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Voice announcement
Mushroom Flabs July 13th, 2017, 5:21 pm
[b]Hey guys! I have began working on the canon voice video! It will include the voices of Hextor and the Gnomes!
Post A Comment
artofjoe July 14th, 2017, 4:57 am
Mushroom Flabs July 14th, 2017, 5:41 am
@artofjoe: Sadly, I have the voice for Hextor and the Gnomes, but I'm still looking for somebody to voice Mike, Justin, and a few characters later on.
In other words, I'm in need of voices, and I will later give more information on how an audition would work
In other words, I'm in need of voices, and I will later give more information on how an audition would work
artofjoe July 14th, 2017, 6:29 am
@Mushroom Flabs: Heck yes! I want in. And if you need help with anything else, I would love to try animating something, voice acting, storyboarding, brainstorming or anything to help with this.
Mushroom Flabs July 14th, 2017, 7:10 am
@artofjoe: I believe voice acting would be very helpful. I'm not in need of anything else, but thank you for the offer.
artofjoe July 14th, 2017, 4:17 pm
@Mushroom Flabs: anytime.
Mushroom Flabs July 16th, 2017, 4:25 pm
@artofjoe: do you have skype?
artofjoe July 16th, 2017, 9:09 pm
@Mushroom Flabs: Yes, but i prefer google hangouts because skype is a pain.
Mushroom Flabs July 16th, 2017, 10:29 pm
@artofjoe: Ok, do you think we could make some sort of chat (this is for doing voices)
artofjoe July 17th, 2017, 12:55 am
@Mushroom Flabs: sure! I think my comic email is on my profile.


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Ice Boy has a normal life. He likes goofing around with his siblings ("Don't lick your brother!"). He listens when his parents tell him that being chosen to cool someone's drink or be a cold compress is the best thing that can happen to an ice cube. But Ice Boy wants more. So even though his parents tell him never to go outside, and even though his doctor tells him never to go in the sun, Ice Boy decides to head for the beach, where he rolls right into the water ("Best day ever!"). But suddenly his edges begin to blur...Ages 3 to 7.

subset: commoncrawl


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Young Jakob sees his parents murdered by Nazis in Poland during the war and his sister dragged away to an unknown fate. Rescued by a kindly Greek archaeologist working nearby, Jakob eventually winds up in Canada after the war. As an adult he becomes a successful writer, but his obsession with the past leaves him with an inability to cope with others who cannot feel the same pain. Winner of four Directors Guild of Canada awards in 2008, including Best Direction.


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She takes glue, wood and a photo and VOILA! Look what she turns it into!
By admin on February 1, 2015
Category: Other
Oh my god… this video is surely WORTH WATCHING! 41 amazing DO IT YOURSELF photo display wall art ideas for you!
I don't know if you are creative enough to DO THIS YOURSELF, but if you know how to use your hands, fingers and some of the things available in your room, you can surely try this at home! All you need is glue, a photo and a block of wood to make this. What a beautiful video and what an amazing way to create this unique thing! I am surely going to try this with my niece and enjoy! At times, you should learn such things to create with the little kids in the house so that you keep their minds busy!


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It's that time of year again when men strip off and pose for photos to raise funds and awareness for various causes. They all just happen to be smoking hot… and here's two that caught our eye.
Retired rugby star come activist Ben Cohen's calendar has become a favourite round the world each year as he strips down to raise funds for his organisation StandUp.
The Ben Cohen StandUp Foundation combats bullying wherever and to whomever it occurs, and raises awareness of the long-term, damaging effects of bullying and funds to support those doing real-world work to stop it.
"Every person on this planet has a right to be true to themselves, to love and be loved, and to be happy," says Cohen on StandUp's website.
And for something completely different, the 2014 Orthodox Calendar has arrived and just like a prayer, they want to take us there.
This year OC creative team are celebrating that love regardless of its sexual orientation exists and can be celebrated anywhere and by anyone. Their calendar shows scantly clad men holding rosary beads and being washed by sexy priests. Its enough to make your want to get down on your knees… and pray!
Featuring nude and semi need photographs of members of the Orthodox Church, the project's primary goal is to demonstrate that Orthodox believers do not all fit the backward, hidebound stereotype but are regular people with passions, preferences, interests and desires.
Take a look at the video below and find out more about the calendar here.
But if your looking for something a little closer to home, why not check out the QLD & NSW Firefighters Calendar. We may not have a video to show you but sales from this smoking hot calendar and teddy bears help raise funds for The Royal Children's Hospital Burns Centre.
The centre is the largest paediatric burns centre in Australasia, treating children from all over Queensland, northern New South Wales, and the Pacific Islands, providing vital funding for research to help children battling burns.
For more details and to purchance the firefighters calendar, click here.


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Print screening metal machine. Industrial printer. Serigraphy workshop. Shutterstock Image - Print screening metal machine. Industrial printer. Serigraphy workshop. - ID: 597511664
- Author: PHOTOCREO Michal Bednarek
- Max. size: 8688 px × 5792 px
- Categories: Technology, Industrial
- Keywords: apparatus, appliance, automated, automatic, close-up
Download provided by
apparatus appliance automated automatic close-up closeup color detail device electronic equipment factory fragment industrial industry ink iron letterpress machine machinery manufacture manufacturing material metal method paint part pneumatic precise precision press printer printery printing printshop process production professional screen serigraph serigraphy silk-screen silkscreen steel technical technology tool work workshop


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In addition to creating, updating, and deleting user profiles, the Manage User Profiles page also allows you to invite others to create a NRDR user account.
This function is available to Facility Administrators and Registry Administrators only.
To get started, open the Manage User Profiles page from the Facility Management menu.
If you have access to multiple facilities, make sure to first set your context to the facility for which you want the new user's initial profile to be created using the pick list in the login banner.
In the table at the bottom of the page, select the User Type and provide the new user's First Name, Last Name, and E-mail address. Leave the User Name field set to the default value New User. The Facility ID is automatically populated based on your current facility context, as described above, and cannot be changed in this table. All other fields are optional.
Note: Registry Administrators can only select Facility User for the User Type field.
Facility Administrators may select Facility Administrator, Registry Administrator, or Facility User. Selecting Facility Administrator deletes the current Facility Administrator account for the facility.
Physician User accounts are created via the Manage Physicians page.
Click the Add button, below the table, to create the new profile and send the invitation. If there are errors or missing fields, an error message appears below the table. If there are no errors, a new row is added to the profiles table with User Profile status of Not Activated, indicating the user has not yet responded to the invitation. The User Name field remains blank until the user accepts the invitation and creates their user name and password.
Initiations expire in 10 days. You can resend an expired invitation by clicking the Resend Invite link in the far-right column of the table.
The invitee receives an e-mail with a Registration Confirmation link. Clicking the link opens the Invitation Activation page.
To create their account, the invitee selects No at the "Do you have a registered account in NRDR Portal?" prompt. This opens additional fields, with the invitee's name and e-mail address automatically populated. The invitee enters their desired user name and password and clicks the Continue button to create their new user account.
The invitation expires immediately upon successful completion of the process and cannot be reused.
|Previous: Manage User Profiles
|Next: Manage Physicians


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Boy (4) dragged 50m underneath car, dies
A FOUR-YEAR-OLD boy from Plumtree died after he was knocked down by a car which dragged him for about 50 metres while trapped underneath.
Wandile Sibanda was knocked down by the car as his mother was waiting for him at their gate as he crossed the road on Saturday at around 2PM. He had just been dropped off by his aunt across the road from his home.
Witnesses said they suspect that the driver of the vehicle that hit the boy was drunk. The boy was rushed to Plumtree District Hospital and later transferred to the United Bulawayo Hospitals where he died that night.
Wandile's aunt, Ms Isabel Ngwenya, said the accident occurred after she had dropped off her nephew near his home. "I had gone with my nephew and I returned to drop him off in the afternoon. I was in the company of my family and we parked the car across the road opposite his home.
"My sister was standing by the gate waiting for him. As he crossed the road I noticed that there was a speeding vehicle that was approaching and I advised him to be cautious. As he reached the end of the road the car hit him and dragged him along the road for about 50 metres while he was trapped underneath," she said.
Ms Ngwenya said people called out to the driver to stop his vehicle but he did so only after he had knocked down Wandile.
She said the driver who appeared to be drunk told them that his brakes were faulty, hence he failed to stop the car on time.
Ms Ngwenya said her nephew was still alive following the accident and was screaming in agony because of the pain.
"When we got to Wandile he was still stuck underneath the car. We pulled him out but he was badly hurt. He was bleeding from all over the body and there were pieces of his flesh and bones on the tarred road. His state left all of us shaken. "We took him to Plumtree District Hospital but he was immediately rushed to United Bulawayo Hospitals as his condition was critical. When we returned to UBH on the following morning he had died," she said.
Ms Ngwenya said his nephew's death had left their family heartbroken. "It was really painful to watch my nephew die that way. We could all see him being dragged by the car but we couldn't do anything except to scream and shout. My sister is devastated by her child's death," she said.
Mr Similo Ndlovu, the councillor for Ward 3 where the incident occurred, said the entire community was devastated by the accident.
Meanwhile, a Bulawayo man died when a vehicle he was driving collided with a Dokotela Bus at the intersection of Robert Mugabe Way and Five Avenue. The accident happened yesterday at around 5AM. It is suspected that either the deceased or the Dokotela Bus driver attempted to go through a red robot resulting in the collision.
An eyewitness, Mr Siphosethu Ntini, said: "I was walking along Robert Mugabe Way and before I crossed the robots, an accident occurred just before my eyes. I just heard a big bang and the next thing a silver car was stuck below a bus." he said.
Bulawayo acting police provincial spokesperson Assistant Inspector Abednico Ncube confirmed the incident and said police were working to notify the driver's next of kin.
"The deceased's body was taken to United Bulawayo Hospitals (UBH) and we are yet to identify it and notify his next of kin and relatives. His passenger, a woman, sustained injuries and she was taken to Mpilo Central Hospital for medical attention," he said. — @ DubeMatutu -@thamamoe


text: Doesn't make much sense. From what I understand current orders for Dhruv will be fulfilled by HAL itself and I don't see a large follow on order in the future. Dhruv is a great machine but I think both IA and IAF will follow IN and move on to newer platforms. LCA is a different ballgame as it is yet to enter full scale production and their is scope for a large order. Private sector is already playing a crucial role and can go much farther.


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Skip to comments.Saddam's Closest Aides May Be Trying To Flee To Belarus
Posted on 06/23/2003 3:49:27 PM PDT by blam
Saddam's closest aides may be trying to flee to Belarus
By Patrick Cockburn in Baghdad
24 June 2003
Senior officials of the former Iraqi regime may be trying to flee to Belarus, according to evidence discovered when Saddam Hussein's chief aide was captured last week.
Passports from the former Soviet republic were found with Abed Hamid Mahmoud, the Iraqi leader's closest confidant, when he was detained by American troops near Tikrit a week ago, said Hoshyar Zebari, a senior Kurdish official privy to intelligence on the hunt for Saddam Hussein.
"Abed Hamid had just returned from Syria where he had obtained the passports, probably without the knowledge of the Syrian government," Mr Zebari told The Independent. This is the first sign that members of Saddam's inner circle are planning to flee outside the Arab world.
Belarus has poor relations with the US but it is unlikely that it would risk hosting Saddam or his sons Uday or Qusay. But it shares long borders with Ukraine and Russia, where Iraqi officials on the run might find it easy to disappear if they had enough money.
US experts were still examining bodies yesterday from a small convoy destroyed near the Syrian border last Wednesday in an attack in which several Syrian border guards were injured. Two Pentagon officials were quoted as saying there was no reason to suppose that Saddam was among the dead.
Iraqis familiar with the stringent security measures taken by Saddam say that any information about his movements based on intercepted telephone conversations should be treated with suspicion. They say he was always aware that his location could be identified by the US if a satellite telephone was used by him or his chief lieutenants. Up to the fall of Baghdad on 9 April, any Iraqi found with an unregistered satellite phone was executed.
It is still unclear how much information Abed Hamid Mahmoud gave his interrogators when he was captured on 16 June - two days before the attack on the convoy. Mr Zebari said his capture was kept secret for three days. His wife and children were released yesterday.
Although easily defeated in the war, Saddam's presence continues to haunt Iraq, with many Iraqis claiming to have seen him or met somebody who had seen him. One former member of the opposition said despairingly: "My doctor, an intelligent, highly educated man, told me that he had seen Saddam's face on the moon!"
The Coalition Provisional Authority - the occupation administration - believes that news of his death or capture would quell fears, or in a few cases hopes, among Iraqis that he might return. It is not clear if this would end sporadic guerrilla attacks, but the CPA is worried that the continuing lack of jobs, electricity and personal security might fuel support for armed resistance.
A sign of US concern came yesterday when Paul Bremer, head of the US occupation, sent Walter Slocombe, his senior adviser for security and defence, to declare that members of the 350,000-strong Iraqi army, disbanded last month, would go on being paid close to their original salaries. The announcement was in sharp contrast with the CPA's previous lack of concern about what happened to soldiers and their families. A new, US-trained Iraqi army is to be set up, numbering 12,000 men within a year and 40,000 within two years.
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.


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This aircraft crashed at 0130hrs on 9 Oct 1943 at Altendorfer Moor near Osten, on an operation out of RAF Warboys to Bremen. The crew were:
RAF 156081 P/O Francis John Fry (P) KIA
RCAF J/23472 F/O W. C. Poole (Nav) POW
RAF 1453171 Sgt. Ralph Eric Dykes (WOp) KIA
RAF 1723161 Sgt. Edward Roy Boreham (F/E) KIA
RCAF R/127747 Sgt. A. C. E. Green (B/A) POW
RAF 1325772 W/O Percy Joseph Jennings (M/U Gnr) KIA
RAAF 414895 F/S A. H. Burrows (R/G) POW
Here's the Loss Card (pgs. 32-33)…


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Welcome to Day One of the DIY Week celebrating Earth Day! (If you haven't been introduced to this mini-series. Please, click here to read about it.) This first project has already won a special place in my list of favorite projects I've ever made. These Lacy Leg Warmers took me about 1 hour to create including a couple mess-ups, do-overs, and taking a lot of photographs of the process, but the final result is just awesome! (This project reminded me of designing/making my Harem Pants last year.) I hope you enjoy!
-Skills. The sewing skills required for this project are pretty minimal; hemming, sewing lace, sewing stretch fabric.
-Lace. I'm using a 2in. Wide Scalloped Black Floral Lace.
-Stretch Fabric. In my scraps, I found a large chunk of burgundy stretch fabric leftover from making my Harem Pants. You don't need much fabric to create leg warmers. (Unfortunately, I didn't write down the size of my fabric pieces. I think I used pieces about 14" long and 8" wide, or something close to that.)
-Fabric Scissors.
-Sewing Pins.
-Sewing Machine.
-Tape Measure Ruler & Fixed Ruler. (Not completely necessary, but very helpful)
-Leg Size Measurements. Below the knee; circumference. Knee to ankle; length.
-Other basic sewing supplies. Threads, needles, working area, seam-ripper, and anything else you might need.
First, analyze the stretch fabric. Look for any holes or tears as those will most likely be troublesome in the future. Once you've selected some nice fabric pieces, determine which way the stretch goes.
To do this, pull the fabric from two opposite ends. Then, release the fabric, pick up the other two sides and pull again. Whichever direction allows the fabric to stretch farther is the direction you want the width of the leg warmer to go. (The graphic above shows an example of this.)
(The black lines are the measurement of the length of your leg. The gray lines are the sewing lines. The blue line indicates which side the lace is sewn.)
Because these leg warmers are made without elastic bands and rely solely on the stretching ability of the fabric, you will want to remove about 1/4" or more (off the width of each warmer) depending on how stretchy your fabric is.
*Some Advice: While I was making this project, I learned a nice little trick. Take the lace that you will be adding to the top of the warmers later, and wrap it around your leg (right beneath the knee). Let the ends of the lace overlap slightly, and that's how long the width of your warmer with be. (Take the lace, lay it over the fabric and put a pin in that spot, so you know how wide to cut.) As long as you have enough lace to circle your leg, then you shouldn't have any trouble with the width of the stretch fabric.
As far as the length of the warmers go, I purposefully added two or three inches to the bottom of my warmers. I like when leg warmers can be pulled over the heel of the foot, or scrunched up around the ankles. You can make yours any length you desire.
(*Keep in mind that my leg warmers appear tapered, but they are not. They only appear tapered because of how the fabric is sewn. If you want real tapered leg warmers, you'll have to measure the circumference of your leg every few inches from knee to ankle, adjusting the width slightly until they make a perfect fit against your leg. But I can't guarantee they will turn out perfectly.)
Now that you have the adjusted width and length of your warmers, measure the fabric. (Remember, the stretch should go width-wise, not length-wise.) Having a "fixed" ruler can be extremely helpful for making straight lines, such as the ones in these rectangle pieces.
*If you are a more experienced sewer, you can easily double the fabric over itself a couple times (on the fold) and cut both rectangles at once.
Before and after cutting and throughout this whole tutorial, it's very helpful to hold the warmer up against your leg (1B) and make sure that it's fitting the way you want. (Nothing is more depressing than working really hard on a project, trying to put it on and having it not fit at all. )
Bring your pins, lace, and your two rectangle fabric pieces to the sewing machine. Now the fun stuff starts!
My next step is to hem the tops of both leg warmers. I typically always use from 1/4" to 1/2" allowance for hems.
I prefer to not hem the bottoms of my leg warmers because I want more stretch and flexibility. (If you desire to put hems at the bottom of each warmer, you should that at this point.)
With the tops of the warmers hemmed, the next step is to add the lacy bits. Lay out the fabric rectangle, and put the lace on top of the hem line (3A). Because I'm using a very thick 2" lace, I decided to let some of the lace hang off the top of the warmers.
Pull the width of the warmer so that it is equal with the length of your lace. While sewing stretch fabric, it is very important to pull the fabric very tightly. This allows the stitches to be placed in the fabric without restricting movement and stretching.
As you can see above (3B), The fabric is pulled tightly by my fingers, while the lace is getting ruffled up. This means when the fabric is not stretched, the lace with be loose and ruffled. When the fabric is stretched, the lace will be pulled tight as well and lay flat.
*Some Advice: When I am sewing stretch fabric, I like to sew with straight stitches as the baste, and zig-zag stitches to finish a piece. With stretch fabric the zig-zag stitch is pretty important. This stitch is more flexible and allows the stretch fabric to have more movement.
Now comes the final step. Sewing the warmers closed. You should have two rectangles which are hemmed and have lace sewn on one side. Take each warmer and turn it inside out. (You should see the previous hem you created earlier. (4)
Attempt to match up the lace and hem from both sides It is most important that the lace and hem be lined up together as best as they possibly can. (If the bottoms of your warmers are uneven, you can use scissors to cut them even at the end.)
Use a zig-zag stitch to sew each leg warmer closed. I used back-stitching every couple inches to ensure that the stretch fabric is held together at the seams. With stretch fabric, it's so easy to break a stitch when it's being used. Back-stitching and zig-zag stitches help keep the garment together even if many stitches break.
And that's it! Put on your new lacy leg warmers and style them up! There are a ton of different way to make these, different color combos, printed fabrics, white or colored laces. Infinite possibilities!
As I said earlier, I made a ton of mistakes while making these so I spent probably an hour or so working on them. Now, it would probably take me 30 minutes or less. I highly recommend making these if you need practice in sewing stretch fabric. You will most likely learn a lot and end up with some adorable leg warmers.
If you have any questions about this tutorial, I'm more than happy to help you out! Just comment here, message me on facebook, or shoot me an e-mail. If you make your own Lacy Leg Warmers, please share some photos with me!
peace & love,


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The One Situation to Do for Danny Herman Trucking
Fresh Danny Herman Trucking- Based on the size of your vehicle you might or might not have the completion to govern it without talent steering. In addition, if you've arranged you require other tires, pay the excess maintenance for the metallic valve stems. Brand-new tires have a good agreement of tread, and this is an excellent situation for safety.
Now for those who have a slow leak and have done the quick repair I confirmed subsequently you need to be in a outlook to steer concerning fine, but the trouble will probably return most likely the taking into consideration daylight or the neighboring month it is every dependent on what exactly the most important pain is. If you determine you've a quick leak you must have a mechanic tolerate a look. If you acquire a fast leak that may not be cured when a quick fix and the skill steering unit isn't going to maintain unstructured you should tolerate it to a mechanic after possible. If you determine that you've a slow capability steering leak you might be skillful to accomplish a fast fix.
Oklahoma East Part 3 from Danny Herman Trucking, source:hankstruckforum.com
Jim Steele Truck Miscellaneous Trucks Page 86 from Danny Herman Trucking, source:www.hankstruckpictures.net
If you aren't scrutiny a specific relay now, find one it is realizable to practice upon right now. Unfortunately, you can arrive across relays that reach in the manner of no numbers or diagrams to take the terminals. Besides, learning how to test car relays using your multimeter will permit you to understand more on the topic of the electrical circuits in your automobile and a number of the ways they're controlled.
The Road To Walcott 07 12 2013 12 from Danny Herman Trucking, source:hankstruckforum.com
Danny Herman Trucking from Danny Herman Trucking, source:hankstruckforum.com
Kenworth T700s from Danny Herman Trucking, source:hankstruckforum.com
Oklahoma East Part 3 from Danny Herman Trucking, source:hankstruckforum.com
Pin by Danny Herman Trucking on Danny Herman Trucking Fleet from Danny Herman Trucking, source:pinterest.com
Thanks for visiting our site, articleabove (Fresh Danny Herman Trucking) published by at . At this time we are delighted to declare that we have found an awfullyinteresting contentto be reviewed, namely (Fresh Danny Herman Trucking) Lots of people looking for information about(Fresh Danny Herman Trucking) and definitely one of them is us.
By Admin, 2018-01-03 09:38:20


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Astra Sports TourerIf you're a regular driver or make longer journeys, Astra Sports Tourer's a great choice. Robust and roomy, it offers a high-quality interior, sporty handling, smart driver-assistance features and advanced connectivity.
Insignia Sports Tourer
Dynamic design. Superb connectivity. Smart driver-assistance. The athletic Sports Tourer is also ultra-comfortable – making longer or more regular journeys a pleasure. You can even keep yourself refreshed with optional features like seat massage and seat ventilation.
Looking for a car with lots of practical touches, space and all-round comfort? Check out the Meriva. With its 5-star safety rating, impressive fuel-efficiency and smart connectivity, Meriva is perfectly suited to a busy family life.


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Tag Archives: discrimination
U.S. Domestic Discrimination as a Problem in the United Nations, 1949
Today's post is written by David Langbart, an Archivist in the Textual Records Division at the National Archives at College Park. The effect of race discrimination on U.S. international relations during the years after World War II was a critical … Continue reading
Posted in Archives II, Civil Records, History Tagged David Langbart, Department of State, discrimination, Harry Truman, integration, President Truman, RG 84, United Nations 1 Comment
Foreign Diplomats and Domestic Discrimination
The late 1950s and early 1960s saw the establishment of numerous newly independent nations in Africa and Asia. This led to an influx of foreign diplomats from countries not previously represented in Washington. At that time, the Nation's Capital was … Continue reading
Posted in Archives II, Civil Records, History Tagged civil rights, David Langbart, Dean Rusk, Department of State, Diplomatic Relations, discrimination, housing 4 Comments


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Exploring the Relationship between Calibration and Self-Regulated Learning (Stone, 2000)
Stone, N. J. (2000). Exploring the Relationship between Calibration
and Self-Regulated Learning. Educational Psychology Review, 12 (4): 437-475.
Individual characteristics, self-testing, and feedback are common components of both calibration and self-regulated learning; however, the specific aspects of these components often differ. This article discusses what is known concerning each component in both the calibration and self-regulation literatures and then attempts a preliminary synthesis. Suggestions for research are also presented.[*Note: much of this material is excerpted from the article.]
Calibration — a measure of the relationship between confidence in performance and accuracy of performance (Glenberg, Sanocki, Epstein, and Morris, 1987; Wagenaar, 1988), indicating how aware individuals are of what they do and do not know.
Self-regulated learning — a process of developing goals, using strategies, and monitoring performance in order to complete tasks.
Self-regulation usually enhances or increases performance (Butler and Winne, 1995; Pintrich and de Groot, 1990), possibly because self-regulated learners are purported to be metacognitively aware of what they know (Zimmerman, 1986, 1990a, 1994). Thus, one might expect self-regulated learners to be well calibrated. In fact, Zimmerman (1990a) proposed that self-regulated learners are aware of whether they do or do not know something (i.e., are well calibrated). This assumption suggests that self-regulated learners are well calibrated (i.e., close to perfect calibration), or that as an individual becomes better calibrated (i.e., closer to perfect calibration) the individual becomes better at self-regulated learning. Therefore, a strong relationship between calibration levels and self-regulated learning may exist.
To measure calibration: individuals rate their level of confidence in their ability to answer future questions or to recall certain information (e.g., after studying, before a test), or they rate their confidence in their given answer (e.g., after each test item). Generally, after a response is given for each item, the items are grouped according to the individuals' rated level of confidence for each item (e.g., all items with rated confidences between .70 and .79) and the proportion correct is determined. The mean confidence for each level of confidence (e.g., .70–.79) is then compared with the mean proportion correct for those items. Perfect calibration occurs when an individual's level of confidence corresponds to one's level of performance. Thus, calibration measures reflect the result of the learning process, rather than a component of the learning process.
People do have a sense of what they do and do not know; however, calibration generally tends to be poor (Glenberg and Epstein, 1985, 1987; Weaver, 1990). Bjorkman (1992) indicated that few students approach perfect calibration, and Glenberg et al. (1987) found that individuals were not well calibrated. Individuals tend to be poorly calibrated because they are overconfident on difficult tasks and underconfident on easy tasks (e.g., Bjorkman, 1992; Lichtenstein et al., 1982; Erev, Wallsten, and Budescu, 1994).
How might poor calibration affect self-regulated learning?
- Under- or overconfidence might impact one's motivation toward internal goals.
- May relate to self-monitoring, which provides internal feedback about goals as well as strategies, outcomes, and individual characteristics such as knowledge about strategies and the domain area.
- May indicate one's inability to link information with what is perceived to be familiar and to distinguish between relevant and irrelevant material, which is related to self-regulated learning.
- Calibration may supports certain aspects of self-regulated learning (e.g., developing associations (McCombs and Whisler, 1989), using elaboration (Corno and Mandinach, 1983; Pintrich and de Groot, 1990), integrating material, linking incoming information with familiar information, or deciding which material is relevant or irrelevant to the topic (Corno and Mandinach, 1983).
Important to note: How confidence is measured and what is actually measured can affect the values of calibration measures. In addition, confidence in knowledge may measure other individual characteristics, such as cautiousness. Therefore, individual characteristics or other factors may influence calibration as well as self-regulated learning.
- Common factors affecting calibration and self-regulated learning:
- Individual characteristics
- (calibration literature) may be classified as level of confidence in ability or one's knowledge, level of expertise, and inferential processes.
- (SRL literature) major categories: self-concept, goal orientation, and goal setting.
- Also, mood may affect calibration (e.g., Allwood and Bjorhag, 1991) and affective states are expected to influence self-regulated learning (Bandura, 1986; Zimmerman, 1990b) or to influence one's will or innate state of motivation (McCombs and Marzano, 1990).
Individual characteristics in calibration:
Confidence in Ability.
- This measure taps the level of self-confidence in current knowledge, not in the ability to learn.
- Individuals tend to be overconfident, hence poorly calibrated, specifically for general knowledge items of moderate to high difficulty (Bjorkman, 1992; Lichtenstein et al., 1982; Erev, Wallsten, and Budescu, 1994). Thus, individuals' confidence levels need to be aligned more accurately with actual performance in order for these individuals to be better calibrated. [summary stats at the end of a game?]
- Overconfidence decreases as task difficulty decreases; however, as difficulty continues to decrease and as the task becomes easy, individuals become underconfident (Baranski and Petrusic, 1994; Lichtenstein and Fischhoff, 1977; Lichtenstein et al., 1982).
- Feeling-of-warmth ratings (i.e., the feeling one is close to the correct answer) are higher for incorrect responses and lower for correct responses (Metcalfe, 1992). That is, individuals tend to be overconfident on hard tasks and underconfident on easy tasks. This has become known as the hard-easy effect (Gigerenzer, Hoffrage, and Kleinbolting, 1991).
- Because task difficulty is a function of what one knows, one's level of expertise should affect confidence in ability and calibration.
Level of Expertise.
- If people's overconfidence on difficult tasks is due to a lack of perfect information (Pfeifer, 1994), and if a lack of perfect information decreases as knowledge or level of expertise increases, overconfidence should decrease with expertise (Pfeifer, 1994). Thus, it is reasonable to suspect that experts are better calibrated than nonexperts. In fact, individuals who perform in the top third on a general knowledge test (e.g., history, geography, etc.) are better calibrated than those who score in the middle and bottom thirds (Bjorkman, 1992; Lichtenstein and Fischhoff,
1977, Experiment 3). In both these experiments, the individuals rated their level of confidence after responding to the test items.
- Glenberg and Epstein (1987) self-classification hypothesis: people are suspected of classifying themselves as either experts or nonexperts for a particular domain when asked to rate their confidence in their future performance. When people classify themselves as experts, they perceive themselves as capable of correctly answering questions relative to that domain. This self-classification is likely to effect greater levels of confidence in their ability to answer future questions in their domain of expertise.
- After responding to a question and then rating their confidence in performance, though, self-classification does not appear to occur, because the students are better calibrated (Glenberg and Epstein, 1987). Similarly, Lichtenstein and Fischhoff (1977) found that experts (i.e., psychology graduate students) and undergraduate students, who assessed their confidence after answering items, were similarly calibrated on both psychological and general knowledge items. Students apparently use information from their experience of answering the questions, such as their ability to retrieve information, to assess their confidence in their performance (Glenberg and Epstein, 1987).
- The effect of expertise on calibration also may depend on the tasks used to measure knowledge. For example, the shift from over- to underconfidence in the hard-easy effect (i.e., the inflection point at which one is perfectly calibrated) tends to occur when the probability of a correct answer is about 78% (Lichtenstein and Fischhoff, 1977) or 80% (Baranski and Petrusic, 1994). These probabilities are similar to the observed individual response rates of .78 when individuals record strong feeling-of-knowing ratings (Hart, 1992). That is, there is little under- or over-confidence when the probability correct is about .8 (Baranski and Petrusic, 1994), which corresponds to the best calibration levels (Lichtenstein and Fischhoff, 1977). Thus, calibration is dependent on probability correct (i.e., difficulty level) (Ferrell and McGoey, 1980), whereby calibration is best when the tasks are challenging, but attainable. These results suggest that when learning new material (i.e., the student is not an expert and the task is difficult), the student is likely to be overconfident. [I feel this statement might be too vague…]
- As items' probability correct changes, calibration will change (Ferrell, 1995). For example, given the same ''difficult'' task, more knowledgeable
individuals experience slight overconfidence, but less knowledgeable individuals experience extreme overconfidence (Lichtenstein and Fischhoff, 1977). When the task is ''easy,'' the more knowledgeable individuals experience considerably more underconfidence than the less knowledgeable individuals, who experience only slight underconfidence. Thus, the probability correct for more and less knowledgeable individuals differs when the same items are used to assess calibration, affecting under- and over-confidence levels.
- If one controls for ability level, the absolute difficulty level of the ''easy'' task for the high performing students is likely to be lower than for
the low performing students. Similarly, the ''difficult'' task will be less difficult for the high performing students than for the low performing
students. Individuals shift from extreme underconfidence on easy tasks to extreme overconfidence on difficult tasks, at least when they rate their level of confidence after responding to items. Although untested, the high levels of overconfidence may serve to motivate students confronted with extremely difficult tasks, may be a reflection of the students' self-esteem, or may even measure some aspect of self-efficacy. It is less clear why individuals faced with extremely easy tasks are extremely underconfident. Perhaps the students are less worried about self-esteem issues, are bored and less motivated, or are able to generate several possible correct answers that are actually better than the
''best'' answer available. [Perhaps an opportunity to explore further…]
- Under- and over-confidence, more specifically the hard–easy effect, also may be explained as an inability to change cutoffs or decision criteria
appropriately, in accordance with signal detection theory (Ferrell, 1995; Ferrell and McGoey, 1980) — an individual's decision that a signal is present, or that there is only noise present, is affected by the intensity of the signal and one's decision criteria. The more intense the signal is, the more different it will be from the noise, and the greater the likelihood the individual will correctly detect the presence of the signal. In addition to the intensity of the signal, one's decision criteria are influenced by perceptions of the difficulty of the task and the costs and
benefits of various decisions. In calibration studies, individuals need to be able to discriminate the correct (signal) from the incorrect (noise) item. Ferrell and McGoey (1980) argued that when making confidence judgments, individuals use cutoffs (decision criteria) appropriate for items with a probability correct equal to .75, and they fail to adjust cutoffs as difficulty changes (Ferrell and McGoey, 1980). Hence, the students might be using the same response bias for both easy and difficulty items.
- Juslin and Winman (1995) have contested the use of signal detection theory to explain the hard–easy effect. A few researchers argue that the
hard-easy effect is a result of the methods used to select the almanac or general knowledge items used to test calibration (Bjorkman, 1994; Gigerenzer et al., 1991; Juslin, 1993, 1994). That is, the selected items used in testing knowledge are biased toward error, and the error is due to inferential processes.
Inferential processes.
- Given the inferential and reconstructive processes often involved in learning and recall, a large number of cues may be generated for a single item or question (Juslin et al., 1995). Nelson, Gerler, and Narens (1992): two possible mechanisms underlying feelings-of-knowing: trace-access and inferential mechanisms. According to the trace-access literature, the cues and responses are directly linked. With inferential processes, though, it is possible to recall or recognize elements, events, or situations related to the cues, which gives the individual a sense of knowing or a sense of being able to know the material, resulting in high confidence (Nelson et al., 1992).
- When items are familiar, individuals have feelings of knowing the material and can often recognize but not recall the information (Leonesio and Nelson, 1992). Therefore, inferential mechanisms underlying feeling-of-knowing suggest that individuals who can generate related information are likely to have a feeling they know the actual material, raising their confidence.
- Some researchers have argued that confidence may be affected when individuals informally select items to be used in calibration studies, whereby the difficult items selected tend to be ''tricky'' because the cues in the items lead the learner toward the incorrect solution (Bjorkman, 1994; Juslin, 1993, 1994). Because the cues are familiar, even though they lead to the incorrect solution, confidence is high and the individuals tend to be overconfident. With random selection of items, though, task difficulty is created by selecting more and less familiar contexts (Juslin, 1993), and the hard–easy effect is removed (Bjorkman, 1994; Juslin, 1993, 1994). Additionally, when items are randomly selected, miscalibration also appears to be more greatly impacted by resolution than by overconfidence (Bjorkman, 1994). Resolution is the ability to sort or discriminate the correct from the incorrect responses (Bjorkman, 1992; Lichtenstein and Fischhoff, 1977; Sharp, Cutler, and Penrod, 1988). Thus, calibration under these conditions is affected more by an individual's ability to correctly sort the correct from incorrect responses as opposed to one's ability to assign the correct confidence level to each item.
- Apparently, inferences or feelings-of-knowing generated from various cues, increase confidence, but reduce overall calibration. In fact, confidence often is related to cue familiarity (Juslin, 1994).
- Experts might be poorly calibrated when assessing confidence in future performance because of inferences they generate. If individuals classify themselves as experts, then their generated inferences may create a feeling of knowing, thus increasing their confidence in their future performance in their area of expertise. In contrast, though, nonexperts are not likely to generate as many inferences about the domain. Thus,
nonexperts are more likely than experts to have lower and more realistic confidence ratings in future performance, and better calibration.
- Calibration, though, may be enhanced because of these inferences if items are randomly selected, reducing the over-representation of ''tricky''
items, and if inferences lead to a single answer or to a small set of possible solutions (Juslin et al., 1995).
- Expertise appears to effect better calibration when the task is stable (Pfeifer, 1994), or when the inferences lead to a smaller number of possible solutions.
Summary of Individual Characteristics in Calibration.
- Calibration is affected by individuals' confidence in what they know, which appears to be affected by inferences generated from the cues in the items, based on expertise levels. Some argue that the tendency to be overconfident is due to the biased selection of items (e.g., Bjorkman, 1994; Juslin, 1993, 1994). Thus, if a cue (i.e., test item) is familiar it is likely to elicit high confidence.
- In addition, if the cue suggests multiple outcomes or the incorrect response, an individual has a greater chance of selecting the incorrect response, and, hence, of being poorly calibrated. It also is possible that the cues suggest multiple outcomes when the individuals' inferences do not generate a coherent set of knowledge.
- Given that the quality of the generated inferences should be related to one's level of expertise, the greater the expertise the more coherent the inferences should be, allowing the individual to select the correct response. On the other hand, individuals with less expertise are likely to generate incoherent inferences, which could suggest multiple possible solutions.
- Nelson (1996) acknowledges that individuals' assessment of their own cognition often is erroneous or distorted. Glenberg, Wilkinson, and Epstein (1992) referred to this as an illusion of knowing, in which a mismatch exists between subjective assessment and objective assessment.
Individual characteristics in self-regulated learning:
- Self-concept may include
- self-confidence (Zimmerman, 1990a)
- self-efficacy (Henderson, 1986; Kinzie, 1990; McMillan, Simonetta, and Singh, 1994; Pintrich and de Groot, 1990; Schunk, 1990, 1994; Zimmerman, 1990a)
- self-esteem (McCombs and Marzano, 1990)
- learned helplessness (Henderson, 1986)
- locus of control (Henderson, 1986; Wilhite, 1990)
- strategy and capacity beliefs (Skinner, Wellborn, and
Connell, 1990)
- learner or personal control (Kinzie, 1990).
- Self-concept is strongly related to achievement as well as to the use of study activities such as integrating notes, constructing summaries, and rereading the material (Thomas et al., 1993). In particular, individuals with high self-concept report greater use of strategic planning (Howard-Rose and Winne, 1993).
- Self-efficacy is the students' belief that they can attain their goals or accomplish a particular task or set of tasks (Schunk, 1989, 1992). The focus here is not on self-efficacy relative to confidence in one's ability to self-regulate. Rather, the focus is on self-efficacy relative to confidence in one's ability to learn or to accomplish a task, but not confidence in one's knowledge. The stronger the students' self-efficacy, the more persistent students are in their learning (Bandura, 1986). Thus, a student's self-efficacy is related to whether the student will work on a given task (Schunk, 1994). If self-efficacy is positive or high, students will use various strategies when they encounter a difficult task, but they will not attempt the task if self-efficacy is negative or low (Palmer and Goetz, 1988). High self-efficacy is necessary for self-regulation (Henderson, 1986). This implies that knowledge of self-regulation strategies is not sufficient; students must also have high levels of self-efficacy to implement these strategies (Zimmerman, Bandura, and Martinez-Pons, 1992). Finally, self-efficacy develops as students notice progress
in their learning and as they attain their goals (Schunk, 1990).
- Children who attribute their academic successes to hard work and effective strategy use tend to experience higher self-efficacy, which in turn motivates them to continue working (Schunk, 1994). That is, prior achievement is a significant predictor of self-regulation (Pintrich and de Groot, 1990).
- Additionally, individuals with high self-efficacy tend to maintain their motivation (Kinzie, 1990), to report greater use of cognitive and self-regulatory strategies (Pintrich and de Groot, 1990; Pintrich and Schrauben, 1992), to report greater strategic planning (Howard-Rose and Winne, 1993), and to attain greater academic achievement (VanderStoep, Pintrich, and Fagerlin, 1996; Wilhite, 1990).
Goal Orientation and Goal Setting.
- Two main goal orientations: learning and performance.
- Learning orientation—also referred to as intrinsic goals (Pintrich and Garcia, 1993),
task orientation goals (Meece, 1994), task goals (Archer, 1994; Butler, 1993) or competence goals (Archer, 1994)—reflects students' desire to learn material by striving to better their understanding of a particular topic relative to an objective standard.
- Performance orientation—sometimes called performance orientation goals (Archer, 1994; Meece, 1994), extrinsic goals (Pintrich and Garcia, 1993), ego-achievement goals (Butler, 1993), or achievement or performance goals (Archer, 1994)— reflects students' interest in how they perform relative to others and in what grade they achieve.
- Learning orientation—also referred to as intrinsic goals (Pintrich and Garcia, 1993),
- Goal orientation appears to be strongly related to college students' use of cognitive strategies (Bouffard, Boisvert, Vezeau, and Larouche, 1995; Pintrich and Schrauben, 1992). Pintrich and Schrauben (1992), using the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, and McKeachie, 1993), found that cognitive strategy use is positively correlated with learning goals. Students with a learning goal are more likely to test themselves (Archer, 1994) or to process the information more deeply (Meece, 1994), whereas students with a performance goal are more likely to study superficially (Archer, 1994; Greene and Miller, 1996; Meece, 1994).
- Learning goals uniquely influence the effective use of strategies independent of the influence of perceived ability (Archer, 1994). That is, although self efficacy increases effective strategy use, the addition of a learning orientation enhances one's effective use of strategies beyond the influence of self-efficacy. Therefore, students who are self-efficacious and who have a learning orientation are expected to use self-regulated strategies more effectively than students who are self-efficacious but do not have a learning orientation.Goal orientation is related to strategy use, which is related to performance (Pintrich and Schrauben, 1992). Learning orientation may be beneficial because of the type of information sought by students with this orientation (objective or normative information; see Butler, 1993). Objective information indicates how the student is performing relative to an objective measure of performance, whereas normative information reflects how a student is performing relative to other students. Students with a learning orientation tend to seek objective information; while students with a performance orientation tend to seek normative information. Learning goals are considered better for learning than are performance goals (Schunk and Zimmerman, 1994).
- Adoption of goal orientation depends on how students view their own ability. When students believe hard work can change ability, learning goals are adopted. When students believe ability is a stable trait (Meece, 1994). Thus goal orientation may be related to self-concept. Individuals with high self-efficacy are likely to set more challenging goals (Zimmerman, et al., 1992), and individuals with a learning goals (Miller, Behrens, Greene, and Newman, 1993).
- Goal orientation is related to goal setting; goal orientation influences one's approach to learning while goal setting reflects the targeted or desired performance outcome. For the setting of challenging goals to be effective, they must be attainable (Schunk, 1990).
- Goal setting may also be one means to help students take responsibility for their learning. If goals can be set whereby the students are pushed toward their next level of comprehension, there is a greater chance that the responsibility for learning will be transferred to the students (Henderson, 1986). Theoretically, self-regulated learners accept greater responsibility for their achievement outcomes (Zimmerman, 1990a) or learning (Ornstein, 1994-5) than non-self-regulated learners. Thus, goal setting could increase self-regulation by increasing students' ownership of their learning.
- Once goals are established, acquisition (uptake) and transformation (manipulation) of information is required to meet those goals (Corno and Mandinach, 1983).
- If a student actively seeks information, is involved in the acquisition process, and also manipulates the data by making connections among the information, then the individual is a self-regulated learner. If students are given the information (low acquisition) and then are told how it should or could be categorized, grouped, or manipulated, (low transformation), the students are passive, merely recipients of information (Corno and Mandinach, 1983).
Summary of characteristics in self-regulated learning
- Individual characteristics of self-concept, goal orientation, and goal setting are related to one's motivation to self-regulate. In particular, self-efficacy influences motivation to attempt the task and could possibly influence the types of goal orientation.
- A positive self-concept, specifically high self-efficacy, should invoke more self-regulation.
Linking individual characteristics in calibration and self-regulated learning
Confidence and Self-Concept.
- Assessing one's confidence is important in both calibration and self-regulated learning. Important to distinguish between the calibration confidence measure and self-efficacy (they do not measure the same facets of confidence). When measuring confidence for calibration, the learner is reflecting upon either just learned material or current knowledge, which should reflect one's ability to self-regulate. In contrast, confidence measured to assess self-regulated learning requires the learner to anticipate future performance, i.e., confidence in one's ability to learn or to complete a learning task, which supports Winne's (1996) suggestion that the relationship between ease-of-learning and self-efficacy be investigated.
- Another difference between the measures of confidence for calibration and self-regulated learning is that when individuals are overconfident, they are also poorly calibrated; however, overconfidence may help students persists and proceed with self-regulation.
- Overconfidence might also reflects a positive self-concept (self-esteem, self-efficacy, confidence, etc.) Bandura (1986) asserted that students are more likely to undertake challenging but attainable tasks if the students judge their self-efficacy to be slightly beyond their actual ability. Similarly, over-confidence in one's accuracy is positively related with self-monitoring (Cutler and Wolfe, 1989). High self-monitors may be overconfident while being better self-regulators, but this is likely to lower calibration. Thus, a question arises as to whether individuals should be perfectly calibrated or whether overconfidence is beneficial for self-regulated learning, and as to what level of overconfidence is most beneficial.
Level of expertise, inferential processes, goal orientation, and goal setting
- Because self-regulated learners tend to be better learners, self-regulated
learners are expected to be more knowledgeable as well as better
calibrated. Yet, the literature indicates that individuals are often not well calibrated and specifically that experts are not always calibrated better (Lichtenstein and Fischhoff, 1977).
- Research on ease-of-learning, feelings-of-knowing, and judgments-
of-knowing also indicate that certain aspects of memory, specifically
judgments of what one knows, are good predictors of one's knowledge. [cite??]
- It is assumed that if self-regulated learners are more metacognitively aware, they should be aware of their inferential processes and they should be able to distinguish the correct from incorrect information, even when all options appear familiar.
- Goal orientation and goal setting are related to self-regulation as well as calibration. Calibration is best when tasks are challenging yet attainable (i.e., percent correct is about 80%). Similarly, for goals to be effective in self-regulated learning, they also need to be challenging, but attainable.
- The demands set by the environment or the teacher may influence individuals' confidence, goal orientation, goal setting, and, hence, calibration, as well as learning. Thus, not only must goals be challenging but attainable, goals or demands of the tasks must also influence the appropriate type of goal orientation in order to improve calibration. With a focus on learning goals, though, a student is likely to process material more deeply, leading to better calibration. [feedback may be able to contribute to such an environment.]
Self-Testing or Self-Monitoring
Self-Testing in Calibration.
- An individual's ability to self-test appropriately when studying will affect
levels of confidence measured before one takes a test, perhaps aligning these confidence measures with levels of confidence measured after responding to the test items.
- If students do not self-test appropriately and if the material is familiar, the familiarity of the material is likely to lead to various inferences and higher confidence, but not necessarily to better calibration (Juslin, 1994). (Familiarity judgments are highly correlated with confidence; see Glenberg et al., 1987).
- Students who only partially process the information or only partially test their knowledge during studying (i.e., who only review examples or only answer some questions) may become overly confident in their knowledge, perhaps due to the familiarity of the material.
- When students rate their confidence in their level of performance after
taking a test, they appear to have a better assessment of their knowledge
level, which is related to better calibration. For example, calibration is best when either or both questions and examples are imbedded in the text
students study (Walczyk and Hall, 1989). Only after responding to a test item do those students who partially studied tend to have a better assessment of their knowledge. Similarly, judgments-of-knowing (Leonesio and Nelson, 1992) and judgments as to whether their answers are correct (Glenberg et al., 1987) are more accurate after testing. Glenberg et al. (1987) suspected that answering the questions enhanced self-generated internal feedback, leading to more accurate confidence ratings.
- When students write justifications for why their answer is correct, they are more confident, but they are less well calibrated than those students who write reasons for why their responses might be wrong (Trafimow and Sniezek, 1994; Koriat, Lichtenstein, and Fischhoff, 1992).
- Thus, if individuals self-test appropriately by challenging their knowledge,
which possibly facilitates deeper levels of processing, the individuals
should be better calibrated. In addition, if individuals have provided supporting, but more importantly, contradictory arguments for their responses, it is likely that their inferences will be more coherent. Thus, through inferencing they should be able to generate the correct responses.
Self-Monitoring in Self-Regulated Learning
- Self-monitoring is considered to be a critical component of self-regulated
learning (Bandura, 1986; Butler and Winne, 1995; Kinzie, 1990; Pintrich
and de Groot, 1990). Winne (1996) proposed that monitoring is the central point around which self-regulation functions.
- One strategy students who self-monitor often use is self-testing, also
known as self-evaluation (Zimmerman, 1990a) or self-interrogation (Ganz and Ganz, 1990). Self-interrogation involves reflection, an important metacognitive technique (Ganz and Ganz, 1990). Self-testing (interrogation) helps students know what is not learned and what is effective for learning (Ganz and Ganz, 1990), possibly because this helps students process the information more thoroughly or deeply.
Linking Self-Testing and Self-Monitoring in Calibration and Self-Regulated Learning
- Self-testing may affect calibration by impacting one's confidence; self-testing may be able to offset the illusion of knowing and inferential problems addressed in the calibration literature, especially when challenging one's knowledge, thereby enhancing calibration.
- Although self-testing and self-monitoring should increase awareness of
one's own thinking, students are not good at monitoring their performance (Butler and Winne, 1995; Helstrup, 1989; Kinzie, 1990), possibly due to inexperience with control of one's learning process (Kinzie, 1990).
Feedback in Calibration.
- Winman and Juslin (1993) hypothesized that feedback should help individuals be better calibrated on cognitive judgments. Similarly, Ferrell (1995) argued that feedback should be able to enhance calibration because, according to the signal detection literature, it is possible to change response criteria. In fact, immediate feedback on each trial appears to enhance calibration for experts (Pfeifer, 1994).
- Although outcome feedback on cognitive tasks may increase individuals' accuracy (Winman and Juslin, 1993), a primary role of feedback in calibration is to change individuals' levels of confidence.
- Feedback might enhance calibration by helping students become better self-monitors of their learning. It may also cause a shift in goal orientation from performance to learning.
- Because perceived expertise apparently can be manipulated easily, it is important that feedback be accurate. Feedback should induce self-generated (i.e., internal) feedback processes similar to that which will be used in future tests in order to produce more accurate perceptions of expertise and levels of confidence as opposed to a false sense of competence.
Feedback in Self-Regulated Learning
- Outcome feedback provides the least guidance as to how to self-regulate because it only informs the students of how well they are performing relative to the class criteria and whether the goals were or were not met (Butler and Winne, 1995).
- Feedback about the learning process, such as the strategies that could
be used or the strategies that were or were not used for a particular task,
probably is best for helping students recognize activities they perform while learning and making themselves better self-monitors (Butler and Winne, 1995).
- Because students generally are not good at self-monitoring (Butler and Winne, 1995), though, process feedback is most likely external feedback, initially. In order for learners to be effective self monitors who can evaluate their own learning processes, learners need practice with feedback (Winne, 1997), using it continuously on learning tasks to increase their effectiveness (Zimmerman, 1990a).
Linking Feedback in Calibration and Self-Regulated Learning
- Process feedback helps students recognize activities they perform while
completing tasks such as what strategies could be used to reach one's goals and what strategies were or were not used (Butler and Winne, 1995), and in turn it may enhance calibration. Tobias (1989) suggested that students should be taught the cognitive processes or strategies necessary to be successful self-regulated learners.
- Feedback might focus students' attention on calibration, not just performance. Recall that students given incentives to improve calibration are better calibrated (Schraw et al., 1993). In fact, calibration feedback is one type of feedback that might enhance self-testing. Therefore, feedback should focus students' attention on the mechanisms or strategies for better calibration.
- It is important to identify the best means by which to present feedback on strategies used, to present feedback on how to monitor well, and to present feedback on calibration levels.
Method of Analysis (Self-Regulated Learning)
- Zimmerman and Martinez-Pons (1992) developed two reliable scales for assessing learners' self-efficacyfor self-regulated learning and for academic achievement. Similarly, McMillan et al. (1994) validated a measure of student motivation, which assessed general self-efficacy and attitudes as well as specific self-efficacy and attitudes toward math, reading/English, and science for 4th, 8th, and 11th graders.
- Research scales often are developed for specific studies, but usually
tap the 14 self-regulated strategies identified by Zimmerman and Martinez-Pons (1986). In turn, these 14 self-regulated learning strategies appear tooverlap with Corno et al.'s (1982) Self-Regulated Learning Scale that tappedfive general areas of self-regulated learning strategies. Other scales include the Everyday Memory Questionnaire (Martin, 1983), the Learning and Study Strategy Inventory (Weinstein, Palmer, and Schulte, 1987; Weinstein, Zimmerman, and Palmer, 1988), and the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1993).
- The most common form of measurement is the questionnaire (e.g.,
Howard-Rose and Winne, 1993; Pintrich and de Groot, 1990), which is
used to collect self-reports (e.g., Pintrich and de Groot, 1990; Skinner and
Belmont, 1993), or teacher ratings or observations (e.g., Finn, Folger, and
Cox, 1991; Skinner and Belmont, 1993).


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For a healthy life every human irrespective of their gender needs to regulate their intake of water in the right amounts. The water consumption helps in flushing out the harmful components of the body and helps in regulating the moisture level of the skin and the teeth. Though it may sound incredible, but, the right water levels help in whiter teeth as they make the surface of the teeth difficult for the stain and the bacteria to deposit on the teeth. The better hydrated the teeth will be, the better will be the chances of attaining whiter teeth.
A healthy consumption of water for men includes drinking up to three liters of water on daily basis to curb the hunger pangs, smoothing the digestive process and preventing aging. However, men tend to drink water during the meetings and other corporate affairs immediately after a cup of coffee or steaming bowl of soup. This should be avoided, as it causes the pores of the teeth to expand and contract and the dirt and grime gets a chance of sinking in through these pores.
Men Health
Also when drinking dark colored cocktails and juices, it is recommended that one drinks making use of the straws so that one can avoid the chance of staining their teeth. Men who are over the age of thirty years should make sure to get their thyroid levels checked annually, as it may be responsible for their weight gain or fatigue related symptoms.
One of the problems that the aging men face is the receding hairline. This can be solved by making use of the pumpkin seed oil and massaging it into the scalp to reduce dramatically, the process of hair fall. Instead of the ready to eat food or the fast food, men should try to include the right proportions of the vegetables, fruits and the whole grain sources into their daily regimes. This will help them in benefiting from the good carbohydrates and the proteins, while allowing their digestive system to enjoy a smooth working due to the fiber consumed into the body.
Make sure to inculcate exercising regimes into the daily plans. However, it is important not to overdo during the exercising regimes as it might cause injury to the muscles of the body. Whenever possible exchange your medium of reaching the destiny by walking. Furthermore make sure to get the thyroid levels and the testosterone levels checked at regular intervals. This is vital to the health of the men who are above the age of thirty years. In order to avoid the after shave burns, the men should make use of the aloe Vera or other soothing elements like cucumber gels for mitigation of the burns.Men's Health Tips


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Welcome to the new boards! Details here!
Hey Fanficers! In fixing the prefixes something happened and now you can't edit titles. Don't panic! We're looking into what happened and trying to fix it.
Beyond - Legends ~Reconciliation~ Ben, L/M - AU Story.
Discussion in 'Fan Fiction- Before, Saga, and Beyond' started by Jade_Pilot, Apr 9, 2006.
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Warning: If you are at all squeamish, stop reading right now and come back on a less vulgar day. Life can be messy; this is one of those times.
On Sunday the girls took Our Best Friend outside to play. He got a little over-excited and lost his lunch in the snow, so the girls brought him back in.
Fast forward two days. The Middle Child took OBF out for a bathroom break, but returned almost immediately. "Mommy, OBF was being VILE! He dug up his barf and wanted to eat it! It was SO GROSS! So I made him come in."
Later it was the Oldest's turn. She, too, came back in almost immediately. "OBF is SO DISGUSTING!!! He found his vomit, it's all frozen, and I couldn't make him leave it alone! So I brought him back."
Well, the dog still hadn't done what he'd gone out to do. So even though it was colder out than I can stand, I bundled up and took him out. And damn if those girls weren't right. There was no separating him from his leftover waste. It was completely frozen– a barfsicle, if you will– no amount of tugging on the leash could make him come, and nothing would make him drop it. I tried burying it under the snow again, kicking pieces across the yard… he went after every single chunk like it was the most tender bits of steak. Unlike the girls, I was determined to stay out until did his rightful business. As a result, I think the whole disgusting mess ended up right back inside him. And in the end I don't think he even did what I wanted him to do. I'm with the girls– ew, gross, vile, disgusting. And he better not kiss me with that mouth.


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A detached farmhouse not far from Dunkeld needs a bit of work but has potential to become a stunning rural retreat.
Fungarth Farmhouse is a traditional countryside property in one of the most sought after areas of Perthshire with the opportunity to put your stamp on it.
Just 1.5 miles from Dunkeld, Fungarth occupies an idyllic situation with views across farmland and Dunkeld and Birnam Golf Course towards the Loch of the Lowes nature reserve – famous for its visiting ospreys.
The main three-bedroom house, while needing some modernisation, is a good size and includes a kitchen, pantry, sitting room, sun room and porch on the ground floor with the bedrooms, bathroom and linen cupboard on the first floor. The property also includes a ground floor annexe containing a shower room, sitting room/bedroom and boiler room.
Outside there's a detached timber clad garage and a stone-built former pump house with slate roof.
"In all, Fungarth is an extremely attractive property and is superbly located to benefit not just from the great views but from easy access to the villages of Dunkeld and Birnam and the A9 as well as the nearby train station at Dunkeld," said Rebecca Boswell, senior rural surveyor with selling agents Bidwells.
"It would make a fantastic country residence in the hamlet of Fungarth which provides easy access to many outdoor pursuits and the great choice of independent and specialist shops and restaurants in Dunkeld and Birnam."
Fungarth Farmhouse is on sale with Bidwells for offers over £310,000.


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Hello! Sorry I haven't posted in a few days, but I have a good reason! Yesterday was my first big exam of the semester, which was Neuroscience….blah. So all my time the past few days has been dedicated to studying! I think it paid off though, because I felt good about the exam. So I'm hoping that I got a good grade (fingers crossed!).
The past few days, I've been doing the same old stuff, eating the same old food (but delicious food) but I've been changing up my workouts!
Most of you probably know that my usual workout has been Insanity. If you don't already know, it's an intense cardio conditioning program. And with that being said, I should probably mention that I hate cardio. But Insanity has made me appreciate it a little more. I would much rather prefer to lift weights than do any type of cardio.
Including today and yesterday, I did circuit training workouts.
Workout #1
I got today's workout from this Kettlebell website. Kettlebells are amazing! (In case you didn't already know). I based my workout off of the first workout video. I love kettlebell workouts because they're intense, but you don't have to workout for a long time. My workout this morning was 20 minutes and just as effective as an hour long workout in the gym!
Workout #2
Yesterdays workout was also about 25 minutes long and it consisted of 6 moves. I started off with a warm-up that was inspired from Insanity. For the workout, I used resistance bands and dumbbells.
Warm up
Jog in place
Jumping Jacks
Switch Kicks <—Tougher than you think!
Squat Jumps
High Knees
I went through each exericse, as fast as I could without stopping.
Push up's with dumbbell shoulder raises 12 reps x 3
Swiss Ball Dumbell chest press 12 reps x 3
Jackknife 12 reps x 3
Hamstring Curl 12 reps x3
Bent Over Row with Dumbbells 12 reps x 3
Lat Pull down with Resistance Band 12 reps x3
As much as I love Insanity, I love changing up my workouts so I don't get bored!
My food has basically been the same too. You know the usual, Shakeology, delicious grilled panini's, chobani, etc..
But yesterday when I came home from school, my mom was making burgers. I had a turkey burger for the first time in 4 months. It was delicious.
On the side is some broccoli coleslaw stuff, which was okay.
I also had a salad with Balsamic on the side.
Okay well gotta go, I'm on a school break and my next class is starting soon! See ya later 🙂
And I wanted to share with you this amazing video I found yesterday on pinterest.com (LOVE that website). To watch it, click here!! Don't be surprised if you cry, haha I did!
Have you switched anything up lately?
What's your favorite workout?
Any pictures or videos that make you laugh or cry?!


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Kraichtal overviewWhatever your interests are, Kraichtal has something for you. Kraichtal might not have many attractions within the city, but you won't need to venture far to find places to visit like Sinsheim Golf Club.
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- • 11 5-star hotels from GBP 66 per night
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- • 87 3-star hotels from GBP 44 per night
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How to get to KraichtalFly into Mannheim (MHG), 25.5 mi (41.1 km) from central Kraichtal.
Train stations include:
- • Kraichtal Muenzesheim Station (0.9 mi/1.4 km from the city centre)
- • Kraichtal Muenzesheim East Station (0.9 mi/1.4 km from the city centre)
- • Kraichtal Gochsheim Station (1.8 mi/2.9 km from the city centre)
When to visit KraichtalDo you want to know the ideal time of year to visit? Here are the seasonal norms to help with your planning:
Seasonal temperatures
- • January-March: 12°F day, -2°F night
- • April-June: 24°F day, 4°F night
- • July-September: 24°F day, 8°F night
- • October-December: 16°F day, -1°F night
- • January-March: 159 inches
- • April-June: 208 inches
- • July-September: 227 inches
- • October-December: 163 inches


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By Emily Gatlin
We want you to know that here at Food Riot, we aren't always rockstars in the kitchen. Sunday night, one tiny tweet from me inspired our newest feature: Kitchen Fails.
I'm a total klutz in the kitchen and on the street (hold the phone, I'll get to that in a few). I tried to make a smoothie one time and my blender failed. I can burn a grilled cheese sandwich like a champ, so my husband Robby G makes them for me. I accidentally scrambled the eggs in my pecan pie one Thanksgiving. DISASTAH. I left a bread basket in the oven once and nearly burned my parents' house down. That's when I learned how to use a fire extinguisher.
The Tupelo fire department has no problem finding my house. They have paid us a few visits in the five years we have lived here. Our kitchen wall caught on fire. A tree fell on the house. The neighbor had a fire and they showed up here out of habit. We're totally besties.
I'm not a pyro, I'm just frying pan challenged.
Enter pan fried tilapia. I am of the "tilapia is not fit for human consumption" school, but Robby G is all "FISH! FRIED! FRIED! FISH!" so I thought I'd give it a go. Everything was going just dandy until I sneezed a few times in a row, my eyes started crying, I looked away for a second, and HOLY CATS there goes the neighborhood. FIRE! FIRE! BLACKENED NASTY FISH! Because he is a genius AND a risk management specialist, Robby G quickly put a lid on it, removed it from the heat, and put the fire out.
It's been 18 hours, and my house still smells like dead fish and tastes like burning.
Sadly, my kitchen fails never ride off into the sunset. Some of them become legendary, like the time I made ASSEROLES. I'm about to put y'all in my DeLorean, gun it to 88, get my 1.21 gigawats on, and go back in time to Easter 2009, when I hosted lunch for six giants (how pretty was my tablescape?!).
Being the "new girl" in town, my in-laws volunteered me all the time to do crazy things so I could meet people. Very kind in theory. Not very kind because it's me, and I fail big.
My mother-in-law was on the altar guild at our church. The lady who was supposed to carry the big candle ceremoniously back to the altar on Easter Sunday was sick and couldn't make it. Who were they going to get to carry a surprisingly heavy LIT CANDLE all the way from the back of the church, down the aisle, up the stairs, and place it on the altar? DING DING DING. Me. Of course. Because I am the most trustworthy person with a FLAME. I was at the very end of the line directly behind the man with Parkinson's disease who carried the big Bible. My mother-in-law got her business back to the altar, and walked gracefully down the stairs to the Gatlin pew. The man with Parkinson's disease put that big Bible on the pulpit and made it down the stairs no problem.
Me? I managed not to set HUNDREDS of people on fire. The candle made it back to the altar in one piece. But y'all, that second step down was a bitch. My left Jimmy Choo failed me, and my ass hit EVERY. SINGLE. STEP. ON. MY. WAY. TO. THE. BOTTOM. To make matters worse, my shift dress shimmied its merry little bottom up to my boobs. My 84-year-old boss had a front row ticket to the peep show. AND you guessed it: the entire thing was broadcast on live television.
I'll let that sink in for a minute.
With no time to cry about it or put ice on my bruised up ass, I went home to fill the oven with Easter casseroles to feed my tiny house full of giants (seriously y'all, my in-laws are giants). Cooking times varied, so I had a rotating schedule happening. I was prepared. When the last casserole went in, I closed the oven. Oh wait, no... I tried to close the oven and the DAMN DOOR FELL OFF. I had 30 minutes to go, a house full of hungry giants, and no oven door. HOLIDAY MEAL KITCHEN FAIL. What's a girl to do?
Yup. I held the oven door in place with my ass until the casseroles (or as they were called that Easter Sunday, ASSEROLES) were ready. It was hot as hell. I still had my heels on. And like any newlywed surrounded by her IN-LAWS would do, I John Daly-ed my Arnold Palmer (which is code for I PUT VODKA IN MY SWEET TEA+LEMONADE) and took the pain like a champ.
So yes, ladies and dudes. We have our kitchen fails, too.


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Qatar Investment Authority (QIA) is set to cut its 15 per cent stake in LSE Group, the owner of the London Stock Exchange, by a third.
The deal comes ahead of a rights issue in September by LSE Group to fund the $2.7bn (£1.6bn) purchase of Frank Russell, the US index compiler.
The Middle Eastern investor has tasked Citigroup and Bank of America Merrill Lynch with selling a 4.83 per cent stake in LSE Group in an accelerated bookbuild.
The shares are expected to be sold to a range of investors, rather than one buyer. Qatar Investment Authority is expected to keep a 10 per cent stake in the LSE, with the deal set to be announced this morning.
The sovereign wealth fund has gradually reduced its stake in LSE Group since it initially bought a 20 per cent stake in the bourse in 2007. Borse Dubai is now the largest single shareholder in LSE Group, owning a fifth of the shares.
Qatar Investment Authority said the sale was "routine portfolio management", while LSE Group did not comment.
Jenny Forsyth


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There has been a great deal of stress on the fringes of my life. It doesn't directly have to do with me, but it does the people I love. Waiting for medical results for my cousin. Trying to make sure my little people are okay. Trying to be there for those who need me, as best I can, not letting them see how it affects me.
I am so mentally and emotionally tired that I am starting to let things slip.
In the midst of all this, I was asked to share my photography in an exhibit where I work. That's cool. Unless you have to sit in the room with it and wonder what people are thinking.
You may hear some great comments, you may also hear some that are painful. You may hear nothing, which is by far worse. Remember, I am the girl who equates silence with death.
It was put up this morning. All day I looked at titles and the images themselves. I will admit I changed some of the titles at the last minute and I questioned if I "played it safe" with some of the images. I want them to tell a story. That is what I do, I share my journey in Chapter 2 of my life through the images I collect along the way.
I share that journey with you through this blog. I write in my journal. I write about my fantasies in another journal, the last two are not for public perusal.
Only one person has seen in my journal. Nobody has seen my other writings. Although , I would like to share them with that same person but I have to KNOW they are ready to receive them.
Those are a means of understanding me. Both of them.
I'm not sure what the viewers of my photography will see when they look at the images. Hopefully it will be thought provoking or make someone feel something. Otherwise I have failed.
I didn't have but two days to get it all together. It was give to me at a time when my mind and my hands needed to be busy to think about what I needed to do for me.
My body is also telling me to do something else for myself. I am giving myself the night off. I will eat a light dinner in just a few moments. I will curl up in my bed and write in one of my journals. The question is do I need to decompress, escape to my fantasy world, or both.
Sometimes you need to face life and sometimes you need to escape into that place that only you know.


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Category: The IconEdition: 018
Aigboje Aig-Imoukhuede: The Nigerian banker who refused to be left behind
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Aliko Dangote-An African Success Story
Alikote Dangote, born on April 10,1957, is the founder and president of Dangote Group. He is known to be one the richest man in Africa.
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Defending The Indigent's Rights Is Paramount
Barrister (Mrs.) Ruth Abiola Adimula, is the Principal Partner, Biola Adimula & Co, Salvation Chambers, Ilorin.
She was born over four and a half decades ago in Egbe to the Josiah Afolabi's family of Agunlayan's compound Omupo, Kwara State.
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Having Well-Planned Streets Will Be A Dream Come True
Surveyor Yomi Bobadoye was born in Orin Ekiti to a polygamus family of the Late Chief T.A. Bobadoye the Baba Ijo of St. James Catholic Church and the Alaran of Orin-Ekiti.
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Oluyemi Oluwalola studied insurance at both the polytechnic and university levels and became an associate of the Chartered Insurance Institute of Nigeria in 2002.
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U.S. Should Stay Out of Israeli-Palestinian Peace Efforts, For Now
By Chuck Freilich
Global Post
"Thursday November 15, at 6:45pm on a commuter train in Tel Aviv, a rocket alert sounds, the train stops, and we are told to get on the floor. A number of people laugh at the absurdity of the situation. One female soldier starts crying. Everyone else is quiet. Five minutes later, we are on our way."


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Inspiration comes in all forms, but there is something special about the stories of people who overcome adversity to achieve a goal. Wayne Dixon's goal was both simple and profound. He wanted to help people. He wanted to feel needed.
Wayne is among the nearly 200 volunteers at Floyd. He serves a two hour shift a couple of times a week at the North Entrance welcome desk. There, he greets and escorts visitors and patients, who usually register a look of surprise when he rolls his wheelchair from behind the desk to escort them to their destination.
Wayne has cerebral palsy, a disease that has gradually cost him much of his mobility and slurred his speech, but he doesn't let that stop him. He's a lifetime volunteer who started with the volunteer fire department in the south Georgia town where he lived with his family. After his son started school, Wayne, who was unable to work due to his disability, looked for something he could do other than sit at home. He trained as an EMT and served in that role with the volunteer fire department for many years.
When he moved back to Rome a couple of years ago, after a 30-year absence, Wayne didn't waste any time in looking for opportunities to serve. Someone told him to contact Floyd Medical Center, and he did.
When Amy Astin, director of Volunteer Services, first met Wayne she carefully explained the expectations, the orientation process and the work involved. She wasn't sure he'd return, but Wayne did. He completed orientation and quickly signed up for the role that best matched his abilities and schedule.
He was assigned to be a greeter at the North Entrance of Floyd Medical Center. He has made friends with hospital staff who come and go to the parking deck. And he is a dependable greeter and escort to the patients and guests who enter there. That constant interaction has provided him with additional opportunities to serve at the Main Entrance as well.
If a volunteer can't fill a shift, Wayne is the first to offer his time, and he never fails to show up. A medical setback forced him to take a break in August, but Wayne was quick to ask to be added to the schedule when he was cleared to return to duty.
Wayne is an inspiration. Where others would say they can't, Wayne says he can. Where others say it's too hard, Wayne says it's harder to do nothing. Where some might focus on a disability, Wayne insists on focusing on his abilities.
In many ways, serving at Floyd Medical Center is like coming home. Wayne was born at Floyd. He had numerous surgeries here as a child and teenager, and that gives him a sense of empathy that enhances his role. He knows how comforting it can be to have a friendly face and helping hand at the ready. And, now, he is the supplier of those things.
Dressed in his Floyd hat, Wayne mans his position and waits for the opportunities that always come.
Wayne said he volunteers because it makes him feel good, and in helping, he realizes his goal: Wayne is needed.


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FS System: How to Obtain and Install the fscli Tool Software
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Recent changes to 2: Fix module building problemshttps://sourceforge.net/p/realtime-lsm/patches/2/2006-12-21T22:16:50ZFix module building problems2006-12-21T22:16:50Z2006-12-21T22:16:50ZAnonymoushttps://sourceforge.net/u/userid-None/https://sourceforge.netce802f4144cfd2375e41fc2c0f4f307d6aa0d43c

I had some problems insert the module in to my kernel (2.6.18): realtime: Unknown parameter `gid'

I found out that the inclusion of commoncap.o shadows the module information from realtime.o. I changed the Makefile and the realtime.c file to fix the problems. This should also fix Bug #1598881

I also found that variable rt_any was not being initialised.

Kind regards,
 Ivo van Geel
 email@example.com