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Smith, David Eugene
Of all the inventions of man, which one is the most internationally understood? It is not the language by which we express our thoughts, for millions and millions of educated people in various parts of the world cannot understand a single word that we may say. It is not our architecture, for the Zulu cannot or does not grasp the significance of a Burmese temple or of a modern skyscraper. It is not the motion picture, for although the nomad may be interested in what he sees upon the screen when he visits a town in an oasis in the desert, he neither knows nor cares anything about the machine nor can he generally understand the words that appear in print below the picture.
Numbers and Numerals tells how our knowledge of numbers developed in the past and what it means to us all today.
David Eugene Smith - 1935
Challenging Problems in American Schools of Education: Necessary Steps for a Solution of These Problems
This is the second of two lectures in the Julius and Rosa Sachs Foundation Lectures for 1934-1935, delivered before the faculty and students of Teachers College on February 11 and 18, 1935.
David Eugene Smith - 1935
Challenging Problems in American Schools of Education: Certain Immediate Problems Confronting American Schools of Education
The author has occasionally indulged in the easiest form of criticism, the destructive type. An effort has been made, however, to set up an ideal of the culture which a teacher should possess, an ideal not easily reached. It has been suggested that our normal schools possess a large element of abnormality and that the numerous teachers colleges which have come into being of late years do very little for the training of teachers.
The world in general and the educational world in particular is always trying to escape from tyranny, and it always does it in just one way, by the substitution of a new tyranny for an old one. In algebra we have had the dictation of constituted authorities of all sorts ranging from the state to committees of teachers and to individual superintendents and principals.
Well aware that I, to-day, break all precedents in the nature of a presidential address, it is proper that I offer due apology and confess my unconventionality. It is proper, too, that I should frankly say that I am aware that my message is wanting in the rigor of demonstration to which our science accustoms us;
The problem which has been assigned to me this afternoon is to set forth the features to be kept in mind in the teaching of mathematics for citizenship.
Among the games which have served to amuse people for generations past are several which have considerable value as arithmetical drill.
The position of the number rhyme in the history of education has already been discussed. In this chapter it is proposed to give a few translations from the famous Epigrams of Metrodorus, or Metrodoros, to take the Greek form of his name. These will serve to show the nature of the rhyming problem as it first appeared in the early Greek algebra, and may have some educational value in the present search for means to make the introduction to this science more interesting to a certain type of mind.
CHAPTER VII NUMBER GAMES BORDERING ON ARITHMETIC AND ALGEBRA Mathematical puzzles, tricks, and curious cases have always appealed to the interest of young and old.
The science of mathematics is taught in our schools for several reasons. For some the chief reason is that the subject is or may be practical. For others it is taught because it is a stepping stone to such sciences as astronomy and physics. Others see in it an exercise in terse, logical expression, such as is found in no other subject in the curriculum.
When the subject of number games shall be adequately treated, and the long and interesting story comes to be told of how the world has learned to handle the smaller numbers quite as much through play as through commerce, the climax will probably be found in the chapter relating to the Battle of Numbers, the Rith-momachia of the Middle Ages.
It is with some hesitancy that a chapter like the present one, tracing the history of a single number game, even though it be the most famous one, has place in an article on the number games of the school.
CHAPTER V THE ORIGIN AND DEVELOPMENT OF THE NUMBER RHYME The predilection for rhythm among primitive peoples is well known. The childhood of the race had the same delight in meter that the childhood of the individual has in every generation.
PREFACE In one of the graduate classes of Teachers College it is the custom to devote part of each year to a study of educational problems in the field of mathematics in other countries. As a rule the students in this class are teachers of some experience. All of them are college graduates and all are desirous of knowing the best that the world is doing in the teaching of their chosen subject.
Donald T. Page & David Eugene Smith - 1912
The Present Teaching of Mathematics in Germany: Chapter XI. Mathematics in the German Schools of Navigation
In early times there was little need for schools of navigation. The young sailors could learn the most important requirements by experience on board ship, and could learn from the older sailors what few scientific principles were necessary. The leisure time on a. voyage and during the winter season was employed to advantage in such studies.
W. F. Enteman & David Eugene Smith - 1912
The Present Teaching of Mathematics in Germany: Chapter XII. Commercial Problems in the Higher Schools of Germany
In this review of a report on the �Commercial Problems in the Mathematical Instruction of the Higher Schools,�i will be found, as in the original publication, (a) some discussion of the field of commercial problems, (b) a brief review of text-books, both old and new, (c) a discussion of the important aids in teaching the subject, and (d) some general conclusions. One of the aims of the report is to call attention to the cause for the existence of commercial problems in the mathematical instruction in Germany.
A. T. French & David Eugene Smith - 1912
The Present Teaching of Mathematics in Germany: Chapter XIII. Mathematics in the Text-Books on Physics
This article contains a brief digest of a much more extended discussion under the same titlei in one of the reports of the International Mathematics Commission.
Cilda Langfitt, Katherine Simpson & David Eugene Smith - 1912
The Present Teaching of Mathematics in Germany: Chapter XIV. Government Examinations in Prussia and the North German States
The report here reviewedi gives the important regulations that were passed in regard to the state examinations in Prussia and the United North German States from 1810 to 1898, and also the regulations concerning the examinations in Braunschweig and Mecklenberg.
The material for this report was collected by Dr. Z�hlke from three sources,�the official regulations on the subject of line-drawing and descriptive geometry, the literature in the department of mathematics, and the results of a tour of investigation undertaken during the previous year.
What we most desire is that our teachers of secondary mathematics shall be thoroughly familiar with their field far beyond the demands of the curriculum and that they be masters of it on its historical, its practical, and its theoretical side.
CHAPTER II EVOLUTION OF THE REFORM IN GERMANY1 The report by Dr. Schimmack, referred to in the footnote, is divided into two sections; the first dealing with the reform and its progress from 1840 to 1907, and the second dealing with the reform and its progress from 1907 to the present day.
Miriam E. West & David Eugene Smith - 1912
The Present Teaching of Mathematics in Germany: Chapter III. The Secondary Schools of Hesse and Baden
CHAPTER III SECONDARY SCHOOLS OF HESSE AND BADEN The two reports that are reviewed in this chapter1 treat of the organization, the curriculum, and the methods of mathematical instruction in the higher schools of Hesse and Baden.
Katharine S. Arnold, Ruth Fitch Cole & David Eugene Smith - 1912
The Present Teaching of Mathematics in Germany: Chapter IV. The Secondary Schools of the Hanseatic States
CHAPTER IV THE SECONDARY SCHOOLS OF THE HANSEATIC STATES The report on mathematical instruction in the Gymnasien and Realschulen in the Hanseatic states, Mecklenburg and Oldenburg,1 was prepared from the results of investigations carried on by sending questionnaires to the various educational centers.
CHAPTER V THE SECONDARY SCHOOLS OF W�RTTEMBERG1 This report is divided into seven chapters. The first chapter treats of the various schools in W�rttemberg. The second and third chapters give an account of the mathematics course offered and of the various reforms which have been proposed in the Gymnasium and Realgymnasium respectively.
The object of this report by Professor Wieleitner is to give a survey of the evolution of mathematics in the Bavarian high schools, together with additional information concerning the training and extension work of teachers in Bavarian Gymnasien, and in the humanistic schools in particular.
The well-known American authority, Professor J. W. A. Young, who is quoted by Dr. Lietzmann in this report, explains the superiority of the German schools over the American schools in this manner: �The causes of the excellence of the Prussian work in mathematics may be classed under three heads: (1) The central legislation and supervision.
Maurice Levine & David Eugene Smith - 1912
The Present Teaching of Mathematics in Germany: Chapter VIII. The Secondary Schools of Elsass and Lothringen
In the first chapter Dr. Wirz describes the present organization of the higher schools in Elsass-Lothringen (Alsace-Lorraine). This is followed by a historical and critical survey of the development of instruction in mathematics, especially with regard to the curriculum, from the time of the French control in 1870 to the present day.
This article is an attempt to state briefly the main points brought out in a report recently published by Dr. Jahnke of Berlin on the mathematics of the higher industrial schools.1 The report deals with the special schools of mining, military science, forestry, agriculture, and commerce.
This report concerning mathematics instruction in the German middle technical schools of the machine industry consists of six chapters which treat of the development of these schools, their organization, the mathematics instruction given in them, the text-books, the method of treatment of the different subjects of instruction, and the preparation of the teacher of mathematics.
The evolution of the teaching of primary arithmetic extends over a period of about two hundred years, although numerous sporadic efforts at teaching the science of number to young children had been made long before the founding of the Francke Institute at Halle.
What has been said of mental arithmetic naturally leads to some question as to the nature of the written work. What shall this be? If the difference in longitude between two ships (since standard time by one system or another is now coming to be universal on land) is 33� 45', how shall a pupil find the difference in time? Here are a few possibilities: images
Before considering the curriculum in arithmetic it is well to devote a little attention to certain great principles that teachers have as a whole agreed upon, in theory if not in practice. Some of these have already been discussed in this article; others will strike the reader as rather trite, which simply means that they are generally accepted; and others will not appeal to all. They will, however, be found to be suggestive of the thought of leaders at the present time, and they may, though stated dogmatically, form the basis for profitable discussions by teachers.
The Leading Mathematical Features: There should in this year be a thorough review of the fundamental operations with integers. This should be followed by the same operations with the common fractions and denominate numbers of business. Percentage may be begun, although in some places it is better to postpone this until the following year. Review: There is usually a new text-book begun in this grade, and this, if properly arranged, offers plenty of material for the review above mentioned, with numbers that are appropriately larger. Teachers should undertake this review in the spirit and for the reason suggested in section XIII.
As already stated, the two most noteworthy changes in arithmetic in recent years have related to the nature of the problems and the arrangement of material. The latter has been the result of a more or less serious study of child psychology, namely of the powers of the individual in the various school years.
Of all the terms used in educational circles "Method" is perhaps the most loosely defined. Efforts have been made to limit its meaning, to divide its responsibilities with such terms as "Mode" and "Manner," but it still stands and is likely to stand as a convenient name for all sorts of ideas and theories and devices.
The objection to the expression "Mental Arithmetic" is fully a generation old. It is argued that written arithmetic is quite as mental as any other kind, and that the opposite to written is oral. As to this there can be no argument, but the word "mental" has so long been used to apply to that phase of arithmetic that is not dependent upon written help that, like a person's proper name, it need not be held strictly to account for what it literally signifies.
There is only one test for a question involving a single operation. Either the answer is right or it is wrong. If the problems require some interpretation, a teacher may properly mark both for operations and for method; that is, a pupil may perform his operations correctly, but may have misinterpreted the meaning of the problem.
The questions of mental and written arithmetic lead naturally to that of the analyses to be expected on the part of children. What is their object, what should be their nature? How extensively should they be required?
There has of late years been a tendency throughout the country to make arithmetic, as other subjects, more interesting to children. What the real motive was it is hard to say, since it was probably somewhat subconscious. Such statistical information as we have shows arithmetic always to have been looked upon by children as one of the most interesting subjects of the course, so that the reason was not that it was relatively a dull study. Possibly the desire was that the work of the teacher should become easier through increased interest on the part of the pupils. But whatever the reason it cannot be questioned that, other things being always kept equal, there is a great gain in increasing the interest in any kind of work.
Nothing new goes into arithmetic without a protest, and so for what goes out. Nevertheless there has been an evolution here as everywhere else, and this evolution has made for the betterment of the subject. To take a concrete illustration, the first printed arithmetic had no symbols of operation.
Without taking up the important but rather axiomatic question of reviews from time to time, it seems proper to mention one phase of the matter that is too frequently forgotten. Any one who has ever had much to do with the supervision of the grade work in arithmetic is struck by the general complaint that children are never prepared to enter any particular grade.
It is well, before leaving this general discussion, to consider a few of the subjects for legitimate experiment in the teaching of arithmetic that might occupy the attention of schools like those connected with Teachers College.
Besides these subjects that may be designated as more or less general, there are many details that demand investigation. These are partly arithmetical and partly psychological in nature, and belong quite as much in one field as another.
The first question that naturally arises in connection with the arithmetic of the first grade is as to whether or not the subject has any place there at all.
Whether or not arithmetic has a definite time allotment in the first grade, it usually has one in the second, although some teachers oppose it even here. The argument already advanced holds the more strongly here, especially as in many schools, the child is quite prepared to use a text-book by the middle of this year. The Leading Mathematical Features: In schools of average advancement, where the question of language is not as serious as in some cities in the East, children in this grade may be expected to complete the addition tables and to learn the multiplication tables to 10 X 5.
The Leading Mathematical Features: In this year rapid written work is an important feature. The oral has predominated until now, but in Grade III the operations involve larger numbers than before, and the child begins to acquire the habit of writing his computations. Multiplication extends to two-figure multipliers and long division is begun. The most useful tables of denominate numbers are completed.
The leading Mathematical Features. In this the last year of the primary grades it is well to feel that the essentials of arithmetic have all been touched upon. It is, therefore, desirable to review the four fundamental operations, extending the multiplication and division work to include three-figure multipliers and divisors. The common business fractions should also be included, with simple operations as far as multiplication.
The Leading Mathematical Features: The leading features of this year should be percentage and its applications, particularly to discount, profit and loss, commission, and interest. Ratio and simple proportion may also be included.
The Leading Mathematical Features: As in the preceding grade, it is well to begin by a general review of the fundamental processes from a higher standpoint than before. Ratio and proportion are usually completed in this year, whether introduced here for the first time or not, and the applications naturally cover a broader field. Percentage is the leading topic of the year.
III. WHAT ARITHMETIC SHOULD INCLUDE If we taught arithmetic only for its utilitarian value, to fit a person for the computations that the average man needs to perform or know about in daily life, the range of subject matter would not be great. Addition, particularly of money, but not involving very large or numerous amounts, is probably the most important topic. Perhaps, for it is difficult to say with certainty, the simple fractions � and � are next in line of relative importance, including � of a sum of money, � of a length or weight, and so on. Very likely the making of change, one of the forms of subtraction, is next in frequency of use.
The edition of the TEACHERS COLLEGE RECORD for March, 1903, containing the article on Mathematics in the Elementary School, by my colleague Professor McMurry and myself, having long since been exhausted, and repeated requests having been made for a reprint of this article or for a new treatment of the question, it has been thought best to set forth again the principles guiding the department of mathematics of Teachers College in its work in the teaching of arithmetic. And since educational views change more or less from time to time, with the world, the country, the school, and the individual, it has seemed wiser to prepare a new article for the RECORD than to attempt a revision of the one prepared some six years ago.
In no way has arithmetic changed as much of late years as in the nature of the problems and the arrangement of the material. The former has come about from two causes, (1) the needs of society, and (2) the study of child psychology. The latter, the arrangement of the material, has been determined almost entirely by psychological considerations. In this chapter it is proposed to speak briefly of the former, the nature of the problems.
The following outline of theory and of subject-matter is proposed rather as a basis for discussion with students in professional courses than as a fixed body of thought for use in the elementary school. Yet the course of work here outlined is followed to a very large extent in Teachers College in its Horace Mann School of observation and its Speyer School of practice, although the arrangement of topics is necessarily different in the two schools.
OUTLINE FOR THE FIRST FIVE GRADES Grade I I. General Suggestions (a) In the spirit of the foregoing article, the purpose of mathematics for six-year-old children is to meet from their point of view, their daily need of number as it arises in their school studies and in their relations outside of school....
GENERAL DISCUSSION OF THE WORK OF THE LAST THREE GRADES (A) MODERN SUBJECT-MATTER The work of the last three grades is chiefly devoted to the application of arithmetic to the affairs of life.
IV. OUTLINE FOR THE LAST THREE GRADES Grade VI In this grade the reduction of common fractions to decimals, and vice versa, is the only topic in pure arithmetic demanding attention; except as the others enter into reviews. The year is given to applications, chiefly in percentage and denominate numbers.
The professional work in the Department of Mathematics during the first semester has been confined to the course in Education 23, on the Theory and Practice of Teaching Mathematics in Secondary Schools, and to the course in History of Mathematics. The course in Education 23 has included two lectures each week, with thirty hours of practical work in the Horace Mann School.


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Business Insider's Zoë Bernard recently interviewed the up-and-coming dealmakers to watch in the New York technology scene. Her list notes Anthemis' Jillian Williams among the young venture capitalists "ahead of the curve" in sourcing deals and leading investments in New York.
Business Insider: 30 and Under
By Anthemis Group March 8, 2018 March 29th, 2019 Highlights, In the News

subset: commoncrawl


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The Dark Hour
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Submitted: June 14, 2015
What I want to submit is just something relatable to both male or female of any age. Just something about life it's self and gradually becoming one with yourself and your surroundings. As well as the dark parts we all face in life, and how to over come them in healthy ways. Read Chapter
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Norman store to host Good Neighbor Mixer on Jan. 10
NORMAN — STASH will host a Good Neighbor Mixer from 6 to 9 p.m. Jan. 10 at 412 E Main St. as part of Norman's 2nd Friday Art Walk.
The Good Neighbor Mixer will include local authors and charities for a community meet and greet. Guests will have an opportunity to mingle and learn about volunteer opportunities, new books and groups that offer ongoing happenings in Norman."We are thrilled with the response to this new event. We started out by asking our Facebook followers which local charities are their favorite. We received dozens of suggestions and reached out to a number of them," said Rebecca Bean, STASH's owner. "Then, even more groups that we hadn't yet contacted started asking if they could attend."Local authors coming to STASH's Good Neighbor Mixer will be Allison Palmer, Kris Lackey and Eileen Hobbs.
Groups that will be represented include Bridges, Hands Helping Paws, Heartprints Animal Rescue, Joe's Addiction, Junior League of Norman, Norman Film Fest, Norman Pride, OK Bags Away, Pantry Partners, Parents Helping Parents, PFLAG, Poetic Justice, St. Francis Animal Resource Center, WildCare Foundation and Women's Resource Center. The event will include music and a festive atmosphere with a backdrop of original art. STASH's featured artist for January is self-taught, Oklahoma-based, expressionist painter Sheree Greider."I love all things Oklahoman, from the many diverse peoples, wild weather extremes and far-ranging landscapes. All can be found as frequent subjects captured in bold, vivid strokes," Greider said.For more information, call 405-701-1016.


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Y.LD by doramojzes
Altair Pants
From Y.LD by doramojzes:
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Y.LD by doramojzes is part of the slow fashion movement. Every piece is shipped from their studio in Budapest, Hungary. Please allow up to 7 days for crafting before delivery during busy times.
Any questions or want to know your size? Email us at firstname.lastname@example.com or Message Us
Show us how you style Y.LD by doramojzes #ErebusStyle


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The April 13, 2008 Edition of Heat is a Professional wrestling television show of the WWE, which took place at the Times Union Center in Albany, New York. It was taped on April 7, 2008.
- Numbers in parentheses indicate the length of the match.
- (c) refers to the champion(s) heading into the match.
- Dark Match: Ron Killings defeated Robbie McAllister
- Cryme Tyme (JTG & Shad) defeated The Logan Brothers (Brian Logan and Matt Logan)
- Hacksaw Jim Duggan defeated Charlie Haas
- Gene Snitsky defeated Super Crazy
- Paul Burchill (w/ Katie Lea) defeated D.H. Smith
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LemonsI love lemons. They are ridiculously expensive by the piece - something like 79 cents each. I think that is a lot for a couple of table spoons of juice. A bag of seven was 2.99. I put them in a big fat glass vase on the kitchen counter so I can see and smell them. Before they go bad (I hope I'm paying attention) I'll squeeze them and freeze the juice and some of the zest.
I really have to get with it, and get things together for Thanksgiving. I worked on my list today. That's something, huh? I cleaned the fridge.
Who's cooking? Are you ready?


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Julie's Review: Bones to Ashes
Summary: In bestseller Reichs's entertaining 10th Temperance Brennan forensic thriller (after Break No Bones), Brennan, her relationship with Det. Andrew Ryan on the rocks, welcomes the distraction of an unidentified New Brunswick skeleton from Québec's cold case unit. But when the bones are determined to be that of an adolescent girl, Brennan is convinced they belong to her childhood friend, Évangéline Landry, who disappeared at age 15. Now Brennan must come to terms with Évangéline's possible death, while trying to ignore her feelings for Ryan as they investigate a series of teenage abduction murders that could be tied to the mysterious bones. With her usual blend of cutting-edge forensic science, nail-biting suspense and characters that pop off the page, Reichs, who's vice president of the American Academy of Forensic Scientists and the producer of Fox's Bones, has produced another winner in one of the genre's most satisfying series.~amazon.com/Publisher's Weekly
Review: What I liked most about this book was that more was revealed about Tempe's childhood than we've known before and especially how one friendship has affected her throughout her life. What somewhat irked me was how fast Tempe concluded that the bones found in Tracadie were those of her long missing friend. Tempe is a scientist and typically methodical and logical and that it was I found out of character..the jump to conclusion so quickly before she had evidence. I also didn't like the "resolution" on the personal life front either. Poor Tempe got a double whammy regarding Pete and Ryan. I also liked that her sister Harry was in the novel and was key in the investigation.
The secondary characters and the history of the Acadian people was interesting and very thought provoking. I always learn something from one of Ms. Reichs' books. While the case over all was interesting, I pretty much guessed part of the outcome.
I'm anxious to see how Reich's continues on with the Tempe/Ryan relationship and if how she proceeds with it will be satisfying or if I will want to throw the book at the wall.
I didn't think this book was the strongest in the series but I did find it enjoyable even if parts of it ticked me off. Oh and I still have problems with knowing where everything is located. Maybe one of these days I should pull out a map. :)
Final Take: 4.25/5
Related: Jenn's Review: Bones to Ashes


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In this episode, Crunch Signature CEO Keith Worts discusses the recent sale of Crunch Fitness, its future plans under new owner TPG Growth as well as the recent explosion of the fitness industry's franchising trend. This episode is sponsored by Core Health & Fitness.
Read more about Worts and Crunch in this story.
The Club Industry Podcast theme is legally licensed by Matthew John Torres / MorningLightMusic.


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(from Indivisible email
As many of you have likely seen and heard in the news, U.S. and global leaders are working on preparing their response to the coronavirus outbreak. We're excited to report that a bipartisan funding bill to address the coronavirus outbreak has been signed into law to fund efforts to develop a vaccine and assist local and state governments' responses. This bill also includes safeguards like transfer restrictions for the funding to keep Trump from stealing money for bad things (like his border wall, immigration enforcement, etc.).
The bill also has language to help ensure that treatments and vaccines are affordable and accessible to everyone, not just the wealthy. We'll keep you updated as we learn more as these measures get implemented, but we wanted to give a big "thank you" to all who called Congress to urge an appropriate response to this outbreak. You can read NPR's coverage of the bill by clicking here.
We also want to acknowledge concerns we've heard that folks are feeling apprehensive about hosting meetings and events in light of the virus. We encourage folks to respond in a way that feels appropriate and comfortable based on the information and resources you have about the status of coronavirus in your area. Here are some resources that may be helpful to you in planning:
- How to prepare for coronavirus in the U.S. Read this article for practical tips on how to prepare.
- Free advanced video conferencing for meetings of up to 250 participants through Google. If you feel more comfortable hosting meetings virtually, consider using this resource that Google announced it is rolling out for free to all users in response to the outbreak to meet virtually.
Even though we've helped push legislation through Congress, there are some things you can be doing right now to alleviate those worries and help prevent catching or spreading #COVID19:
- Avoid close contact with people who are already sick.
- This one seems like common sense but still needs to be said – cover your coughs and sneezes. And afterward, you need to throw away your tissue and get a new one.
- This one is hard to do once you're told to but it is so important! Don't touch your face! Not your eyes, your nose, mouth, cheeks, any of it.
- Stock up on disinfectant and use it. Clean any and all frequently touched surfaces and objects.
- Stay home if you're sick except to get medical care. Unfortunately in the world we live in this one is difficult for many people but if you're able please stay home.
- Wash your hands often WITH SOAP for at least 20 seconds. Just sing happy birthday to yourself twice – that's the suggested length of time.
Even if you think you're fine and have a strong immune system it's important that we all follow these steps to protect our neighbors and friends who are more vulnerable to the disease. We all have a responsibility to take care of each other and these are small first steps.
And now, let's get to those to-dos:
Your weekly to-dos
- Demand that Congress stop war with Iran. The House may vote this week on Sen. Kaine's war powers resolution (S.J.Res.68) that would prevent Trump from waging war with Iran unless Congress authorizes it. Call your MoC this week to tell them to vote Yes on the Kaine war powers resolution.
- Demand that your Representative support the #NoBanAct. This week, the House will vote on the No Ban Act to repeal Trump's Muslim Ban. The ban was one of the first executive actions Trump announced when he took office, and since then he has only made it broader and more severe. Use the resources at the #NoMuslimBanEver campaign website linked here to contact your Representative and tell them to #RepealTheBan!
- Tell your Representative it's time to end surprise medical bills. Every day, over 10,000 families in the United States receive a surprise medical bill. Congress needs to act to protect patients, and in the process hold down health care costs for families and the health system overall. Call your Representative and tell them to end surprise medical bills for health services!
- Text PAYBACK to 977-79 and join this fight right now. Even in the three weeks since we launched this project, we've already seen twists and turns and had to drop everything to respond to new Republican schemes. We know that's not going to stop, which is why we need even more folks texting, donating, and joining local groups as we continue to get payback now until the election!
(Subscribe at indivisible.org for full email)


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Question about 2004 Expedition
locks while working the lock and unlock switches. If you see a lock with a sluggish response, thats the bad one. Note-- Over working the locks while testing will cause over heating and locks will stop
Question about 2005 Expedition
...than you will be able to lock and unlock the doors. you can lock all, unlock driver side, unlock all, and open rear window with keypad. you can also lock the doors while key in the ignition, and ...
Question about 2003 Expedition
...should cycle ,press the lock or unlock button on the remote,locks should cycle. Press the lock or unlock button on the second remote locks should cycle. Turn igition off, locks should cycle. Good ...
Question about 2003 Expedition
...lock/unlock The rear doors on my 2003 Ford Exp will not lock/unlock using my keyless remote or the button on my door. Front doors and tailgate door lock/unlock fine. Please help me. check if it will ...
Question about 1997 Expedition
...lock or unlock all the doors does not work. It will lock but not unlock the other door. The keyless entry works sometimes and the alarm just goes off for no reason. Check that you are enter the right ...
Question about 1998 Expedition
...unlock button, then the lock button. the horn will chirp once if the auto locks are deactivated, or twice one short and one long chirp if activated. 7 turn the key off and the horn will chirp once to ...
Question about 2001 Expedition
door lock and unlock issues the driver side will lock and unlock but the rest will just lock and not unlock More than likely in the switch on drivers side..it controls all..
Question about 1999 Expedition
...unlock except dirvers door possible latch became diconnected in door , do you hear lock activatewhen unlocking or locking door to see if motor is working ,did you try using ...
Question about 1999 Expedition
lock or unlock from any of the interior buttons. They don't lock or unlock when I turn the key one way or another in the door. They don't lock or unlock from the key fob, although I do get the
Question about 2003 Expedition
lock/unlock using my keyless remote or the button on my passenger door will lock but will not unlock. all other doors and tailgate door lock/unlock fine. My 2003 ford explorer passenger door will lock
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does roshar have units of measurement?
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The School follows the CBSE guidelines regarding semesterisation of exams.There will be only two semester exmas in september and March,each preceded by Units Tests,Oral Testes,Assignments and projects etc as evaluation parameters.The detailed syllabi and portion for each examination shall be informed to the students.Both academic and non-academic performance shall be taken into account.
- In case if a student is not present for any particular exam he/she will have to submit a written application to the principal regarding the same and prior permission must be sanctioned.
- Students who are absent from any particular examination should not be expected to be re-examined.
- No consideration shall be done in the result once it is announced.
- The year's record of work consists of the day to written work and an average performance of the non-academic activities.
- Request for double promotion cannot be considered any circumstances.


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Did Sarah Palin write this?
Reads like a quiz that I saw once that said to pick a word then follow up with autosuggestions, such as...
Stones to get the kids together for the first place I was wondering how you were getting paid to have to get some more spuds to be there around 11
Some cell phone keyboards have a feature called autosuggest that provides word predictions in a space above the keyboard based on your usage.
The game is that you type a word and then keep choosing the next "suggested" word to see what the keyboard thinks that you are trying to say.
Ruth Bourne couldn't decifer that.
No, I cannot. I think it is a case of fragmented thinking and fragmented keyboarding. This person needs help.
Somebody smokin' some shit.
Er disordered thinking from a disordered mind?
Was there an understandable sentence in there?
Doesn't make sense. Gibberish.
I'd say to run that by me again, but I'm afraid it would be even more unintelligible!