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Teacher research is increasingly recognized nationally and internationally as a critical part of early childhood professional development and noted for its role in advancing knowledge about teaching and learning. This section of Voices of Practitioners highlights the wide range of early childhood teacher research initiatives and inquiry communities through brief summaries. They include contact infroamtion for educators interested in learning more about specific project goals and methods. Action and Reflections is an ongoing series in which we will post new projects as we receive them.
Toward the Horizon: The Legacy of Progress in Early Childhood Education
Heather Posner
San Francisco, California
The Dolphin class is using the potty just outside the door, and I hear sobbing from the hallway; a tone in the lead teacher's voice makes me cringe. After a moment of hearing the crying escalate I jump up and ask the teacher, "Can I give you a hand?" He nods in an exasperated manner, returning to the bathroom where a couple of children remain. I follow the class as they head back to their classroom. Lily is in her mother's arms, sobbing. She is sad because her mom has come to school to help with building "haunted gingerbread houses" and now she's leaving, while Lily must stay. Her mom seems to feel guilty and doesn't know how to extract herself.
At first I try to distract Lily with jokes and silliness, but this strategy isn't working today. When we get into the classroom Lily's mom keeps trying to get her to "push her out the door." Veronica pushes her out instead, causing Lily to burst into hysterics. I ask Lily to help me start getting the tables ready for lunch, and finally convince her to smile as I joke about not knowing whose lunch box is whose. "Does this "Frozen" lunch box belong to Billy? Oh, I know this "Star Wars" one must be Sarah's!" She cracks a smile and helps me wipe tables down. A couple of other girls want to clean tables too; this sets Lily into tears again. Just then the lead teacher returns. Discovering Lily is still crying he says, "You need to stop crying. If you don't stop crying your mom won't be able to come back because you can't handle it. Get it together." 4-year-old Lily often has a hard time rebounding from sorrow, which frustrates her teachers. I feel deeply sad for her in this moment because I know that hearing this only makes her sadder. This is not how I want children to be treated.
When I experienced moments like these early in my career, instinct told me that this abuse of power was not the best way to work with children. However, I didn't have the confidence to stand up to the offenders. Now, as an emerging leader and scholar I feel passionate about building a culture in schools where young children and their teachers experience transformative collaborative learning. Creating that culture begins by standing up against small injustices, though in this instance I didn't have the authority to reprimand or coach the teacher. I felt frustrated.
Through my reflective practice I began to wonder: How did we get here? Where has the legacy of John Dewey led us? Why is it so important for preschool teachers to "control" young children? Why does it bother me so much? In order to unravel some theoretical and emotional tangles I decided to retrace the philosophical roots of progressive education. I wanted to know what Dewey and Vygotsky would say about how and what to teach young children. I set out to examine four quintessential texts, looking for themes to support my epistemological assumption that children are competent and my ontological precept that, as human beings, children deserve to be treated with respect.
Through close readings of Experience and Education (Dewey 1938), Mind in Society (Vygotsky 1978), Pedagogy of the Oppressed (Freire 1970), and Actual Worlds, Possible Minds (Bruner 1986), I identified three themes that resonated with my personal philosophy of education: freedom, reflection, and the role of social-historical contexts.
My parents divorced when I was 8 years old, often leaving my siblings and I to fend for ourselves so our parents could work. Through my own reflective practice I've come to realize that I place tremendous value on children's freedom because of my experiences as a child. I was able to cook, clean, shop, and move about my neighborhood largely unencumbered by adult regulation. This taught me to be self-sufficient and creative. I had to solve my own problems and create my own systems for survival and organization. In reading Dewey (1938) I was moved to consider the balance between freedom and control. My emphasis on freedom in my own childhood has sometimes led me to allow children in my care to do things like climb very tall trees, cut apples with a sharp knife, wade into the ocean in their clothes, or cover the entire classroom in a giant maze of masking tape. What Dewey offers is the warning that freedom needs to be balanced with purpose, causing the responsive practitioner to think in the moment, "Is this meaningful? If so why?" (Dewey 1938, 69). He also illuminates a central conflict in early childhood classrooms frequently presented to me when I discuss the importance of children's freedom: just because children have freedom does not mean adults are subject exclusively to children's will (58). Dewey argues for a reciprocal relationship between teachers and students, much as Freire argues for the "humanization" of both the "oppressed" and the "oppressors" (1970, 44). In comparing these texts I realized the struggle for control between children and teachers I often witness stems from an inherent need for freedom and humanization. Because of the factory-like model of larger child care programs (for-profit and subsidized), teachers are both the oppressors and the oppressed. How can teachers support children's freedom if they themselves are oppressed? Considering preschool teacher's wages, levels of education, and social status, it becomes clear that teachers as well as children need liberation.
Through my graduate studies I've become nearly addicted to reflective practice. There is a feeling from the experience that is so hard to describe—a rewinding sensation, a moving and shifting moment in your mind, a disequilibrium as you play and replay your thoughts until suddenly a new idea emerges and you snap the bear trap shut on it. Dewey (1938, 87) and Freire (1970, 51) reveal reflection as crucial to thinking, and Bruner succinctly sews reflection to Vygotsky's theories as ". . . a means for turning around upon one's thoughts, for seeing them in a new light. This is, of course, mind reflecting on itself" (1986, 73). From Vygotsky I glean that reflection is not just valuable to the child, but essential to the practitioner who must determine the zone of proximal development of the child (1978, 85). With the notion of reflective thought as essential to learning and teaching, Freire's definition of "praxis" as ". . . reflection and action upon the world in order to transform it" (1970, 51) becomes an integral term for use in my philosophical lexicon. I wonder, if I can help teachers see the hegemonic forces that require them to teach children in dehumanizing ways, will they be able to synthesize theory into practice?
Social-historical contexts
If we heed Bruner's ontological assertion that we live in a time of "unspoken despair," then certainly it is time to move beyond developmental theory that is now taken as unquestioned science (Bruner 1986, 135). Ultimately each early childhood milieu and zeitgeist is informed by the socio-political context in which it emerges. As Vygotsky illustrates, the child's move from "interpersonal" to "intrapersonal" processes (1978, 57) is shaped by the family culture, and thus by the surrounding society. In our contemporary era of terrorism, Ebola, school shootings, and civil unrest in towns like Ferguson, Missouri, it's easy to assume a pessimistic worldview. For Freire, this is boiled down to his assertion that, "World and human beings do not exist apart from each other, they exist in constant interaction" (1970, 50). In reading Dewey (1938) and Bruner (1986) it's clear that the negotiation between teacher and student reflects our wishes for society as a whole. What world do we want to live in? The democracy that is our legacy as Americans? Or the possible world in which we solve big problems that will save humanity from extinction? We don't get there by shutting children down because they are sad. We get there through imagining what is possible.
In conclusion: Futurelessness
After the incident when Lily was told to stop crying, I offered the staff a copy of Dan Gartrell's The Power of Guidance: Teaching Social-Emotional Skills in Early Childhood Classrooms (2004), and made a concerted effort whenever possible to spend time modeling mindful communication in each classroom. There are still many times when I hear teachers making threats to children as the teacher did in that moment. However, I have come to realize that the oppression many preschool teachers face causes them to behave this way. They are inside the system and cannot see the forces that create it, and so they follow the script as it was given to them. But this "doing what was done to us" mentality of punishment and threats is not what will support the generation of saviors I believe we need.
My worldview was shaped by the experience of growing up in the 1980s, during an era that offered the dichotomy of excess and perfection; I default to a skeptical and sarcastic disposition. One of the great joys of working in early childhood education is the opportunity to reject the nihilism that is so easy for me to fall into, and witness the simple beauty of newly-discovered cracks in the sidewalk, or the sensation of running barefoot through very tall grass; the deep feelings of empathy or joy reverberating from children in play. It is a luxury to temporarily steal this perspective back from children when we know too well the possibility of futurelessness (Bruner 1986, 148) is real. We owe it to children to support their freedom, to think thoughtfully and deeply about their learning, and to examine the context in which we are teaching them for rips in the fabric of society. We are counting on them to beat back the tide of futurelessness, to sail against the current toward the horizon.
For further information, contact Heather Posner at firstname.lastname@example.com.
Cape Cod Early Childhood Teacher Research Group
Holly Bryant, Heidi Ingram, and Debra Murphy
The Cape Cod early childhood teacher research group began in the fall of 2011 with four members. Our current three members include a Head Start teacher, a family child care provider, and the early childhood education professor who introduced teacher research into the teacher education program at Cape Cod Community College, where the first two graduated from several years ago. Both teachers completed a teacher research study as an assignment in the practicum course prior to graduating. We have held monthly meetings since November 2011 at the college, and our enthusiasm even takes us through the summers.
We started with a small group to make it easier to get off the ground. After the first year, one of our members very reluctantly left, for personal reasons. We talked about opening up the group to more members, but felt it would significantly change our dynamics. In the end, we decided to keep it small because we thrived on the relationships in our close, tight-knit group. We learned that you do not have to have a large group for it to be effective. Recently we have been writing up our work to extend the influence of the group to other practitioners.
Each of us conducts our own teacher research inquiries at our sites; we then come together to share and discuss our research. We proceed at our own pace; when we complete one study, we begin a new one. We use a simple protocol in our meetings, discussing our questions, relevant literature and research, methodology, and findings. Everyone has equal time to present their current data and ideas, and we offer feedback to one another. Thus, each member contributes resources and insights into each teacher research inquiry. For example, we bring in professional articles that are relevant to our own research or that of another group member and discuss the way these relate to our own theories of learning and teaching.
We stay in the group for its concrete professional and personal benefits. As members state,
Since our original studies, we have pursued many teacher research studies. Our teacher research focuses on critical issues in our program. Two examples of our teacher research studies include the following.
Example 1
Example 2
Working with this group has become a vital part of our work with young children and their families. We are able to bounce ideas off of each other and offer support, not only from different viewpoints but from different experiences as well. As one member states,
It makes you really look at what is going on instead of just saying, "Oh, this is just how it's going to be. It's never going to change." It gives you the opportunity to try to change it and to talk to others about your research and realize that you are not alone.
Teacher research offers teachers agency to solve our own problems in the classroom. Through the opportunity to share what we have discovered and learned from each other our teacher research group provides both professional incentive and means to improve our performance as practitioners. We expand our knowledge of a situation or topic that affects our everyday classroom experience. In turn, we aid the children and families we work with through our focus on children's growth and work toward improving aspects of the classroom such as curriculum and relationships with children, parents, and the community.
It also directly benefits teachers' own well-being. As one member relates,
Seeing the benefits of teacher research makes you want to do it. It is being proactive to fix something or work toward something. It's like helping yourself in your own life, your own aura, your own mental sanity.
For further information, contact Debra Murphy at email@example.com.
Inquiry into Languages, Literacies, and Identities with(in) a Diverse School District
María Paula Ghiso
Too often, professional learning is structured by a top-down model where educational knowledge is constructed outside the classroom and transmitted to teachers, who must then implement the required program or content. Practitioner inquiry disrupts such prevalent arrangements, providing opportunities for teachers to theorize their practice and investigate issues they identify as important (Cochran-Smith & Lytle 1999; 2009). The goal of such research is not merely to critique existing educational arrangements, but to take action and construct alternatives more conducive to children's flourishing (Campano 2007; 2009).
For the past three years, I have collaborated with teachers in a multilingual school district in a large northeastern city through professional development courses we have restructured along an inquiry-based model. The courses focus on investigating the languages and literacies of children and families, and how educators might learn from and include such cultural and linguistic funds of knowledge (Moll et al., Amanti, Neff, & González, 1992) within school contexts (Moll et al., Amanti, Neff, & González, 1992). The group is intentionally composed of individuals from different institutions, age groups, and job descriptions. This inspires dialogue, allows us to better learn from one another, and fosters inquiry into interrelated issues affecting immigrant families that extends beyond an individual classroom. For example, early childhood educators working with English as a Second Language (ESL) teachers who span the elementary grades can together reinforce the need for shared advocacy for students. At times, our inquiry groups have also included high school teachers, creating a platform for investigating learning across the grades, delving into overlaps and divergences in academic practices and expectations, and exploring how intergenerational networks might be a resource for multicultural learning. The courses provide structures to support such collaboration, a dimension often difficult to encompass within the demands of a regular school day.
The meetings entail discussing educational literature, participating in pedagogical experiences about language and literacy learning (including Spanish-language experiences, which foster better understanding of how children with emerging proficiencies in English navigate the curriculum), and jointly examining data in the form of children's work and teacher practices. The goal is to create a climate of dialogue where teachers' own professional questions are honored and collectively explored. The following examples provide a window into this inquiry-based work.
These undertakings constitute only a subset of the varied projects and issues the teachers have researched, and the ongoing directions we continue to explore. It is heartening to see educators across a district working together in communities of inquiry to think creatively about early childhood educational practices in support of diverse children and families.
For more information, contact Maria Paula Ghiso at firstname.lastname@example.com.
MSIP—Math and Science Inquiry Project for ECE Teachers
September 2009–June 2010
Math and Science Inquiry Project (MSIP) consisted of a group of seven early childhood educators focusing on aspects of math and science learning for young children. The group formed in September 2009 and was coordinated by Drs. Judy Kysh and Daniel Meier of San Francisco State University. It was funded by a grant from the Center for Math and Science Education at San Francisco State University. The group was composed of three teachers from a campus-based preschool (who work with infants to preschoolers), two preschool directors,a kindergarten teacher, and a community outreach coordinator at a local children's museum.
Project goals
Project activities
Each project member received a stipend for participating in this yearlong inquiry group. Group members also received complimentary copies of two texts on inquiry/teacher research. In addition, they attended a mathematics education conference at Asilomar, California, to provide additional background on current mathematics instruction.
The group met once a month for two hours. Each project member brought a piece of the data from their particular math/science inquiry focus that they conducted at their sites. Two group members who teach together collaborated on their data collection. Project group meetings included discussion of key ideas and methods from our two inquiry texts.
The group meetings served as a way to focus on issues of data collection, data analysis, development of peer support and feedback, and final research project dissemination. Each participant wrote a short report on their inquiry project at year's end. Six members of the group have submitted a proposal to the Teacher as Researcher Special Interest Group at the 2011 Annual Conference of the American Educational Research Association (AERA).
For further information, contact Judy Kysh at firstname.lastname@example.com or Daniel Meier at email@example.com.
RECESS—Reflective Early Childhood Educators' Social Seminar
Jeff Daitsman
The term research-based practices often refers to the practice of teaching based on theories and philosophies rooted in a scientific understanding of children's early development. But as theories become more abstract, so too do the researchers developing them. Educational research thus moves farther away from the practical classroom applications of the theory. In order for there to be research-based practices, there needs to be practical research.
One form of practical research comes from practicing teachers. Teachers who reflect on their practices and consider the implications not only for their own classroom, but for others as well, can make unique contributions to the field of education. By collaborating with other reflective teachers, teacher researchers gain insights about the minds of the children they teach and about methods of improving classroom practices.
It is in this vein that the Reflective Early Childhood Educators' Social Seminar (RECESS) was created. A collective of reflective teachers of young children in the Chicago area, we dedicated ourselves to improving the quality of education in our classrooms. Through visiting each other's sites and conducting regular meetings, RECESS members shared teaching experiences to gain a greater understanding of children and how they learn.
Each member of the group investigated a particular focusing question in his or her classroom. When we met, we focused on one of these questions. We shared stories of our classroom experiences as they related to the topic of inquiry and raised questions based on these stories. As we discussed the questions, group members gained insight not only into the investigation presented at the meeting, but also into their own question as it related to the topic.
After each meeting we wrote up the stories we shared and the summaries of our discussions and posted them to our website at http://sites.google.com/site/aeraarsig/Home/action-research-world/recess, where they can be accessed for review.
Here are some examples:
For more information, contact Jeff Daitsman at firstname.lastname@example.com.
Kent State University Child Development Center, Ongoing Teacher Research
Carol Bersani
The teachers at the Kent State University Child Development Center, a laboratory school for children 18 months through kindergarten, are engaged in teacher research with children and families about the nature of relationships formed in the outdoors. The context for this research is a campus full of hills, trees, and gardens and an adjacent wetland area with a variety of plant and animal life, creeks, ponds, and woods.
The goals of our project are to understand the child's approach to natural outdoor spaces, to engage families in dialogue regarding the value of nature experiences, and to support preservice teachers' knowledge of the integrated learning opportunities when children explore natural spaces on campus, in the wetlands, on the school playground, and in their own neighborhoods.
The following are some of our findings:
As the children document their encounters in the outdoors and represent their findings through drawing, painting, and other forms of expression, they begin to understand the connectedness of all living things.
These teacher-and-child research projects depend on a support system for conducting teacher research with children. Teachers have studied teacher research methodology, including framing the question, observing and documenting, interpreting, and communicating findings. They have organized themselves into critical friends groups, small groups of teachers exploring a particular aspect of the schoolwide nature studies—for example, two teachers are studying
the ways toddlers and preschoolers communicate their findings to each other about the birds that feed just outside their windows. Other aspects of the support system include resource people to support the process of teacher research and time for study together.
One of our research projects was published in the July 2009 issue of Young Children ("We Need a Way to Get to the Other Side: Exploring the Possibilities for Learning in Natural Spaces," by Galizio, Stoll, and Hutchins). We also share research projects with families and visitors by displaying collaborative hallway panels that communicate the importance of outdoor explorations for young children's learning.
For questions about this project, please contact Carol Bersani, Associate Professor, Director, Kent State University Child Development Center, at email@example.com.
Making Learning Visible at the Lee Academy Pilot School
Ben Mardell
For the past three years, the Lee Academy Pilot School, a pre-K through grade 5 Boston Public School, has partnered with the staff of the Making Learning Visible Project—a research project of Project Zero at the Harvard Graduate School of Education—to promote learning communities among children and adults. During the 2009–2010 academic year, instructional coach Marina Boni of the Early Childhood Division of Boston Public Schools joined our effort. We are focusing on how to best support conversations and storytelling among the 3- to 5-year-old children in the school's early academy.
Our guiding inquiry questions are,
Every other week, Marina or Ben Mardell and Mara Krechevsky, staff of the Making Learning Visible Project, facilitate a discussion among the six preschool teachers and two kindergarten teachers during their common planning time, a forty-five-minute period during the school day. Teachers take turns bringing a question about their practice and a related artifact to these meetings. For example, a teacher who wondered what questions to ask to extend his students' conversations brought a transcript of a conversation from his class. A teacher wanting to refine her prompts to promote storytelling brought a videotape of her eliciting a story from a child.
The protocol guiding our conversations includes the following steps:
Each session builds on the preceding session's conversation. Teachers report on strategies related to the previous meeting's topic that they have tried, and they discuss new questions that have emerged.
Kindergarten teacher Erin Daly feels that the time to reflect at the end of the conversation, even if only a few minutes, is very valuable, giving her a chance to plan how she can move her practice forward. Preschool teacher David Ramsey appreciates the chance to talk to colleagues about teaching and learning.
Building knowledge and influencing practice through collaborative teacher research requires a culture in which teachers are accountable to themselves and each other. The facilitators, Marina, Ben, and Mara, support this culture in several ways. As noted above, we bring teachers' ideas and practice to the forefront by beginning each session with teachers' descriptions of how they have tried to support conversations and storytelling in their classrooms since the last meeting. We reproduce the teachers' insights in several documents (for example, a list of prompts for supporting storytelling) and bring these documents back to the group for feedback. We check in with the teachers—individually and as a group—to see if there are ways our work can better support their teaching.
Given the multiple demands teachers face, helping them focus on one topic is a challenge. However, real learning comes when teachers have opportunities to carefully track, collect evidence, and reflect on one aspect of children's learning over time. It is a process for which teacher research is well suited.
For questions concerning this project, please contact Ben Mardell at firstname.lastname@example.com.
For more information, visit Making Learning Visible: Understanding, Documenting, and Supporting Individual and Group Learning at www.pz.harvard.edu/mlv. See also Project Zero & Reggio Children's Making Learning Visible: Children as Individual and Group Learners (Cambridge, MA: Project Zero, 2001).
Information about the Lee Academy can be found at http://boston.k12.ma.us/leeacademy/index.html.
Las Americas Early Education School Teacher Research Initiative in Collaboration with San Francisco State University
Isauro Michael Escamilla
Located in the heart of the Mission District of San Francisco, California, Las Americas Early Education School is part of the San Francisco Unified School District Child Development Program. Our school provides a nurturing educational program inspired by the project approach, an academic philosophy that embraces children's interests as the starting point for in-depth study of specific topics through multiple media: reading, writing, drawing, field trips, and creative arts such as painting, collage-making, music, and movement.
Reflecting the ethnic, economic, cultural, and linguistic tapestry of our city, our school includes a multiage preschool program for children ages 3 to 5, a mainstreamed special education preK program, and an educational after-school and summer program for children in kindergarten through fifth grade. We aim to provide an environment-based curriculum using our school garden to connect nature, outdoor learning, and academic success. In our classrooms we offer children a rich variety of materials to explore and represent their ideas and emergent understanding on a variety of topics; in the process they create their own knowledge, with teachers offering support as needed at specific points of the learning experience.
Our staff has a commitment to support children's interests and curiosity by listening, observing, and documenting. We document their theories, ideas, and feelings through stories, photographs, dictations, audiotaped conversations, and drawings. We believe that when children work and play in small groups they are better able to explore and understand concepts of literacy, numeracy, nature, and the creative arts. Besides ensuring the safety of the children and their social-emotional well-being, we believe that one of the most important and challenging roles as teachers is to present children with thought-provoking questions or situations that encourage them to expand their emergent analytical thinking.
Preschool head teachers Isauro Michael Escamilla and Mary Lin graduated from the master's program in education with a concentration in early childhood from San Francisco State University, and consider teacher research an art as much as a science. Both are experienced teachers with a personal interest in pursuing the underpinnings of teacher research as a pedagogical tool to guide their own professional growth. Some of their work with children has been published in Learning from Young Children: The Art and Science of Teacher Research (Meier & Henderson 2007), Young Children (Escamilla 2004), and more recently in Teaching Young Children (NAEYC 2010).
The other teachers in our program have different levels of expertise and knowledge about the inquiry process and systematic documentation of children's learning experiences. Our inquiry group, described below, has provided the right context to share experiences, find answers to common questions, and more importantly develop the habit of collaborative reflection as a strategy to gain a better understanding of our role as educators of young children.
Our teacher research inquiry group
Our monthly teacher research team meetings help us further our understanding of the research process as it relates to documentation of children's learning experiences based on classroom projects. These meetings, supported by professor Daniel Meier, provide the pedagogical framework needed to reflect on practical day-to-day decisions about children's interests, and possibilities for inquiry based on those interests and activities. We hope to provide an on-site pedagogical forum to further our understanding of our role as educators and to improve our skills as critical thinkers and teacher researchers.
Our inquiry group is composed of two head teachers, two associate teachers, and two assistant teachers. All teachers are bilingual and speak Spanish, Cantonese, or Mandarin. We have different levels of expertise in the field, with a range of four to almost 15 years in the classroom.
We consistently meet approximately once a month for an hour and a half to discuss the progress of our class projects and the content of assigned readings. In order to create a common experience we decided to read the book Learning from Young Children in the Classroom: The Art and Science of Teacher Research (Meier & Henderson 2007) as a way to reflect on our job as educators, develop a common professional language, learn specific data collection strategies, and further our understanding of classroom based research. From the outset, each teacher received a copy of the book; a teaching journal to keep up with the development of class projects, observations, and pedagogical reflections; a notebook for note taking during meetings; a calendar and folders;and one digital camera per room in addition to a tape recorder and a computer.
An important aspect of our inquiry group is the relaxed atmosphere and flexible formality of our meetings, with teacher researcher Isauro Michael Escamilla serving as group coordinator. Our meetings are not mandatory for the staff, but have become a forum where we can present to colleagues our ongoing projects, samples of children's work, emerging documentation panels, and the challenges we face to move projects forward. During these meetings we get constructive feedback, ideas, or strategies and we set new goals for the next meeting. More than anything else, these sessions have provided a framework to acquire a common language and the opportunity to learn or redefine the meaning of terms such as observations, reflective practice, pedagogical reflections, teaching journal, documentation of children's learning experiences, classroom-based inquiry, and active listening, to name a few.
Research examples
Our inquiry group explores a wide variety of topics. For example, in a recent meeting teacher Mary Lin focused her attention on an emergent interest in writing from a small group of kindergarten-bound children, and the strategies that teachers could use to help these children become proficient in holding different writing tools.
Throughout this richly documented project—which included photographs, teacher reflections, children's dictations, and writing samples dating back several months—Mary Lin discovered and confirmed that strategies are subject to differences in cultural beliefs, the involved adults' personal upbringing, and each child's skills, age, and dispositions to learning. She shared specific activities that helped children gain a more meaningful understanding of the writing process. Some of these activities were sensory, such as when she gently traced letters and other shapes with her fingers on the children's backs while they simultaneously wrote down the same letters or shapes they were feeling (and reading) with their bodies.
Other examples included writing in the air and manipulating playdough or sticky foam to engage the children in creative writing. She discovered that "playdough and sticky foam lead children to the sensory exploration of the abstract concept of letters, as the children represented the letters in a more concrete manner by manipulating, bending, and twisting the sticky foam to form random and letter-like symbols that had meaning for the children." She explains the influence of teacher research on her teaching:
The parents and guardians of the children who participated in this particular writing project shared that they observed great improvement in how their children held their pencils, crayons, or markers. Lin's coteachers Edwin Serrano and Sahara Gonzalez also noticed an increase in children's motivation to write, either with a marker on paper, a stick in the sand, or with plain water and a paintbrush on the walls in the school yard. Suddenly, writing became an enjoyable, stress-free activity for both children and teachers. The inquisitive nature of project-based learning and teacher research opened multiple perspectives on how to best support our young learners to develop a disposition to engage in real or imaginary writing. In this context, Lin and her coteachers promoted an optimal environment for creativity, laying a solid foundation for learning to take place.
Some of the projects we are currently working on and that are still in different stages of development are:
Reflecting on our teacher research
In our first 18 months, our teacher research inquiry group has accomplished several objectives in accordance with our original goals. Some further questions we would like to reflect on, regardless of our topic of investigation, are:
Although most of the staff have embraced the principles of teacher research and the role of the teacher as observer, recorder, and interpreter of children's learning experiences, the premise of teacher research still remains thought-provoking. Perhaps this is because it contradicts the common perception that teachers are not deep thinkers and theory-makers. In many ways, teacher research breaks the stereotype of teachers as holders of knowledge and children as recipients of information; it encourages critical thinking along with self-reflection as common teaching practice. In any case, one of the themes that has emerged from our discussions is how to listen to the children and to ourselves, which has led us to the exploration of a pedagogy of listening within the teacher research context. The more we explore this topic, the more we discover that the traditional roles of teacher and learner as opposites tend to blend; the inquiry process helps us understand that these roles can and should be interchangeable.
Being a part of this group makes us feel a responsibility not only towards the children, but also towards each one of our members—when we commit to carry out a specific task, most of us tend to follow through and come fully prepared to the next meeting. Moreover, these gatherings may also count as professional growth hours to fulfill SF CARES requirements in order to obtain an annual monetary stipend. Professor Meier is also investigating how staff might be able to gain a college credit for professional development through local colleges and universities.
The success of our teacher research group at Las Americas Early Education School is in great measure the result of a staff-driven idea, as opposed to a top-down mandate. In a way, just like children, we are creators of our own knowledge. However, these opportunities for professional growth would have been more challenging without both the administration's support and funding from the Preschool For All (PFA) program, which is part of the First 5 San Francisco initiative. Our current site manager, David Hollands, has expressed that our group provides a unique scholarly forum for teacher-initiated inquiry, in-depth observations, and interpretations and discourse, which only improve the teaching/learning experience of both teachers and students. Funding for substitutes has been possible through PFA and the First 5 San Francisco initiative, allowing our group to meet for more time.
In a recent staff meeting, Hollands outlined the expectation that our expanded support will provide more opportunities for enhanced class project developments, field research, innovative data collecting strategies, and field trips to exemplary schools in our area. He added: "The teacher research group . . . has been central to our faculty's team building and core competence. The individual and collective professional development of this diverse group of educators has been impressive and will continue to evolve."
Teaching can become quite an isolating profession; our teacher research group has made it possible to create a community of educators brought together by the need to make visible their voices, ideas, and learning journeys, with the ultimate goal of offering young children meaningful educational experiences.


text:
lemon verbena blueberry galette. Mexico City (aka DF) is beautiful, but lets just say that summer weather is not its forte. Because our seasons are divided into dry and rainy, which makes temperature fairly constant all year round (thank goodness!), in summer we pay the consequences and live through a few months of wetness and fairly chilly afternoons. Think torrential rains (I am not talking about the London drizzle, but rather the 'you stand outside for a minute even with an umbrella and are soaked' type of rain), hail (yups hail!), and the occasional thunderstorm. To be fair it can be pretty spectacular, and make for some great tardes chocolateras (direct translation: chocolate afternoons, aka stay in, hide under a blanket, watch a movie, and sip some Mexican hot chocolate).
So while you guys in America are all about your summer pies and galettes for picnics, I'm feeling them more for those cold 'n wet afternoons. To be devoured with a glass of almond milk or a cuppa tea.
And such is the story of this lemon verbena blueberry galette. The result of bringing home 1kg (over 2 pounds!) of local organic blueberries back on Saturday from the market. Which the mother and I devoured pretty much in one go. Starting shyly slice by slice (with the excuse that it wasn't going to be as good the next day…) and managed to take down three quarters of it in one sitting. So yes, it is that good. And you can easily manage that (good thing?), because of the freshness in flavors- both of the filling and of the crust.
The blueberries are nicely accentuated by the lemon verbena (known as cedrón here in Mexico), a nice tip I got at the market. And similarly, the lemon rind in the crust gives the whole thing even more of that kick (and makes eating just the crust rather delectable). In my book, baking with spices generally results in much more complex flavors, and (just as in cooking) can be adjusted to taste. So feel free to mock around to your taste buds desires.

subset: commoncrawl


text:
|Topic Review (Newest First)
Good to see you posting, Garrell. Good luck w/the doctor!
The first chase race done. Sure looked like JJ was gonna run away w/it, but that's why they run ALL the laps! The chasers were all up front, mostly. Too bad for Gordon after barely making the chase he wrecks out because of a stuck throttle(?).
|Smart boy you have got.
|Even my 6 yr old says he likes the car (M&M's) but not the driver!
Nascar 2012
I forgot this thread existed and I used to post on one after each NHRA event and I think I predicted that Mike Neff would be the funny car champion and someone else that posted regularly picked Ron Capps I think and it looks like it might be between them
Back to Nascar, Bush is not driving so aggressively and not wrecking cars or dominating races so he is not going to get so much press. I think he would be right in the middle of the chase if he had not blown so many engines and fell out of so many races, I am not defending him but he will be back next year I think. I sure hope Jimmy Johnson doesn't get hot and run away with the chase like Stewart did last year. I hope it goes down to Homestead with about four teams that could win the championship. I would like to see the Michael Waltrip cars be in contention especially Clint Bower, he was out of a ride last fall when Richard Childress could not get a sponser for him.
Lets keep this thing going after each thread and maybe some Junior fans will pickup on it and we can have some lively debates.
Going to heart Doctor tommorrow, kinda nervous becaused I have come so far and worked so hard and I don't want to lose two years of work.
Cool thing #1: Last regular season race and busch chokes and doesn't make the chase. Gordon hung on and raced his way into a wildcard spot along w/Kahne.
Cool thing #2: Something I've noticed is that during and after the race yesterday, busch wasn't mentioned hardly at all. In fact, other than calling out the starting grid, I don't recall hearing his name. Seems like the networks have countered his "screw you, I'm going home" attitude when he refuses to give a statement/interview when he does poorly (which is much of the time, it seems), by simply shunning him. Brilliant IMO- you don't want to talk to us? Fine, we don't need to promote you or your sponsors. And you can bet that ain't gonna fly w/the coach or w/the sponsors!
pile busch returning to trucks
Remember pile putting Hornaday into the wall at Texas last year when Ron was vying for the truck championship?
Anyone want to bet on what lap pile will be put into the fence?
I say lap 60- if he makes it that far...
Nascar talk 2012
Well that only cost Jack about $60,000.00 to $80,000.00 for the engine plus whatever that team might have won, but they were experimenting in a non points race. My brother told me that when I first started going to the races with Jack in 1990 that I said they needed around four to five milloin dollars from a primary sponsor for a top team and that sponsors were running down good teams wanting to sponsor them. Now I read that a top team has to have twenty to twenty five million to run the same teams, that why you see the very top teams having as many as three different sponsors to get through a season.
Greg Biffle lost an experimental Yates engine during the All Star race on 5-20-12. Couldn't find this photo because I has posted it in the Hotrodders' Lounge forum.
Nascar talk
Goodyear comes with tires that have been tested earlier by random choice race teams to see what compound is best for that surface in the codition it is that season. As long as it is a Goodyear issued tire Nascar would not care what they run ie. they could not run a Firestone or Hoosier tire. You are correct the teams have to turn any left over tires back in to Goodyear every since a chemical company said they were furnishing the 24 team with a nondetectable chemical to soak their tires in and making them more sticky. Lots of things have changed since I was a member of a team and with my memory problem a point I am not real sure about but I think that if you want x amount of tires for a race you don't get credit for any you don't use. Use to some of the start and park teams actualy bought used tires from the better funded teams as well as clutch disc, alternaters and any parts that the A teams changed after one use.
You're right about them not allowing different tires being run and et cetera. Not trying to speak for Garrell, but I think the main point is the s&p guys are running on the cheap- be it by using a set of tires longer or buying less of them, period (after all they don't run the race, all they need to do is practice just enough to qualify).
I bet they'd do it if they could, though. But too much chance the tires would be treated w/traction compound, or competitive tire makers would get a hold of them while they're still 'fresh' (they can get tires, but they're gonna be well used or flat/worn plumb out) or like you said they'd be used for clandestine testing.
What I'd like to see is a complete all-in-one-place run-down of the pay scale including all the different programs, contingencies and incentives, etc. that make up a NASCAR race payout. It used to be simple- some big name guys got "appearance money" and whatever share of the purse their finishing position earned them. Now you'd prolly need to be a CPA to figure it all out, but IIRC there are guys who can finish dead last and make more than a guy who finishes top-ten.
|Old Fool
how do they "keep" the tires for all season when they are leased from Goodyear and are issued at each race. NASCAR does not allow anyone to hold onto race tires in fear of " illegal testing". Are they allowed to use the same tires and Goodyear impounds them between races, and if so why does Goodyear and NASCAR allow them to run a different tire at a given race then the rest of the field.
A curious mind wants to know the inside scoop on the start and parks and other NASCAR insider secrets
Nascar Talk
A lot of the start and parks could probably strain their equipment and maintain a fast enough speed to stay on the track longer. Most of them own their own team, have one maybe two cars and one engine to last the season, they bring a set of tires left over from the last race and they have maybe two paid crewmembers and a few volunteers that work free and are glad to get in the track. The owner/driver is usually someone that has raced all there life and know of no other way to make a living.
The teams with sponsors that run all the races and try to make the chase and some just want to stay in the top 35 in points put in a fresh engine before every race and have three of four sitting in the trailor. They buy 8 to 12 sets of tires at every race and have probably an average of 17 crew members and enginers. I think a set of tires are now around $1800.00 per set and an engine from $60,000.00 to $100,000.00. If the parkers were not at most races and there were short fields it would look bad for NASCAR so these guys pay the entry fee and qualify. They run just a few laps and make an engine last all season and stretch a set of tires probably three races including qualifying and come in with mechanical problems.
They still have to have a transporter and tractor, travel all over the country and have lodging and some nutrition so the money they get for 40th place is not all profit and if they get caught up in a wreck and tear up there equipment they are out of business until thet get it going again. Cost have gotten ridiculous I think brakes, rotors, disc and pads are maybe $8000.00!
I kind of feel sorry for these guys in a way trying to hold onto a life they love and I guess as long as they get off the track quick and don't cause an accident then no harm done.
Usually if the NW drivers are asked what THEY think of the Cup guys racing in their series, they say fine and dandy- better competition, chance to learn, etc. It seems it's those of us who don't race that dislike it the most.
Then there's the start and park guys in Cup. They qualify, run a few laps then retire w/a 'vibration'. At least some of them do it to support their NW series cars... but where do you draw the line there? Let them all do it w/o regulation? Or only do it if they're NW series regulars? Or let them do it because they were once competitive in Cup? Or because they're "nice guys"?
Or should the practice be banned across the board unless the car really failed? I can see it now- parts and pieces falling off the start/parkers the first 5 laps of every cup race, causing yellow flags, etc. So that ain't gonna work. I don't know what would, either.
Personally I think NASCAR is allowing it to keep them from materially affecting the race. NASCAR doesn't want a rolling chicane and wrecks caused by guys motoring around 10 mph slower than the field, and lord knows they have the money to pay these dudes 40th place money for parking.
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text: Keep your fishing tackle and gear organized and protected with tackle boxes and bags from Bass Pro Shops. Be ready to go at a moment's notice with systems and solutions from top brands. Trust our legendary performance and quality to keep your gear in great shape and at hand when it counts. You may also be interested in our Rod & Reel Storage solutions.


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The 1957 American Scientist article, reproduced in full
B. F. Skinner
In speaking about colors projected on the key or the fact that a key is on the right or left, we are, of course, talking about stimuli. Moreover, they are stimuli which act prior to the appearance of a response and thus occur in the temporal order characteristic of the reflex. But they are not eliciting stimuli; they merely modify the probability that a response will occur, and they do this over a very wide range. The general rule seems to be that the stimuli present at the moment of reinforcement produce a maximal probability that the response will be repeated. Any change in the stimulating situation reduces the probability. This relationship is beautifully illustrated in some experiments by Norman Guttman [7] and his colleagues at Duke University on the so called stimulus generalization gradient. Guttman makes use of the fact that, after a brief exposure to a variable-interval schedule, a large number of responses will be emitted by the organism without further reinforcement (the usual extinction curve) and that, while these are being emitted, it is possible to manipulate the stimuli present and to determine their relative control over the response without confusing the issue by further reinforcement. In a typical experiment, for example, a monochromatic light with a wave length of 550 millimicrons was projected on the key during variable-interval reinforcement. During extinction, monochromatic lights from other parts of the visible spectrum were projected on the key for short periods of time, each wavelength appearing many times and each being present for the same total time. Simply by counting the number of responses made in the presence of each wavelength, Guttman and his colleagues have obtained stimulus generalization gradients similar to those shown in Figure 8. The two curves represent separate experiments. Each is an average of measurements made on six pigeons. It will be seen that during extinction responding was most rapid at the original wavelength of 550 millimicrons. A color differing by only 10 millimicrons controls a considerably lower rate of responding. The curves are not symmetrical. Colors toward the red end of the spectrum control higher rates than those equally distant the violet end. With this technique Guttman and his colleagues have studied gradients resulting from reinforcement at two points in the spectrum, gradients surviving after a discrimination has been set up by reinforcing one wavelength and extinguishing another, and so on.
The control of behavior achieved with methods based upon rate of responding has given rise to a new psychophysics of lower organisms. It appears to be possible to learn as much about the sensory processes of the pigeon as from the older "introspective" methods with human subjects. An important new technique of this sort is due to D. S. Blough [8]. His ingenious procedure utilizes the apparatus shown in Figure 9. A pigeon, behaving most of the time in total darkness, thrusts its head through an opening in a partition at a, which provides useful tactual orientation. Through the small opening b, the pigeon can sometimes see a faint patch of light indicated by the word Stimulus. (How this appears to the pigeon is shown at the right.) The pigeon can reach and peck two keys just below the opening b, and it is sometimes reinforced by a food magazine which rises within reach at c. Through suitable reinforcing contingencies Blough conditions the pigeon to peck Key B whenever it can see the light and Key A whenever it cannot. The pigeon is occasionally reinforced for pecking Key A by the presentation of food (in darkness). Blough guarantees that the pigeon cannot see the spot of light at the time this response is made because no light at all is then on the key. By a well established principle of "chaining," the pigeon is reinforced for pecking Key B by the disappearance of the spot of light. This suffices to keep responses to both keys in strength.
A further fact about the apparatus is that Key B automatically reduces the intensity of the spot of light, while Key A increases it. Suppose, now, that a pigeon is placed in a brightly lighted space for a given interval of time and then put immediately into the apparatus. The spot of light is at an intensity in the neighborhood of the bright adapted threshold. If the pigeon can see the spot, it pecks Key B until it disappears. If it cannot see the spot, it pecks Key A until it appears. In each case it then shifts to the other key. During an experimental session of one hour or more, it holds the spot of light very close to its threshold value, occasionally being reinforced with food. The intensity of the light is recorded automatically. The result is the "dark-adaptation curve" for the pigeon's eye. Typical curves show a break as the dark adaptation process shifts from the cone elements in the retina to the rods.
By repeating the experiment with a series of monochromatic lights, Blough has been able to construct spectral sensitivity curves for the pigeon which are as precise as those obtained with the best human observers. An example is shown in Figure 10, where data for the pigeon are compared with data for an aphakic human [9]—one who has had a crystalline lens removed for medical reasons. Such a person sees violet light more sensitively than normal subjects because the light is not absorbed by the lens. Even with this advantage the human observer is no more sensitive to light at the violet end of the spectrum than the pigeon. The discontinuities in the photopic curves (the lower set of open circles) of the pigeon appear to be real. The surprising correspondence in the scotopic curves (after dark adaptation, and presumably mediated by the rods) is remarkable when we recall that the avian and mammalian eye parted company in the evolutionary scale of things many millions of years ago.
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text:
Like I've said before, this one's a mega cheapo version.
Made from a 5 dollar belt from a second hand store, about 3.50 worth of vinyl and some blue packing foam...(to pad out the pouches)...that I found in a dumpster where I work.
It's at
Let me know what y'all think


text:
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Lacrosse news straight to your inbox.
Monday July 23rd, 2012 4:30pm
CHARLOTTESVILLE, Va. - Chris Bocklet tallied five points on four goals and Shamel Bratton added a hat trick as the No. 1 Virginia Cavaliers (1-0) topped the No. 18 Drexel Dragons (0-1) on Saturday evening, 12-9, inside Klöckner Stadium in both teams' season openers.
Shamel Bratton's three goals give him 72 career scores, moving him into No. 8 all-time in the UVa annals among midfielders.
"Obviously this game was really important," said head coach Dom Starsia. "We hadn't been practicing well for about a week now, we didn't play particularly well last week, or in our final pre-season scrimmage. So there was a little bit of concern. There was a good lacrosse team coming in, and I knew it was going to require our best effort. And it did. I gave the kids a lot of credit for hanging in there and fighting to the end. That's going to stand out as a quality we need for the rest of the season."
The Cavaliers jumped out to a 3-1 advantage on a Bocklet unassisted goal at 1:15 in the first quarter. After a Nick Trizano score at 12:56 in the second period brought the Dragons within one goal, 3-2, back-to-back scores by Bocklet and Rhamel Bratton staked UVa to a 5-2 advantage at 8:12 in the second stanza.
Drexel scored the next three goals to even the game, 5-5, with 12:40 left in the third quarter. Brendan Glynn and Scott Perri hooked up back-to-back, followed by a Robert Church score to cap the run.
UVa and Drexel traded goals back and forth until the game was knotted, 9-9. Perri scored his third goal of the game on a Kyle Bergman pass with 11:01 left in the game to bring the Dragons even. Shamel Bratton and Bocklet took over the rest of the fourth quarter to give UVa the lead for good.
Shamel Bratton scored his second and third goals of the evening and Bocklet capped the night off on a Rob Emery pass with 2:54 left in the game, giving UVa the 12-9 final advantage.
Virginia won every statistical category in the contest, except for saves. Drexel's All-American goalie Mark Manos stopped 19 saves off of 47 total UVa shots.
"That kid is beast," said Starsia. "I won't be sorry to see him graduate. We knew that he was going to be tough, and you just have to keep shooting, trying to generate good chances, and just hoping to have a couple get in there."
Rob Fortunato made his first career start between the pipes, saving a career-high 12 shots, 10 of which came in the second half.
UVa won the ground ball battle (46-43), was nearly perfect on clears (22-of-23) and won the faceoff war (13-11). Seven different Cavaliers scored goals and Chris LaPierre chipped in two assists for a team best.
Drexel was led by Perri's three goals (five total points). Brendan Glynn was second on the team with two scores, while Bergman and Perri each had two assists.
Virginia is back in action on Tuesday when Mount St. Mary's comes to Charlottesville. Faceoff is slated for 4 p.m., inside Klöckner Stadium.


text:
From HaskellWiki
1 Potential projects
Looking for something to work on? Try one of these!
See also Diagrams/GSoC which has more ideas.
- Figure out an infrastructure for including animations in the gallery and/or user manual. See https://github.com/diagrams/diagrams-doc/issues/1 .
- Build some example animations.
- Add extra intensional information to help do a better job with combining envelopes? e.g. inner and outer bounding boxes, circles, etc. e.g. if the outer bound of one lies completely inside the inner bound of another, the resulting combined envelope can be optimized to not actually do a max operation.
- contrib module for graph drawing.
- roundtrip through Graphviz for graph layout?
- Try reimplementing some existing cool graphics using diagrams, either to obtain some cool examples or to help drive new diagrams features.
2 Officially supported backends
2.1 Native SVG
A Haskell-native backend generating SVG. As of diagrams-0.6 this is the default "out-of-the-box" diagrams backend.
- hackage
- github repo
- Status: active development
- Participants: Deepak Jois, Ryan Yates, Felipe Lessa, Brent Yorgey
2.2 Cairo
Full-featured backend using cairo.
- hackage
- github repo
- Status: active development
- Participants: Brent Yorgey, Ryan Yates
Backend built on top of the cairo backend for rendering directly to GTK windows.
- hackage
- github repo
- Status: active development
- Participants: John Lato, Brent Yorgey
2.4 Native Postscript
Very similar to the Cairo backend but only outputting EPS.
- hackage
- github repo
- Status: active development
- Participants: Ryan Yates
3 Unofficial backends
3.1 HTML5 canvas
- github repo
- variant ported to work with blank-canvas
- Status: dormant
- Participants: Andy Gill, Brent Yorgey
3.2 LaTeX/TikZ
- original darcs repo by Scott Walck
- updated version by Malte Harder on github
- Status: dormant
- Participants: Scott Walck, Malte Harder
3.3 POV-Ray
A POV-Ray backend for 3D diagrams.
- github repo
- Status: proof of concept only, needs someone to take it over!
3.4 Wanted backends
- OpenGL
4 Related packages and tools
4.1 command-line/interactive
See also an earlier project in a similar direction:
4.2 Build service
diagrams-builder is a library providing the ability to dynamically interpret diagrams code snippets, including utilities for creating temporary files etc. as needed. Useful for making preprocessing tools for embedding diagrams code in other document formats (e.g. LaTeX).
4.3 Fonts
The SVGFonts package implements Haskell-native font support (for fonts in the SVG-font format) that can be plugged into diagrams.
5 Other projects
5.1 gtk-toy
Michael Sloan's gtk-toy project is a framework for creating interactive gtk/cairo applications. gtk-toy-diagrams provides tools for using diagrams in conjunction with gtk-toy.
5.2 LaTeXgrapher
LaTeXGrapher is a project by Ryan Yates providing a domain-specific language for producing mathematical graphs, backed by the diagrams-postscript backend.
5.3 hs-logo
Deepak Jois is working on a logo interpreter written in Haskell, using diagrams as a backend.


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BLACKSBURG, Va. - The 70th-ranked North Carolina men's tennis team (7-9, 0-3 ACC) fell to No. 52 Virginia Tech (10-3, 2-0 ACC) by a score of 4-3 on Friday at Burrows-Burleson Tennis Center. The Tar Heels made a strong push after trailing 3-0, but ultimately could not claim their first ACC victory.
The Hokies jumped out to an early lead, taking two of the three doubles matches to clinch the doubles point.
Carolina cruised to an early advantage in doubles when Oystein Steiro and Brett Clark defeated Trpimir Kujundzic and Marko Lovrinovic at the No. 3 seed, 8-3. However, The Hokies quickly countered by sweeping the remaining doubles matches. At the No. 1 seed, the 21st-ranked pairing of Andreas Bjerrehus and Amerigo Contini edged Esben Hess-Olesen and Maik Ulrich, 8-5. Virginia Tech took the doubles point behind the pairing of Hunter Koontz and Lucas Oliveira, who downed Nelson Vick and William Parker at No. 2 doubles, also by an 8-5 count.
In singles play, the Tar Heels put together an impressive rally that fell just short.
Joao Monteiro defeated Taylor Meyer at No. 6 singles, 6-1, 6-1, to give the Hokies a 2-0 lead. No. 73 Amerigo Contini extended the Hokies lead by taking out #35 Esben Hess-Olesen in a close match at the No. 1 seed, 6-4, 6-3.
The middle of Carolina's lineup then proceeded to run off consecutive victories. No. 114 Oystein Steiro handled Hunter Koontz, 6-4, 6-4, at the No. 5 seed to get the Tar Heels on the board. Senior William Parker then claimed a 7-5, 6-4 win over Trpimir Kujundzic at No. 4 to cut the Hokies' lead to 3-2.
Virginia Tech went on to clinch the match at the No. 2 seed, though, where the #91 Andreas Bjerrehus defeated #113 Nelson Vick, 7-6(5), 6-1.
In the final match of the day, No. 104 Brett Clark rallied to secure a victory at the No. 3 seed by a score of 3-6, 6-1, 6-4, but the effort proved too little, too late for the Heels.
Carolina will be back in action on Sunday, when they face top-ranked Virginia in Charlottesville at 1:00 p.m.
#52 Virginia Tech 4, #70 North Carolina 3
Doubles (Team Winning Majority Of Matches Earns One Team Point)
Order of match finish: (3, 1, 2)
1. #21 Bjerrehus/Contini (VT) def. Hess-Olesen/Ulrich (UNC), 8-5
2. Koontz/Oliveira (VT) def. Vick/Parker (UNC), 8-5
3. Steiro/Clark (UNC) def. Kujundzic/Lovrinovic (VT), 8-3
Singles (One Team Point Per Singles Match)
Order of match finish: (6, 1, 5, 4, 2, 3)
1. #73 Amerigo Contini (VT) def. #35 Esben Hess-Olesen (UNC), 6-4, 6-3
2. #91 Andreas Bjerrehus (VT) def. #113 Nelson Vick (UNC), 7-6(5), 6-1
3. #104 Brett Clark (UNC) def. Lucas Oliveira (VT), 3-6, 6-1, 6-4
4. William Parker (UNC) def. Trpimir Kujundzic (VT), 7-5, 6-4
5. #114 Oystein Steiro (UNC) def. Hunter Koontz (VT) 6-4, 6-4
6. Joao Monteiro (VT) def. Taylor Meyer (UNC) 6-1, 6-1
Records: North Carolina (7-9, 0-3 ACC), Virginia Tech (10-3, 2-0 ACC)


text:
Diabetes at Work
A list of resources for work sites to prevent and manage chronic disease in the workplace
- Diabetesatwork.org from the National Diabetes Education Program
- LEAN Works is a FREE web-based resource from the Centers for Disease Control & Prevention that offers interactive tools and evidence-based resources to design effective worksite prevention and control programs.
Flu prevention and preparedness: CDC Guidance for Businesses and Employers To Plan and Respond to the 2009–2010 Influenza Season.
Diabetes Cost Calculator for Employers is an evidence-based tool created by the Agency for Healthcare Research and Quality (AHRQ) that employers can use to estimate how much diabetes costs them and the potential savings that would result from better management of diabetes.


text:
Jump to:Page Content
Home > News & Events > Events Calendar > Courts, Judges and Politics
THE EVOLUTION OF JUDICIAL POWER IN THE UNITED STATES FROM MARBURY v. MADISON IN 1804 TO THE NIXON TAPES CASE IN 1974, AND BEYOND 4pm in FDR In advocating ratification of the Constitution, which he understood would give the judiciary the independence and power to invalidate acts of Congress and issue orders to the President, Alexander Hamilton argued that the judicial branch would be "the least dangerous to the political rights of the Constitution." Initially, the Supreme Court did not often exercise its authority to overturn decisions of the Congress or the President. However, eventually unelected federal judges began to interpret the Constitution in a way that removed from the political process important and divisive issue such as slavery, child labor, segregated schools, capital punishment, abortion, and same-sex marriage. The exercise of this power has had profound political effects, including provoking the Civil War, prompting the realignment of political parties, providing major issues for Presidential elections, and causing the appointments of Supreme Court Justices and other federal judges to become partisan political battles. At times judicial decisions have fundamentally affected the political process itself, as when the Supreme Court decided the outcome the Presidential election in 2000 in Bush v. Gore, and held in 2010, in Citizens United, that corporations and labor unions have a constitutional right to spend unlimited amounts of money in connection with political campaigns. Whether these controversial decisions constituted unwarranted judicial activism or, rather, gave integrity to the assurance of the Bill of Rights that there are certain liberties that the majority cannot remove from minorities, they were made by men and women with their own personal preferences and political beliefs.


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Accepting New Patients
Dr. Barr no longer performs surgery, but he consults on adult musculoskeletal problems and appropriately refers cases requiring surgery. He specializes in arthritis, spinal problems, and amputations. In addition, he consults on medico-legal issues.
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Dr. Barr no longer performs surgery, but he does see patients for office visits and refers cases to his colleagues when necessary. He also does medico-legal evaluations and consultations. Dr. Barr's specialties include the hip and knee, spinal problems, amputations and rehabilitation. He has offices at Massachusetts General Hospital and Faulkner Hospital. Dr. Barr is an active member of the American Academy of Orthopaedic Surgeons, and he is involved in two Continuing Medical Education courses annually.
Dr. Barr's research interests are in the field of amputations and medico-legal issues.
Select Publications and Presentations:
Barr, JS, Jr., Presidential Address,@The Third Decade: Cervical Spine Research SocietyL Spine 1994; 19:2254-57.
Barr, JS, Jr., Diagnosis and Treatment of Infections Following Internal Fixation of Hip Fractures, Ortho. Clin. North. Am. 1974; 5:847.
Warren, R. James, RC, Banks, HH, Barr, JS, Jr., Bonner, CD and Mooney. MV. The Boston Interhospital Amputation Study. Arch. Surg. 1973; MVI. 107:861.
Barr, JS, Jr., Experiences with a Sliding Nail in Femoral Neck Fractures. Clin. Ortho. Rel. Research 1973; 92:63.
Hoffman, JF Eden, M., Barr, JS, Jr., and Bedell, RHS. The Hemolytic Volume of Human Erythrocytes. J. Cell Comp. Physiol., 1968; 51:405.
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text:
Mass Shooting at Connecticut school
NEWTOWN, Conn. - An official with knowledge of a shooting at a Connecticut elementary school says 27 people are dead, including 18 children.
The official spoke on condition of anonymity because the investigation is still under way.
Another official, speaking on condition of anonymity for the same reason, says the gunman is among the dead.
The killings happened at Sandy Hook Elementary School in Newtown, about 60 miles northeast of New York City.
State police say Newtown police called them around 9:40 a.m. A SWAT team was among the throngs of police to respond.
Photos from the scene showed young students - some crying, others looking visibly frightened - being escorted by adults through a parking lot in a line, hands on each other's shoulders.
Live coverage is streaming on ABCNews.com. Click http://abcnews.go.com/Live/ to watch.


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Scott Machado
BUFFALO WILD WING STUDENT-ATHLETE OF THE WEEK– Scott Machado, Men's Basketball
Iona College men's basketball senior Scott Machado was named the Buffalo Wild Wings Student-Athlete of the Week. Machado continues a historic senior campaign for the Gaels, leading the nation in assists and assists per game. With 317 assists in 32 games played, he averages 9.9 per game. Machado is looking to become the first player in 16 seasons to average double-digit dimes. He is also the first player in the NCAA since 1993 to record more than 300 assists in a single-season.
The senior point guard averages 13.6 points per game and shattered his career-highs in field goal percentage, three-point field goal percentage and free throw percentage this season. He ranks No. 19 all-time in the NCAA and No. 1 in the MAAC and school history in career assists (870). With 1,598 career points scored, he is No. 10 all-time at Iona.
Earlier this season, Machado was named a John R. Wooden Award finalist along with the Naismith Award and is a candidate for two additional postseason awards: The Bob Cousy Award -given to the nation's top point guard - as one of 11 finalists on a list that will be cut to five before the week's end; The Lou Henson Award – given to the Mid-Major Player of the Year.
At The MAAC Tournament, Machado was named the Pepsi Max MAAC Player of the Year. Machado added 18 and 24 points, respectively in the MAAC tournament against Marist and Fairfield and had a combined 15 assists over two games.
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Definition of sunder
sunderingplay \-d(ə-)riŋ\
transitive verb
: to break apart or in two : separate by or as if by violence or by intervening time or space
intransitive verb
: to become parted, disunited, or severed
Examples of sunder in a Sentence
a family sundered by scandal
during the cold war East and West Berlin were sundered by an impenetrable wall
Origin and Etymology of sunder
Middle English, from Old English gesundrian, syndrian; akin to Old High German suntarōn to sunder, Old English sundor apart, Latin sine without, Sanskrit sanutar away
First Known Use: before 12th century
Synonym Discussion of sunder
SUNDER Defined for English Language Learners
Definition of sunder for English Language Learners
: to split apart (an organization, two people, etc.) especially in a violent way
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Dillon proposes $8.5M budget
November 9, 2012
The Dillon Town Council received no public comment when it opened its proposed 2013 budget for public comment Tuesday. The next step will come at the meeting on Dec. 4, when the finalized budget will be presented.
The budget anticipates starting 2013 with a beginning balance of $2.9 million. Anticipated expenditures for 2013 total $8.5 million, with anticipated revenue at $8.6 million. This will give the town almost $1.6 million in reserves. The reserves are set aside in the event of an emergency. If these numbers hold as anticipated, by the Dec. 31, 2013, the town will have an available cash balance of $1.4 million.
The street improvement fund is cutting back due to lack of funds. In 2012, reconstruction projects were done on six major Dillon streets. The struggling economy has affected the fund since its inception in 2008. In 2013 the town will perform maintenance such as chip sealing, rather than reconstruction, because sales tax levels are not currently high enough to support anything on a larger scale.
The capital improvement fund focuses on general improvement projects necessary throughout the town. Funds in 2013 will be used for computers for town hall and the police department, light pole replacement and the marina park master plan improvements, among others.
The marina fund is an enterprise fund, which operates like a business; its revenues must cover its expenditures. The slope stabilization project in 2010 cost $2 million, which was granted as a loan from town hall, and which the marina is currently paying back on an annual basis. Improvements in 2013 to the marina will include parking lot paving and minor drainage work.
The proposed budget will not be finalized until Dec. 4, but any changes will be minor. They include updated sales tax information received over the last few months of 2012, and updated water revenues from volume changes. The 2012 estimated expenditures will be finalized to better reflect accurate information. The public is invited to attend the Dec. 4 meeting to hear the finalized budget.
The full proposed 2013 budget is available for public review on the town of Dillon website (www.townofdillon.com) and at the Dillon Town Hall.


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'Everyone on their side of the ice says the Sens are trying (very trying to their fans), that they haven't and won't quit. But effort is merely the start, isn't it? The Sabres, for instance, don't stop there. They play desperately all the time, as if they've swallowed poison and the other goalie is hoarding the antidote.'
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text: My sister's friend who drove us over here, and is a good friend of her's and my Parents, but I can only handle for short periods of time. Both due to her booming voice *and* personality that to me is like fingernails going down a blackboard. Another factor? She's one of these people who is *never* wrong and even when she is, she'll stick w/whatever she believes. Such as... Back when we first came here and I was able to do it health wise, I volunteered as a Leader w/the local Brownie Pack. Mom was out on Friday and ran into the lady who was the Brown Owl of the group. That led into a conversation of how expensive Guiding is now and that it's just not fair the kids have to pay just to be a part of Guiding and Scouting now, because *her kids* certainly never did. Said completely w/a sniff of distaste, of course. That made my eyebrows go up, as I clearly remember having to pay a Membership Fee starting w/Brownies and all the way through to Rangers and also as a Leader w/those Brownies. I also said that since we're all the same age, then they certainly paid too. Which brought the follow up of, "Oh, but you're not 43." To which me, my sister and our Mom all at the same time basically told her the same thing. May not be 43, but I am 40. You could literally hear the snap of her jaw as it closed after that piece of information. Of course the subject changed and also she started hitting the table as she talked, which creates vibrations, which in turn creates more pain for me w/what I'm dealing w/and gave me a grateful legitimate excuse to leave and come down here. Anyway...I'm sure I'm remembering right, but decided to double check here, because I know there'll be someone on here who will know the answer to this one. Thanks in advance!!!


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Thwarting Terrorism: Projects improve search and communication in ocean depths
Dangerous water conditions, hidden shipwrecks, enemy submarines—all manners of threats can lurk within the ocean's depths. Princeton professors Naomi Leonard '85 and Sanjeev Kulkarni are currently working on two separate projects, each funded by the Office of Naval Research, to address these concerns and enhance security at sea.
Leonard, a professor of mechanical and aerospace engineering, is co-leading the multi-institutional Adaptive Sampling and Prediction project. The project, which unites researchers at nine institutions and recently received an additional two years of funding, is developing ways to gather information about large areas of the ocean using underwater robots that coordinate their movements without human guidance.
Equipped with sensors and controlled by computer systems developed and based at Princeton, a fleet of six robots spent the month of August 2006 roaming a 300-square-mile area in Monterey Bay, Calif., as part of a large experiment. By surfacing regularly to send data back to a server and receive instructions from the control center, the robots worked with one another autonomously to ensure broad coverage of the vast expanse.
"These robots will provide a way to assess fairly rapidly whether an area is safe," said Leonard. For example, she said, robots able to measure visibility and strength of currents could one day be used to determine when to deploy relief boats after a tsunami. "They allow you to make decisions without being overly conservative."
During the California experiment, the robots gathered information about salinity, temperature and currents, documenting an upwelling of cold water. In the future, similar control systems and robots could use light-detecting sensors to detect submarines, which are often naturally coated with bioluminescent organisms. Other robots may one day use sonar to track the movements of boats.
Their ability to do so may be enhanced by the work now being done by Kulkarni, a professor of electrical engineering. In collaboration with researchers at Virginia Polytechnic Institute and State University, he is developing ways to process sonar data more intelligently and efficiently than is currently possible using pattern recognition techniques.
"The data being collected by cameras are absolutely overwhelming, so we need to use computers to pare down the information," Schwartz said. "Oftentimes, the final decision as to whether something is a threat will be made by a human, but the computer systems will help them know where they should be looking."


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Need Bees Removed?
Beemaster's International Beekeeping Forum
Hive in metal tank.
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Topic: Hive in metal tank. (Read 1739 times)
Queen Bee
Posts: 1011
Hive in metal tank.
August 09, 2013, 09:32:14 PM »
Not sure where this will go, as I am just looking for a bit of discussion on something I have found several times, but will use one instance as the basis...
Not long after I began beekeeping, my mother called me in hysterics.. still laughing in fits...
My father was cleaning the hill out at the farm, lugging all the stuff he could pick up to the trailer to haul it to the salvage yard.. apparently, she watched him grab an old well/water pressure tank, and head toward the trailer with it... he quickly dropped it.. jumped up in the air flailing wildly... then he started waving his cap about and took off at high speed across the yard.. dad is in his 60's, and doesnt often run.. but apparently he was making good time across the yard...
Moms first reaction when she realized that he was getting attacked by bees was to shut, and lock the door... thinking better of that, she ran for the bedroom and shut and locked that door, as dad came through the front door in excess of 80 MPH...
Anyhow.. upon investigation, he was moving a tank I had known about for MANY years to have bees in it, but had LONG since forgotten about... I had found that tank many years ago looking for misc pieces of steel to build some project with..
I picked it up gently, re oriented it so the right side was up, and placed it back where it had been.. I did not get stung...
I waited until that evening when all the bees were back, screened over two entrances, and taped the other two shut. put it in my truck and brought it home..
It was my first cutout.. the tank was about three feet long and about eighteen inches in diameter, made of galvanized steel. it had four inch holes in different locations. the tank had been left with the holes pointing between the nine and ten oclock position, with One hole straight up..
When I cut the tank open.. I found it packed FULL of old brown and black comb. I carefully cut each piece of comb away, shook the bees into a deep body with a couple frames pulled out.. about 3/4 through cutting all the comb out, the bees started orienting on the hive, instead of the can, so i assume thats when the queen was shaken into the hive body.. I did the classic rubber band trick to attach their comb to four empty frames, and set those into the hive.. I still have this hive, and it is one of the gentlest and best producing hives I have. The bees are yellower, with yellow alternating with the black on their abdomens all the way to the tip.. most other bees I have, carniolans and itallians are not this yellow, or this small, and not as gentle.. They are more orange with black and white abdomens.
Anyhow.. i often see discussions on Ventilation and swarm hive location, and this metal container could NOT have had good insulation or ventilation. It's location was also ON the ground, with the openings positioned so that rain most certainly got into them, if not in large amounts.
The bottom of the canister had about an inch and a half of rust and debris in it, the rest of this hive was attached directly to the metal sides. This hive was also in full shade 100% of the time. Trees, brush, and a plenitude of metal debris from tractors and farm implements covering it.. Seeing discussions on hive ventilation and insulation makes me wonder how this hive ever survived.. much less survived for the thirteen years I am certain of... Yes, it is possible it was constantly re filled by swarms from the hive in the big tree in the front.. but I also saw old queen cells, and new queen cells on some of the unused portions of the comb, so am relatively certain that this hive had overwintered many times...
Jut trying to understand how bees can do everything wrong according to all I have read, and still survive...
As a side mention.. I have taken hives from old cars, old farm equipment, an old steel tool box from a truck that had been in use for at least four years. A combine tire, still on the rim that had a two inch gash in the side of it, was propped up against the side of a tree, and allowed to sit there for many years. And the most interesting one.. a LARGE hive in an old grinder mixer tank.. I liked that one.. the mixer had windows in the side of the tank so you could look in and see the bees working away.. I took the window out, and used a vac to get most of the bees.. Opened the top hatch and vacced the comb on that, and used a sawsall to cut open the side.. we took over 30 gallons of honey from that hive....
Temps here in mid winter are usually around 0 - 20 F, with a two or three week period of -20. In summer, 80 -90, with two or three weeks of near or just over 100.
One, how can they survive in metal? Cold doesnt kill bees.. cold and WET kills bees? What about heat in full sun in metal?
Two, Ventilation.. VERY little in some of the hives I cut out, especially the combine tire.. ONE hole, black tire.. I wonder why the comb didnt melt when the temps were over 100 and the sun was shining on it...
Three, what was the most interesting thing you found bees in?
39 Hives and growing. Havent found the end of the comfort zone yet.
Galactic Bee
Posts: 6891
Re: Hive in metal tank.
Reply #1 on:
August 09, 2013, 10:15:08 PM »
To answer question number 3:
I received a call to remove bees that were in a small truck tool box. It had been buried in the bushes for a very long time. It was very heavy. Took it home and had to cut it open from the side after drilling out the lock and removing the hinge. The comb was attached to the top and was to heavy to pick up. The first thing I found was a broke bag of seven dusts. The bottom of the box had 3 inches of dead bees. It was full of bees and had tons of honey and brood. I sealed the honey up and threw it away. It wintered over real well and I still have that hive and it has 6 super on it right now.
"If you don't read the newspaper you are uninformed. If you do read the newspaper you are misinformed."--Mark Twain
New Bee
Posts: 43
Re: Hive in metal tank.
Reply #2 on:
August 09, 2013, 10:43:47 PM »
The first hive i ever had was removed from a cavity in a poplar tree. The second hive was taken out of a water heater tank, which had been laying on its side for years in the woods and in the shade. Literally no insulation and extremely moist environment. One thing i will say is the conditions that feral bees seem to thrive is with a larger cavity. Perhaps this larger cavity affords them greater flexibility in ventilation and humidity regulation, which at this point we don't fully comprehend the advantages. Great topic by the way.
You ever notice that prices are inflating, but wages are deflating?
Brian D. Bray
Galactic Bee
Posts: 7369
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Re: Hive in metal tank.
Reply #3 on:
August 09, 2013, 11:41:00 PM »
As I explain in my upcoming book, the modern bee is of a size created by man. According to my mentor, who began beekeeping in the 1890's, the bee industry, after the advent of the Langstroth hive, decided that a larger bee would be able to carry more nectar back to the hive so honey could be harvested that much more. As a result they designed the molds and presses for wax foundation to be 5.3mm instead of the 4.8-5.0mm that was found in feral, skep, and gum hives up to that time. So small cell beekeeping with a 4.9mm foundation is merely a return to the orginal size of bee as your feral stock demonstrates.
Honey bees, according to Dr. Emile Warre, will build a hive (permanent home) in any cavity that is 12X12X8 inches or larger. Material the cavity is made out of is pretty much immaterial as the insides are coated with propolis which protects the bees from chemical hazards.
It's not the bees doing everything wrong, it's man placing his own demands on the bees and forcing them to comply.
It is wet plus cold that kills the bees it sounds like that hive was well vented with a hole straight up.
If natural ventilation is lacking the bees provide it, bearding gets excess population out of the hive in order to lower temperatures and the bearded bees then force air through the hive by fanning it with their wings. Ventilating a hive with only one opening uses up a lot of bee power and shortens wing life.
Most interesting place to find a colony of bees, an old abandoned septic tank.
Life is a school. What have you learned? :brian: The greatest danger to our society is apathy, vote in every election!
New Bee
Posts: 43
Re: Hive in metal tank.
Reply #4 on:
August 10, 2013, 12:50:02 AM »
Well said: "It's not the bees doing everything wrong, it's man placing his own demands on the bees and forcing them to comply." I wholeheartedly agree.
You ever notice that prices are inflating, but wages are deflating?
Michael Bush
Universal Bee
Posts: 16164
Re: Hive in metal tank.
Reply #5 on:
August 14, 2013, 03:14:11 PM »
> Two, Ventilation.. VERY little in some of the hives I cut out
I think you'll find natural hives usually have very small openings (with some exceptions). If they are not the bees usually try to reduce the opening with propolis until it's quite small. Huber's research would indicate they can ventilate BETTER with one small opening than with multiple openings.
"We tried increasing the number of openings in the side of the box, but were not successful. One of the two candles went out at the end of 8 minutes. The other kept alight as long as the ventilator was in motion. I had there-fore not obtained a stronger current by multiplying the openings.
"These experiments show that in a place with an opening only on one side, air can renew itself when there is some mechanical cause tending to displace it, and this seems to confirm our conjectures on the effect which the fanning of bees has on the hive."--Francis Huber, New Observations Upon Bees, Vol II, Chapter VIII, 5th Experiment: Increase in openings decreased ventilation. Pg 539 of the 2012 edition.
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Field Bee
Posts: 556
Re: Hive in metal tank.
Reply #6 on:
August 16, 2013, 11:34:57 AM »
bees will try to find the best nest site available... some times the best site available is pretty awful.
If they increased energy bill for your home by a factor of 4.5 would you consider that cruel? If so why are you doing that to your bees?
Queen Bee
Posts: 1011
Re: Hive in metal tank.
Reply #7 on:
August 19, 2013, 12:39:33 AM »
hehe, well, I will have to try to make sure there are plenty of less awful places available :)
39 Hives and growing. Havent found the end of the comfort zone yet.
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