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Cathie Black and the end of school `reform'
In New York, the resignation of magazine executive Cathie Black after serving 95 days as city schools chancellor is being viewed as further evidence that Mayor Bloomberg's administration has lost its way in the mayor's third term. That may be, but I think we may be seeing evidence of a larger story, too: the gradual discrediting of a supposed school reform movement that applies business management technique, with its focus on the bottom line, to education.This is the approach, endorsed by major foundations, much of the news media and politicians from both major parties, that made annual scores on a single standardized reading test the only standard that mattered. The results have been too mixed to believe that corporate managers necessarily know more about educating children than professional educators do. Despite the public-relations apparatus behind the corporate approach to schooling - not to mention Mayor Bloomberg's own personal advertising campaign for his school policies - the public is on to its downside. Cathie Black's appointment was a disappointment because it promised more of the same, and the public never bought it.Many parents are rebelling against the excessive emphasis schools have been forced to put on standardized test scores for English language arts and math. One of them is President Obama, who sends his daughters to a private school. According to the Times:
Mr. Obama agreed that we have piled on a lot of standardized tests under federal education law, meaning the annual proficiency tests in reading and math given to Grades 3 through 8 as well as once in high school.
Now, theres nothing wrong with a standardized test being given occasionally just to give a base line of where kids are at, he continued. "Malia and Sasha, my two daughters, they just recently took a standardized test. But it wasnt a high-stakes test. It wasnt a test where they had to panic.
Mr. Obama went on to denounce how standardized tests had narrowed the curriculum and led to teaching to the test.
Too often, he said, what weve been doing is using these tests to punish students or to, in some cases, punish schools.
The Education Department has denied that Obama is distancing himself from the policies of Education Secretary Arne Duncan, as some bloggers have argued. I would say the president is distancing himself from his own policy. His 2009 federal stimulus bill included $350 million for the "Race to the Top Assessment Program," which challenged states to compete for federal money to develop the next generation of annual high-stakes standardized reading and math tests. The bidding document gives the true story. It calls for the contestants to design tests, given at least once a year, in reading and math to guide "determinations of school effectiveness for purposes of accountability" under the standards set by federal education law and "determinations of individual principal and teacher effectiveness for purposes of evaluation." It also calls for the contestants to show how they would go about "building support for the system from the public" and stakeholders - public relations being one of the themes of the so-called school reform.Race to the Top is looking for a lot more than a test "just to give a base line of where kids are at." It's all about high-stakes testing. It looks as if the president's views on the subject are evolving, and he's not the only one.
About the Author
Paul Moses, a professor of journalism at Brooklyn College/CUNY, is the author of The Saint and the Sultan: The Crusades, Islam and Francis of Assisi's Mission of Peace (Doubleday, 2009) and An Unlikely Union: The Love-Hate Story of New York's Irish and Italians (NYU Press, 2015).
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The only reform worth the name is to end the godless government school monopoly. A child's moral and intellectual formation is the right and duty of his parents. Only the family that knows and loves an individual child can act in his best interests.That said, so long as the government school monopoly is being perpetuated at staggering costs, taxpayers must and will demand accountability. We can debate which metrics and standards are most effective, but there will be metrics and standards. As a nation we simply cannot accept a situation where we spend so much for so little. We will demand an end to poor performance, corruption, waste, collusion and union thuggery.give a base line of where kids are atPerhaps Adjunct Professor Obama would benefit from some old-fashioned drills in grammar.
Cathie Black certainly came and went. I agree with advocates that standardized tests don't mean much, but I don't find that conversation very helpful. My daughters, since their mother is not the President of US, are going to need very good SAT scores to get into a decent college. I think if we're ever going to get away from an over-emphasis on standardized tests, we should begin by eliminating them from the college admissions process.Regarding "running the schools like a business', don't you think there is a happy medium? In community development circles, I had to listen to the same spiel for years from corporate funders, mostly bankers (and how's that for a kick in the teeth; having a banker tell you to run your business better!).But I think that school administrators, like non-profit managers, are so committed to the mission- they put so much of their energy and talents into delivering the important services- that sometimes the mundane work of building the organization gets overlooked.I think we should be constantly trying to figure out ways to run the business better, with a goal of creating a school system that supports teachers and their work.
If the notion is to hold teachers and schools accountable, and the vehicle for accountability is the standardized test score, then we shouldn't be surprised that teachers "teach to the test", because that is what teachers do - they teach.If better or more focused teaching doesn't address the root cause, or one/some of several root causes, for schools underperforming, then it isn't fair to anyone to hold teachers and schools accountable for problems they're not, and never will be, equipped to address.I subscribe to the notion that schools and teachers must be held accountable. The value of a standardized test is that it is a quantifiable and (hopefully) fair measurement of how students are doing. If we assume, as we must, that teacher effectiveness is closely related to student performance, then I don't think we're out of line to use standardized test results as one measure of a teacher's effectiveness.But I don't think we're measuring effectiveness correctly. One of the issues with "No Child Left Behind" is that it put forth an "absolute" measure: students must be at a certain predetermined standard level of accomplishment by a certain grade, and they must achieve that baseline regardless of other circumstances in their lives. If all children started from the same starting line, that might be fair. But not all children start equally. Some children start with substantial disadvantages, most of which are beyond the teacher's control.If standardized tests could be used to measure how far teacher has advanced her pupils *considering their starting point* (that is, a relative rather than an absolute measure of accomplishment), that strikes me as more fair.
"My daughters, since their mother is not the President of US, are going to need very good SAT scores to get into a decent college. I think if were ever going to get away from an over-emphasis on standardized tests, we should begin by eliminating them from the college admissions process."Hi, Irene, I'm just back from a college visit yesterday, so this topic is fresh on my mind. If we believe what college administrators tell us, then standardized tests are just one of several components used to assess applicants.The value of an ACT or SAT score is that it controls for the potentially wide variability from one school to the next. Three students from three different schools in the same state might each rank in the the top 20% of their respective classes, but might be at very different levels of readiness for college, despite the similarity of their GPAs.
Strikes me that the good mayor (as we often see) turns to inner circle people when things go bad - and may bring more of the same.We need Ann to say,"complexity,complexity" about how to understand "accountability" in schools.Standardized testing has real value though historically there have always (and I suspect wil continue to be) questions of "fairness."But because they offer "quantifiable" information, - a value often overrated in human services- they tend to be focused on too much.I was interested in Jim P."s "starting point' and how he thinks we can quantify the inequalities that students face.Complexity, complexity....
"We will demand an end to poor performance, corruption, waste, collusion and union thuggery."Now is that not true of many religious schools? So much for letting God fearing leaders run the public schools. Furthermore, we know that parents are the real moral educators because of all the Catholic school kids who stop practicing their faith as soon as they leave grammar school. And we now know, irrefutably. that Catholic bishops protect the perpetrators over the victims. So let's get rid of that fallacy.In very large part schools have always been run like a busineses. Principles lose their morality as they mark present students who are absent so they won't lose funding. They say it is playing the game....or purely business. The point that should be made is that teaching is not easy. Teachers are not just baby sitters. They perform a marvelous function which too many of their critics have no idea what a teacher does. The problems that plague teachers plague all of society. Like prejudice, parental apathy, bribery at the top, cliques and power groups, etc. Bloomberg got what all mayors and governors have pined for; control of the schools. All of us should learn from this. It is always much easier on the outside.
"I was interested in Jim P.s starting point and how he thinks we can quantify the inequalities that students face."Hi, Bob, conceptually, I don't think it would be difficult: we'd administer a standardized test very early in the children's school career (e.g. 1st grade) to establish a personal and a school-wide baseline. If the hypothesis is correct that not all children start with the same advantages (e.g. some schools have a significantly higher percentage of students living in single-parent households), then we'd expect to see that some schools significantly outperform other schools, even at a very early age.Once the baseline is established, then we're in a position to measure performance *against the school's baseline*. The idea would be, regardless of how far ahead or behind a school is compared to the national standards, by comparing the school's perofrmance against its own early-grade baseline, we can measure how effective the teachers are in that school.(It would also tell us, as standardized tests do now, how the school is performing against national standards. I'm suggesting, though, that it isn't fair to teachers to judge them by that 'absolute' criterion.)
I think you'd have to factor in other things including school facilities (including texts/libraries) as well as other soucial indicators and perhaps even competition in an area. And so forth -complexity
The picture of the new chancellor in this morning's Times (and yesterday on the web), hints at some of the social class issues at work in the controversy. And a very nice photo it is of Mr. Walcott and his grandson.http://www.nytimes.com/2011/04/08/nyregion/08walcott.html?ref=nyregion
My job (and dissertation research) is in public school education, specifically in NYC. One of the sort of "key" things to understand is that public school quality runs the gamut - after all, NYC has 1,700 public schools. There are specialized high schools in the city that can compete with private schools for quality of education (Bronx Science, for example, has produced something like 9 Nobel laureates in physics). There are, of course, some terrible schools: overcrowded, under-resourced, etc. Many of the inequalities in resources have resulted in lawsuits, which led to a more egalitarian distribution of funding dollars (I can't remember the specific timeline, but it's fairly recent). This may have helped to produce the "narrowing" of the achievement gap between poor (black) and middle-class (white) students in the city. What remains the elephant in the discussion is the role of economic class in achievement - test scores are so highly correlated to income that if the relationship weren't so consistently validated, you'd think the research was faked.Testing is not my area of expertise, but I've read all the big testing experts, and they are almost unanimously critical of the way tests are used in public school systems. There is no objection to standardized testing as such; rather, they point out that the use of testing to track a school's "achievement" is ultimately invalid. Tests are usually designed to be diagnostic of a narrow range of knowledge and skills. They are usually applied indiscriminately. (See Dan Koretz' books & articles, if this topic is of interest to you.)There are problems with using raw data to track anything, ultimately, including the emerging fad of "value-added teaching." I'll stop here, before I get too wonky, but if anyone's interested, I'm happy to go into more detail.
Irene, SATs have already been rendered optional by an increasing number of institutions. I realize your daughters might not be ready for college yet, but I suggest you look at this site and start researching those schools you would be interested in:http://nces.ed.gov/collegenavigator/I largely agree with Jim P.'s comments on standardized testing and NCLB in particular.
To Thomas Jacob's point: New York public schools run the gamut. True, not only of the specialized high schools he mentions, but the primary schools as well. The middle schools are less clear to me as to quality. The equalization process has included trying to compensate for what is one of the most obvious facts about NYC and its schools, housing "segregation". This has meant enlarging choices for parents within school districts and even allowing movement across districts. My informal observations as parent (once) and grandparent (now) of my kids in public schools is that besides having really good teachers and super principals, excellent primary schools have parents that are dogs (or as Irene Baldwin and I once agreed "busybodies") who raise money, patrol quality, and scream like mad when things aren't working right. A classroom full of angry parents can get rid of a bad teacher faster than you can say "race to the top."My point: good schools are subtle conglomerates of many factors; standardized testing can hardly measure them.
Barbara & Jim, Though it's a long way off for me, it's encouraging to hear that less weight is given to standardized testing (now if they just make college cheaper we're all set). But I have friends with college-bound children and they seem to uniformly fret that colleges are much, much harder to get into than when I was young. (What I would have thought of as "safe schools", my friends tell me are out of reach for their kids. And what I would have considered a pretty good SAT score, isn't now).Thomas Jacobs, I was speaking to a woman on the subway whose husband is an "education economist". She said that student achievement has little to do with class size or teacher quality, but instead it all hinges on parent expectations. Something along the lines that if parents set high performance expectations, the children will achieve. I can believe that parents are a major factor in how children will perform, but is it really that controlling? And if academic performance is really tied mostly to factors outside the classroom, what do we do then to help struggling students?
And to Margaret's point, what is it about our City's middle schools? I hear from a lot advocates that the middle schools are especially problematic. Why?
Middle schools? Hormones? 11-13...brink of adolescents? I've always thought that grades 1-8 or K-8 make sense sociologically and psychologically. The older kids can be given serious responsibilities for helping/working with youngers in a way that takes the edge off the olders relations with one another and their teachers. Any data to back that up? Or other reasons that might work?
I now teach at a small private college with a "right to try" policy. Anybody with the high school diploma or equivalent who can afford the tuition, regardless of standardized test scores, can get in.I have noticed that age, particularly among males, seems to be the best indicator of student success. Those in their 30s do the best because they are motivated, have a well-developed work ethic, and are flexible enough to adapt to changing circumstances and technology.Those who do not do well are the students in their 20s, and those over 40. The younger students are largely those who a) did not excel academically in high school and were rejected from larger schools with admission standards or b) are not prepared for the fact that college is harder than high school. Many of the younger students come from low-income or rural families where education was valued less than practical ability. These students are often very combative and resentful that "useless" classes in liberal arts are required for their profession.Those over 40 can usually do the work, but are easily discouraged by the fact that school has changed so much. They are also most likely to have been laid off, and they realize that hiring favors younger people who will work for less money and fewer benefits.My kid, 15, has shown some interested in joining the Coast Guard immediately out of high school, a move I have encouraged. I see too many 18-year-old freshmen who are way too interested in frats, beer, and getting laid (sorry, but there it is) for the next four years to pay attention to their studies.
I would like to recommend the Monday March 28, 2011 Common Dreams.org article by Stan Karp called "Rethinking Schools". In brief it is privitazing of a social good, supported by billions of dollars to be made--socializing the risks while taking profits--We are using market reforms to create a less expensive, less secure and less experienced teaching force. Charter schools started as a community-based reform are not the same a hedge fund managers who invest in charter schools because they see an opportunity to trun a profit or because they want to privatize one the last public institutions we have left. (like the plan to privitize social security and currently our mercenary armies). Our current Fedearl education policy of test and punish is failing. We use test score to move decisions aout teaching and learning away from classrooms, schools and districts to state and federal bureaucracies. Then test scores proclaim schools a failure, transform the teaching profession and increase the authority of mayors and managers while decreasing the power of educatiors. And it is ALWYS the poor that are scapegoated and short changed in this system. This is funded not only by federal policy now but by testing coporations and even grants from the rich foundations like Gates. As a physician for over 40 years I've seen health care access pritivized so that our health care system is the most unequal and with the poorest measures of public health statistics of all the industrial nations, so obscene profits are made by drug and insurance companies and private hospitals, while the goverment agenicies fund the NIH and do basic reasearch. So we will begin to miss the intellectual infrastructure of scientific medical advances as everything is prvitised. You turn a human good into just business model---have no regulartory authority, and get what the USA has now in health care. I sugest the website for Physicians National Health Plan (PNHP) Our leaders in this on going effort to improve access to good health care were arrested at the Senate Finance committee designing our new health care legislation--but the lobbyists for private hospitals, private insurance companies--the corporate interest were given "a seat at the table" Not the physicians and nurses! same thing in happening in education. No teachers please, just the finance folks to craft legislataion. Please read Stan Karp on "Rethinking Schools" that traces the history of how the public good of public education developed and is now dying in this 21st century. So many public goods are being destroyed as we wage three wars and squabble over pennies for just 2011.
Mary Margaret, it is a very thought-provoking article. The link is here. (It's sometimes hard to navigate that site).http://www.commondreams.org/view/2011/03/28-11
Irene, to answer your question, I'll say this: It is my personal opinion that education will not be solved until poverty is solved. That's not to say we should throw our hands up in exasperation and give up. No. Education ameliorates poverty, and it helps a few (very few) bright kids to be economically mobile. But systemic poverty - 1/5 of all New Yorkers are poor - is the albatross that hovers over every aspect of our civic life, and managerial gimcrackery in schools isn't going to do anything about it.
Politicians, bureaucrats and educrats are not going to make things better. Absolute separation of school and state is a prerequisite for progress.
I agree with Mr. Jacobs that the poverty impact solution is a necesary precondition.But as the Oped in todays's NYT Week in RFeview points out, the quality of the debate currently makes moving ahead seem highly suspect(Sounds like Congress on the budget or the Hieracrhy planning on evangelizing.)
#1 Ms. Baldwin, Pres. Obama's children will have high enough SAT scores to go to any college they choose because education is highly regarded in their household. Pres. Obama and his wife and her family are proof of that. Both girls will get very high scores as did their parents.#2 After teaching in NYC public middle school and high school for 25 years, I am of the opinion that class size is very important and class size is low in schools where parents are active. Most middle class schools in NYC are excellent. The schools in the poor neighborhoods reflect the society in which they exist. Poor nutrition, parents working long hours for low pay, children having children,drug and alcohol abuse all contribute to putting a 6 year old behind the eight ball by the time he reaches the 1st. grade. It is too bad "Headstart" was scaled back. It should have been expanded. It really helped to make up for the lack of preparation at home.#3 Testing is big business. Don't expect it to go away any time soon.
Both girls will get very high scores as did their parents.If one can predict the future SAT performance of a 10-year-old child one has never met, based solely upon speculation about her parents whom one likewise has never met, then we'd have to agree that the SAT must be worthless or at best unnecessary.
President Obama is very smart and so is his wife. It's not a leap of the imagination to assume that their two daughters will inherit the brains and do exceptionally well in school as did the parents.
"the SAT must be worthless or at best unnecessary"Yes and yes. :)
If only the release of Black was the end of school reform! America is so conflicted over school reform it has lost its way. Ironically it is an international PISA test which proves the point. While other advanced countries are raising their scores America's is falling. And if this threads first commentator were to look at the educational systems of those countries he/she (j.a.m.) would discovered that it was the godless public system that is getting them there.As America's refusal to address the systemic inequalities within its society rises, driven by the peoples acceptance of unrestrained and/or regulated capitalism and its parallel failure to maintain a balance between government for the common good and the capitalist impulse so too does the correspondence in declining PISA scores proceed in tandem. Until America wakes up to the fact that its failure to sustain its once great public school system through public taxation, based on a trust between teacher, parent and child, and held in trust for all three through their elected representatives the sacred covenant which has underscored its public education system will not be restored and it will continue to decline.
Boy I wish we had 15 minutes to edit after you post like at Linkedin! For one that should be unregulated not regulated capitalism....sigh!
Anyone who hasn't should read the NYT Magazine cover piece on a middle school in New York City (Brooklyn, I think). Regarding SATs: you actually do not know how Sasha and Malia Obama are going to do on their SATs. Chances are they will do well not because their father is himself college educted or president, but because they are on a well-honed path to try to achieve what the SAT measures. And really, when you think about it, that's why the situation is so sad: it really doesn't take THAT much to launch a child onto a path where they can minimally achieve enough to have options for their future. Frankly, my guess is that most public school settings could meet that standard, except that they also need to deal with disruptive and sometimes dangerous students. The monomaniacal focus on every HS graduate attending college is extremely misguided, in my view, but apart from that, the obstacles to success have virtually nothing to do with teachers or teachers' unions. At the margins they are impediments, but they are no more than little streams you have to walk over versus the rivers and oceans that are standing between their students and success.
Regarding SATs - Some schools - not very many and very few among the so-called best state schools and liberal arts colleges (sy the top 100) -- offer SAT optional admission. Irene is correct that SATs are still extremely important. What is most important, however, is if your kid is a full-pay students. College presidents and admissions counelors are being more honest in admitting that full pay kids have the upperhand in admissions. As one college president said in The New York Times, "it has never been a better time to be a full-pay student." By the way, needs-blind admission? Doesn't really exist anymore no matter what they tell you.Finally, SAT prep is a cottage industry and pricey. Students (like the Obama kids) at toney private schools begin SAT prep in middle school. They hire tutors and take extra classes. They will have high SAT scores becuase they are smart and have been trained to take the test.Meanwhile, education needs an overhaul. But the appointment of Cathie Black was ridiculous and bound to fail. Not evey student should attend college. Many should be sent to learn trades - - construction, plumbing, electrical work. Kids who have no academic bent and who dislike school go to lesser branches of state colleges where they barely pass as they are essentially illiterate and have no critical thinking skills. They go into debt for this and then graduate" with nothing but debt and no job other than a minimum wage job (which they could have ahd without the debt and the diploma). We set them up to fail and saddle them with debt in a misguided notion that education is for everyone. It is not. Nor is education superior to learning a trade. That is also a lie.
Suzanne and others, having JUST gone through this with my daughter, it amazes me what kind of absolute statements are made about college admissions. 1. There are need blind schools -- there is actually a list somewhere, so you can look it up. Is it the majority? No. But it's most of the ones that a lot of parents dream about getting their kids into. 2. There are a lot of REALLY GOOD schools that make the SAT optional and some of these also overlap with the need blind admissions policies. 3. In case it hadn't occurred to you, colleges are actually pretty aware of the advantage students at schools like Sidwell Friends have -- that's why they make all kinds of adjustments, such as, putting kids from "that pool" in a selection pool by themselves -- that is, to some extent, "like" children are competing against each other. This is the demographic selection process that makes people who spend thousands in private school tuition to give their kids the best possible chance so resent, when their own child is bested by the star lacrosse player who didn't do QUITE as well academically . . . and they know Yale (or whatever) isn't taking more than one or at most two from that school.As a mother whose son attended Sasha and Malia's former school (the Lab School run by the U of C), told me, the competition to get into an Ivy League school from that private school was brutally intense -- no college would normally consider admitting more than student per year. Indeed, if you keep abreast of the education news in NYC, there is considerable anxiety at a number of private and tony public district schools because "their kids" haven't been getting into top notch schools at quite the rate they had become accustomed to -- yes, because those schools are branching out and trying to be more inclusive. It's a rat race, I guess, but more than anything, it tests your values. Having goals helps to keep it in perspective. But Suzanne, I totally agree with your last paragraph. It's always a shock to some of us college graduates but there are actually people who do not aspire to hold the kind of "good" job that we do, working in an office. They deserve to have a high school education that serves them and the public at large better than it currently does. They certainly don't deserve the enforced penury that comes with ill-judged college programs.
The NYT magazine article on 223 in the Bronx underscored the problem of poverty, resources, parental involvement, teacher connection, and more.NYC, by placing charter schols in poor areas, may be doing what the Church (rightly or wrongly) used to do for involved parents but is now closing shop on to some degree.That's why Gonzalez in trying to reinvent for the poverty folks who can't opt in to charters; he represents maybe a hope - but you see what he's facing.Whether every kid can go to college or not, we've got to keep working on better aspiration by our young and better care by our adults , instead of just easy "standardized' quantifiable answers.
"It is my personal opinion that education will not be solved until poverty is solved. Thats not to say we should throw our hands up in exasperation and give up. No. Education ameliorates poverty, and it helps a few (very few) bright kids to be economically mobile. But systemic poverty 1/5 of all New Yorkers are poor is the albatross that hovers over every aspect of our civic life, and managerial gimcrackery in schools isnt going to do anything about it."Thomas, thanks, based on my own experience as a teacher, I would have to agree.
As I tried to say in a general way Thomas and Jim are addressing the real problem. It is wider than poverty however. America's schools are failing because the gap exists in direct proportion to the growing inequality between the richest 1% and the rest of the population. As America's wealth distribution comes more and more to look like that of a third world country, and it is and has been since the days of Reagan, the crisis in education has been and will only continue to increased. The countries with the highest PISA scores are those with the flattest income distribution curve. Quite frankly without an increased dose of socialism along the pattern present in Europe, America's education system is only going to get worse. Talking about SAT's, and Charters etc. isn't going to fix education. Having governments tell corporations to but out would be a good start.
I just noticed j.a.m.'s totally ignorant of the facts call for a total separation of Church and State. On the contrary, the American model of separation has become so total that it is now part of the problem. This is one of the great myths about American education. And once again America simply fails miserably to look beyond its own borders and to study the experience of other nations, just as democratic as it is, to see that in those countries with a multi-faith approach to funding public education, the whole public education system of a nation can be enriched. This is one place competition can actually occur.Such nations have a national or state curriculum, mandatory inclusion in a teachers union and common national or state level teacher certification programs. What they don't have is corporations and religious communities trying to use fake charter systems to break unions so as to reduce the cost of taxpayer supported education. The result in the USA is privatization or should I say the commodification of education. Regrettably it has reached a point in the USA where those who pay do not want to pay for public education too so the Nation continues the slow drift to a two tired education system, again akin to that found in third world countries.Countries with schools of faith fully or partially paid for from the public purse in no particular order are Australia, New Zealand, The UK, Ireland, Holland, Germany and Canada to name but a few. None of them are any more threatened by a state religion than is the USA. In fact I would go so far as to say that extreme forms of Christianity are a greater threat to a just society in the USA than they are in the aforementioned list. Folks your just not talking about the reality of what is happening around you. It is time you woke up to just how badly duped you have been taken by the confluence of a whole slew of forces. So j.a.m. take that j.a.b. (john albert borst)


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This is a problem that my friend has. He says he has to create a C++ program to evaluate the series (He says we must use functions):
$$\displaystyle\large\sin x\approx x- \frac{x^3}{3! }+\frac{x^5}{5!}-\frac{x^7}{7!}\cdots\pm\frac{x^n}{n!}$$
The values of $x$ and $n$ have to be taken from the user.
Only I'm not good with C++. Can anyone help?

subset: commoncrawl


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Vegan Hacker
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Vegan Hacker is a vegan (no meat, milk, dairy, eggs, etc) food hacking event that happens on the last Tuesday of every month. The goal is to get together and "veganize" a traditionally non-vegan food. Previous Vegan Hacker events have made twinkies, corn dogs,pumpkin pie, and more! Everyone is welcome to participate. Contact us if you have questions, comments, or a food that you want to hack!
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D.C. United, with five points from 12 games, has the worst record in MLS, which was compounded by a home loss to Portland.After suggesting he wanted to leave the club, Carlos Ruiz made his first D.C. United start against the Portland Timbers. But the Guatemalan striker couldn't make the difference for bottom-of-the-league United, which lost 2-0 to the Timbers in RFK Stadium.
In the 20th minute, the Timbers worked the ball across the field from a throw-in. Frédéric Piquionne fed Rodney Wallace, who wound up and blasted the ball into the top of the goal.
Ten minutes into the second half, Portland doubled the lead. Darlington Nagbe settled a midfield ball by heading to Ryan Johnson, who scooped it over the D.C. back line. Nagbe five-holed Bill Hamid.
In seven previous appearances, all as a substitute, Ruiz had played 100 minutes total for D.C. He lasted 71 minutes into Saturday's loss.
Follow ZAC LEE RIGG on or shoot him an email


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Constructed from limestone this Scottish Rite Masonic Center which sprawls a 10 acre property looks like it has been ... read more...
2nd & Harrison Rd
Guthrie, OK 73044
Visit Guthrie and get a taste of the Old West with gunfight re-enactments held each Saturday in June through ... read more...
217 E Oklahoma Ave
Guthrie, OK 73044
For one-of-a-kind, custom-made cowboy boots, look no further than Guthrie. Sorrell Custom Boots are specially ... read more...
322 W Oklahoma Ave
Guthrie, OK 73044
Halftime Grill & Bar in Guthrie is a sports bar that offers a limited dinner menu. Watch sporting events, ... read more...
109 S Division
Guthrie, OK 73044
Vision Farms in Guthrie is a seasonal u-pick farm offering non-GMO produce grown without the use of pesticide or ... read more...
Email: email@example.com


text:
LUMIX® G3K 16 Megapixel Compact System Camera 3X, 14-42 mm Standard Zoom Lens Kit
Details http://shop.panasonic.com/support-only/DMC-G3KK.html
- 16 Megapixel Mirror-less Compact System with LVF (1.44M Dots)
- 3X Lens Kit (14-42mm F3.5-5.6 ASPH. / MEGA O.I.S.)
- Variable 4 - 20 fps Burst Rate (Resolution Dependent)
- Micro Four Thirds Lens Mount, Lumix Light Speed Focusing, Mode Dial, and 3D Lens Ready
- 3.0 Free Angle LCD with Touch Control (460K) and New Touch Pinpoint AF Feature
62mm PL Filter
In Stock$189.95
62MM Filter
In Stock$69.95
PL Filter
In Stock$119.95
Batteries, Chargers + Adapters
Lens Mount Adapter for Leica R
In Stock$249.95
In Stock$149.95
In Stock$249.95
In Stock$129.95
Hoods + Caps
LUMIX G Vario Lens, 14-45mm, F3.5-5.6 ASPH., Micro Four Thirds, MEGA Optical I.S. - H-FS014045H-FS014045
In Stock$329.99 $329.95
LUMIX G X Vario Power Zoom Lens, 45-175mm, F4.0-5.6 ASPH., Micro Four Thirds, POWER Optical I.S. - H-PS45175KH-PS45175K
Back Order$449.99 $449.95
LUMIX G Vario Lens, 100-300mm, F4.0-5.6 ASPH., Micro Four Thirds, MEGA Optical I.S. - H-FS100300H-FS100300
In Stock$599.99 $549.99
In Stock$299.99
LUMIX G X Vario Power Zoom Lens, 14-42mm, F3.5-5.6 ASPH., Micro Four Thirds, POWER Optical I.S. - H-PS14042SH-PS14042S
Back Order$399.95
Back Order$299.99
Back Order$799.99 $799.95
LUMIX G Vario Lens, 45-200mm, F4.0-5.6 ASPH., Micro Four Thirds, MEGA Optical I.S. - H-FS045200H-FS045200
In Stock$329.99 $329.95
Back Order$899.99 $799.99
In Stock$1,199.95
In Stock$199.95
In Stock$629.99
LUMIX G X Vario Lens, 12-35mm, F2.8 ASPH., Professional Micro Four Thirds, POWER Optical I.S. - H-HS12035H-HS12035
Back Order$999.99 $799.99
- Cables
- Get Support
Firmware & Drivers
FIRMWARE Download Instructions
DMC-G3KBODY Firmware Update DOWNLOAD Download and install instructions
- Version: 1.2
- Issues Addressed: Adds a function for using power zoom lens.([DISP FOCAL LENGTH], [STEP ZOOM], [ZOOM RESUME], [ZOOM SPEED], [ZOOM RING])
- Release Date: 10-13-2010
- Operating Systems: windows/mac
SpecificationsExpand All
More Details
- Camera Type Digital interchangeable lens system camera
- Image Sensor Type:Live MOS SensorTotal Megapixels 16.68 / Effective Megapixels 16.0Color filter:Primary color filter
- Image Sensor Size 17.3 x 13.0 mm (in 4:3 aspect ratio)
- Dust Reduction System Supersonic wave filter
- Mount Micro Four Thirds mount
Digital Zoom2x4x (live view only)
- Focus Type:Contrast AF system, Focus mode:AFS/ AFC/ MFAF mode: Face detection / AF Tracking / 23-area-focusing / 1-area-focusing / Pinpoint Touch (1- area-focusing in Face detection / AF Tracking / Multi-area-focusing / 1-area-focusing / Pinpoint)
- AF detective range EV 0-18 (ISO100 equivalent)
- Focus Others Quick AF, Continuous AF (during motion image recording), AF+MF, Touch shutter, Touch MF Assist
- AF/AE Lock Set the Fn button in custom menu to AF / AE lockSet the Fn button in custom menu to AF / AE lock
AF Assist LampYes
ISO SensitivityAuto / Intelligent ISO / 160 / 200 / 400 / 800 / 1600 / 3200 / 6400 (Changeable to 1/3 EV step)
White BalanceAuto / Daylight / Cloudy / Shade / Incandescent / Flash / White Set 1, 2 / Color temperature setting (Touch operation is possible)
- White Balance Adjustment Blue/Amber BiasMagenta/Green Bias
- Color Temperature Setting 2500-10000K in 100K
- White Balance Bracket 3 exposures in blue/amber axis or in magenta/green axis
ExposureProgram AE, Aperture Priority AE, Shutter Priority AE, Manual
Exposure Compensation1/3EV Step ±5EV
Auto Bracketing( AE) 3,5,7 frame, in 1/3, 2/3 or 1 EV Step, ±3 EV
- Light Metering System 144-zone multi-pattern sensing system
Light Metering
Intelligent Multiple/ Center-weighted/ Spot
- Metering Range EV 0-18 (F2.0 lens, ISO 100)
- Still Image Scene Mode Portrait / Soft Skin / Scenery / Architecture / Sports / Peripheral Defocus / Flower / Food / Objects / /Night Portrait / Night Scenery / Illiminatioms / Baby 1, 2 / Pet / Party / Sunset
- Movie Scene Mode Portrait/SoftSkin/Scenery/Architecture/Sports/Flower/Food/Objects/Lowlight/Party/Sunset (Activated by selecting Still Image SCN mode then pressing MovieButton.)
ShutterSpeed/Shutter System Type:Focal-plane shutterShutter speed:Still Images: 1/4000˜60 and Bulb (up to approx. 120 seconds)Motion image: 1/16000˜1/30 (NTSC), 1/16000˜1/25 (PAL)
Self Timer10sec, 3 images/ 2sec / 10sec
- Recording Format Still Image: JPEG(DCF, Exif 2.3), RAW, DPOF compatible MPO (When attaching 3D lens in Micro Four Thirds standard) Motion Image: AVCHD / QuickTime Motion JPEG
- Image Quality RAW, RAW+Fine, RAW+Standard, Fine, Standard,MPO+Fine, MPO+Standard (with 3D lens in Micro Four Thirds standard)
- Color Space sRGB, Adobe RGB
- 4:3 Aspect Ratio (Still Image) [4:3] 4592x3448(L)[16M] / 3232x2424(M) [8M] / 2272x1704(S) [4M] / 1824x1368(When attaching 3D lens in Micro Four Third System standard)
- 3:2 Aspect Ratio (Still Image) [3:2] 4576x3056(L) [14M] / 3232x2160(M)[7M] / 2272x1520(S)[3.5M] / 1824x1216(When attaching 3D lens in Micro Four Third System standard)
- 16:9 Aspect Ratio (Still Image) [16:9] 4576x2576(L) [11.5M] / 3232x1824(M) [6M] / 1920x1080(S) [2M] / 1824x1024(When attaching 3D lens in Micro Four Third System standard)
- 1:1 Aspect Ratio (Still Image) [1:1] 3424 x 3424 (L) [11.5M] / 2416 x 2416 (M) [6M] / 1712 x 1712 (S)[3M] / 1712x1712(When attaching 3D lens in Micro Four Third System standard)
- Motion Picture Recording 4:3 Motion JPEG: [4:3] QVGA : 320 x 240, 30fps / VGA : 640 x 480, 30fps
- Motion Picture Recording 16:9 Motion JPEG: [16:9] WVGA : 848 x 480, 30fps
- Motion Image (AVCHD) NTSC [Full HD] 1920×1080, 60i (sensor output is 30p) (FSH:17Mbps)[HD] 1280 x 720, 60p (sensor output is 30p) (SH:17Mbps)[Full HD] 1920×1080, 50i (sensor output is 25p) (FSH:17Mbps)[HD] 1280 x 720, 50p (sensor output is 25p) (SH:17Mbps)
- Aspect Ratio 4:3, 3:2, 16:9, 1:1
- Protection/Erase Protection: Single / Multi, Single in Burst Group / Multi in Burst Group, CancelErase: Single / Multi / All / Except Favorite
ViewfinderLive View Finder (1,440,000 dots equivalent)Magnification:Approx. 1.4x / 0.7x (35mm camera equivalent) with 50mm lens at infinity; -1.0 m-1Eye point:Approx.17.5mm from eyepiece lensDiopter adjustment:-4.0˜+4.(dpt)
- LCD Monitor Type: TFT LCD with Touch panelMonitor size: 3.0inch / 3:2 Aspect / Wide-viewing anglePixels: 460K dotsField of View: 100%Monitor Adjust:Brightness (7 levels), Cnotrast & Saturation (7 levels), Red tint (7 levels), Blue tint (7 levels)
- Extra Tele Conversion Still image: Max.2x (Not effective with L size recording. Magnification ratio depends on the recording pixels and aspect ratio.)Motion image: Max.4.8x (Magnification ratio depends on the recording quality and aspect ratio.)
- Live View: Other Functions Guide Lines (3 patterns)/Real-time Histogram
- Playback Mode Normal playback, 30-thumbnail display, 12-thumbnail display, Calendar display, Zoomed playback (16x Max.), Slideshow (duration & effect is selectable)
- OSD Language English, Spanish
- Recording Media SD memory card, SDHC memory card, SDXC memory card
MicrophoneStereo, Wind-cut: Off / Low / Standard / HighMicrophone level adjustable: Lv1 / Lv2 / Lv3 / Lv4
- HDMI miniHDMI TypeCVideo: Auto / 1080i / 720p / 480pAudio: Dolby® Digital Stereo Creator
- Direct Print PictBridge compatible (Print size, Layout, Date setting is selectable)
- Power ID-Security Li-ion Battery Pack (7.2V, 1010mAh) (Included) Battery Charger
Battery LifeCIPA standard:Approx. 270 images (When using the LCD / LVF) with H-FS014042Approx. 250 images (When using the LCD / LVF) with H-FS045200
- Operating Humidity 10% to 80%
- Operating Temperature 32°F to 104°F (0°C to 40°C)
- Built-in-Flash TTL Built-in-Flash, GN10.5 equivalent (ISO 160*m), Built-in Pop-upFlash mode:Auto, Auto/Red-eye Reduction, Forced On, Forced On/Red-eye Reduction,Slow Sync., Slow Sync./Red-eye Reduction, Forced Off
- Flash Output Adjustment 1/3EV Step ±2EV
- Flash Synchronization 1st. Curtain Sync. , 2nd Curtain Sync.
- Hot shoe TTL Auto with FL220/FL360/FL500(Optional)
- Included Software PHOTOfunSTUDIO 6.2 HD EditionSILKYPIX® Developer Studio 3.1 SESuper LoiLoScope (trial version)USB Driver
- Standard Accessories Battery Charger, Battery Pack, Body Cap,AV Cable, USB Connection Cable, Shoulder Strap, Stylus pen, CD-ROM
- Additional Playback Mode Playback Mode (Normal/Picture/AVCHD/Motion JPEG/3D Play/Category/Favorite), Title Edit, Text Stamp, Video Divide, Resize, Cropping, Aspect Conversion, Rotate, Rotate Display, Favorite, Print Set, Protect, Face Rec Edit
- Remote Control Remote control with bulb function by DMW-RSL1 (Optional)
- Continuous recordable time (Motion images) AVCHD with picture quality set to [FSH]: Approx. 110 min with H-FS014042 / Approx. 100 min with H-FS045200Motion Jpeg with picture quality set to [HD]: Approx. 120 min with H-FS014042 / Approx. 110 min with H-FS045200
- Actual recordable time (Motion images) AVCHD with picture quality set to [FSH]: Approx. 55 min with H-FS014042 / Approx. 50 min with H-FS045200Motion Jpeg with picture quality set to [HD]: Approx. 60 min with H-FS014042 / Approx. 55 min with H-FS045200
- Burst Speed SH: 20 frames/sec(4M), H: 4 frames/sec, M: 3 frames/sec (with Live View), L: 2 frames/sec (with Live View)
- BURST SHOOTING: Number of recordable images 7 images (when there are RAW files with the particular speed)Unlimited consecutive shooting (when there are no RAW files)(depending on memory card size, battery power, picture size, and compression)
- USB USB 2.0 High Speed
- Audio video output Monaural Type, NTSC, NTSC only for North America*Check the website of the Panasonic sales company in your country or region for details on the products that are available in your market.
- Dimensions (W x H x D) 115.2 x 83.6 x 46.7mm / 4.54 x 3.29 x 1.84 in (excluding protrusions)
- Weight Approx.544g / 19.20 oz (SD card, Battery, 14-42mm lens included)Approx. 761g / 26.88 oz (SD card, Battery, 45-200mm lens included)Approx. 336g / 11.84 oz (Body only)
- Creative control (Still image & Motion image) Expressive / Retro / High key / Sepia / High Dyamic
- Synchronization speed Less than 1/160 second
- Photo style Color:Standard / Vivid / Natural / Monochrome / Scenery / Portrait / Custom
- Remote Input ø2.5mm. mini jack
- Recommended Humidity 40%RH to 60%RH
- Dimensions (H x W x D) 6.3125'' x 7.5625'' x 5.7188''
Owner's Manuals
Owner's Manuals and Documentation
Warranty information
FAQsFrequently asked questions about your product
I am a professional photographer who is seriously considering switching to the Lumix mirrorless cameras. Does Panasonic have, or can you suggest, a web site that demonstrates how professional photographers are successfully using the Lumix professional cameras?
In conjunction with our Panasonic.com web site, our Sales and Marketing team also runs LUMIXLOUNGE.COM This site features work from Panasonic's Luminary team of professional photographers who have migrated to the Lumx mirrorless cameras. The site also features schedules to live on-line and dealer events as well as convenient links to our latest firmware updates. Additional features to expand the site are already in progress.
Where can I find more support or ask questions about my product?
Click Here to visit the Panasonic Community to search for specific FAQs or tutorials for your product or ask questions directly to Panasonic or other customers.
What should I do if my product needs service?
If you have a TV, Microwave, Vacuum, or Massage Chair : Click Here to locate an Authorized Servicer in your area.For repairs and exchanges of all other products:Ship your product to:Panasonic Factory Service Center4900 George McVay DriveSuite B; Door-12McAllen, TX 78503 Please include your name, address, telephone number, email address, copy of your purchase receipt (for warranty service), and a description of what is wrong with the unit. Freight collect shipments will not be accepted. Panasonic is not responsible for damage that occurs in transit. All contents should be packaged for safe travel to the service center. Customer should use a reputable small package shipping company that is able to provide a package tracking number and insurance (if customer should so desire to insure their package).Units that are abused, damaged, infested with insects, have corrosion, etc. will be placed out-of-warranty.Once your unit arrives at the facility, you may contact us for status at:Email: email@example.com reference your Service Job number when contacting. You will be contacted if there is any cost you are responsible for.
Where can I find Firmware for my product?
1. Visit http://shop.panasonic.com/support 2. Enter your model number into the search box in the middle of the screen and click on the blue "Get Support" button. 3. Click on "Firmware & Drivers" in the floating menu on the left side of the screen.Note: If "Firmware & Drivers" is not listed in the floating menu, there are no firmware or driver updates available for your product.
Where can I find the Owner's Manual for my product?
1. Visit http://shop.panasonic.com/support 2. Enter your model number into the search box in the middle of the screen and click on the blue "Get Support" button. 3. Click on "Owner's Manuals" in the floating menu on the left side of the screen.
Where can I find Warranty information for my product?
1. Visit http://shop.panasonic.com/support 2. Enter your model number into the search box in the middle of the screen and click on the blue "Get Support" button. 3. Click on "Warranty" in the floating menu on the left side of the screen.Note: If "Warranty" is not listed in the floating menu, warranty information is also available in the Owner's Manual.


text:
WEIRTON - A local man is hoping to get his original design turned into a postal stamp to pay tribute to the men and women who have fought to protect the nation.
Stephen Glykas, of Weirton, is a veteran himself, having served during the Vietnam era.
He is making it his mission to get a new stamp made for the U.S. Postal Service to honor those who have served in the nation's military.
Article Photos
Stephen Glykas, of Weirton, displays his artwork which he hopes to get turned into a U.S. postal stamp to honor American military veterans. -- Craig Howell
"There's no stamp to honor veterans," Glykas said.
Stamps have been issued by the Postal Service in the past, but none are currently in circulation.
The design Glykas has in mind is a piece of his own original art, which appears to be a sketch of a flower, but also some hidden images as well.
"I did it in the VA in Pittsburgh," he said, explaining he was inspired following a conversation with a nurse there and began to doodle.
He dedicated the artwork, which has been displayed at several area art shows, to three of his uncles - Steve Vasiliakis, Tom Vasiliakis and Thomas Franko - who also were veterans.
He currently is hoping to find an elected official willing to sponsor his design and help it through the process of being accepted.
Glykas said he also understands it could be difficult to get the design even considered for a stamp.
"They usually just want ideas," he said. "They don't want finished art."
Glykas said he has been told it could take as much as three years to get through the application process.
(Howell can be contacted at firstname.lastname@example.com, and followed via Twitter @CHowellWDT)


text:
Your order must total $99.00 before tax and shipping. Free Shipping on Ground Deliveries only going to one delivery location in the continental U.S. only, additional locations are $8.95 each. May not be combined with other coupons or promotional offers. Coupon not valid on our selection of Tervis or Louisville Slugger products. Offer not valid on previous orders.
Expiration: December 31, 2015 Code: SHIPPING99
Our wirebound notebooks include 50 sheets. The binding will allow the book to open flat or fold fully. Cover is available with either a hardcover or softcover in your choice of color. Notebook is available in 5" x 7", 7" x 10" or 8.5" x 11". Notebook interior pages in your choice of graph paper, blank paper or lined paper. Typestyle and positioning only as shown.
Made of recycled materials.


text:
I hope I am forgiven for my noob question. But, does it make sense to think of Julia sets using other fields? More precisely I would like to think of fields in which closed and bounded isn't necessarily a compact set. I am not sure what this will give us, but some results that we know in complex numbers wouldn't hold (e.g. will the Julia sets and the filled Julia sets still remain compact and nonempty?).
As noted, $\mathbb{Q}_p$ and its finite extensions are locally compact, but the Julia set is often empty. Indeed, in this case that the Fatou set is always non-empty, another difference from the compact case. However, since $\mathbb{Q}_p$ isn't algebraically closed, one might best compare dynamics over $\mathbb{Q}_p$ as being analogous in some ways to dynamics over $\mathbb{R}$. So the analogue of $\mathbb{C}$ is $\mathbb{C}_p$, the completion of the algebraic closure of $\mathbb{Q}_p$. Unfortunately, $\mathbb{C}_p$ is not locally compact (and of course, totally disconnected), so one can't use measure-theoretic arguments. For example, it's not easy to make sense of equidistribution. The modern solution is to instead look at Berkovich space. This is a locally compact and connected space that includes $\mathbb{P}^1(\mathbb{C}_p)$ as a sort of boundary. A good introduction to Berkovich spaces is listed below. And in Berkovich space over $\mathbb{C}_p$, we're back to the situation where the Julia set is always non-empty.
I'll mention one other interesting difference between the complex and $p$-adic cases. A famous theorem of Sullivan says that a rational map has no wandering domains in $\mathbb{P}^1(\mathbb{C})$. In opposition to this, Benedetto has constructed rational maps that do have wandering domains in $\mathbb{P}^1(\mathbb{C}_p)$. However, it is not known if wandering domains can exist in $\mathbb{P}^1(\mathbb{Q}_p)$.
When you say "other fields", I assume that you're thinking that $\mathbb{C}$ is where "ordinary" Julia sets live. If you're interested only in Julia sets of polynomials (over $\mathbb{C}$) then that's not a bad point of view. On the other hand, if you're interested in Julia sets of rational functions (over $\mathbb{C}$) then the ambient space that you're working with is really $\mathbb{C} \cup \{\infty\}$, the Riemann sphere. Of course, this isn't a field at all.
If you have a look at Milnor's book Dynamics in One Complex Variable, you'll see Julia sets developed not for arbitrary fields, but for arbitrary Riemann surfaces. So, the general situation is that you have a Riemann surface $X$ and a holomorphic map $f: X \to X$; any such $f$ has an associated Julia set $J(f) \subseteq X$. Taking $X$ to be the Riemann sphere, this means that $f$ is a rational function and $J(f)$ is the "ordinary" Julia set.
You may also construct Julia sets in the Quanternions $\mathbb{H}$. I guess that not all results about the Julia sets in $\mathbb{C}$ hold since this algebra is not kommutativ. I am sorry not to know details, but a think there are paper..


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Union Local has been one of the best stories of the young high school football season thus far.
The Jets are off to a soaring 3-0 start, but head coach Bruce Stiles knows the road gets tougher and tougher as the season goes along, including this week's trip to Cadiz to face Harrison Central, which has played well despite a 1-2 record.
"I am excited for the kids," Stiles said. "They've invested a lot of hardwork and they're really buying in to what we've been selling them and it's paying off. Obviously, that first win (at Monroe Central) was huge and it just boosted their confidence from there."
The Jets hadn't won three games combined in the last three seasons, while the Huskies were expecting to be in re-build mode after losing a quality senior class to graduation from a playoff squad in 2012.
"To be completely honest, I think we've progressed faster than I thought we would originally," said Huskies' head coach Justin Kropka. "We're tackling better than I thought we would, but the key is to keep getting better. We've played a bear of a schedule to start out, so we're hopeful that pays off."
The Huskies dropped a 7-6 decision to Wheeling Central in week one, rolled past Weir and let several scoring opportunities get away in last week's close loss to Western Reserve.
"I think Coach Kropka was telling some stories because Harrison Central is a very good team," Stiles said. "They're strong, physical and they have a quarterback who can throw the ball extremely well. They're a typical Harrison Central team. This is going to be a big challenge for us."
The Jets' turnaround, which has been fueled by a more physical defense and a tough running game, has certainly impressed Kropka.
"I think they've gotten back to the basics of football," Kropka said. "They're doing the little things right. They're forcing turnovers and capitalizing and they're not making many mistakes. A lot of these kids played in some tough situations the last couple of years, but they've hung in there together. We have a lot of respect for Coach Stiles. This is definitely not our first rodeo with each other."
Union Local's defense is allowing less than 11 points a game, while the offense is scoring at nearly a 39 points per game clip.
Eric Dunfee leads the ground attack with 294 yards and two touchdowns. Jake Leishman has been solid with 159 yards and three touchdowns.
Quarterback Travis James has settled into his new role. He's thrown for 243 yards and four touchdowns. He's also a capable runner.
Spencer Ware and Isaac Goodson are the Jets' top wide receivers with seven and five catches, respectively.
"You can't focus on one guy with Union Local," Kropka said. "The quarterback does a nice job of managing the offense and they've got a stable of backs. Plus, they're coming off the ball better. It's just a natural progression of improvement."
Harrison's defense is led by Niko Williams, Nate Maykowski, Casey Runevitch and Travis Stenson.
"They like to bring pressure (defensively)," Stiles said. "With Coach (Bryan) Mays being back, they're really bringing a pressure package. We have to be able to handle that."
The Huskies' offense is triggered by strong-armed senior David Miser, who's completed 41-of-68 passes for 581 yards and six touchdowns. However, he's been picked off seven times.
Nate Olmstead is his favorite target with 18 receptions for 270 yards and three touchdowns. Stenson and Dalton Rutter have caught eight and seven passes, respectively.
Stenson is the Huskies' leading rusher with 172 yards on 32 carries.
The Jets' defense is led by Mason Friede, Tater Blake, Nathan Ferda and Colton McKivitz.
Staskey can be reached at firstname.lastname@example.com


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Is my Mr. Beer Premium Edition Home Beer Kit that I bought from Woot in 2009 still okay to brew?
what better then today then to ask this question. I bought the same Mr.Beer kit that is on sale today at Woot back in 2009 of April. Is it still good to brew? I looked for an expiration date on the can's but could not find one. Anybody who brews their own beer know for how long those can's are good for?
16 Answers answer
The only thing you would need to worry about expiring is the Brew Pack, which conveniently has refills available for a special Wooters discount today:
The rest of the kit is just equipment that should not expire.
Take a look at the brew pack inside though. I'm guessing some of the items, especially the yeast, may have expiration dates printed on them. Yeast definitely does go bad over time, as it's a living organism.
I don't know how the Mr. Beer set works (don't have one), but if the instructions have you make a starter, give it a shot and that should confirm whether your yeast is alive or dead.
Oh I should add, it IS worth giving it a shot. An unopened packet of yeast, if not exposed to extreme heat or extreme cold, can be good for years. Two years really isn't that long a time.
If you end up with bad beer, you will figure it out pretty quickly... no reason letting the ingredients go to waste without trying!
thanks fellow Wooter. I already placed my order with Mr. Beer with the added 10% discount how can anyone go wrong. And I am gonna have too look again when I get home later on the night.
I should add as well that I did call Mr.beer's customer service hotline and got a hold of a Mr. Peter ( he could have been a Griffen, he could have not, who knows) and I asked him what's up with the 1 can of HME that I bought from Woot back in April of 2009. He said that I should check the date on the can at which point I told him that I haven't seen one on the can. But I'm gonna look again just to be sure. But should add that I figured with today's product up on Woot why not ask this question of how long can the can or was it two can's of that HME and yeast can just sit in storage before use.
You're fermenting grain and making a tub of yeast pee, as long those little critters are alive, I think you'll be fine.
@sskarstad: well only time will tell.
Is anyone else being re-directed when trying to go to woot.com?
@titembe: re-directed to where?
@simmp5: blogs.mentor.com .. annoying!
But I have found it only does this when I try to access on Opera. Not on Chrome or Firefox.
@titembe: Hmm that's weird.
It's worth a shot! Yo'll probably get beer. It wouldn't hurt to use a new pack of yeast though... Also, there are tons of answers about Mr.Beer at mrbeerfans.com, where I'm a member.
@mattkosko: oh yeah I know all about that site been searching high and low for answers all last two weeks finally got the chance to call customer service today and spoke with a Mr. Peter and he told me to check under the lid for the expiration date and ultimately just try and brew the beer and see what comes out of it.
Just wanted to add that I would just like too take a moment and Thank everyone for their help. Thank you!
With malt extracts, the older they are the darker (in color) the beer will end up. Other than that, they & sugars (boosters) should work fine.
Yeast is another story. Depending on how it has been stored & for how long, it may be fine, a little dead, or kaput.
You can make a starter with the yeast to proof it. To do this, boil a pint of water (to sterilize it) & mix about 1/2 cup of the fermentable malt extract or sugars with the water; use a metal spoon (stainless steel, if possible) which will sterilize the spoon as well. Cover the mix to keep it sterile & let it cool to 100-110 degF (no higher). Add the yeast (stir with the spoon) & give it 5-30 minutes... if it foams up, the yeast is good. Leave it covered while you quickly follow the standard directions (only use a pint of water less than it says) & add the yeast starter when it calls for you to add the dry yeast.
If it doesn't foam up, the yeast is dead & you'll need to get more (plus a 1/2 cup of malt extract or sugar).
@baqui63: alright I gotcha. As soon as I have some real free time to myself I will surely be brewing some beer. If the yeast is still alive.
Unfortunately, canned malt extract doesn't make very good beer when it's old. For a good beer, you want the freshest ingredients you can. You're likely to get a "twangy" aftertaste fermenting the old kit.
That said, it's certainly not going to kill you :) But...if you get a weird flavored beer, don't swear off the hobby before trying again with a fresh refill kit (or one bought from your local brew supply). Have fun!
Google "Basic Brewing Video", and watch the latest Mr.Beer episode. James and Steve are pretty knowledgeable brewers, and just all-around good guys.


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The NYU Parents' Council is an important facet of the University's ongoing efforts to build and strengthen our relationships with the greater NYU community. The Council is comprised of parents of undergraduate students from each of the undergraduate schools.
The Council meets once each semester and also co-hosts the President's Reception on Parent's Day for freshmen and transfer students, and a number of members host Freshmen Send-offs in their home during the summer. At the fall and spring meetings, the council meets with a senior University administrator and has the opportunity to dialogue about critical topics that impact on student life.
Held annually in the Fall for the parents of new freshmen and transfer students, Parents Day features a variety of academic and extra-curricular activities and programs designed to introduce parents to academic and student life at NYU. It is also a great opportunity to visit with your son or daughter and explore the city. If you prefer, we also invite you to make the day your own, participating in what your schedule will allow.
Ask the Parents Helpline!
Phone: 212.998.4219
Email: email@example.com
Helpline Hours :
Mon to Fri: 9am to 5pm EST
The Parent's Helpline is answered by professional staff from the Student Resource Center.
Want to stay connected with what's going on around campus? Click here . . . .


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Heart Disease Health Center
Digoxin for Congenital Heart Defects
|Generic Name
|Brand Name
How It Works
Digoxin is a type of heart medicine called a cardiac glycoside. Digoxin slows and strengthens the heartbeat by affecting the natural electrical system of the heart and the heart muscle.
Why It Is Used
Digoxin is used to treat severe heart failure and atrial fibrillation that can occur with congenital heart defects.
It sometimes takes several weeks to figure out the correct dose for this medicine.
How Well It Works
Digoxin might help relieve symptoms of heart failure or atrial fibrillation by slowing the heart rate and helping the heart pump blood.1
Side Effects
All medicines have side effects. But many people don't feel the side effects, or they are able to deal with them. Ask your pharmacist about the side effects of each medicine your child takes. Side effects are also listed in the information that comes with the medicine.
Here are some important things to think about:
- Usually the benefits of the medicine are more important than any minor side effects.
- Side effects may go away after your child takes the medicine for a while.
- If side effects still bother your child and you wonder if he or she should keep taking the medicine, call your doctor. He or she may be able to lower the dose or change the medicine. Do not suddenly have your child quit taking the medicine unless your doctor says to.
Call911or other emergency services right away if your child has:
- Trouble breathing.
- Swelling of the face, lips, tongue, or throat.
Overdose of digoxin (also called digoxin poisoning) can happen if your child has too much digoxin in the blood.
Call your doctor right away if your child:
- Has hives.
- Has stomach problems, such as nausea.
- Has loss of appetite.
- Has a change in vision.
- Has a change in heartbeat (fast, slow, or irregular).
- Has confusion.
- Is dizzy.
- Passed out.
See Drug Reference for a full list of side effects. (Drug Reference is not available in all systems.)
What To Think About
Tell your child's doctor all of the medicines that your child takes, because some medicines can affect the level of digoxin and cause problems.
Taking medicine
Know how to give your child's medicine safely. For help, see the topic Congenital Heart Defects: Caring for Your Child.
Medicine is one of the many tools your doctor has to treat a health problem. If your child takes medicine as your doctor suggests, it will improve your child's health and may prevent future problems. If your child doesn't take the medicines properly, his or her health (and perhaps life) may be at risk.
There are many reasons why people have trouble taking their medicine. But in most cases, there is something you can do. For suggestions on how to work around common problems, see the topic Taking Medicines as Prescribed.
A blood test might be done to check levels of digoxin.
Follow-up care is a key part of your child's treatment and safety. Be sure to make and go to all appointments, and call your doctor if your child is having problems. It's also a good idea to know your child's test results and keep a list of the medicines your child takes.
Complete the new medication information form (PDF)(What is a PDF document?) to help you understand this medication.
Madriago E, Silberbach M (2010). Heart failure in infants and children. Pediatrics in Review, 31(1): 4-12.
ByHealthwise Staff
Primary Medical ReviewerJohn Pope, MD - Pediatrics
Specialist Medical ReviewerLarry A. Latson, MD - Pediatric Cardiology
Current as ofMarch 12, 2014
WebMD Medical Reference from Healthwise


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The leaders of Gulf Cooperation Council (GCC) States concluded today the 33rd session of the Supreme Council of GCC leaders under the chairmanship of King Hamad bin Isa Al Khalifa of the Kingdom of Bahrain, the President of the current session.
On behalf of the Custodian of the Two Holy Mosques, King Abdullah bin Abdulaziz, Crown Prince Salman bin Abdulaziz, Deputy Prime Minister and Minister of Defense headed the delegation of the Kingdom of Saudi Arabia to the Summit.
The GCC Secretary General, Dr. Abdullatif bin Rashid Al- Zayani, then, read the final statement of the Summit which expressed its deep appreciation and gratitude for the great, genuine and sincere efforts made b King Abdullah of Saudi Arabia, during his tenure as President of the 32nd session of the Supreme Council, and its important achievements.
The Supreme Council praised Allah Almighty for the successful surgery which King Abdullah has recently undergone, wishing him constant good health and happiness to complement his leading roles in the service of Saudi Arabia and its people and his support for the blessed march of the Council.
The Council appreciated the speech of King Abdullah in which he stated his commitment to the blessed march of the Member States and the transition from cooperation stage to the Union in a strong coherent entity that meets the aspirations of the citizens of the GCC member states.
In continuation of the King's efforts in the service of Arab, Islamic and international issues, the Supreme Council welcomed the opening of the King Abdullah bin Abdulaziz International Center for Interreligious and Cultural Dialogue, which opened in Vienna, Austria, to promote the values of dialogue and the fight against extremism.
On the basis of the keenness of the GCC leaders to promote joint cooperation, and accomplish the full GCC citizenship, the Supreme Council reviewed the recommendations and follow-up reports submitted by the Ministerial Council.
It also discussed regional and international issues, in the light of the rapid events and developments in the region and the world and took the necessary decisions as follows:
First: the March of Joint Action:
The Supreme Council valued steps that have been taken to give effect to its decisions on the joint action with regard to the areas set out in Article III of the Economic Agreement, and stressed the need to work to strengthen the spirit of citizenship of the citizens of the Gulf Cooperation Council in various fields.
Deepening the economic integration among the Member States, and in order to effectuate decisions by the Supreme Council thereon, it discussed the economic situation in the GCC countries and expressed satisfaction with the significant growth witnessed by their economies, and what was achieved of the comprehensive development in various sectors.
The Supreme Council directed committees to quickly implement the provisions in the economic agreement on unifying fiscal and monetary policies, and integration of infrastructure and enhancing the productive capacities so as to ensure availability of job opportunities for citizens, and tasked the financial and economic cooperation Commission to provide practical programs with timelines for the transition to the new horizons of integration and economic integration among the GCC countries, in order to achieve the desired goal.
In the interest of the Supreme Council to achieve the aspirations of young people in the GCC countries, the Supreme Council directed to conduct a comprehensive study to identify the programs implemented in various youth activities and issues of families and childhood in the GCC countries and hold a comprehensive seminar in this regard.
The Supreme Council also reviewed the process of joint cooperation through the reports and recommendations of the Ministerial Council, ministerial committees and the Secretariat in this regard and decided to take note of the follow-up reports before it and adopt all laws (regulations) in various areas of the joint action.
The Supreme Council endorsed resolutions by the joint defense council and blessed the creation of a unified military command for coordination, planning and leadership of the dedicated and additional ground, naval and air forces, and the decision to approve the treatment of employees of the armed forces and their families in the GCC countries, who are sent on official tasks or participate in training courses in the Member States in military hospitals.
The Supreme Council also approved the security agreement of the GCC countries, as amended and signed by their Highnesses and Excellencies the Ministers of Interior in their 31st meeting on November 13, 2012, stressing the importance of intensifying cooperation in particular with respect to the exchange of information among security agencies in the Member States.
The Supreme Council asserted the firm positions of Member States to renounce terrorism and extremism in all its forms and manifestations, whatever the motives and justifications, and whatever its source.
It condemned the outrageous terrorist bombings that occurred recently in the city of Manama, Bahrain, and killed a number of innocent people, praising the constructive role of the Government of Bahrain and its comprehensive dealing with events, stressing full solidarity with Bahrain in its efforts to maintain its national unity and consolidate security and stability.
The Supreme Council welcomed the opening of the International Centre of Excellence on Countering Violent Extremism (Hidayah) in Abu Dhabi where experts and expertise are pooled from various countries in order to combat all sorts and phenomena of violent extremism.
The Supreme Council expressed gratitude and appreciation for the efforts of the consultative body and ratified its views pertaining to youth strategy, boosting of the spirit of citizenship, the strategy of employment in the GCC states in the governmental and private sectors and referring these views to the relevant ministerial committees in order to set up implementation mechanism for this purpose.
The Supreme Council decided that the Consultative Body shall assume the following tasks during its sixteenth session:
1- Studying the creation of a regulatory authority for food and drug in the GCC states.
2- Studying the creation of a joint GCC specialized center for public and preventative health.
3- Studying and appraisal of the media strategy of the GCC states and developing it.
4- Mechanisms to combat corruption and remove obstacles before development in the GCC
states and its relation with the set of values.
5- Assessing the reality of children's cultural programs and how to develop them.
The Supreme Council instructed implementation of what has already been agreed during joint meetings with countries and economic blocs in order to achieve common interests of the GCC and its partners.
The Supreme Council reiterated its firm stance as per previous statements rejecting the Iranian occupation of the UAE's three Islands namely: (Greater Tunb, Lesser Tunb and Abu Musa), asserting the right to supremacy on the three islands and regional territorial waters, airspace and continental cliff and free economic zone which form an integral and inseparable part of the United Arab Emirates.
The Supreme Council expressed sorrow because no positive results could be reached through communications with the Islamic Republic of Iran as to culminate in a solution for the issue of the three UAE's islands so as to contribute into boosting the security and stability of the region.
Any acts or practices implemented by Iran on the three islands will be deemed null and void and should not entail any change in legal or historic status of the Islands which confirm the right of supremacy of the United Arab Emirates over its three Islands.
The Supreme Council did not rule out considering all peaceful means which could lead to reinstating the right of the United Arab Emirates over its three islands, inviting the Islamic Republic of Iran to respond to the UAE's efforts to solve the issue through direct negotiations or resorting to the International Court of Justice.
The Supreme Council rejected and denounced continual Iranian interference in the GCC states' internal affairs and urged Iran to immediately stop these practices for good and to refrain from policies and acts which increase tension or threaten regional security and stability. The Supreme Council emphasized the need for Iran's full compliance with the principles of good neighborliness and mutual respect and non-intervention in internal affairs and solving disputes by peaceful means without resorting to force or threats.
The Supreme Council asserted that the Iranian nuclear program does not only threaten regional security and stability but also international security and stability, urging Iran to cooperate with the International Atomic Energy Agency (IAEA), and renewed the GCC firm stance regarding the significant need for Iran's compliance in order to make the Middle East region, including the Arabian Gulf region, free from weapons of mass destruction as well as from nuclear weapons, praising international efforts aimed to solve the Iranian nuclear program through peaceful means.
The Supreme Council affirmed the right of countries, including Iran, to harnessing peaceful nuclear energy on condition of responsibility of the operating country for the safety of its nuclear facility whilst taking into consideration environmental safety in the large geographic region and the need to fully comply with standards of safety and security and non-nuclear proliferation. Now that Iran began operating the Bushehr nuclear reactor, the GCC countries urge Iran to maintain full transparency vis-à-vis this matter and to join the agreement on nuclear safety and enforce maximum safety standards in its facilities.
The Supreme Council reviewed latest developments on the Syrian arena, under continually deteriorating conditions and the human suffering of the brotherly Syrian people. The Council expressed utmost pain and grief towards continuous bloodshed and loss of innocent lives, destruction of cities and infrastructures which necessitates a speedy political power transition. The Council urged the international community to move seriously in order to promptly stop these massacres and blatant violations which contradict with all heavenly commandments, international laws and human values.
The Supreme Council asserted its support to the Syrian National Coalition which is the sole lawful representative of the Syrian people formed in Doha in November 2012 under the kind patronage of His Highness Sheikh Hamad bin Khalifa, the Emir of the State of Qatar and auspices of the Arab League, urging the international community to urgently provide all sorts of humanitarian assistance to the brotherly Syrian people who suffer from harsh living conditions.
The Supreme Council expressed its support to the mission of the UN Arab Envoy to Syria, Mr. Lakhdar Brahimi, provided that this gains consensus from the UN Security Council especially its permanent members, in accordance with the powers and responsibilities of the UN Security Council in maintaining international security and stability.
The Supreme Council explored latest developments of the Palestinian issue, asserting that permanent fair and comprehensive peace cannot be achieve except after Israel's full withdrawal from Arab territories it has occupied since 1976 in Palestine, the Syrian Golan Heights and Lebanon and the establishing of an independent Palestinian State whose capital should be in eastern Al-Quds (Jerusalem), which are the same principles embodied in the Arab Peace Initiative and the relevant UN resolutions.
The Supreme Council congratulated the brotherly Palestinian people on winning the status of a UN nonmember observer state, and hoped that this will be a step forward towards creating the Palestinian State with its capital in eastern Al-Quds, urging the Palestinian factions to unite their ranks and end the divisions in order to serve the highest interest of the Palestinian people.
The Council condemned Israeli colonial policies aimed to change the geographic and demographic condition on Palestinian territories which constitute inhumane unethical crime and a serious breach of international laws which should not entail any legal impact in favor of Israel.
The Council welcomed the ceasefire in Gaza brokered by the Arab Republic of Egypt and called to boost this agreement in order to avoid any recurrence of hostile Israeli acts and urged the world community to ensure provision and delivery of urgent humanitarian assistance to the besieged people of Gaza Strip.
The Supreme Council was informed by King Hamad bin Isa Al Khalifa about the message he had received from Yemeni President Abdourabou Mansour Hadi regarding accomplishment of the GCC Initiative for Yemen's part one who thanked the GCC leaders for protecting Yemen from the ghost of civil war and solving its problem.
The Council praised the Yemeni President's recent resolution in favor of restricting the Yemeni armed forces as part of the GCC Initiative and its executive mechanism in a key step aimed to boost security and stability in Yemen.
The Supreme Council looks forward to Yemen's implementation of the second phase of the GCC Imitative for Yemen after convening the national dialogue with participation from all segments of the Yemeni people and their concurring on what is in the best interest of Yemen and its unity, security and stability.
The Supreme Council reiterated its previous resolutions and firm stances vis-a-vis Iran in terms of respecting its territorial integrity and independence, urging Iraq to comply with UN resolutions regarding its borders and pending issues with the State of Kuwait.
The Supreme Council condemned massacres, ethnic cleansing, violations of human rights, and deportations against Muslim Rohingya people of Myanmar. The Supreme Council tasked the Ministerial Council to start consultations with countries of that region in order to find a solution to this crisis.
In conclusion of the meeting, the Supreme Council expressed utmost gratitude and appreciation to King Hamad bin Isa Al-Khalifa, the Chairman of the current session of the Supreme Council, the Government and the people of the Kingdom of Bahrain for their cordial reception and generous hospitality and noble feelings they have exerted in favor of their brethren the leaders and members of GCC delegations.
Their Majesties and Highnesses welcomed the invitation extended by Sheikh Sabah Al-Ahmed Al-Jabir Al-Sabah, Emir of the State of Kuwait, inviting them to attend the 34th GCC Summit of the Supreme Council in the State of Kuwait in 2013.
Final communiqué (Sakhir Declaration)


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How School Places are Offered
- Applications to primary school are based on providing three preferences
- Applications to secondary schools are based on providing six preferences
The process for offering school places
On receipt of your preference form, your preferences for schools in Birmingham are considered equally.
If you applied for any voluntary aided school, foundation school or academies in Birmingham they are not informed of the order you have ranked their schools before the offer of places.
If you applied for any school outside Birmingham, the relevant local authority is informed of the order in which you ranked their school by us.
If there are more applications to a Birmingham community school than places available, the local authority applies the admission criteria to see who can be offered a place. The children offered a place are those who are best able to meet the admission criteria. You can view the admission criteria in either the Primary or Secondary Education Booklets at the bottom of this page.
If your preferences include
the school or local authority will be sent your details, as they are responsible for considering your child's application against others received in accordance with their own admission criteria and published admission arrangements.
If a school or academy has too many applications for the places available, the school governors or local authority use the school's criteria to rank applications and return them to School Admissions and Pupil Placements Service for places to be offered. ( See contact detail in the essential information section)
Some of these schools or academies may ask the local authority to rank applications in accordance with their admission criteria on behalf of their Governing Body.
When your applications to individual schools or academies are considered they are compared to your preference form by the local authority. The school that you are offered is the school where you have met the admission criteria better than other applicants and that is ranked the highest on your preference form.
- Completing the preference form
Please consider the following carefully before submitting your preference form:
The order in which you rank schools becomes important if you meet the criteria for more than one school
- If your child meets the criteria for all schools preferred, you are offered your first preference
- If your child meets the criteria for fewer of your preferred schools, you are offered the school ranked highest by you on your preference form and where your child has met the admission criteria
- If you only meet the criteria for your lowest preference, you are offered that school, above other applicants whose children don't meet the criteria but who have ranked the school higher than you
- If your child does not meet the criteria for any of your preferred schools it is impossible to offer any of your preferences
It is important to include at least one school where you think you have a good chance of getting a place, for example, a nearby school where you would have succeeded in getting a place on the distance criteria in the past.
- Change of preference
We advise you to read the admission criteria for the schools you are interested in, attend school open sessions, and speak to School Admissions and Pupil Placements Service before submitting your preferences (See contact detail in the essential information section).
Once parent / carers have submitted their preferences they are unable to change them without an exceptional change in circumstances. For example, if the family has recently moved address or an older sibling has changed schools. All requests to change preferences should be made in writing to the Head of School Admissions and Pupil Placements Service (See contact detail in the essential information section).
You are unable to make an application for further schools at a later date.
Any parent / carer who submits an application for a change of preference for an over-subscribed school, without an exceptional change in their circumstances, will have that application refused.
Any request for a change of preference for a school that is under-subscribed (ie: still has places available) will be accepted and a place offered in accordance with the admission criteria for that school.
- Letter offering school place
We write to parents / carers of children living in Birmingham informing them which school their child has been offered. Letters are sent by first class post. You can view important dates (see essential information) or refer to the relevant booklet at the bottom of this page .
You receive only one offer. You do not receive letters from schools that cannot offer a place for your child.
You must confirm whether you accept the place offered. You risk losing the place if you fail to reply by the specified date, you can view the timetable (see essential information) or refer to the relevant booklet at the bottom of this page.
Sometimes, we may be unable to offer a place at any school you have asked for. This is because the schools you prefer received more applications than there are places available and children who are more able to meet their criteria are offered those places. If this happens and you live in Birmingham we offer your child a place at one of the nearest schools with available places. If you decide to refuse the place at the school offered it may be that, in the future, we can only offer a school even further away.
- Late applications
We can consider applications received after a final closing date only in exceptional circumstances.
We use our discretion when considering the individual circumstances, for example where:
- there were exceptional reasons which prevented the parent / carer from applying by the closing date
- a child and the person with parental responsibility have moved into the area after the closing date
Any applications received after the final closing date, without an exceptional reason, is considered for places after other applications received on time. Such applicants may be less likely to be offered one of their preferred schools.
After Birmingham Local Authority has exchanged provisional offers with other admitting authorities it is unable to consider any late application for an over-subscribed school until after the offer of places.
Late applications made on or after the start of the Autumn Term (September of each year) should be made on an 'Application for a Change of School' Form which you can download and either e-mail or post to the School Admissions and Pupil Placements Service (See contact detail in the essential information section)View Primary and Secondary School deadlines
- Contact the School Admissions & Pupil Placement Service
Children's Information and Advice Service
0121 303 1888 (option 4)
School Admission and Pupil Placement Service
PO Box 16513
Birmingham B2 2FF
Opening Hours:
Monday to Thursday: 8.45 am to 5.15 pm
Friday: 8.45 am to 4.15 pm
Saturday, Sunday and Bank Holidays: Closed


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When I install Ubuntu 12.04, I'll be presented with three options:
- install Ubuntu alongside Windows,
- replace Windows with Ubuntu and
- something else.
If I choose 'replace Windows', then I cannot make a swap space. So what then? I've 1GB RAM.
- Will only my C drive get replaced or what will happen?
- If only C drive is affected, then will data on the other 2 drives get saved?
- If yes, how can I access it (on which drive of Ubuntu) after installing Ubuntu?


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Birthdays Happen Paperback Book for $2.95
The perfect gift for someone hitting one of those milestone birthdays! A soft cover 8 x 11 book of cartoons with Adult humor of birthdays.
The perfect gift for someone hitting one of those milestone birthdays! A soft cover 8 x 11 book of cartoons with Adult humor of birthdays.
Never-ending savings are still to be found on Deals.Woot each and every day, so come on in. Don't think of it as a time for tears. Think of it as a way to bring us all closer together under one roof.
We restrict voting to users who have purchased something from one of the other Woot stores. It's not just because we want your money (which we do) - it's the best way to be sure all the votes are coming from real people and not spam-bots or phony accounts. The best way we can think of, anyway. For now.
You can always get voting rights by buying something from one of Woot's other sites:
Purchases through Deals.Woot don't count, because in that case you're not buying anything from us. And we don't have your account information for those purchases.
If you think you've bought something from Woot before and still can't vote, make sure you're logged in with the same account you used to buy from us.
Don't get us wrong. Negativity has its place. And downvotes are just as essential as upvotes when it comes to making Deals.Woot a useful place to find deals.
But when your votes lean so heavily toward the dark side, we have to wonder. Go vote up a few things. Accentuate the positive for a little while. It'll do you some good, and it'll do the site some good, too. Then you can get back to dealing out the smackdowns, OK?
Well, that's a bit tricky. See, we do a lot of stuff with your vote, using it to work out the popularity of what you voted for, compare that to all the other things voted on, tally up our leaderboard, work out your reputation. Someday we'll do a little cartoon showing just how hard your vote is working.
Anyway, taking votes back messes all that up, so we give you five minutes, in case you just mis-clicked. After that we've got to say no take-backs. Luckily, votes are free, so feel free to throw them around left and right wherever you see fit.


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I know I said I would not post about laminated doughs again, but I lied. Son #2 is going to a birthday party this weekend where they are having croissants (geez, why wasn't I invited to a party like that when I was a kid?) so I need to provide him with a vegan substitute. No problem. So, I added croissants to my baking list on the weekend. I then remembered that the very first recipe I used to make puff pastry used a double turn to laminate the dough. This sounded perfect to me since my weekend baking schedule is busy enough getting ready for lunches for the week. I tried the double turn and it worked perfectly, and meant I got the dough ready in about half the time (considering you need to let the dough rest for about 40 mins between turns, this was significant time savings). Check out the link and try it yourself. As you can see from the pic above, the croissants came out flaky and crispy and delicate, but this could be because I let them rise longer than usual.
Wednesday, March 9, 2011
A Final Word on Lamination
4 comments:
- Kate said...
"my weekend baking schedule is busy enough"
I love this. XD
- March 10, 2011 at 3:46 AM
- Bekks253 said...
I'm not much of a baker, but I definitely want to give laminating a try. So I have the dough, what steps take it from dough to a croissant...?
- March 21, 2011 at 2:49 AM
- Bekks253 said...
ooh! I think I just found the answer to my question...followed another link to another croissant post. step 7 though, when you mark every couple inches, and this is gonna make triangles....? I'm trying to picture it in my head and it's not very clear. Any more advice, or links for that...
- March 21, 2011 at 2:54 AM
- Sara said...
croissants are 1 of my fav things and since marrying a vegan i was getting very upset that i couldnt find eggless croissants - cant wait to try making these!!
- April 11, 2011 at 12:31 PM
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text:
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Has science been able to determine from the geologic record how our current ice caps compare to those that existed before before the beginning of the last Ice Age? If so, how do they match up? (I tried to ask this on Physics.SE, but it was suggested it was more of a history question)
Have the current polar ice caps receded further than those that existed before the beginning of the last Ice Age?
Perhaps this is what you are looking for. In particular, look at the bottom graph in red, which is an estimate of global ice volume. The data was taken from oxygen measurements in Antarctic ice cores.
Assuming they have their data and estimates close to right, it looks like our current worldwide volume of ice is not a record low for the Pleistocene. However, its pretty close to it. The end of the Oxygen (green) graph looks a bit wierd too. Still, there's nothing on the end of that ice graph that draws the eye to say, "something different is going on here".
WHICH icecaps? If you mean glaciers, WHICH glaciers? Some no doubt extend further, some less far, some didn't exist before the last ice age, for example.