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The topic of internally disciplined, soon-to-be-withheld-an-undisclosed-amount-from-play running back Jeremy Hill isn't the only one that sends LSU coach Les Miles reaching for his tap shoes.
In Hill's case, Miles is noncommittal about whether further disciple for breaking probation will include benching the leading rusher from last year's team for Saturday's season opener against TCU.
In Jennings' case, Miles is noncommittal about whether Jennings, a freshman dual threat, might get into the game as a complement to the pocket-passing Mettenberger.
"I think you would find that Anthony Jennings would be suited to understand the offense pretty well, and we'd expect that if he goes into the game that he could execute anything that we asked him to do," Miles said. "I see him more so as a guy that would come in maybe if needed to.
"But we like Zach, and we kind of see Zach taking the majority of the snaps, and certainly I don't know that there's any quotient that Anthony Jennings is going in the game. But it's always nice to have a very quality quarterback in a position to go in and take snaps."
Regardless of whether Hill plays, Alfred Blue will be the starting running back and Kenny Hilliard will see significant time.
"He has toned up," Phillips said, "and he's definitely faster."
Phillips, who was a year behind Hilliard in high school, remembered a practice day when the coaching staff was looking at players at different positions. Hilliard lined up at fullback and Phillips at halfback.
"It lasted for about a day," Phillips said with a laugh. "I wasn't a running back at all. They saw I couldn't really move like Kenny could."
So Phillips went back to developing as a linebacker, and Hilliard went on to become the leading rusher in Louisiana high school history.
Walking into palatial AT&T Stadium, where LSU and TCU will play Saturday night, can be a jaw-dropping experience for a first-time visitor.
"I had jitters," Mills said. "I'm not going to lie to you — I was nervous. As soon as you walk in, you look up, and you're hoping to see yourself run out of the tunnel.
"Playing football in a place like that is heart-pounding, but once you get that first tackle or your first pass breakup out of the way, you're OK after that."
Mills settled down pretty quickly as DeSoto whipped Douglass (Okla.) High School 63-0.
Traveling to watch the Cowboys Classic doesn't mean being without a copy of the newspaper.
Saturday's edition of The Advocate will be available in the Dallas-Fort Worth area at the following locations, courtesy of Manda: the Omni Fort Worth (LSU team hotel), Worthington Renaissance (Fort Worth), Marriott DFW Airport South (Fort Worth), the Warwick Melrose (Dallas), The Joule (Dallas) and the Ritz-Carlton (Dallas).
Copyright © 2014, Capital City Press LLC • 7290 Bluebonnet Blvd., Baton Rouge, LA 70810 • All Rights Reserved
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(via labelmehealthyyy)
Thank you for the compliment, I'm not sure.
(Now for the twatty ironic answer)
Beauty is in the eye of the beholder, so really I should be asking you why I'm beautiful.
If I truly am in any way close to what society deems as "beautiful" then it is only a temporary fad, as the accepted idea of beauty changes over time, tomorrow I could wake up and not be beautiful because people don't think I am anymore.
Beauty is a concept. Life is hard.
(Hey Nat, I wrote all that bullshit like I said I would HA!)
A young new indie singer and songwriter who's voice, lyrics and musical ability have a soul and skill beyond her years and from who's song I get the title of my blog: Girl of Misadventure.
Give her a listen sometime and watch this space for future work
Never have I ever … gotten into a toilet cubicle at a nightclub with two of my friends and snorted MDMA off the top of a toilet through a five pound note.
Never have I ever … Subsequently got a horrific nosebleed from said MDMA where my friend has had to go and get tissues from the men's toilets.
Never have I ever … Gone back home after a crazy night out and drank the rest of a bottle of gin mixed with lemon squash and water then taken lots of painkillers.
Never have I ever … Stayed up drunk and high playing tony hawk pro skater until 7am, watched the morning news and then finally gone to sleep.
Never have I ever been broken.
No, never have I ever done any of these things…
(via aosix)
Decided I'd re-start this whole blogging lark again.
So many ideas, projects and stories to share or just express in some way.
It's a terrible cliche, but this year will be my year.
Bring it on.

subset: commoncrawl


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Book your room at Country Inn & Suites By Carlson, Appleton North, WI
Little Chute hotel with a complimentary water park
Situated in Little Chute, this hotel is close to Appleton Memorial Park and Thousand Island State Conservancy Area. Area attractions also include Gardens of the Fox Cities and Wisconsin International Raceway.
Hotel Features
Recreational amenities at Country Inn & Suites By Carlson, Appleton North, WI include a complimentary water park and a waterslide. Other amenities include complimentary wireless Internet access and laundry facilities.
Room Amenities
LCD televisions come with cable channels. Guestrooms also feature complimentary wireless Internet access, complimentary high-speed (wired) Internet access, and refrigerators.Information missing or incorrect? Tell us!
Country Inn & Suites By Carlson, Appleton North, WI
At your hotel
In addition to a complimentary water park, Country Inn & Suites By Carlson, Appleton North, WI features a waterslide and an indoor pool. Public areas are equipped with complimentary high-speed wireless Internet access. This hotel offers access to a business center and a meeting room. Guests can enjoy a complimentary breakfast each morning. This Little Chute hotel also offers a spa tub, a fitness center, and complimentary newspapers in the lobby. Complimentary self parking is available on site.
Country Inn & Suites By Carlson, Appleton North, WI is a smoke-free property.
- Water park access (complimentary)
- Fitness facilities
- Total number of rooms - 66
- Number of buildings/towers - 1
- Smoke-free property
- Free Wi-Fi
- Waterslide
- One meeting room
- Number of floors - 3
- Year Built 2006
- Business center
- Complimentary newspapers in lobby
- Free breakfast
- Elevator/lift
- Express check-out
- Laundry facilities
- Free self parking
- Spa tub
- Indoor pool
Stay connected
Available in all rooms: Free Wi-Fi , Free wired high-speed Internet
Available in some public areas: Free Wi-Fi
Park your car
Free self parking
In your room
- Free Wi-Fi
- Free wired high-speed Internet
- Phone
- Air conditioning
- Free local calls
- Refrigerator
- Coffee/tea maker
- Microwave
- Hair dryer
- Iron/ironing board
- Cable TV service
Eat and drink
Guests are offered a complimentary hot/cold buffet breakfast each morning.
An indoor pool and a spa tub are on site. Other recreational amenities include a complimentary water park, a waterslide, and a fitness center.
To make requests for specific accessibility needs, complete the "Special or Accessibility Requests" section of "Trip Preferences" when you book your hotel.
- Accessible path of travel
- Accessible bathroom
- Roll-in shower
- Accessible parking
- In-room accessibility
- Accessibility equipment for the deaf
The fine print for Country Inn & Suites By Carlson, Appleton North, WI
When you arrive
Check-in time starts at 3 PM
Special check-in instructions:
Wristbands are required for access to the waterpark, and four wristbands are issued per room. Additional wristbands can be purchased for an additional cost at check-in.
When you leave
Check-out time is noon
How you can pay
Accepted at this hotel: American Express, Diners Club, Discover, MasterCard, Visa
You need to know
Extra-person charges may apply and vary depending on hotel policy.
Special policies:
Government-issued photo identification and a credit card or cash deposit are required at check-in for incidental charges.
Special requests are subject to availability upon check-in and may incur additional charges. Special requests cannot be guaranteed.


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Business in brief
Greg Cuenin, of Midlothian, recently joined MetLife Bank as a reverse mortgage consultant for the Richmond region. Prior to joining MetLife Bank, Cuenin worked as an area director at MetLife Home Loans for 13 years. He graduated from the University of North Carolina with a B.A. in Education and is currently president of the Richmond Mortgage Bankers Association.
Local nonprofit organization Shop RVA will host the Local Moguls Social from 6 p.m. to 9 p.m. on June 23 at The Tobacco Company, 1201 E. Cary St. The gathering was created to give thanks to Richmond's local business owners for bringing creativity and uniqueness to the city. The celebration will include guest speakers from the area, networking opportunities with other business owners and learning more about Shop RVA. All of this and more will be offered in an informal environment with hors d'oeuvres provided by The Tobacco Company. For more information, visit http://www.weshoprva.com .
Riad Moroccan Grill recently leased 9,959 square feet in Gold's Gym Plaza, 8902 W. Broad St. in Henrico. ABC Board – Property Management Services has renewed its lease of 4,473 square feet in Gayton Crossing Shopping Center, 1370 Gaskins Rd. in Henrico. Cushman & Wakefield | Thalhimer handled the lease negotiations.
Wyndham Virginia Crossings Hotel & Conference Center recently partnered with Organizational Wide Leadership Solutions (OWLS) to expand its offerings to corporate and association clients in Central Virginia OWLS' corporate development and team building programs are designed to help employees, managers and executives develop and hone important business-related skills, such as motivating others, goal alignment, taking calculated risks and communicating within a group while enjoying a guaranteed return on investment. The facility also recently appointed Chris Moore as guest service manager. Moore will be responsible for overseeing the hotel's front office, including day-to-day management of Wyndham ByRequest®, the Wyndham Hotels and Resorts brand's guest recognition program. He brings more than seven years of operations experience to his new position.
The Jeanette and Harry Snipes Team, along with Greg Baron at Weichert Realtors – Baron & Snipes in Glen Allen, recently were honored with the Richmond Association of Realtors' distinguished achiever silver award for 2010. In addition, Jeanette Snipes was recognized with an award for her 20 consecutive years as a Distinguished Achiever.
Glen Allen student to perform at Carnegie Hall
Thanks to a first-place win in The American Protege International Vocal Competition 2014, Glen Allen High School student Matija Tomas will travel to New York City to perform at Carnegie Hall in December.
At the first-place winners recital in Weill Hall, Matija will perform Giacomo Puccini's opera aria, "Chi il bel sogna di doretta." She will perform with other vocalists from around the world and have the opportunity to win other awards and scholarships.
Locally, Thomas has performed with Richmond's renowned Glorious Christmas Nights, Christian Youth Theatre, and WEAG's Urban Gospel Youth Choir. > Read more.
Gayton Baptist Church dedicates new outreach center
The John Rolfe YMCA and Gayton Baptist Church have partnered in an effort to bring greater health and wellness opportunities to the community.
Through this partnership, the John Rolfe Y will run Youth Winter Sports programs, including basketball and indoor soccer, in Gayton's newly renovated $5.5 million outreach center that features a new gymnasium, youth and teen space, social space with café, meeting space and full service commercial kitchen. > Read more.
Henricus Historical Park to host Publick Day Sept. 20
Citizen Staff Reports 09/15/2014
Henricus Historical Park will commemorate its anniversary during Publick Day, a signature annual event that celebrates the establishment of the second successful English settlement in the New World. In September 1611, Sir Thomas Dale, along with soldiers, tradesmen and farmers, ventured from Jamestown to create the Citie of Henricus. Leaders of Henricus developed the first English hospital, chartered the first college in North America, established tobacco as the first cash crop in Virginia, and created a place where Pocahontas lived and met John Rolfe.
Publick Day will take place Saturday, Sept. 20, from 10 a.m. to 5 p.m. Admission is free and parking is $5 per vehicle. > Read more.
Page 1 of 117 pages 1 2 3 > Last ›
Extras sought for AMC's 'TURN'
Paid extras are being sought to appear in the AMC television series TURN: Washington's Spies, which will begin filming its second season in the Richmond area at the end of September and continue through February.
No experience is required, but producers say that extras must have flexible availability, reliable transportation and a positive attitude.
Arvold Casting is holding an open call on Sunday, Sept. 21 and is seeking men, women and children who are Caucasian, African American and Native American, with thin to average builds and who can realistically portray people living in Revolutionary War times. Long hair is a plus but not a must. > Read more.
Weekend Top 10
TGIF! Celebrate the weekend at Oak Hall Baptist Church's Community Block Party on Saturday. Learn more about ballroom dancing, art and Colonial times. Or take the kids to Generation Z Games for water play or Southern Season to cook up a Disney-theme meal. For all our top picks this weekend, click here! > Read more.
Weekend Top 10
Check out these three B's in Henrico this weekend: books, bluegrass and "Born Yesterday." Other activities to participate in – and feel good about – are the 15th annual James River Regional Cleanup and the 5th annual Richmond Out of the Darkness Community Walk. For all our top picks this weekend, click here! > Read more.
Glen Allen Day scheduled for Saturday
Business in brief
NBC News' Sara James to speak at Tucker HS convocation
Highland Springs HS wins Keep Virginia Beautiful grant
Henrico Police investigating suspicious death
- More News
Print Edition
Sep. 18, 2014Click here to read the print edition.
Extras sought for AMC's 'TURN'
Weekend Top 10
Weekend Top 10
When the cliche stands tall
Weekend Top 10
- More Entertainment
Obituary – Susie Ann Walker
Obituary – Philip "Al" Cebulski
Obituary – Cecelia Davis Stevens
- More Obituaries
Glen Allen student to perform at Carnegie Hall
Gayton Baptist Church dedicates new outreach center
Henricus Historical Park to host Publick Day Sept. 20
- More Community
The Citizen at 13
Peeling off the labels
A messy food fight
- More Opinions
Hermitage to host Monday night football events
Down to the wire
Babe Ruth 13U World Series arrives in Glen Allen
- More Sports
Reader Survey | Advertising | Email updates
ClassifiedsPROFLOWERS. Send Flowers for Every Occasion! Anniversary, Birthday, Just Because. Starting at just $19.99. Go to http://www.proflowers.com/Celebrate to receive an extra 20 percent off any order over $29.99 or… Full text
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CalendarCommonwealth Parenting will present "When Time Out Doesn't Work" for parents of toddlers from 6:30 p.m. to 8 p.m. at the Children's Museum of Richmond-Short Pump, 2200 Old Brick Rd.… Full text


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Grouping lists together
Grouping lists together helps keep your sidebar organized and similar lists within reach of each other. Groups are shared across workspaces, so your team will always be organized and on the same page.
Creating a group
To create a new group, click
+ at the bottom of the workspace switcher and select "New Group" to open the "New Group" dialog.
Enter an appropriate name for the group in the "Name" field and click the list names you want to add to your new group. Don't worry if any of the lists are already in other groups—they'll be moved over without a problem. When you're finished, click "Create Group" to instantly group the selected lists in the sidebar.
Due to privacy concerns, we do not allow for empty groups to be created. If all lists (visible to you) are removed from a group, it will be removed from the sidebar.
You can also drag lists on top of one another to group them!
If you want a bit of help creating your first group, check out this tutorial.
Removing a list from a group
To remove a list from a group, hover over the list name above the list view or in the sidebar, click
v to show the list actions menu, and select "Remove from Group."
You can remove lists from groups by simply dragging it outside the group!
Adding a list to an existing group
To add a list to an existing group, you can drag it onto the group's name in the sidebar or between any list within.
Renaming a group
To rename a group, open its actions menu either by clicking
v above the list view (while the group name is selected in the sidebar) or by hovering your cursor over the group name in the sidebar, clicking the
v icon that appears, and selecting "Rename group." Then, type the new group name in place of the old one in the sidebar. Hit
Enter to save.
Deleting a group
You can delete a group by opening its actions menu (hover over the name in the sidebar and click the
v icon) and select "Delete group". Don't worry—all of your lists will remain, ungrouped, in the sidebar.


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Mary Maxwell, administrative assistant for the Office of College Advancement
On Friday, December 5, 2008, Mary Maxwell, administrative assistant for the Office
of College Advancement, was honored for her 40 years of service to the college.
Maxwell's years of dedication to Randolph-Macon were lauded by faculty, staff, family
and friends at the college's annual faculty/staff holiday dinner.
R-MC President Robert Lindgren expressed gratitude for Maxwell's remarkable commitment
to Randolph-Macon. "Mary, your talent and dedication, coupled with your unwavering
desire to help everyone—students, faculty, staff and alumni—make you one of the
most respected and valued members of our college community," said President Lindgren.
"I can't thank you enough for the contributions you have made to the well-being
of this special College."
Maxwell began her career at R-MC in 1968, working for 10 years as a keypunch operator
in the computer center, which was located in the basement of Mary Branch Residence
Hall. With the onset of the computer age, keypunching became obsolete, and Maxwell
began working as a secretary in the dean's office. "I worked in the dean's office
for 10 years," says Maxwell. "Working in Peele Hall was wonderful because I got
to know all the faculty, staff and students."
A vacancy in the development office spurred Maxwell to switch gears, and in 1988
she began working in the advancement office as an administrative assistant.
The college has changed quite a bit since Maxwell's first days as a keypunch operator.
"When I began working at Randolph-Macon, the college was all-male, with a student
body of 700," she says." "During my career at R-MC I've worked for four deans. A
lot of things have changed, but the campus is still a close-knit community."
Maxwell was touched by Friday night's celebration. "The recognition of my 40 years
with R-MC was a memorable night—especially the standing ovation I received! Randolph-Macon
has been good to me, and I've given my best to Randolph-Macon. I hope to always
be part of the Randolph-Macon family."
Approximately 230 attendees enjoyed the holiday dinner, which was held in the Alumni
Gym. The evening was an opportunity for faculty, staff and retirees to usher in
the holiday season and celebrate their dedication to the college. President Lindgren
welcomed attendees, saying "I want to thank you all for your loyalty, hard work
and commitment to this fine school. We share a noble calling that helps influence
the minds and character of tomorrow's citizens, and we should take pride in a profession
that has so much value to society."
Following a delightful dinner, President Lindgren announced the 2008 Service Award
recipients. "You give so much of yourselves every day to this important work and
teach, mentor and nurture our students both in and outside the classroom," he said.
"It is somewhat symbolic that we gather like this because in a very real way, we
are a family, and what we do every day for our students and each other gives us
a common purpose. During a season that emphasizes the importance of family and relationships,
it is only fitting that we come together to celebrate our blessings and enjoy good
fellowship. Thank you for all that you do." Below is a list of the other service
award recipients lauded at Friday's fete:
IT Services


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BLOG: How Sweep It Is!!
June 9, 2011 3:36 PM
Vinny & Rob Read More
Orioles CentralShop Team Gear
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Keep up with your favorite teams and athletes with daily updates.Sign Up
The Baltimore Orioles have had their share of rough patches this season, but a three game sweep of the Oakland A's classifies as one of their early season bright spots. With the MLB Draft in the background, the O's did what they needed to do to take all three from the Athletics. What's more, Very quietly both Kevin Gregg and Mark Reynolds seem to be improving. Gregg seems to be getting saves without causing as much trouble (they will never be easy but Ill take progress). Meanwhile, Mark Reynolds is up to 10 home runs and stole a base last night. Mark Reynolds getting his batting average over .300 has to be a sign that the NFL lockout is ending. Doesn't it?


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Reader Comments (Page 1 of 1)
I know some people say the quest is easy...But getting the final kill for the hunter epic has been one of the best kills for me. Having people help me when I screamed for them not to. Getting ganked by alliance(on a pvp server)mid fight. Demons warping and killing me or evade bugging...made that quest a nightmare.
Hauling ass down the road in winterspring with my last demon in tow(along with a night elf rogue)and still taking them both out made it the best kill in the game for me. I finished that damn quest and got an hk out of it. Gotta love teh two-for-one deals.
Other then that...There is nothing better then a perfectly timed fd just as a pyroblast hits you and a dumb mage who thinks you really are dead. Only to find themselves scatter, aimed, and multi-shotted to death...priceless


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"Why should I care?" That was the question that urologist Blake Hamilton, M.D., shot back at a hospital administrator who had approached him about a cost–saving idea. "It's not my hospital."
Admittedly blunt, Hamilton's reaction echoes what many physicians at academic medical centers feel about proposed cost–saving measures. Doctors have fiercely guarded against the reach of business interests into the decision–making realm of patient care. Plus, they've had no financial incentive to save the system money. At the time, Hamilton saw nothing in it for him or his patients.
Over the past seven years, he's undergone a complete transformation from being uncommitted to becoming medical director of the Urology Center, a member of a profit–sharing committee that rewards physicans for cost-saving ideas (see page 26), and excited about spending the rest of his career here. "I'm pretty much all in," he says.
What prompted the change? It was the director of surgical services, Kathy Adamson, R.N., who set the wheels in motion. She told him he was a "terrific, bright surgeon" and encouraged him to join a risk–management task force. The idea wasn't appealing–"junior faculty don't want to be involved in the business of medicine"–but he was flattered. Then he received a follow–up invitation from the one person who always has your attention–the department chair. "The next thing you know, they were asking me to run a few things."
The more involved Hamilton became in the institution, the more he felt the institution's commitment to him. In short, he began to care. Now Hamilton wants to engender that kind of loyalty and engagement in his junior faculty by showing them early on that both he, and the institution, are invested in them. "If you position your institution as one on the move–as a model for the country–young physicians won't want to let go of it. And once you make a longterm commitment, then you want it to be good."
Gordon Crabtree didn't know much about health care when he became the CFO of University of utah hospitals and clinics ten years a go. Health care pricing was like a foreign language to him, and the world of Medicaid a sort of dangerous foreign land.
But Crabtree knew plenty about business and politics, which he quickly realized would serve him well in an environment that had so many competing interests. First order of business was to prove to the physician group that he was genuinely interested in developing a win–win relationship. Serendipitously, a flier landed on his desk for a Medicaid 101 meeting in Chicago. He returned from the four–hour meeting with a list of 25 action items that would annually enhance faculty revenues by $10 million and hospital revenues by $45 million. "Keep the money," Crabtree told the executive director of the physician practice group. "Just give me the credit."
That paved the way for Crabtree to begin making some fundamental changes: to create a culture of financial transparency and to "preach the unified gospel," as he puts it–converting people to the idea that there weren't different buckets of hospital revenue and corresponding margin for each specialty or patient care unit. There was only one bucket, which was for the entire system. And that money needed to be allocated strategically to support all of the missions of an academic medical center.
When CEO David Entwistle arrived five years later, he pushed Crabtree's ideas even further and revamped the most contentious and least transparent financial process–the transfers made from the clinical enterprise to the academic departments. Instead of meeting with individual chairs privately, Entwistle and Crabtree invited all of the chairs to decide how to allocate that single profit margin, shifting the full responsibility of making those hard decisions to them. "We use a formula to determine how much money there is to spend, and then they prioritize how to do it," says Crabtree. "Once they realize it's a zero–sum game, they come to an agreement about what the community really needs."


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February 17th, 2013 By cement
The best to ever do it is 50 years old today. Here's to you Michael.
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Apollo 11 is a potent hybrid cannabis strain with strong cerebral effects that might just have your head feeling like it's making a moon landing. It's another strain created by now-retired breeders Brothers Grimm and is the half-sister to another heady sativa, Apollo 13. Apollo 11 also has Genius as a father, but was crossed with Cinderella 99 to create this uplifting strain. This Apollo shares the family trait of an extremely fast flowering time, usually before 8 weeks. There is some variety among plants, but in general they will stay shorter and develop lots of branches and bud sites. The resinous flowers will have a strong, sharp citrus aroma and a slightly subtler lemon flavor. Effective for treating stress and moderate pain, for a few hours this strain will give you a first-class trip out of this world.
Apollo 11 Cannabis Strain Details
Hybrid A11 Apollo 11
Strain Attributes
- Flavors
- Effects
- Medical
- Negatives
Apollo 11 helps patients relieve: Used to help with: Anxiety, Arthritis, Fibromyalgia, Migraines
Unfortunately, patients may experience:
- Anxious
- Dry Mouth
- Dry Eyes
- Headache
- Paranoid
Apollo 11 Availability
Review Highlights View All
Most Helpful
"One of our best Sativa dominant strains. Apollo 13 hits you with a burst of energy and relaxes you at the same time. Great for a afternoon pick me up" Read more
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Anonymous -- 4/18/2014
"I recently bought this bud and I could smell it before I entered the building in which I purchased it. It's an extremely potent strain, maybe one of the best." Read more
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Apollo 11 Genetics Information


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Grilled Onion Raita
Photo: Jan Smith
A chunkier version of a typically smooth raita (RI-tah), this Indian condiment is easy to prepare if you're firing up the grill for other foods. Serve with any of the main dishes featured here or as a cooling complement to a fiery curry. Store in an airtight container in the refrigerator for up to two days.
Yield: 2 cups (serving size: 1/4 cup)
More From Cooking Light
Nutritional Information
Amount per serving
- Calories: 24
- Calories from fat: 26%
- Fat: 0.7g
- Saturated fat: 0.1g
- Monounsaturated fat: 0.5g
- Polyunsaturated fat: 0.1g
- Protein: 1.3g
- Carbohydrate: 3.8g
- Fiber: 0.4g
- Cholesterol: 0.0mg
- Iron: 0.5mg
- Sodium: 87mg
- Calcium: 39mg
- 1 1/2 teaspoons extravirgin olive oil
- 1 onion, cut into 1/2-inch-thick slices
- 3/4 cup finely chopped English cucumber
- 3/4 cup plain fat-free yogurt
- 3/4 teaspoon cumin seeds
- 1 tablespoon minced fresh cilantro
- 1/4 teaspoon salt
- 1/4 teaspoon freshly ground black pepper
- Prepare grill.
- Brush oil over onion. Place onion on grill rack; grill 4 minutes on each side or until browned and tender. Remove onion to a cutting board, and cool completely; chop.
- Combine sliced onion, chopped cucumber, and remaining ingredients in a medium bowl; stir well.
MyRecipes is working with Let's Move!, the Partnership for a Healthier America, and USDA's MyPlate to give anyone looking for healthier options access to a trove of recipes that will help them create healthy, tasty plates. For more information about creating a healthy plate, visit www.choosemyplate.gov.
My Notes
Only you will be able to view, print, and edit this note.Add Note
Grilled Onion Raita Recipe at a Glance
- COURSE: Sauces/Condiments
- CONVENIENCE: Entertaining
- CUISINE: Indian
- MAIN INGREDIENT: Vegetables
- DIETARY CONSIDERATION: Low Calorie, Low Cholesterol, Low Fat, Low Sodium, Meatless, Low Saturated Fat
- COOKING METHOD: Grill
- OCCASION: Autumn, Summer
- PUBLICATION: Cooking Light
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Sign up for Yardbarker's daily Top 10 newsletter, the Morning Bark! Customize to get news on your favorite sports and teams.
Found November 05, 2012 on NESN.com:
PLAYERS: Mike Shanahan, Cam Newton, Dan Snyder
TEAMS: Washington Redskins, Carolina Panthers, Pittsburgh Panthers
TEAMS: Washington Redskins, Carolina Panthers, Pittsburgh Panthers
Just three weeks ago, the Washington Redskins were sitting at an even 3-3 with playoff hopes still very much a possibility. Following three consecutive losses and a misplaced offensive identity heading into their bye week, head coach Mike Shanahan sounded ready to throw in the towel. The Redskins and their star rookie quarterback Robert Griffin III were outdueled once again on Sunday afternoon, this time by Cam Newton and the lowly Carolina Panthers. The loss was a difficult one to swallow, especially after Griffin dismissed comparisons to Newton earlier in the week, but Shanahan appeared to be most upset over the letdown. A downtrodden Shanahan, who is now in his third season leading the Redskins, took the podium at FedEx Field after the 21-13 loss on Sunday and sounding like a man defeated by much more than just one game. "You lose a game like that, now you're playing to see who obviously is going to be on your football team for years to come...
Original Story: http://www.nesn.com/2012/11/mike-shan...
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text: Report Abuse Home > Poetry > Haiku > The Perfect Gift The Perfect Gift By JessicaQ, North Vancouver, British Columbia, Canada More by this author a perfectly imperfect New Years gift for you « Previous article More by this author Next article » Join the Discussion This article has 9 comments. Post your own! Report abuse AngelaMB said... Apr. 4 at 8:11 am: Nice Haiku! Artgirl1999 replied... today at 10:23 pm : Awesome! It made me wonder what the gift was. :D Goodv job! Report abuse _Zavery_ said... Apr. 2 at 9:56 pm: Nice haiku :) Report abuse Laugh-it-Out said... Mar. 31 at 12:31 pm: this was cool! holly1999 replied... Mar. 31 at 2:40 pm : I love this! 5/5 Report abuse Krian said... Mar. 27 at 10:34 pm: Very nice Haiku. Love the line "A perfectly imperfect." So much meaning in those seven syllables. If I was the one receiving this gift, I would definitely be curious what it was. Maybe sometime I'll check out some more of your stuff. :) Report abuse mollybug13 said... Mar. 26 at 8:59 pm: I love it its everything a haiku should be. 5/5 Report abuse SaphiraBrightscales said... Jan. 28 at 7:16 am: The clever use of words is so interesting. I liked this Haiku. Check out my stuff too if you have the time. Report abuse JessicaQ said... Dec. 29, 2012 at 9:45 pm: Hope you like my haiku


text:
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Fiona Cairns was chosen to create William and Kate's wedding cake. Her book will show you how to impress family and friends with stunning and delicious cakes, cupcakes and cookies of your own that are as lovely to look at as they are simple to make. Here are a treasure trove of ideas and inspiration along with foolproof recipes and complete step-by-step instructions to recreate the sweet and stylish confections that have made Fiona Cairns one of London's most celebrated bakers.
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Photo (left) copyright © Laura Hynd.
Baking and eating cakes and cookies is all about home, comfort, pleasure and luxury. Admittedly, they are not an essential part of our daily diet or sustenance, but they are vital to our souls. Cakes are a treat. They can be a gift, an occasion in their own right to be shared while relaxing around a kitchen table, eaten indulgently solo, or given as a centerpiece at a lavish celebration with loved ones. For me, they are also about the unmistakeable sweet aroma of the oven, the light texture of a cake crumb or the tantalizing fragrance of citrus and rose water in a syrup.
Cakes create memories. I'd like our children to have those memories, too. For many of us, baking was our first introduction to the kitchen and I remember fighting over scraping down and licking the mixing bowl with my brother. Even now, I have been known to sneak the last drop of some silky, melted, still-warm chocolate. Sadly, in our increasingly busy lives, many of us these days lack the time and knowledge to bake. I want to change that. I hope to show in this book that the process of baking and decorating is just as enjoyable as the eating; it might surprise you. Everyone makes mistakes, even the professionals, so a lack of confidence is no reason not to give it a try. Once, when making Christmas cakes, I lost an earring in the batter. I only found it with the help of a metal detector!
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Photos copyright © Laura Hynd.
Preheat the oven to 350°F. Butter an 8 x 1 1/2" round cake pan, and line the bottom with parchment paper.
Roast the hazelnuts in the oven for 5-10 minutes, watching carefully so they don't burn. Let cool. Grind finely in a food processor. Place the chocolate, l/3 cup of the sugar and the butter in a heatproof bowl set over very gently simmering water (ensure the bottom of the bowl does not touch the water) and melt together gently. Remove from the heat and stir in the hazelnuts. Beat the egg yolks until they thicken and turn pale yellow, then fold them into the cooled chocolate mixture.
In another, very clean bowl, whisk the egg whites until foamy, then slowly beat in the remaining sugar until soft peaks form. Take a large spoonful and fold it into the chocolate to lighten it. Then fold in the remaining egg whites, as gently and lightly as you can, using a large spatula. Transfer the batter to the pan. Bake for about 20 minutes. This cake is fragile, so take care when handling it. Let cool for 10-15 minutes, then run a knife around the edge to loosen it from the pan. Cool completely. Turn out very carefully on to a serving plate. The base will become the top. Remove the paper.
To make the ganache, melt the chocolate, cream and butter in a heatproof bowl set over very gently simmering water (make sure the bottom of the bowl does not touch the water). Stir well and remove from the heat. Cool a little until it thickens, then pour and spread it over the cake with a metal icing spatula. Stud the surface with the raspberries.
Copyright © 2010 by Fiona Cairns. Photography copyright © 2010 by Laura Hynd. Reprinted from Bake and Decorate with permission from Rodale.
FIONA CAIRNS (photo, left, © markguthrie.com) trained as a pastry chef at the Michelin-starred Hambleton Hall and then began baking at home and supplying local businesses. Her company now bakes 220,000 cakes a year for clients such as Harrods, The Conran Shop, The Ritz Hotel, just to name a few. She has made cakes for Bono, Pink Floyd and supplies Sir Paul McCartney with a Christmas cake every year. Despite her success, she has never lost her passion for home baking and still makes cakes at home for family and friends.
Copyright © 2014 Jessica's Biscuit, Inc.


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Circumstances beyond my control make me forego the pleasure of appearing in person to deliver this message following a beautiful tradition established many years ago and adhered to most punctiliously by my predecessors in office.
Only once did a president not appear personally before Congress—on January 23, 1950, President Elpidio Quirino, who was recuperating at the Johns Hopkins Hospital in Baltimore, Maryland, delivered his SONA to the Joint Session of Congress via radio broadcast through RCS in the United States. This was picked up by the local radio network at 10:00 a.m., just in time for the opening of the regular Congressional session.
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text: Table T4_2_1_1-2_2a 2012 National Healthcare Quality and Disparities ReportsThis appendix provides detailed data tables for all measures analyzed for the 2012 National Healthcare Quality and Disparities Reports. Tables are included for measures discussed in the main text of the reports as well as for other measures that were examined but not included in the main text. Table 4_2_1_1.2_2aEmergency department visits triaged as urgent at which patients waited to see a physician for 1 hour or more, by race,a United States, 2009–2010 TotalWhiteBlackPopulation groupPercentSEPercentSEPercentSETotal 31.01.128.31.139.41.7Age0–1727.41.524.71.533.42.218–4434.01.331.01.342.22.145–6431.81.429.31.439.72.265 and over27.01.325.41.437.63.7GenderFemale184.108.40.206.241.31.9Male22.214.171.124.236.51.8a Race data have missing values each year that are were imputed. See dataset documentation available at http://ftp.cdc.gov/pub/Health_Statistics/NCHS/Dataset_Documentation/NHAMCS for details.Key: SE: standard error.Source: Centers for Disease Control and Prevention, National Center for Health Statistics, National Hospital Ambulatory Medical Care Survey. Current as of June 2013 Internet Citation: Table T4_2_1_1-2_2a: 2012 National Healthcare Quality and Disparities Reports. June 2013. Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/research/findings/nhqrdr/nhqrdr12/4_timeliness/T4_2_1_1-2_2a.html


text:
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text:
- Gwen was enchanted, that's all that matters to me.
- Merlin, Gaius, say something, do something, for fuck's sake!
- So you're gonna stand there and let Agravaine get away with everything?
SERIOUSLY SOMEONE CALL AGRAVAINE OUT ALREADY. There's so much evidence and not-just-Merlin witnesses at this point to not prove he's a baddie to Arthur.
Skyward Sword »>SPOILER«< !!!
saddest scene ever ;_;
and the one i'll most likely create fan art for


text:
I appreciate the thoughtful responses on math instruction in Georgia.
The divergent responses bring up an ongoing quandary for those of us who write about standards: When are problems the results of teaching – too little or poor training on the new stuff, reluctance to adapt to new material, personal beliefs that the standards miss the mark – and when are the problems embedded in the actual standards?
For example, on the GPS in math: When the state adopted them, I talked to several college math professors, some with children in the public schools. They had no problems with the new standards and did not understand the fuss.
When I pointed out that some of the criticisms were coming from parents who were also trained in math, they shrugged and said some of their colleagues simply don't like to see math delivered in ways different than what they experienced. They saw this as a real non-issue. (I recently went back to two math professors with kids who have gone all the way through now on the new standards and they remain unfazed and pleased with how their children are learning math.)
I wonder about the teacher training issue. In 2004, when the DOE rolled out the new math standards, it asked teachers for their responses. Half of the middle school teachers who responded said they didn't think they could teach to the higher bar. At the time, a DOE official explained, "They don't think they have the skills to teach algebra because they're teaching more arithmetic now."
DOE expressed confidence that it could train those teachers and make them comfortable with the new standards. Did that happen across the board? Or could that be part of the problem? (Please read some of responses to the earlier blog entry on math. It will give you a good taste of the varying views of the standards.)
September 25th, 2009
10:21 am
RE:(I recently went back to two math professors with kids who have gone all the way through now on the new standards and they remain unfazed and pleased with how their children are learning math.)
Remember, no students "have gone all the way through." The oldest group are 10th graders, who are currently taking Math II. There are also students taking Math III but they would be gifted and talented in math. Juniors and seniors in high school are still on the old curriculum. The jury is still out on this one.
September 25th, 2009
10:26 am
Many thanks to PAGE for their donation to flood relief.
September 25th, 2009
11:14 am
Teachers' professional development is the key issue when it comes to implementing new curricula like the math GPS. There are many reasons that should be considered, too. The true concerns usually link back to two major roadblocks: financial resources for professional learning and resistance to change.
Resources: Release time for training, learning about, and planning lessons is critical at the beginning stages of a major change. When the governor and legislature eviscerate the schools' staff development budgets, it is impossible to provide the kind of quality time for the teachers to learn the new materials.
The state provided very limited opportunities for teachers. Some sessions were held and a "train the trainer" model was used. Systems were allowed to send only certain numbers of teachers/leaders to the state-wide sessions. These teachers were to come back to the schools and train the teachers. This was a very insufficient approach from the outset.
Resistance: There are two parts of this problem that have different and profound impacts on professional development and curriculum. First, many elementary and middle school teachers had inadequate coursework to be prepared for the new levels of math expected in today's curriculum. The state changed some requirements for teachers but this had little impact on their actual mathematical knowledge.
Second, teachers sometimes have a tendency to become comfortable in what they teach. Even changing to a new textbook is daunting to some teachers. I have seen teachers cling to their lessons from the past in a way that made me think of the gun bumper sticker. (you know, the one that says "when they pry it from my cold, dead fingers.)
The current math curriculum does expect teachers to update their teaching methods and have the mathematical skills necessary to be able to teach higher level skills. This is true all the way through high school. These forms of resistance delay the inevitable and rob our children of good math teaching.
There are many wonderful, highly dedicated teachers who have been willing to put forth the effort to adapt to the new curriculum. Students are learning and they are learning at higher levels than ever before. Our old curriculum held kids back and brought about the dreadfully low math achievement that plagued our state.
Change will take time and commitment. The commitment must come from everyone – teachers, parents, school leaders, politicians, EVERYONE. We need to stay the course if we truly want to improve our children's learning in mathematics.
September 25th, 2009
2:14 pm
"train the trainer" ??
pretty funny stuff if one can remember playing the "whisper game" as a child.
September 25th, 2009
3:27 pm
Get real. "More rigor" is a crock in this case. Let's see… my second grader received homework that said ALGEBRA on it. She had to select 900+60+7 as the answer for what is the same as 967. This is not Algebra! I sure hope my child's second grade teacher clings to the past to teach math (at least then she'll learn some actual math facts). Could teachers benefit from some actual math training? Sure, but teachers and the students would benefit more from a traditional math curriculum.
As I see it, the inherent problem here is not so much whether teachers have been trained, but rather that the state and counties are stating that the math curriculum is more rigorous because Algebra, Geometry, etc. is being pushed down to the lower grades, when in reality, it is a shell game. Spiraling does not work, which will be reflected in the lower retention of math knowledge. There is an elephant in the room and he just took a dump!
September 25th, 2009
3:37 pm
The train the trainer method is baloney. If Kathy Cox is so convinced that this is the right curriculum, then she should have come up with the money to ensure that all math teachers (especially middle and high) were "touched" by the very best trainer the state could hire. Didn' t happen.
At our elementary school, the appointed trainer's husband left her the first week of school. She wasn't capable of teaching her own class let alone finding the time to do the training.
Additionally, when you ask state officials about poor quality instruction from math teachers, they reply that some teachers need to be replaced. However, that almost never happens and it isn't like there is a line out the door of new qualified math teachers.
September 25th, 2009
5:54 pm
This is obviously a very hot issue for some- I personally have been quite pleased with my daughter's progress in math- she is in accelerated math now, in 7th grade, and doing quite well- she has been blessed with excellent teachers. On the other hand, my older daughter (in college now) would have had a very hard time during some years if we had not been there to assist…go figure!
September 25th, 2009
9:25 pm
In addition to having resistant teachers, parents are also resistant to the change. I heard complaint after complaint from parents last year whose children weren't making an A in math for the first time ever. Our gifted Math I teacher was an excellent teacher, and she taught the class according to the DOE guidelines. Our students and their parents were used to being spoon-fed and didn't adjust well when a teacher actually had high expectations. To be fair, this particular group of students had had the same teacher for three years straight in middle school, and she didn't implement the new curriculum the way that it should have been.
BTW – my son is in third grade and his math homework last year was nothing but algebra: "If Tommy gets $.03 for every can he recycles and $.05 for every bottle he recycles, how much money will he have if he recycles 4 cans and 2 bottles?"
September 26th, 2009
12:11 am
There is a huge difference between "algebra" as a label for HS courses some of you seem to fondly remember and "algebraic thinking and representations" discussed in the "algebra" strand of the GPS. Writing 967 as 900+60+6 is "algebra" may be a bit of a stretch, but understanding 967 is 900+60+7 is a part of an understanding of our number system. Eventually, we want children to understand it as 9×100+6×10+7×1 so that the ideas of place values become much more explicit.
Oh, by the way, there is no "algebra" strand in K-2 GPS. So, you may want to straighten out your understanding of things you are trying to criticize.
September 26th, 2009
7:51 am
[...] oblique responses alter up an current difficulty for those of us who indite about. Read more: Were Colony teachers drilled to inform the newborn math? | Get Schooled Posted in Uncategorized | Tags: appreciate-the, appreciate-the-thoughtful, [...]
September 26th, 2009
8:36 am
I recall doing problems such as "900+60+7″ to learn place values in elementary school nearly half a century ago…I don't think it's algebra, but I don't think it's anything new, either.
So far as teacher resistance to changes in teaching methods – that's a well-documented phenomena. Teachers must be quite convinced that a change will be beneficial before investing the significant time and effort necessary for such a change, and teachers must be given significant extra time for planning & practicing for the change.
I know that in our district, teachers are given a quick rationale for the change, but never the extra time required to implement the change. There's also the question of whether the rationale is seen as compelling, or whether we're just being fed the current "cure de jour"….
September 26th, 2009
10:16 am
To Reality2,
I'm not trying to claim that the non-Algebra is from an Algebra strand in K-2. I'm just pointing out that the state/county are explicitly stating that they are making it more rigorous by pushing down Algebra and Geometry into the earlier grades. That is a fallacy… and some parents (and teachers) are falling for it. The "Algebra" exercise given to my child concerned place values and it should be labeled as such.
As for the difference between 2nd grade and HS math courses, I am well aware. In fact, I have ripped apart the Math I curriculum and found it so lacking that my eldest son was taught Algebra I by me during the summer. Yes… REAL Algebra. There was no ping-pong interplay between math topics. He actually learned Algebra in a traditional way so that he MASTERED the concepts and algorithms. He will continue on this path so that I know he will not require remedial math in college, as so many reform math students from other states have needed.
As a final thought regarding teacher training: it is a whole lot harder to familiarize a teacher with concepts of Algebra I & II, Geometry, Probablity & Statistics, and Trigonometry so that they can effectively TEACH it. Math requires mastery in the instructor based upon the different fields of math. Science is the same way. You wouldn't ask a Chemistry major to teach Biology or Physics without giving them the where-with-all to be successful. The traditional mathematical structure allowed teachers to specialize in the Algebra sisters or in Geometry/Trigonometry. They weren't tasked with being a Jack-of-all-trades and a Master-of-None.
I have concluded that this new math curriculum is half-baked. I have yet to meet a math teacher (or parent, for that matter) that actually likes it. It seems like Kathy Cox said, "Let's make a big change so people think we're doing something… anything to bring up the scores" and that's what happened. She didn't think it through all the way. She (and her minions) didn't do their homework, because if they had, they would have seen that numerous states are kicking integrated math to the curb. They would have read the latest release from the National Math Panel that is not very complimentary regarding integrated math. They also would have noted that integrated math won't work on a block schedule, so they were dooming groups of kids for failure before the "experiment" began.
I've said my piece. My kids will be educated in spite of this curriculum. The rest of you are on your own.
September 26th, 2009
10:40 am
Christy – I feel the same way. We did have to supplement most of our childs math at home (including some math tutoring) . So if my childs test scores go up – I would like everyone to know its not what she learned in her Math 1 classroom. I still believe that this was an academic exercise at the expense of our children.
September 26th, 2009
10:55 am
What happens if Georgia students move to another state partway through high school? Where in the traditional high school math sequence should those students be placed? Ditto for a student FROM another state?
And does anyone have a short explanation for why integrated math doesn't work on a block schedule? (Actually, according to the GaDOE's own research, nothing seems to work quite as well on a block schedule, but that's another discussion…)
September 26th, 2009
10:58 am
If a Georgia high school student transfers to another state, with a traditional math course sequence, where will the Georgia student be placed? And will the Georgia student be ahead of or behind his or her age-group peers in the new state?
Same question, but pertaining to a student from out of state moving into Georgia. Must these students start over at the beginning of the course sequence?
September 26th, 2009
12:36 pm
Good questions ScienceTeacher671. I think you'll find that the county/state CAN'T answer them, but I can tell you of one incident I personally know of. A rising 10th grader left the state of Georgia and was placed back into an Algebra I class with freshmen in his new school. Apparently, he didn't possess enough Algebra I knowledge to "test out", so he had to restart the sequence. This puts him one year behind and means he needs to step it up a notch in order to get all the math courses in that he wants before graduation. Of course, he now has traditional math courses so he can double up if needed. Bet you can guess how happy he is.
September 26th, 2009
2:07 pm
Much of "traditional" Algebra I topics (linear equation/inequality, linear functions, etc.) are discussed in grades 7 & 8. Understanding relationships among topics – across domains like algebra, geometry, statistics, etc. – is THE essence of learning mathematics.
So, I wish your son the best.
As for meeting math teachers, I believe there is a conference of math teachers in a couple of weeks. I'm sure they aren't all for the new GPS, but I'm sure you get to meet those who do support it, too. They usually meet at the Rock Eagle. Maybe you should visit there and talk with the teachers. Maybe Maureen can attend the conference and talk with math teachers there, too.
September 26th, 2009
2:15 pm
I find it interesting that the online math education courses that count toward teaching degree credit in Georgia are still set up in the traditional sequence.
If it's the best way for the teachers to learn the subject area, why is it denied to Georgia high school students?
September 26th, 2009
3:27 pm
Thanks, Cobb County Parent. Your anecdotal account is the sort of situation I was afraid of.
My other question – I've seen several teachers mention that integrated math is incompatible with block scheduling, and I wonder if someone could explain why?
September 26th, 2009
4:05 pm
Cobb County Parent & Science Teacher
This anecdotal instance is just that – an anecdote. What evidence do you have that this child would have tested out the algebra 1 test? What if he was just put in algebra 2 only because his transcript says algebra 1? Would that really serve him?
Here is another anecdote. A HS senior who moved here from another state had algebra 1 in MS. He took the Algebra 1 EOCT as demanded by the math department at his new (GA) high school. He scores very well 90+ % (or percentile, I'm not sure which). However, in that school system, Algebra 1 taken during the MS year would not count toward HS credit, so the district refuse to give him HS credits.
Here is another anecdote. I met an 8th grade student while back. Because of her family situation, she was attending her 3rd school in 3 years, in 3 different states. She was taking a life science class for the third time because those three districts sequenced the content of MS sciences differently.
All of these annecdotes seem to suggest we need a national curriculum, don't they?
September 26th, 2009
6:39 pm
Only if the national curriculum will allow us to go back to teaching math operations and topics sequentially instead of treating math as a survey course of isolated topics. There's too much anecdotal evidence and documented studies that integrated math leaves out too much of the important Algebra 2 and Pre Calc concepts. According to the NMAP only 9 of the 15 critical aspects of Algebra 2 were touched on at all in NC and none to mastery. I would refer anyone interested in this to pages 43 and 44 of the Report of the Task Group on Conceptual Knowledge and Skills.
A national curriculum should reflect the findings of the National Math Panel Report which the State DOE refers to as authoritative on its website.
September 26th, 2009
7:03 pm
Reality2, as a teacher in one of the many districts in Georgia with a high percentage of [highly transient] military dependents, I am all for a national curriculum. It isn't fair that my students are frequently penalized because their parents chose to serve our country.
September 26th, 2009
7:36 pm
Look, all of the blasts at Kathy Cox and the DOE is ridiculous. Georgia is a local control state. Each local school system has a responsibility to train its teachers and hire competent teachers. The DOE does offer year-round trainings, but county administrators don't force their teachers to attend. The old way of teachig math was not working on the grand scale. Some students were doing fine, but the state was not. I have had the pleasure of teaching classes at Georgia State, Georgia Perimeter, and summer at Georgia Tech and I know first-hand that most of our GA students memorized and breezed through high school. The new curriculum is tough because some of the GA teachers, including teachers at my school, don't have the content knowldege to teach this curriculum. Then, some teachers are brilliant, but do not know what it means to teach. To those who say we should teach Algebra, Geometry, Algebra II, etc: we are teaching the same courses, but in a different arrangement. If GPS is implemented as it is intended, then our students, as a whole, will be academically competitive in the United States and internationally.
September 26th, 2009
7:43 pm
Fulton Parent,
What do you mean by "evidence and documented studies that integrated math leaves out too much of the important Algebra 2 and Pre Calc concepts"? Can you name any report that went through the GPS? What specific algebra 2 or Pre Calc concepts that is NOT in the GPS. Name one, please, instead of making this kind of ridiculous accusation. If TEACHERS are skipping them, then that's not the standards' problem. If you go through MATH 4, students have done everything typical Pre Calc class includes and more. Please read the GPS. The GPS does not specify how math is to be taught – it is simply a list of grade level expectations.
There are actually a lot more evidences that students in the US compartmentalize mathematics – and typical US approach is to compartmentalize mathematics to Algebra 1, Geometry, Algebra 2, Trigonometry, Statistics, etc. REAL mathematics is about the relationships of ideas, without attention to the boundary that was placed by people arbitrarily.
Here is what the Math Panel said about integrated vs single subject:
"The curricula of most high-achieving nations in the TIMSS study do not follow the single-subject sequence of Algebra I, Geometry, and Algebra II, but they also differ from the approach used in most U.S. integrated curricula. Instead, Algebra, Geometry, and Trigonometry are divided into blocks. The teaching of each block typically extends over several months and aims for mathematical
closure. As a result, these curricula avoid the need to revisit essentially the same material over several years, often referred to as "spiraling."
A search of the literature did not produce studies that clearly examined whether an integrated approach or a single-subject sequence is more effective for algebra and more advanced mathematics course work. The Panel finds no basis in research for preferring one or the other. "
You go through the "major topics of school algebra" the Math Panel listed in their final report, you will find them ALL in the GPS, starting around Grade 7. There is nothing in the GPS that prevents a HS in GA to teach the content of MATH 1, 2, 3, and 4 by "blocking" related topics.
September 26th, 2009
7:44 pm
Christy, you need to check with your child's teacher because the state does not make homework for teachers. Just because it said "Algebra" doesn't mean that Kathy Cox told her to put it on there. Stop looking for reasons to knock this curriculum. My students are now required to understand mathematics and communicate it in a meaningful manner, not just memorizing steps and algorithms.
To all who question what happens when someone moves out of state, the DOE has a document posted that tells the correlation of courses compared to GPS. All of these scenarios, such as a student moving in the middle of the year, remember that GA is not the only state to be teaching via new standards other that the traditional. Plus, even if everyone was on a national curriculum, a student going to another state may be ahead or behind in the same class. Nothing is perfect, but some things are definitely better than others. The middle school CRCT scores are showing that students are doing better than before and this can be contributed to the new curriculum.
September 26th, 2009
7:58 pm
School Teacher,
Those who are against the GPS will say anything and do anything to discredit the GPS – forget the logical consistency or even ethics. If the CRCT scores go up, they blame that the CRCT is worthless. If the CRCT scores go down, they say it's the GPS. If it rains again tomorrow, they will probably blame the GPS.
September 26th, 2009
8:38 pm
Most of the textbooks on the state approved list do not align well with the GPS . If as you say, many teachers do not have the content knowledge to teach the standards, they will be forced to rely on the textbooks and the electronic lesson plans developed by the state to determine what actually goes on in a typical classroom. These lesson plans seem to reflect the Instructional Frameworks more than the GPS. The template for picking out textbooks penalizes for examples and explanations. These are all the more important if subject matter knowledge can sometimes be an issue. A good textbook allows a motivated teacher or student to teach themselves conceptually and shows them the connections among a myriad of math and science concepts.
There are textbooks that could be used in combination to fully and sequentially teach the math GPS. The Singapore math textbooks are one example and the Brown & Dolciani PreAlgebra and Algebra books are another example. Neither is on the approved list in Georgia.
The NMAP report was looking at NC which numerous school officials in Georgia have said we are trying to emulate. The pages cited above go on to state that 4 years of NC integrated math cover less material than 3 years of the traditional Algebra 1 and 2 and Geometry sequence. Time in school is finite.
Finally, my assertions are supported by documentation. You may disagree with them or they may make you uncomfortable. That does not make them "ridiculous".
September 26th, 2009
8:39 pm
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September 26th, 2009
8:58 pm
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I find it interesting that the math professors Maureen consulted found "no problem" with the new curriculum. Well of course they wouldn't! Both they and their kids are culturally geared for academic success! They have good work ethic, intellectual curiosity, internal motivation, and good social skills like working well with others. These kinds of kids get into the "accelerated" version of the GPS math. The PROBLEMS involve not so much the curriculum (except some incredibly badly-worded and overblown "tasks") but the characteristics of students. Once you get past the "accelerated" elite kids, most whom have parents who are college-educated and take interest in their kids' academics, then you run into problems. Once you have difficult concepts that take active thinking and WORK to practice and learn, it becomes extremely difficult to teach and learn some of the new curricula. It is NOT teacher training OR teacher knowledge that is the problem, but abilities, behaviors, and cultural aspects of students that must be acknowledged and dealt with. The "failure" of the new curriculum is not that the curriculum is flawed but that the majority of students have not been properly socialized at home or at school to work and study like they should. Also, some kids just lack the mental acuity to comprehend some of the topics. A great educator named Piaget demomnstrated that abstract (formal) reasoning is a developmental process that may take until 12th grade or adluthood or never, for some concepts. This largely explains the tremendous numbers of kids who for generations failed algebra in 9th grade but could do well in that subject by 11th grade. Perhaps the best solution to this is to recognize how valuable technical high school are, and make a strong return to that system, with totally different graduation requirements for kids attending those schools. The GPS standards will have no impact on the roughly 40% of Georgia kids who drop out, but votech high school could put a very serious dent in this.
September 26th, 2009
9:17 pm
N. GA Teacher, I guess the old curriculum would be better suited for the "improperly socialized" students. The arguments some of you make is irrational.
Fulton Parent, you simply talked about textbooks. Each school system can choose their own textbook. The state has nothing to do with whether you use a textbook or not. You claim that my post proved your assertions, but you didn't address anything I stated.
This is my second year teaching the GPS math in high school. My school does have a huge percentage of minority students, students with emotional behavior disorders, disabilites, etc and still they are becoming better learners by being able to complete learning tasks via GPS. You can hate it all you want, but until YOU teach, you can say nothing about curriculums. By the way, from your posts, I can tell which part of ulton County you are in because we all know that there are 2 parts, the part which think their students are the most brilliant and the part which deals with reality. Your part hates GPS because you all think that your students were great with the traditional curriculum.
September 26th, 2009
10:21 pm
Reality 2 is impugning the ethics of those who have a problem with the GPS as implemented in a typical Georgia classroom.
School Teacher is engaged in numerous ad hominem attacks. I suppose that means you recognize the accuracy of what I and others are saying.
You also owe an apology to residents of both parts of Fulton County. Some of us go to this trouble because we want all children to be the best they're capable of becoming without regard to their parents education or the socioeconomic level or other aspects of their background.
What makes you think I haven't taught this curriculum or that only a teacher can have a valid opinion?
Would you like to put a gag order on every parent who is concerned about their experiences with GPS? Who would then be left to speak out?
September 27th, 2009
2:46 am
Well said Tony and Science Teacher671! No training took place at my school in Henry County and I never got a response concerning who was responsible for training us and when. I took, and paid for out of my pocket, a two-day class on the new Mathematics Georgia Performance Standards from RESA the summer before we were suppose to implement the standards and I attended subsequent trainings that I sought on my own. I also spent a lot of personal time researching, planning, redesigning assessments, etc. because I desired to become proficient in the content I was expected to deliver and I expected my students to be proficient math students.
It paid off in that my fifth graders did well on the watered down CRCT, and MAP scores were dynamite! Also, I became comfortable with the content and delivery. We had A LOT of gaps to fill in and some days, it was ROUGH! Why didn't the state of Georgia provide us with the experiences I sought and did on my own – true professional development experiences? Better front-end planning by the state and counties could have made the difference even with strapped professional development budgets. Teachers need time to master content just like students do.
After reading the previous comments about the middle and high school math, I'm glad I served elementary students! I do sympathize with the parents who are responding. The discourse from varying frames of reference is good for all of us.
I, nor any other teacher, should be expected to seek our own training on a state or county mandated product (ref. to the previous thread. The longer I am an educator, the more ridiculous things seem to get! Private and charter schools are sounding more and more appealing to me each day, not because of the kids, parents, communities, or workload; but, because of the seemingly inept people making decisions on the state, national, and some local levels. Will we ever return to putting students first?
September 27th, 2009
3:15 pm
Fulton Parent,
No, just rationality of those who criticize the GPS. Most of them make no distinction between the GPS, Math Frameworks, the way teachers teach, the way teachers were trained about the GPS, test scores (in relative to which standards students were under), etc. They say one thing at the beginning of a paragraph and ends with another that contradicts what they said a few sentences ago. If anything, they are the best examples of why we needed to make some changes.
September 27th, 2009
6:04 pm
Please appreciate some of us grasp these distinctions very well and have put a great deal of time into researching how to best teach conceptual understanding in math, especially for at risk or special needs kids where an emphasis on inquiry learning can be catasphrophic. No degree gives anyone a monopoly on knowledge. There is in fact a great deal of literature on point including last spring's IES publication on using RTI to help struggling students in math that included eminent mathematicians from UGA.
The story of PRISM in Georgia is quite fascinating. I think too many parents though are only focusing on K – 12 and not realizing that in Georgia, the repeated references are to P – 16 and what the true implications of that are.
September 27th, 2009
8:13 pm
I imagine you are referring to "Assisting Students Struggling with Mathematics: Response to
Intervention (RtI) for Elementary and Middle Schools." So, tell me what part of the GPS is incompatible with the eight recommendations in that document? Are you criticizing the GPS or the math framework? Or, are you criticizing that the teachers weren't well prepared to teach the GPS to at risk students – are you also saying that teachers were much better at dealing with at risk students before the GPS?
I really don't see that you are making those important distinctions. The issue of at risk students is VERY important, but the solution isn't getting rid of the GPS.
September 27th, 2009
10:05 pm
Such contempt.
We are the parents who entrust our children to you.
We are the taxpayers who pay your salary and benefits.
If I didn't understand the large sums of money involved and the careers that have been threatened, I'd be mystified by your hostility. Under the facts, however, I am simply horrified.
September 27th, 2009
11:26 pm
If you are talking about me, you are a bit off target. I am not a school teacher, and I have been very critical of teachers in the past (and I will be in the future, too). By the way, teachers ARE tax payers, too.
Whose careers are you referring to? I suppose none of those are the CEO's of our banks and other financial institutions.
September 27th, 2009
11:44 pm
Reality 2, you seem to want specifics of what isn't working rather than accepting that many, some or all of the issues are combining to harm our students. We would not be so concerned about this topic if we could see that our students were learning.
The absolute proof of how well the new Math works would be to release the EOCT scores from last years 9th graders. Across the state, I am sure each of your variables would be addressed whether it is textbooks or teacher preparation or the framework itself. If the state has confidence in the new approach then let us all see the proof. What you have now are many parents and teachers who are living the problems each day. We may have older students who didn't struggle under the old system who are now doing quite well in college. We now have students (in my case two) who are struggling to a high degree to do well with this approach. These younger two did just as well of better than their older siblings in Math until they hit the new curriculum. Now they struggle daily to understand with as much help as I can give them and with the hiring of weekly tutors at $60 an hour. If we didn't care, we wouldn't be so concerned. And before you dismiss this as anecdotal as you have the comments of others, think that with all of the smoke (and the lack of published 2008/2009 EOCT results) there may be fire.
September 28th, 2009
5:51 am
Let's say the results of the EOCT is released. Let's also say the results were really good – 95% passing. Now what? Was it because teaching was good? Was it because the standards were too low? Was it because the cut off scores were set too low? Did they cheat? Let's suppose the results were really bad – 10% passing. Now what? Was it because of the standards? Was it because teachers weren't teaching what they were supposed to? Was it because the teachers weren't prepared well enough to teach it? Was the test created too poorly? Maybe their textbooks were horrible. How do we know? Would throwing out the standards solve the problem no matter what?
I commend you on your efforts and willingness to support your children's mathematics learning. When you say "until they hit the new curriculum," can you say exactly when that was?
September 28th, 2009
9:25 am
The point Lynn made is spot-on. Release the scores and let us evaluate what really is going on. Don't give me attitude with your "Now what?". Contrary to what you may believe, some of us parents actually have attained degrees in math and we are qualified and entitled to assess the damage being done to our children with this new curriculum.
September 28th, 2009
10:19 am
Last year as my kindergartener started bringing home homework that I thought was a little advanced for a five year old, i remember feeling frustrated on how to get her there. I thought about it though if I can figure out how to help her learn this it will help her in the long run. The flip side of that is this I also have a ninth grader and an 11th grader. I have tried to help her but their is not a lot of information on the math she is bringing home as a matter of fact my husband and I find it easier to help our 11th grader because the concepts are a little more familiar and he is in trig or Alg 2. I think when assigning homework to a student a teacher should give better instructions not just to students but also to the parents who may be helping them
September 28th, 2009
10:49 am
Cobb County Parent,
With your wonderful math degree, please explain to me how the EOCT score from last year will mean anything – high or low? Last year was the first year Math 1 was offered. So, there is no score to compare. If the scores are high, is it necessarily a good thing? No. If the scores are low, is it necessarily a bad thing? No, again. In order to use test scores for a comparison purpose, we need a comparison group. But, there is no student who studied under the old standards taking Math 1 EOCT last year, nor no Math 1 student taking old EOCT, either. Without those comparison, just looking at the results of a single test is meaningless. I have no problem if the state department released the results, if people realize what they can and cannot say about the new standards based on the test results.
September 28th, 2009
11:02 am
Reality 2, do you really think that if the EOCT passing rate had been high, the scores would not have been released? The state planned to use the scores until the results of the first semester block schedulers came in.
My thoughts in releasing the scores along with the cut score was that we might could evaluate some of the many variables that you discussed. Did a high percentage pass in a district that was using x textbook? Did schools on block schedules do worse than those on a regular or modified block schedule? How were teachers trained in districts with better results. If we do all of this then we might be able to reduce the variables somewhat. And in the end it may just be that this curriculum is not working or will not work well for x years and we are harming the students who are moving through this curriculum for the first few years it is taught.
As for when my younger children started to struggle, it became most apparent in 8th grade with some struggles in 7th. In Math I it was an all around struggle with certain concepts. And as others have commented, the textbooks we are using do not provide examples so it is difficult for parents or students to go back and understand what they are supposed to do.
My children want to do well. They make great grades in other subjects and struggle with Math. They attend school help sessions, tutoring sessions with the hired tutor 1 to 2 times a week and go to their teachers for help as well. With all of this effort, you would expect better results or at least better comprehension. I am concerned that they are not getting an indepth grasp of each discipline. Algebra for a few weeks, them Geometry and then Statistics or a blending of the three throughout the semester has not given them a fundamental understanding of any of the three.
September 28th, 2009
12:03 pm
I echo everything Lynn has said.
September 28th, 2009
12:10 pm
I agree with Lynn and Cobb County Parent.
September 28th, 2009
12:12 pm
I have no idea how well students did on the EOCT. My point is, looking at the EOCT will never really tell us the quality of the GPS. For that, we need a comparison group.
As for your children, the GPS doesn't specify how topics are to be taught. There is nothing in the GPS that prevents a teacher/HS to teach all algebra related topic in one chunk, then moving onto all geometry related topics in another chunk. However, I contend that mathematics is a web of interconnected ideas, and the distinction among algebra, geometry, etc. is arbitrary and non-productive mathematically. Furthermore, we know from many research that too many US students (whether they study in the traditional sequencing of courses or integrated) have superficial math knowledge. So, it's not the matter of how we organize the course. It is how teachers teach. Once again, the GPS simply lists what to be taught, not how.
Finally, you say your children started to struggle in 8th (some in 7th) and that doesn't seem to be caused by the GPS as they must have had the GPS, at least in Grade 6, where they were fine.
September 28th, 2009
2:13 pm
Good Grief Reality 2 – who are you – the former math coordinator for the Henry County School System? She gushed about how wonderful the new Math standards were, and pushed the Connected Math and Carnegie Learning "textbooks" (and I use that term loosely) down our throats. Of course she is no longer the math coordinator (imagine that!), but we are stuck with her legacy down here. My son is in the 8th grade, and is struggling. I have spent over $200 so far this year on math reference books to try to help him. The Connected Math "textbooks" we have are not used (most of the teachers I have spoken to despise them), and wouldn't help anyway if they were. I have friends whose children are now in 10th grade, and have been in a continuous struggle with this junk since 6th grade. I absolutely dread the thought of my son going to high school next year to begin the arduous journey into Integrated Math 1, 2, 3 & 4. I have made my feelings known to the powers who be within the School System, but have been told that they have no choice but to teach this State mandated curriculum the way the State wants it taught, and that they're doing the best they can. Great – once they figure it out, my child, along with many others, will be sitting in a remedial math class in college. Maybe we should all bill the State of GA for the money we've had to spend on reference books, tutors, etc.!
September 28th, 2009
2:45 pm
Henry County:
Tell your "powers" to read the GPS. There is NOTHING in the GPS that says a particular way of teaching – other than, perhaps, a loose reference to "student centered" way. The state does NOT mandate the use of Connected Math or Carnegie Learning, or any other textbooks.
Your complaints should be about how your system is implementing the GPS, not the GPS itself.
September 28th, 2009
3:16 pm
Reality 2 – I really don't care what you think you know – I know and many other parents, teachers and students know, this is a flawed curriculum. The training was not there, the textbooks are not there (I have been told by the "powers" that there really are no relevant textbooks to match this curriculum), and the roll out was haphazard. I know that my child is struggling as are many others, and we in Henry County, as well as in many other counties, are watching our capable children struggle with math. If it's so great – why so many problems? If you're so knowledgeable, why don't you get in contact with the State DOE and offer your services to advise the school systems across the state on how to implement this curriculum. You would be doing a wonderful service for the struggling children of Georgia!


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The Indiana State Fair enters its 156th year with a mix of concerts, exhibits, discounts and, of course, food.
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Anyone who buys a ticket to one of the Bankers Life concert sgets a free ticket to the State Fair good for any of the fair's 17 days.
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We will send you an email with an invite soon.
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Attention Baby Disorder
Guest blogger Dani Klein Modisett: All this non-verbal playing with my 1-year-old is not my thing.
"That's right honey!" I say to my one-year-old who just stacked one foam block on top of another. My face is frozen in a smile so insincere it would rival Miss Runner Up's in any pageant. I look at my watch. Thank God my babysitter will be here in 20 minutes. My babysitter. I love my 1-year-old more than anything in life, except my 5-year-old. And the great thing about him is, he can talk.
Tossing a fabric-covered ball back and forth makes me want to eat a box of Twinkies 'cuz I'm so bored. I know I should be enthralled and I know intellectually watching the wonder in my boy's eyes is very cool. But I can't help it, my mind wanders. I start thinking about all the things I have to do, how the bedroom is a mess and really we need more closet space and how are we ever going to pay for that if I don't start making some decent money soon...and...DING DONG!
"COURTNEY IS HERE! YIPPEE!" I yell through the front door, unlocking it.
"How are you?" I love our twentysomething babysitter who's kind of an actress and kind of works for a music production company and gives my baby her undivided attention.
"Hi Gideon," she sings, lowering her eyes in a mock flirt. She takes him in her arms. "Come on, buddy, let's go build some blocks!"
If she looked at me like that I'd want to build blocks, too!
Maybe I should pretend I'm a twentysomething actress/student/vegan and allow myself to really enjoy my son like Courtney.
Do you ever get bored while playing with your kids?
Dani Klein Modisett is the mom of two and producer/director of Afterbirth...stories you won't read in Parents magazine. For more info, visit her site.
oh yes! But playing with them is part of being a good parent!! Suck it up.They watch and learn from us. I don't play with them as often as I should I admit!!
Since your child is one year old… I will forgive you.
If you're bored playing with your kid when they're 2+… you have some issues.
I can agree that playing with them can be 'boring' but I just enjoy being with my son. I forget that I am 'playing' with him because I see it as so much more. The smile alone is worth it. I should really play with my baby more then I do. *shrugs* To each their own…
I can completely relate and have spent many an afternoon doing just what you described. To those that disagree, this woman is taking the time to play with her child. She recognizes how wonderful he is. So, cut back on the judgement and ask yourselves if you want to be real or just pretend that you are the perfect mom in every living, waking moment of your life.
Spend an afternoon with someone who lost their child at 1 year. That'll change your perspective and you might have fun with you child out of gratitude.
I nearly died of boredom when my kids were tiny. I suffered a five-year identity crisis after my first was born. I went from a high-powered career overseas to being stuck in a little house with no one to talk to but an infant all freakin' day long—who wouldn't get bored? The mark of a good parent isn't loving every minute of it. It's doing what's best for your kids even when you don't love it. But to survive it with your sanity intact, you need to find ways to keep yourself engaged in adult life. I went to law school at night when my kids were babies. My mom babysat them while I was in school, and it fostered a fantastic relationship between the kids and their nana. I don't think they ever missed me, and I came out five years later with well-adjusted kids and a law degree. My kids are 8 and 11 now, and they're awesome little people. I work at home (as a lawyer), so they still don't miss me, and I have my sanity.
Oh, and all those people who don't understand? Don't worry about it. Everyone is different. It doesn't mean you're not a great mom or that you don't love your kids. It just means you have different needs, and you have every right to satisfy them (and can do it without any damage to your kids).
Eh, personally, I think there is a HUGE difference between being bored with playing the same.mindless.game for the 172,769,028th time TODAY, and finding your CHILD boring.
My children (ages 10, 8, 6, and 4) are a source of endless fascination and amusement to me. I don't get tired of THEM, pretty much ever.
But sometimes, when they get on these kicks where they want to do NOTHING ELSE except this One Thing (Hi Ho Cherry-O…I hates it…I HATES IT…), for days and weeks and MONTHS, EVEN…and they don't want to play with EACH OTHER or with DADDY, they want YOU and ONLY YOU, to play ONLY this Cherished Game…AGAIN…again-again! again-again!…
Maybe it is because I am a first time Mom or maybe because my son is only 16 months and for the most part a very good little boy, but either way I love playing with him. It gives me a chance to act like a kid again too. I love to spend time with him and watch his eyes light up when he discovers something new. I will admit that sometimes my mind wanders to the housework that I must do but then I realize that he is only going to be this small once and the laundry & housework are always going to be there. So what if I run around like a nut when he takes his naps, the time spent with him is so worth it.
Try to imagine what the world is like for your baby. Everything is new and exciting. Make your baby a part of everything—mealtime, bathtime, cooking, laundry time. Talk to your baby about what you are doing and what he/she is doing. That's the key to keeping him learning and growing.
maybe you shouldnt have had another baby.
WOW! I thought I was the only mom who felt like that! My daughter is 1 and I had the EXACT same feelings and thoughts.
Some advice from someone that has been there, get out of the house and/or have more structure to your day. Go play in the back yard everday from 2-3, or let your child splash in a baby pool everyday for 30 min, etc, you get the point. Having things planned out a little more will help a lot with the "I'm bored just sitting here doing the same thing all day long day after day".
I love my children but reading the same book 15 times or singing the ABC's 10 times in a row gets boring and I do drift into dishes, laundry and pick up the toys he is not playing with. Sometimes though I love playing with him and I am glad that he likes books at such a early age of 19 months but other times when I read the SMILE book over and over I want to find something else to do. Luckily my youngest child is getting to where they can play together and I can play with both of them or run and put laundry in the washer which is about 2 feet away from them or do some dishes which is very close to them to. But I do know how you feel when you get bored of the old routine and drift away. Thankyou for making me feel like I am not the only one that does that.


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