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Lancaster police are trying to figure out what happened to a man who was found unconscious in a parking lot Tuesday morning.
A passer-by found the man on the ground with a cut on his head about 2:30 a.m. Tuesday, police said.
He was in a parking lot across the street from the Shamrock Cafe on West Walnut Street, police said.
Investigators said they do not think the cut was from a fall. The man was taken to a hospital.
The views expressed are not those of this site, this station or its affiliated companies. By posting your comments you agree to accept our terms of use.blog comments powered by Disqus


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Celebrating heels & the women who wear them.
Pucci shoes are colorful and funky. Watch Pucci shoes in action with this collection of shoe videos that feature the brand's most coveted styles.
783985 in White
Heels.tv Introduction
54 views
Disco Stiletto Minute
21 views
J Lo Fashion Show
19 views
Report Signature Fashion Show
17 views
Jessica Simpson Shoes Designer Spotlight
11 views
Acadia D'orsay - Red
0 views
Inside Heels Introduction Video
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Shows Introduction Feature
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Our Shoes Introduction Video
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Alanna - Gold Metallic Footwear Video
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subset: commoncrawl


text: Webexclusive Ceramic Owl Candle Holder, 10 in. Item #: 128608 $15.99 $9.97 Qty: Sorry, this item is currently unavailable online. Ship to Home This owl candle holder features detailed openings in its feathers and wings that allow candlelight to cascade throughout the room. Its subtle, yet festive colors will bring a lighthearted feel to any bathroom or bedroom. Candle holder measures 6.75L x 5.5W x 10H in. Crafted of ceramic Intricate cutouts allow light to shine through Painted in soft hues of lime green, yellow, and tropical pink Circular cutout in rear allows easy candle replacement Accommodates one (1) tealight candle; candle not included Care: Dust with a soft, dry cloth. This item is available at Kirklands.com only, not available in stores. Sorry, this item is currently unavailable online.


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What are some ways YOU sneak booze into events?
There are some interesting ways to sneak some booze into events that do not allow it
Its another round of scareokee but this time its METAL
Things just sound so much creepier when they're whispered
Kyle makes things sound so much creepier when he whispers them ever so gently
What is your favorite junk food mashup?
Nothing like a good junk food mash up to give you the munchies
Imagine what the smell was like with his dead girlfriend in the back
Maybe he watched some Chevy Chase films before the trip
Lebron James is catching a lot of heat in the first game last night after leaving the game with leg cramps and being blamed with the Heats loss
Lebron just cannot seem to finish a game when it really matters
The new E-Cool in ground cooler keeps your beer cold using the Earth
The new e cooler will keep your beer cold but it comes at a price


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May 7, 2007
Good Morning:
Here is some great news to start the week and a sure sign that our renewal is well underway. Tulane's first-time incoming freshman class has increased by 56 percent.
More than 1,375 high school seniors have committed to Tulane University and will enroll in August as Tulane's Class of 2011. This is the largest one-year increase in first-time freshmen in the history of Tulane. In addition, as of this date, the university has also received a record number of applications and deposits from transfer students for next fall.
To read more about this wonderful class and this wonderful news please visit http://www2.tulane.edu/article_news_details.cfm?ArticleID=7339
Office of the President Emeritus, 1555 Poydras St, Suite 700, New Orleans, LA 70112 504-274-3638 firstname.lastname@example.com


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ATLANTIC CITY, N.J. -- Chad Dawson defeated Bernard Hopkins by a 12-round majority decision Saturday night and won the WBC light heavyweight title.
The 29-year-old Dawson (31-1, 17 KOs) never let a deep cut near his left eye affect his methodical approach at taking out Hopkins.
At 47, Hopkins (52-6-2) may have fought his last fight, though it seems impossible to count him out for another run at the belt.
This rematch was no classic, but it was an improvement on their first bout in October in Los Angeles.
Dawson had his TKO victory over Hopkins overturned and the decision was ruled a no-contest and the belt returned to the Philadelphia fighter. Dawson lifted Hopkins and tossed him to the canvas in that one.
2012 by STATS LLC and Associated Press.Any commercial use or distribution without the express written consent of STATS LLC and Associated Press is strictly prohibited.


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One of America's finest chefs and restauranteurs, Michel Richard was trained early on in France as a pastry maker. His training paid off handsomely. Today, he owns restaurants nationwide, including Citrus in Los Angeles and Citronelle, with locations in Santa Barbara, Washington, D.C., and other cities.
"My favorite desserts are chocolate, he says. "All my life, I have eaten spice bread a few times a year, but by adding chocolate, I could eat it every day. It is the best."
1 1/2 teaspoons baking powder
1 teaspoon baking soda
1 teaspoon ground cinnamon
1/2 teaspoon ground ginger
1/2 teaspoon ground anise seeds
1/4 teaspoon curry powder
pinch of {salt}
2/3 cup honey
2/3 cup cocoa powder
1/2 cup plus 2 tablespoons orange juice
2 eggs, lightly beaten
Into a medium bowl, sift the flour, baking powder, baking soda, cinnamon, ginger, anise seeds, curry powder and salt.
In a large saucepan, combine the honey, cocoa powder and orange juice. Stir over low heat until well-mixed. Set aside to cool.
Mix the eggs into the chocolate mixture. Gradually incorporate the flour mixture into the chocolate mixture and mix well.
Pour the batter into the prepared pan and bake for 50 to 60 minutes, or until a toothpick inserted in the center comes out clean.
Unmold the bread onto a wire rack and allow to cool.
Ease of Preparation: Moderate
Preparation Time: 15 min
Cook Time: 50-60 min
Servings: makes 1 loaf; 16 slices
Recipe By: Food Editors of Prevention Magazine Health Books
From: The Healthy Cook: The Ultimate Illustrated Kitchen Guide to Great Low-Fat Food
Used with permission of Rodale Press


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By William Wallis
Financial Times (London)
December 13, 2008
[Review of From Genocide to Continental War: The 'Congolese' Conflict and the Crisis of Contemporary Africa by Gérard Prunier (Hurst, 2008) -- £30, 544 pages.]
If Gérard Prunier did not exist already, there would be an urgent need for him to be created. The maverick French historian is a genuine rarity, someone who has criss-crossed Africa for 37 years, who can deliver a historical sweep but masters the details. He has battled at times alone to clear the foggy lens through which the continent is viewed, notably in The Rwanda Crisis, his unrivalled account of the 1994 genocide.
From Genocide to Continental War is his sequel on the wars in Congo. Until now the literature on this, one of the most momentous yet least understood upheavals in contemporary Africa, has been sparse.
A smattering of academic studies wraps up the traumatic, post-Cold War collapse of the Congolese state in dense thickets of French prose. English language readers seeking to understand a conflict that has indirectly caused an estimated 4m deaths since 1998 face a different dilemma. Most accounts take a discursive journey up the Congo River or follow in the wake of some 19th-century explorer.
What Everest is to mountaineers, Congo is to a small number of war correspondents and travel writers -- a place to test extremes of physical and psychological endurance or cast an unflinching look into the darkness that persists inside the hearts of men. In the hackneyed lexicon of literature on Congo, it seems almost compulsory to allude to Joseph Conrad's fictional account of a Congo river journey in Heart of Darkness.
Valuable and successful as these travelogues might be, they filter Congolese reality through the anguish, trepidation, and bravado of the writer. The genre may also be symptomatic of a continuing tendency in Europe and the U.S. to see Western engagement in African crises, whether by journalists, aid workers, or governments, as essentially noble and heroic, a myth that Prunier is brutally effective at dispelling.
The story of Mobutu Sese Seko, the late dictator, was sufficiently grotesque to capture the Western imagination and that of some publishers. With ample assistance from his Western backers, he extravagantly misruled one of Africa's best endowed and largest territories for 32 years. But his overthrow and subsequent death in 1997 unleashed the deluge he once famously predicted -- and of course hastened.
The subsequent proliferation of rebel militias, invading foreign armies, wars within wars, and the often cack-handed international response did not lend itself to an obvious storyline -- a reflection of the messy circumstances of many African countries that emerged following the Cold War.
In From Genocide to Continental War, Prunier foregoes the easy linearity of another river journey and heads straight for this swampy terrain. This is an epic account of the repercussions of the 1994 Rwandan genocide and the events that in its aftermath sucked at least seven countries, led by Rwanda, into neighboring Congo's wars. It stands alone in capturing the breadth of involvement, multiple causes, and terrible consequences of "Africa's first world war."
The book, though by a Frenchman, is written in fluent and elegant English. And for both regional state actors and Western governments, it will make uncomfortable reading.
It takes us back to the months after the genocide. The Rwandan Patriotic Front (RPF) rebels, mostly of the Tutsi minority, were led by Paul Kagame. They had driven out the Hutu soldiers and militias responsible for the slaughter, alongside more than 2m carefully herded refugees and were consolidating their grip on the tiny mountain state on Congo's eastern border.
Prunier's knowledge of the RPF goes back to the creation of the guerrilla movement by Rwandan exiles. His original account of their military victory following the genocide was broadly sympathetic. As such his efforts here to uncover the extent of the massacres the RPF subsequently committed will be damaging to the Kigali regime.
Using new evidence, he paints a picture of something more sinister and systematic than revenge for the genocide, in which killing became an instrument of control. The genocide had "contaminated the world of the survivors" and by the time Rwanda attacked the armed Hutu camps on its Congo border in September 1996, forcing some refugees back home and slaughtering others, it had contaminated the region as a whole.
Washington and London were wracked by guilt. At the same time they wanted to believe that Kagame and other reformed Marxist leaders who conspired together to oust the cancer of Mobutu's regime were a new breed capable of delivering an "African renaissance."
Kagame manipulated this combination of guilt and aspiration with great skill, Prunier argues, to obscure the nastier aspects of his own regime and to swing the West behind his regional goals. "Any discussion of Rwandese violence in the Congo was immediately countered by reminders of the horrors of the genocide (and of the fact that the West had done nothing about it)," he writes.
But he neither minimizes nor exaggerates Rwanda's role in the subsequent disintegration of Congo into warring fiefdoms, battling for control of vast mineral resources beneath the soil.
He examines in detail the motives of all the main actors who ended up on the battlefield, from Rwanda, Uganda, Zimbabwe, and Angola to more minor "interlopers" from Namibia, and Burundi to Libya and Sudan. He considers the vortex that Congo sucked these players into, and the South African diplomacy that helped eventually draw them out.
Nitpickers -- particularly those who have experienced episodes of Congo's recent history firsthand -- will find omissions and weaknesses. Polemicists, of whom Prunier notes there are plenty among reporters, activists, academics, and diplomats involved with the Great Lakes region, will be duly aggravated by the chilling detail brought to bear in challenging some treasured theories.
As conflict reignites in its ravaged east, the basic premise of successful engagement with Congo must be a clearer understanding of how it got where it is -- as such, this unique and hugely ambitious book may turn out to be one of the most important to emerge on Africa for a long time.
--William Wallis is the FT's Africa editor.
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10 Expressions That Really Piss Me Off
Useless and annoying expressions you can stop using now.
Warning: The following material contains offensive language; poor attempts at humor; untimely and inappropriate references to male and female genitalia; extremely long, eccentric, and needless descriptions of things that never really happen to people; a touch of caffeine-fueled intensity; a dose of alcohol-fueled creativity; an infinite load of "un-called for" and misdirected anger towards things that DO NOT actually affect me on a daily basis (or at all); a medium amount of truth; a hint of romance; a low amount of intelligence; and an embarrassing amount of useless adjectives... all of which indicate that I probably need truck-loads of medication and years of therapy. READER DISCRETION IS ADVISED.
1. "It is what it is." (Closely related to its rotten cousin, "Things are the way they are.")
Well thank you so fucking much, Gandhi!! Before you say something else intelligent, please allow me to tie this noose around my testicles and hang myself upside down...for fear that you may utter something else that over-stimulates my intellectual capacity.
2. "I have a book that might help you."
I hope you're not fond of words.And I have a book that might help you...the 2007 issue of Penthouse Magazine. You might like it. YOUR SISTER IS IN THAT ISSUE!
I guarantee you won't make it to the age of 30 without at least 10 to 15 people saying this to you. But if you think about it long enough, and if you carefully consider the person who says this, you'll eventually realize that HIS LIFE IS EVEN MORE FUCKED UP THAN YOURS!! And, consider the author of the book. God!!! Can you imagine how fucked up his life is? I mean, why else did he write the fucking book in the first place?
If you have a book that might help me, please do us both a favor and put that book back where it belongs: IN YOUR ASS!!!
3. "Wherever you are...BE THERE!"
Let me get this straight. I'm supposed to BE...wherever I AM? Well holy jumping balls of green shit!! Thank you, Mr. Newton. I wasn't quite sure if I'd been applying enough effort to this one or not. You know where you usually hear this phrase? At one of those bullshit high school assemblies or one of those "mandatory" college gatherings where they pack you all into some lecture hall like a bunch of sardines so you can listen to some jerk-off motivational speaker who can't get a job doing anything else. (Well, unfortunately he did find a job telling YOU about the facts of life.)
This phrase is basically bullshit because it implies that you should pay attention to every single situation you find yourself in. Well, okay, there is some logic to that...but what if you're at an insurance seminar, or a bank line that runs all the way into the street, or on the phone listening to elevator music while you wait for a service representative from your credit card company to tell you that your card is being cancelled because you purchased too many French ticklers and dildos trying to impress your girlfriend.
Or worse yet...
What if you're in a dentist's office on a 110-degree day with beads of sweat running down the crack of your ass while you get old, neglected teeth yanked out of your crotch as your dentist keeps absent-mindedly re-telling you the story about how he accidentally got a fishing hook stuck in his testicles because he drank too much beer out on the river one morning?
I mean, for fuck's sake!! There ARE situations when you're allowed to let your mind wander a bit. So wherever "you are"...reach "over here"...AND JERK ME OFF!!!
4. "Idle hands are the devil's workshop."
This phrase is just as fucking bad as the last one. I don't like this phrase for two reasons:
Even the devil has to just eyeball it occasionally.Reason #1: It implies that if I get bored at any given moment, I'm automatically going to do EVIL SHIT!!! "Oh jeez, I was going to go torture and mutilate a small animal right before raping, killing, and destroying an entire village of helpless, screaming people right after I steal someone's car, take a shit in my neighbor's yard, fuck my best friend's sister, get involved in the drug business, and burn down a few churches...but...nah...I think I'll volunteer to help bag groceries down at the supermarket instead." Give me a break!!
Reason #2: It implies that the devil himself has absolutely nothing better to do than sit around and wait for me to get bored!! Sounds kinda pathetic to me. If idle hands are the devil's workshop, then tell the devil to fondle my balls...I'm too fuckin' lazy to do it myself.
5. "You gotta do what you gotta do."
Yeah...okay, and I gotta do what I gotta do...which involves locating people like you and running you over with my truck.
6. "Attitude is everything."
So is bungee jumping without a cord. You should try it sometime...
7. "You never really appreciate what you have until it's gone."
Oh yeah...well I really appreciated my SANITY before I started talking to you...you bone-headed prick!!!
8. "I've got a really good deal for you..."
Well, I hope part of this deal involves a price-reduction on Band-Aids and stitching equipment...because my asshole is still bleeding profusely from the last "good deal" you gave me.
9. "If you want something bad enough...it will happen."
Who are you, the fucking tooth fairy? If this statement is really true...then how come I haven't been cornered, tied down, abused, and repeatedly violated by a naked, lonely, frustrated, sexually-hyperactive jungle-woman with absurd body piercings and erect nipples? I've wanted that to happen since I was 6, but it still hasn't happened. STOP FEEDING ME EMPTY PROMISES!!!
And finally...
10. "I can't believe you behaved that way last night....what were you thinking?"
I'm only going to say this one more time. I'm sorry I started throwing money at your sister last night. It's not MY fault she started dancing topless on the bar. You know...we wouldn't be fighting like this if your brother and your dad hadn't talked her into it...
Continue to Part 2, "10 MORE Expressions That Really Piss Me Off" »
Heh. Funny stuff. I also loathe to hear "Let's agree to disagree", "Do-Gooders", "Bromance" and "You have the right to remain silent; anything you say may be used against you in a court of law"
Yeah. Those also highly qualify to make the list. Along with "Hey, I've been meaning to speak to you about something" and "We need to talk"...I've noticed that whenever I hear those two phrases, IT NEVER TURNS OUT GOOD!!!
But now that I've been on the international scene since 2007, there have been a few other phrases that I've gotten really tired of hearing over the past few years.
For example:
....Which is Chinese for "You are very drunk. Please go home."
넌 아주 술에 있습니다. 집에 갈하시기 바랍니다 which is Korean for "You are very drunk. Please go home."
...and I'll never forget ...
".Çok sarhoş. ülkeyi terk edin."
...which is Turkish for "You are very drunk. Please leave the country."
haha. Google is amazing.
:) I like.
I hate "let bygones be bygones". I will most certainly not. Or "all's well that ends well". No. If I got anally probed, eaten by zombies, pissed on by R. Kelly and then I suddenly find out that I just saved a bunch of money on my car insurance, that does not just negate all of that other shit. ......
Oh, and "Over the Moon" I just hate that. I also hate the name Becky, but that's another story.....
Me rikey. I think there should be a "reich" button (for the Nazis out there).
I hate anything that includes the words "cliche" and especially "trite." These two words account for 90% of pretentious commenting. It's trite and cliche to use the words "trite" and "cliche."
I am in full agreement with this list. I also have some of my own additions.
"Bless you": Why? Just because somebody violently expells air or some sort of liquid from their nose, does that make them more deserving of Ra's affection? I have it on good authority that my Eternal Sun God does not take kindly to those weak enough to be rendered useless by germs, dust or pollen. "Rome wasn't built in a day": I know. It was an enormous fucking city and empire. Just because some useless construction worker estimated that it would be done by 5 o' clock doesn't mean you should believe it!
And another thing, I think you are being too hard on the Pied Piper of R & B Keke. Do you know how wonderful golden showers are for the skin? Look at that girls face! Her skin is as smooth as a pornstar vagina! Maybe it's because she's an underage girl, or maybe it's R. Kelly urine.
Oh how I love a good rant! Nicely done Wesley.
One expression that always annoys me is "He's good people." I have no idea what the fuck that means. Does that mean that they have the worth of several good people lumped together in one giant amoebic mass, or does it mean that they actually have multiple personality disorder and all of their personas are decent as opposed to those who have psycho killers mixed in?
Also I have to ask because I simply don't know, but does Penthouse Magazine only put out one issue per year? If that's true that would be really funny that Penthouse actually puts out less than pretty much every other magazine on the planet.
Wow. First of all, let me say thankyou for all of your inspired responses. I'm glad this one reached a few people. When I was a child, I would often twinkle my toes as I let soft and pleasant thoughts dance gleefully across my mind like beautiful, female dancers on a heavenly stage...and as I gazed up innocently at those magnificent stars above, I used to pray, "Dear Lord, if I ever become an angry, belligerent, hate-fueled, alcoholic tornado of destruction with a severe case of hopelessly irreversible NPD (narcissistic personality disorder), please let me spread my messages of hope and glee to people all over the world"....(which this article is clearly doing)
Ha ha ha. OK, sorry about that. Anyway, I forgot a few:
"I love you and I really want to try to make things
work" (to which the proper response is: "Wow, that really softens my heart and brings a tear to my eye...Would you tell your boyfriend to get his beer out of my refrigerator, please?")
and also...
"It always gets worse before it gets better" (to which the proper response is a middle finger and a kick to the genitals)
PS (Hey Andrei, I sincerely hope that Penthouse makes more than one issue per year....because I live in Asia...and Asian porn really sucks...no pun intended)
On a final note, now that I've been living in Asia for so long, I have forgotten what good porn is really all about. In other words, when it "comes" to finding better porn...I might need a "hand"...
(Ok, I have to go back to grading papers before I get fired for being on this website all day long)
The American phrase "I could care less" never fails to baffle me. Is it intentionally stupid or simply an ingenious piece of linguistic trickery designed to melt my brain with confusion?
Exactly! The first time I saw this was from Nate and I assumed it was laziness, but it is quite prevalent amongst all yanks. Why why why?
It's called "Commonly Accepted Ignorance as Truth." The CAIAT of America, or C of A as it is more commonly know, is responsible for such language errors as English and the Romance languages because, as we all know, every language is bastard of the impossibly perfect, life giving, warm inside, chewy, and moist language called Latin. Mmm. Mmm.
But seriously (not actually serious), no body actually cares in 'Merica.
That's because ninety percent of it speaks Spanish or Portugese.
The other ten percent is ignorant or just plain Canadian.
I think it's been used that way only by those who aren't very bright... I don't hear many people saying "I could care less." I use it all the time, but am careful to say "I couldn't care less," which actually makes sense!
It's like a Rickyism. "For all intensive purposes, it's just supply and command, man."
life giving, warm, chewy, and moist?...that was a rather interesting way to describe Latin (ha ha ha)
I've found Latin to be a mixture of bubble gum and pussy.
It said that jeans can match with your every outfit perfectly. And it is loved by both men and women for the endurance and practicality. True religion is one of the high-end jeans in the United States. The true religion jeans dominate the field of jeans. The true religion sale store online provide you with many kinds of discount religion jeans.
Mike Lamb jeans rule the world. I guess this site needs one of those CAPTCHA thingers to confuse this spam bot.
I've read this like 5 times so far and laughed my ass off just as hard on the 5th time. 2, 4, and 5 are just awesome
You are a sad, strangle little man. But sometimes, you gotta do what you gotta do. You know what I'm sayin'?
Sad? That's not true. I was happy once....for about an hour....in Bangkok...
"Because I said so."
What? Are you Jesus or something? Is your word the ULTIMATE TRUTH AND REASON for all? I could wipe my ass with the newspaper and use the remaining visible letters to come up with a better reason than that.


text:
Out of Stock at the Epson Store
Epson MovieMate 50 Specifications Sheet
The ultimate portable projector, DVD and music player combo, Epson MovieMate 50 delivers all the big-screen drama, sound and excitement you desire — just plug, load and play.
For larger-than-life entertainment, Epson MovieMate 50 is the all-in-one product with a built-in progressive scan DVD/CD player and dual Dolby® 5.1 Digital DTS® 8 W stereo speakers. It works with any blank wall or screen and projects DVD movies up to eight times larger than they would appear on a 40-inch, widescreen TV.
Epson MovieMate 50 sets up easily— all you need is an electrical outlet. There are no additional cables or equipment to hook up. It features a convenient handle and soft, cushioned carrying case so you can take the show on the road. And, Epson MovieMate 50 delivers natural colors and bright, vibrant images with 3-chip, 3LCD technology.
Epson MovieMate 50 is incredibly versatile for videogames, movies and more. It works with your Apple iPod® Nintendo® Wii Sony® PS3 or Microsoft® Xbox 360 video game system for more entertainment options. It displays an 80-inch, widescreen image from just 7.8 feet away, or a 120-inch image from just 11.8 feet away.
Note: Epson does not accept returns on refurbished items unless the product arrives defective, in which case, a replacement with the same model or equivalent will be sent.
*"Our Price" is for purchases directly from Epson. Dealer Prices may vary. All prices are in U.S. Dollars.


text:
ARE : Analysis & Opinions
Ventas Among Real Estate Operations' Biggest Movers on August ...August 17, 2012So far today, the Nasdaq is up 0.3%, the S&P 500 has risen 0.1% and the Dow has declined 0.1%. The biggest movers in ...
Biggest Real Estate Operations Sector Movers for July 9, 2012July 9, 2012The market is having a bad day so far: the Nasdaq is down 0.3%; the S&P 500 has fallen 0.3%; and the Dow has decreased ...
Biggest Real Estate Operations Sector Movers for July 3, 2012July 3, 2012The market is on the rise this morning. The Nasdaq has climbed 0.7%; the S&P 500 has increased 0.7%; and the Dow is trading ...
R&D The Future For Life Sciences Equipment FirmsSeptember 20, 2011Finding new healthcare solutions will be a paramount concern going forward. For investors, the best way to profit from this ...
The REIT Sector Could See More UpsideJanuary 26, 2011The REIT Sector Could See More Upside
Stable REITs Worth A LookJune 2, 2009In a time of declining real estate costs, we look at some stable REITs.
Trading Center


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Conferences Related to Statistics Education
Workshops and Short Courses
Conferences Related to Statistics Education
UCLA, Los Angeles, California, July 28-29, 2008
CensusAtSchool is a project that gathers data about K-12 children using an online survey and returns the data and curricular materials that use that data to the teacher of those children for use in the classroom. It is a voluntary project that makes the data handling and chance part of the curriculum fun and engaging while educating on the importance of evidence based decisions across the curriculum. This workshop shows how to use the activities of the C@S project to implement Curriculum Content Statndards in Statistics, Data Analysis and Probability in practice and across the curriculum. The workshop will be of interest to teachers, university professors teaching the first course in Statistics, official statisticians and parents and education advocates.For more information: http://censusatschool-california.stat.ucla.edu/index.html.
Berkeley, California, July 14-17, 2008
The workshop will explore alternatives to teaching statistics that include innovations in data technologies, modern statistical methods, and a variety of computing skills that will enable our students to become active and engaged participants in scientific discovery. The workshop will be a hands-on program for faculty interested in innovating statistics courses and curricula to better prepare statistics students to engage in creative statistical practice in today's dynamic, data-rich scientific environment.
East Tennessee State University, Monday, July 14 - Thursday, July 17, 2008
Presented by Roger Woodard, North Carolina State University; & Scott McDaniel, Middle Tennessee State University
The Consortium for the Advancement of Undergraduate Statistics Education (CAUSE) in conjunction with East Tennessee State University is sponsoring a workshop on teaching introductory statistics. This 4 day workshop will expose participants to current ideas in teaching and planning a course on introductory statistics.
The workshop will explore many topics in the development and improvement of an introductory statistics course. The workshop will begin with methods of planning a course to highlight key concepts. Participants will then move on to the building and planning hands-on activities. Participants will also explore CAUSEweb.org, an online digital library of statistics teaching materials. The workshop will also help participants develop assessment strategies and instruments that identify student learning. This will include use of the online Assessment Resource Tools for Improving Statistical Thinking (ARTIST).For more information: http://www.causeweb.org/workshop/etsu/.
On Cape Cod in West Barnstable, MA, Monday, June 16 - Friday, June 20, 2008
Presented by Bob delMas, University of Minnesota; Mary Parker, University of Texas, Austin; and special topic instructors John Climent, Cecil Community College (Regression and Model Fitting); Glenn Miller, Borough of Manhattan Community College (Using Multiple Assessments)
The Consortium for the Advancement of Undergraduate Statistics Education (CAUSE), in partnership with Cape Cod Community College and AMATYC, is sponsoring this five-day workshop GAISEing Beyond the Crossroads. This workshop will provide participants with direct experience that will help them develop classroom activities and assessments that are aligned with both the ASA endorsed Guidelines for Assessment and Instruction in Statistics Education (GAISE; http://www.amstat.org/education/gaise) and recommendations in the AMATYC publication, Beyond Crossroads. Each participant will be part of a team that develops a lesson plan and materials by the end of the workshop that can be incorporated into an introductory statistics course.For more information: http://www.causeweb.org/workshop/capecod/.
University of Warwick, Coventry, UK, 11-17 August 2007
The fifth in a series of International Research Forums is to be held in England in August 2007, hosted by the Institute of Education, University of Warwick. This gathering offers an opportunity for a small, interdisciplinary group of researchers from around the world to meet for a few days to share their work, discuss important issues, and initiate collaborative projects.
The topic of the fifth Forum will be Reasoning about Statistical Inference: Innovative Ways of Connecting Chance and Data. This topic is emerging from the presentations and discussions at SRTL-3 and 4 and is a topic of current interest to many researchers as well as teachers of statistics. As new courses and curricula are developed, a greater role for informal types of statistical inference is anticipated, introduced early, revisited often, and developed through use of simulation and technological tools. We encourage research papers that address reasoning about statistical inference at all levels of education including the professional development of elementary and secondary teachers. For further information, see http://srtl.stat.auckland.ac.nz/.
Guimarăes, Portugal, 19-21 August 2007
Papers are invited on all aspects of assessing student learning in statistics. We expect, for example, to have papers on writing effective exam questions, on exam implementation strategies, and on alternative assessment methods such as projects, lab assignments, and writing assignments. We also encourage submissions on how to use assessment to improve student learning, and on developing and administering assessments items to conduct research into student learning.
This conference is an IASE organised satellite conference to ISI 56. ISI 56 is being held in Lisbon, Portugal, from 22-29 August. Guimarăes is approximately 50 km from Porto and about 350 km from Lisbon.
PROGRAMME CO-CHAIRS: Brian Phillips and Beth Chance
LOCAL ORGANISER: Bruno C. de Sousa (Portugal)
For further information: http://www.stat.auckland.ac.nz/iasesat07 or contact Brian Phillips (firstname.lastname@example.com) or Beth Chance (firstname.lastname@example.com).
Salvador, Brazil, 2-7 July 2006
Information: Carmen Batanero
E-mail: email@example.com
ICOTS-7 Website: http://www.maths.otago.ac.nz/icots7
Call for contributed papers and posters: http://www.stat.auckland.ac.nz/~iase/temp/ICOTS7CallForContribPapers.pdf
Rochester, New York, 4-5 August 2005
This two-day conference is designed to promote excellence in teaching introductory statistics. Participants from high school and college settings can expect to hear speakers present new ideas and techniques that will make their classrooms more effective statistics learning centers. Four major areas of teaching concern have been identified: the curriculum, the techniques and methodologies, the ever-changing technology, and real world applications. For details, see http://www.monroecc.edu/go/beyondtheformula/.
Auckland, New Zealand, 2-7 July 2005
For more information on SRTL-4, contact
Maxine Pfannkuch
Department of Statistics
The University of Auckland
New Zealand
Phone: 64 9 373 7599, ext. 88794
Fax: 64 9 373 7018
or see the website at http://www.stat.auckland.ac.nz/srtl4/.
The Ohio State University, Columbus, OH, 19-21 May 2005
The first United States Conference on Teaching Statistics, hosted by the Consortium for the Advancement of Undergraduate Statistics Education, will focus on ways that we can share teaching ideas, develop working relationships, and identify areas for future collaborations and projects at our own institutions. USCOTS will feature spotlight sessions, plenary talks, and working breakout sessions in three major areas: curriculum, pedagogy, and research. For more information about USCOTS, please contact Deborah Rumsey, USCOTS program chair, at firstname.lastname@example.com.
Sydney, Australia, 4-5 April 2005
To be effective in the real world, our students will have to be able to take problems vaguely conceived in natural language terms through the statistical investigation and analysis cycle to arrive at conclusions that they can successfully communicate to others in natural language. Effective communication of statistical findings is one of the critically important legs on which this structure stands. One reason why statistics does not have the impact it should have in society is that even statistical professionals are often not very good at it. A great deal more work has to go into teaching students to communicate the messages they see in data.
What is going on out there? What methods do we have for teaching students to write about, speak about, or otherwise convey, the messages they see in data? What is working? How do we know? What has been tried but failed? What new ideas do we have?
Wrap your experience and ideas up into a paper for the IASE Satellite or just plan to come to hear from others experience. For full details see the webpage http://www.stat.auckland.ac.nz/~iase/conferences.php?show=iase2005.
Important dates
Abstracts due: September 30, 2004
Invitations sent out by October 30, 2004
Papers due: December 20, 2004.
To be assured of a place in the program, please submit abstracts as early as possible as there are a limited number of places for speakers.
Joint Organisers: Brian Phillips, email@example.com and Kay Lipson, firstname.lastname@example.com
Monroe Community College - Main Campus, Rochester, NY, 5-6 August 2004
Each summer in Rochester, New York there is an excellent conference on the Teaching of Introductory Statistics which you or your teaching colleagues might want to consider attending. The BEYOND THE FORMULA STATISTICS CONFERENCE is for all teachers of the Introductory Statistics course, beginners or experienced, high school or college.
The program for BEYOND THE FORMULA VIII, AUGUST 5 & 6, 2004, promises to be a great one. The central focus will be on curriculum and assessment. William Harkness from Penn State will be this year's keynote speaker. Bill's opening address 'Restructuring Intro Stats: Changing the Image of Statistics Part I -- What Should We 'Teach'?' focuses on redesigning a course that is not only intellectually stimulating but also enjoyable. This will set the stage for 23 sessions and workshops lead by 15 distinguished speakers! There will be several presentations in the each of the areas of Curriculum, Teaching Techniques, Technology Usage and Applications with emphasis on exactly how an instructor can incorporate these ideas into their course. All of the newly gained knowledge will come full circle in Bill's closing keynote 'Restructuring Intro Stats: Changing the Image of Statistics Part II -- How Should We 'Teach'?'
This year's conference will take on a bit of international flavor, as Peter Holmes, RSS Centre for Stat Ed, Nottingham Trent University, Nottingham, England, will be the after-dinner speaker. His topic is, 'Assessment in Statistics: A two-edged sword.' Peter is considered by many to be 'one of the best speakers and most experienced statistics educators in the world.'
A new feature at the 2004 conference: Two workshops, 'Statistical Thinking Workshop: The Theory Behind A Statistical Thinking Approach' and 'Planning and Assessing Student Learning Outcomes for Statistics', for which there is pre-registration. Visit our website for the details.
Please visit the Beyond The Formula website for information about our
history and the details for the 2004 conference. All information is
posted: Speakers, Titles, Abstracts, Conference schedule, Registration
forms, Hotel information, Travel information, answers to all your
Please pass this information along to all others who might be interested in attending. We look forward to the participation by members of your institution. August 5th will be here sooner than you think, so start this week making plans to attend.
Bob Johnson
Chair, BTF Steering Committee
To contact the Beyond The Formula Steering Committee:
E-mail: email@example.com
Phone: Dept. Office: 585-292-2930
Fax: Dept. Office: 585-292-3874
Post: Beyond The Formula, Dept. of Mathematics
Monroe Community College
Rochester, NY 14623
Lawrence University, Appleton, WI, 1-4 August 2004
The goal of this roundtable conference is to provide participants with opportunities to learn about and discuss issues of student assessment in statistics courses. Presenters will include worldwide leaders in the area of assessment and teachers of introductory statistics courses. Participants at this working conference will have the opportunity for hands-on discussions of assessment development and resources. This year's conference will focus on the following themes:
The application deadline has been extended until April 1. For more information, see http://www.rossmanchance.com/artist/roundtable.html.
Lund University, Lund, Sweden, June 28 - July 3, 2004
The International Association for Statistical Education (IASE) and the International Statistical Institute (ISI) are organizing the 2004 Roundtable on Curricular Development in Statistics Education, which will be held at Lund Institute of Technology at Lund University in Lund, Sweden from 28 June to 3 July 2004. The Roundtable will bring together a small number of experts, representing as many different countries as possible, to discuss one another's views and approaches to curriculum for teaching statistics. The Roundtable Conference will provide opportunities for developing better mutual understanding of common problems and for making recommendations concerning the statistics curriculum. A main outcome of the Roundtable will be a monograph containing a set of papers, which have been prepared for and discussed during the conference. The monograph will present a global overview of the conference that can serve as starting point for further research on issues related to the statistics curriculum.
The need for processing the increasing amount of data people receive in the course of their work and lives has made it imperative that students leave elementary and secondary schools prepared to make reasoned decisions based on sound statistical thinking. Countries and communities have approached this problem in different ways. The Roundtable will provide the opportunity for sharing what works and to highlight the challenges and potential solutions researchers have faced as they design and implement curricula to produce statistically literate citizens. The Roundtable will be held immediately prior to the Tenth International Congress on Mathematical Education to be held in Copenhagen, Denmark in 2004, July 4-11.
The IASE Scientific Program Committee will prepare the program and schedule for the Roundtable. The Committee has agreed on a list of topics that will form the basis of the discussions and invites those interested to send in a three-page summary of their proposed paper. The major topics to be addressed at the primary, secondary, tertiary, or inservice levels are:
Theoretical papers should include: a) the statement of the problem, b) background or appropriate previous work, c) discussion of main arguments, d) implications for curricular development, e) references.
Descriptions of experimental research should include: a) the statement of the problem and methodology, b) background or appropriate previous work; c) data analysis and discussion of main results; d) implications for curricular development; e) references.
Descriptions of curriculum innovations should include a) focus and philosophy of the curriculum, b) background and development process, c) description, d) pilot and implementation results, e) sources and references.
The Program Committee will review the summaries. Authors of papers that seem promising in terms of the overall Roundtable program will be encouraged to submit full papers. The final selection will be made on the basis of the contribution of the paper to the thinking of the field and to ensure representation from diverse communities across the world.
Manuscript Submission
Papers may be submitted for the primary, secondary, tertiary, or inservice levels within each of the topics according to the following process. Authors must submit a three-page summary of a proposed paper for review by the Program Committee. Authors of summaries that are in line with the goals of the overall Roundtable program will be asked to submit full papers. The final selection of papers to be presented at the Roundtable will be made on the basis of their contribution to curricular development in statistics, with attention given to balance across topics and across diverse communities from around the world.
Summaries should be submitted electronically as a Word file. Pictures and graphs should be embedded within the text. Margins should be 1.24 cm all around in Times, 12-point font.
Important deadlines
October 1, 2003 for submission of summaries of papers to the Chair of the Scientific Program Committee, Gail Burrill, at firstname.lastname@example.com
November 1, 2003 for provisional acceptance of papers
January 2004 for first draft of papers
March 2004 for final acceptance of papers for the Roundtable
July 2004 presentation of papers at Roundtable
October 2004 for final version of revised papers
For more information, see http://hobbes.lite.msu.edu/~IASE_2004_Roundtable/.
Athens, Georgia, October 30 - November 1, 2003
TEAMS is the inaugural conference on statistics in teacher preparation.
This conference is the ASA's response to the MET report released by CBMS.
Teams of educators from across the United States will be partially funded to
attend the conference. Contact Christine Franklin, UGA, Department of Statistics,
204 Statistics Building, Athens, Georgia 30602,
Max-Planck Institute for Human Development, Berlin, Germany, August 11-12, 2003 (preceding the ISI 54th session)
For information, see http://www.ph-ludwigsburg.de/iase/.
San Francisco, California, August 3, 2003
Stetson University, DeLand, Florida, September 20, 2003
Georgetown University, Washington, DC, November 22, 2003
For information, see http://www.msmesb.org/.
Monroe Community College - Damon City Campus, Rochester, NY, July 24-25, 2003
Speakers include:
Paul Velleman, Cornell University
Floyd Bullard, North Carolina School of Science and Mathematics
Robert Carver, Stonehill College
Sterling Hilton, Brigham Young University
Roger Hoerl, General Electric
Ginger Holmes Rowell, Middle Tennessee State University
R. Webster West, U of South Carolina
For information, see http://www.monroecc.edu/go/beyondtheformula/.
University of Nebraska, Lincoln, Nebraska, July 23-28, 2003
The third in a series of International Research Forums on Statistical Reasoning, Thinking and Literacy is to be held in the United States in July 2003 at the University of Nebraska-Lincoln. This gathering offers an opportunity for a small, interdisciplinary group of researchers from around the world to meet for a few days to share their work, discuss important issues, and initiate collaborative projects. Having emerged from the two previous forums, the topic and focus of SRTL-3 will be Reasoning about Variability. Based on the SRTL tradition, we plan to keep the number of participants small to facilitate a working research forum. There are two possible roles for participants in this Forum. The first is to present current research on reasoning about variability, while the second is to discuss and react to research presentations. Participants will be encouraged to use videotape and written transcripts of students in classroom and interview settings to provide illustrations of what the researchers are learning about how students reason about variability. As with the previous SRTL Research Forums, we encourage the participation of young promising scholars. Contact William Mickelson, 31 Teachers College Hall, Lincoln, Nebraska 68588-0345, USA, (402) 472-1196, email@example.com.
For more information, see the SRTL-3 web site at http://tc.unl.edu/srtl.
Hawaii Convention Center, Honolulu, Hawaii, July 13-18, 2003
For information, see http://www.hawaii.edu/pme27/.
East Tennessee State University, Johnson City, Tennessee, March 29, 2003
The conference will be a one-day event oriented toward the discussion of innovative ways of teaching introductory statistics. However, contributed presentations on teaching statistics at all levels are welcome. The program includes three invited talks, panel discussion, contributed oral presentations and posters (dateline for submission of abstracts of papers or posters: February 22). Invited Speakers: Jessica Utts, Richard De Veaux, Christine Anderson-Cook. The event is directed toward regular and adjunct faculty teaching statistics courses at college level, graduate students of Statistics or Mathematics planning a career on teaching, and high school teachers teaching AP Statistics. Those who are responsible for planning such courses would find the material valuable. There is no registration fee for the conference. However, attendees are required to fill out a registration form. Due to space limitations, attendees are encouraged to register early. Contact Edith Seier, Mathematics Department, PO Box 70663, ETSU, Johnson City, Tennessee 37614, USA, (423) 439-6974, firstname.lastname@example.com, http://www.etsu.edu/math/seier/ARCOTS.htm.
Bellaria, Italy, February 28 - March 3, 2003
For information, see http://fibonacci.dm.unipi.it/~didattica/CERME3/.
"Introductory Statistics for a New Century"
Thursday, August 8, 2002, 8:30 AM to 4:30 PM and 6:30 PM to 9:00 PM
Friday, August 9, 2002, 8:30 AM to 3:00 PM
Monroe Community College's Damon City Campus, 228 E. Main Street, Rochester, NY 14604
This conference is for all teachers of Introductory Statistics, from those teaching the first time to the experienced teacher. There are sessions planned for all.
Keynote addresses by Joan Garfield,
Two real world statistical case studies,
Several sessions focusing on how to integrate new materials into your intro course,
Several sessions focusing on evaluation of your intro course,
Several sessions encompassing classroom teaching strategies and curriculum issues,
Several hands-on computer (web and software) and calculator sessions,
Dinner and an after-dinner speaker,
Publisher's Book Exhibit
And much more!!
Teaching Techniques
It is clear from the discussions that occur on the various statistical lists that many members are doing interesting and innovative things in their statistics classrooms, and have much to offer other statistics instructors. Have you ever thought about making a presentation to share your innovations?
You can find out more about the Beyond The Formula conferences by visiting our website at http://www.monroecc.edu/go/beyondtheformula
The Conference Steering Committee is interested in hearing from you about:
presentation(s) you would like to make,
topics you would like to see on our program,
people you would be interested in hearing speak, and
any other way that we could help you in your teaching of statistics.
The Steering Committee's email address is email@example.com.
"Developing a Statistically Literate Society"
Cape Town, South Africa, 7 - 12 July 2002 (Note change of location! See the ICOTS 6 web site for details.)
This conference is co-sponsored by the International Association for Statistical Education (IASE), the International Statistical Institute (ISI), and the South African Statistical Association (SASA). The major aim of ICOTS is to provide the opportunity for people from around the world who are involved in statistics education to exchange ideas and experiences, to discuss the latest developments in teaching statistics, and to expand their network of statistical educators. As the conference theme for ICOTS-6 is "Developing a Statistically Literate Society," special sessions on statistics literacy are also planned. For more information see the conference web site at http://icots.itikzn.co.za/ or contact Maria-Gabriella Ottaviani, Chair, International Program Committee, firstname.lastname@example.com
"Getting Real with Business Statistics"
Athens, Georgia, June 6-8, 2002
The 17th annual conference on Making Statistics More Effective in Schools and Business (MSMESB) will be held at the Terry College of Business at the University of Georgia. For more information visit http://www.msmesb.org/2002Georgia/ or contact John D. McKenzie, Jr., phone: 781-239-4479, fax: 781-239-6416, firstname.lastname@example.com.
Seoul, Republic of Korea, 22 - 29 August 2001
Seven invited paper sessions have been organised by the IASE, with another four jointly organised with other ISI sections.
For general information about the conference, see http://www.nso.go.kr/isi2001/
Seoul, Republic of Korea, 21 - 22 August 2001
This precedes the 53rd Session of the ISI and is intended to be of interest to a wide cross-section of society, with particular relevance to teachers.
University of New England, Armidale, Australia, 15 - 20 August 2001
A Statistics Conference for Mathematics Teachers Teaching Introductory Statistics
Thursday, August 2, 2001, 8:30 AM to 4:30 PM, and 6:30 PM to 9:00 PM
Friday, August 3, 2001, 8:30 AM to 3:00 PM
Monroe Community College
1000 East Henrietta Road
Rochester, NY 14623
Addresses by a keynote speaker,
Two real world statistical case studies,
Several sessions focusing on how to integrate new materials into the beginning course,
Several sessions encompassing classroom teaching strategies and curriculum issues,
Several hands-on computer (web and software) and calculator sessions,
Dinner and an after-dinner speaker,
Publisher's Book Exhibit
And much more!!
Teaching Techniques
Visit the conference website at http://www.monroecc.edu/depts/math/beyond1.htm
The Conference Steering Committee is interested in hearing from
you about:
presentation(s) you would like to make,
topics you would like to see on our program,
people you would be interested in hearing speak, and
any other way that we could help you in your teaching of statistics.
The Steering Committee's email address is email@example.com
25th Annual Conference of the International Group for the Psychology of Mathematics Education
Utrecht, The Netherlands, 12 - 17 July 2001
A Conference for Teachers of Statistics
Organized by
Department of Mathematics
University of Wisconsin Oshkosh
June 27-29, 2001
The purpose of the conference is to share the latest ideas and information on issues related to teaching statistics at all levels. The conference will feature presentations by leading statistics educators, panel discussions, and contributed paper sessions consistent with the mission of the conference. Authors wishing to contribute a 30 minute paper should submit an abstract (e-mail submission preferred) by June 1, 2001.
For more information contact one of the following organizers:
K.L.D. Gunawardena, University of Wisconsin
Bob Wardrop, University of Wisconsin Madison
Chitra Gunawardena, University of Wisconsin Fox
Registration forms and updated information will be available on the MCOTS Web site at http://www.uwosh.edu/faculty_staff/gunaward/mcots3.html
The Sixteenth Conference on Making Statistics More Effective in Schools and Business (MSMESB) will be held on June 21-23, 2001 at the Rensselaer Polytechnic Institute in Troy, New York. Details concerning the conference, as well as registration materials, may be found at the following web site: http://www.rpi.edu/~burker/MSMESB.html. Opportunities exist for those wishing to make presentations of their work.
The theme of the conference this year is "Beyond the Core." For fifteen years MSMESB has imposed a great influence on the teaching of basic statistics courses, particularly in schools of business, to make these courses more relevant and realistic in relation to demands placed on graduates going into the workplace. MSMESB also had a significant influence on the authors of most leading textbooks, and this conference will be a wonderful opportunity to review the latest in textbooks, electronic media, and software.
This year, MSMESB will address issues beyond the first course. This is a great opportunity for those teaching statistics to hear from outstanding scholars and teachers on such topics as:
This conference has had a very powerful, positive influence on many who teach applied statistics at the undergraduate and graduate level, and it has been a useful forum for industry and business leaders to get their needs recognized by those teaching their future employees. For those who are:
Among this year's features will be a plenary session presented by Dr. Richard Scheaffer, President of the American Statistical Association, and a tour of the GE Power Systems University, headquarters of GE Power Systems Six Sigma efforts. Think about joining us for MSMESB XVI. It will be a great opportunity.
For additional information contact
Richard J. Burke, Ph.D.
Assistant Professor
The Lally School of Management & Technology
Rensselaer Polytechnic Institute
110 8th Street
Troy, NY, 12180-3590
Voice: 1-518-276-6845
Fax: 1-518-276-2665
Victoria University of Wellington, New Zealand, 19 - 21 April 2001
A symposium on biometrics education of wildlife biologists will be given at the 2000 Wildlife Society Meeting to be held in Nashville, TN, September 12-16, 2000. The half-day symposium has been organized by William Gould, New Mexico State University, and Dean Stauffer, Virginia Tech University, and is being sponsored by the Biometrics Working Group and the College and University Education Working Group of the Wildlife Society.
Statement of Purpose: The objective of this symposium is to bring together those who teach and employ students in natural resources. The intent is to share pedagogical strategies and to promote a better understanding of employers' needs and expectations of students' quantitative skills. In this symposium, employers from state and federal agencies as well as the private sector will identify the required and/or desirable skills (quantitative, computer, or otherwise) of wildlife biologists for employment purposes. Presenters from academia will present current content and future directions of quantitative courses taught at both the undergraduate and graduate level. Identification of the common ground (or lack thereof) between course content and the desired knowledge base of graduates (from employers) is a central purpose of the symposium. Constructive thought and debate concerning what topics/concepts are being taught at the university level, how they are taught and why, will be encouraged. Recognition of desirable skills as presented by employers may facilitate revisions of biometrics course material or initiate offerings of biometry courses for more effective training of wildlife students for biological positions. Finally, wildlife students attending the session may gather an understanding of how they might orient their undergraduate or graduate curriculum to be competitive in the job market.
For more information, contact William Gould at (505) 646-3986 or email@example.com or Dean Stauffer at (540) 231-7349 or email@example.com
Two addresses by keynote speaker Richard Scheaffer,
Two real world statistical case studies,
Several sessions encompassing curriculum issues, and
classroom teaching strategies,
Several hands-on computer (web and software) and
calculator sessions,
Dinner and an after-dinner speaker, Robert Hogg,
Publisher's Book Exhibit
Statistical Reform
Evaluating Reform
Probabilities Role in Introductory Statistics
Teaching Techniques
Professor Richard L. Scheaffer, Keynote Speaker
Dept of Statistics, Univ of Florida, Gainesville, FL
Professor Joan Garfield
Dept of Educational Psychology, Univ of Minnesota, Minneapolis, MN
Professor Robert V. Hogg
Dept of Statistics and Actuarial Science, Univ of Iowa, Iowa City, IA
Professor Kyle Siegrist
Mathematical Sciences Dept, Univ of Alabama in Huntsville, AL
See our web site:
Contact Bob Johnson by:
E-mail: email@example.com
Phone: Dept. Office: 716-292-2930
Fax: Dept. Office: 716-292-3874
Post: Dept. of Mathematics
Monroe Community College
Rochester, NY 14623
The mission of the conference is to bring together business practicioners and academicians to explore ways to improve teaching and learning statistics, statistical thinking, and continuous improvement. The conference also strives to promote interdisciplinary research and research partnerships between academicians and business practicioners. If you would like more information, please contact:
Chung Chen or Raja Velu
School of Management
Syracuse University
Syracuse, NY 13244
firstname.lastname@example.com or email@example.com
Phone: +1-315-443-1377
Fax: +1-315-443-5457
The deadline for applications is April 20, 2000.
For more information, contact:
Dex Whittinghill
Phone: +1 (856) 256-4500 ext. 3879
Fax: +1 (856) 256-4816
First Announcement -- Call for Papers
The second bi-annual Western Statistics Teachers Conference (WeSTCo 2000: Statistics Education for the New Century) will be held March 17-18, 2000 in Greeley, Colorado. Sessions will be held Friday afternoon, Saturday morning and Saturday afternoon at the McKee Hall of Education on the University of Northern Colorado campus, with the Ramada Inn serving as the official hotel for the conference.
Organizers Dan Mundfrom and Larry Lesser invite teachers of statistics courses at all levels to plan to attend and submit a presentation proposal, especially involving research and/or significant innovation in one of the following areas:
Integrating Data Analysis throughout the Curriculum
Interdisciplinary Connections
Quantitative Literacy
Teaching the Advanced Placement Statistics Course
Teaching the Mathematical Statistics Course
Teaching the Introductory Statistics Course
Use of Technology in Teaching Statistics
Use of Alternative Assessment in Teaching Statistics
Teaching New Topics (or Old Topics in New Ways)
Attendees may apply to give a 20-minute contributed paper talk (deadline for receipt: September 15, 1999; notifications mailed by November 1, 1999) or a poster session presentation (deadline for receipt: January 10, 2000; notifications on these mailed by Jan. 31, 2000). Registration for the conference is $50 if received by Sept. 15, $65 if received by Jan. 31, and $80 if received after January 31. Checks should be made payable to UNC-WeSTCo. The official proposal form should be completed and mailed to:
WeSTCo 2000
c/o ASRM Department
University of Northern Colorado
501 20th Street
Greeley, CO 80639
Transportation will be provided between UNC and the Ramada Inn. Attendees can get a special conference rate of $45 (plus tax) per night (single or double occupancy) by saying they are with the WeSTCo conference when they make their reservations (1-888-GREELEY) with a credit card by the end of February 2000. Greeley is a city of 70,000 located at the intersection of US Highways 34 and 85, and transportation between Greeley and Denver International Airport can be reserved by calling Rocky Mountain Shuttle at 1-970-356-3366. Attendees with their own cars may park on campus (it will be pretty empty due to spring break week). In Greeleys grid of north-south numbered avenues and east-west numbered streets, the Ramada Inn is near 6th Street and 8th Avenue and McKee Hall is near 22nd Street and 11th Avenue.
More detailed information on speakers and times, etc., will be posted as it becomes available. For more information, contact Dan Mundfrom at (970) 351-1669 or firstname.lastname@example.com, or check out our website at http://www.math.armstrong.edu/faculty/lesser/WeSTCo2000.html.
Workshops and Short Courses
University of Minnesota, Friday, June 6 & Saturday, June 7, 2008
Presented by Joan Garfield, Bob delMas, and Andrew Zieffler
This workshop will share teaching methods and materials developed by the NSF-Funded AIMS (Adapting and Implementing Innovative Materials) project. The activities are designed for use in an introductory, non-calculus based college statistics course. We invite participants who teach statistics and are interested in learning about teaching a student-centered, activity based course that utilizes exemplary software tools, real data sets, and alternative methods of assessment.
Participants are encouraged to bring a laptop to the workshop. However, a few laptops will also be available for people to use.For more information: http://www.causeweb.org/workshop/aims/.
UCLA, Los Angeles, CA, 6-8 August 2007
The 2007 joint SOCR/CAUSEway continuing education workshop aims at demonstrating the functionality, utilization and assessment of the current UCLA, SOCR and CAUSEweb resources. This workshop will be of most value to AP teachers and college instructors of probability and statistics classes who have interests in exploring novel IT-based approaches for enhancing statistics education. The workshop will provide an interactive forum for exchange of ideas and recommendations for strategies to integrate computers, modern pedagogical approaches, the Internet and new student assessment techniques. For further information: http://wiki.stat.ucla.edu/socr/index.php/SOCR_Events_Aug2007/.
San Luis Obispo, CA, 18-22 July 2005
Sponsored by the Mathematical Association of America, as part of its Professional Enhancement Programs (PREP) Project, and co-sponsored by the ASA and Duxbury-Brooks/Cole, this faculty development workshop is intended for college faculty who teach introductory statistics courses for mathematically inclined students.
The goals of the workshop are to help participants to adapt current content and pedagogical recommendations from algebra-based introductory statistics courses to the post-calculus level, providing mathematically inclined students with a balanced introduction to the discipline of statistics at an appropriate mathematical level. These adaptations may involve development of a new course or infusion of data and activities into existing courses. The workshop will seek to generate productive thought and discussion about the appropriate goals, content, and pedagogy of the first course for mathematically inclined students, particularly for prospective teachers. The workshop will also aim to offer helpful guidance for implementing activities and data, for assessing student learning, and for using technology effectively, and to build a supportive network of teachers of such courses from statistics and mathematics departments.
Workshop participants will receive a copy of Investigating Statistical Concepts, Applications, and Methods, an investigation-based text written by the presenters. Participants will also receive an extensive binder containing articles, additional activities, course materials, and assessment items. Most workshop sessions will consist of participants working through activities selected to illustrate the guiding principles behind the development of the course materials. Many activities will involve the use of technology such as statistical analysis software and applets designed specifically to enhance student learning. Presenters will also offer implementation and assessment suggestions during these activity-based sessions. Some workshop sessions will be devoted to small-group discussions of course goals for various student audiences and of implementation and assessment issues.
The workshop will be held on the campus of Cal Poly in San Luis Obispo, on the beautiful central coast of California. It will begin with dinner on Monday, July 18 and conclude with lunch on Friday, July 22. The registration fee of $250 includes room and board as well as all workshop materials, but it does not include travel expenses to/from San Luis Obispo. To register for the workshop, go to http://www.maa.org/PREP/. For more information about the workshop, see http://www.rossmanchance.com/prep/workshop.html. You may also contact the presenters: Allan Rossman (firstname.lastname@example.com) and Beth Chance (firstname.lastname@example.com).
Two New LearnStat Workshops have been announced: Guidelines for Teaching Statistics within the Pre K-12 Mathematics Curriculum, presented by Christine A. Franklin, University of Georgia, and Assessment and Instruction in Statistics Education, presented by Martha Aliaga, American Statistical Association, and Carolyn B. Morgan, Hampton University. Both of these half-day workshops will be held January 4, 2005 in Atlanta and immediately precede the Joint Mathematics Meetings. For more information and to register, visit the LearnSTAT section of the ASA web site.
Cal Poly - San Luis Obispo, 21-25 June 2004
Interested in infusing your post-calculus introductory statistics course with
activities and data?
Interested in creating a new course that provides a more balanced introduction to statistics for mathematically inclined students?
Interested in modeling recommended pedagogy and content for future teachers of statistics?
We invite instructors who teach a post-calculus introductory statistics course to attend an NSF-sponsored four-day workshop on incorporating an active-learning and data-oriented focus into this course. Participants will receive a complimentary copy of the preliminary edition Statistical Concepts, Applications, and Theory by Rossman and Chance, to be published by Duxbury. During the workshop, participants will immerse themselves in use of the activities and receive advice for implementing components or the entire course at their own institution.
Applications for the waiting list are now being accepted. For more information, see http://www.rossmanchance.com/iscat/workshop.html.
Project NExT is a professional development program for new or recent PhDs in the mathematical sciences (including statistics). It addresses all aspects of an academic career: improving the teaching and learning of mathematics, engaging in research scholarship, and participating in professional activities. It also provides participants with a network of peers and mentors.
Two-and-one-half day workshop, July 28-30, 2003, Boulder, CO.
Eligibility - Faculty for whom 2003-2004 will be the first or second year of full-time teaching.
No registration fee. 60 Fellows will be selected. Sponsored by MAA and ASA, and major funding from The ExxonMobile Foundation.
For information, see http://archives.math.utk.edu/projnext/.
The Mathematical Association of America's Professional Enhancement Program (PREP), with joint sponsorship from the American Statistical Association, is offering a course on Regression Analysis: The Heart of Statistical Methodology as part of its program for 2003. Led by Richard Scheaffer of the University of Florida and Jeffrey Witmer of Oberlin College, the course will run from July 23 through 27, 2003 at Oberlin College.
Building on the notion that regression, in its many facets, is probably the most widely used statistical methodology in existence, the workshop will cover the data analytic techniques appropriate to modern use of regression analysis, as well as the inferential procedures most widely used with this methodology. Beginning with establishing principles and concepts through simple linear regression, the course will build to discussions of multiple regression, including models involving categorical response variables. Regression is an appropriate vehicle to enlarge and enhance the world of statistics methodology for those instructors who may want to revitalize their working knowledge of statistics. Regression is also an ideal topic upon which to build a second course in statistics, for those who want to offer more than the traditional introductory course as part of an undergraduate program.
The workshop will provide participants with an understanding of regression principles and a working knowledge of regression techniques. Workshop participants will engage in hands-on activities, individual and group, that involve the regression analyses of real data from observational studies and designed experiments. This will lead to their planning lessons on the subject that are to be taught to students at their home college during the coming school year. Follow up on these lessons will be by e-mail and telephone. Projects and lab activities will be mixed into these sessions throughout the week.
Standard regression software will be demonstrated, as will some free software that can be downloaded from the web. Many illustrative statistics applets and data sets from various sources on the web will be introduced, including some of those referenced on the ASA's electronic Journal of Statistics Education.
Room and board are provided for all selected participants, but participants must pay a $100 registration fee and fund their own transportation to and from Oberlin. More information on the course can be obtained from
Applications may be made through MAA at
PREP programs are open to all faculty, independent of whether of not they are members of the MAA or any other professional organization.
Please share this information with anyone who may want to spend an exciting week at lovely Oberlin College upgrading their skills on The Heart of Statistical Methodology.
Hilton New York, New York, New York
Monday, August 12, 2002
In conjunction with the Joint Statistical Meetings, the
ASA will offer a one-day seminar, "Beyond Advanced
Placement Statistics," for experienced AP Statistics
Teachers. The course will cover statistical topics that
extend beyond the AP syllabus and will include sessions on
sampling, design and analysis of experiments, exploring
probability models, and multiple regression. The
registration fee for the full day is $30.00. For more
information, see page 19 of the May 2002 Amstat
News or contact Madge Haven at firstname.lastname@example.com or by
phone at
An Introduction to Statistical Methods Based on Regression
Dates: June 2 through 7, 2002
Location: Oberlin College
Richard L. Scheaffer
Department of Statistics
University of Florida
Gainesville, FL 32611
Phone: 352-378-1996
Fax: 352-392-5175
Jeffrey A. Witmer
Mathematics Department
Oberlin College
King Bldg 205
Oberlin, OH 44074-1019
Phone: (440) 775-8381
Fax: (440) 775-6638
Regression, in its many facets, is probably the most widely use statistical methodology in existence. It is the basis of modeling, whether the modeling is directed toward searching for associations among variables in observational studies or establishing treatment differences in designed experiments. The workshop will cover the data analytic techniques appropriate to modern use of regression analysis, as well as the inferential procedures most widely used with this methodology. Beginning with establishing principles and concepts through simple linear regression, the course will build to discussions of multiple regression, including models involving categorical response variables. Regression is an appropriate topic to serve as the basis of a second course in statistics, for those who have taken or taught an introductory course. It need not be calculus based but does rely heavily on statistical software.
Outline of workshop content:
Regression basics
Main reference text for the course:
Ramsey, F. and Schafer, D. (2002). The Statistical Sleuth, 2nd ed. Belmont, CA: Duxbury Press.
Regression software will be demonstrated and used by participants. Many illustrative statistics applets and data sets from various sources on the web will be introduced, including those referenced on the American Statistical Association's electronic Journal of Statistics Education. Participants will have access to computers running standard statistical software and will have access to the web.
Instructional Format:
Believing in active learning, the presenters will provide many opportunities for participants to engage in hands-on activities, both with and without the aid of technology, during the workshop. A reading list will be supplied to the participant in advance of the workshop, and time will be devoted to discussions of this material. Although the emphasis will be on content, there will be opportunities for demonstrating and discussing various pedagogical approaches to teaching regression analysis.
Room and board are provided for all participants through a grant from NSF. Participants must fund their own transportation to and from Oberlin.
Applying for Participation:
Applications must be made through MAA at http://www.maa.org/pfdev/prep/prep.html
Applications should be sent in by March 31, 2002.
Marriott Marquis Hotel, Atlanta, Georgia
Monday, August 6, 2001
In conjunction with the Joint Statistical Meetings, the
ASA will offer a one-day seminar, "Beyond Advanced
Placement Statistics," for experienced AP Statistics
Teachers. The course will cover statistical topics that
extend beyond the AP syllabus and will include sessions on
sampling, design and analysis of experiments, exploring
probability models, and multiple regression. The
registration fee for the full day is $30.00. For more
information, see page 13 of the June 2001 Amstat
News or contact Madge Haven at email@example.com or by
phone at
|January 8-9, 2001
|Teaching Contemporary Statistics with Active Learning
|Dec. 15, 2000
|February 5, 2001
|Communication Skills in Statistical Consulting
|Jan. 12, 2001
|May 7, 2001
|Interim Analysis in Clinical Trials
|April 3, 2001
|May 18, 2001
|Bayes and Empirical Bayes Methods and Computing for Data Analysis
|April 27, 2001
|June 11-12, 2001
|Bayesian Hierarchical Modeling: Introductory and Advanced Topics
|May 18, 2001
One session will concentration on collaboration from the statistician's point of view; another will focus on the experience and expectations of the client professional. Academic, biomedical, manufacturing, and business settings will be considered.
For more information, contact the organizers:
Arnold Goodman
Janet Myhre
Harold Dyck
March 31,
Get an Introduction to Bayesian Methods in
Biostatistics with Dalene Stangl. The course will be offered in various places - click for the Maryland sessions.
March 10,
April 8,
Bayesian Hierarchical Modeling
March 17,
May 1-2,
Visualizing Data: Building Models
for Data
April 14,
May 8,
Sample size and power determination
for Study Planning and Equivalence Testing
April 10,
June 29,
Designing and Using Customer
Satisfaction and Relationship Surveys in Seattle, WA
June 9,
January 17-18, 2000 Instructors: Allan Rossman and Beth Chance
Registration Deadline: December 15, 1999
Instructors: Allan Rossman and Beth Chance
Location: Nathan Hale Room
Marriott Wardman Park Hotel
2660 Woodley Road NW
Washington, D.C. 20008
(202) 328-2000
Course Description
Designed for instructors from universities, colleges, junior colleges and high schools, the course prepares instructors to incorporate the recent recommendations of the ASA/MAA Joint Committee on Undergraduate Statistics. These recommendations are 1) to teach statistical thinking; 2) to emphasize more data and concepts, less theory and fewer recipes, and 3) to foster active learning. The course will actively involve participants with hands-on investigations that can be adopted for use with students. These activities cover such topics as sampling and experimental design, exploratory data analysis, randomness, and statistical inference. Sessions will also be devoted to assigning student projects, using authentic assessment techniques, and finding resources for teaching statistics. The course is of particular value to those who teach statistics but have little recent training in the discipline.
For more information, see the "Teaching Contemporary Statistics" homepage at http://www.amstat.org/education/activelearn.html
Return to Section on Statistical Education Home Page.


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text:
The Rt Hon The Lord Phillips of Worth Matravers
Lord Nicholas Phillips became Chancellor of Bournemouth University in November 2009. He succeeded Lady Dione Digby, who had served as Chancellor since 2006, and became the fourth Chancellor in our history.
Lord Phillips has enjoyed a distinguished legal career at the very highest levels of his profession. A former Master of the Rolls, Lord Phillips was the first Lord Chief Justice of England and Wales to serve as head of the English judiciary when that function was transferred from the Lord Chancellor in April 2006. He was also the first President of the Supreme Court, a position he held until September 2012.
Educated at Bryanston School in Dorset, Lord Phillips undertook his national service with the Royal Navy before reading Law at King's College, Cambridge. Lord Phillips was later called to the Bar and practised as a Barrister, specialising in maritime law. He eventually 'took silk' to become a Queen's Counsel and later sat as a High Court Judge on the Queen's Bench Division, and then a member of the Court of Appeal.
The Chancellor is the ceremonial Head of the University and his most public role is to preside over the University's annual Graduation Ceremonies, presenting degrees to students. He will also attend other University events and serve as an ambassador for the institution in the UK and beyond.
Peter Harvey LLB, DL
Peter Harvey was the Chairman of Poole Hospital NHS Foundation Trust from November 2000 to November 2010. Prior to that he was Chief Executive of Dorset County Council from 1991 to 1999, and he was appointed a Deputy Lieutenant for the County of Dorset in 1999. He is also a panel chair for the Conduct and Competence Committees of the Nursing and Midwifery Council.
Valerie Pitt-Rivers, CVO
Valerie Pitt-Rivers is the former Lord-Lieutenant of Dorset, a post she held from 2006 until her retirement in 2014. Prior to this she was the Vice-Chairman of the West Dorset General Hospitals NHS Trust; the culmination of a long and distinguished career with Dorset NHS. Valerie is also the founder of the Arts in Hospital project for Dorset County Hospital. She was made a Commander of the Royal Victorian Order in the 2014 New Year's Honours List for her services to The Queen.
Giles Sturdy DL, MBE
Giles Sturdy joined the University Board in 2004 and was subsequently appointed Deputy Chair until 2011 when he was appointed Pro-Chancellor. After a varied career in Agricultural and Environmental Politics he became Chairman of Poole Harbour Commissioners until 2004 and was a director of the Poole Harbour Heritage Project. He is the owner of the Trigon Estate with agricultural, forestry, property, aggregates and landfill interests.


text:
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text:
I have my Epic:
My Jabberwocky:
And my Tarmac:
I have my Epic:
My Jabberwocky:
And my Tarmac:
You're a big guy. Nice collection.
1969 Bob Jackson, 1989 Schwinn Paramount, 2004 Santa Cruz Blur, 2011 Specialized P-3, 2013 Salsa Colossal Ti
i was watching the Tour de France yesterday. One of the riders they interviewed was saying the tarmac is the fastest bike he has ever ridden. they look nice for sure, but i like that Jabberwocky a lot!
ya he most likely was but I rode an s-works and it seemed very fast from an amatuer. so i would imagine the next level would be even faster.
I would imagine a that how fast a bike is has a lot to do with the motor.
Like a circus monkey on a stolen Harley......
^ Less jibber jabber, more pics.
04 Enduro
Needs more SS! Here's my Juan Solo:
'06 Salsa Juan Solo (woodland assault vehicle)
1983 Bianchi Nuovo (daily commuter and urban terror machine)
And LLLOOOVVEEE the Jabber, especially now that it seems to have all the kinks worked out. The first month or so was rough, from air in my rear brake, to smashing the rear wheel and then the hub failed. Now though, it is riding great.
Trail and Race Bike
Sette Reken
Tora 302 U-Turn
XT F&R Derailleurs
Truvativ Iso Flow cranks
Sram Halfpipe Shifters
Avid SD5 Levers & Calipers
Kore Stem and Bars
WTB Saddle
Sette Seatpost & Skewers
2.1 Small Block 8s
Old Deore wheelset
Commuter and Trail Bike
1998 Mongoose NX7.3
Rigid Steel fork
XT rear, STX front
STX cranks
Sram Gripshift
Avid 1D brakes
GT Stem and Bars
Panaracer Fire 2.1
unknown wheelset
"I seek justice for myself, I'll choose the truth I like."
Just finished building this one.
And this is one in the works as a fixie/commuter
Owie...that Raleigh is a "nut-jabber".
My Bianchi Sok 29er
My roadie..
Road: 2001 Bianchi XL Boron
Cross: 2009 Surly Cross Check
XC Mtb: 2007 Bianchi Sok 29er
SS/Rigid Mtb: 2008 Soma Juice 29er
Devinci Frantik/Totem stupid fun bike
On-One il Pompino fixed crosser/commuter/grocery getter/crap weather road bike
Peyto Cycles Wild Bill/Pike singlespeed
Specialized Pitch/Lyrik combo
Last edited by scrublover; 07-16-09 at 03:26 PM.
I believe the clouds in my coffee more than the weatherman on t.v.
09 Felt TK2 | 1990 Cannondale Campagnolo Athena | 2009 Felt Q720
my flickr
help me find a cure for diabetes
Burly ti hardtail/Lyrik combo
There is a fixed gear road bike around as well, but it pretty much just lives on the trainer 99% of the time.
I believe the clouds in my coffee more than the weatherman on t.v.
My old bikes. Still have the Fervor frame, which I might build into a rigid. I don't have pics of my current (but now replaced) '99 Trek 8000 for some reason.. I know I took a bunch when I got my new camera a couple years ago, but I cannot find them.
My '94 Klein Fervor. Had RaceFace cranks & bar, Syncros stem & post, Magura brakes, a Judy, and the best wheels ever (DT Hugi rear, White Industries front, DT tapered Ti spokes, and I cannot remember for sure what rims we used.) Insanely light, but incredibly tough. I never had an issue with them, even after 4 years of hard riding, and about 15000km.) My LBS owner has them now (15 years later!), and he still uses them. He had them rebuilt once, but that's it.
My Mantra. Had the RaceFace cranks from my Fervor, otherwise XT stuff, KORE stem, RaceFace bar I think, Bomber fork (loved that thing) and uhm.. that's about it. It was a fun bike to ride, though it had a tendency to want to launch you into the air.
And, for a laugh, this pic is from around '92 or '93 I think. That's me sliding to a stop on my ass after getting launched over the bars by a large rock buried under some loose sand. The bike was my first mountain bike, a low budget Raleigh, with a very early Marzocchi suspension fork on it. No, I don't still wear the purple helmet.
I should have some pics of my new bike ('08 Giant Trance X2) next week some time.
Gots to luv the lefty: 07 CDale Rush
Everyone should have a HT in the line up 05 Specialized Stumphumper
My oldie but a goodie: 03 Gary Fisher Sugar 3+
Can I post my road? 08 LOOK 555
Dont taze me Bro
... and since it isn't in this thread yet... here ya go.
Oh noes....
New drivetrain:
Whats with all the roadbikes??? This bike is still one of my favorites: 07 Stumpy. Got a few ideas to breath some new life into it, but still works great. Awesome climber. Old pic:
Edit: wow that pic sucks, I'll find a better one soon.
Last edited by victim; 07-18-09 at 06:34 PM.


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Focus Features has acquired U.S. Australian and New Zealand distribution rights to writer/director Woody Allen's latest film, "Scoop," currently in post-production, company president James Schamus announced Thursday. The film, shot on location last summer in London, stars Allen, Hugh Jackman (from the upcoming "X-Men: The Last Stand"), Scarlett Johansson (who starred in Allen's last effor, "Match Point"), and Ian McShane ("Deadwood"). Described as a "comtemporary comedy," Johansson plays a student journalist for a college newspaper. While visiting friends in London, she happens upon 'the scoop of a lifetime.' In the course of her investigation, she finds murder, mystery and a possible love interest with a British aristocrat (Jackman). Letty Aronson and Gareth Wiley produced the film, while Stephen Tenenbaum is the executive producer, with Jack Rollins and Charles H. Joffe co-executive-producers, and Nicky Kentish Barnes and Helen Robin co-producing. The picture was financed by Ingenious Films, BBC Films, and the Bank of Ireland. "'Scoop' is another extraordinary reminder that when Woody Allen matches his skills as a master filmmaker with his talents as a comic genius, filmmaking gets no better," commented Schamus in a statement. "Everyone here is delighted to be working with Woody Allen, Hugh Jackman, and Ian McShane for the first time, and with Scarlett Johansson again after our great success together on 'Lost in Translation.'" [Brian Brooks]
By Indiewire | Indiewire April 20, 2006 at 12:00PM


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1970 Ford Fairlane - Project Car - Making SmokeWritten by Steven Rupp on April 11, 2007 Burnouts Are Easy With A Launch Control From B&M Racing-We Show You How To Install It In An Afternoon.
Last month, we gave you a glimpse of our new '70 Fairlane 500 project car ("Zero to Hero", April '07), and then went about making it look fast. Now it's time to start shedding its poser status and making it perform. Our first goal will be to get the Ford into the 11s on motor-and on a budget. This will require a new drivetrain and some serious traction, as well as a special trick or two. The 302 will be ditched in favor of a 351W-based 408 stroker, the C4 tranny will be massaged to handle the added power, and the rear will be replaced with a stronger 9-inch posi. We'll only be tackling aspects that make the car faster and safer, so no flashy billet this or chromed-out that-just the basics. What we hope to end up with is a fun, good-looking, 11-second street machine that costs around $22K (including the initial car purchase).
The key to being fast in drag racing is traction. You can reach a gazillion horsepower, but without traction, you'll just be making smoke and buying tires. Part of getting this coveted traction is using sticky rear tires; however, drag tires need to be seriously heated up to reach maximum effectiveness. We achieved this with a nice thermal-generating, smoke-billowing burnout, but the problem then becomes spinning tires which are not designed to spin. How did we do that? The answer is a line lock.
A line lock is a valve controlled by an electronic solenoid, positioned in the brake line going to the front calipers. When deactivated, the valve is open and fluid passes to the brakes as usual. When the front brakes are engaged and the solenoid is activated, however, the valve closes to trap the pressurized fluid in the front calipers until the control is released. It's simple, inexpensive, and works like a champ to facilitate burnout. A line lock also saves the rear brakes the abuse that would be heaped on them by doing burnouts the old-fashioned way.
Stuff You'll Need:
*Tubing bender
*Tube flaring kit
*Tubing cutter with reamer
*Small file
*Selection of open-end wrenches
*Power drill
*Wire crimper
*Wire connectors
*Soldering iron and solder
*Electrical tape or heat-shrink tubing
*Self-tapping screws to mount solenoid
*18-gauge wire
*Zip ties
*Double-sided tape
*DOT Brake fluid
More Photos From This Article View Slideshow
This B&M Launch Control from Summit (PN, BMM-46076, $69.95) includes a solenoid, four-amp fuse with holder, button, indicator light, aluminum button housing, zip ties, and instructions. It can maintain constant pressure up to 400 psi, and makes tire-roasting as easy as instant pudding.After we pumped up the aesthetics in the April issue, our '70 Ford Fairlane 500 looked pretty good . The only problem is that it was all sizzle and no steak.For an $8,100 car, the Fairlane isn't shabby. Our first thought was to stuff in a 460, but we decided to go with a stroked 351W, which makes better sense since it is more widely supported by the aftermarket. Every project car needs a catch name, so we picked Project Fastlane 500.The four-wheel manual drum brakes stop the car eventually, and this is where we will be installing our line lock. For burnouts, tap into the front brake lines.The aluminum housing for the control button is slick. It is curved to line up with a shift handle, but didn't fit around our tapered column shifter very snugly. We fixed this with a small piece of double-sided tape, and then we secured the assembly with the included zip ties.Now it's time to get busy under the hood. The first step is to find a good place for the solenoid. We wanted a spot away from heat, and near the master cylinder, proportioning valve, or distribution block. In our case, the back of the shock tower was a nice out-of-the-way location. We lined it up, made some marks, and drilled two holes.
For streamlining purposes, we picked up a Summit installation kit (PN, SUM-G3904, $26.95). It contains four pre-flared lengths of brake line (with fittings), and a bag of assorted fittings. Nothing is worse than stopping in the middle of a project to hunt down a part. It's well worth the extra cash, and when planned right, provides enough left over for another car.We then picked one of the wires from the solenoid to run to ground (it doesn't matter which one). Wire connectors aren't supplied with the kit, so we got some ourselves.We took measurements in the engine bay so we could accurately make our new brake lines. These measurements were then transferred to our new tubing.The brake lines from Summit came pre-flared with fittings, so if we didn't care how the install looked, we could have used them as-is. We didn't want a bunch of extra line, so we cut ours down to size using a cutting tool (after double-checking our measurements). Cut the tubing square, then deburr the inside with a reaming tool. Chamfering the outside with a grinding wheel or a file would also have worked well.Most of our installation work for the Launch Control involved the brake lines. To get nice bends, we used a tubing bender. The one pictured here is available at any auto parts store, or at Summit for about $10 (PN, SUM-900675).Double-flaring a brake line is a two-step process. We won't bore you with the details, as instructions are included with any flaring tool kit. Since the tubing comes with one end already done, we only had to do the other end on each of the two tubes.Here is the B&M solenoid, with the fittings installed and ready for brake lines. One handy feature is that the end of the solenoid rotates (on the left), so we could get the right angle regardless of how it is mounted.Now for the wiring. There are two wires from the solenoid: we ran one to ground, and the other through the firewall to the interior. One wire from the button attaches to the wire from the solenoid, and the other wire from the button goes to 12V power. We chose to tap into switched power using extra 18-gauge wire, and the four-amp fuse is wired between the button and the power source. Then we soldered the wire, using heat-shrink tubing to insulate the connection.
All of the brake lines we installed are visible here, and the solenoid is mounted between the front brake reservoir and the distribution block. When activated it blocks off this line, and when released the brakes will work normally. Every application is going to be a bit different. Just remember, the solenoid should be placed before the split to the right and left caliper. Next, we bled the brakes and checked the fittings for leaks.At the dragstrip, our fast-looking Ford turned in a lethargic 17.64 at 77 mph. Ouch. Traction was not an issue, since the peg-legged, 3,460-pound Fairlane barely chirped the Nitto street tires on the launch.The finished installation inside the car is very clean. Total time was less than two hours, and the cost (with supplies), was about $100. Mash the brakes, press the button, release the brakes, and give it gas. We found that tapping the brakes a couple of times before pressing hard yielded the best results.The kit includes this indicator light, but we chose not to use it. If you want, just wire it between the button and the solenoid. When the button is pressed, the light comes on to show that the system is activated.In preparation for the eventual boost in power, we ordered these Mickey Thompson ET Street rear meats (27x10.5-15LT, P/N 3758, $157.95 each), and Sportsman fronts (26x7.50-15, P/N 1572, $93.95 each). For rims, these aluminum wheels from Summit are a great deal (15x8-inch rear, P/N SUM-531-5865PS; 15x4-inch front, P/N SUM-531-5465PS). The set costs $419.80, plus shipping.


text:
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