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Lots of stuff in the AJC today about Georgia's new math, including a pro-con package on the education op-ed page. (A few of you have talked to me about writing op-eds for the Monday education page that I put together. Send them any time.) There was also a front page story today on how much systems have invested in the new math that now may go away. I will post that later.)
The pieces are by John Konop, a business owner and Get Schooled poster, and Dane Marshall of Cumming, a retired mathematics teacher with more than 40 years of education experience.
Here they are:
By John Konop
Math 123 may be a well-intended effort to prepare students for a globally competitive workplace, but it's a proven failure that's causing substantially more harm than good. Math 123 radically changed our high school math curriculum without properly reviewing it with teachers and parents. It replaced the traditional math sequence (Algebra I & II, geometry and trigonometry) with Math 1, Math 2 and Math 3, which teaches each subject in parallel, rather than starting and completing one topic before moving on to the next.
All Georgia students are now required to pass Math 123 to graduate from high school, which means they must complete the equivalent of Algebra II. That is too aggressive a goal for some students. Prior to Math 123, less than one-third of students were able to complete Algebra I. Those who can't pass Math 123 are dropping out of school in shocking numbers, damaging their self-esteem and long-term economic prospects. Many resort to taking the GED, which doesn't require Algebra II, to salvage their futures.
Math 123 makes the same mistake as President George W. Bush's unpopular No Child Left Behind program: It's unrealistic to ask all high school students to complete a college-prep curriculum. Some kids would be better served by a strong vocational and/or technical option.
Math 123 also harms teacher morale. It's not reasonable to call our math teachers failures because they cannot teach every student Math 123's higher requirements.
Math 123 leaves Georgia with an oddball math curriculum compared to other states, which puts our kids at a disadvantage as they compete for college acceptance. It has also created a nightmare for students transferring in and out of Georgia public high schools. That's because it's very difficult to determine where a student who is part way through Math 123 belongs in the traditional structure. Finally, Math 123 does not track correctly with the math skills needed to complete science courses such as chemistry and physics. Thus, students now face topics in science before they've learned the underlying math.
What can we do? First, Math 123 should be withdrawn and Georgia schools should return to the traditional math curriculum. Second, public high schools should link their curricula and graduation requirements with local universities, junior colleges and technical colleges to give kids a chance to pursue vocational training or advanced academics. Third, college-prep students should be eligible to have their course work coordinated with a university system. This would challenge Georgia's top students and give them a leg-up when competing with kids from other states for college admissions.
Finally, we should increase the linkage between our schools and business communities by creating local all-star teams for math and science students based on criteria established and judged by the business community. This program could reward top students with scholarship money and truly celebrating their achievements.
John Konop is CEO of Greystone Business Resources Corp. in Woodstock.
Here is the other side:
By Dane Marshall
Everyone is jumping on the bandwagon to discredit the integrated math curriculum. Informed people made the change after deliberate study. Input was sought from teachers who were recognized as outstanding in their field, as well as from university experts who had insight into the teaching of math. The new curriculum was introduced in stages beginning in fall 2005, so that teachers and students would have the opportunity to acclimate themselves over time.
I recognize that when talking with teachers and parents, an integrated curriculum gets mixed reviews.
But when studying standardized test scores, an integrated curriculum produces students who were stronger in mathematics than students who were instructed using a traditional approach, according to a recent statement by the Georgia Council of Supervisors of Mathematics.
Some school systems want to go back to the traditional curriculum because it is familiar to them. Comments I have heard include, "We taught math with algebra, geometry and trigonometry for 50 years and we did just fine."
The reality is that we did not fare so well with that approach, as our test scores consistently showed. Sure, the old curriculum produced some students who were proficient in math, but I believe it failed many others. Some say that the new curriculum is too difficult and that students who once made an "A" in math are now struggling. There were some avenues in the old curriculum that allowed students to proceed on a watered-down path. Some of these were the same students who earned a "B" or better in high school math only to be required to participate in remedial math classes once they were in college.
In the late 1990s, I was part of a teacher exchange program, and I visited several schools in Germany. The instructors were using an integrated approach that I found both interesting and exciting. The students were proficient in math, and they also had a vision of how the various strands of mathematics complemented each other. When studying a topic in algebra, they were able to bring in a geometric approach that facilitated their understanding of the new concept.
Our students have, and have always had, the ability to do likewise, but our curriculum has not encouraged it. By compartmentalizing our math, many students didn't see the "big picture." Perhaps this is one reason students from other countries consistently score better than do our students on tests assessing mathematical understanding.
When our students are tested by any recognized international criteria, we are consistently near the bottom of the list. I believe that if we give the integrated curriculum the opportunity to show its benefits to Georgia students, that will change. To declare the integrated curriculum a failure at this time and to cavalierly dismiss it is a mistake. Let's stick with an integrated curriculum and give it an opportunity to succeed.
Dane Marshall of Cumming is a retired mathematics teacher with more than 40 years of education experience.
–From Maureen Downey, for the AJC Get Schooled blog
February 21st, 2011
5:48 pm
Konop said, "It's unrealistic to ask all high school students to complete a college-prep curriculum. Some kids would be better served by a strong vocational and/or technical option."
Untrue and emotional arguments will keep our kids behind. Georgia is about to throw out one of the best opportunities to improve the level of mathematics achievment simply because some people don't have the stomach to stick with the change and see it through. This kind of wishy-washy attitude is what keeps all our schools from excelling.
We claim we want high standards for all, but then we make excuses for why we shouldn't expect all students to achieve. Let's look at the "vocational" argument for a second. Do you realize that vocational-technical education is no longer what it used to be? All the areas have ramped up their requirements for students. Especially the level of mathematics required. To claim that some students "need" a lesser education is selling them short and taking them out of the world competition for good jobs.
The countries that are supposedly beating our kids' pants off in mathematics use an integrated approach. I have not been to Germany to see first-hand, but I have hosted an exchange student from Berlin. Her math text was clearly based on an integrated framework and was at an exceptionally high level. When I asked her who took that course, she said all students had to take the same mathematics.
Where did we go wrong with our approach? By gutting the professional development for teachers that should have accompanied the new curriculum and by underfunding textbooks. These maneuvers came from the governor and the legislature.
So, here we are about to take two giant steps backwards because we don't have the guts to stick with high standards.
February 21st, 2011
5:49 pm
It is quite obvious that Dane Marshall is a RETIRED math teacher. This curriculum is horrible and the class of 2012 through 2014 (at least) are utterly screwed. Most of them have no clue of basic math functions and have spent so much time "discovering" answers that they couldn't solve a real math equation to save their lives.
February 21st, 2011
5:52 pm
Has Mr. Konop looked at the Common Core Standards yet? There is no "return to traditional math of Algebra 1, Geometry, and Algebra 2″ there. Please look at the standards assigned to those classes in Common Core. You will find that the Common Core High School math standards are almost the same as the current GPS. Common Core is still one size fits all. Common Core even adds more standards than the current GPS. Common Core has been adopted by 44 states, including Georgia, and Common Core is slated to begin simultaneously in all subject areas in all grades in the fall of 2012. The third year of Common Core math ends with a study of circle Trigonometry. Mr. Konop, that is beyond Algebra 2.
Ms. Marshall is a highly respected veteran math teacher. She is correct when she states that the traditional Algebra 1, Geometry, and Algebra 2 did not work, either. I have taught math for over 30 years.
Why can't the powers that be get a group together with representatives of all stakeholders and derive a REASONABLE math curriculum that is measured by REASONABLE and VALID assessments.
One can only dream, I guess!!
February 21st, 2011
5:56 pm
Tony is correct in his comments about the requirements for entrance into Technical Colleges. They are no longer for the marginally capapble students as a last resort. The technical colleges expect significant math fluency above the Algebra 2 level. Students will have to get that in high school or in remedial classes at the college level. A lot has changed in the last five years. Many of the comments about technical colleges are no longer valid.
February 21st, 2011
5:59 pm
TeachMom I'll drink to that. If the BOE does not make the change to the current math disaster, they will see my picket signs.
February 21st, 2011
6:00 pm
@TeachMom…My students can do functions and solve problems. I lecture and demonstrate every day in addition to doing reasonable discovery lessons. I do not fear EOCT or SAT. My students will be ready.
GPS training did not prescribe any teaching methods. It is all about balance. I will agree that there is WAY too much content to reasonably master in one year.
February 21st, 2011
6:00 pm
"Common Core is slated to begin simultaneously in all subject areas in all grades in the fall of 2012″
The Common Core State Standards Initiative only wrote English Language and Math standards, so far. Not sure what "all subjects" Veterean Teacher, 2 is referring to.
As for Mr. Konop, it's clear he doesn't read anything – it's all his opinions.
February 21st, 2011
6:09 pm
My opinion is not based on Math 1, 2, 3, 4, but on what comes BEFORE that. The elementary grades GPS bounces very quickly (or at least our curriculum map does) and assumes all students are on grade level and have master the previous years' GPS. Not at all true in my system. As long as we teach to "expose" children to concepts rather than master concepts, we will continue to promote children who are years behind in math skills. I know the middle school cannot believe what they are sent, and I imagine it is the same for the high school.
I think the amount of money that has been wasted on Math 1, 2, 3, 4 should be recouped from the salaries/retirement accounts of those who pushed it through. For the common student, it has been an unmitigated disaster. Someone got fat off it, and I would like to know who.
February 21st, 2011
6:12 pm
[...] This post was mentioned on Twitter by Dr Math E Matics, Maureen Downey. Maureen Downey said: A debate over Georgia math: Where do you stand? http://bit.ly/fxpMKm [...]
February 21st, 2011
6:14 pm
Maureen, as with MOST complex problems, the answer is not an either/or one. There is a place for the integrated curriculum for our better math students. BUT we have a significant number of students who are just quitting school because they have no hope of passing these courses. Students along with their parents should have more options to choose from. I had a bad experience in 8th grade algebra. I had made straight A's in math to that point but I hated algebra, primarily because of my teacher who spoke in a strongly German accent that I just could not understand. I decided to take regular math in the 9th grade and had a 98 average. They MADE ME take Geometry rather than math 2 and I made A's until the last 2 six-week grading periods which required an algebra background that I did not have. Needless to say I flunked the last 2 grading periods but passed the class. The next year they MADE ME take Algebra 2. It was a disaster. Here I was taking honors classes in every other subject and making A's and I was flunking algebra 2. It is still the only course that I ever failed in my life.
I have 4 graduate degrees and I teach social studies…exactly what I knew I was going to do from the 10th grade on. There has never been a time that I needed anything that I learned in algebra 2. I know it will shock you math teachers, but MOST JOBS don't require even a basic knowledge of algebra, much less calculus or trig. REGULAR MATH on the other hand is used by EVERYBODY. Students and parents have a pretty good idea what they want to do. Let them choose the math that they want to take. Quit forcing them into classes that have no practical use unless they plan to go into engineering. Let's re-institute a vocational track for students who want to go to work after high school. That's what many other countries do and the reason they do so is because it's what we used to do and it worked.
February 21st, 2011
6:17 pm
Is anyone aware of how other states are doing the math cirriculum? From the arguments I see in public, it seems like Georgia is once again re-inventing the wheel instead of learning from others. Other countries have different cultures and educational systems. Germany, used by the pro columnist as an example, has several different tracks in high school, not all of which lead to college.
The 1st question in the debate should be what results other states,if any, who have used the new math longer have had.
Probably the worst decision is to leave it up to the individual schools districts. With mobility in society today, it puts many students at a serious disadvantage when they switch districts.
February 21st, 2011
6:31 pm
@catlady I agree that the math is a disaster starting with ES. Mastery is not taught at any level. So each year the children are less prepared than the year before. The focus has been on high school, but it all needs to change. As always it comes down to the money trail, someone got rich off of this deal.
February 21st, 2011
6:39 pm
@ Veteran Teacher, 2, I'm happy to hear that your students are prepared but unfortunately, that seems to be the exception and not the norm. I teach ELA and because my county dictates that high school teachers also serve as advisors/guidance counselors/parents, I hear the horror stories about math. It's pretty sad. These kids are not stupid. They know that they don't understand and that this curriculum is not being taught properly. We had 300 kids attend summer school in 2010 because they failed Math I. That's too many kids to place the blame on. They aren't all lazy and unmotivated. And they're supposed to learn the material by taking a virtual class? Nonsense!
February 21st, 2011
6:42 pm
Not every one of the respondees on this post is a math genius. I certainly am not. Having one college-prep demand for all students in high school is an impossible dream. Students with a 70 IQ are not going to excel in higher math regardless of how well he's being taught. It makes more sense to let the students excel in areas where they have a chance to "master" the material taught. The return to intense teaching each math discipline makes more sense than to keep mish-mashing the math standards and demanding the teachers do a better job at a ridiculous mandate. It was my understanding that education is not supposed to set-up their students for failure. I certainly try not to do this in my classes.
February 21st, 2011
6:50 pm
I'll state it up front. I'm not a teacher, but an engineer (30yrs). i am concerned, like all that our students are not getting an education liek we think they should. With either corriculum, one thing that is left out is that some students will choose to "fail". This is a fact. Some chose to "fail" due to pressure of trying to learn in either program. Some want to drop out of life in general. Some are influenced by factors out od school that the teachers have no control over. Many are in situations at home that are very negative, and are self destructive for all around. Many students are not motivated to excell or how math effects every day life and their future. All students are not equal and cannot learn at the same rate or capacity. So all students that are forced to styudy a program that caused confusion and dispair will have large negative results. My daugher is a teacher and tells me student in Math 2 cannot do sq roots, or multiple/devide fractions or understand negative numbers, and forcing them to do Alg/Geo is beyond me. This is dissapointing. I went to HS in SCarolina and remember seeing same thing with my friends. Nothing has changed. We did to many , non legal, things while in school and some dropped out, some learned after wards and had to do it again in night school. The bottom line is that those that did not understand Higher level math were not forced to take the class and possible fail out of HS. Times have changed and so must the process. But we need to also adress the external forces that play havoc with our student. It is not jus the corriculum but how we get students at all levels interested in LEARNING. Teach someone how to learn and it will happen. We need to teach our childeren why learing is important. But there will still be those left behind no matter how we teach. Fact of life…….
February 21st, 2011
7:02 pm
Are we going to continue the dumbing down process? If the kid has the discipline and motivation to sit in the desk, listen, open the mind to new things, and aggressively apply one's self, this big bad 123 business shouldn't be a big deal. On the one hand, we want to prepare these kids for the demands of the future; in the very next breath, we entertain alternate avenues for those who feel that they can't cut it. This entire arguement spells one thing…FUTURE GENERATIONS OF LOOSERS!
When are the education elites going to stop rubbing the fannies of kids who have never faced challenge…have never faced a "do or die" situation? The very fact that so-called B average students, HOPE recipients, must take remedials at U, speaks volumns for the fact that kids are NOT being challenged.
Common Sense Teach, one needen't be a math genius in order to pass (I didn't say "make outstanding grades"…simply "PASS") advanced arithmetic. It's all about setting standards. Those very same standards apply in terms of behavioral expectations, academic achievement, the work place, and the mean ole world. If you wish to argue that, perhaps you are in the wrong profession.
If, on the other hand, all we expect of our future gens is strong backs (non-existent) and weak minds (in great abundance), than we're on the right path.
February 21st, 2011
7:04 pm
….Konop said, "It's unrealistic to ask all high school students to complete a college-prep curriculum. Some kids would be better served by a strong vocational and/or technical option."
Untrue and emotional arguments will keep our kids behind. Georgia is about to throw out one of the best opportunities to improve the level of mathematics achievment simply because some people don't have the stomach to stick with the change and see it through. This kind of wishy-washy attitude is what keeps all our schools from excelling…..
I all due respect Tony you are speaking from your heart not your head, I do believe people like you have good attentions but you are definitely hurting kids. If you do not believe me Harvard has already done a study!
Harvard Study Questions Lack of Vocational Education
According to a new Harvard study, American students lack vocational skills that would help them in obtaining jobs that do not require a college degree. Inspired by the European educational system, the study contends that students should begin planning their future career path as early as their middle-school years. If the students determine that they are no planning to pursue a 4-year college degree, then they should begin vocational training, perhaps even earlier.
For those who may question the proposition of pushing kids into vocational programs for fear of their being held to lesser expectations, the authors offer another perspective. Is it no more inappropriate to push difficult college-preparatory courses on students who have absolutely no intention of pursuing a college career? Regardless, the authors feel that students should have the option of changing their educational and career paths at their own discretion.
Robert Schwartz, one of the study's co-authors was previously a champion of the "college for all" approach to education.
According to higher education policy analyst Sandy Baum, in a world where plumbers are needed, we shouldn't "be nervous about directing people in that route." The idea, in his mind, should be to enhance and create opportunities and options for everyone. Baum added, "What we'd like is a system where people of all backgrounds could choose to be plumbers or philosophers." Baum's contention is that the options should be available…..
February 21st, 2011
7:04 pm
@ Vet. teacher 2: You said "GPS training did not prescribe any teaching methods. It is all about balance." My group heard that balance during the first 3 days of training. At a later training we were told (by a person highly involved with the implementation of the current curriculum) to teach using ALL of the state tasks as written in the frameworks. I'm afraid a large number of districts were told the same thing. If I taught this curriculum exactly in the manner I was trained I would be ashamed of myself. The training lacked both in quantity, but especially in quality. I loved being told HOW to teach a brand new curriculum by people who had no experience doing so. They did show us a video for us to watch students "discover" math. Unfortunately, we were never shown a video that included high school students.
February 21st, 2011
7:08 pm
Veteran teacher, 2,
…..Tony is correct in his comments about the requirements for entrance into Technical Colleges. They are no longer for the marginally capapble students as a last resort. The technical colleges expect significant math fluency above the Algebra 2 level. Students will have to get that in high school or in remedial classes at the college level. A lot has changed in the last five years. Many of the comments about technical colleges are no longer valid….
In all due respect once again an emotional comment with no facts. Many majors do not require the math for beautician school, nurses aides, lawyers, writers…………
February 21st, 2011
7:10 pm
I think that people need to be able to make change in their head, figure out the percent off and balance a checkbook. In other words…math for the regular person. As an adult going back to school who has take the damn algebra class TWICE and not passed ( an I will NEVER have to do that kind of math…..EVER) we need to look as getting kids all kids the basic. If you want more GREAT but not everone wants to be a math teacher.
February 21st, 2011
7:12 pm
I think we need to teach math that is genetically appropriate. There are different kinds of brains that are proficient at different kinds of thinking. The genetic Germans tend to have superior math/engineering minds. Curriculum that works for them is not necessarily appropriate for the visual/artistic brain. In my home school, I deal with both extremes. I use different methods and have different expectations for each. Of course a "math teacher" is going to admire a curriculum that suits his math/engineering brain. German schools do not have the diversity of gene pools that Americans have. After all, we are the "melting pot". The only math that all students should be required to master is arithmetic. This gives them the skills to do the basic math required for living. IT IS VALUABLE BECAUSE IT IS PRACTICAL. K-3 should require MASTERY of math facts, mental math, telling time, and making change. After third grade, mastery of long division, fractions and factoring. Students who have had thorough and disciplined instruction in the arithmetic basics, and HAVE AN APTITUDE FOR HIGHER MATH, should be ready to start traditional Algebra I in 7th grade and complete Algebra ll in 8th. These students are probably interested in a STEM career, and can use their high school years to take advanced science and math classes, including joint enrollment. This is exactly what I did with one of mine. At 14, he scored 98% in math on his PSAT. My others have followed other paths because they do not have the same "engineering/math" brain. They are all good students, they just have different skill sets/interests and I have tailored their education to accommodate them. The artistic one thrives on geometry and has advanced knowledge of polyhedrons because he enjoys making them with origami. He doesn't realize he is learning math. If he gets frustrated, I slow down the pace. Home schooling is the way to go.
February 21st, 2011
7:12 pm
… As for Mr. Konop, it's clear he doesn't read anything – it's all his opinions…
In all due respect why not deal with fundamental issues I brought up instead of a personal attacks? The reason being is you have no real answers other than watch the train wreck!
February 21st, 2011
7:16 pm
The integrated approach to teaching math is a bad idea. It introduces too many different concepts too soon for the typical student to synthesize into a unified facility with mathematics.
The strength of the traditional approach is that it teaches bundles of related concepts and leaves the synthesis for later, for after the student has mastered the skills in each bundle (e.g., geometry, algebra, trigonometry).
If the student goes on to college, he will again be introduced to concepts in bundles: limits, differential calculus, integral calculus, differential equations, vector calculus, transforms, tensors, etc. While he takes these more advanced math courses, he will have synthesized, or be synthesizing, what he learned in high school. In his later college years, he will synthesize the bundles of math skills he learned during his freshman and sophomore years.
After college, he'll again synthesize what he learned of math during his junior and senior years. By the time he enters a scientific or technical profession, he'll have welded all his math knowledge together and use every part of it as readily as he breathes air.
But synthesis is an added burden. When a student is struggling with related concepts within a bundle (e.g., how the axioms of Euclidean geometry lead to useful theorems), he shouldn't be weighed down with having to synthesize geometry, trigonometry, and algebra. That can come later.
Of course, there are probably a few kids who can handle the integrated math approach. But having to synthesize skills on the fly will demand more of other kids than they might have to give.
February 21st, 2011
7:22 pm
Is it possible the some students just aren't ready for algebra before 9th grade. MANY years ago, while in undergaduate classes, I reviewed an article about teaching algebra one in the eighth grade. The professor was adamant that brain studies show that many students simply aren't capable of abstract mathematical thought prior to 9th grade (if then). Our current curriculum as well as the core curriculum emphasizes teaching algebra one topics prior to the 9th grade.
February 21st, 2011
7:23 pm
Numerical analysis is a middle-level college math course that does require synthesis. In fact, synthesis is essentially what it's all about. (Introduction of new skills: light. Synthesis of old skills: heavy.) Danby's method and Runge-Kutta aren't really a new skills. They're new ways of using a pile of old skills.
February 21st, 2011
7:34 pm
because it is waste of time with you…
February 21st, 2011
7:44 pm
Mike, many kids may not be ready for algebra…or for that matter, any course of study…simply because they weren't MADE ready, they were unfortunate to find themselves in an educational system which fails to set standards AND ENFORCE SAME.
This is where that infamous "CAN'T" comes from. When kids go out into the world, this is the first word which they rely upon… CAN'T!
February 21st, 2011
7:45 pm
Forget I am here, and try dealing with facts. Without personal attacks do you have anything? I am betting not!
…. Math 123 makes the same mistake as President George W. Bush's unpopular No Child Left Behind program: It's unrealistic to ask all high school students to complete a college-prep curriculum. Some kids
would be better served by a strong vocational and/or technical option.
Math 123 also harms teacher morale. It's not reasonable to call our math teachers failures because they cannot teach every student Math 123's higher requirements.
Math 123 leaves Georgia with an oddball math curriculum compared to other states, which puts our kids at a disadvantage as they compete for college acceptance. It has also created a nightmare for students transferring in and out of Georgia public high schools. That's because it's very difficult to determine where a student who is part way through Math 123 belongs in the traditional structure. Finally, Math 123 does not track correctly with the math skills needed to complete science courses such as chemistry and physics. Thus, students now face topics in science before they've learned the underlying math…..
February 21st, 2011
8:05 pm
Old Guy: "Common Sense Teach, one needen't be a math genius in order to pass (I didn't say "make outstanding grades"…simply "PASS") advanced arithmetic. It's all about setting standards. Those very same standards apply in terms of behavioral expectations, academic achievement, the work place, and the mean ole world. If you wish to argue that, perhaps you are in the wrong profession." I think you misunderstood my inference about math. Putting a 70 IQ into Math 4 is wrong. Will he learn something? Probably, if he doesn't shut-down completely. Could he learn more in a more appropriate setting dealing with his abilities and every possible application, he should have that chance. Dummying-down should never be an option for any student. Higher standards should always be the goal, but saying that all students can learn all academic disciplines is naive. I have no need to validate my opinions to you. My opinions are just as valid as yours.
February 21st, 2011
8:20 pm
Learning math requires discipline. Unless a kid learns discipline from home, he or she will always struggle in math. Not until students have discipline or the like of, effort, perseverance, willingness to learn, will they even begin to be able to learn a discipline such as mathematics. Unfortunately, public schools teach little discipline; too much bureaucracy involved. That's why it always falls back on the parent(s)/home life. And it starts early. If the parent(s) do not do it, then the elementary schools have to – period. Once they hit middle school or beyond, it's usually too late, though we try and try again.
February 21st, 2011
8:34 pm
Why is Georgia the only State doing this Math 123, after New York and several other top 10 schools dismissed it 10 years ago. The major points everyone is missing all of the private schools are not teaching this crap. Where are your politicians sending thier students? Even the IB, AP and Honors students at my daughters school, have struggled with this math. They are just getting B's at best in the on level class. With several kids who are in the IB program who have failed both Math 1 and Math 2. Now my daughter has gotten B's both years, but it has totally screwed her 4.0 average. She has gotten A's in all of her other classes every honor class, AP, IB . Including Chemistry, Biology, but not Math 1 or Math 2, she only ended up with an 84 and 86 in those classes. Something is wrong here. We know so many kids that have failed. Then her stupid principal fired 10 or the Math teachers last year like that was the solution. Nada.
February 21st, 2011
8:35 pm
Chuck, I too have a degree in history and multiple advanced degrees. I wish the elementary porgrams in math would really teach kids basic math. They cannot even use a ruler or count money. I also made my children memorize math facts…unheard of these days. Everyone needs a strong basic math!
February 21st, 2011
8:49 pm
We fail to teach math to mastery in Elementary and Middle School. Yes I have researched the standards, and yes I have read the GA DoE definition of Mastery.
Another failure in preparing children for math instruction, is their non-fiction reading comprehension inability, and not teaching the, reading across the curriculum standards in all four core disciplines.
These failures were around before we changed the curriculum. The problem is not simply in how we package the math curriculum. While this change makes many of us uncomfortable, it is issues like the ones stated above, where we are failing in our responsibilities.
Until we address the reasons for generations of failure, it does not matter what math we teach. The first thing we need to do is stop making excuses.
PPP: The problem is complex to those that do not truly understand. Just like in math!
February 21st, 2011
9:16 pm
Mr. Konop, please check out the admissions requirements to technical colleges. This is NOT an emotional arguement. Students are being told that they need the equivalent of Math 3 to be successful in their programs. One of the driving forces behind Math 1, 2, 3 was the technical colleges. I was in the meeting. I know.
Speaking of emotional arguements, I have never stated my preference for Math 1, 2, 3. In fact, I don't think that either "traditional" or "integrated" in isolation will get it done with today's kids. I find myself doing some of both to teach the students in my classes, and I find myself using different methods with the same subject in different class periods. Today's kids have an attention span of about four minutes. Everyone who wants a return to the good old days will find that kids of 2011 have great difficulty learning that way.
February 21st, 2011
9:17 pm
John, I have read the Harvard report and I have read extensively regarding math curricula as I have worked on my dissertation. Thus, I am in fact speaking from my head. I must take exception to your remark about hurting kids. Having high expectations does not hurt kids. Having low expectations and making excuses does harm kids.
It is disheartening to read about teachers in elementary schools and middle schools who are expected to "expose" children to the curriculum. Your principals and central office leaders should be called out for that. Schools that do not provide adequate support for children to move to mastery are doing more harm than good.
In our school, I expect our classes to have 90 minutes everyday for math. In that time, we provide instruction on arithmetic and on conceptual development. It takes both to make sure kids are truly learning mathematics.
The leadership in Georgia should be faulted for the failure to properly implement the new math curriculum and for failing to clean up the gaps. The new Common Core standards are not going to shore up those weaknesses. (BTW – Common Core is only for Math and English/Language Arts, and science will soon be developed.)
February 21st, 2011
9:20 pm
Oh, and by the way, the University System of Georgia recently set Math 1, 2, and 3 as the minimum math requirement for admission to any University System college. The University System was at the table for all phases of development of Math 1, 2, 3.
But, people, you have not seen anything until you see the Common Core!! The high school Math Standards in Common Core are MORE extensive than the current GPS! Check it out!
February 21st, 2011
9:38 pm
Tony and Ole Guy – The results of this Math 1,2,3 experiment have shown that it is not the students or teachers who are at fault here. Throughout the state, students who do exceptionally well in other subjects are struggling and failing the Math 1,2,3 curriculum. Other states that offered this course realized their errors and eliminated this approach or made it optional. Georgia has failed these students. You don't learn Math through Discovery and you don't reinforce concepts by continually changing the Math discipline throughout a semester. Students on block schedules may have two weeks of algebra, two weeks of geometry and two weeks of stats. Then the cycle starts again. Those who are Math majors at the College level and above may be able to well with this approach, but the average and even advanced High School students do not.
As Another Comment stated, our best students are struggling. This indicates a problem with the system and not with the students or teachers. We as a state have failed the classes of 2012-2014. We have limited these students in what they will be able to accomplish in college and even which colleges will admit them. Our state should be ashamed.
February 21st, 2011
9:51 pm
some questions just don't deserve any serious response because they are so far off the mark – not based on any fact nor data. So, why waste time.
@ Lynn,
If "best students" are struggling, maybe whatever that was used to classify them as the "best" may have been at fault…
February 21st, 2011
10:02 pm
The failures of the integrated math program were obvious when a whopping 40% percent of students failed the 8th grade math CRCT three years ago. Many of us watching the rollout of the new math standards begged the state to slow the high school implementation until elements of the program were fixed (holes in the curriculum, too much focus on "discovery", poor teacher training… pick your poison), but the state blasted ahead anyway. Now those students are juniors and last year they posted a 48% failure rate on the Math II EOCT. That is the very definition of a "systemic failure".
For any of you who want to argue that the standards are more rigorous, so of course the kids are struggling…. then show me a sizable increase on the Math SAT for this year's juniors. If they don't post that, your theory is CRAP! You're hiding behind a "poor implementation" when in reality we pursued a garbage math program that was a proven failure three years ago when today's high school students were in middle school.
But don't worry, this battle has been decided by the downturn in the economy. Neither the state nor any of the counties have extra money to continue to remediate students in a math program that has failed right before our eyes. Sadly, the failure was written on the wall years ago and Kathy Cox and her minions at the DOE had too much hubris to see it for what it was. Would you like a side order of cognitive dissonance with your math program, Ms. Cox?
February 21st, 2011
10:08 pm
In all due respect it is not about expectations it is aptitude. I happen to be very good at math and problem solving skills and because of my dyslexia not nearly as strong in my writing skills. Your one size fit all view of the word creates failures as the Harvard study indicated.
The difference between us is I have respect for people who have different skill sets than mine. The person, who fixes my car, does skilled labor on my house, cuts my hair…..in my opinion all have talents. An effective manager learns that putting people in the proper job which match their skill sets is major factor in running successful organization.
Ironically another study done by Harvard claimed c-level executives with dyslexia tended to be the mangers. Because they have the ability to appreciate other peoples skills and learned to trust and listen to other people to help them overcome their weaknesses ie managing people. If Kathy Cox had learned that skill set no way she would of rolled out this failed idea while ignoring all the issues people brought up.
Think about it.
February 21st, 2011
10:11 pm
Let's review, shall we:
MATH 123 requires
1-All students to pass 1 and 2 at least–with no "out" before having some choice for 3 and 4.
2-Almost no grouping by ability (at least the traditional curriculum automatically places students in classes with others of somewhat similar ability. With the budget shortfalls many systems are facing, it is quite possible to have a MATH 1 class containing top 20%ers down to mainstreamed SPED students.
3-Small chance of success for graduating on time for students who do not pass MATH 1 and 2 on time (pending use of the support classes to allow them to get math credit)
4-The very real predicament of students who struggle with math having three hours of math daily for a semester for systems using the block schedule.
5-Transfers into Georgia to be placed into [at least] MATH 2 if a tenth grader, no matter what level math classes he/she took in the previous state's school.
One of the main advantages of the traditional math curriculum was that it was easily tailored to students' ability levels, by offering several entry points with differing degrees of rigor.
February 21st, 2011
10:16 pm
@Justin – best students might be characterized by students who did very well in Math before Math 1,2,3 and who continue to do very well in AP, IB and Honors classes in all other subjects.
The high failure rate of both the EOCTs and the Math classes themselves demonstrate that it is not the students or the teachers. We don't have this level of failure in other subjects. This isn't subjective, it is fact. You might want to believe that this curriculum is better for our students, but the results are showing that we are failing our students.
February 21st, 2011
10:21 pm
i think some may need to come back to reality;
can we all agree every student is their own person with certain talents (strengths and weakness in different areas).
over seas: students are tested and moved into basically a tech, polytech, or IB school. they do not use a one size fits all model.
let me put in its simplest form, GA's one size fits all approach to education is like telling a kid in a wheel chair they have to get up and run a mile in 4 min. The childs legs not working doesnt matter they have to do it.
we know everyone has different physical abilities and accept them; doesnt ppl have different mental abilities? sure tough standards are great; i dont have a problem with that but we must accept the fact everyone is different.
February 21st, 2011
10:28 pm
I thank God that my youngest child is a senior who missed this experiment. My niece, unfortunately, did not. She is a bright student who makes A's and B's in everything but math. She will not be able to attend a good college because of her dismal grades in math. I feel very confident in saying that the cause of her failure is the Math 123 program. I think what Georgia has done to these students is nothing less than criminal. The only people who have been helped are the tutoring services that only the wealthy can afford for their children.
February 21st, 2011
10:36 pm
Veteran teacher,
…..Mr. Konop, please check out the admissions requirements to technical colleges. This is NOT an emotional arguement. Students are being told that they need the equivalent of Math 3 to be successful in their programs. One of the driving forces behind Math 1, 2, 3 was the technical colleges. I was in the meeting. I know……
Fact no high level math requirements for law school:
Your ability to get into law school is, at any given school, based on seven things (law school requirements).
They are:
• Your LSAT score
• Your Undergraduate GPA
• Your Race
• Your Admissions Essays
• Your Letters of Recommendation
• Your Resume (this means everything else)
• Your string pulls
More facts nurses aide, beautician school……all have requirements that are not above basic math skills. This is all public information please stop with the talking points and deal with reality. I am in the private sector and I think I have good feel for what skills are needed for many jobs. If have need for administrator I am focused on speed and accuracy of keying not high level math skills.
February 21st, 2011
10:50 pm
The problem is not the math curriculum. It is the one-track diploma. The math courses are fine, but requiring all students to take the same ones is not rational. Everyone is treated as if they are going to college. Not everyone is college-prep material and would be better served being given an opportunity to learn a skill or a trade.
February 21st, 2011
11:11 pm
Thank God I'm not a teacher anymore.
Parents if you are diligent about working together with your child and teacher in their education, they WILL learn no matter the curriculum.
I would like to add this though. You have to have some apples to make an apple pie. If the intellect is not there to begin with sometimes it does not matter how the material is presented. Also, this should not be considered a bad thing. If we could perhaps allow some students to focus on improvements when they are of course trying their best, then maybe, just maybe, you may motivate them to want to succeed more.
That is all for now.
February 21st, 2011
11:15 pm
I used to be one of those kids that hated math, so when I decided to change careers and go into elementary education I was determined to master it ( in order to teach it). I took an integrated algebra and geometry course that completely turned me around. When the algebra didn't make sense, the geometry did. When I was able to graph algebraic equations with the aid of a graphing calculator, it made perfect sense to me. Classmates who were strong in algebra had a stronger understanding of geometry because of this integrated approach.
Mathematicians, and others that just love numbers, excel in traditionally taught courses. But what about the rest of us? The rest of us, no matter how disciplined, get by or flounder. It's time non-educators and ALL educators realize if children can't learn the way we teach, we should teach the way they learn.
I don't have any expertise in high school matters, but my elementary school children do superbly with an integrated approach. And if Japan and Singapore do it, I'm going to do it!
February 21st, 2011
11:26 pm
I am not a math teacher and don't have an opinion on the effectiveness of the Math 123 program over time. Perhaps if begun at the elementary level so that kids were prepared all the way through school, it might be an excellent program.
However, that did not happen for the class of 2012. As a parent of a junior, I have watched my son and many of his friends struggle for the last two and half years. Kids who excel in other classes are barely passing this math — and many are not passing at all.
I have no problem with introducing a challenging curriculum, and I firmly believe that all of Georgia's programs need to become more challenging, but the introduction must be done correctly. You cannot take children who have been prepared for math one way and all of a sudden drop them into something completely different and expect them to succeed. They must be prepared from day one.
I am not qualified to judge the curriculum and I don't blame the program or the teachers. I blame the idiots who implemented this program without sufficient preparation on the part of the teachers and the students. I blame the bureaucracy that exists in education. I blame Kathy Cox. I blame the Governor and the Georgia State Legislature for not making education a spending priority.
And I can't say it any better than Lynn: "We as a state have failed the classes of 2012-2014. We have limited these students in what they will be able to accomplish in college and even which colleges will admit them. Our state should be ashamed."
Our state should be ashamed. Because when all is said and done, anything you do at this point is of little help to the class of 2012. They are screwed. And that is shameful.
February 21st, 2011
11:33 pm
Math123 depends on kids who have come up under the modified elementary and middle school curricula. This should have been implimented over a 12 year period starting with the first grade and moving up year by year. It's still a good idea and needs to be used, but you can't stick students into the middle of it and expect it to work. But the old style method is proven to fail and needs to be dumped. But not this way.


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Paris Hilton is all set to marry boyfriend River Viiperi soon. Paris is dating 21-year-old River for eight months and speculation is high that they would get hitched early next year. River referred Paris his "future wife" and when Paris was asked about her wedding at Cannes, she told: "It
10 School HairStyles in 10 minutes
I know these are super easy, but they're cute, and great to throw in your hair on the way out to school. Queenbeeuty: www.youtube.com Twitter: twitter.com

subset: commoncrawl


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Characters in GTA IVTalk0
9,839pages on
this wiki
this wiki
Category page
This category lists all characters that have appeared or have been mentioned in Grand Theft Auto IV.
Pages in category "Characters in GTA IV"
" Felipe is an American businessman based in Liberty City who uses the Outsource for America group.
" Fred Pemberton was a gardener for a member of the British royal family in Grand Theft Auto IV.
Fred Pemberton
" Georgi (Russian: Георгий) is a multiplayer character in Grand Theft Auto IV. Georgi is a member...
" Henry Thornsteen, in 2008, is the manager of the Liberty City Swingers, Liberty City's baseball...
Henry Thornsteen
" Jane Labrador is, in 2008, the co-host of the Fizz! show on the WKTT radio station, alongside...
Jane Labrador
" Jenny Acorn is a reporter for Weazel News in Grand Theft Auto IV. Not much is known about the...
Jenny Acorn
" John Chesapeake is a journalist for Weazel News in Grand Theft Auto IV. He writes many articles...
John Chesapeake
" Konstantin is, in 2008, a criminal based in Liberty City and an associate of Oleg Minkov.
" Luther Austin is a character in Grand Theft Auto IV. He works as a presenter on the CNT...
Luther Austin
" Marty Daniels is a character mentioned in Grand Theft Auto IV. Marty was a classmate of Brucie...
Marty Daniels
" Mary Mayfly is a liberal politician in City Hall, Algonquin who Weazel News want replaced.
Mary Mayfly
" Mary Williamson is a journalist for the Liberty Tree in Grand Theft Auto IV. She writes many...
Mary Williamson
" For other characters, see Mike (disambiguation) Mike is a character in Grand Theft Auto IV who...
Mike (GTA IV)
" Natalya Shironova is a foreign resident of Liberty City. She believes that people bring police...
Natalya Shironova


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Officials say a woman and a man were skiing in the Millcreek Canyon area when the avalanche triggered just after 5 p.m. on Saturday.
Her partner was able to locate her under the buried snow, and rescue her.
He he had to resuscitate her and call EMS crews for assistance.
The woman is now in a nearby hospital in critical condition.
Authorities say things could have been worse, but the pair was equipped with avalanche gear, contributing to the woman's survival.


text:
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Let's explore one of the Sales Leader / Sales Manager duties, Talent Management, and two of the responsibilities that fall under it, People Development and Talent Selection, and how they relate to expectations. People Development is one of the most effective ways to shape your culture and likely involves the following three elements: education, training, and development. Education communicates what knowledge and skills are important to the entity, as well as why they are important in the context of the sales role; training will teach people how to confidently apply their knowledge and skill as they go about doing their work; while development will enable them to grow and prepare for increased responsibility.
If you would like your sales managers to perform more effectively in their roles they need to be educated on best-practices in sales management including how to select talented salespeople who will perform in your business, how to execute sales process, the anatomy of a sales call, sales coaching, goal setting, communication skills, project management, how to train and develop people, critical thinking skills, finance, leading change and performance management. That is a lot of knowledge to acquire and it takes time and investment to make it happen. It is very possible in today's business world that the list of sales managers who are proficient in all of these areas is much shorter than the list of those who are not. If sales managers are expected to lead effectively, yet they have not been educated in these areas, is it any wonder why they and their teams fail to reach their potential and meet expectations? Having the right education in place will ensure sales leaders and sales managers learn what is necessary to perform their duties, and helps to set expectations.
Looking at training in this context by focusing on Talent Selection, will paint a picture of how this fits together as it relates to expectations. Selecting the best-fit sales people for your organization is an extremely important factor to executing strategy and meeting performance expectations. If you get this right, it makes life for everyone simpler and enables you to focus on the priorities that will help you grow your business. Training sales managers on how to establish a systematic approach to identifying, attracting, assessing, interviewing and selecting salespeople will provide a significant return on investment. Unfortunately, a systematic approach is not in place in many companies, leaving sales managers untrained and having to figure it out for themselves; and because they are not properly trained on hiring salespeople, the wrong salespeople are selected. The poor fit reps end up in roles for which they are not well suited, resulting in lost revenue and increased:
By training your sales leader(s) and sales manager(s) on sales talent acquisition, you will influence the shaping of your sales culture, increase your likelihood of achieving your revenue targets, and create an aligned approach that will make your sales function operate more efficiently. Teaching a system will enable you to set expectations, define performance standards, and better position yourself as a leader.
From a development perspective, you can involve high-potential salespeople that you would like to groom in the talent selection process. This can be achieved by having them review and dissect resumes, participating in candidate interviews, and debriefing their thoughts and instincts about each candidate. This is a powerful way to develop people, and all of these tasks will give them increased responsibility and prepare them for a sales management position. Developing them through involvement in the talent selection process engages high-potentials in learning about the very first thing they are likely to do…backfill their role when they are promoted to sales manager. By developing them within the talent selection system, they are more likely to execute the system and succeed when they have to perform on their own.
Clearly defining the duties and tasks of your sales leader's and sales manager's roles will enable you to more consistently and clearly set expectations about what results need to be achieved and how the work gets done. I'd love to hear your thoughts and the approaches that you have taken so others can benefit from our shared experiences.
In my previous blog post, the topic of setting clear expectations was mentioned and I promised to cover it in greater depth.
Have you ever reported to someone who was not clear about expectations/outcomes? You may have been left guessing what they wanted or expected from you. It's likely that this little guessing game was not the best use of your time and caused you to waste precious time when you guessed incorrectly and were told, "This isn't what I wanted." or "I wish you would do it this way." How frustrating was that kind of situation? What impact did it have on your relationship and ability to get things accomplished? Al, a dear friend of mine, says, "If you want me to read your mind, you'll have to think a little bit louder." Leaders, Al has a point. How clearly and concisely are you communicating expectations to your direct reports, especially your sales leaders and sales managers?
For C-Level executives, sales leaders and sales managers, expectation setting plays an important role in the overall success of an organization. "Why?", you ask. Expectations are one of seven factors that make up job performance. This article will explain how defining duties shapes your ability to set expectations. As an example, let's consider two different Senior Sales VPs who report to their CEO and are members of the executive committee.
The duties for both positions are:
In the examples below, you can see how a duty that is well defined can be used to set expectations…or not.
Example for SVP #1: Revenue Generation is crystal clear.
The expectation is maintaining the base and increasing revenue. The standards by which the SVP will be measured are after discounts and rebates and how the sales will be reported.
Example for SVP #2: Revenue Generatation is vague.
That's it. And the problem here is that it isn't quantified, time bound, nor is there a standard by which to evaluate the performance, and setting expectations in a vague situation is a challenge. Also, it can change (as 'forecasts' do), so there is a lot of wiggle room for excuse-making, and the level of accountability that will motivate someone to achieve a great performance is missing.
From a CEO's perspective, which one would you prefer in your SVP's annual goals and objectives? If you were the SVP, which one would you prefer? It's likely it would be the one that is clear because it communicates exactly what is expected and to what standard performance will be measured.
Clearly defining expectations about what results need to be achieved makes a difference. I'd love to hear your thoughts and the approaches that you have taken so others can benefit from our shared experiences.
Training sales professionals and the sales manager's role in this step is the topic of my final post in the series about framework for sales leadership execution. Follow these links to read parts 1, 2 and 3.
Bill was a Regional Manager, from my early days in sales, who made a significant impact on my life and career. He took the time to understand what motivated me, was completely engaged during my onboarding and taught me timeless fundamentals about a sales career. When I started, he spent three days with me reviewing accounts, administrative duties, territory management and sales competencies. He connected me with peer mentors from our region, each possessing strengths in areas where I needed to learn and master for success.
He also set clear training and development expectations, ensuring that I knew, 'If it was to be, it was up to me.' In other words, I was responsible and accountable for my development and career.
This was an important lesson for an impressionable, young sales professional. As you can imagine, I made mistakes along the way and Bill helped me learn from them and develop my instincts and judgment, which have served me well ever since. Reflecting back on those mistakes and the coaching that followed, I was always impressed by how well he managed his emotions, demonstrated patience, and used those experiences to help me grow. His message was, 'It's okay to try new things and make mistakes' as long as they help me learn and improve my skills.
The result was that his involvement in my ramp up was instrumental in coaching me to become "Rookie of the Year" amongst a very talented group of seventeen sales professionals, and two years later, to the top 5% of the sales force, my first six-figure income and an amazing award trip to Rome. Having him model the way was powerful and memorable because I took a similar approach upon becoming a sales manager.
After training, Bill followed up and we discussed what I learned and how I would apply it to my role. This important step communicated that he cared and was involved in my training and development. The unspoken message was that he was going to test me upon return in the future and that training mattered. This kind of conversation enabled Bill to assess how well I understood the training content and could apply my learned skills.
The message for sales leaders and managers is that you play a pivotal role in creating your sales culture. Part of that is how well your team is trained and developed. It's not someone else's responsibility. It is yours. If you're actively engaged in your team's learning, you'll succeed in creating a learning culture which will improve your team's performance. It's been said that the only sustainable, competitive advantage is to learn more quickly than your competitors, so that you can earn your customers' respect and business. Are you willing and committed to investing the time up front to help your sales reps gain the confidence and knowledge which they need to succeed in today's business climate?
As this series wraps up, I hope that you'll find these steps simple and practical and that this framework for execution will help you to streamline communication, get everyone on the same page and enable you to execute with excellence. A final thought...Before the first step make sure you have a clear understanding of the business situation which comes from completing a Needs Analysis. If you need help with this, please contact us.
I wrote two previous articles about a framework for sales leadership execution. The first focused on leadership commitment and the second on setting goals and planning. There are two more topics that I'll cover in this four-part series. This article focuses on preparing line sales managers to deliver and lead change to their teams. In my experience, the most effective approach involves education, training, expectations and follow-up to ensure that what was agreed upon was executed.
Let's discuss education and training. Suppose you're preparing to launch a strategic account management program, sales effectiveness initiative, or new product introduction. For sales management to have a chance at successful execution and establish your desired culture, it's imperative that your sales managers are well-trained and coached before sales team training. Here are two recipes for disaster:
This example is a root cause of failed initiatives because they don't take hold nor become part of a sales culture. If, on the other hand, sales managers are educated and trained prior to the sales teams, they'll have a solid grasp of the information, concepts and processes which they're being asked to establish. This will put them in a solid position to be their teams' leaders and mentors.
In the case of sales effectiveness initiatives, which I have launched for multiple organizations, the sales management team must be completely trained to support and coach to the methodologies and processes which they'll be asked to roll out. They must develop enough mastery in order to describe and demonstrate the processes and methodologies themselves.
Expectations are only one of the seven factors of job performance. I'll write more on this topic in a future post.
The final element of this topic is follow-up which ensures that the training has been delivered, effective and relevant to the role. Sometimes, this is identified on a project plan, but not completed. When there's dedicated follow-up time, it provides an opportunity for leadership to reinforce the topic's importance, discover what went well and lessons learned which can be addressed going forward. It also strengthens and galvanizes your sales leadership team. Following-up facilitates dialogue between leaders, managers and the front line people who actually have to execute.
One of the sales manager's duties is to manage talent which requires them to be effective at team coaching. When you enable them to do this (by providing them with education and training first, followed by "training the trainer"), you'll reinforce this duty and teach them a valuable skill which will improve your sales culture and performance. If you look into the best sports teams, you'll see that they're collectively well-trained and individually committed to mastering their craft so that they can excel and perform at the highest levels. If establishing sales effectiveness is critical to your success, here are resources which you can complete on grading your sales force, grading your sales process and identifying the cost of a bad hire so that you can get a sense of where your sales organization stands today. Armed with this information, you can identify and begin to solve problems which prevent sales forces from performing at a higher level.
In today's article, I'll focus on an important element in getting your organization to reach its potential: Setting Goals and Putting Your Plan in Place.
In my last article, I covered leadership commitment and its importance to the launch success of programs, initiatives and products. Leadership commitment is one framework element which can ensure successful execution. It's also important to identifying problems which are holding back your organization from reaching its potential. The other elements are setting goals / putting your plan in place, preparing line management for implementation, and preparing individuals for implementation.
Leaders can assist their teams by being involved in goal setting. The leaders with whom I've worked have the ability to provide clarity and relevance in this step because they have a unique perspective on the business as an entity. We've heard of SMART goals, yet I often see very capable people who struggle with setting goals. If you're a leader, you're probably good at this; so, help your people. Sometimes it can be a laborious task, but it's a great way to connect with your people and get them focused on the critical actions which will help them succeed.
There are some key questions to ask during the goal-setting process:
An important point to consider when goal-setting is the size of your goals. Big, beefy goals engage your heart and mind. They inspire and motivate you. Mediocre goals have almost no motivational power at all. Sales goals are a great example of this, and it's one of the reasons that I love sales as a profession. There's a clear goal - it's called your quota. And whether you are a sales leader, sales manager or sales professional, at the end of the year, you've either hit, missed or exceeded your target. It's a tremendously rewarding feeling to overachieve your goals, and it also puts money in your bank account which enables you to live the lifestyle of your choosing.
Effective sales leaders show their people how to break those big goals down into quarterly, monthly, weekly and daily goals, so that people believe that they can be achieved and know how to achieve them. We help companies who want to significantly increase their revenue, but may lack the experience, processes, systems or approaches to scale their operation and we are helping them to achieve their goals.
The next component is to put your plan in place and define the implementation resources. These might be tools like job aids, which will enable people to act. Identify each step and deliverable which must be completed or developed to maximize the probability of success. Identify bottlenecks which could derail or delay a goal's achievement. (Assign this task to a very capable person who has shown skill, commitment, and determination in problem-solving with a track record of success. It can be a stretch assignment for a talented team member who you'd like to mentor and/or develop.) As an example of where a plan can go off track, consider a sales transformation effort in a large organization and the importance of organization-wide communication. Planning and resource development requires that you consistently deliver messages that reinforce to the sales team that supporting the transformation is favorable.
If all elements required for success are integrated into your plan and the enabling tools are defined, then you're on your way to getting the necessary support for transformation.
I'll leave you with this final saying: Whether you're leading change, considering a sales effectiveness initiative, developing your leaders or trying to get your team to hit their targets, remember that one hour of planning saves you four hours of spinning your wheels on poorly-considered execution. I don't know about you, but these days I really could use the time.
Well, here I go… my first blog. After a 20+/- year career in sales, marketing, sales operations and training, I decided to take the plunge and partner up with Dave Kurlan. So, what to write about in my first blog article? Since leadership is my favorite topic, that's where I'll begin.
During my most recent role, the CEO and his executive team (in particular the global head of sales and marketing) were committed to enabling the sales and marketing team's skills and effectiveness. It made all the difference in the world, to the point where my team decided that we wouldn't embark on a key project or initiative until leadership commitment was in place.
What does leadership commitment look like to me? It can best be described as a willingness to look at the outside opportunities which exist in the market and also under the hood of an organization. This helps in understanding current performance, people, capabilities, and root causes of any problems. Then a commitment must be made to address and improve conditions for success.
Think about new product or service introductions, for example. We hear about the wildly successful launches, such as drug-eluting stents and breakthroughs in imaging technology, biologics, mobile devices, and vehicles. We also know that for every successful launch, there are four that are not.
One way to address this is to work with leaders well in advance of the actual launch of a product, service or program to visualize what success will look like and what it will take to get there. Once there's clarity on the vision, strategy and objectives, a well-defined plan is developed with the leaders so that they're engaged, committed and everyone is on message and the same page. With that commitment in place, the conditions exist to build excitement, prepare and train the organization, as well as validate their selling ability before sales calls (to avoid practicing with their customers).
Leadership commitment is demonstrated through involvement in each step, messages to teams during in-person meetings, written communications, and setting clear expectations of line management.
The last aspect of leadership commitment in this example is reinforcement. All preceding steps could be well executed, but without a commitment to reinforce knowledge, skills and ability, organizations struggle to maximize opportunities. Overlooking this step can signal the loss of momentum and the death of any product launch, program or initiative. The bottom line is that your leadership commitment makes a difference to your staff and customers. Assuming you are a committed leader, are the members of your team just as committed? If some are lacking, and possibly not capable of thriving in today's market, then find out if you have the right people in your sales organization. Let me know how I can help you to answer any of these sales force questions.
© 2014 Dave Kurlan - Understanding the Sales Force


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As Rihanna is dropped as the face of skincare giant Nivea because her behaviour is 'allegedly' not appropriate for the brand, Sophie Robehmed looks at the clash of identities.
Not many women ooze sex appeal quite like Rihanna so it's surprising that she was ever the face of Nivea, a clean-cut, wholesome skincare brand for all the family. Not so surprising then is that the smokin' hot singer's Nivea advert has been considered too sexy by Stefan Heidenreich, the new head of the company's parent firm, Beiersdorf, who said the advert was a "no go".
But how sexy is too sexy? I think the answer to this question relies entirely on context (i.e. the product and its intended consumers) when it comes to Rihanna being dropped from this particular endorsement gig. I'm sure Jacqueline Gold, Ann Summers' CEO, wouldn't have a problem with Rihanna writhing around on a king-size bed in nothing more than a basque and skimpy silk pants, cracking a whip at men browsing lacy lingerie on the shop floor as a part of her publicity strategy. Well, maybe not quite that scene exactly, but you know what I mean – Rihanna would be a brilliant brand fit – and I'm sure Jacqueline would be a happy bunny (pun intended) if she was fronting her company's advertising campaigns.
But the same can definitely not be said for Stefan, who, sick of her saucy schtick, added: "Nivea is a company, which stands for trust, family and reliability." The man does have a point when you consider in one Nivea ad, a family is seen moisturising while Top 10 hit, California King Bed, plays in the background, a song that sees the 24-year-old star parading in her underwear in front of a half-naked hottie in the original music video.
She is truly one of a kind, with more than enough other megabuck sponsorship deals under her belt
Plus, with RiRi, "Life is like a box of chocolates, you never know what you're gonna get," whether it's her smoking, swearing, suspenders, or most worrying of all, unhealthy gravitation towards her toxic ex, Chris Brown, despite the fact he was convicted for assaulting her three years ago.
But, say what you will about the Barbadian babe, she is truly one of a kind, with more than enough other megabuck sponsorship deals under her belt – and a thick skin to survive essentially what was always going to be an inevitable clash of identities.
Sophie Robehmed is a Devonian Lebanese writer and journalist. A lover, not a fighter. Loves cheese. Searching the world for her doppelgänger.
Follow Sophie on Twitter @sophierobehmed
- Do you think British girls need to expose less flesh? Let us know your views in the comments below. Join the debate on Twitter using the hashtag #socialvoices
- Do you want to join #socialvoices? We're looking for great new writers.
Welcome to #socialvoices. This is the home of sharp writing, opinion and social debate on MSN. Jump into the comments, tweet us with the hashtag. Join in.
Do you like Gaga's new fox blonde hair?
Thanks for being one of the first people to vote. Results will be available soon. Check for results
- Yes, she is rocking the ginger dye job5,517 votes
- No, it really doesn't suit her8,590 votes
Total Responses: 14,107
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24 Graduation Gift Ideas for Her
It's high time to start thinking about homemade graduation gifts, and we've got you covered. These 24 Graduation Gift Ideas for Her range from easy homemade presents, like cute clutches, to hanging makeup organizers. Browse through our collection of creative homemade gifts so that you can get the right ideas to prepare the emerging adult in your life. Whether your girl is college-bound or starting a new job, these graduation gift ideas for her are the perfect preparation for adulthood. Don't stress over what to give as a graduation gift anymore. These ideas will have you crafting in no time.
37 Gadget Cases and Kindle Cover Sewing Patterns
Protect your Kindle, iPod, cell phone, laptop, iPad, or other gadgets in style with this collection of 37 Gadget Cases and Kindle Cover Sewing Patterns. Use a kindle cover sewing pattern, make a custom computer case, or design your own iPad covers! Whether you prefer tablets, laptops, or smart phones as your go-to gadgets, you will find a protective cover in this collection of easy sewing patterns. Tote your technological gadgets in style with these free sewing patterns.
6 Step iPod Sleeve
Whether youre looking for easy-to-make gifts, a simple sewing project, or just need an iPod case, this 6 Step iPod Sleeve will fit your needs perfectly. In less than ten sewing steps you can create your own DIY iPod case. Keep your beloved music safe and snug in this stylish sleeve by following this simple sewing pattern. Youll love creating a customized carrier for one of your most valued musical possessions. Once youre through making your own, design one for a musically inclined friend.
Buttoned Tablet Cover
Think practical with your next sewing project and create your own Buttoned Tablet Cover. This handy craft an be used as an ipad cover and can be carried around anywhere. It's a step up from the popular slip cover that many use the buttons on this pattern take it to the next level. There's no way you can drop your tablet when it's snug inside this secure cover. You can also give this as a useful and stylish gift to a tech savvy friend or family member.
Chic Little DIY IPhone Cases
These DIY phone cases are much cheaper than the cases you can buy at the store. They are a whole lot cuter, too. It seems as if everyone walks around with some variation of the same phone case. Stand out in that boring crowd by using one of these Chic Little DIY IPhone Cases. This easy sewing project will do an awesome job of protecting your phone. If you live in a super cold climate, make it with a warmer fabric. That way your phone will never get too cold. This simple trick will do wonders to save battery life.
DIY Ipod Armband Case
All ipod covers are not created equal. Make one that fits your needs. This DIY ipod armband case includes a pocket for your key, protection from wet weather and an adjustable strap for comfortable use while exercising. This cool gadget case is perfect for runners and walkers as you won't need to hold onto your belongings while on-the-go.
Excellent iPhone Case Pattern
Try out this Excellent iPhone Case Pattern to protect your phone while you use it. This colorful leather case features a cut-out for your iPhone screen, allowing you to use your cellular device without taking it out of its case. If you read through this DIY phone case's tutorial, you'll also notice an interesting laced back which keeps the entire case in place. Consider adding this to your list of homemade gift ideas to save friends and family from a long search for a phone case.
Felt Cell Phone Envelope
Whether you're looking to expand your homemade gift ideas or you just want a new do-it-yourself-project, this Felt Cell Phone Envelope is right up your alley. Find out how to make DIY phone cases with this six-step picture tutorial. You'll love these accessible instructions because they are easy to follow. Craft ideas aren't always this functional. You should jump at the chance to add a little more organization to your purse. Your phone won't go anywhere after you conquer this project.
Gentleman's iPhone Case
If you're looking to make homemade gifts for him, consider this Gentleman's iPhone Case. This sturdy iPhone DIY case is made from your choice of either felt or leather. It's constructed to keep the phone safe and snug with the help of a thick thread. Easy homemade gifts are always a treat for the maker and the beneficiary, and this project is no exception. This is a great homemade gift that will protect one of his most valued possessions.
Handmade Leather Bags & Accessories
There is something inherently luxurious about a leather handbag. The soft feel, the gentle sheen, and of course that amazing new-leather smell ... the only downside of leather accessories is the price tag they're attached to. Clearly Elean Ho understands the agony of loving leather handbags but hating the price tag. Her book, Handmade Leather Bags Accessories, provides free purse patterns so that you can have a closet full of high-end leather bags and accessories without going broke.
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(WMC-TV) - One of two people shot in a Memphis Kroger parking lot is dead. The shooting happened outside the Kroger in the 1900 block of South Third. One of three suspects, later pulled over at South Parkway and Webb Street, was pronounced dead at The MED.
It started as a robbery in the parking lot Thursday. The second victim is still in critical condition at The MED. He fired back at the suspects, shooting one of them.
The final act of a robbery suspect played out along South Parkway Thursday evening in the shadow of Monumental Baptist Church where civil rights leader Billy Kyles has long preached nonviolence.
Police say the suspect died after he and two others were pulled over shortly after they robbed and shot someone in a Kroger parking lot.
Officers with the Multi-agency Gang Unit happened to be in the neighborhood and assisted in locating the suspects.
A man and a woman, believed to be the getaway driver, were placed into squad cars on the scene.
"I go to church and tell my parishioners, this is ridiculous ... It don't make sense," said neighbor and Rev. James Austin.
He lost both a grandson and nephew to gun violence.
"Folks don't realize when you hurt one, you hurt a whole family. You just don't hurt one, you hurt them all," he said. "And this needs to stop, and we as a people need to stop this"
It was soon business as usual at the Kroger store, except for a portion of the parking lot surrounded by all too familiar yellow tape.
Police have yet to identify the suspect who died or release the names of his alleged accomplices. There is no information on whether they may have known the robbery victims.
Copyright 2013 WMC-TV. All rights reserved.
1960 Union Ave.
Memphis, TN 38104
(901) 726-0555
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From April 2012, Jamie Carragher 23
A quick illustration of Carragher after the 2-1 win in the FA Cup. Mainly messing around, I need to buy a graphics tablet.
The design can also be found on my Illustration blog:
From April 2012, Poster Design for Liverpool's No 7.
I wanted to work on a series of drawings of my favourite LFC players. Carragher was the first, now Suarez, hopefully I will go on to make a few more.
The picture is of Suarez celebrating his goal in the 2-1 win over Everton in the FA Cup, 15th April 2012. The blue and white stripes represent his home country Uruguay.
The design can also be found on my Illustration blog:


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We offer a variety of Quado Teeth. From the new Overlap Carbide Saw Teeth that offers the best blow-by protection in the market, to the cutting edge of technology Quadco Tooth Systems for popular horizontal grinders and Mulcher heads.
Home | New Equipment | Used Equipment | Parts | Specials | Contact Us
site designed by GooRoo, Inc.


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The Drake LED Wall Sconce
Finish Chart / Features
Add vintage flavor to any shade with a wire cage
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The best of barn style lighting with the power of LED technology! The Drake LED Wall Sconce combines a beautiful warehouse shade with the newest LED lights from CREE. High efficiency and environmentally friendly for both residential and commercial lighting applications!
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Arlington, VAUSA
Hometown: arlington
February 18, 2012
No introduction yet
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He Rebecca! Age of Wonder is a book that I haven't heard of before. I will have to look it up! Hope to see you at a meetup very soon!
Hi Rebeca, welcome to DMV Intuitive Introverts. Hope you can make it to one of our upcoming events!
Glad you joined the 20s and 30s Going Out Group Rebeca! Hope to see you at the Club Night at Josephine this Saturday, February 25th!
Thanks for the tips! I'll be looking into those. Great to meet you and hope to see you soon at another meetup!
Welcome to DADA! Hope to see you at a Meetup soon!
Welcome to the Sci-Fi and Fantasy Book Club, Rebeca! We're glad you'll be joining us for the movie in November. We've also got a lot of great books coming up I hope you'll consider, including "Mortal Coils" by Eric Nylund on Oct 16, "Dune" by Frank Herbert on Oct 30, and "Banewreaker" by Jacqueline Carey on Nov 13. See you in a few weeks!
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The trees and bushes turn golden, the mature grapes are harvested, the highest peaks are already snow-covered, a… more
The Toerggele season is approaching: at the Ebnicherhof farm, the sweet chestnuts are picked up, sorted and carved. more
Back to the Ebnicherhof farm in Soprabolzano: the host is preparing the traditional dishes for a Toerggele… more
Flying over the medieval Appiano Castle, with a wonderful sight on Appiano, Bolzano and surroundings and the Dolomites. more
The spring in South Tyrol is an experience for every sense. Warm sunrays melt the snow and everything is in… more
The roughness of the Dolomites and the sweetness of the green meadows, plenty of chances to relax and to be… more
The surroundings of Appiano is one of the richest areas in castles on European scale. Embedded among fruit… more
This view from above offers a breathtaking picture of a varied cultural and natural landscape: golfers among… more
The ruin of Castel Boymont, one of the castles you come across in the "Three Castles Hike" in Appiano, as… more
"The dome in the countryside", parish church of the historical wine village S. Paolo, as never seen before. more
His worldwide experiences are decisive for Reinhold Messner's museum concept: his five Messner Mountain… more
Castel d'Appiano, constructed in the period of 1135 - 1130 by Ulrich II, rises in Missiano, a village that… more
Martin Mauracher is a master distiller, with heart and soul. A visit to his farm in Cornaiano provides an insight… more
Where to go with bag and baggage in hot summer months? To the Ice Holes in Appiano! We accompany a family to this… more
South Tyrol, located on the sunny side of the Alps, is a real draw, not at least due to its natural and cultural… more
The South Tyrolean Wine Route stretches from Nalles to Bolzano and the Oltradige, via the Bassa Atesina to… more
The sun rising on Appiano from behind the Latemar, on a clear winter morning. more


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The UC Davis Campus is located in Davis, California, 1.5 hours Northeast of San Francisco and 20 minutes West of Sacramento.
Davis is known as one of the most bicycle friendly communities in the USA, and Bike Rental is available at a number of places downtown. The town has an extensive network of bike lanes on public roads as well as non-vehicular bike trails.
UC Davis Conference Center – site of SMBE Satellite Meeting
Davis Wiki – Extensive information about the local area and UC Davis Campus
Sacramento International Airport (SMF) is the closest airport to Davis, located ~20 minutes away. Airport shuttle service can be arranged through either the Davis Airporter or Super Shuttle ($23.00 one-way fare).
San Francisco Airport (SFO) is an alternative option, located ~1 hour away from Davis. The Davis Airporter shuttle provides transport between SFO and Davis ($85.00 one-way fare).
Davis is easy to navigate on foot or bike, or via public transport (the campus and local area are served by the UniTrans bus network). Many hotels and restaurants are located in the Downtown Davis area, which is approximately 15 minutes walking distance from the UC Davis Conference Center.
Car rental is available from airport locations, as well as a number of locations in Davis. Visitor parking is available around the UC Davis Conference Center at a rate of $7.00 per day (credit card pay stations are located in campus parking lots).


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We all know what plagiarism is, right? It's wrong, it's lazy-ass-writing, and should be punishable by being dunked in a pool full of gooey stuff of unknown origins.
An author's work was stolen, and to add insult to injury, was "put back in her place" by the person who did the stealing. The massive WTFuckery, let me display it to you:
"I do know about copyright laws. It was "my bad" indeed, and, as the magazine is put together in long sessions, tired eyes and minds somethings forget to do these things. But honestly Monica, the web is considered "public domain" and you should be happy we just didn't "lift" your whole article and put someone else's name on it! It happens a lot, clearly more than you are aware of, especially on college campuses, and the workplace. If you took offence and are unhappy, I am sorry, but you as a professional should know that the article we used written by you was in very bad need of editing, and is much better now than was originally."
For the first time in my entire life, I will swear online. What the fuck was that?! The perpetrator giving a lesson on professionalism to the victim?
The author's site is here.
Nick Namatas talks about it here.
John Scalzi, in his inimitable whip-sharp style, comments here.
Neil Gaiman hisownself also had something to say right here. (on Twitter)
The Meanie of this Story is here, Cook Source magazine. Bad Cook Source. Very bad.


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It's not about me, honest.
Anonymous said, "Kathryn, I'm sure your inbox is flooded with things like this, but I'll add mine to the pile:I had never read a comic book in my life until your JiM crossed my path. It was the first comic book I bought, and from your very first issue, you made a lifelong comics reader out of me. The way you've written Sif over the course of these ten issues has been nuanced, clever, and honest, and I have loved it all. It was the book I needed to read when I needed to read it, and thank you for that. (1/3)
I've been adrift in a sea of general uncertainty about life since I graduated from law school— an academic battlefield but a battlefield nonetheless— a couple of years ago, and maybe this sounds silly, but your Sif gave this lady a lot of courage and hope when it was most sorely needed, and your work will always be very dear to my heart as a result. (2/3)
To write about gods and goddesses and make them so very human and relatable and real in the way that you have done with these issues is the stuff of Shakespeare, and I wish it could continue forever. You and Valerio Schiti have done absolutely wonderful work, and thank you, very much, for sharing that with all of us. (And please accept my apologies for the three part ask.) Best, E."
This is maybe the most opposite of sounding silly I can think of. And I'm not doing it this way to make it rebloggable, just answerable, all in one place.
First, thank you. From the bottom of my heart, and, by proxy, from Valerio's too, which, as he is Italian, is most certainly at least twice the size of mine and probably tastes delicious. (As incontrovertible proof, I also offer you Francesco Francavilla).
I am honoured you took the time to write and humbled by the irrationally high praise but more importantly, can we all just give a resounding YAWP for yet again being shown that these characters have the great capacity to matter in people's lives, that these stories can be buoying and comforting, inspiring and aspirational. I guess that's words and pictures for you. And I am quite certain that the Sea of Uncertainty is littered with rowboats, so thanks for waving at me.
K- who doesn't care that tumblr is telling me 'Francesco', 'YAWP', and 'aspirational' are not real words
1 year ago
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