one entry into the Competition.
The final winner will be drawn on Monday 5th June via random selection by Haven Financial Advisers.


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Beatrice Szalas
Vice President for Client Services
Beatrice's client work has won dozens of ADDY and Higher Education Marketing Report awards—all while producing measurable enrollment, fundraising, and brand-building results for schools in both the U.S. and Canada.
She earned her MA from Carleton University in Ottawa, Canada, and has completed executive development training at York University's Schulich School of Business in Toronto.
An accomplished athlete (she's completed both the Ironman and Boston Marathon), Beatrice now practices an even more intense form of cardio—keeping up with her 9-year-old son, Max.


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We humans had sex with Neandertals; we bonked the relatives of Neandertals; we got down and dirty with members of an as-yet unrecognised African population; and we, of course, got jiggy with each other.
Yes, we really got around, as shown by papers such as the one published today in the American Journal of Human Genetics.
It's a remarkable story, within an even more remarkable framework.
That's because the 150-year-old study of human evolution is in the midst of a revolution. It's a transformation with implications as immense as the "discovery" by Darwin of Natural Selection.
Yet it's a revolution just beginning, and one that has barely touched the thinking of most anthropologists who, like me, are specialists in the fossilised remains of our ancestors.
Geneticists now have the capacity to extract and compare the DNA of our long-extinct cousins with our own genes, and to understand not just our biological relationships to them, but also differences in function between our genes, and their impact on our genome through hybridisation.
As already said, this shows our ancestors were "shagging" the Neandertals, with each of us carrying around the genetic legacy of a rather unique love affair!
The closest image in my mind is a fling between Captain Kirk and a female Klingon.
We humans are the product of hybrid mating between early modern humans (who looked just like people alive today around the globe) and archaic humans, including the Neandertals.
And also the "Denisovans", a 30-50 thousand year old relative of Neandertals found in a cave in Central Asia – known from a single tooth and a finger bone.
We were also doing the love-thang with an archaic African population, as yet unrecognised from the fossil record, although its DNA signature is clear among living Africans.
Talk about sowing the seeds of love! Keep your woolly mammoth cloaks on, boys!
The American Journal of Human Genetics paper, by Harvard geneticist David Reich and his international colleagues, has compared the genome of the extinct Denisovans to those of a wide range of living Asians and Oceanians.
Over the last 30 years, a large body of DNA evidence has accumulated supporting the peopling of Asia in a single dispersal of modern humans from Africa 60,000 to 70,000 years ago.
It was, after hundreds of confirmatory studies, cut and dry.
Modern humans got into the region (actually right across Eurasia) either after archaic humans had long gone extinct, or were pushed to extinction by invading moderns.
This was the earliest example of megafaunal extinction, and one with a rather unsavory twist.
But until last year, when the fossilised Neandertal genome was published by US anthropologist Richard Green and colleagues, there was no evidence in human DNA for any hanky panky.
We were genetically untarnished by our archaic cousins. A number of possible hybrid skeletons were hotly debated, but largely disbelieved by anthropologists.
The Neandertal genome from 2010 showed that 1-4% of the DNA of living non-Africans had its origins through interbreeding with this archaic population.
In December 2010, the same geneticists published the genome of the Denisovans and argued that there was evidence for up to 6% of the DNA of living Papua New Guineans having originated from interbreeding.
Yet, Papua New Guinea is a hell of a long way from Central Asia (i.e. Siberia). The study raised many more questions than it answered and left some anthropologists deeply troubled.
This new work builds dramatically on the earlier Denisova work. It suggests modern humans colonised East Asia/Oceania in two waves: one from Africa, following a southern route into Southeast Asia, and a much later one, perhaps from the north.
All of these people carried Neandertal DNA.
Moreover, the earliest immigrants into East Asia/Oceania, the ancestors of indigenous people living today in the southern Philippines, eastern Indonesia, Papua New Guinea and Australia, apparently also interbred with the Denisovans in Southeast Asia before settling distant parts of our region. That's two interbreeding events!
But how can this be? Southeast Asia, the geographic source of most modern humans in our region tens of thousands of years ago, is a long way south and east of Siberia, the location of the cave where the Denisovan bone was found.
The only solution is that the Denisovan population must have had a very broad geographical distribution, one that spanned Siberia to the tropics of Southeast Asia.
Were the Denisovans Neandertals on a tropical holiday? Or a hitherto unknown archaic population from Southeast Asia?
While answering some of the questions I had from the last Denisova installment, this new study raises a whole set of new ones. I guess only more fossils and fossil DNA will provide the answers.
There has never been a more exciting time to be a student of human evolution. I'm sure Darwin would have been astonished.


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Early Settlement
The settlement by the English of the area known today as Peabody began when the Massachusetts Bay Company established the Town of Salem in 1629. As the population of Salem grew, emigrants began to settle to the north and west of the immediate coastal area. These outlying areas of Salem were referred to as Northfields, The Farms or Brooksby, and would, through a series of mergers and name changes, evolve into what is today the City of Peabody.
In the 17th century Peabody was largely wilderness, with many meadows, large hills, swamps and pastures and an extensive network of rivers and streams. The majority of the early settlers were farmers, but Peabody was also a center of industry. The first industrial venture began prior to 1635 when Captain William Trask established a grist mill at the head of the North River, the location of present day Peabody Square. In 1670, Joseph Pope opened the first saw mill, and in 1685 Jeremiah Meacham, a clothier, built a fulling mill for the preparation and processing of cloth. A glasshouse opened in the Aborn Street area in 1638, possibly the first of its kind in America. The leather industry, for which Peabody became famous, began as early as 1639, when Philemon Dickerson was granted land for tan pits and the dressing of hides.
Witchcraft Trials
In 1692 a group of young girls in Salem Village (now Danvers) claimed they were "afflicted" by witches, and accused several of their neighbors of practicing witchcraft. By the time the trials ended, twenty people had been executed. Two families from Brooksby, the Proctors and the Coreys, were victims of the witch hunt. Elizabeth Proctor, the wife of John Proctor, a farmer and tavern keeper, was accused by her servant Mary Warren of witchcraft. While testifying on his wife's behalf, John Proctor was accused himself. Outraged that his neighbors were among the accused, Nathaniel Felton Sr. drafted a petition in support of John Proctor. The document was signed by Felton, his son Nathaniel Felton, Jr., and twenty neighbors. This act of solidarity was courageous, since those who signed the petition risked being accused themselves. Ultimately the petition failed, and the Proctors were both found guilty of witchcraft. John Proctor was hanged, but Elizabeth's sentence was stayed, as she was pregnant at the time. When the trials ended, Elizabeth was released and returned to her home which been stripped of the family's belongings by the Sheriff of Salem.
Martha Corey, also a resident of Brooksby, was a vocal opponent of the trials. Probably because of her opposition, she was accused of witchcraft, found guilty and hanged. Giles Corey, her husband, was subsequently accused and found guilty, but instead of being hanged, he was pressed to death. Corey owned 150 acres of land in the area of Phelps Pond, and he knew that an admission of guilt was grounds for forfeiture of his property, which he wished to leave to his sons. When Corey proved to be obstinate in his refusal to "admit" his guilt, the Sheriff of Salem ordered a board to be placed on his chest and large stones set on top of it. Corey repeatedly baited his torturers with the demand "More weight" until he finally expired.
Pottery Industry
During the eighteenth century Peabody became a center for the production of redware, a type of earthenware pottery produced from the iron-rich clay found in abundance on the banks of the North and Waters Rivers. The clay is gray, but takes on a distinctive red color after firing. Early potters produced redware by "throwing" the clay on a potter's wheel and baking it in a kiln that had been dug into the earth. The first pottery in Peabody was established by Jonathan Kettle in 1731 on Andover Street. In 1736, Joseph Osborn opened the first of several potteries run by the Osborn family in the Central Street area. Over the next century, the Osborns became the leading producers of redware in the region. Redware made in the Osborn shops became known as "Danvers Pottery."
By 1775, seventy-five potteries were operating in the two towns of Danvers and Peabody. During the first half of the nineteenth century, demand for redware decreased because of an increase in the availability cheap imports. By 1855, only two potteries remained in Peabody. One was owned by Joseph Reed, who had purchased a pottery on Central Street from the Osborn family. In 1876, Reed sold the pottery to Moses B. Paige. Paige Pottery was the last establishment in Peabody to manufacture redware. Paige Pottery remained in operation until the 1950s when it was destroyed by fire.
Leather Industry
Peabody Today
Though the loss of the tanneries was a blow to Peabody's economy, the city has been able to compensate, in part, by other forms of economic development. In 1930, the Eastman Gelatin Corporation took over the American Glue Company factory on Washington Street to produce the gelatin used in Kodak film. Eastman was a boon the city during the Great Depression, and the factory continues to operate today. Centennial Industrial Park, which was developed by the Peabody Community Development Authority in the mid-1980s, is the headquarters of many medical, technological and manufacturing firms. The retail industry has thrived in Peabody since the opening of the North Shore Mall in 1958, which was then the largest shopping center in New England.
But Peabody's main resource continues to be its people. Every September the city celebrates the diversity of its heritage with the annual International Festival in Peabody Square, where thirty-six nationalities and cultures are represented through exhibits, art, and cuisine. In 2012 we were among the 100 Best Cities to Live by Money Magazine and in April 2009, Forbes Magazine listed the City of Peabody as Number 14 on its list of most livable cities in America, signifying that Peabody remains a vibrant and flourishing community.
Important People in Peabody History
George Peabody
George Peabody, the international financier and father of modern philanthropy, was born in South Danvers in 1795. Peabody had to leave school at the age of 11 to work and help support his family. Because of his lack of schooling, Peabody's desire to provide access to education became the foundation of his philanthropic philosophy. Following the war of 1812, Peabody started a wholesale dry goods company based in Baltimore, Maryland, then a major hub for trade and commerce. By the 1830s, he had transformed the company into a mercantile banking empire based in London. Peabody's vast earnings enabled him to donate more than $7 million to museums and educational institutions in England and America.
Many of Peabody's foundations still exist today and continue to serve as modern philanthropic models. In America, he funded and supported the Peabody Institutes in Peabody and Danvers, Massachusetts and in Baltimore, Maryland; the Peabody Museums at Harvard, Yale and in Salem, Massachusetts; and the George Peabody College for Teachers, in Nashville, Tennessee. In England, he established the Peabody Donation Fund, which is today London's largest non-profit housing foundation, providing homes to 40,000 low-income people. When Peabody died in 1869, he became the first American to be given a funeral service in Westminster Abbey. His last wish, however, was to be buried in his hometown of South Danvers. The funeral train from Maine, where his body arrived from England via the H.M.S. Monarch, to South Danvers, was the longest procession in U.S. history, surpassing that of Abraham Lincoln. Peabody was laid to rest with great ceremony during a blizzard at Harmony Grove Cemetery in Peabody. Today the George Peabody House is maintained as a museum by the City of Peabody.


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Brooklyn Bridge Park (2017)
Situated on the waterfront of Brooklyn and overlooking the lower Manhattan skyline, lies Brooklyn Bridge Park. During warm weather, this is an amazing location to visit and you can encounter people sunbathing out on the grass or just sitting by the waterside and admiring the view. I like to approach the area from Washington Street for the spectacular view of the Manhattan Bridge and make my way from there towards the Brooklyn Bridge.
In the background, Jane's Carousel is visible. Originally constructed in 1922, it was purchased in the mid 1980's, painstakingly restored for decades, and finally installed to the current site in 2011. It is housed in a jewel box-style glass pavilion designed by architect Jean Nouvel.
In the further background is one of the most recognizable structures in the world: the Brooklyn Bridge.
The scene depicted in the painting takes place on a gorgeous late spring day on May 29 2016. A crowd of people are enjoying the sun, park, and view of lower Manhattan. There is also a bride and groom visible seen taking wedding photos in the background.
- Oil on Canvas
- 36″ x 48″
- Available (via artist)


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Eclipse Headstock Tuner, Red
Eclipse Headstock Tuner, Red
Sale Sold out
Regular price $16.00 USD
Regular priceUnit price per
Sale price
Affordable no longer means compromise. Introducing the D?Addario Eclipse Tuner?the modestly-priced tuner with unparalleled performance. The Eclipse chromatic clip-on tuner offers fast, accurate chromatic tuning on and off the stage. The tuner features a full color vertical display, auto power-off, and pitch calibration in a discreet, compact design. The multi-swivel action allows for the perfect viewing angle and can be mounted in front of or behind the headstock on right- and left-handed instruments. Available in a variety of colors. CR2032 battery included. D?Addario electronic tuners are designed by musicians for musicians featuring intuitive features, easy to read display's, and exceptional tuning accuracy.


text: Introducing a stylish, petite collection of lockets and charms, finely handcrafted from solid sterling silver, solid gold and rose gold, faceted gemstones and pearls. Stowed safe and close to your heart, a locket filled with precious charms captures your story, life and dreams. Be a part of our beautiful story – stowlockets.com #stowmystory


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§11-11-7. Nonprobate inventory of estates; penalties.
(a) The personal representative of every resident decedent who owned or had an interest in any nonprobate personal property, and the personal representative of every nonresident decedent who owned or had an interest in any nonprobate personal property which is a part of the taxable estate located in West Virginia, shall, under oath, list and appraise on a nonprobate inventory form prescribed by the Tax Commissioner all tangible and intangible nonprobate personal property owned by the decedent or in which the decedent had an interest, at its fair market value on the date of the decedent's death. The nonprobate personal property to be included on the nonprobate inventory form includes, but is not limited to, the following:
(1) Personal property held as joint tenants with right of survivorship with one or more third parties;
(2) Personal property payable on the death of the decedent to one or more third parties;
(3) Personal property held by the decedent as a life tenant;
(4) Insurance on the decedent's life payable to beneficiaries other than the executor or administrator of the decedent's estate;
(5) Powers of appointment;
(6) Annuities;
(7) Transfers during the decedent's life in which any beneficial interest passes by trust or otherwise to another person by reason of the death of the decedent;
(8) Revocable transfers in trust or otherwise;
(9) Taxable gifts under Section 2503 of the United States Internal Revenue Code of 1986; and
(10) All other nonprobate personal property included in the federal gross estate of the decedent.
(b) For purposes of this section, "nonprobate personal property" means all personal property which does not pass by operation of the decedent's will or by the laws of intestate descent and distribution or is otherwise not subject to administration in a decedent's estate at common law.
(c) The personal representative shall prepare the nonprobate inventory form and file it, together with the appraisement form required by section fourteen, article one, chapter forty-four of this code, for estates of decedents dying on or after July 13, 2001, with the clerk of the county commission or the fiduciary supervisor within ninety days of the date of qualification of the personal representative in this state: Provided, That for estates of decedents dying on or after July 13, 2001, but before the date the amendments to this section become effective, the requirement to file the nonprobate inventory form with the clerk or supervisor applies only if that form has not already been filed with Tax Commissioner.
(d) The nonprobate inventory form shall be maintained and preserved by the clerk of the county commission or the fiduciary supervisor, but shall not be recorded in the records of the clerk of the county commission. The nonprobate inventory form is confidential tax return information subject to the provisions of section five-d, article ten, chapter eleven of this code and may not be disclosed by the clerk of the county commission and his or her officers and employees or former officers and employees. Nothing in this section may be construed to hinder, abrogate or prevent disclosure of information as authorized in section thirty-five, article eleven, chapter eleven of this code.
(e) Any personal representative who fails to comply with the provisions of this section, without reasonable cause, is guilty of a misdemeanor and, upon conviction thereof, shall be fined not less than $25 nor more than $500.


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By Roland Hughes & Joshua Nevett
BBC News
When Donald Trump descended the golden escalator to announce his run for president, none in the sceptical media pack below could have imagined he would win.
It was on this day four years ago – at the exact same stage of the last US presidential cycle – that Mr Trump made his announcement: he would, for real this time, run for the highest office in the land.
The property mogul and TV host was the 12th candidate to come forward to try to claim the Republican Party's nomination.
If the Washington establishment was sceptical, it was because this was not the first time he had floated a run for the White House, only not to follow up on his own speculation.
Many of the reports that day reflected those doubts. Many of them, employing a degree of mockery rarely used in news, denigrated his performance at the podium inside the gilded Trump Tower. Some of them, though only some, focused on his claim Mexico was sending "rapists" over the border.
What did commentators that day fail to understand about the man who would be president? And what did they get right?
'He seems like he means it' – BBC News
What we said in 2015
"Donald Trump is actually running for president," our North America reporter Anthony Zurcher wrote. "Few people expected it to happen – he's gone through the motions many times before – and his political rants up until now have been roundly derided as a joke. But this time he actually said the words, and he seems like he means it…
"He's already proven a willingness to take swings at his opponents. Jeb Bush and Marco Rubio 'don't have a clue', he said in his announcement speech. 'How are these people going to lead us?' he asked.
"If he says that enough times during a debate – or in a multi-million dollar television advertising spree – a lot of people are going to stop laughing and take notice. And that's probably just what Mr Trump wants."
How does that view look now?
"Donald Trump got people to take notice all right, but I never thought someone with negative ratings as high as his could capture the nomination," Anthony writes in 2019. "I figured the Republican establishment would coalesce around an alternative – and it never really did.
"There's a theory that Trump's presidential campaign was a publicity stunt gone awry, a real-life version of The Producers, where an enterprise designed to fail became an accidental success.
"Only Mr Trump knows the truth, but his pugilistic brand of politics capitalised on a moment in American history when just enough voters were fed up with the status quo to take a chance on an unlikely outsider."
'Much-needed seriousness' – Democrats
What they said in 2015
"Today, Donald Trump became the second major Republican candidate to announce for president in two days," Democratic National Committee (DNC) spokeswoman Holly Shulman said in a statement that proceeded to lay on the sarcasm in spades.
"He adds some much-needed seriousness that has previously been lacking from the GOP field, and we look forward to hearing more about his ideas for the nation."
How does that view look now?
Neither the DNC nor Holly Shulman responded when asked how they viewed those comments now.
What they said in 2015
Days before Mr Trump's announcement, Byron York wrote in the conservative Washington Examiner that the mogul could appeal to Republican voters tired with the direction the party was taking.
"It's been clear for quite a while that some conservative voters are so disgusted with the GOP that they would entertain the notion of a third party," he wrote.
"If he pursues a race seriously, Trump could win the support of those I've-had-it-up-to-my-eyeballs voters. Their concerns aren't a joke. If Trump doesn't address them, somebody else will."
How does that view look now?
The fact Mr Trump was not an establishment politician, and could shake up the system, was a factor his supporters went on to regularly cite for why they loved him.
Here's what some of his supporters told us in summer 2016:
Four years on, there is no question that the Republican Party has been shaped in the image of the man who led it to the White House: more hardline and more aggressive.
Former Ohio governor John Kasich, who was the last Republican candidate standing alongside Mr Trump in 2016, said in May that it was now the Trump party. "Ninety percent of the Republican Party supports him," he told CNN.
All eyes on the primaries – New York Times
What they said in 2015
Correspondent Maggie Haberman predicted Mr Trump's campaign would end with him not winning the nomination (and instead earning a nice fat cheque for the next season of The Apprentice).
But she also anticipated intriguing times ahead in the crucial early states in the Republican primary race.
"He would likely have to somehow outperform both Jeb Bush and Marco Rubio in Florida, where he is a part-time resident," she wrote. "If Mr Trump could buy a state with an early nominating contest, like New Hampshire, and brand it with his name, it might help."
Anyone suggesting Mr Trump could win a primary at this stage was… a lone voice, shall we say.
How does that view look now?
Well, The Apprentice did return, but Mr Trump was a bit too busy to host it by that point.
As far as the primary race was concerned, Maggie Haberman was right – his win in New Hampshire in the second primary gave him a critical boost.
After that, he didn't look back. And by the time of the Florida primary in March 2016, his momentum did help him outperform Marco Rubio and Jeb Bush (who had by that point withdrawn from the race) – Mr Trump won 45.7% of the vote there.
What they said in 2015
Trump the performer could take up all the oxygen of the other candidates, predicted Chris Cillizza, now of CNN.
"He will interrupt, bully and seek to dominate the debate in ways that will make it impossible to get a word in edge-wise," he wrote. "And, if past is prologue, the sorts of things he does say when he gains control of the debate floor will be stuff that appeals heavily to the Republican base and turns off, well, almost everyone else…
"While it's possible Trump's poll numbers collapse between now and August, that doesn't seem very likely since much of how you perform in national polling at this point is a function of pure name recognition, and Trump has plenty of that."
How does that view look now?
Even though the Trump campaign didn't launch until mid-June, analysis shows his campaign was the second-most covered news story of the year on US television networks in 2015. No other candidate – apart from the Democrats' Hillary Clinton – was anywhere close.
When the first Republican debate rolled around in August 2015, all the headlines were about him and what he said (in this case, he refused to withdraw comments he had made denigrating women). He would continue to dominate the news agenda all the way through to the election.
What he said in 2015
Republican media strategist Adam Goodman predicted Mr Trump's status as an outsider billionaire who was "unashamed" about his wealth could prove attractive to voters.
Appearing on conservative channel Fox News on the day of Mr Trump's announcement, he told broadcaster Gregg Jarrett that Mr Trump was "talking to the disaffected" American.
In prescient comments, he discussed how Mr Trump's "America First" platform would appeal to those voters.
"In a way he's sending a signal to a lot of Americans who are not making it, which is: 'Put me in place, and I will make sure America's brand is back on top again'. 'I will make sure that when I am president of the United States, I will do everything I can to put you first, and allow you the opportunities I had to make it and fulfil the American dream.'
"That's a pretty sexy message for anyone to hear."
How does that view look now?
Four years on, Mr Goodman maintains he "felt something" when watching Mr Trump declare his candidacy for the Republican ticket. He tells the BBC he stands by the comments he made on Fox News.
Mr Trump's "America First" message, Mr Goodman says, was "code" to disenfranchised Americans who felt the system had "let them down".
The "sexy message" he described on Fox News gave Americans "something to feel good about in a pro-America way".
"Donald Trump, for all of his faults, certainly brought that message. Unashamedly and unedited," Mr Goodman says. "Trump reflected what was in people."
Has Trump delivered on his promises?
Neither Mr Trump nor his nationalistic platform have changed since then, Mr Goodman says.
"Trump today is the same as candidate Trump in 2015," he says. In the 2020 presidential election, Mr Goodman predicts Mr Trump will leave a "lot of people scratching their heads again".
Jeb Bush would win the nomination – Polls
What they said in 2015
On the day Mr Trump entered the race, polling data painted a fairly bleak picture for him. He was languishing towards the bottom of the pack with 3.6% of support, according to a RealClearPolitics average of polls.
Leading the field on 10.8% was former Florida governor Jeb Bush, ahead of Wisconsin's then-governor Scott Walker (yes, really).
Image copyrightREUTERS
Image caption
Jeb Bush: remember him?
Mr Trump's average in the polls would dip to 3.2% on 22 June 2015, but that would prove to be his lowest ebb. From that point onwards, his rise was meteoric.
His approval rating spiked on 12 July 2015, when he accused Mexicans of "killing us at the border" at a mass rally in Phoenix.
Eight days later, he overtook Mr Bush, his polling average climbing to 16.8%. After that, only Ben Carson would surpass him – once on 5 November 2015 – until his nomination was confirmed.
What do the polls say now?
It's only the Democrats picking a candidate this time around and so far, their race has been dominated by one name: former US Vice-President Joe Biden.
He has been the runaway leader for the nomination, even before entering the race on 25 April this year. As of 12 June, his polling average, according to RealClearPolitics, puts him top at 32.8%.
Vermont senator Bernie Sanders is his closest competitor on 17.3%, while the rest of the pack – including Elizabeth Warren (9.2%), Pete Buttigieg (7.2%) and Kamala Harris (7.2%) – trail in single digits.
Those ratings are likely to fluctuate as candidates lock horns in Democratic primary debates starting on 26 June. As Mr Trump's unexpected ascendancy in the 2016 race shows though, it's still too early to make any sensible predictions…


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In Part 4 of our interview with Science Fiction/Fantasy author Tad Williams, Williams revealed plans for audio books for his classic "Memory, Sorrow and Thorn" series. In the US and the UK, the "MS&T" books have never been transferred to audio, other than an edition for sight-impaired readers that was released on audio-cassette in the 1990s. Requests for English-language audiobooks of "Memory, Sorrow and Thorn" have been made for many years, to no avail. German-language audiobooks have been available for a long time.
Today, Deborah Beale, wife and business partner of Tad Williams, just tweeted news that casting for the audiobooks for "Memory, Sorrow and Thorn" has commenced. It is presumed that the English-language audiobooks will be released in time for the release of the sequel to "MS&T", called "The Last King of Osten Ard". The first volume of the new series, called The Witchwood Crown, is expected in April 2016.


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Negură, Ion, interview by Petru Negură, 2012 (in Romanian)
The main thrust of the interview concerns the process of upward social mobility and the forms of sociability of the new generation of Moldovan intellectuals (which the interviewee calls a "new wave" of intelligentsia). These people were of rural origin, but benefited from the opportunities of upward social mobility offered by the Soviet educational system. Despite being a product of this educational system, they began at a certain point to criticise the communist regime. The case of Ion Negură (which we may unreservedly consider to be a success story) is not altogether isolated. Most of the Moldovan intellectuals trained in the Soviet era came from a rural background, expanding the ranks of the first generation of intellectuals, after the almost complete disappearance of the "old generation" of the Bessarabian intelligentsia. Most of the intellectuals trained in the interwar period fled to Romania in 1940, while many of those who remained were deported by the Soviets. Ion Negură's case shows the ambiguous nature of this mobility. First of all, any change in status involves a number of difficult challenges, which everyone faces according to his or her own skills and resources, with more or less success. We may notice the turning points through which Negură went during his life, according to the "challenges" that were imposed on him by "history" and the state's modernising drive (war, famine, loss of his father, schooling, and recruitment in the army). Socialisation at two basic levels – the private environment, with relatives and friends, and the institutional one (school, university, workplace, etc.) – provided the subject with a double grid for "reading" reality and a binary pattern of behaviour; the effort to reconcile these two socialising levels marked his self-perception and life strategies. The Soviet state and its institutions were seen by Negură as a path for upward social mobility that he followed consistently. However, the ideological and moral discrepancies that he felt increasingly to be essential features of the Soviet official discourse (in relation to his own beliefs and the ethos of his native environment) and the obstacles he perceived to be put in his way by the party hierarchy at an advanced level of his career, made him develop an ambiguous attitude towards the Soviet state institutions. This life story shows the social promotion that Negură (and others like him) enjoyed thanks to the educational institutions (secondary school in the village, the Pedagogical Institute in Bălți, and the Moscow State University), but also because of his own skills and individual "legacies". Also, we should notice the "alternative" socialising and educational pathways from which he has greatly benefited during his life – his family, circle of friends, literary circles, Romanian and world literature, etc., – which brought to his formal education the openness necessary for a balanced intellectual development. Attending these alternative sociability environments was likely to elicit a certain distrust from the representatives of the regime towards Negură (and others like him), who were suspected of "nationalism." This suspicion had, in part, a real basis (because of the "alternative" socialising environments these people were involved in). At the same time, the mistrust of the party with regard to the new Moldovan intellectual elite (created within the Soviet system) had a "self-fulfilling" effect. Many young Moldovan intellectuals of the 1970s felt "stuck" at some level of their career and therefore, retreating into alternative circles of sociability, began sooner or later to spread critical attitudes towards the authorities and their ideals, which were at odds with the official mission that had been assigned to them by the party.
The private "cultural" circles or informal strategies of socialisation, which were characteristic of the new generation of Moldovan intellectuals, are a relevant example of cultural opposition. These gatherings, where people used to discuss politics as much as cultural issues, were quite well attended by writers and other intellectuals. The members of this new elite were individuals formed and severely constrained in their careers by the same system, as a result of a double logic of "social engineering": training of professionals versus. political control. Eventually, they challenged the cultural practices imposed by the regime and created oppositional political languages, subverting the legitimacy of the Soviet system. During the years of perestroika and the "velvet revolution," they became the vanguard that provided an alternative to the Soviet administration by embracing national values and later on the principles of liberal democracy. To a certain extent, they illustrated Alexey Yurchak's concept of "being inside-out (vne)" (Yurchak 2006, 126–157), i.e. of articulating an alternative discourse inside the system, but at the same time creating spaces of alternative sociability outside the system. As is clear from Negură's example, on the Soviet periphery nationalism became the most effective means of questioning and then openly opposing the hegemonic discourse of the party-state. Negură's case is thus typical for a major part of Moldova's intellectual elite, who assumed a militant and politically active role during Perestroika only to retreat back to the literary or academic milieu once their disillusionment with politics deepened in the first years after independence.
Chișinău, Moldova
Rodyti žemėlapyje
- Rumunų
Sukūrimo metai
- 2012
Charakteringas eksponatas
Nuorodų sąrašas
Negură, Petru. 2013. "Mobilitate socială și limite de aparat: observații pe marginea poveștii vieții unui intelectual moldovean din epoca sovietică târzie" (Social Mobility and Bureaucratic Limits: Some Observations Concerning the Life-Story of a Moldovan Intellectual During the Late Soviet Era). PLURAL. History. Culture. Society. Journal of the History and Geography Department, "Ion Creangă" State Pedagogical University. Vol. 1, No. 1–2 (December 2013): 149–163. http://plural.upsc.md/
Yurchak, Alexei. 2006. Everything Was Forever, Until It Was No More: The Last Soviet Generation. Princeton: Princeton University Press, 126-157.
Negură, Petru, interview by Cușco, Andrei, October 29, 2016. COURAGE Registry Oral History Collection


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Brussels, 11 June 2002
Memorandum of Understanding for the implementation of a European Concerted Research Action designated as COST Action 856 "Ecological Aspects of Denitrification, with emphasis on Agriculture." European Cooperation in the field of Scientific and Technical Research - COST Secretariat. Brussels, 10 June 2002 (document COST 242/02). Full text
Delegations will find attached hereto the text of the abovementioned Memorandum of Understanding signed in Brussels on 29 May 2002 by Denmark, Germany, Hungary and Spain and on 6 June 2002 by Belgium.
The Signatories to this Memorandum of Understanding, declaring their common intention to participate in the concerted Action referred to above and described in the Technical Annex to the Memorandum, have reached the following understanding:
1. The Action will be carried out in accordance with the provisions of document COST 400/01 "Rules and Procedures for Implementing COST Actions", the contents of which the Signatories are fully aware of.
2. The main objective of the Action is to better understand factors governing the loss of N- fertilisers in agriculture due to the microbial activities.
3. The overall cost of the activities carried out under the Action has been estimated, on the basis of information available during the planning of the Action, at about 30 Million Euro in 2001 prices.
4. The Memorandum of Understanding will take effect on being signed by at least five Signatories.
5. The Memorandum of Understanding will remain in force for a period of five years, calculated from the date of the first meetingof the Management Committee, unless the duration of the Action is modified according to the provisions of Chapter 6 of the document referred to in Point 1 above.
Denitrification, one of the main branches of the global nitrogen cycle, is an energy-yielding process in which microorganisms utilise nitrate as terminal respiratory electron acceptor under oxygen limited conditions. The overall reaction sequence employs the following intermediates in a pathway where nitrate is reduced via nitrite to gaseous products: Nitrate Nitrite Nitric oxide Nitrous oxide Dinitrogen
Denitrification is also called nitrate respiration or dissimilatory nitrate reduction, where these terms stress different physiological roles of the process. For many years it was believed to be performed exclusively by eubacteria. However, there are indications that some fungi (e.g. the pathogenic species Fusarium oxysporum) and archaea are also able to denitrify. Bacteria of many different systematic groups can perform denitrification. However, some microorganisms can reduce nitrate only to nitrite and others only to nitrous oxide. Several bacteria utilize nitrite or nitrous oxide but not nitrate. Overall, approximately 50% of all known bacteria can perform denitrification (or at least some of its partial reactions). The occurrence of denitrification in organisms of totally unrelated affiliations suggests that denitrification has been distributed evolutionary by lateral gene transfer.
The single steps of the denitrification process are catalysed by specific reductases. The first reaction, the conversion of nitrate to nitrite, is catalysed by a Mo-containing nitrate reductase. All nitrate reductases have a molybdopterin-cofactor and contain FeS centres, and, in addition, some possess cytochrome b or c. Several forms of nitrate reductases exist (membrane-bound, periplasmic and also an assimilatory enzyme with similar characteristics to the dissimilatory enzymes) making the study of this step interesting but also complex, particularly since some organisms contain more than one type of enzyme.
The next step in the denitrification pathway is the reduction of nitrite to nitric oxide catalysed by nitrite reductase. Bacteria employ two different forms of nitrite reductase, containing either cytochrome cd1- or Cu in their prosthetic group. Organisms possess either of the two enzymes. The cytochrome cd1 containing nitrite reductase appears to be more widespread among bacteria, whereas the Cu-enzyme apparently is more conserved evolutionary. The product of the reaction, NO, in addition to being toxic and highly reactive, is an important signal molecule for plant or animal life. Intact denitrifying organisms evolve at best minute amounts of this gas which is effectively utilized by the cytochrome b and c containing nitric oxide reductase. The conversion of NO to N2O catalysed by this enzyme involves the formation of the dinitrogen double (triple) bond which is a biochemically extremely interesting reaction that is poorly understood currently. Finally, nitrous oxide is reduced to the dinitrogen molecule by nitrous oxide reductase which contains Cu-atoms in a novel tetra-nuclear cluster at the active site.
By the action of denitrifying microorganisms, the global dinitrogen content in the atmosphere is largely in balance due to the formation of the dinitrogen gas from terrestrial nitrate. Nitrate is the main Nsource for the growth of plants in agriculture but can simultaneously by used also by microorganisms in soils. Denitrification is generally regarded as an anaerobic process, but there are indications that it may take place also in well-aerated soils. The conditions favouring denitrification in soils have not yet been elucidated in much detail. It is, however, clear that any use of nitrate by bacteria means a loss of N for the growth of plants. Thus, denitrification has severe impact on agriculture, and the COST Action will particularly put emphasis on these agricultural aspects. In addition, products of denitrification (nitrate respiration) have manifold other, mainly adverse effects on soils but also on the atmosphere and on waters. The major concern is thus agriculture, but it does not make sense to leave out environmental impacts of denitrification in this COST Action. Such impacts can be summarized as follows:
In contrast to ammonia, which is tightly bound in soil, nitrate is easily washed out and transported to the groundwater where it (and its reduction product nitrite) adversely affects water quality. On the other hand, denitrifying bacteria, together with nitrifying microbes, play a crucial role in the two-step process of biological sewage treatment. Denitrification also contributes in a beneficial way to the removal of nitrogen from polluted, eutrophic lakes. In addition, nitrogenous oxides released from soils and waters have several impacts on the atmosphere. Nitrous oxide is next to CO2 and CH4 in its importance as a potent greenhouse gas. Nitric acid and its chemical oxidation product NO2 are major constituents of acid rain, and NO and also N2O interact with ozone in complex reactions and are major causes of the destruction of the protective ozone layer in the stratosphere.
Thus the impacts of products of denitrification on agriculture as well as on waters and the atmosphere are complex, but are of extreme relevance for human welfare. In particular, the increasing N2O content of the atmosphere is giving cause for serious environmental concern.
However, many aspects of the denitrification processes are poorly understood at present. This COST Action will significantly contribute to increase the knowledge in the field, particularly to understand complex interactions of the biological N-cycle by bringing together scientists from different countries and different areas of competence. There are no series of International Congresses on denitrification in contrast to other fields of the N-cycle (e.g. dinitrogen fixation, nitrate assimilation). Therefore this COST Action is necessary to concentrate European activities and to stimulate the progress in the field. It should be stressed that such goals will not be achieved without the instalment of this COST Action...


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The conflict between patricians and plebeians continues apace as we explore the political complexities of 460 BCE. Much like a Jane Austen novel, letters and rumours abound in the fair city of Rome…
According to the annalist tradition, debate continues to rage about the proposal for clarity around laws and the idea of equality before the law. This leads to an unusual situation: the tribunes from the previous year return to continue pushing for these changes. Livy notes that the tribunes are riding on a high after ensuring the recent demise of Caeso Quinctius. But this also means that the incoming consuls are dealing with tribunes who seem be becoming entrenched…
Strategies for Violence?
We saw in the previous episode that there seems to be a difference between how the older patricians go about politics—through mechanisms such as magistracies and the senate—and how the younger patricians seek to make plays, through public violence and intimidation. Nevertheless, it seems as though the younger ones might just have hit upon a new approach which Dr Rad explores through Livy's account.
Letters and Rumours Abound…
Perhaps as a response to the violence in the City, the tribunes hit upon a new approach to push for changes. And before you know it, secret letters are being delivered to the tribunes while they're in the forum! There are a few implications that arise because of this and more than a little drama…
Dr G considers the narrative provided by Dionysius of Halicarnassus which leads into some intense set-piece speeches from Aulus Verginius and Gaius Claudius.
Join us for an episode full of exciting turns, political jousting, letters and rumours, and maybe even…conspiracy!
Our Players
- Publius Valerius P. f. Volusi n. Publicola (cos. II)
- Gaius Claudius Ap. f. M. n. Inrigillensis (or Regillensis) Sabinus
- Aulus Verginius
- Marcus Volscius Fictor
- Caeso Quinctius


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by Ian Matheson and Nancy L. Hutchinson
What is Self-Regulated Learning?
Self-regulated learning is a dynamic process involving planning, monitoring, and evaluating one's learning. This process is reputed to be predictive of academic performance (Butler, 1998; Butler & Winne, 1995). Research suggests that individuals with learning disabilities (LDs) are poor self-regulators when compared to their peers without LDs - this could be due to lacking skills, being unaware that one has the skills, being unaware of when and how to apply them, or lacking the confidence to apply them. Given the importance of self-regulated learning to academics, as well as the recent push by the Ministry of Education in Ontario to include self-regulated learning in policy documents (Ontario Ministry of Education, 2011), it is important to consider what elements contribute to the success of self-regulated learning.
For an overview of self-regulation, click here to access the article An Introduction to Self-Regulation.
Four Phases of Self-Regulated Learning
Winne and Hadwin (1998) introduced a model for self-regulated learning that included four phases. In a successful example of self-regulated learning, individuals would progress through each of the following four stages:
- Task definition
- Goal setting and planning
- Enacting of strategies
- Adaptations based on evaluations of progress
What are Cognitive Conditions?
While possessing a bank of strategies is important for the planning and implementation phases, Winne and Hadwin (1998) outlined the importance of the way an individual thinks about the task, themselves, the context, and other related factors (cognitive conditions) which are important, especially in the task definition and evaluation phases.
Self-efficacy can be understood as a belief one has in their ability to succeed in specific situations (Bandura, 1994). Mindset can be understood as a mental framework that we have for making sense of the nature of our abilities, and understanding our successes and failures (Dweck, 2006). Both theoretical concepts fit well within the cognitive conditions of this model, and likely influence the success of self-regulated learning. As Schunk (1989) pointed out, self-efficacy likely influences performance as it can guide choice of task or strategy, the amount of effort an individual exerts, and whether or not they persist when faced with adversity. Researchers have begun to examine the way individuals with LDs think about themselves, their abilities, their potential for growth, and how each of these relates to achievement.
The Cognitive Conditions and LDs
Individuals with LDs have been found to present with different motivations for and use of self-regulated learning strategies (Ruban, McCoach, McGuire, & Reis, 2003). As mentioned earlier, cognitive conditions can influence the types of strategies that individuals use during self-regulated learning.
When compared with their peers without LDs, individuals with LDs have often reported lower self-efficacy (e.g., Klassen, 2010). A number of researchers have also found that individuals with LDs overestimate their abilities when they are reporting about self-efficacy (e.g., Klassen, 2007). While low self-efficacy can cause individuals to be less likely to put in effort during tasks, it can also be problematic when individuals miscalculate their confidence in their abilities, as they may be less aware of areas of need and less likely to consider that they need to improve specific skills.
Self-efficacy can be applied to a number of skills (self-efficacy for reading), as well as tasks (self-efficacy for doing well on an upcoming test). In a 2010 study by Klassen, self-regulatory efficacy (confidence in one's ability to self-regulate) significantly contributed to the end of term English grade for individuals with and without LDs.
What is the Role of Mindset?
Mindset is made up of a number of theoretical constructs according to Dweck (2006), but she posits that it begins with implicit theories of intelligence. Dweck (2006) distinguishes between an incremental theory of intelligence, the belief that intelligence is a fluid construct that can increase and change, and an entity theory of intelligence, the belief that intelligence is fixed and cannot increase or grow. Beliefs about the nature of intelligence as fixed or malleable will likely influence the types of goals an individual sets for themselves, and to what they attribute their success and failure. Dweck also distinguishes more generally between a fixed and growth mindset, with a growth mindset being more conducive to academic success.
An individual with a fixed mindset is more concerned about how they look in front of their peers and others than about how much they are learning or gaining from an experience. Given the fixed theory of intelligence, an individual with a fixed mindset would also likely believe that their efforts will not make a difference in improving their abilities, and therefore would be more likely to believe that abilities are fixed – you either have them or you do not. An individual with a growth mindset would believe that one's ability comes from the effort they put into its development, and would attribute their failure at a task as a sign that they need to continue to work at it, or perhaps adjust their approach or strategy (Dweck, 2006). Along with lower (and inaccurate) self-efficacy when compared to their peers without LDs, individuals with LDs also comparatively present with a fixed mindset (Baird, Scott, Dearing, & Hammill, 2009; Blackwell, Trzesniewski, & Dweck, 2007).
The research about individuals with LDs and cognitive conditions (including self-efficacy and mindset) highlights the need for interventions and strategies focused on helping these individuals develop more effective patterns of thinking about themselves and their abilities.
Self-Regulated Strategy Development (SRSD)
Harris and Graham (1996) proposed a model for cognitive strategy instruction known as SRSD that has garnered strong empirical support (Harris, Santangelo, & Graham, 2010). This model addresses the cognitive, motivational, and academic characteristics of students, and can be used effectively with students with LDs in all types of classrooms. The SRSD model can be applied to general learning strategies that support students with LDs (e.g., studying or memorizing) as well as content-specific strategies that support learning and performance (e.g., mathematics).
Six Steps of SRSD
Six steps are involved in the SRSD model (Reid, Lienemann, & Hagaman, 2013):
- Identify: Definine the skills that an individual needs to perform a strategy and assess whether the individual has the required skills. A lack of the required skills places a heavy load on working memory and can make it difficult for an individual to acquire a new skill.
- Discuss: Discuss the value of the strategy with the student. Explanation what the strategy can be used for, why the student needs to learn a new strategy (usually current achievement is low), and how the strategy is used to help.
- Model: Explicitly teach how and when the strategy is used, and think-aloud as you are using it to show the student exactly how it is used.
- Memorize: The student must practice and commit the steps for using the strategy (as well as when the strategy can be effectively used) to memory.
- Support: The student uses the strategy with support from the educator. It is important for the educator to monitor the student's use of the new strategy to ensure that it is being used effectively, before releasing responsibility entirely to the student.
- Independence: The student has effectively retained the strategy and can use it effectively without support.
For a more detailed explanation of this strategy, click here to access the article Combining Writing and Self-Regulation Strategies: The SRSD Approach.
Improving Self-Efficacy
Perhaps the clearest way to boost self-efficacy for individuals with LDs is to teach them skills that they are lacking, and help them improve the ones that they are not as strong using. While these methods have strong reputations for improving self-efficacy (e.g., Graham & Harris, 1989), direct attention to the development of effective strategies does not appear to be the only way to do this, according to the literature (Bandura, 1997).
The Four Sources of Self-Efficacy
Bandura (1997) outlined four sources of self-efficacy, based on years of work both developing and attempting to understand this construct.
1) Mastery Experiences
This source is considered the most powerful of the four. The experiences that students have had in the past will undoubtedly inform the way they think about future experiences that are similar in nature (or exactly the same).
Students with LDs who have struggled with writing in the past will likely have a low self-efficacy for writing in future writing tasks. In order to help individuals build self-efficacy, they need to be given experiences of mastery. This can include designing tasks that are slightly below their current abilities in order to give them the feeling of success, and then building on that success with increasingly challenging tasks as they continue to work on their skills.
2) Observation of Successful Others
Upon seeing the behaviour and performance of other individuals, we can make judgments about our own abilities. A student with LDs may see a writing task that a peer has prepared, and perhaps more importantly the feedback that peer received, and make judgements about their own writing and how it would be graded.
Given that observation of others is a powerful source of self-efficacy, it is important to give students with LDs opportunities to observe successful self-regulated learning of their peers. Vicariously, students with LDs can learn about which behaviours and strategies lead to success and are praised by educators, and which behaviours and strategies do not seem to lead to the same success. This can allow them to better understand what successful self-regulation looks like and thus give them a better chance at implementing successful strategies.
3) Social Persuasion
Our judgements about our own abilities also come from others' judgments of our abilities. Educators provide feedback to students constantly and in many different ways – written feedback and verbal feedback are two examples.
If an educator communicates their belief in a student to be successful, that student will be more likely to believe in their ability to be successful. Consequently, sending a student a message that they will not improve, and that they are not any good to begin with, will likely lead to lower self-efficacy and self-esteem. Educators can help improve the self-efficacy of students with LDs by communicating to them the value of skills such as successful self-regulation, as well as their belief in the student with LDs' ability to be successful.
4) Physiological and Affective States
In attempting to self-regulate, students can experience periods of frustration and fatigue. These states may be interpreted as an inability to self-regulate during learning, rather than as natural states that can occur when skills are being developed.
Educators can assist students with LDs by helping them examine and understand the feelings and states that they experience while developing skills, and by helping them to come up with effective ways to deal with these feelings. For example, an educator may see that a student with LDs is having difficulty with a memorization strategy for an upcoming test. The educator could talk to the student about how they are feeling, explain that this is a feeling that comes with growth and hard work, and help the student understand the frustration as a sign of progress and change rather than as a sign of incompetence.
Additional Tips for Improving Self-Efficacy
According to Bandura (1997), it would help in the development of students' self-efficacy if educators placed emphasis on students' successful self-regulated learning practices, and highlighted examples of the competence of peers in self-regulated learning. Additionally, it would help if educators offered encouragement to students about their ability to adopt self-regulated learning skills as well as the value of doing so, and helped students manage physiological and affective states and reactions to situations related to learning. These strategies can be used with individuals with LD at any age, as the sources of self-efficacy can apply to all ages.
Research also suggests that students who received support with setting goals that were achievable and within reach (although still challenging) experienced increases in self-efficacy (Bandura & Schunk, 1981). Additionally, students with LDs who received cognitive strategy instruction, the practice of teaching strategies that can be used during self-regulated learning and problem solving, (also reported increases in self-efficacy. A combination of teaching strategies and attending to Bandura's (1997) sources of self-efficacy as an educator would undoubtedly be helpful in developing the self-efficacy of students with LDs.
For more information on cognitive strategy instruction, click here to access the article Working Memory and Cognitive Load.
Improving Mindset
Dweck (2006) outlined a number of ways that educators can help their students develop a growth oriented mindset.
Growth-Oriented Feedback
It is important for educators to be strategic in the feedback they deliver to students. Consider the following statement an educator might give to a student:
"Not a single question wrong – you're so smart!"
While this statement may seem harmless, or even motivating to the student, consider what the student might think if they don't get every question correct another time. Suddenly, they are not so smart because they did get questions wrong. Consider how the same student might react to the following statement:
"You've done very well on this test – you must have worked hard!"
The student does not get the same praise of being "so smart," however over time they will begin to relate hard work to success (and a lack of hard work to a lack of success).
Educators can help students with LDs develop a growth oriented mindset by sending messages in their feedback that are consistent with this mindset – messages that praise hard work over perfection and talent.
When students start to believe that working hard and studying will help improve their performance and self-regulated learning, they will be more likely to seek challenges that give them more opportunity to practice. Seeing their success as a direct result of their hard work will make students more willing to practice and develop their skills with the belief that they will improve by putting the time in. Additionally, lack of success will be attributed to a lack of effort or an insufficient amount of time spent practicing. This is an effective alternative to rationalizing that some skills, such as effective self-regulated learning, are unattainable and therefore there is not any point to putting in the work in an attempt to get better.
Model Growth Mindset
Finally, educators are in a unique position to provide learning experiences and give support to their students when it is needed. Students also look to their teacher as a model of character, and therefore it is important that educators model a growth mindset to their students. This can include sharing anecdotes of skills they are practicing to develop, attributing their successes (and failures) to effort rather than ability, and focusing on learning from new experiences in lieu of worrying about how silly they may look trying a new skill for the first time in front of others.
While feedback will be different for individuals at different ages, the strategies for improving mindset can be applied to students of any age. Dweck's (2006) work on mindset provides important strategies and interventions that educators can work into their teaching in order to help develop more positive cognitive conditions in their students with LDs.
Many of the strategies and interventions covered in this topic can be implemented in the classroom with little effort, and with students of all ages. Educators can improve the cognitive conditions of their students with LDs by making changes to the type of language they use in their feedback, the way they act around their students, and the types of learning experiences they provide. Positive cognitive conditions, including a stronger sense of self-efficacy and a growth oriented mindset, will contribute to more successful self-regulated learning in students with LDs. Winne and Hadwin's (1998) model provides a strong theoretical lens for examining how to help students with LDs become more successful at self-regulated learning.
This topic provides educators with a collection of strategies and interventions that can complement direct instruction about strategies that students with LDs can use while they are setting goals, planning, and evaluating their progress while engaging in self-regulated learning. Direct strategy instruction can be seen as an explicit method of helping students to improve their self-regulated learning practices, and addressing their cognitive conditions can be seen as an implicit method of improving self-regulated learning. A combination of explicit and implicit efforts to improve the self-regulated learning of students with LDs will give educators the best chance at success in this endeavour.
Related Resources on the LD@school Website
Click here to access the article Combining Writing and Self-Regulation Strategies: The SRSD Approach.
Click here to access the recording of the webinar Growth Mindset: Putting Positive Thinking into Practice.
Click here to access the article Working Memory and Cognitive Load.
Click here to access the article An Introduction to Self-Regulation.
Click here to access the answer to the question How do I Develop an Effective IEP to support Math Learning for a Student with a Learning Disability?
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Ruban, L. M., McCoach, D. B., McGuire, J. M., & Reis, S. M. (2003). The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities. Journal of Learning Disabilities, 36, 270-286.
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Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In B. J. Zimmerman& D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance. New York, NY: Routledge.
Searches were conducted of the literature for content appropriate for this topic that were published in scientific journals and other academic sources. The search included online database searches (ERIC, PsycINFO, Queen's Summons, and Google Scholar). The gathered materials were checked for relevance by analysing data in this hierarchical order: (a) titles; (b) abstracts; (c) method; and (d) entire text.
Relevant journals' archives were also hand-searched between issues from 2010 and the most recent issues. These journals included Learning Disability Quarterly, Journal of Learning Disabilities, and Learning Disabilities Research & Practice.
Ian Matheson is entering his second year in the PhD program in Education at Queen's University with a focus in Learning and Cognition. Ian has spent the last two years working as an occasional teacher with the Limestone District School Board where he is certified with the OCT as an elementary school teacher. He is currently involved with the Continuing Teacher Education Centre at Queen's University where he is an instructor for an Additional Qualifications course.
Nancy L. Hutchinson is a professor of Cognitive Studies in the Faculty of Education at Queen's University. Her research has focused on teaching students with learning disabilities (e.g., math and career development) and on enhancing workplace learning and co-operative education for students with disabilities and those at risk of dropping out of school. In the past five years, in addition to her research on transition out of school, Nancy has worked with a collaborative research group involving researchers from Ontario, Quebec, and Nova Scotia on transition into school of children with severe disabilities. She teaches courses on inclusive education in the preservice teacher education program as well as doctoral seminars on social cognition and master's courses on topics including learning disabilities, inclusion, and qualitative research. She has published six editions of a textbook on teaching students with disabilities in the regular classroom and two editions of a companion casebook.