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Now that the weather is finally cooling down, it's actually pleasant to hop on your bike and cruise around town. But isn't it time you gave your trusty steed the same kind of attention you bestow on your wardrobe this time of year? After all, a mini-makeover in the form of a classy basket or a charming bell can only make your city sojourn more enjoyable. So, before you hop back in the saddle, outfit your ride with some of these totally-chic accessories, and put the "babe" back in "biker babe."
Want even more R29? Get the latest news, tips, and can't-resist stories delivered straight to your newsfeed, in real time. Like us on Facebook — we'll see you there!


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Prospective Students
IMFO (In My Fashionable Opinion) Student Video Blog
About IMFO
IMFO is a video blog by LIM College students. Whether it's their take on the latest fashion trends, the best places to hang out in NYC, or the quickest way to get from the residence hall to the LIM College campus, find out what LIM College's students are thinking and doing.
LIM College Drag Show 2011
Categories: Life at LIM


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ComicsAlliance vs. the Fraggles of 'Fraggle Rock'
This week, Archaia Studios is giving old fans and new readers alike a chance to get familiar with one of the best-loved properties of the '80s with their release of "Fraggle Rock" #1, hitting shelves on Wednesday with a special Free Comic Book Day story on Saturday!
We here at ComicsAlliance are looking forward to this, but since it's been a good 20 years since we've actually watched "Fraggle Rock," we thought a quick refresher course might be in order. That's why we got CA contributors Ch


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Friday 6 and 8 pm; Saturday 5 pm; Sunday no noon show time, 2 pm, and 4 pm
"Rust and Bone is a strong, emotionally replete experience, and also a tour de force of directorial button pushing." A. O. Scott, The New York Times. A struggling single father helps a beautiful whale trainer (Marion Cotillard) recover her will to live following a terrible accident that leaves her confined to a wheelchair.
R; 118 minutes; French with English subtitles
Magnolia at the Modern is an ongoing series featuring critically acclaimed films. Tickets are $8.50; $6.50 for Modern members. The Sunday noon show time is half price. Advance sales begin two hours prior to each show.


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Ruh roh Shaggy!!!
Drug bust nabs 17 TCU students, including football players
A drug bust on and around the Texas Christian University campus in Fort Worth, Texas, Wednesday morning led to the arrest of 17 current students, school officials said.
During a news conference Wednesday morning, officials said those arrested "engaged in hand-to-hand delivery" of drugs with undercover narcotics officers both on and off campus.
According to TCU Chief of Police Steve McGee, the investigation began six months ago after multiple tips were received from students and parents.
Those arrested were selling marijunana, cocaine, the club drug "molly" (some in powder form, some in pill form), acid and prescription drugs including Xanex, hydrocodone and others similar to OxyContin, McGee said.


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VISIT DENVER is the premier source of information about Denver's hot spots, visitor attractions, cultural events, hotels, and more. For a comprehensive listing of things to do in Denver, visit www.visitdenver.com
Public art, theatre rentals, entertainment, and more.
Many household items may be harmful to you, your family, animals, and the environment if disposed of improperly. They should not be thrown in the trash, poured down the drain or storm sewer, left at the curb or left in your alley.
Click here for more information
In 2014, Denver residents kept over 125,000 pounds of household hazardous waste out of the wastewater stream and out of landfills. Sign up for your home collection appointment today and join in on helping to protect our environment.


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TonightŌĆÖs games against Wylie mark the final time SweetwaterŌĆÖs basketball teams host a doubleheader at Mustang Gym, and it will also be the girls teamŌĆÖs last regular-season game.
While both teams will be facing long odds of beating Wylie ŌĆö whose teams are a combined 16-0 in district play ŌĆö each has shown im-provement over last season and the girls still have a shot at making the playoffs.
Sweetwater and Big Spring are 5-4 this season in District 4-3A and are locked in a third-place tie, and each has won against the other in district play.
The most likely scenario is that Sweetwater and Big Spring ŌĆö which plays its finale at 7-2 Midland Green-wood ŌĆö will both lose ton-ight, forcing a ŌĆ£play-inŌĆØ game between the Lady Mustangs and Lady Steers later this week to decide the districtŌĆÖs No. 3 berth. Of course, the same thing will happen in the unlikely event that both win today. Wylie and Greenwood have secured the top two playoff spots in 4-3A.
Details of a Sweetwater-Big Spring play-in game, if it happens, are currently in the works and will be announced after tonightŌĆÖs games are played.
The Lady Mustangs (19-13 overall) are coming off a 48-39 win over Snyder in which Elise Lawrence had 15 points, and are trying to hit the 20-win plateau for the first time in several years. More importantly, Sweetwater is trying to ad-vance to the playoffs for the first time since 2005.
SweetwaterŌĆÖs boys (2-5) have three district games left and are tied for fourth place after beating Snyder 46-44 Tuesday.
To make the playoffs, the Mustangs would have to win their last three games and hope that either Green-wood or Monahans ŌĆö both tied for second place at 5-2 ŌĆö lose their last three in order for Sweetwater to pull into a tie with one of them for third place. After today, Sweetwater travels to Big Spring on Friday and ends its season by hosting Green-wood next Tuesday.


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Andrea Bocelli Tickets
First Italy gave the world Luciano Pavarotti, and now Andrea Bocelli has crossed over from the opera/classical genre to become a mainstream star. Bocelli has recently announced that he will be playing some of the most prominent venues in the US in the coming months. Whether you're in you're on the east coast or west coast, you can catch Andrea Bocelli at any of his upcoming performances. GoTickets.com can help you find the best Andrea Bocelli tickets available. You will never forget the experience of seeing this tenor in concert, so get your Andrea Bocelli concert tickets now.
Andrea Bocelli Tour Dates and Schedule
Friday, 8:00 PM
Los Angeles, CA
Wednesday, 7:30 PM
Phoenix, AZ
Saturday, 8:00 PM
Las Vegas, NV
Wednesday, 7:30 PM
New York, NY
Saturday, 8:00 PM
Philadelphia, PA
Sunday, 7:30 PM
Washington, DC


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The Illumination (Iluminacja)
Illuminacja follows the education of a young man from his entry into college to his final achievement of a doctorate. Paralleling his outer education, his inner education about life, family, sexuality and spiritual values is revealed. By the time he achieves his doctorate, he has been told that he has a life-shortening heart disease. However, because of his two-fold education, he is fulfilled in what he has done and is not much distressed. This Polish film, by the notable director Krzysztof Zanussi, won many awards at Italian film festivals.~ Clarke Fountain, All Movie Guide
Cast: Edward Zebrowski, Jan Skotnicki, Malgorzata Pritulak, Monika Dzienisiewicz-Olbrychska, Stanislaw Latallo
Produced by:
Directed by: Krzysztof Zanussi
Written by: Krzysztof Zanussi
Running time: 1hr 27min
|Theaters for Today
Pick a day
on this day.


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27 members28 Comments 17 Likes
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102 members16 Comments 5 Likes
Started Apr 13, 2011 0 Replies 0 Likes
I know Incubus fans around are very talented so let's use this space to show your creativityPhotos, texts, drawings, paintings... anything goesContinue
Bru Sanches has not received any gifts yet
Posted on April 26, 2011 at 8:19am 0 Comments 0 Likes
Posted on April 22, 2011 at 9:59am 0 Comments 0 Likes
- Stop Junk Mail
- Snip Six-Pack Rings
- Use a Clean Detergent, i.e. a low-phosphate or phosphate-free one.
- Aerate Your Faucet
- New Ingredients, a combination of strategies to reduce consumption of disposable products in the kitchen…
Posted on March 14, 2011 at 12:59pm 3 Comments 1 Like
This situation pisses me off. I'm an Incubus fan for almost 10 year now and it totally crushes my heart whenever a girl approaches me and claim to be an Incubus fan when, in reality, they only care about Brandon Boyd
This girl added me on Facebook recently through the Incubus Brazil page. I love meeting new Incubus buddies and I added her. All of sudden, all she talked about was how Brandon was perfect, sweet, hot. She didn't even know the name of the albuns before Light Grenades. She…Continue
oi Bru :)
não, que isso, tudo bem! :)
BRUUUU!!! Long Time! :D
I'm doing great thanks. yes, a mod. been real busy working and haven't had the time to visit the hq.. i miss you guys. thanks for droppin' by anyway :D
How have you been yourself?
Love & Light,
Oi Bruna!
Me emocionei com sua história e por isso resolvi deixar um recadinho. Já tive depressão e síndrome do pânico. Compreendo perfeitamente como a música pôde auxiliar em sua recuperação porque ela tb me ajudou. Sou ultra fã da banda australiana Silverchair e o vocal Daniel foi minha maior inspiração durante minha recuperação, pois ele passou por esses mesmos problemas (e muitos outros!) e se reergueu.
Qd fui ao show do Incubus em 2007 eu ainda estava em tratamento, mas já estava muuito melhor. Naquela noite me senti reenergizada!
Um beijo!
Muita harmonia e diversão p vc!!
hola, amigo.. wazzaaa!!
thx for the friendship, dear Incu-buddy..
nice to know u.. :)
enjoy Incubus..
>> Awis


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When creating custom page templates, how do I get the value of a custom field of the displayed page?
Take the 2-minute tour ×
WordPress Development Stack Exchange is a question and answer site for WordPress developers and administrators. It's 100% free, no registration required.
Use the get_post_meta function.
WordPress Custom Fields
WordPress custom fields contain a key and a value. To get both
To return a value stored for a specific key use:
If a post contained more than 1 value for the same key you can use a foreach loop to output all of them i an array:
This will return:
To return an array of keys within all custom fields use:
Adding custom fields to a post:


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Welcome to Buena Vista Hotel & Spa
Buena Vista Palace Resort
The ideal Downtown Disney hotel
Experience an Orlando resort getaway that ascends above the rest. Soaring 27 stories above the world's favorite destination, Buena Vista Palace Hotel & Spa in the Walt Disney World® Resort raises the bar for exceptional quality and service in this sunny locale. Feel the magic the moment you arrive. Take a refreshing dip in one of three outdoor pools. Schedule a soothing treatment at our full-service Spa and Salon. Experience the thrill of world-famous Downtown Disney, with its vibrant shops, delicious restaurants, and exhilarating nightlife. For work or play, delight in our exclusive amenities, stunning accommodations, and alluring setting.
- Across the street from Downtown Disney®, featuring the Marketplace and Downtown Disney's West Side
- Located on 27 beautifully landscaped acres in Lake Buena Vista, Florida
At check-in you will receive an exclusive guide Shop,Dine,Play, with over $200 in discounts and specials for area dining, shopping and entertainment. Plus, maps and bus schedules to make getting around easy!
- Just 25 minutes from downtown Orlando and the Orlando International Airport (MCO)
- Conveniently offering airport transportation through Mears Transportation*
*Shuttle service leaves the airport about every 20-30 minutes. When you arrive at the airport, proceed to the baggage claim area to purchase your tickets, which currently cost $22.00 per adult and $17.00 per child one way or $36.00 per adult and $27.00 per child round trip.
The perfect destination for business or leisure travelers
Experience the extraordinary magic and allure of Buena Vista Palace Hotel & Spa – an incomparable showplace in the heart of Walt Disney World®, providing the perfect place to make memories to last a lifetime.


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DOE Archives
NJ ASK Grade 5 Mathematics
Test and Item Specifications
printable version
The purpose of this test is to measure the level of mathematics proficiency that New Jersey students have achieved by spring of the fifth grade. This assessment will reflect the new standards as outlined in the Core Curriculum Content Standards for Mathematics established by New Jersey in July 2002.
Standards and Strands
There are five standards altogether, each of which has a number of lettered strands. These standards, and their associated strands, are enumerated below:
- 4.1. Number and Numerical Operations
A. Number Sense
B. Numerical Operations
C. Estimation
- 4.2. Geometry and Measurement
A. Geometric Properties
B. Transforming Shapes
C. Coordinate Geometry
D. Units of Measurement
E. Measuring Geometric Objects
- 4.3. Patterns and Algebra
A. Patterns
B. Functions and Relationships
C. Modeling
D. Procedures
- 4.4. Data Analysis, Probability, and Discrete
A. Data Analysis (Statistics)
B. Probability
C. Discrete Mathematics—Systematic Listing and Counting
D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms
- 4.5. Mathematical Processes
A. Problem Solving
B. Communication
C. Connections
D. Reasoning
E. Representations
F. Technology
The first four of these "standards" also serve as what have been called "content clusters" in the previous state assessments; the lettered strands replace what have been called "macros" in the directories of test specifications. The fifth standard will continue to provide the "power base" of the assessments.
The student expectations are provided for each strand at Grade 5. The expectations for the fifth standard are intended to address every grade level, so they will remain the same throughout the grades. Since students learn at different rates, narrowing indicators to a single grade level was not always possible; thus indicators at Grades 5 are generally similar to, or modifications of, indicators developed for the next higher grade level. Teachers at each grade will need to refer to the standards at earlier grade levels to know what topics their students should have learned at earlier grades.
A Core Curriculum for Grades K-12
Implicit in the vision and standards is the notion that there should be a core curriculum for Grades K-12. What does a "core curriculum" mean? It means that every student will be involved in experiences addressing all of the expectations of each of the content standards. It also means that all courses of study should have a common goal of completing this core curriculum, no matter how students are grouped or separated by needs and/or interests.
A core curriculum does not mean that all students will be enrolled in the same courses. Students have different aptitudes, interests, educational and professional plans, learning habits, and learning styles. Different groups of students should address the core curriculum at different levels of depth and should complete the core curriculum according to different timetables. Nevertheless, all students should complete all elements of the core curriculum recommended in the mathematics standards.
All students should be challenged to reach their maximum potential. For many students, the core curriculum described here will indeed be challenging. But if we do not provide this challenge, we will be doing our students a great disservice—leaving them unprepared for the technological and information age of the 21st Century.
For other students, this core curriculum itself will not be a challenge. We have to make sure that we provide these students with appropriate mathematical challenges. We have to make sure that the raised expectations for all students do not result in lowered expectations for our high achieving students. A core curriculum does not exclude a program that challenges students beyond the expectations set in the mathematics standards. Indeed, the vision of equity and excellence calls for schools to provide opportunities for their students to learn more mathematics than is contained in the core curriculum.
Descriptive Statement
Numbers and arithmetic operations are what most of the general public think about when they think of mathematics, and even though other areas, such as geometry, algebra, and data analysis, have become increasingly important in recent years, numbers and operations remain at the heart of mathematical teaching and learning. Facility with numbers, the ability to choose the appropriate types of numbers and the appropriate operations for a given situation, and the ability to perform those operations as well as to estimate their results are all skills essential for modern day life.
Unless otherwise noted, all indicators for Grade 5 pertain to these sets of numbers:
- Whole numbers through millions
- All fractions as part of a whole, as a subset of a set, as a location on a number line, and as division of whole numbers.
- All decimals.
Number sense is an intuitive feel for numbers and a commonsense approach to using them. It is a comfort with what numbers represent that comes from investigating their characteristics and using them in diverse situations. It involves an understanding of how different types of numbers, such as fractions and decimals, are related to each other, and how each can best be used to describe a particular situation. It subsumes the more traditional category of school mathematics curriculum called numeration and thus includes the important concepts of place value, number base, magnitude, approximation, and estimation.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Stimulus Characteristics
- For whole numbers, test items may include illustrations of the following: thousands blocks, hundreds blocks, tens blocks, ones blocks; unifix cubes, sticks, number lines; other counting manipulatives.
- For fractions or fractional parts, items may include illustrations of real-life objects or simple geometric shapes, such as circles or rectangles.
- Number lines may be used when asking students to order and compare the magnitude of whole numbers and/or fractions (e.g., ordering of fractions on a number line should be limited to fractions with the same denominator).
- The symbols =, <, and > may be used to compare whole numbers to whole numbers, fractions to fractions, and whole numbers to fractions.
Item Guidelines
4.1.A.1 Use real-life experiences, physical materials, and technology to construct meanings for numbers
4.1.A.2 Recognize the decimal nature of
4.1.A.3 Demonstrate a sense of the relative magnitudes of numbers
4.1.A.4 Use whole numbers, fractions, and decimals to represent equivalent forms of the same number.
4.1.A.5 Develop and apply number theory concepts in problem solving situations.
4.1.A.6 Compare and order numbers.
Numerical operations are an essential part of the mathematics curriculum, especially in the elementary grades. Students must be able to select and apply various computational methods, including mental math, pencil-and-paper techniques, and the use of calculators. Students must understand how to add, subtract, multiply, and divide whole numbers, fractions, decimals, and other kinds of numbers. With the availability of calculators that perform these operations quickly and accurately, the instructional emphasis now is on understanding the meanings and uses of these operations and on estimation and mental skills, rather than solely on the development of paper-and-pencil proficiency.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Stimulus Characteristics
- Extended-response items may show pictures and have students mathematically model what they see in the illustrations.
- Computation items may appear either in a vertical or horizontal format.
Item Guidelines
4.1.B.1 Recognize the appropriate use of each arithmetic operation in problem situations.
4.1.B.2 Construct, use, and explain procedures for performing addition and subtraction with fractions and decimals.
4.1.B.3 Use an efficient and accurate pencil-and-paper procedure for division of a 3-digit number by a 2-digit number.
4.1.B.4 Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a given situation depending on the context and numbers.
4.1.B.5 Check the reasonableness of results of computations.
4.1.B.6 Understand and use the various relationships among operations and properties of operations.
Estimation is a process that is used constantly by mathematically capable adults and one that can be mastered easily by children. It involves an educated guess about a quantity or an intelligent prediction of the outcome of a computation. The growing use of calculators makes it more important than ever that students know when a computed answer is reasonable; the best way to make that determination is through the use of strong estimation skills.
Equally important is an awareness of the many situations in which an approximate answer is as good as, or even preferable to, an exact one. Students can learn to make these judgments and use mathematics more powerfully as a result.
Item Format
Multiple-choice and constructed response items may be used to test appropriateness of estimation. Extended-response items may be used to test estimation used for predicting or for determining reasonableness of answers.
Stimulus Characteristics
Charts, tables, diagrams, and illustrations may be used.
Item Guidelines
4.1.C.1 Use a variety of estimation strategies for both number and computation.
4.1.C.2 Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.
4.1.C.3 Determine the reasonableness of an answer by estimating the result of operations.
4.1.C.4 Determine whether a given estimate is an overestimate or an underestimate.
Descriptive Statement
Spatial sense is an intuitive feel for shape and space. Geometry and measurement both involve describing the shapes we see all around us in art, nature, and the things we make. Spatial sense, geometric modeling, and measurement can help us to describe and interpret our physical environment and to solve problems.
This includes identifying, describing, and classifying standard geometric objects, describing and comparing properties of geometric objects, making conjectures concerning them, and using reasoning and proof to verify or refute conjectures and theorems. Also included here are such concepts as symmetry, congruence, and similarity.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Stimulus Characteristics
- Stimulus may include illustrations of two-dimensional figures, three-dimensional figures, and real-life objects, when appropriate.
- Pictorial representations of symmetrical, congruent, or similar figures may be used in items.
Item Guidelines
4.2.A.1 Understand and apply concepts involving lines and angles.
4.2.A.2 Identify, describe, compare, and classify polygons.
4.2.A.3 Identify similar figures.
4.2.A.4 Understand and apply the concepts of congruence and symmetry (line and rotational).
Analyzing how various transformations affect geometric objects allows students to enhance their spatial sense. This includes combining shapes to form new ones and decomposing complex shapes into simpler ones. It includes the standard geometric transformations of translation (slide), reflection (flip), rotation (turn), and dilation (scaling). It also includes using tessellations and fractals to create geometric patterns.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Stimulus Characteristics
- Geometric transformations that appear in items may or may not be illustrated on a grid.
- Grids will be provided in items that require students to draw a particular geometric transformation.
- Location grids may use ordered positive number pairs or letter and number combinations.
Item Guidelines
4.2.B.1 Use a translation, a reflection, or a rotation to map one figure onto another congruent figure.
4.2.B.2 Recognize, identify, and describe geometric relationships and properties, as they exist in nature, art, and other real-world settings.
Coordinate geometry provides an important connection between geometry and algebra. It facilitates the visualization of algebraic relationships, as well as an analytical understanding of geometry.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Stimulus Characteristics
- Real world context may include maps, grids, or number lines.
- Only Quadrant I from Cartesian planes may be used.
- Grids will be provided in items that require students to plot a particular geometric figure.
- Location grids may use ordered number pairs or letter and number combinations.
- All grids will have the origin and scales labeled.
Item Guidelines
4.2.C.1 Create geometric shapes with specified properties in the first quadrant on a coordinate grid.
Measurement helps describe our world using numbers. An understanding of how we attach numbers to real-world phenomena, familiarity with common measurement units (e.g., inches, liters, and miles per hour), and a practical knowledge of measurement tools and techniques are critical for students' understanding of the world around them.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Stimulus Characteristics
- Pictures, diagrams, charts, tables and graphs may be used in items, when appropriate.
- Examples of possible pictorial stimuli include meter sticks, rulers, analog and digital timepieces, thermometers, balances, scales, coins, bills, two-dimensional representations of objects with volume/capacity (rectangular only).
- Exponents will not be used to express square or cubic units.
Item Guidelines
4.2.D.1 Select and use appropriate units to measure angles and area.
4.2.D.2 Convert measurement units within a system (e.g., 3 feet = ___ inches).
4.2.D.3 Know approximate equivalents between the standard and metric systems (e.g., one kilometer is approximately 6/10 of a mile).
4.2.D.4 Use measurements and estimates to describe and compare phenomena.
4.2.E. Measuring Geometric Objects
This area focuses on applying the knowledge and understanding of units of measurement in order to actually perform measurement. While students will eventually apply formulas, it is important that they develop and apply strategies that derive from their understanding of the attributes. In addition to measuring objects directly, students apply indirect measurement skills, using, for example, similar triangles and trigonometry.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Stimulus Characteristics
- Pictorial representations of measuring devices may appear adjacent to the object that is to be measured.
- Pictorial representations of measuring devices will reflect actual measures.
- Exponents will not be used to express square or cubic units.
Item Guidelines
4.2.E.1 Use a protractor to measure angles.
4.2.E.2 Develop and apply strategies and formulas for finding perimeter and area.
4.2.E.3 Recognize that rectangles with the same perimeter do not necessarily have the same area and vice versa.
4.2.E.4 Develop informal ways of approximating the measures of familiar objects (e.g., use a grid to approximate the area of the bottom of one's foot).
All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes.
Descriptive Statement
Algebra is a symbolic language used to express mathematical relationships. Students need to understand how quantities are related to one another and how algebra can be used to concisely express and analyze those relationships. Modern technology provides tools for supplementing the traditional focus on algebraic procedures, such as solving equations, with a more visual perspective, with graphs of equations displayed on a screen. Students can then focus on understanding the relationship between the equation and the graph and on what the graph represents in a real-life situation.
Algebra provides the language through which we communicate the patterns in mathematics. From the earliest age, students should be encouraged to investigate the patterns that they find in numbers, shapes, and expressions, and, by doing so, to make mathematical discoveries. They should have opportunities to analyze, extend, and create a variety of patterns and to use pattern-based thinking to understand and represent mathematical and other real-world phenomena.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Item Guidelines
4.3.A.1 Recognize, describe, extend, and create patterns involving whole numbers.4.3.B. Functions and Relationships
The function concept is one of the most fundamental unifying ideas of modern mathematics. Students begin their study of functions in the primary grades as they observe and study patterns. As students grow and their ability to abstract matures, students form rules, display information in a table or chart, and write equations that express the relationships they have observed. In high school, they use the more formal language of algebra to describe these relationships.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Item Guidelines
4.3.B.1 Describe arithmetic operations as functions, including combining operations and reversing them.
4.3.B.2 Graph points satisfying a function from T-charts, from verbal rules, and from simple equations.
Algebra is used to model real-life situations and answer questions about them. This use of algebra requires the ability to represent data in tables, pictures, graphs, equations or inequalities, and rules. Modeling ranges from writing simple number sentences to help solve story problems in the primary grades to using functions to describe the relationship between two variables, such as the height of a pitched ball over time. Modeling also includes some of the conceptual building blocks of calculus, such as how quantities change over time and what happens in the long run (limits).
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Stimulus Characteristics
- Charts or tables showing number patterns may be used.
- Word problems may be used.
- Items may include the use of variables or symbols (e.g., an empty box) to represent unknown quantities in equations.
Item Guidelines
4.3.C.1 Use number sentences to model situations.
4.3.C.2 Draw freehand sketches of graphs that model real phenomena and use such graphs to predict and interpret events.
Techniques for manipulating algebraic expressions—procedures—remain important, especially for students who may continue their study of mathematics in a calculus program. Utilization of algebraic procedures includes understanding and applying properties of numbers and operations, using symbols and variables appropriately, working with expressions, equations, and inequalities, and solving equations and inequalities.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Stimulus Characteristics
- Charts or tables showing number patterns may be used.
- Word problems may be used.
Item Guidelines
4.3.D.1 Solve simple linear equations with manipulatives and informally
Descriptive Statement
Data analysis, probability, and discrete mathematics are important interrelated areas of applied mathematics. Each provides students with powerful mathematical perspectives on everyday phenomena and with important examples of how mathematics is used in the modern world. Two important areas of discrete mathematics are addressed in this standard; a third area, iteration and recursion, is addressed in Standard 4.3 (Patterns and Algebra).
These topics provide students with insight into how mathematics is used by decision-makers in our society and with important tools for modeling a variety of real-world situations. Students will better understand and interpret the vast amounts of quantitative data that they are exposed to daily, and they will be able to judge the validity of data-supported arguments.
4.4.A. Data Analysis (Statistics)
In today's information-based world, students need to be able to read, understand, and interpret data in order to make informed decisions. In the early grades, students should be involved in collecting and organizing data, and in presenting it using tables, charts, and graphs. As they progress, they should gather data using sampling and should increasingly be expected to analyze and make inferences from data, as well as to analyze data and inferences made by others.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Stimulus Characteristics
- Pictorial representations (e.g., icons), graphs, tables, and charts may be used.
- Graphs may include pictographs, bar graphs, line plots, and simple line graphs.
- Sets of data in a meaningful context may be used in test items.
Item Guidelines
4.4.A.1 Collect, generate, organize, and display data.
4.4.A.2 Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data.
4.4.A.3 Respond to questions about data and generate their own questions and hypotheses.
Students need to understand the fundamental concepts of probability so that they can interpret weather forecasts, avoid unfair games of chance, and make informed decisions about medical treatments whose success rate is provided in terms of percentages. They should regularly be engaged in predicting and determining probabilities, often based on experiments (such as flipping a coin 100 times), but eventually based on theoretical discussions of probability that make use of systematic counting strategies. High school students should use probability models and solve problems involving compound events and sampling.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Item Guidelines
4.4.B.1 Determine probabilities of events.
4.4.B.2 Determine probability using intuitive, experimental, and theoretical methods (e.g., using model of picking items of different colors from a bag).
4.4.B.3 Model situations involving probability using simulations (with spinners, dice) and theoretical models.
4.4.C. Discrete Mathematics—Systematic Listing and Counting
Development of strategies for listing and counting can progress through all grade levels, with middle and high school students using the strategies to solve problems in probability. Primary students, for example, might find all outfits that can be worn using two coats and three hats; middle school students might systematically list and count the number of routes from one site on a map to another; and high school students might determine the number of three-person delegations that can be selected from their class to visit the mayor
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Item Guidelines
4.4.C.1 Solve counting problems and justify that all possibilities have been enumerated without duplication.
4.4.C.2 Explore the multiplication principle of counting in simple situations by representing all possibilities in an organized way (e.g., you can make 3 x 4 = 12 outfits using 3 shirts and 4 skirts).
4.4.D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms
Vertex-edge graphs, consisting of dots (vertices) and lines joining them (edges), can be used to represent and solve problems based on real-world situations. Students should learn to follow and devise lists of instructions, called "algorithms," and use algorithmic thinking to find the best solution to problems like those involving vertex-edge graphs, but also to solve other problems.
Item Format
Multiple-choice and constructed response items may be used to test this strand unless otherwise noted; answer choices may be symbolic or pictorial.
Item Guidelines
4.4.D.1 Devise strategies for winning simple games (e.g., start with two piles of objects, each of two players in turn removes any number of objects from a single pile, and the person to take the last group of objects wins) and express those strategies as sets of directions.
Descriptive Statement
The mathematical processes described here highlight ways of acquiring and using the content knowledge and skills delineated in the first four mathematical standards.
Problem posing and problem solving involve examining situations that arise in mathematics and other disciplines and in common experiences, describing these situations mathematically, formulating appropriate mathematical questions, and using a variety of strategies to find solutions. Through problem solving, students experience the power and usefulness of mathematics. Problem solving is interwoven throughout the grades to provide a context for learning and applying mathematical ideas.
Item Guidelines
4.5.A.1 Learn mathematics through problem solving, inquiry, and discovery.
4.5.A.2 Solve problems that arise in mathematics and in other contexts (cf. workplace readiness Standard 8.3).
- Open-ended problems
- Non-routine problems
- Problems with multiple solutions
- Problems that can be solved in several ways
4.5.A.3 Select and apply a variety of appropriate problem-solving strategies (e.g., try a simpler problem, make a diagram) to solve problems.
4.5.A.4 Pose problems of various types and levels of difficulty.
4.5.A.5 Monitor their progress and reflect on the process of their problem-solving activity.
Communication of mathematical ideas involves students' sharing their mathematical understandings in oral and written form with their classmates, teachers, and parents. Such communication helps students clarify and solidify their understanding of mathematics and develop confidence in themselves as mathematics learners. It also enables teachers to better monitor student progress.
Item Guidelines
- 4.5.B.1 Use
communication to organize and clarify their mathematical thinking.
- Reading and writing
- Discussion, listening, and questioning
4.5.B.2 Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.
4.5.B.3 Analyze and evaluate the mathematical thinking and strategies of others.
4.5.B.4 Use the language of mathematics to express mathematical ideas precisely.
Making connections involves seeing relationships between different topics and drawing on those relationships in future study. This applies within mathematics, so that students can translate readily between fractions and decimals, or between algebra and geometry; to other content areas, so that students understand how mathematics is used in the sciences, the social sciences, and the arts; and to the everyday world, so that students can connect school mathematics to daily life.
Item Guidelines
4.5.C.1 Recognize recurring themes across mathematical domains (e.g., patterns in number, algebra, and geometry).
4.5.C.2 Use connections among mathematical ideas to explain concepts (e.g., two linear equations have a unique solution because the lines they represent intersect at a single point).
4.5.C.3 Recognize that mathematics is used in a variety of contexts outside mathematics.
4.5.C.4 Apply mathematics in practical situations and in other disciplines.
4.5.C.5 Trace the development of mathematical concepts over time and across cultures (cf. world languages and social studies standards).
4.5.C.6 Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
Mathematical reasoning is the critical skill that enables a student to make use of all other mathematical skills. With the development of mathematical reasoning, students recognize that mathematics makes sense and can be understood. They learn how to evaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize how those solutions can be applied.
Item Guidelines
4.5.D.1 Recognize that mathematical facts, procedures, and claims must be justified.
4.5.D.2 Use reasoning to support their mathematical conclusions and problem solutions.
4.5.D.3 Select and use various types of reasoning and methods of proof (e.g., look for a pattern, break a problem into simpler parts, draw a picture).
4.5.D.4 Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their problem solutions.
4.5.D.5 Make and investigate mathematical conjectures.
- Counterexamples as a means of disproving conjectures
- Verifying conjectures using informal reasoning or proofs
4.5.D.6 Evaluate examples of mathematical reasoning and determine whether they are valid.
Representations refers to the use of physical objects, drawings, charts, graphs, and symbols to represent mathematical concepts and problem situations. By using various representations, students will be better able to communicate their thinking and solve problems. Using multiple representations will enrich the problem solver with alternative perspectives on the problem. Historically, people have developed and successfully used manipulatives (concrete representations such as fingers, base-ten blocks, geoboards, and algebra tiles) and other representations (such as coordinate systems) to help them understand and develop mathematics.
Item Guidelines
4.5.E.1 Create and use representations to organize, record, and communicate mathematical ideas.
- Concrete representations (e.g., base-ten blocks or algebra tiles)
- Pictorial representations (e.g., diagrams, charts, or tables)
- Symbolic representations (e.g., a formula)
- Graphical representations (e.g., a line graph)
4.5.E.2 Select, apply, and translate among mathematical representations to solve problems.
4.5.E.3 Use representations to model and interpret physical, social, and mathematical phenomena.4.5.F. Technology
Calculators and computers need to be used along with other mathematical tools by students in both instructional and assessment activities. These tools should be used, not to replace mental math and paper-and-pencil computational skills, but to enhance understanding of mathematics and the power to use mathematics. Students should explore both new and familiar concepts with calculators and computers and also should become proficient in using technology as it is used by adults (e.g., for assistance in solving real-world problems).
Item Guidelines
4.5.F.1 Use technology to gather, analyze, and communicate mathematical information.
4.5.F.2 Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information (cf. workplace readiness Standard 8.4-D).
4.5.F.3 Use graphing calculators and computer software to investigate properties of functions and their graphs.
4.5.F.4 Use calculators as problem-solving tools (e.g., to explore patterns, to validate solutions).
4.5.F.5 Use computer software to make and verify conjectures about geometric objects.
4.5.F.6 Use computer-based laboratory technology for mathematical applications in the sciences (cf. science standards).
General Item Specifications
There are some general considerations and procedures that make the task of item development more efficient and effective. These considerations include, but are not limited to, the following:
- Items attempt to focus on content that is "real world" and is familiar to fifth grade students.
- Item stems and stimulus materials are straightforward and use simple syntax.
- Items must include language that is unbiased and that will not disadvantage a particular group of students.
- Items do not display demeaning representations of gender or ethnic groups, persons with disabilities, cultural or religious groups, nor do items contain elements that might offend any such groups.
- Items will not test vocabulary items explicitly.
- Complex directions in items will be organized with bullets to identify multiple requirements.
Rules for Multiple-Choice Items
All item stems must clearly indicate what is expected in a response and must help students focus their response.
- Each multiple-choice item will have a stem (question, statement, or incomplete statement) and four answer (or completion) options, only one of which is correct. Correct answers will be distributed as evenly as possible among As, Bs, Cs and Ds.
- Multiple-choice item stems will present a complete problem so that students will know what to do before looking at the answer choices. Students should not need to read all answer choices before knowing what is expected.
- The four answer choices will be approximately the same length, will have the same format, and will be syntactically and semantically parallel; students should not be able to rule out a wrong answer or identify a correct response simply by virtue of superficial or trivial characteristics, syntactic complexity, or concept complexity.
- Correct answers should show what students know and are able to do; correct answers should not be obtainable through incorrect procedures or gimmicks.
- Distractors (wrong answer choices) will reflect common errors or misunderstandings, naïve pre-conceptions, or other misconceptions so that correct responses show what students know or can do rather than students simply eliminating incorrect responses by virtue of a distractor's obviously inappropriate nature.
- Distractors will not be partially correct responses, nor will they be designed to "trick" students into responding incorrectly.
Rules for Extended-Response Items
Each extended-response item will give clear indications of what is required of students (e.g., if two words are required, the stem will indicate this; if a number sentence is required, the stem will indicate this).
Anything required by the scoring rule will be asked for in the item stem.
- Item stems will be succinct with simple syntax and familiar words.
- Item responses will be carefully scaffolded to guide students' responses; for example, a response that requires multiple parts will be presented with bullets to draw attention to the parts.
- Extended-response items will require responses that range in length from several numbers to three to four steps.
- Extended-response items may ask for a graph/figure/diagram/table with labels or a figure/diagram/table with one or two words, sentences, or number sentences to support the figure/diagram/table.
- Any extended-response item that requires students to use information from a stimulus will specifically ask for the information (e.g., which numbers in the table could you use to…, support your response with specific information from…).
- Extended-response items will require a more complex process to develop a viable solution, demonstrate an understanding or process, communicate mathematical ideas or results, or show reasoning.
- Extended-response items may ask students to organize information, explain choices, support claims, or verify arguments, conclusions, solutions, and thinking.
Rules for Stimulus Materials
- Stimulus materials may include graphs, charts, tables, diagrams, figures, brief passages, number sentences, and other mathematical communications relevant to grade 5.
- Stimulus materials should be clean and simple with a minimum of distracting or irrelevant information. Irrelevant information should be included only when the target being assessed is focused on extraction of relevant information and/or identification of irrelevant information.
- Stimulus materials should not "trick" students into choosing or developing an incorrect or ineffective response.
- Reading level for stimulus materials should be at least one grade below the fifth-grade level.
Rules for Developing Scoring Rubrics
- An item-specific scoring rubric will be used for each extended-response item.
- Information from student sample papers will be used to refine these scoring rubrics.
- Scoring rubrics will follow a "focused holistic" model in which the score for the response is based on overall quality in relation to the strand; individual score point elements must arise from the specific individual requirements of the item and its target.
- Scoring rubrics for content strand items will focus on conceptual understanding, application of appropriate procedures, and accuracy.
- Scoring rubrics for process items will focus on such aspects as clarity, effectiveness, reasonableness, selection of useful procedures, and/or degree to which solutions are viable.
- Extended-response items will be scored with a four-level scoring rubric (0-3).
The following matrices demonstrate how the operational form for NJ ASK Grade 5 Mathematics was constructed.
Test Construction Map for NJ ASK Grade 5 Mathematics:
Specified MC
(1 pt.)
Specified OE
(3 pts.)
Total Items
Total Points
Total Items
Total Points
Actual Test Map for 2006 NJ ASK Grade 5 Mathematics:
Specified MC
(1 pt.)
Specified OE
(3 pts.)
Total Items
Total Points
Total Items
Total Points
The sample items that follow demonstrate the style and rigor students can expect on the NJ ASK Grade 5 Mathematics assessment. One multiple-choice item and one open-ended item are represented. Each item is aligned to the indicator level of the Core Curriculum Content Standards and to the Mathematical Processes standard, or "power base," as follows:
A indicates the item aligns to 4.5.A, or the
Problem Solving strand.
B indicates the item aligns to 4.5.B, or the Communication strand.
C indicates the item aligns to 4.5.C, or the Connections strand.
D indicates the item aligns to 4.5.D, or the Reasoning strand.
E indicates the item aligns to 4.5.E, or the Representations strand.
F indicates the item aligns to 4.5.F, or the Technology strand.
Each item can be aligned to (1) no strands, or (2) up to and including all of the strands within the mathematical processes standard. The power base is indicated by letters for the strands that apply and asterisks for the strands that do not apply. Therefore a power base of an item that only aligns to 4.5.D, or Reasoning, would be written, "****E*".
The correct answer is B.
This item aligns to 4.3.A.1: Recognize, describe, extend, and create patterns involving whole numbers.
The power base for this item is A*****.
This item is scored using a 3-point rubric.
This item aligns to 4.4.B.1: Determine probabilities of events.
The power base for this item is A***E*.


text:
These instructions allow you to add additional text to the header or footer when you use pre-printed University letterhead paper. If you want to insert a University logo into the header when using plain paper, you can download logos from the Office of Communications web site: //www.willamette.edu/dept/comm/graphic/logos/
First, download a copy of the letterhead file (you may want to print this page so you can follow the instructions more easily):
- Click on the link to download the file: Department Letterhead File (letterhead-windows.doc)
- Open the file, or save it to any convenient location, such as the desktop.
- If you chose to save the file, open the document in Microsoft Word (you may not see the .doc extension, depending on how you have Windows configured).
Now, follow the instructions below to add your department information and to convert the document into a Microsoft Word document template. Refer to Microsoft Word Help for more information on document templates and using headers and footers. See also: Important Notes.
- If you are not in Print Layout view, choose View > Print Layout (this command is called Page Layout in older versions of Word).
- Double-click on Department Name in the upper right corner of the screen.
- Replace Department Name with the name of your department as follows:
- Click immediately to the left of Department Name.
- Select the words Department Name.
- Type your department name, replacing the selected text.
- Edit (or remove) any of the other information (phone, etc.).
- Click the Close button on the Header and Footer toolbar.
- You can also add information to the footer:
- Choose View > Header and Footer.
- Switch the view to Footer (click on Switch Between Header and Footer on the Header and Footer toolbar).
- Enter the text for your footer (remember to type in all lower case).
- Set the font to Copperplate and set the Font Size, if necessary (see Important Notes).
- Click the Close button on the Header and Footer toolbar.
- Save this document as a Microsoft Word template as follows:
- Choose File > Save As.
- In the Save as type box, select Document Template (*.dot). Word will automatically store the file in the Templates folder.
You can keep the file name (Letterhead) or make up a new file name.
- Click the Save button.
- Close the document.
To use the letterhead template to create a new document:
- Start Microsoft Word (if necessary).
- Choose File > New.
- Double-click on Letterhead.dot (or the name of the template you created; you may not see the .dot extension).
- A new document opens that includes the letterhead formatting.
- Complete the document and save it, as you would with any Word document.
Copperplate is a caps only font. Type in all lowercase when using the Copperplate font.
Numbers are larger, so they need to be one point size smaller.
In Letterhead.doc, the following settings are used:
Margins (Choose File > Page Setup > Margins):
- Top: 1.5
- Left: 1.0
- Right: 1.0
- Bottom: minimum is 0.25 to 0.50 (some printers may require more than .25)
- From edge:
- Header: 1.0
- Footer: 0.25 to 0.5
- Line 1: Copperplate 11 pt.
- Line 2: PHONE is 9 pt.; the numbers are 8 pt.
- Line 3: FAX is 9 pt.; the numbers are 8 pt.
- Line 4: Arial 7 pt (remember: no lowercase in Copperplate; e-mail addresses and web site addresses should be listed in lowercase)
If you use fewer lines in your header, you may need extra returns to line up your info with the pre-printed logo.
If you need to make corrections or additions to your template, you must locate and open the template file. Template files are stored in various places, depending on how Microsoft Word is configured.
To locate your templates:
- In Microsoft Word, choose Tools > Options > File Locations.
- Select User Templates under File Types.
- Click the Modify button.
- On the next screen, you'll be able to determine where templates you have created are stored. Make a note of this location, then close the Options dialog box.
- Choose File > Open.
- Change Files of type to Document Templates (*.dot)
- Locate the template you want to modify, then click Open.
- Make your changes, save, and close the file.
To copy the template to another computer:
- Locate the template file as described above, then copy it to a disk or network drive that is accessible to the other computer(s). If that is not possible, save locally then email the file to the person who needs it.
- On the other computer(s), move the template file to the proper location (locate the templates folder as described above).
Or, use this procedure to create the same template on another computer:
- Start Microsoft Word (if necessary).
- Choose File > New.
- Double-click on Letterhead.dot (or the name of the template you created; you may not see the .dot extension).
- A new document opens that includes the letterhead formatting.
- Save this document to a disk or network drive that is accessible to the other computer(s). If that is not possible, save locally then email the file to the person who needs it.
- Once you have the file on the other computer, open it in Word, then save it as a template, as described above.


text:
Monday, June 12, 2006
An Asymmetrical Assault on Reality
David Luban
Three Guantanamo inmates hanged themselves on Saturday. Could it be that holding people for years in a limbo of rightlessness, telling them that they may be prisoners until the end of the war on terror, which has no end, and reminding them that their future does not exist, might drive them to suicide? Axiom 1: We are good people. Corollary 1: Whatever we do to beat our enemies is good. QED
Axiom 1: We are good people.
Corollary 1: Whatever we do to beat our enemies is good.
This act of asymmetrical warfare is going to necessitate increasingly self-destructive actions on our part to balance things out.
I am puzzled by Kant's comment that, "if I cannot publicly avow it without inevitably exciting universal opposition to my project, the necessary and universal opposition which can be foreseen a priori is due only to the injustice with which the maxim threatens everyone." It implies that morality is determined by public opinion, albeit with "public" defined as every person minus one. If, however, morality is determined by some standard other than public opinion(Kant's categorical imperative, for example), then could one person not be right and everyone else wrong?
I normally agree with the opinions at Balkinization and the NYT editorial page, but there seems to be a generation gap here.
Dude, I'm not sure if I was reading that last part closely enough, but if it does what it seems like it does, all I can say is that it's brilliant. I think you've just proven that I've been wrong all these years and the GWB fanclub has been right all along...you SOB.
... who employ a strategy of the weak using international fora, judicial processes, and terrorism ...
General Ripper wrote it? Forget international fora but judicial processes equated with terrorism?
It that is true, this explains why the Bush administration is so allergic to anything involving courts and judges.
Seriously it 's deeply sobering that anything that idiotic can be found in this country official National Defense Strategy. Total idiots everywhere.
God save us!
As usual, the intellectual elite trying to confuse and manipulate by unnecessarily complicating otherwise simple things. Actually, the whole thing (i.e., Bush's policy) can be described with one word:
1. A variation of truthfulness derived from the word truthy (archaic and rare or dialectal)
2. The quality of being "truthy, not facty." (currently popular definition by Stephen Colbert)
3. The quality by which something is known or believed emotionally or instinctively, without regard to evidence or rational thought.
4. The quality of adhering to incorrect concepts one wishes or believes to be true.
David, this is designed to provoke and to demonstrate the absurdity of some of the underpinnings of DOD doctrine. It succeeds very well in doing both things and is very well suited to the blog medium. Congratulations.
Henry, I think you need to remember that does not mean the same thing by "publicity" that we do today. For him it related explicitly to the "reading public," which is to say the thin stratum of society which is intellectually active and which influences public policy. He sees "publicity" as a means for deepening the role of morality in politics, not diluting it.
Proof that Liberals are Justified to Criticize Bush in any Way
Axiom 1: We liberals are smart.
Axiom 2: Bush is dumb.
Axiom 3: Anything that makes smart people look smart is good.
Corollary 1: Whatever we say to make Bush look dumb is good.
Corollary 2: Whatever hinders us from making Bush look dumb is bad.
Corollary 3: It can't be true that keeping dedicated Islamist terrorists under lock and key is justified, because that would make Bush look smart.
Surprising Corollary 4: Facts that make us look dumb must be false.
Theorem 2: Any common sense that constrains our criticism of Bush is by definition bad. (see Corollary 2.)
Axiom 4: Smart people heed common sense, so common sense is good.
Corollary 4: We support using common sense.
Surprising Theorem 3: Common sense that constrains our criticism of Bush should be ignored, because it couldn't be correct.
Axiom 5: Anything that anyone says to make us look dumb is an argument of a Bush Supporter.
Decisive Theorem: Anything that anyone would say in response to our criticism of Bush is merely a Bush Supporter supporting Bush.
Axiom 6: We're right and Bush supporters are wrong.
Corollary 6: Anything that anyone would say in response to our criticism of Bush is an unjust argument. To put it in other words, we liberals are justified in any criticism we make of Bush, regardless of facts or common sense!
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Books by Balkinization Bloggers
Stephen M. Griffin, Broken Trust: Dysfunctional Government and Constitutional Reform (University Press of Kansas, 2015)
Frank Pasquale, The Black Box Society: The Secret Algorithms That Control Money and Information (Harvard University Press, 2015)
Bruce Ackerman, We the People, Volume 3: The Civil Rights Revolution (Harvard University Press, 2014)
Balkinization Symposium on We the People, Volume 3: The Civil Rights Revolution
Joseph Fishkin, Bottlenecks: A New Theory of Equal Opportunity (Oxford University Press, 2014)
Mark A. Graber, A New Introduction to American Constitutionalism (Oxford University Press, 2013)
John Mikhail, Elements of Moral Cognition: Rawls' Linguistic Analogy and the Cognitive Science of Moral and Legal Judgment (Cambridge University Press, 2013)
Gerard N. Magliocca, American Founding Son: John Bingham and the Invention of the Fourteenth Amendment (New York University Press, 2013)
Stephen M. Griffin, Long Wars and the Constitution (Harvard University Press, 2013)
Andrew Koppelman, The Tough Luck Constitution and the Assault on Health Care Reform (Oxford University Press, 2013)
James E. Fleming and Linda C. McClain, Ordered Liberty: Rights, Responsibilities, and Virtues (Harvard University Press, 2013)
Balkinization Symposium on Ordered Liberty: Rights, Responsibilities, and Virtues
Andrew Koppelman, Defending American Religious Neutrality (Harvard University Press, 2013)
Brian Z. Tamanaha, Failing Law Schools (University of Chicago Press, 2012)
Sanford Levinson, Framed: America's 51 Constitutions and the Crisis of Governance (Oxford University Press, 2012)
Linda C. McClain and Joanna L. Grossman, Gender Equality: Dimensions of Women's Equal Citizenship (Cambridge University Press, 2012)
Mary Dudziak, War Time: An Idea, Its History, Its Consequences (Oxford University Press, 2012)
Jack M. Balkin, Living Originalism (Harvard University Press, 2011)
Jason Mazzone, Copyfraud and Other Abuses of Intellectual Property Law (Stanford University Press, 2011)
Richard W. Garnett and Andrew Koppelman, First Amendment Stories, (Foundation Press 2011)
Jack M. Balkin, Constitutional Redemption: Political Faith in an Unjust World (Harvard University Press, 2011)
Gerard Magliocca, The Tragedy of William Jennings Bryan: Constitutional Law and the Politics of Backlash (Yale University Press, 2011)
Bernard Harcourt, The Illusion of Free Markets: Punishment and the Myth of Natural Order (Harvard University Press, 2010)
Bruce Ackerman, The Decline and Fall of the American Republic (Harvard University Press, 2010)
Balkinization Symposium on The Decline and Fall of the American Republic
Ian Ayres. Carrots and Sticks: Unlock the Power of Incentives to Get Things Done (Bantam Books, 2010)
Mark Tushnet, Why the Constitution Matters (Yale University Press 2010)
Ian Ayres and Barry Nalebuff: Lifecycle Investing: A New, Safe, and Audacious Way to Improve the Performance of Your Retirement Portfolio (Basic Books, 2010)
Jack M. Balkin, The Laws of Change: I Ching and the Philosophy of Life (2d Edition, Sybil Creek Press 2009)
Brian Z. Tamanaha, Beyond the Formalist-Realist Divide: The Role of Politics in Judging (Princeton University Press 2009)
Andrew Koppelman and Tobias Barrington Wolff, A Right to Discriminate?: How the Case of Boy Scouts of America v. James Dale Warped the Law of Free Association (Yale University Press 2009)
Jack M. Balkin and Reva B. Siegel, The Constitution in 2020 (Oxford University Press 2009)
Heather K. Gerken, The Democracy Index: Why Our Election System Is Failing and How to Fix It (Princeton University Press 2009)
Mary Dudziak, Exporting American Dreams: Thurgood Marshall's African Journey (Oxford University Press 2008)
David Luban, Legal Ethics and Human Dignity (Cambridge Univ. Press 2007)
Ian Ayres, Super Crunchers: Why Thinking-By-Numbers is the New Way to be Smart (Bantam 2007)
Jack M. Balkin, James Grimmelmann, Eddan Katz, Nimrod Kozlovski, Shlomit Wagman and Tal Zarsky, eds., Cybercrime: Digital Cops in a Networked Environment (N.Y.U. Press 2007)
Jack M. Balkin and Beth Simone Noveck, The State of Play: Law, Games, and Virtual Worlds (N.Y.U. Press 2006)
Andrew Koppelman, Same Sex, Different States: When Same-Sex Marriages Cross State Lines (Yale University Press 2006)
Brian Tamanaha, Law as a Means to an End (Cambridge University Press 2006)
Sanford Levinson, Our Undemocratic Constitution (Oxford University Press 2006)
Mark Graber, Dred Scott and the Problem of Constitutional Evil (Cambridge University Press 2006)
Jack M. Balkin, ed., What Roe v. Wade Should Have Said (N.Y.U. Press 2005)
Sanford Levinson, ed., Torture: A Collection (Oxford University Press 2004)
Balkin.com homepage
Cultural Software
The Information Society Project
Useful Links
Syllabi and Exams


text:
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Absolutely love Jean Patou 1000 Eau de Perfum. I get a lot of comments, like what is the name of the perfume you are wearing today? As I never leave the house without wearing perfume, and simply adore Jean Patou Joy, I thought I give J. Patou's 1000 a try. Voila, another winner that I can highly recommend for all age groups that like an elegant sophisticated scent.
Written by Elizabeth Williams on April 24, 2013Read Review details ►
1000 just adore it. As, it's name-1000 romantic Arabian nights, 1000 lush tropical Bali gardens.
Written by Anonymous on February 25, 2013Read Review details ►
I have been wearing 1000 for many years and it always lifts my spirits. It is so sophisticated and elegant and I have never found any scent that I would consider wearing. In this age of celebrity scents and designer fragrances there is nothing out there that can touch it. It is the best!
Written by Carrye on January 17, 2013Read Review details ►
1 - 5 (of 43 Reviews)


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My Dark Visitor
Intergenerational Description of Joint Project
It was a class project I wrote it, Ms. J edited it, and I made changes as she suggested. It was nice to be able to share my love for the night sky with someone.
Celebration of Rachel Carson's Sense of Wonder
This project truly made me realize how much I love the night and how beautiful it truly is. I knew I loved it, but I didn't realize how much.
My Dark Visitor
The comfort I feel each night,
a returning friend;
coming back to me always.
A dark blanket covers the world,
always present somewhere
illuminating the sky with stars.
This sweet darkness brings me peace,
soothing me into a deep, deep sleep,
allowing a break.
My always returning visitor,
coming back at night,
accompanied by peace and tranquility.
The stars light up my life.
Always bringing happiness.
Always bringing comfort,
The night sky saves me
from the fears and thoughts
swimming inside my head.
Moonlight. Stars. Silence.
Always returning.
Always helping.
An overcast.
Clouds cover the moon.
Stars lost in the grey.
My visitor will not come tonight.
A wave of upset.
A wave of loneliness.
Alone with my fears.
Alone with my thoughts.
The night sky cannot help tonight.
Clear skies.
A perfect view of the moon.
Twinkling stars are present once again.
My fears disappear.
My thoughts disappear.
I am at peace once again.
I am consumed by happiness.
I am consumed by tranquility.
I am consumed by the night sky.


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Exercise Your Way to a Healthier "You"
Instructors: Staff from Pulse Fitness
Improve your health by getting fit and staying active with four activities to choose from. Each 6 week program is $42. Cash or check only. Registration required.
R.I.P.P.E.D.-*new* This masterfully energetic workout will produce everyone is looking for by combining cardio, weights, and resistance. (Light hand weights recommended)
4:30-5:15PM Thursdays, 9/12, 9/19, 9/26, 10/3, 10/10, 10/17
Online Registration More information...


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- Home
- On Court
- About Ana
- Club Ana
- Multimedia
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- Sponsors
Ana emerged with a lot of credit from a highly-entertaining clash with world No.2 Maria Sharapova, she but was unable to reach her first semi-final of the year as she fell 7-5, 4-6, 6-4 at the Porsche Tennis Grand Prix in Stuttgart.
The 25-year-old was close to scoring an upset over the defending champion and top seed but, crucially, she could hold serve only once in the deciding set as she tasted defeat after two hours and 16 minutes.
The Russian, who had prevailed in the previous round after a tense three hours and 9 minutes match, was clearly not eager for another wear-and-tear contest. She started the encounter with great aggression and attacked Ana's serve from the first point, successfully shortening the rallies.
Ana lost her serve immediately, but she had her chances to set things straight in the following game as she earned two break points, capitalizing upon two double faults from the Russian. Unfortunately for Ana, two forehands from her racket ended in the tramlines and Sharapova managed to consolidate the early break.
Ana's confidence was boosted after holding serve to love in game three and she piled on the pressure onto the Sharapova serve. The 25-year-old unloaded some flashy returns and when a backhand from Sharapova went long, the two former world No.1s were back on serve.
No further breaks of serves were allowed until the eleventh game, as Sharapova took full advantage of a backhand error from Ana while the court was entirely free, followed by a double fault to force the vital breakthrough in the opening set.
Despite the disappointment from dropping the opening set, Ana convincingly saved a break point in the first game of set two to grasp a key hold of serve.
All games in the second set went with serve, until Ana got to 30-all in the 10th game with Sharapova serving. The 25-year-old unleashed a grandiose return of serve to set up a set point, stepping two paces into the court, ready to punish any weaker delivery from her opponent.
The Russian felt the leaden pressure and double-faulted, to take the tie into a deciding set. It proved to be the first set win for Ana against Sharapova since 2007, when she was triumphant at the French Open.
The world No.17 had the psychological advantage after claiming the second set but, following a bathroom break, Sharapova rediscovered her best form and stinging groundstrokes from earlier in the match, while Ana seemed unsettled by the pause in play and she hit two double faults in the opening game.
She added a second loss of serve to love in the third game and faced arrears of 0-3 before Ana also chose to leave the court for a bathroom break. This time, it was Sharapova who was unable to win a point on serve following the hiatus, however this was mainly Ana's merit as she fired an incredible forehand winner down-the-line to secure the break.
However, Ana's own serve kept faltering: she had not win a single point during her three service games so far in the third set. Still, another comeback was coming: she trailed 4-1 as things suddenly clicked into place.
Firstly, Ana broke back to reduce the deficit to just one break, followed by a crucial hold of serve and she then broke the Russian to love in the eighth game to level the match at 4-4.
Unfortunately for Ana, she played another loose service game at the worst possible moment. She was broken to love – for the fourth time in the set – which translated into a 5-4 deficit, with the world No.2 serving for the match.
The Russian realized she had to end the topsy-turvy decider while she had the chance and she quickly earned a 40-15 advantage. Ana fought her way past two match points, but a third proved fatal as it was Sharapova who raised her hands after an absorbing quarter-final.
Nevertheless, Ana may reflect upon a successful campaign in Stuttgart. She will now head to Madrid for the Mutua Madrid Open, which will starts on the Saturday 4 May.
By Joeri Moerman


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Greg Prieto
Assistant Professor
Greg Prieto joined the Sociology faculty at the University of San Diego in Fall 2013. He teaches primarily in the Crime, Justice, Law & Society concentration. Professor Prieto's research interests lie at the intersection of race, racism and legal violence. His primary focuses are immigration, police, law & society, and social movements. In his research, he seeks to bridge the community and the academy by embedding his work in local struggles for the rights, resources, and dignity of marginalized communities.
Professor Prieto earned his B.A. in Sociology from Whittier College in 2005, and his M.A. and Ph.D. in Sociology from the University of California, Santa Barbara, in 2013.
Scholarly and Creative Work
Professor Prieto is currently preparing several articles based on his dissertation "Agency and Action: Immigrant Lives and Immigrant Politics in the Deportation Nation," a comparative ethnographic study of the forms of agency and collective action among Mexican immigrants in California. Working primarily through a local social movement organization, he recorded narratives from both documented and undocumented Mexican immigrants about their daily negotiation of the threat of property apprehension and deportation in two cities with markedly different political climates. Broadly, he concluded that immigrants' legal vulnerability prompts an "inward turn" that functions both as a protection from deportation and as a barrier to participation in social movement organization and wider civic participation. When immigrant activism does occur, local political climate shapes the tenor of immigrants' claims and the strategies used to pursue them. This work was funded, in part, by the National Science Foundation.
Separately, he has conducted ethnographic research on Latino Border Patrol Agents, as well as relations between local police and gang-involved youth in California. Future research will examine the experiences of migrant farmworkers and queer immigrants.
Teaching Interests
Drawing on years of community work with various organizations in Santa Barbara, Professor Prieto is committed to linking academic inquiry to community engagement. He seeks to bring the voices and experiences of those under study into the classroom and to bring students into the community, shrinking the gap between research and the subjects from whom that research is derived. He believes that student diversity is key to enriching undergraduate education. He is currently teaching Quantitative Methods, but plans to offer courses related to the interdisciplinary field of Law and Society, as well as immigration, race and racism, social movements, and qualitative methods.


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B.M., Friends University; M.M., D.M.A., Manhattan School of Music
Dr. James H. Knight, assistant professor of piano, has been with Friends Univeristy since 1995. He began piano lessons at the age of 10 with Lucille Hayden of Sedgwick. During high school, he studied with Guy Johnson of Friends University and later received a Bachelor of Music degree in Piano Performance in 1988 from Friends. He won the Naftzger Piano Award and the Kansas Cultural Trust Award, enabling him to study under Constance Keene at the Manhattan School of Music in New York City. In 1990 and 1996 respectively, he earned his Master's and Doctoral degrees from the Manhattan School of Music. He took master classes from John Perry, Aube Tzerko, Bela Nagy, Byron Janis, Karl Ulrich Schnabel and Joaquin Soriano. Dr. Knight was a finalist in the Leschetizky Piano Competition and has performed at Steinway Hall in New York City. Dr. Knight is now in his 13th year of teaching at Friends University, where he is an Assistant Professor of Piano. He also teaches Twentieth Century Music and Analytical Techniques. Dr. Knight is a member of the Kansas Arts Commission Touring Roster, as well as the Mid-America Arts Alliance Touring Program.
Contact Dr. Knight at 316-295-5532.Contact Dr. KnightOffice: Riney Fine Arts Center, B10
Fill in the form below to email Dr. Knight


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Learn how to protect yourself from Internet scams. Read our online fraud prevention tips
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Web Id: SYR14372846
Published on Syracuse.com 9/2. Updated 9/2.
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Web Id: 0000576469
Published on Syracuse.com and/or The Post Standard 9/1. Updated 9/5.
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Web Id: SYR14361244
Published on Syracuse.com 8/31. Updated 8/31.
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Web Id: SYR14359178
Published on Syracuse.com 8/31. Updated 9/1.
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Ronnie out for season with torn acl
Ronnie out for season with torn acl
Oh man... Don't jinx us dude...
now were f###ed.
I always play online and after 3 or 4 plays he is hurt, so go wonder
no holmes or revis i hope
no joke i started my franchise on madden 11 with two other friends, theyre the giants and the cowboys. i lost ronnie brown when we simulated preseason, now hes out for 6 weeks. so far the only game i lost was the first one against the bills in week 1, with out ronnie and henne went down for the game too. undefeated since though going against the steelers next
damn already starting franchises? i am still waiting for a couple players to be added to the team before i start like david martin , and ike aksldjalsdjlasdjl ( his name is too long)
Miami Dolphins, Miami Heat , Virginia Tech
Xbox Live : Tiko7523
Psn : Tiko7523
dont you dare curse us man!!
Yep started playing today, 1st snap out for 6 week's.............


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- Independent
- The Enterprise
- The Recorder
A Mechanicsville man plans to use his winnings from a $1 million scratch-off prize to buy a beach house, he said this week.
Bryan Caperones, 35, said that he bought a Lucky 7�s Game Book ticket Wednesday evening from Fred�s Liquors in Charlotte Hall. He immediately played the tickets, hoping as he always did for a win.
�I started shaking,� he said after discovering his winning ticket. �I showed it to the guy behind the counter... He checked it and said, �Yep, that�s it.��
Caperones drove to the Maryland Lottery headquarters in Baltimore the next day to turn in his ticket.
Carole Everett, director of communications for Maryland Lottery, said most big winners get a choice of taking a reduced lump sum payment or be paid over the course of 20 or more years.
�I took the cash option,� Caperones said, declining to comment on exactly how much he will receive after state and federal taxes are taken out of the $1 million prize. He said in addition to paying off some of his vehicles, he plans to buy a beach house in Myrtle Beach, S.C.
�He�s our first million dollar, top-prize winner on the Game Book,� Everett said. �He�s our celebrity.�
The Lucky 7�s Game Book, which is actually six $5 scratch-offs in a small booklet, was started about a month ago.
Caperones, a 1995 graduate of Chopticon High School, said he plans to keep his job as an elevator repairman.
�It ain�t enough to retire on,� he said.
His wife, Christina, will also continue working as a teacher at White Marsh Elementary School, he said. The couple has two young children.
About a year ago he won a free cruise to the Caribbean from a Cruise for Cash Lottery ticket, also bought at Fred�s Liquors. �I buy a few a week,� Caperones said.
He said a friend from Mechanicsville recently won $5,000 from a Player�s Club scratch-off ticket.
Everett said that there are about 50 different scratch-offs costing from $1 to $20 at any given time in the state.
�There�s something out there for everyone,� she said, adding that the holiday tickets will begin showing up soon.


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Webb Students Garner Top Scholarships
The Society of Naval Architects and Marine Engineers has awarded its two top undergraduate scholarships to Webb seniors for the fall of their senior year.
Ryan Pfeifer was awarded the Mandell and Lester Rosenblatt Undergraduate Scholarship, and Christopher Rose received the Robert N. Herbert Undergraduate Scholarship.
In addition, both of these young men were awarded scholarships from the American Society of Naval Engineers along with classmates David Donatelli and Zachary Harris.
Mr. Pfeifer and Mr. Harris also received scholarship funds from the Marine Technical Society. The Society also gave scholarships to Kyle Manis, '12, and Donald Rickerson, '13.
Nathan Hagan '12 has become the first Webb student to receive the government funded SMART scholarship, a full scholarship to support engineering students willing to go to work for a government agency, in this case NAVSEA, for a period of time equal to the years of scholarship support. All Webb students, by virtue of this program are eligible to apply for this scholarship which includes full-tuition, health insurance, and a stipend for room, board, books, and personal expenses.


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Institutional Research and Effectiveness (IR&E) serves as a comprehensive source of information about St. Olaf College. Our mission is to provide data, reports, and research that support institutional planning, strengthen teaching and learning, and promote understanding of the nature and quality of education at St. Olaf College. Our vision is to be a national leader in institutional research and the assessment of student learning in higher education. We work with faculty, staff, administrators, and students throughout the college, and we collaborate with colleagues at other colleges and professional associations.
Institutional Research activities
- Providing college data to external agencies
- Providing college and comparison data to academic and administrative leaders,
faculty and staff committees, and the Board of Regents
- Guiding college data procedures
Educational Research and Assessment activities
- Leading the college's programs in assessing student learning
- Assisting with course evaluations
- Guiding student evaluations of teaching for faculty reviews
- Supporting academic program reviews and grant project evaluation


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Upload an HTML file
Uploading an HTML file to your domain's web server is one way to verify domain ownership and activate Google Apps for your domain. This requires that you have access to the server and can upload files to it. If your domain doesn't have a web server (for example, if you never set up a website for it), or if you use a content management system that doesn't let you upload to the server, you can verify domain ownership in other ways, instead (view other options).
If you're not sure how to upload files to your web server, contact the person who manages your site for help.
- Sign up for Google Apps and follow the instructions that appear to verify domain ownership.
- Choose HTML file upload from the verification options. If the HTML file method doesn't appear as the recommended method, go to the Alternate methods tab to find it.
- In the instructions that appear, click this HTML verification file to download the file provided by Google.
It will have a name resembling google4ddabfacdb4f6795.html and contents of "google-site-verification:" following by the name of the file, like so:
google-site-verification: google4ddabfacdb4f6795.html
- Leave the Google Admin console browser window open and upload the HTML file to the root folder (top-level folder) of your domain's website.
Do not upload it to a subfolder. The file must be visible at http://your_domain.com/your_filename.html and not http://your_domain.com/some_subfolder/your_filename.html.
The root folder's name can vary by hosting provider, but it's typically public_html, www, or wwwroot.
- Open any browser window.
- Go to the address of the uploaded file on your website. This is your site's URL including the filename, as in:
Be sure to replace your_domain.com with your actual domain name and your_filename.html with your actual filename.
If the file uploaded correctly, you'll see in your browser "google-site-verification:" followed by the string of characters in the file you uploaded.
- Return to the verification instructions in your Google Admin console.
- Click the Verify button at the bottom of the page.
This prompts Google to check for this HTML file at the same address you viewed it above. Once we find the file, we'll activate service for your domain.
Want someone to do this for you? Get professional help with setup.
Alternatively, if you would like some help, contact Google Support.
If you are having trouble verifiying domain ownership via HTML file, consider using another verification method.


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Please be aware that FedEx Kiosk will be closed on both Friday July 3,2015 and Saturday, July 4,2015 for the holiday weekend. They will reopen on Monday July 6,2015 for normal business hours.
CWRU contracts with FedEx Office to handle university and student printing needs.
Order here >
Use only approved logos in all communications.
Review guidelines for use >
CWRU print discounts are available off campus at other FedEx Office locations.
Contact FedEx >
Worried about finding parking? Don't be. There is 30 Minutes of FREE parking available in Lot S-29 - Campus Center Parking Garage! You can access this underground lot via the entrance on East Blvd. between Severance Hall and Kelvin Smith Library


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Interpretive Handbook
84448 :
Alpha-1-Microglobulin, Random, Urine
Clinical Information Discusses physiology, pathophysiology, and general clinical aspects, as they relate to a laboratory test
Alpha-1-microglobulin is a low-molecular-weight protein of 26 kDa and a member of the lipocalin protein superfamily.(1) It is synthesized in the liver, freely filtered by glomeruli, and reabsorbed by renal proximal tubules cells where it is catabolized.(1) Due to extensive tubular reabsorption, under normal conditions very little filtered alpha-1-microglobulin appears in the final excreted urine. Therefore, an increase in the urinary concentration of alpha-1-microglobulin indicates proximal tubule injury and/or impaired proximal tubular function.
Elevated excretion rates can indicate tubular damage associated with renal tubulointerstitial nephritis or tubular toxicity from heavy metal or nephrotoxic drug exposure. Glomerulonephropathies and renal vasculopathies also are often associated with coexisting tubular injury and so may result in elevated urinary alpha-1-microglobulin excretion. Elevated alpha-1-microglobulin in patients with urinary tract infections may indicate renal involvement (pyelonephritis). Measurement of urinary excretion of retinol-binding protein, another low-molecular-weight protein, is an alternative to the measurement of alpha-1-microglobulin. To date, there are no convincing studies to indicate that 1 test has better clinical utility than the other.
Urinary excretion of alpha-1-microglobulin can be determined from either a 24-hour collection or from a random urine collection. The 24-hour collection is traditionally considered the gold standard. For random or spot collections, the concentration of alpha-1-microglobulin is divided by the urinary creatinine concentration. This corrected value adjusts alpha-1-microglobulin for variabilities in urine concentration.
Useful For Suggests clinical disorders or settings where the test may be helpful
Assessment of renal tubular injury or dysfunction
Screening for tubular abnormalities
Detecting chronic asymptomatic renal tubular dysfunction
Interpretation Provides information to assist in interpretation of the test results
Alpha-1-microglobulin above the reference values may indicate a proximal tubular dysfunction. As suggested in the literature, 7 mg/g creatinine is an upper reference limit for pediatric patients of 1 month to 15 years of age.
Cautions Discusses conditions that may cause diagnostic confusion, including improper specimen collection and handling, inappropriate test selection, and interfering substances
Since this is a nephelometric assay, turbidity and particles (eg, cells, crystals) in the sample can interfere with the test. Therefore, all urine specimens should be centrifuged at ambient temperature prior to assay.
Reference Values Describes reference intervals and additional information for interpretation of test results. May include intervals based on age and sex when appropriate. Intervals are Mayo-derived, unless otherwise designated. If an interpretive report is provided, the reference value field will state this.
<50 years: <13 mg/g creatinine
> or =50 years: <20 mg/g creatinine
Clinical References Provides recommendations for further in-depth reading of a clinical nature
1. Akerstrom B, Logdberg L, Berggard T, et al: Alpha-1-microglobulin: a yellow-brown lipocalin. Biochimica et Biophysica Acta 2000 Oct 18;1482(1-2):172-184
2. Hjorth L, Helin I, Grubb A: Age-related reference limits for urine levels of albumin, orosomucoid, immunoglobulin G and protein HC in children. Scand J Clin Lab Invest 2000 Feb;60(1):65-73
3. Yu H, Yanagisawa Y, Forbes M, et al: Alpha-1-microglobulin: an indicator protein for renal tubular function. J Clin Pathol 1983 Mar;36(3):253-259