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Matches found in Motorcycle Products
Michael Neeves,
30 April 2012 11:44
Arai RX-7 GP. £649.99Time used: Three years What's good: This is my everyday lid – the classic white with a black visor combo. I save my Rich Art painted Arai for road testing duties, but this is what I use the rest of the time for commuting, long bike trips and so far, three 3000-mile European holidays. The quality of ...
Michael Neeves,
30 November 2011 15:55
Alpinestars Excursion Gore-Tex jacket £349.99Miles covered/time: 1000/five months What's good: This superbly-made, comfortable touring jacket will be my constant companion over the winter months. I've already used it loads for MCN testing duties, worn it on a holiday to France in the early summer (when it was still cold) and am now commuting with it. It's lovely and warm, but ...
Michael Neeves,
21 October 2010 10:09
TomTom Rider Europe, £244.31Miles covered: 3000 miles across the UK, Belgium, Ibiza, Sicily, France, Spain and Italy, in and on various bikes and cars.What's good? Being electrically-illiterate I was a bit scared when I found the Tom Tom's power cable in the box with no instructions as to where to put it, or if it needs an inline fuse etc. ...
Michael Neeves,
24 June 2010 11:46
Alpinestars Adventure Gore-Tex trousers, £329.95Miles covered/time: 3000/five monthsWhat's good? Being a tall chap with long legs I struggle a lot with getting winter riding trousers long enough. Most of the time it looks like my boots have had an argument with the bottom of my trousers by the time I sit on a bike, and I get wind whistling up ...
Michael Neeves,
08 March 2010 10:52
Metzeler have a new Sportec M3 replacement, called the Sportec M5 Interact. Save £££s on motorcycle tyres Senior Road Tester Michael Neeves went along to its launch in Portimao to check it out. "The new Sportec M5 Interact is for sporty road riding, with the odd trackday thrown in for good measure. "It will go on anything from a humble ...
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DOVER, Del. (AP) - Delaware state park officials are encouraging residents to mark the Martin Luther King Jr. holiday with a day of service.
Officials are inviting Delawareans to visit Alapocas Run State Park or Bellevue State Park on Monday and participate in service activities such as trail maintenance and invasive plant removal.
Monday's offerings at other state parks include a Campfire Cooking Day Camp at Killens Pond State Park Nature Center, and a Families in Nature program at White Clay Creek park.
(Copyright 2013 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.)

subset: commoncrawl


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Welcome to the website for the Geneseo Women's Rugby team. Our team is made up of a great group of girls who have come together to play a great game, and stay together as great friends. Everyone is welcome to join, no experience necessary, and we'll teach you everything you need to know about the game. Check out our schedule and join us at practice. Feel free to email us at email@example.com for more information.
Rugby is a game of tradition. It is a full-contact sport combining elements of soccer and football. We welcome girls of all shapes and sizes, who join us both with years' of experience and no experience. We'll teach you everything you need to know. Since we have a DII and a DIII side, everyone has the opportunity for field time. We practice five days a week (Monday-Friday) from 5:00-7:00 pm during out primary fall season. The spring season is made up of tournaments, and practices are scheduled based on player availability. It's a commitment, but it's worth every second.
"We've got this thing called the wolf pack. Our saying is,
'the strength of the pack is the wolf and the strength of the wolf is his pack.
Join the pack.'"
- Willie Loane, New Zealand U20s
"Challenge yourself. You may well surprise yourself
at what strengths you have and what you can accomplish."
- Cecile M. Springer


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ROSEAU, Dominica -- Two gay men from California pleaded guilty to indecent exposure in Dominica on Thursday, ending an ordeal that began when someone reported seeing them having sex on a cruise ship balcony.
Retired police officer Dennis Jay Mayer, 53, and his partner, John Robert Hart, 41 both of Palm Springs, were ordered to pay a fine of $4,000.
"This was a horrible experience," Mayer told KTLA.
"I'm not going to implicate myself one way or another, but we were charged with being naked on the balcony," he said.
A photo shows Mayer and Hart, under police escort, being led from court to go to a bank to withdraw money for their fine, as a crowd of residents watched.
"I've never seen something like this," Mayer said. "I've never seen people chanting and protesting in the street. It was amazing."
They returned to pay the fine to a judge, who called them the rogues and vagabonds.
"Me and my partner have been together for 17 years," Mayer said. "We weren't trying to put on a show for people."
Mayer and Hart were on-board the Celebrity Summit Cruise ship.
The cruise was coordinated by Atlantic Events, a Southern California company that specializes in gay travel.
After someone reported they were having sex, military police arrested them on Wednesday.
They were initially charged with "buggery," which is equivalent to sodomy. That charge was later dropped.
Mayer said that authorities even wanted to have them medically evaluated.
"They were going to transport us to a medical facility and have us medically examined to determine if we had engaged in sexual activity," he said.
The men were held in jail for 19 hours, and Mayer said the small cement cell they were stuck in was inhumane.
"No light, no water, no toilet," he said, describing the conditions.
"We were taunted all night long. They paraded us around like we were some oddity."
Many have asked why a cruise carrying roughly 2,000 ay men would go into a port where gay sex is illegal.
The president of Atlantis Events, Rich Campbell, told KTLA he has taken over 50,000 guests to the Caribbean over the past 15 years without incident.
He calls what happened to Mayer and Hart "minor" and "unfortunate."
"The guests were in the wrong place at the wrong time, and like getting a speeding ticket were simply caught, nothing more," Campbell said.
But Mayer begs to differ, saying it wasn't a minor incident to them.
"It was frightening to us, and we didn't know how to respond to them because we don't come from a world or country that prosecutes people for being gay."


text:
Everlast PowerCore 2 Station Stand and Bag Kit
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Reach a new level of training with the easy-to-assemble Everlast® PowerCore 2 Station Stand and Bag Kit. Built for heavy bag and speed bag workouts, this kit includes a stand with an adjustable speed bag platform, an 80 lb heavy bag and a 9" long by 6" wide speed bag. Three weight plate pegs ensure stability and hold heavy bags up to 100 lbs. Knock out stress while getting an upper body workout with the PowerCore 2 Station Stand and Bag.
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- Model: 4813BKIT1
- Everlast
For additional information relating to the Manufacturer's Warranty, please contact 1-800-821-7930.
Country of Origin: ChinaWeb ID: 21695366
Customer Reviews:
Rated 3.8 out of 5�by 17 reviewers.
Rated 5 out of 5�by Pal Easy to setup It's great but u really need weights to hold it Down if u have it over tile floor. July 15, 2014
Rated 5 out of 5�by Mac great combo set. Easy to set up and is a great trainer for all ages to use. May 28, 2014
Rated 1 out of 5�by powerlifter242 Garbage...Do Not buy. Very Cheaply made! This unit is a piece of garbage. The speed bag broke on day two. I bought a new bag and the platform that it hangs from is made of particle board and it broke. Very noisy as the heavy bag hanger is made of cheap metal and move alot. April 28, 2014
Rated 5 out of 5�by Cryfrog Excellent Ex client upper body workout and stress reliever :) April 24, 2014
Rated 4 out of 5�by BoxingNoob Good Value - Intro level? This is my first purchase for boxing equipment so I have nothing to compare this purchase to from a boxing perspective. Assembly of the equipment wasn't too difficult, but I highly recommend using a couple of socket wrenches instead of the tools that come in the box. The installation will go much faster and easier. Also, definitely pick up some bags of sand or additional weights to anchor the structure better before using it. I haven't installed the speed bag yet but after reading other comments, I'm already preparing to have to replace it. The only reason I didn't give it 5 stars is a 'getting started' video would have been a great addition to this product. The store didn't appear to have any and there wasn't any instruction included (like intro to boxing or heavy-bag workout basics); however there are some good videos on YouTube by more skilled trainers and enthusiasts. Good luck! April 22, 2014
Rated 5 out of 5�by Mona Everlast PowerCore 2 Station Stand and Bag Kit Good quality for the price. My whole family enjoys it. April 16, 2014
Rated 2 out of 5�by Menyaw Terrible combo set If you box, the only thing about this set that is holding up so far is the heavy bag. The speed bag completely tore with only two days of use. The adjuster knob holding the speed bag where I wanted it broke while I was hitting the speed bag. Terrible product. April 4, 2014
Rated 4 out of 5�by She Went West Pretty good for beginners. EVERLAST POWERCORE2 STATION STAND Easy to put together with the help of two other people. It needs, however, an upgraded swivel thingy for the speed bag. The stand Does wobble without weights holding it down but we just went to our local home improvement store, bought 2 50lbs of sand and weighed it down. We should have bought 3 50lb bags (sand was under $5) which held the stand more securely. Will get another bag of sand this weekend. Would have given 5 stars but since we need to upgrade the swivel part but a really good product for the price. (I told my husband to get the replareplacement swivel thingy, but he didn't listen). April 1, 2014
Rated 1 out of 5�by ronniebabes This product is sub-standard and I would not recommend it After assembling this product, the speed bag split within 5 minutes of use. we went back and exchanged it for a new speed bag which split within 10 minutes. Now, we have to go back and try to get a higher quality speed bag. March 18, 2014
Rated 5 out of 5�by lynn74 nice and sturdy,good product it is a very nice set, unfortunately it was 6 inches too tall for me to use it assembled in my home. March 11, 2014


text:
Today's AJC.com has a long piece on the new Common Core Standards and what they will mean to Georgia classrooms.
We began this discussion lat week on the blog with a piece by a high school English teacher on the amount of writing expected under the new standards.
Here is the view of another English teacher on the new standards and their implications for the classroom:
I am an English teacher and department chair at one of the better suburban high schools, and I think I am ahead of the teacher who wrote you in response to the English/Language Arts Common Core Performance Standards. I have watched, on my personal time, the four long hours of "webinars" from the state DOE on how the Common Core will change our English curriculum, and, other than the structure of my units and the quantity and quality of reading assignments my students will now have to master, the work load I will manage under the Common Core is not much different from the workload I already manage—which is already almost unmanageable and my biggest class has only 25 students.
The writing requirements are not as daunting as the numbers on the curriculum map make them seem; according to Susan Jacobs—the talking head in the webinars—we don't have to grade them all. We can require that students maintain a notebook or writing portfolio, and that they keep up with their written work, but we don't have to assess it all by a rubric, if at all.
The one big difference I see is that the Common Core will finally put to rest the mindless assessments that ask meaningless questions: no more will the color of a character's shirt on page whatever matter—not that it ever did—unless the color is symbolic or relevant to some bigger purpose than to see if the students remember something insignificant.
"What" is of little importance, buy "why" and "how" are central to the Common Core and to our students. Furthermore, analysis and synthesis are central to the CCPS and to our students' ability to function in an age of technology, media, and easy access to information.
Another major difference, and one I favor in theory, will require more full length nonfiction informational texts, two per year, but many schools don't have these sitting in our bookrooms, so funding is one of my unanswered questions. Jacobs suggested that many texts are free online, and that is true, but all students don't have access to electronic readers or media—even in affluent schools.
We will still do process writings, we will still require revision, but we can't and won't be grading eight to 10 process writings each nine weeks. We will do research, we will step away from memory based assessments and move to text based, open book, assessments where students will analyze and synthesize texts and explain their learning to us in writing, but no more than we always have, unless some of us haven't been doing all that we should have been doing all along (I'm talking about those of us with somewhat manageable student loads—fewer than 125). I can see us doing three to four process based writing products per semester, but even those don't all have to be full length essays.
English teachers with more than 125 students will need to be creative, but, if they plan well, even they can manage this and stay somewhat sane as long as they don't have too many more than 125. English teachers with more than 150 students, however, are victims of a broken system, as are their students, and I have no idea how they will manage to raise the standards and manage the crowds, much less engage their students meaningfully, five to six times a day, five days a week, for 180 days. For them, I will pray because I have no answers and no advice; for them, any curriculum standards will require more than they can meaningfully master.
–From Maureen Downey, for the AJC Get Schooled blog
April 30th, 2012
12:34 pm
One of the things that I am discovering as I start to prepare for next year is that having standards that are the same throughout the country is making is much easier to find resources, especially on the internet. I've found resources created by teachers all over the country that are tied to the common core, and I'll be able to download them and use them in my own classroom. While I've spent more time studying the math standards rather than the language arts, what I'm finding is that the standards seem to be narrower and deeper. I don't feel like I have to cover a vast quantity of material, but I'm going to have the chance to dig deeper into it to ensure that my students understand. At least, that's my viewpoint now. Next year, when I'm elbow deep in them, my opinion may change.
April 30th, 2012
12:43 pm
This is all about changing the playbook. It doesn't matter if there is an NFL Playbook being used, if there hasn't been the two-a-day practices, the off-season workouts, and the requisite talent on board, then the best NFL Playbooks will not matter. Sorry, but I get so tired of the last "common core" this or "common core" that coming down the latest educational pike, as if they are going to make any difference. I railed against QBE in 1985 and 1986, saying that it was not going to improve education, but was really going to harm education. I was right. I said the same thing about NCLB. All this stuff is like moving pieces of furniture in the parlor, hoping that the change in the furniture's location will surely keep the top of the house from blowing off when the worst tornado of the century hits town.
Listen: It will not matter. Just let the teachers teach. They know more than all of the educrats what their students need. They are in the trenches every day. Each class is even different. All of this cr*p coming from State and Federal educrats is one of the main things which is ruining public education. Get out of the dang way and let the teachers teach…and without all of the obnoxious snoopervision. © JRAT, April 30, 2012.
April 30th, 2012
12:43 pm
"we don't have to assess it all by a rubric, if at all."-so what will prevent students from practicing bad habits until they are thoroughly engrained. Formative assessments that form a mediocre core that constrains the ability to think well through print?
Do you know how many times I have come across the statement over the last few months that with Common Core we are moving away from an emphasis on print literacy?
And moving away from memory? So under Common Core the human mind's conceptual abilities, one of the most miraculous achievements in the universe, will be an unoccupied hotel? It's enough if the material is in a database somewhere.
Just use a search engine. Emotional engagement and social interactions with others are the real points of the Common Core deception.
And I listened to the Hunt Institute tapes on Common Core this weekend. Coleman and Pimental are 2 more in contention for a Pinocchio award unless they are just relaying what someone told them.
April 30th, 2012
12:43 pm
I believe that the teachers in Georgia are scared, because they know that Georgia has been dumbed down too long. I really don't see any difference to this than what I learned in English Regents level courses in New York State in the 1970's. It gave me a very good foundation. New York State outside the City of New York has always been made up of numerous high performing small districts. New York State is made up of quaint Villages, within Townes within the Counties. Very few of the middle class and above have lived in NYC once they have had beyond elementary age children. UpState and Western NewYorkers are like completely Different States from those down state or out on Long Island or in the City. Many in New York State live their whole life without ever going to New York City. But one thing the whole state has from Bayside, Scarsdale, Sarnac Lake to Williamsville and East Aurora a system of Independent high performing high schools. All tied together by a Common Core Curriculium with a Central Junior year testing mechanism.
I know, so a little poor girl from Wales, NY can out score a rich kid from
Scaresdale, NY on the Social Studies portion of the Regents exam.
The biggest difference is that New York State has never tried to falsely pontificate that all children can go to college. The know that some children need to be left behing to run the dairy and organic farms. they need to run the fractional oil drilling equipuipment in the middle or the state. They need to learn the culinary arts to the serve the visitors to the big apple. So New York state has always had a General Diploma and offered a Vo-tech 1/2 day option for Jr. and Seniors.
April 30th, 2012
12:53 pm
where students will analyze and synthesize texts and explain their learning to us in writing
Sure they will. Good luck with that, Ms. Anonymous English Teacher.
April 30th, 2012
1:15 pm
Yawn, another fad. Let me close my door so I can teach.
April 30th, 2012
1:21 pm
I was educated in Rochester, NY. I understand exactly what "another comment" is presenting here. I wish that my students could have what I had. I do believe that my K-12 education, completed at Gates-Chili High School, was excellent. When I did not succeed, it was a result of my own lack of effort. I had all of the requisite opportunities. We should stop trying to re-invent the wheel. There are plenty of quality approaches available to us, domestic and international. Let's become the Finns from New York……yeah, that should do it…………only, we won't. Education in Georgia is a cash cow for so many. Cronyism, nepotism, etc. rule the land here. So, we will continue to share the fate of those states whose systems are also run for the benefit of politicians, everybody's nephew, best buddy, favorite back-scratcher, etc.
April 30th, 2012
1:37 pm
One part of the new system that I don't quite seem to understand is why there is such a push for long informational texts? 99 percent of informational texts that students, and adults, encounter will be no longer than a few pages. How often do people read long pieces of non fiction? Whereas pieces of fiction, Catcher in the Rye, Lord of the Flies, Hamlet, etc., have timeless ideas and concepts, non fiction quite often is only meaningful for a short period of time. Schools will spend a good chunk of money on texts that will be dated quickly.
April 30th, 2012
1:43 pm
DR. TROTTER'S 12:43 post is right on the money. In 1990 I began calling this syndrome "Rearranging the Deck Chairs on the Titanic."
April 30th, 2012
1:47 pm
What I find tragic about this is that "average" children should know (at least 4 of) their shapes going into pre-K. They should be able to construct grammatically correct simple sentences before 3rd grade. They should be able to add negative numbers (yesterday I borrowed a pencil, today I borrowed 2 more, how many pencils do I owe you?) sometime during 3rd grade. I'm not sure I understand the hue and cry about Common Core. What in the world were they doing before that?
My disdain is not for the teachers, nor the administration. Parents where have you been while your children have been robbed of a challenging elementary education? Compare what children in the British system are learning at equivalent grade levels. I think what's been allowed to happen in Georgia is very sad. My hope is that the schools will send letters to the parents informing them of the curriculum for the up-coming year and pointing them to resources to help those who are interested be ahead of the curve. The onus should be on the families and students, with the educational experts serving as guides. I'm thinking the role of teacher might be thought of more akin to that of the guide who helps you avoid the huge crevasse and counsels you on conditioning vs. the experienced person in the tandem skydive where all the student does is screams while they enjoy (or are petrified) by journey to the ground. Didn't plan it that way, but yes, one of them goes up and the other goes down.
April 30th, 2012
1:48 pm
More micromanagement, more failure. Why do you continue to subject your children and yourselves to this continued abuse? Don't they deserve better than to be educated by the state? Doesn't their future and their ability to learn mean more than egalitarianism, conformity, or meaningless possessions? Sorry, didn't mean to point out the obvious.
April 30th, 2012
1:51 pm
The common core covers the topics for all of high school, but not all states will cover those topics in the same order. For Georgia students, there are not yet any textbooks that follow Georgia's adopted curriculum for mathematics. – as a result, Geometry students, for instance, will need an Algebra book AND a Geometry book. It's not really a national curriculum. It's really just another way for publishers and consultants to make a boatload of money.
April 30th, 2012
1:52 pm
Why won't Matt the Mouth Organ at DOE ask the VERY fair and legitimate questions raised by the English teacher in the previous post, ESPECIALLY the query about taking SEVENTY TWO 8 hour working days just to grade papers?
Is it because he doesn't have a fair and legitimate answer?
April 30th, 2012
1:56 pm
While I do think this will improve things in a low performing state, it is still the federal government placing their will on states and local boards of education.
April 30th, 2012
2:03 pm
Attentive Parent
Some of this has given me the same concern. If a doctor doesn't know a lot of facts, he can't analyze and make a good diagnosis. He doesn't even know there is an issue.
College is really about ways to approach a problem and trying to get enough knowledge in your profession to know the right questions to ask. But its assumed the student already knows where we came from and has a lot of basic facts. I'm all for teaching the children about the how and why. But they need to understand the what before how and why make any sense.
America's treatment of Indians looks just like pure evil, unless you understand what the Angles did to the Celts in England, the Mongols and Huns did in Europe, the Swedes did in Poland…. and that Columbus sailed the ocean blue in 1492. You need a context of facts. How can you understand control of nuclear weapons if you don't understand the fear of the 50s and 60s of nuclear annihilation and of a time when schools didn't just have fire drills, they had fallout drills?
April 30th, 2012
2:08 pm
A lot of things are being pushed to younger ages. I just hope they are not starting at the end and rolling back, but are actually analyzing whether these things are age appropriate. The brain changes. My observation from when I was a student was that 7th graders were a huge step below 8th graders, especially in math. There are some things younger children just aren't ready for. And some things like languages, they are more ready for.
April 30th, 2012
2:35 pm
@school_is_home…I think the concept of negative numbers is an extremely abstract one. The idea of "owing" someone a pencil makes some concrete sense to kids; the idea of -2 + 1 = -1 is a whole different ballgame.
I share bu2's concern about pushing curriculum down into younger grades, in particular in mathematics. It is my opinion as an educator that the vast majority of students being pushed into Algebra 1 concepts in 6th and 7th grade are finding themselves with HUGE gaps of understanding once they reach Preacalculus and Calculus in later high school years. Any good math student in middle school can be taught the rote concept of, say, factoring polynomials or solving quadratic equations. The fact that solving these equations gets you to the idea of "Zeros" or "X-intercepts" is a big leap in terms of REALLY understanding the mathematics.
In my experience, it is the exceptionally rare student who benefits from such acceleration. I'm concerned with 4th grade students multiplying and dividing fractions and really UNDERSTANDING what they are doing, especially with such a large number of elementary school teachers being so uncomfortable with mathematics.
April 30th, 2012
2:50 pm
DR. TROTTER'S 12:43 post is right on the money. In 1990 I began calling this syndrome "Rearranging the Deck Chairs on the Titanic."
Ah but William and Dr. Trotter. The problem wasn't that they were rearranging the deck chairs on the Titanic; the problem is they weren't rearranging the deck chairs with RIGOR.
April 30th, 2012
2:54 pm
If they want to examine a math concept that relates to something in COMMON with all 50 states, why don't they teach test erasure analysis?
Call it Common "Rotten to the" Core.
And where pray tell is Matt the Mouth Organ?
April 30th, 2012
3:02 pm
Souinds like someone has read her Bloom's Taxonomy!
April 30th, 2012
3:17 pm
I think the state and federal DOE could close and every public system collapse, leaving us with a pot of money and nothing but private schools to give it to, and you folks would complain. Every thread on here becomes little more than ultra-conservative ranting against anything that uses the term "public"…I think you'd go off about public restrooms if you didn't need one every now and then.
As to the topic of the thread- yes it's a lot to adjust to, BUT it is manageable and I THINK, based on what I see so far, that it will help with critical thinking. I can't believe we would actually defend teaching to a test anyway, but that seems to be largely the consensus on that thread, so have at it. I'll keep teaching kids to think and write to show me what they know.
April 30th, 2012
3:26 pm
It's sad that Cobb had to pay so much money — aren't there people at GSU, GaTech, KSU, etc. who know enough about the Common Core? Do people from other states somehow know more about the CCSS?
April 30th, 2012
3:31 pm
I accidentally posted this on a previous thread, but it is meant as a response to this one.
Oh well! The state has money to implement these standards but not enough to keep schools open or teachers employed. The only Common Core I care about is how I'm going to pay my rent. If anybody really cared about schools in this state, they'd realize that implementing these changes in curriculum won't matter at all when there are no teachers in the classroom. I hate to be the bearer of bad news, but I foresee a time (in the very near future) when Georgia (and possibly the entire nation) will face a huge shortage of teachers. These students who are borrowing vast sums of money for their educations are not doing it to become school teachers. They have seen how teachers are treated. Oh, and by the way, the common core material is pretty darned simplistic!
April 30th, 2012
3:31 pm
"Ah but William and Dr. Trotter. The problem wasn't that they were rearranging the deck chairs on the Titanic; the problem is they weren't rearranging the deck chairs with RIGOR"
Okay, now that's funny after a day of teaching!
April 30th, 2012
3:33 pm
I agree with many postings here. Dr. Trotter…spot on. The math comments, also. Children are being asked to do algebra and they are not masters of adding. Many of the math concepts being heralded as new and more challenging was what we taught in 6th grade math. These were easy to teach…if they had learned 4th grade fractions and5th grade decimals. And BU2…..in order to understand history and science, I agree…you must learn some basic what's or there will be no understanding.
April 30th, 2012
3:38 pm
I'm retiring in three weeks from teaching in public school, and I sooo hope my grandchildren can go to private school.
April 30th, 2012
4:40 pm
Bu2-The Common Core implementation documents make it quite clear that we are dealing with largely fact free instruction. I call it the Common Core Deception because the gap between the PR rhetoric to gain approval and the intended activities in the classroom is so great it meets the classic case for fraud. But this is all I have worked on all day for almost two years now. Reading, documenting, archiving, and writing.
RonF-If the planned implementation is not what has been claimed and I have tracked it back to the actual goals and they say over and over again that Common Core is simply a means to stealthily change American society, its political structure, and its economy, I get to be concerned. One of my other blogging names is Student of History. I know what the tragic history is behind these ideas. I didn't go looking for a conspiracy but if people say they are conspiring I don't have to ignore it either.
That's not an indictment of public school. We have self-interested parties trying to use the public ed system as a means for selfish, tragic ends. I can wait, watch, and then describe what happened. Or I can try my best to sound the alarm.
My Titanic metaphor is that I want us to slow down and negotiate the icefield in the daylight with widespread recognition of what is really being implemented under the banner of Common Core.
If public officials and public employees are treating us all as serfs and using education to bolt on those collars for life, we have every right as taxpayers and voters to know that is what is going on.
April 30th, 2012
5:18 pm
"we don't have to grade them all."
And exactly would be the purpose of many assignments that go ungraded? How long will it take students to figure that one out?
April 30th, 2012
5:19 pm
ooops, exactly WHAT would be the purpose
April 30th, 2012
5:26 pm
"My Titanic metaphor is that I want us to slow down and negotiate the icefield in the daylight with widespread recognition of what is really being implemented under the banner of Common Core."
Attentive Parent: You just got a collective AMEN from teachers for that!
I agree with caution. All the ed. reform movements out there are gaining steam and not one of them is fully explained, researched, or guided by more than someone's self-interest. I think you'll find that many, if not most, teachers agree that the pace is not going to yield the results the authors claim. However, we're all but powerless to do much about it. Many admins get on the bandwagon because of their position and desire to keep it. Change is needed, but we need to do so very carefully.
April 30th, 2012
5:29 pm
Atlanta Mom @5:18: What that means is you gather several writings from a child and choose one or have the child choose the one he/she wants you to grade carefully. Personally, I plan to choose one aspect (grammar, spelling, format, etc.) to grade on any writing a kid puts into his notebook. I've taught writing for many years, and often as a teacher you let kids assemble several pieces and choose the one they believe best represents them to grade in detail. They should get a grade for anything they attempt.
April 30th, 2012
5:46 pm
I took Algebra when I was in the 8th grade (1971) at a time when most students took it as a 9th or 10th grader. The saying goes that the next generation should be smarter or more advanced than the previous one. If that is the case it would only stand to reason that 6th and 7th graders are taking Algebra 1 or some type of advance math. We shouldn't be afraid to push our children or think they can't learn at an accelerated pace, that kind of thinking keeps US children behind the curve and well below the norm when you compare them to children in other nations.
April 30th, 2012
5:55 pm
"We shouldn't be afraid to push our children or think they can't learn at an accelerated pace"
If you look at the typical bell curve of scores on any tests, there is that group above average that can, and should be accelerated. The problem is that we expect every child to keep up with that pace without time to teach basics they didn't get earlier. I don't have a problem with acceleration for those who need it, but how do we teach, for instance, basic addition and subtraction of fractions to those who don't know it when the curriculum map says to teach equations? Part of the achievement issue we see now is that a significant percentage of kids are weak in fundamental skills and they're sitting in classes where they're expected to be far beyond those skills and they're holding back the kids who need to be moving faster. It's a catch-22.
April 30th, 2012
6:01 pm
Ron F-I can assure you what I have is fully researched, documented, explained in ordinary English with illustrating examples that get at the essence of what is out there.
Yes I do have a strategy and a gameplan on what to do and how to do it. And when I get done we will have a genuine autopsy of what was really going on before. We can decide in the daylight of indisputable facts the best way forward for the broadest level of prosperity for the largest number of Americans possible.
It's going to be an interesting summer.
April 30th, 2012
6:46 pm
I don't think I said that we need to fear acceleration for the exceptional child. I think that, on the contrary, there are a very few very advanced students in mathematics who benefit from acceleration in elementary school as well as middle school.
It's important to note that the abstract nature of algebra, and then calculus following it, are linked. If you miss the "why's" of algebra, then trying to integrate or differentiate in calculus is so much more difficult–and certainly, if we're expecting students to do Algebra 1 in 6th or 7th grade, calculus is the expectation down the road. No other options, really.
Students who are rushed through mathematics in the middle school years miss a lot of the important rules–division = multiplication of the reciprocal, no dividing by 0, fractions = 0 if the numerator = 0 no matter the denominator, etc. Those are abstract concepts; there's nothing concrete to tie it to. And when you are 11 or 12, that abstract reasoning skill is not nearly formed well enough for the MAJORITY to reason accurately through algebra.
That's why, for some kids who accelerate early in mathematics, they cruise until they hit precalculus. It's also why, some kids who struggle with Algebra 1 in 8th grade find more success in Algebra 2 when they are in 10th or 11th grade.
Of course, that was back in the day of Algebra 1, Geometry, and Algebra 2. Can't imagine how math is being impacted now.
April 30th, 2012
6:46 pm
You're right. One size doesn't fit all. Not everyone is cut out to be a STEM student. Not everyone who can wants to. Unless you are in science or engineering, you don't need Calculus. I took 2 semesters in college and have never used it since. I'd say for most its better to have your algebra later so that you will remember it.
April 30th, 2012
6:53 pm
bu2: I remember trying Algebra in 7th grade (back around the time of dinosaurs), and I didn't get it. It finally made sense in 9th grade and math was great after that. My oldest could do it in his sleep in the 7th grade- my youngest, poor kid, might not ever really get it. The unfortunate outcome of "increased rigor" and "acceleration" is that we choose to push for far more, far faster than many can handle it. We're always looking at how the Japanese kick our butts in math and science. They test and track kids based on abilities and don't try to fit every child into college prep. curricula (which ends up so watered down the college folks are shaking their heads at us). Why is it common sense like this is so foreign to the decision makers? Beats me.
April 30th, 2012
7:04 pm
I started in a school district whose advanced math classes were simply more advanced versions of the standard Algebra, Geometry, etc. Later I transferred to a different school whose advanced classes were done a year in advance so I only took normal Algebra II and Pre-calculus. I was still very well prepared for College Calculus in the math department and had no trouble with it. I would have been terribly bored if I had actually taken Calculus in High School and wasn't able to place out of it in college.
The point being is that we don't need to rush everyone through to Calculus to get them prepared. We also don't need to lose site of the socialization aspect of high school. Knowing things and being a good problem solver are not sufficient for success.
April 30th, 2012
7:18 pm
bu2 -
I'm not sure that everyone really is rushing through to take Calculus in HS. I think that there is a segment of students in HS that want to take AP Calculus and it is provided (at most schools).
This is a good thing, especially when college costs are skyrocketing. Some students want to take these AP classes to try and get college credit….. and I don't blame them!
I don't know of anyone that tries to push students into a Calculus math in high school. I agree with you that doing so would be stupid. However, it would be just as stupid not to offer it at all.
April 30th, 2012
7:29 pm
@Math Teacher: "Yawn, another fad. Let me close my door so I can teach."
Be careful. I suspect those pushing the curriculum realize this is exactly what many teachers will do…which I believe is why there is a HUGE push to tie teacher pay to test scores. As soon as your scores drop, you will reconsider. If not, the "data" will show your "ineffectiveness" and you will be dismissed.
They've tied this up very nicely.
Anyone realize that our own Kathy Cox has played a major role in writing the Common Core standards? Dr. Stephen Pruitt, who worked under Cox at the GaDOE, followed Cox to Washington and he has helped re-write the new science standards that are about to be unveiled. From what I hear, he proudly announced at the GSTA conference that the scientific method is dead and will be replaced by the "Engineering Process."
April 30th, 2012
8:23 pm
I'd like to expand upon Concerned Dekalb Mom & Ron's posts, but shift the focus to English Language Arts.
My biggest concern with the CCS is three-fold.
First, even in East Cobb, we get incoming 6th graders–even gifted ones–who cannot write a logical paragraph, let alone an effective sentence. Our students also routinely come to us under-prepared in grammar. We have to spend significant time teaching what should have been mastered in elementary school ELA classes because CRCT has led to an outsized focus on reading instruction over composition (and grammar) instruction in the elementary levels, despite these two areas being heavily emphasized in the both the CCS and current middle school ELA curricula. While next year's incoming kindergarteners will (hopefully) not be under-prepared in composition and grammar, I have no doubt next year's incoming sixth graders will be as they have not been exposed to the proposed curriculum for 5-6 years–they haven't been exposed at all. Even in East Cobb. No matter how rigorous or research-based a standard curriculum may be, it will not work if it doesn't allow for time to re-teach concepts that were not mastered, whether in years past or even from one day to the next. Just as we educators strive to accelerate instruction when necessary (for example, when a student or group of students excels greatly on a pre-test), we also know we have to go back and re-teach when necessary (for example, when more than 10% of the class scores less than 80% on a unit test or quiz).
Second, exposure does not equal mastery. Writing more does not mean better writing. Reading more does not mean more active reading. The best route to mastery of a single concept (or more generally, a number of interconnected concepts) is complete immersion in the material with significant time given to going back (re-teaching in a different way), making connections from current content or concept(s) to past ones, and modeling combined with pair or group practice and independent practice before independent performance.
Third, not only does exposure not equal mastery, exposure to on-level or above-level content does not necessarily further mastery. It is generally far better to teach a concept or skill and have students practice that skill or concept with content they find comfortable and "safe" before challenging them to apply the skill or concept to on-level or advanced content. This is why I usually introduce a concept or skill with a fairy tale, a popular (and G or PG rated) song, or story/article we have already read before moving to more challenging texts. Doing so helps students feel successful from the start and decreases student frustration. Does it mean I never challenge my students? Heck, no! When was the last time you saw small group 6th graders successfully critically analyzing "The Raven", "The Highwayman", or "The Charge of the Light Brigade"? I just chose when to challenge and when to stick to comfortable and "safe" wisely and creatively based upon my knowledge of my students as individuals, test scores, likes/dislikes, warts, and all.
What I have seen of the GPS' CCS materials for middle school ELA is appallingly similar to what I was working with in Maryland, just not as scripted (in BCPSS, we were told what to do down to the page we had to be on at what time on what day): the sheer amount of "tasks" required to be completed in the given time precludes effective re-teaching, reviewing, and sometimes even accelerating and overemphasizes quantity over quality. No matter how wonderful the content, just loading more and more of it upon the students will not improve performance. In fact, it very well might lower it by increasing frustration and boredom levels.
My hope is that as we begin to implement these standards we will adjust the curriculum to reflect reality and true best practices. I sincerely hope Cobb's take on the proposed curriculum from GPS will be wisely adjusted–several of the 6th grade tasks either do not support the standards listed or do not connect together effectively, the selected materials are not tiered appropriately for differing levels of students in each grade, etc.
April 30th, 2012
8:27 pm
Sorry, that was far lengthier than I intended. If you want the nutshell version here it is:
exposure does not equal mastery and when quantity is emphasized, quality suffers
April 30th, 2012
8:27 pm
"No matter how wonderful the content, just loading more and more of it upon the students will not improve performance. In fact, it very well might lower it by increasing frustration and boredom levels."
Truer words were never spoken. Now if I could just come up with a standard for that and a CRCT question to assess it….
April 30th, 2012
8:29 pm
Brandy, the long version was much better, but the nutshell about says it all, doesn't it? The kids I work with are so lacking in basics that it's almost laughable to hear some of their teachers lament that they can't get the material they're teaching at breakneck speed. Small wonder it is that they lose interest in school and I have to spend so much time just convincing them to hang in there and try while I shore up their basic skills. Rigor isn't just more content, is it? Seems like common sense to me.
April 30th, 2012
8:41 pm
Teacher&Mom has it right. They have tied it up nicely.
April 30th, 2012
9:00 pm
Teacher & Mom-Yes Kathy Cox is also on the Board of the Data Quality Campaign along with someone from Ga DOE and Kati Haycock among others. Michael Barber of McKinsey who hired her to DC was heavily involved with gutting the UK ed system when he was Tony Blair's Ed Secretary. Very similar story to Common Core in the US now. Reform in the name of higher standards in math, reading, and writing. It actually made things far worse and the real emphasis was on changing values and feelings and emotions and especially the need to promote all things green and sustainable.
Even if they are not particularly green or sustainable without constant govt subsidies and no matter how devastating to the economy. Barber is also the person who recommended Cambridge Education in 2007 when it was still just in UK begin doing School Quality Reviews in the US, starting in NYC. They have been brought into Fulton County this year to gut the transmission of knowledge in Fulton schools getting ready for that charter. I guess it's money well spent if the only ones left to blame or in town temporarily.
And I have been tracking the Science standards and it is not science in the way traditionally understood. Not surprised he said that. I have ACHIEVE correspondence from late 1990s explaining how to game the states into accepting whatever they push as being internationally competitive without any real backup for their claims. Their words, not mine.
I can't imagine why I am such a skeptic.
April 30th, 2012
9:04 pm
@Ron F., Thanks! You are exactly right and I have to admit that we already begin seeing kids shutting down by 6th grade. In middle school, perhaps more so than at any other time, you really have to keep the kids engaged and interested if you want them to learn anything.
@Teacher&Mom, You are so right on it is scary! I love being creative when devising (and revising) lessons–and my proudest moments are when my students are able to creatively and accurately respond to a question or text. They routinely remind me that very little in life has only one right answer. Anyone else hear about the "Pineapple's Don't Have Sleeves" problem?
I have been sad over the years to see creativity being legislated out of education. I fear CCS and GPS' take on it is just the next wave of the de-creative-ification of education. Instead of changing methods of the instruction, why not change the mode of the assessment(s)?
April 30th, 2012
10:14 pm
Usual AP conspiracy theory spinning. I doubt she has read the CCSS – or if she has, she understands any of it.
April 30th, 2012
10:36 pm
Really chronologically.
Why don't you tell Maureen's readers what the relationship is between the CCSS and the Shell Centre?
I have a whole chapter that lays out what the Standards say juxtaposed with the actual implementation interpretation.
My definition of understanding probably differs from yours though. Mine is grounded in facts and logic. Which is not at all what Common Core means by understanding.
It's just outcomes based education all over again. Except phases 2 and 3 this time.
And this time we are going to talk about why we always come back to OBE. What the real end game was originally and is now and how they connect.
Fun summer indeed.
April 30th, 2012
10:53 pm
Attentive: don't give away the ending…I like a good surprise (not that there's one for this story unfortunately). I trust you'll notfiy of the publishing. Sounds like it might be a good read, regardless of political "side" or affiliation.


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The documentary Bully opens today in Los Angeles and New York, and in response to the MPAA's refusing to lower its 'R' rating, it will be distributed unrated. As a result Cinemark theaters will not show the film, Regal and Carmike will still screen it as an "R," and it's still in question whether Landmark theaters will distribute it at all, but AMC theaters has committed to allowing young people in to see it. Yesterday, MSNBC's Thomas Roberts talked to Bully's filmmaker Lee Hirsch and human rights activist Kerry Kennedy about the decision to release the film unrated and the importance of raising awareness about bullying in society. Watch it:
'Bully' Documentary Opens Unrated Today
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To gain a new perspective on what to expect in a job interview, turn the table. What do consultants tell employers to ask their candidates? A jobseeker can use that advice to his or her advantage. Here's a start:
Ask for five references. Employers are being advised to request five rather than three references. Often, they want one from every job. You should be prepared if they do with both job and personal references. If you have ever experienced a personality conflict with a supervisor, find another manager who will give a more positive account of your time with that company.
Be aggressive in learning attitudes about previous job separation. I found it interesting that an interviewer is likely to hone in on the jobseeker's attitude more than the event itself. Companies are less interested in details of a personality conflict than how you might deal with a similar incident. This is more reason for applicants to get the anguish out of their systems, so they can discuss the situation objectively during the interview.
Ask more character questions. This is hard for some. It is easier to tell the employer you have a commercial driver's license than it is to give evidence that you are dependable. The key is to practice answering this type of question in mock interviews.
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BofA Reaches $17B Deal Over Mortgage-Backed Securities (Video)
Aug. 20 (Bloomberg) – Bloomberg's Mark Crumpton reports on Bank of America's record settlement with the Justice Department over the sale of mortgage bonds in the run-up to the 2008 financial crisis. He speaks on "Bottom Line." (Source: Bloomberg)
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The Blake Project, the brand consultancy behind Branding Strategy Insider, delivers interactive brand education workshops and keynote speeches designed to align marketers on essential concepts in brand management and empower them to release the full potential of the brands they manage.
Brand Identity: The Importance of Colorby Brad VanAuken The Blake Project
Color is an important consideration in your brand identity system. Colors have a significant impact on people's emotional state. They also have been shown to impact people's ability to concentrate and learn. They have a wide variety of specific mental associations. In fact, the effects are physiological, psychological, and sociological.
For instance:
•Non-primary colors are more calming than primary colors.
•Blue is the most calming of the primary colors, followed closely by a lighter red.
•Test takers score higher and weight lifters lift more in blue rooms.
•Blue text increases reading retention.
•Yellow evokes cheerfulness. Houses with yellow trim or flower gardens sell faster.
•Reds and oranges encourage diners to eat quickly and leave. Red also makes food more appealing and influences people to eat more. (It is no coincidence that fast food restaurants almost always use these colors.)
•Pink enhances appetites and has been shown to calm prison inmates.
•Blue and black suppress appetites.
•Children prefer primary colors. (Notice that children's toys and books often use these colors.)
•Forest green and burgundy appeals to the wealthiest 3 percent of Americans and often raises the perceived price of an item.
•Orange is often used to make an expensive item seem less expensive.
•Red clothing can convey power.
•Red trim is used in bars and casinos because it can cause people to lose track of time.
•White is typically associated with cool, clean and fresh.
•Red is often associated with Christmas and orange with Halloween and Thanksgiving.
•Red and black are often associated with sexy and seductive and are favored by porn sites.
•Black clothes make people look thinner.
•Black is also associated with elegance and sophistication. It also seems mysterious.
•Black is the favorite color of Goths.
Colors also have a functional impact on readability, eye-strain, ability to attract attention, ability to be seen at night, etc. This is important in choosing colors for signing, website pages, prints ads, and other marketing media.
•The most visible color is yellow.
•The most legible of all color combinations are black on yellow and green on white followed by red on white.
•It is no surprise that most traffic signs use these color combinations.
•Black on white is the easiest to read, on paper, and on computer screens.
•Hard colors (red, orange and yellow) are more visible and tend to make objects look larger and closer. They are easier to focus upon. They create excitement and cause people to over-estimate time.
•Soft colors (violet, blue and green) are less visible and tend to make objects look smaller and further away. They aren't as easy to focus upon. They have a calming effect, increase concentration, and cause people to under-estimate time.
Usually, it is advantageous for a brand to consistently "own" certain colors, which provide an additional recognition cue. The George Eastman House International Museum of Photography and Film in Rochester, New York has taken a different, but equally effective approach. They intended to communicate that they are a fun and vibrant organization that features much more than artistic black and white photography. So, the "e" icon in their logo appears in a rainbow of colors. Each business card features the logo with a different color. The name itself always only appears in black and white.
Obviously, colors are an important part of any brand identity system. Testing the affect of a new brand identity system's colors is well advised. It is important to consider that color associations will vary by individual, and especially culture, due to the cultural context and previous experiences with the colors. All of the impacts of colors are equally true of music, scents and sounds. For instance, studies have identified that music has an impact on supermarket sales, mental concentration, achievement on standardized tests, factory productivity, clerical performance and staff turnover, among other things.
Primary source: "Color Psychology: Meanings and Effects of Colors"
Sponsored By: The Brand Positioning Workshop
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3 Comments
Twitter: brandingexperts
on January 20th, 2007 said
Your comment on owning a color is something businesses who take their brand seriously should consider. From my perspective, color is an icon as much as the swish is an icon to Nike. To own a color, it must be different.
We regularly analyze competitive color use when addressing a brand. We are looking for opportunities of color. Once established, choosing colors to own is much easier. Clustering typically shows how competiting businesses follow the leader in this area.
From this differentiating perspective, we can now take psychology into account.
January 1, 2007
color your world
I am seeing more and more lately on the importance of color or a color palette in comveying your brand identity. This summary from the Branding Strategy Insider is well worth a skim. This item in particular caught my eye:
•Forest …
January 23, 2007
Branding Strategy Insider: Brand Identity: The Importance of Color
Color is an important consideration in your brand identity system. Colors have a significant impact on people's emotional state. They also have been shown to impact people's ability to concentrate and learn. They have a wide variety of specific ment…


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Glucose test - urine
The glucose urine test measures the amount of sugar (glucose) in a urine sample. The presence of glucose in the urine is called glycosuria or glucosuria.
See also:
Alternative Names
Urine sugar test; Urine glucose test; Glucosuria test
How the test is performed
A urine sample is needed. For information on collecting a urine sample, see clean catch urine specimen.
Usually, the health care provider checks for glucose in the urine sample using a dipstick made with a color-sensitive pad. The pad contains chemicals that react with glucose. The color that the dipstick changes tells the provider how much glucose is in your urine.
How to prepare for the test
Your health care provider may tell you to stop taking drugs that may affect the results of the test.
Drugs that may increase urine glucose measurements include:
- Aminosalicylic acid
- Cephalosporins
- Chloral hydrate
- Chloramphenicol
- Dextrothyroxine
- Diazoxide
- Diuretics (loop and thiazides)
- Estrogens
- Ifosfamide
- Isoniazid
- Levodopa
- Lithium
- Nafcillin
- Nalidixic acid
- Nicotinic acid (large doses)
Other drugs also can cause false negative or false positive results, depending on the type of test strip used. Talk to your doctor.
How the test will feel
The test involves only normal urination, and there is no discomfort.
Why the test is performed
This test is most commonly used to screen for diabetes.
Normal Values
Glucose is not usually found in urine. If it is, further testing is needed.
What abnormal results mean
Greater than normal levels of glucose may be a sign of:
- Diabetes mellitus
- Glucose release from the kidneys into the urine (renal glycosuria)
- Pregnancy
Note: Results may vary slightly among different laboratories. Talk to your doctor about the meaning of your specific test results.
What the risks are
There are no risks.
Bazari H. Approach to the patient with renal disease. In: Goldman L, Ausiello D, eds. Cecil Medicine. 23rd ed. Philadelphia, Pa: Saunders Elsevier; 2007:chap 115.
Reviewed By: David C. Dugdale, III, MD, Professor of Medicine, Division of General Medicine, Department of Medicine, University of Washington School of Medicine. Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M., Inc.


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Web Guide - Parenting & Pregnancy
APL's Kids' Page Parent Links Links for parents and teachers from the Abilene Public Library's Kids' page. (11-01)
Baby Center
The information available at this site ranges from Family Finances and Family Relationships to Parenting. It also includes a directory of African-American web sites covering many other topic areas.
Families and Work Institute
First Impressions
Helping form good first impressions with young children. Ideas, news and links to information. (2-01)
I am Your Child
The Informed Parent
This site is produced by pediatricians in Long Beach CA. It features newsletter-style articles on a wide array of health, behavioral, and emotional issues related to child development.
National Parent Information Network
A noncommercial site from the Educational Resources Information Center, this site offers various full-text resources such as ERIC Digest materials, articles from Parents magazine, and articles written for the National Association for the Education of Young Children.
Parent Soup
Parent Time
Developed by Time and Proctor and Gamble, this site is aimed at parents of children up to six years old. It includes a directory of other expectant parents, as well as a baby name database.
Whole Family
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For the first time in Ohio recorded history, the annual traffic crash fatality tally could drop below 1,000 this year.
The Ohio State Highway Patrol says this has been achieved through cutting in half alcohol-involved fatal crashes over the last 25 years, increasing safety belt compliance to near 85 percent, and most recently, by gaining significant public participation through the #677 cellular hotline to report suspected impaired drivers and drug activity.
In addition to safer Ohio roads, the overall quality of life in Ohio communities has increased compared to the same period in 2012, where troopers logged double-digit percentage increases in detection of drug violations, weapons violations and felony arrests.
For example, in all of 2010, troopers seized 28,258 opiate pills and 17.8 pounds of heroin. Through Dec. 5, 2013, troopers have already interdicted 53,459 opiate pills and 91.7 pounds of heroin.
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Before the Campaign '12 results come in this evening, I want to pay my respects to one of America's finest editorial photographers. I'm constantly taken by his ability to capture meanings on multiple levels. Take his images from candidate Romney's final blitz, for example. On face value, Stephen Crowley is merely offering glimpses into stagecraft and campaign ephemera. Look further though, and the photos are silent editorials, even essays about the candidate, his personality and political culture.
I want to touch on a few of Crowley's images that appeared in yesterday's New York Times slideshow entitled: "To the White House? Or Home to Massachusetts?" as Crowley sees Mitt back to the land of the 1%.
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Bag's Take-Away:
Assad as Mickey Mouse. What could be more ironic? From Oliver Hartung's Signs of Syria (NYT).
(credit: Oliver Hartung caption: Between Damascus and As Suwayda. 2009.)
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Topping LIFE.com's 2011 Best Photo Blogs — also follow us on Twitter and Facebook.
Bag's Take-Away:
Romney poses in front of Solyndra, the solar energy company that went under after receiving millions in federal loan guarantees in an attack on President Obama's management of the economy.
Whether outshone in the news cycle by portrait unveilings and verdicts, the story has no political traction or there's no real visual hook there, photographer Jim Wilson captures Mitt, playing for soundbites, upstaged by a building.
(credit: Jim Wilson/The New York Times caption: Mitt Romney in California, at the headquarters of Solyndra, a failed solar company that got millions in federal loan guarantees.)
Visit BagNewsNotes: Today's Media Images Analyzed


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Is SandRidge's Permian Sale a Game Changer?
Matthew is a member of The Motley Fool Blog Network -- entries represent the personal opinion of the blogger and are not formally edited.
Oil and gas driller SandRidge Energy (NYSE: SD) announced that it was selling its Permian Basin properties to privately held Sheridan Production Partners II for $2.6 billion in cash. The sale is another important part of SandRidge's strategic transition from a natural gas producer into an oil rich E&P company. It also provides the debt heavy company with some financial breathing room.
SandRidge is following the road map of its industry peers by reducing exposure to lower return conventional plays and dry gas in favor of higher return liquid plays. For SandRidge it meant selling these conventional Permian assets in favor of reinvesting the proceeds to fund its drilling in the Mississippi Lime. While the Permian assets were more liquid focused, the assets didn't have the upside that the company sees in the Mississippian.
According to SandRidge CEO Tom Ward, the Mississippian is "an area we believe generates some of the highest return rates for horizontal drilling in the U.S. today." The company is putting most of its efforts behind that belief, as it has amassed 1.85 million net acres, which hold 11,000 possible future drilling locations. The sale of the Permian assets ensures that the company has the liquidity to fund its capital expenditures through 2014.
Access to capital is critical and companies like SandRidge have had to be creative in order to access this capital. The company has already publicly launched three income trusts to raise capital, including SandRidge Permian Trust (NYSE: PER), whose assets and operations were unaffected by the deal. Because of the company's heavy debt burden, its only option is to sell assets to fund growth.
SandRidge has closely followed the playbook of Chesapeake Energy (NYSE: CHK) in this regard. Chesapeake, which was co-founded by Tom Ward, has used asset sales, joint ventures and income trusts like Chesapeake Granite Wash Trust (NYSE: CHKR) to raise the necessary capital to fuel the company's aggressive capital plans.
Both companies have taken advantage of using income trusts to satisfy those investors that are craving yield. Chesapeake's Granite Wash Trust is now yielding almost 15% while Sandridge's Permian Trust just slightly lower. These trusts provide small, incremental vehicles to raise capital without diluting current investors.
SandRidge likely wouldn't have had tighter access to capital to begin with if it hadn't made the same mistakes as Chesapeake. Both companies engaged in debt fueled buying binges as the market neared its top and now both are still digging out of that hole. The key is that now both are more focused on returns instead of growth at all costs, and that's a good thing for shareholders.
Now that SandRidge has offloaded its lower return Permian assets, it can solely concentrate on getting the most out of the Mississippian. The company has a competitive advantage in the play thanks to its extensive investments in infrastructure and first mover status. These investments afford the company enviably low operating costs which are among the lowest in the industry. As the play develops it will enable the company to deliver a significant amount of value to its shareholders.
SandRidge was able to quickly follow through on its promise to sell these assets and ended up getting a great value for these mature conventional oil assets. The company is now able to reduce its leverage and fully fund its high return capital program for the next two years. The sale and subsequent liquidity improvement make the company a bit less speculative. If its investments in the Mississippian do pay off the company will produce a lot of value for shareholders. I think the company is in a much better position to outperform from here, and I'm giving them the green thumb in my CAPS profile.
latimerburned has no positions in the stocks mentioned above. The Motley Fool has the following options: long JAN 2013 $16.00 calls on Chesapeake Energy, long JAN 2014 $20.00 calls on Chesapeake Energy, long JAN 2014 $30.00 calls on Chesapeake Energy, and short JAN 2014 $15.00 puts on Chesapeake Energy. Try any of our Foolish newsletter services free for 30 days. We Fools may not all hold the same opinions, but we all believe that considering a diverse range of insights makes us better investors. The Motley Fool has a disclosure policy. Is this post wrong? Click here. Think you can do better? Join us and write your own!


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Dominion reported
second quarter GAAP earnings on Aug. 6 of $202 million, or $0.35 per share,
compared with $258 million, or $0.45 per share, for the same period in 2012.
special items, the company reported second-quarter operating earnings of $355
million, or $0.62 per share, compared with originally reported operating
earnings of $337 million, or $0.59 per share, for the same period in 2012.
items included a net loss from discontinued operations of the Brayton Point and
Kincaid coal-fired power stations, the company said, as well as a net charge
related to the impairment of certain natural gas infrastructure assets and the
rescoping of activities of Producer Services.
second-quarter results came in below the midpoint of our guidance range of
$0.60 to $0.70 per share, reflecting the impact of lower than expected sales
and lower contributions from Producer Services," said Chairman, President and
CEO Thomas F. Farrell II. "Despite the challenging quarter, we remain focused on
delivering 5 percent to 6 percent earnings per share growth this year."
company attributed the increase in second-quarter 2013 operating earnings per
share as compared with originally reported second-quarter 2012 operating
earnings per share to higher revenues related to gas transmission growth
projects and higher rate adjustment clause revenues. Negative factors for the
quarter were a planned refueling outage at Millstone Power Station and lower
contributions from unregulated retail energy marketing operations.
will host its second-quarter earnings conference call at 10 a.m. ET on Aug.
live webcast of the conference call, including accompanying slides, and the
Earnings Release Kit will be available on the company's investor
information page.
Dominion shares trade
on the New York Stock Exchange under the symbol D.


text:
How Dynamic Document Review works in Symantec products
|Created: 2002-01-17
|Updated: 2013-10-24
|Article URL http://www.symantec.com/docs/TECH79958
You want a general idea of how the Dynamic Document Review (DDR) filtering system works in Symantec Web Security, Mail-Gear, I-Gear or Symantec AntiVirus/Filtering for Domino on Windows NT/2000.
DDR, score, dictionary
Symantec products using DDR review Web content as information is being downloaded to the user. DDR has the capability of checking for objectionable words in multiple languages that are found in headers and in content, by using multilingual filters.
To determine when to block or allow access to a site, DDR uses predefined dictionaries that contain trigger words in multiple languages. You can manually add and score words to each dictionary. Each occurrence of a word contained in an active dictionary receives a numerical score. When DDR is scanning the headers and content, it keeps a running total score for a given amount of text. When the total score meets or exceeds the threshold setting, a Deny access box appears, and access to that site is blocked. The default score that is used to deny access is 50. However, this can be changed.
A numerical score is assigned to each word or phrase in the dictionary. Words that are more objectionable should have a higher score (range is 1-250), while words that are positive, and those used to offset negative words or phrases, should have a lower or negative score (range is 0 to -25).
A simple example of how DDR works, using the words breast, sexy, and cancer: Let's say that the numerical score for breast is +25, sexy is +30 and cancer is -25. If the threshold (total numerical value) is set to 50, then a site which contained breast and sexy in the header or content would be blocked, as the combined score exceeds the threshold of 50. Alternatively, a site which contained the words breast and cancer would not be denied access.
NOTE: If some words are ignored, check to see if the words contain the characters, period, dash or exclamation that are being scanned. Try converting these characters to spaces. You should see the words picked up as expected.
NOTE: The contents of DDR dictionaries cannot be viewed or modified.
Legacy ID
Article URL http://www.symantec.com/docs/TECH79958
Terms of use for this information are found in Legal Notices


text:
Police are investigating a traffic accident that resulted in one man's death.
Montgomery Police say around 5:00 p.m. Wednesday a traffic collision occurred at the intersection of Atlanta Highway and Brown Springs Road.
Police say a motorcyclist collided with a GMC Yukon that was attempting to turn. The motorcyclist, 30-year-old Shawn Hughes, was transported a local hospital where he died Thursday morning.
The driver of the Yukon was uninjured.
Hughes is Montgomery's 13th traffic fatality victim of 2013.
No additional information is currently available as the investigation of the crash continues.
Copyright 2013 WSFA 12 News. All rights reserved.
12 East Delano Avenue
Montgomery, AL 36105
(334) 288-1212
FCC Public File
EEO Report
Closed Captioning


text:
Watch the archive
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|Given By
|Subject Area
|7 February 2013 - 1:10pm
|Linearity breeds contempt
|Professor Alan Champneys
|Engineering Maths
|lecture filmed but not uploaded
|21 February 2013 - 1:10pm
|Inside the music of Hildegard von Bingen
|Dr Emma Hornby
|lecture filmed but not uploaded
|28 February 2013 - 1:10pm
|No more drugs for Superbugs - the end of the antibiotic age?
|Dr Matthew Avison
|lecture filmed but not uploaded
|7 March 2013 - 1:10pm
|Pixels, Patterns, Phenotypes - Computing for Fingerprinting Life
|Dr Tilo Burghardt
|Computer Vision
|lecture filmed but not uploaded
|14 March 2013 - 1:10pm
|What is new in the pensions 'crisis' and can economics help?
|Dr Edmund Cannon
|lecture filmed but not uploaded


text:
Digital Element delivers the de facto standard in IP Intelligence, providing coverage for 99.9999 percent of the Internet. Digital Element's patented technology combines Internet routing infrastructure analysis with hundreds of millions of partner-derived online end-points, resulting in the most accurate IP geolocation data available today. Most of the world's largest networks, websites, video portals and social networks deploy Digital Element's IP technology to target advertising, localise content and video streaming, manage geographic rights and enhance analytics. As the industry pioneer, Digital Element has long been a technical leader in evolving non-invasive IP Intelligence technology and offers many IP datasets including Country/Region/City/Postcode Geography, Connection Speed, Mobile, Domain Name, ISP, Company Name, Industry, Home/Business, Language and Proxy information.
For more information on how to uncover new levels of insight about online users, please visit www.digitalelement.com. Digital Element is a business unit of Digital Envoy.
2. Hackers Exploit Shellshock Bash Bug
3. Q&A: Can the Bash Bug Hurt You?
4. FBI Slams Apple, Google Over Privacy
5. Shellshock Bug Causing Chaos


text:
Boutique Personal Injury become a real estate agent and Workers' Compensation Firm
The Law Office of Randy P. Russell, L.L.C., is a boutique law firm in Mandeville, Louisiana, focusing 100 percent of our attention on giving our clients the best service possible.
Legal Representation From best cordless drill an prepago bogota Attorney You Can Trus
Attorney Randy P. Russell is not the lawyer who went straight to college and then straight to law school on someone else's dime. He has lived and worked in the real world. In addition to his service in the Louisiana Army National Guard and his experience http://myp2p.me as a small-business owner, Randy has also worked his way through law school by welding, minecraft server hosting www.bingoflame.com working in pipe yards and hanging Sheetrock.
This varied real-life experience gives us the ability to understand and work with people from all walks of life. At The Law Office of Randy P. Russell, L.L.C., we understand the issues you are facing. Attorney Randy P. Russell is more than just an attorney; he is an attorney you can trust.
Experienced Personal Injury Lawyer
At The Law Office of Randy P. Russell, L.L.C., we have been representing Louisiana clients in workers' compensation, personal injury, and estate and successions for more than 15 years. We combine attorney Russell's real-world and legal experience with a commitment to obtain maximum compensation for our clients.
We do everything we can to obtain compensation for our clients in the most efficient, effective manner available. Whenever possible, we resolve our clients' cases outside of the courtroom. After mediating hundreds of cases, we find that mediation can save our clients a great deal of time and court costs, while often resulting in better compensation awards.
The Doors of Communication Are Always Open
If you have been injured, we invite you to contact us to learn more about our services. We will take the time to listen to your story and help you find the solutions you need.
Contact Covington Personal Injury Attorney ∙ The Law Office of Randy P. Russell, L.L.C.
Call 985-612-7180 (800-649-7239 toll free) or contact us online for a free initial consultation.


text:
On 24/09/2014, you requested the version in force on 24/09/2014 incorporating all amendments published on or before 24/09/2014. The closest version currently available is that of 01/07/2014.
1985 RevEd
Act 40 of 1998
2000 RevEd
Act 43 of 2007
Act 15 of 2010
Act 1 of 2014
—(1) No Member shall be liable to any civil or criminal proceedings, arrest, imprisonment or damages by reason of any matter or thing which he may have brought before Parliament or a committee by petition, bill, resolution, motion, or otherwise or may have said in Parliament or in committee.
(2) No person shall be liable to any civil or criminal proceedings, arrest, imprisonment or damages by reason of any act done under the authority of Parliament or the Speaker and within its or his legal powers or under any warrant issued by virtue of those powers.
—(1) Any person being a defendant in any civil or criminal proceedings instituted for or on account or in respect of the publication by such person or by his employee, by order or under the authority of Parliament or any committee, of any reports, papers or journals may on giving to the plaintiff or prosecutor, as the case may be, 24 hours' written notice of his intention, bring before the court in which the civil or criminal proceedings are being held a certificate under the hand of the Speaker or of the Clerk stating that the reports, papers or journals in respect whereof the civil or criminal proceedings have been instituted were published by that person or by his employee by order or under the authority of Parliament or any committee.
(2) The court shall thereupon immediately stay the civil or criminal proceedings, and the same and every process issued therein shall be deemed to be finally determined.
8. In any civil or criminal proceedings instituted for printing or publishing any extract from or abstract of any report, paper or journal as in section 7 mentioned, if the court is satisfied that the extract or abstract was printed or published bona fide and without malice, judgment shall be entered for the defendant or accused.
—(1) It shall not be lawful —
to require any Member or officer of Parliament to serve as an assessor on any tribunal; or
while in attendance on Parliament or any committee, to compel such person to attend as a witness in any court or tribunal or at any commission of inquiry or committee of inquiry or before any like authority empowered to summon witnesses.
(2) The production of a certificate signed by the Speaker or the chairman of the committee shall be deemed sufficient proof of attendance on Parliament or the committee.
10. Except for a contravention of this Act, no Member shall be liable to arrest, detention or molestation in respect of any matter which may be the subject of any civil proceedings while proceeding to, or in attendance at, or returning from, any sitting of Parliament or any committee.
11. Notwithstanding anything in any written law and except in respect of a contravention of this Act, no civil or criminal process may be served or executed —
in Parliament or in the precincts thereof while Parliament is sitting; or
in any room in Parliament while a committee is sitting therein.