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Program Description
Brainchild aims to improve student achievement through the use of portable study devices, CD-ROM software, and online assessment of student strengths and weaknesses for reading and math. Brainchild's PLS-1K and PLS-2k are portable learning computers. It may be used for extended learning, take home programs, and raising standardized test scores. Over 160 software cartridges teach all core academic skills in a multiple‑choice format, for grades 1-12 and adult. There are programs available for reading, math, as well as science. In addition, there are cartridges for English Language Learners, to be used with Brainchild's I Speak English workbooks. The program is available for both MACs and PCs, and can be used in either single user or networked environments.
The program follows three steps to higher achievement:
1. Pretest on each lesson to find strengths and weaknesses.
2. Each student works on the PLS-1000 or with Achiever or Mechanics CDs on the computer to reinforce skills.
3. Posttest to record progress in the personal planning guide or automatically in the grade book provided by the computer software.
Key Features:
· Achiever On-Line Assessments: Reading and Math (20-minute assessments)
· Promotes extended learning from the computer lab to classrooms and homes.
· Forms a link between teacher, parent and student.
· Promotes more time on task.
· Produces rapid assessment of strengths and weaknesses.
· Assists all types of learners in reaching their goals.
· Offers three interactive modes: Study, Review and Test.
· Randomizes, scores, times study and test sessions.
· Offers rationales for correct and incorrect answers.
· Frees up teacher time to provide more individual attention.
· Interactive study with feedback promotes higher achievement.
· Keeps gifted students challenged.
· Gives more learning and reinforcement to students having difficulty.
· Portable learning devices are less expensive than computers.
Evidence of Effectiveness
· Houghton Mifflin Reading Unit Increases, by the College of New Jersey, Graduate Education Department. Students using Brainchild achieved 18% more improvement than the control group. The control group increased unit test scores in thirty days by 1%; the Brainchild group increased 19%.
· Stanford Achievement Test Study, by Principal Rick Heers and staff, Immokalee, Florida. Students using Brainchild achieved 40% higher improvement than the control group (one year study).
· Classrooms Without Walls: Extended Learning with Brainchild, by Arnold Sanchez, Texas A & M Doctoral Study. This study was conducted to ascertain the effects of Brainchild's extended learning techniques and products. Three of Brainchild's extended learning techniques were followed: 1) Independent study; 2) Collaborative/team exercises in the classroom; 3) Take-home programs employing parental involvement.
The study focuses on students who scored under 50% in the 4th grade math TAAS (Texas Assessment of Academic Skills) Test. Selected control and experimental groups were measured over a period of three weeks; students were paired with matching characteristics.
The experimental group showed 52.5% growth in math achievement with a mean score of 87.40, while the control group showed 3.4% growth with a mean score of 58.30.
This program does not meet the guidelines for a research-based reading program, as identified by the National Reading Panel and listed in the No Child Left Behind Act.
Teacher Support
· A free Teachers' Guide provides six extended learning techniques, for use in class or at home:
- Self-Paced Study
- Cooperative Learning
- Collaborative Learning
- Peer Mentoring
- Mentor Programs
- Take-Home Programs
· Vendor offers staff development workshops tailored to local preferences and requirements.
Equipment Requirements
· Brainchild Units or Computer Hardware
· Software Cartridges
Software Site Licenses: $2999 --$4999 (for unlimited computers in a single school)
· 10 Pack: 10 Brainchild Units; 30 Cartridges; 10 Carrying Cases; 10 A/C chargers
$2,995 for PLS-1K, $3,995 for PLS-2K
· 50 Pack: 50 Brainchild Units; 150 Cartridges; 50 Carrying Cases, 50 A/C chargers
$14,975 for PLS-1K, $19,975 for PLS-2K
· 100 Pack II: 100 Brainchild Units; 300 Cartridges; 100 Carrying Cases; 100 A/C adapters
$29,950 for PLS-1K, $39,950 for PLS-2K
Additional cartridges for Brainchild handheld units are $39.99 each.
Packs of 25 Achiever study activity books are $150.
I Speak English student activity books and instructor guides are purchased individually.
For Information Contact
Becky Moore Rodriguez (Authorized Dealer/Trainer)
Southwest Education
208 Ridge Drive
Marble Falls, TX 78654
Phone: 1-830-798-2142
No school in Nevada has chosen this program during this state remediation funding cycle.
Program Description
Classworks is a computer-based program that provides interactive lessons and drilling to supplement classroom instructions in language arts and math. In addition, Classworks can help prepare students for the High School Proficiency Examination (HSPE). This program utilizes software to support what teachers are doing in the classroom:
Classworks is designed to:
There are over 20 different publishers and 180 titles in Classworks, and teachers can select applications that correlate to state standards or the Iowa Test of Basic Skills (ITBS). Houghton Mifflin users can select a Classworks edition that corresponds directly to those books.
First, students are placed in program via Classworks' placement test, or skill-by-skill deficits can be found via grade level equivalence evaluations. Then, Classworks generates a work prescription for every student and the teacher can modify to fit his/her wishes for that student. In addition, reporting capabilities are built in so teacher can see progress on the lessons, activities, projects or quizzes assigned to each student. There are several different types of progress tracking reports available to teachers. Reports can be made for individual students and for whole classes. Disaggregation of data into subgroups is also possible.
Evidence of Effectiveness
Spring Valley, Illinois – J.F. Kennedy Elementary
Like other schools in the state, JFK students take the The Illinois Standards Achievement Test (ISAT). The test measures individual achievement relative to Illinois Learning Standards. Students in grades 3, 5, and 8 take the ISAT in reading, writing and mathematics.
The school purchased and implemented Classworks in 1997. The state average for students who met or exceeded expectations was 61 percent in 1999, 63 percent in 2000 and 63 percent in 2001. The school scored 67 percent in 1999, 72 percent in 2000 and 73 percent in 2002.
Perryville, Missouri – Perryville Area Career & Technology Center
In this school's first year using Classworks, it had 123 at-risk students using the program to improve their language arts and mathematics skills. Among the students, 91% in communications arts, 88% in reading and 98% in math improved by at least one grade-level.
Aspects of Reading
This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:
Phonemic Awareness ·
Phonics ·
Fluency ü ·
Vocabulary ü ·
Comprehension ü ·
· Phonemic Awareness
· Phonics
· Fluency ü
· Vocabulary ü
· Comprehension ü
· Motivation
Correlation to Nevada State Standards
Teacher Support
In addition to the on-site training included in your initial purchase of Classworks, Curriculum Advantage's team can provide customized training based on your teachers' needs and experience with Classworks. Curriculum Advantage will assist your school in developing a system of equity and accountability that will motivate students and support teachers by emphasizing:
Packages are as follows:
Premier: $7500 (for 15 teachers)
2 initial days, 1 follow-up day
2 Web-ex sessions
Classworks Institute discount
Online support
Train-the-Trainer: $6500 (for 5 teachers)
2 initial days
4 Web-ex sessions
Train the Trainer materials
Online support
Standard: $2500 (for 15 teachers)
1 initial day
4 Web-ex sessions
Online support
Classworks Online Professional Development
Classworks Online Professional Development was created exclusively to provide teachers with an Internet online resource to complement the on-site Classworks professional development received. Classworks Online Professional Development maximizes the opportunity for teachers to fully integrate technology into the curriculum to help students reach high achievement expectations. This training provides:
Equipment Requirements
Classworks is designed for networked environments. Detailed specifications are available on the Curriculum Advantage website, but generally, Windows NT/2000 Server/Novell 6.0 (600 Mhz processor, 764 MB RAM) or AppleShare IP (G3 450 or faster, 512 MB RAM) servers are required. Windows workstations running Windows 98/Me/XP are generally acceptable, as long as they have appropriate multimedia capabilities. NOTE: Macintosh OS 9 is supported, but OSX is not.
Classworks is bundled by grade level and subject. Costs are as follows*:
Math OR Language Arts Bundle
K -3, 4-6, or 6-8 $25,500
4-8 $35,500
Math AND Language Arts Bundle
K-3, 4-6, or 6-8 $45,500
4-8 $61,500
High School Exit Examination Prep
Math and Language Arts $41,000
Math and Language Arts plus Grades 6-8 $53,000
If more than three schools in a group purchase a Classworks bundle, volume discounts are available.
*Classworks has a one-time LAN site license fee, and installation and first-year tech support are included in the price. Tech support is available in subsequent years for $500/year.
For Information Contact
Phil Thompson
Curriculum Advantage, Inc.
215 Pearl Street
Wayne, NE 68787-1933
(888) 841-4790
Email: email@example.com
Corporate Office:
Curriculum Advantage
215 Pearl St.
Wayne, NE 68787
(888) 841-4790
Current Location in Nevada
As this is a new program on the List of Effective Remedial Programs, no school in Nevada has purchased this program using state remediation funds.
Compass Learning Odyssey Classic
Program Description
Compass Learning is a developer of education software with programs in over 15,000 schools serving 10 million students worldwide. Building on a nearly 30-year history, Compass Learning takes full advantage of the power educational technology offers with professional development and strong curriculum that teaches the basics, higher order thinking, problem solving and allows for individualized student assessment and learning paths.
Though the company's flagship product is the web-based solution Odyssey, that program is not to be confused with Odyssey Classic, which is the approved program on this List. Odyssey Classic (formerly known as Tomorrow's Promise) is software that assesses a student's learning level, prescribes a plan of action, and then monitors progress. Within the progress tracking component, called Odyssey Manager, data can be aggregated or disaggregated according to No Child Left Behind subgroups. The program consists of reading, math and language arts components, as well as ELL components.
Evidence of Effectiveness
Connecticut – Hartford Study
Hartford students made unprecedented gains on the 1999 Connecticut Mastery Test, improving more in a single year than in the past four years combined:
Florida -- Osceola County Schools
In 2003, the Office of Planning and Evaluation for Osceola County (FL) evaluated the effectiveness of Compass Learning software on student performance in the district. The data presents a strong case about the influence of Compass Learning software instruction in raising the achievement levels of Osceola students in reading and mathematics for grades 4 and 5.
The data indicates that students who used Compass Learning solutions showed significant gains in both reading and mathematics scores as measured by the Florida Comprehensive Assessment Test (FCAT). Additional data indicates that Compass Learning software can help lower-performing students achieve adequate yearly progress and improve their FCAT scores.
This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:
Phonemic Awareness ü ·
Phonics ü ·
Fluency ü ·
Vocabulary ü ·
Comprehension ü ·
Motivation ü
· Phonemic Awareness ü
· Phonics ü
· Fluency ü
· Vocabulary ü
· Comprehension ü
· Motivation ü
Teacher Support
· Professional Development Services: Through a combination of consultations and formal workshops, Compass Learning's Professional Development Team uses adult education methodology to instruct educators on software possibilities.
· Software Support Services: Annual contracts provide year-round curriculum courseware protection; includes toll-free telephone support.
· Hardware Support Services: Compass Learning provides next-day, on-site response for the hardware covered by agreement.
Equipment Requirements
Odyssey Classic is designed for networked environments, and runs on both Window and Macs.
For a classroom of 30 concurrent users, the cost would be $65,065. This includes:
For Information Contact
Lynette Binka-McVay, Business Development Manager
7878 North 16th Street, Suite 100
Phoenix, Arizona 85020
Phone: 1-800-521-8538, ext. 4609
E-mail: firstname.lastname@example.com
Current Location in Nevada
Sunrise Acres Elementary School
211 28th Street
Las Vegas, NV 89101
Contact: Art Ochoa
Phone: (702) 799-7912
Keystone Academy Charter
777 E. Quartz
Sandy Valley, NV 89019
Contact: Sally Armstrong
Phone: (702) 723-1966
Direct Instruction
Program Description
Direct Instruction is an intensive teacher directed school reform model that maximizes learning through explicit instruction. The instructional design breaks skills into teachable sub-skills, and then provides many opportunities for practice that lead to generalization. Direct Instruction is not a program per se, however, a family of programs based on the Direct Instruction teaching methodology. All Direct Instruction programs have placement tests and immediate correction procedures.
Direct Instruction is primarily an elementary school (pre-K-6) program, but may also be used successfully with secondary and adult special education and remedial students. Curriculum materials, daily lessons, and teachers' guides are available for grades K-6 in reading, language arts, spelling, and math; grades 4-6 in expressive writing; grades 3-6 in science; grades 3-12 in corrective reading; and grades 4-12 in corrective math. The following highlights some of the Direct Instruction products used as remedial programs:
· Elementary Classrooms: Reading Mastery and Horizons – Explicit instruction in phonemic awareness, phonics skills, fluency, vocabulary, and direct teaching of comprehension skills and strategies.
· Middle School and High School: Corrective Reading – Targets the older struggling reader; has two strands – decoding and comprehension.
Direct Instruction is a highly structured instructional approach, designed to accelerate the learning of at-risk students. Curriculum materials and instructional sequences attempt to move students to mastery at the fastest possible pace. While Direct Instruction has been used successfully as a school wide program, the reading and language arts (and sometimes math) portions of the program are frequently purchased for separate implementations.
The main features of the program are as follows:
· Scripted Lesson Plans – Classroom scripts are a hallmark of Direct Instruction ; the scripts are written, tested, rewritten, retested – polished in a cycle of classroom field-testing and revision that ends only when trials show that 90% of students grasp a lesson the first time around.
· Research-Tested Curriculum – In Direct Instruction, skills are taught in sequence until students have fully internalized them and are able to generalize their learning in new, untaught situations.
· Coaches/Facilitators – Another feature of the program is the use of in-class coaches for implementation support. The coach periodically monitors each classroom and is available to assist individual teachers with any problems, perhaps taking over a part of the lesson to model pedagogical procedures.
· Rapid Pace – Because the goal of Direct Instruction is to move students to mastery as quickly as possible, a large proportion of classroom time is spent on fast-paced teacher-directed instruction, punctuated by rhythmic choral-group and individual-student responses.
· Achievement Grouping – Common periods for reading and math are established across grades during which students are regrouped by performance level, with the idea that all students will progress at the fastest possible pace and no students will be left behind.
· Frequent Assessments – Frequent assessments are also built into the program as a means to ensure that all students are reaching mastery, to detect any student who might need extra help before falling too far behind, and to identify students who need to be regrouped.
Evidence of Effectiveness
Wilson Primary School in central Phoenix is located in the most indigent public school district in the state of Arizona. The school serves a population that is 97% disadvantaged, 75% Limited English Proficient (LEP), 69% mobile, and 25% homeless. For years, the standardized test scores (SAT/9) in the district were consistently in the teens and twenties. In 1998, the Reading score for Grade 3 was at the 17th percentile, up only one percentile point from 1997. After the first year of implementation of Direct Instruction - Reading Mastery, the Grade 3 SAT/9 Reading scores rose from the 17th percentile to the 50th percentile. Language scores rose from the 21st percentile in 1998, to the 59th percentile in 1999, and to the 71st percentile in the spring of 2000.
Wesley Elementary School (Houston, Texas) has one of the longest, continuous Direct Instruction implementations in the country. It is located in one of Houston=s poorest, mostly African-American, neighborhoods and has a student population that is over 99% minority and 90% eligible for school lunch subsidies – statistics that usually signal low achievement levels. For many years, however, this school has ranked in the top tier of all schools in the state. Much of this success has been credited to the school=s 1975 adoption of Direct Instruction. First piloted in a Title I reading resource room, DI was soon in use throughout the school. By 1980, Wesley students had average test scores above the 80th percentile in both reading and vocabulary, outscoring students in comparison schools by more than 40 percentile points. By 1996, all of Wesley's third-graders passed the Texas Assessment of Academic Skills (TAAS), compared to fewer that 70 percent of third graders in comparable backgrounds statewide. In addition, Wesley reduced the number of students requiring special education to 3 percent, compared to 10 percent statewide.
Park Forest – Chicago Heights School District, located 40 minutes south of Chicago, had a history of poor performance on state and national tests. Its student population was 65% economically disadvantaged and 72% low income. During the 1998-1999 school year, Direct Instruction programs were implemented in six Pre-K-8 schools, serving a total of 2,200 students. Results in the first year showed improvement overall from younger to older students. The district's TerraNova assessment data shows that before Direct Instruction was implemented, students in Grade 1 tested at the 48 National Curve Equivalent (NCE). After two years in the Direct Instruction - Reading Mastery program, scores rose to the 65.6 NCE. Similar results were achieved with Grades 2-8.
This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:
Phonemic Awareness ü ·
Phonics ü ·
Fluency ü ·
Vocabulary ü ·
Comprehension ü ·
· Phonemic Awareness ü
· Phonics ü
· Fluency ü
· Vocabulary ü
· Comprehension ü
· Motivation
Teacher Support
Materials may be purchased by individual grade and subject, as well as in a package suitable for schoolwide implementation.
Professional development and implementation support of differing levels of quality can be contracted from various providers for both single-subject and schoolwide implementations.
Equipment Requirements
Sets of Direct Instruction Materials (textbooks, workbooks, storybooks, etc.)
No unusual equipment is required in most cases. Some programs have audio books or CDs, which require tape or CD players and headphones.
· Complete sets of teacher materials range in cost from $100 - $750 (15 students); all materials may be purchased separately.
· Workbooks range in cost from $30 - $60 for a 5-pack.
· Storybooks or textbooks range in cost from $15 - $40.
For Information Contact
Suzan Campbell, Sales Representative
SRA McGraw-Hill
3610 NE Peerless
Portland, OR 97232
Phone: (503) 233-2069
(800) 933-4302 x4381600
Current Location in Nevada
Clark County School District
McCall Elementary
800 Carey Avenue
North Las Vegas, NV 89030
Contact: Mary Manchego
Phone: (702) 799-7149
Leap Frog
Program Description
LeapFrog School House publishes curriculum and assessment content for the elementary education market. With the program's multi-sensory learning curriculum, information and concepts are communicated to students by touch, sight, and sound. Leapfrog's curriculum programs are research-based and include interactive electronic learning aids, as well as the teaching strategies a teacher needs to integrate the program easily into the classroom. The following products are offered:
The Literacy Center
The Literacy Center is a multi-sensory program that provides teachers with a structured approach to teaching early reading skills. Designed to supplement existing programs, The Literacy Center uses sight, sound, and touch to deliver a curriculum based upon the "best practices" in current reading research. There are three age‑appropriate editions of The Literacy Center: Pre-kindergarten, Kindergarten, and Grade 1. (NOTE: State remediation funding is NOT available for Pre-K.) Each includes a Teacher's Manual and a book of black line masters that take young learners from phonemic and phonological awareness to explicit instruction in phonics. The lesson plans are structured for whole class, small group, and individual instruction.
LeapTrack Assessment and Instruction System
The LeapTrack Assessment and Instruction System individualizes K-5 learning by diagnosing student performance and prescribing a customized learning path to meet state standards. The LeapTrack system's standards-driven assessment and reporting allows students to receive personalized instruction on the LeapPad platform in reading, language arts, math, science, and social studies. Depending on grade level, the system's assessment and instruction library includes multiple copies of 30 – 60 assessment surveys, 120 – 280 full-color instructional cards and 26 interactive books all delivered to students on the LeapPad platform.
Language First
The Language First program is an English language development program for early elementary students that utilizes the LeapPad platform and books to develop English oral language and vocabulary skills for ESL, ELD, and special education students. Utilizing the high-quality audio of the LeapPad platform along with theme‑based, leveled interactive books, this reading program helps students develop English oral language and vocabulary. The program materials provide students with opportunities to listen to English in meaningful contexts. Language patterns and structures are integrated with everyday vocabulary to help students move toward English language fluency. Audio support from the LeapPad platform engages the student and provides for repetition with immediate and corrective feedback. An introduction to each book is provided in six different languages. Students can work independently and at their own pace to get the practice and repetition they need to learn English.
Evidence of Effectiveness
Northern California – Post Kindergarten Summer Program – 2001
Two subtests of the Reading and Decoding Skills CORE were administered with a total possible score of 10 points. These sub-tests measure short consonant-vowel-consonant real and pseudo word reading. The following results were found:
LeapFrog's LeapDesk assesses the student's knowledge of individual letter-sound association for 32 phonemes. The following shows mid-year results for improvements in letter-sound awareness:
Northern California – 2000
Students who used LeapFrog's Literacy Center as a supplement to a basal reading program showed 42% improvement on tests of early literacy skills, while students who received instruction from the same basal reading program with standard district supplementary materials showed improvement of 16%.
This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:
Phonemic Awareness ü ·
Phonics ü ·
Fluency ü ·
Vocabulary ü ·
Comprehension ·
· Phonemic Awareness ü
· Phonics ü
· Fluency ü
· Vocabulary ü
· Comprehension
· Motivation
Yes. The LeapTrack Assessment system is aligned to the state's content standards.
Teacher Support
Training and professional development can be arranged separately through the school's sales representative.
Equipment Requirements
One teacher computer workstation.
Language First
Language First 9-theme Complete Learning Center $1869 - $2199
Language First Complete Getting Started Kit $779 - $1109
Language First Single-theme Kit $99 - $189
LeapTrack Assessment System
LeapTrack Classroom Kit $3195 - $3795
LeapTrack K-5 Assessment Kit $2395 - $2995
The Literacy Center
The Literacy Center Kindergarten Edition $1700
The Literacy Center Grade 1 + Edition $1900
The Literacy Center Multigrade Edition $1900
For Information Contact
Ann Gordon
Eduational Sales Specialist
7260 Drifting River Court
Las Vegas, NV 89149
Phone: (702) 839-0503
Current Locations in Nevada
Clark County School District
Lincoln Elementary
3010 Berg Street
North Las Vegas, NV 89030
Phone: (702) 799-7133
Contact: Celeste Oakes
Herron Elementary
2421 North Kenneth
North Las Vegas, NV 89030
Phone: (702) 799-7123
Contact: Kelly Sturdy
Park Elementary
931 Franklin Avenue
Las Vegas, NV 89104
Phone: (702) 799-7904
Contact: Emily Fortuna
Sunrise Acres Elementary
211 28th Street
Las Vegas, NV 89101
Phone: (702) 799-7912
Contact: Art Ochoa
Detwiler Elementary
1960 Ferrell Street
Las Vegas, NV 89106
Phone: (702) 799-1830
Contact: Gary Namba
Tate Elementary
2450 North Lincoln
Las Vegas, NV 89115
Phone: (702) 799-7360
Contact: Marie Wakefield
Program Description
NovaNET is a comprehensive online courseware system for Grades 6 -12 that delivers thousands of hours of standards-based curriculum, as well as assessment and student management. NovaNET is designed to improve test results and lower high school dropout rates. NovaNET can be accessed remotely or on site with upgrades, new content and system enhancements at no additional cost.
NovaNET's curriculum offerings include:
· Pre-Basic Skills: vocabulary, ELL instruction for newly arrived students
· Basic Skills: reading, math, language arts, and spelling remediation for third through eighth grade levels – this part of the curriculum is used with struggling students
· High School and Middle School: math, English, social studies, earth science, biology, physical science, chemistry, study skills, etc. This portion of the curriculum helps reinforce core curriculum lessons.
· Testing & Assessment: Testing is integrated into the curriculum, local test authoring, Princeton Review's SAT/ACT, etc.
As an online service, NovaNET is easily supported in a variety of technical configurations, from stand-alone computers to local and wide-area networks and even full access via modem from the home. Teachers can communicated online directly with their students, leaving notes as reminders or encouragement. Site managers and instructors can communicate directly with other sites and with service and support personnel. Students utilize NovaNET's bulletin boards to improve their written communication skills in structured, online discussion forums.
Evidence of Effectiveness
NovaNET's curricula have been evaluated with over 30 million hours of cumulative use. Results indicate average gains in the range of 1.3 to 2.5 grade levels for every 20 hours of on-line work with the principal curricula. Because students typically progress directly to the level at which they need help, the learning progress is fast in comparison with traditional teaching methods. NovaNET has been successfully used by schools to reduce dropout and at-risk rate, increase test scores and accelerate student achievement:
Winnemucca, Nevada GED/Adult Education
All told, Humboldt County Schools enroll 3,650 students within 12 sites. The ethnic breakdown of the district is 77 % Caucasian, 22 % Hispanic, and 1 % Native American. Humboldt faced the challenge of providing adult diploma students with the opportunity to earn credit in all subjects, as well as the ability to offer credit remediation to high school students faced with an unfunded mandate.
Goals for the Humboldt program include having every in-school student pass the Nevada State High School Proficiency Exam, making credit remediation available to every student ages 14 to 18, and making an adult diploma program available to anyone aged 16 and above.
NovaNET comprehensive online courseware was implemented in 2000 using a combination of Title 1, Federal, and District Board of Education funds. Money from the Adult Diploma Program budget was also used for the purchase.
Administrators refer in-school students for credit remediation and those dropping out to the adult program. District teachers are aware of NovaNET's benefits and actively recommend it as a solution for those target student groups with the greatest need for such a program. Students enjoy using NovaNET because they can go at their own pace, repeat processes as needed, and experience success.
To monitor student progress, the coordinating teacher collects weekly reports, keeps a grade record, and collects off-line assignments, grading and reviewing them with students. Usage summaries come into play for completion of reports which are required by grants. To address accountability issues, the supervising teacher issues a supplement to the student's transcript at either the adult center or the high school when the student completes a credit or ½ of a credit.
In 2003, as a result of the GED/Adult Diploma program and the help of NovaNET, 87 % of the seniors who had one semester to make up a credit in order to graduate completed their credit on time. In addition, 17 adults earned diplomas and were honored at a public completion ceremony. News of the program results were so positive that 79 people registered for summer use.
This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:
Phonemic Awareness ·
Phonics ü ·
Fluency ü ·
Vocabulary ü ·
Comprehension ü ·
· Phonemic Awareness
· Phonics ü
· Fluency ü
· Vocabulary ü
· Comprehension ü
· Motivation
Teacher Support
The following training is recommended when purchasing NovaNET:
NovaNET Initial Training $2,800 for up to 12 participants
NovaNET Extended Training $1,400 for up to 12 participants
Remote Consulting $1,300 per day
Extended and advanced training is also available for schools in their second year of implementation or later.
Equipment Requirements
Pearson Digital Learning offers three methods to connect to the NovaNET system. Macintosh and Windows workstations can access NovaNET via LAN/WAN or the Internet, or a combination thereof.
Workstation requirements are as follows:
Windows: Pentium II processor at 233MHz or faster, Windows 98/Me/2000/NT/XP (note: RAM requirements vary with operating system version), 4x CD-ROM drive, sound and video cards, TCP/IP network protocols.
Macintosh: Power PC 601 or greater at 120MHz, Mac OS 8.6.1 or later, 4x CD-ROM drive, sound and video cards, TCP/IP network protocols.
· A one-time installation and training cost includes data line installation, all NovaNET communications hardware required to provide capacity for up to the specified number of connections, on-site installation and all documentation and manuals.
Installation Fees: (Includes 4 days of on-site training for up to 8 staff)
Network Installation Up to 100 Connections $12,000
Serial Installation Up to 16 Connections $12,500
Serial Installation Up to 32 Connections $15,500
· Annual Subscription and Service
10 Connections $20,900
14 Connections $25,690
16 Connections $29,400
20 Connections $34,500
26 Connections $40,820
32 Connections $50,240
· Example: For a 16-connection, networked installed lab, the first year's cost would be:
Installation $12,000
Subscription $29,400
This cost includes unlimited usage of all software, technical support, and service provided by NCS Learn.
For Information Contact
Jeff Mascarenas
Sales Representative
Pearson Digital Learning
827 West Grove Avenue
Mesa, AZ 85210
(909) 551-3757
Current Location in Nevada
No school in Nevada has chosen this program during this state remediation funding cycle.
Program Description
Orchard is a comprehensive, computer-based remediation program. Orchard software offers a variety of over 150 comprehensive, targeted, and motivating Skill Trees that are correlated to Nevada's Content Standards and Indicators of Progress and to national and state objectives. Orchard pretests students and, based on the results, will automatically provide the student with a remediation path. Alternately, teachers may pick and choose particular Skill Trees that supplement their instruction. Each Skill Tree can be identified as matching one of five broad instructional categories:
· Critical Concepts provide targeted instruction in key reading, writing, and language skills through a combination of direct instruction and built-in puzzles or games.
· Skill Builders provide direct step-by-step instruction with helpful tutorials and motivating reward games when mastery is achieved.
· Learning Games help students practice key skills in a highly graphics environment.
· Math Concepts include highly interactive and graphic tutorials and age-appropriate activities to help students understand key concept stressed in the NCTM standards.
· Science Concepts provide the perfect multimedia supplement to science instruction through interactive videos and simulations.
Orchard for Nevada is designed to:
· Help prepare students for testing of the Nevada Content Standards and Indicators of Progress through Nevada content-specific assessment followed by instruction.
· Help students learn and master critical knowledge and skills in language arts, math, and science.
· Help students gain confidence by participating in learner-paced instruction.
· Provide students with ongoing feedback to aid in the learning experience and self-assessment process.
· Build and reinforce essential skills and methods that accommodate individual learning styles.
· Empower teachers with knowledge about student strengths and weaknesses corresponding to state content standards or common national test objectives.
· Provide a supplemental curriculum customized for each student in the class. Offer instruction and teaching practices grounded in research and proven to work.
· Assist teachers in the task of meeting individual learning differences.
· Help teachers to retrieve useful information about student progress in specific skill areas.
· Help offer a variety of teaching methods to complement traditional and non-traditional classroom instruction.
Evidence of Effectiveness
Orchard Mastery of Concepts: Each Skill Tree has a testing feature within the program that assesses mastery of a particular concept. 71 students took tests within the five Math Concepts Skill Trees. Upon review of the student records, 49 students displayed appropriate use of the program, and 22 students scores were disqualified because they exhibited behavior that would invalidate the average gains (such as insufficient time‑on-task due to attendance). Students achieved an average of 80% mastery on the assessments for each Skill Tree.
NCE Gains: The ITBS Normal Curve Equivalent (NCE) scores also show improvement. The 1999-2000 NCE scores show math achievement without Orchard, and the 2000-2001 NCE scores show math achievement with Orchard.
1. 88% of LAP Math students who used Orchard in the 2000-2001 school year increased their ITBS NCE scores from the 1999-2000 school year.
2. 29% of students who used Orchard in the 2000-2001 school year increased their ITBS NCE scores for the 1999‑2000 school year by 50% or more.
3. The average NCE score for the LAP Math students in the 1999-2001 school year was 56%.
4. The average NCE score in the 2000‑2001 school year (when Orchard was implemented) was 73%, representing a 17% gain in NCE scores.
Ocala, Florida – Madison Street School K-5
In an effort to improve FCAT scores, the school purchased several clusters of Orchard math software. Each fifth grader spent half an hour each day using the software. Results show the percent of students scoring level 3 or above increased from 44% during the 1998-1999 school year to 87% during the 1999-2000 school year; the school went from a C rating to an A rating.
This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:
Phonemic Awareness ü ·
Phonics ü ·
Fluency ü ·
Vocabulary ü ·
Comprehension ü ·
· Phonemic Awareness ü
· Phonics ü
· Fluency ü
· Vocabulary ü
· Comprehension ü
· Motivation
Teacher Support
Comprehensive staff development and training by experienced classroom teachers is available. A minimum of one half day of staff development is strongly recommended.
Equipment Requirements
· Windows or Macintosh workstations with audio and video capabilities; speakers; headphones; printers are optional.
· LAN/WAN availability
· Orchard Skill Trees - $395 each: This pricing includes a site license to install a Macintosh or Windows Orchard Skill on every stand-alone or networked computer at the school site. Minimum purchases of five or more Skill Trees with first order. This option includes Orchard's Management System but does not include the Nevada specific assessment.
· Orchard Plus Skill Trees - $495 each: Orchard Plus allows you to install Orchard on both Windows and Macintosh computers and also provides a school-to-home "Take Home" license. This means that every student in the school can use Orchard at home for extra practice and reinforcement. Additional CD-ROMs may be purchased for $5 each. Additional documentation is available for $4 per Skill Tree. With the Orchard Plus License, unlimited copies of CDs or manuals can be made.
· Orchard Bundles – prices for bundled software range from $2,135 to $25,345, depending on grade levels purchased and number of products in the bundle. Bundles of curriculum and grade specific software offer schools a savings of up to 20% and include free Nevada specific pre- and post-test assessment with computer-generated assignments. Some bundles come with free basals.
· Complete Orchard – the complete K-12 bundle costs $43,255 (for Orchard) or $54,205 (Orchard Plus).
· Professional Development – $1,500 per day (includes training materials plus curriculum integration strategies for up to 15 participants).
· All Orchard software is delivered in full network and/or site license configuration. There is no charge for installing Orchard software on additional computer at the site.
For Information Contact
Clark County Rest of Nevada
Marcie Schroder, Managing Partner Chris Gilstrap
The Computer Generation Interactive Learning Technologies
P.O. Box 11689 1650 E. 12500 South
Prescott, AZ 86304-1689 P.O. Box 668
Phone: (888) 717-3070 Draper, UT 84020
(928) 717-1234 Phone: (888) 632-6899
Current Locations in Nevada
Churchill County School District Clark County School District
Gateways to Success Charter Tom Williams Elementary
P.O. Box 5219 3000 East Tonopah
Fallon, NV 89407-5219 3000 East Tonopah
Phone: (775) 423-6322 North Las Vegas, NV 89030
Contact: Shari Smith Phone: (702) 799-7179
Contact: Teddie Brewer
PLATO Learning
NOTE: PLATO Learning purchased the Lightspan Partnership in late 2003. The Lightspan product line will continue to exist but will cease to have the brand name Lightspan. All Lightspan products will be offered as PLATO products in the future. This year's List of Effective Remedial Programs reflects this transition period, as it lists PLATO products and Lightspan products separately, but under this PLATO Learning entry.
Program Description –PLATO products
PLATO Learning, Inc. is a provider of computer-based and e-learning instruction, offering basic to advanced level courseware in reading, writing, math, science, and social studies. The research-based, multimedia courseware, and flexible assessment and management tools, let the teachers give every student, including ELL and special needs students, an individualized learning experience. The program helps students become fluent readers and builds proficiency in math, science, and social studies to meet state standards and improve students' performance on high-stakes examinations.
There are many instructional programs and several assessment programs in the PLATO library. The following are just a few of the products offered:
PLATO Link is a robust online assessment and diagnostic tool, powered by The Princeton Review, for grades 3-11. With more than 100,000 math and reading questions aligned to every state standard, major classroom textbooks and specific state and multi-state standardized tests, it is a powerful addition to any school program. PLATO Link provides flexibility to educators – they can assign comprehensive predefined state examinations or create-a-test to generate tailored practice tests specific to the skills measured by a state assessment or standard.
PLATO Web Learning Network provides browser-based PLATO instructional courseware, assessments, and curriculum management. The program provides ready-made instruction that is available 24 hours a day, 7 days a week.
Reading Strategies features reading strategies and practice lessons to enhance comprehension and improve student performance. Because most learners can relate to reading magazines, PLATO reading courses promote learning using a fun and upbeat magazine format, so content is easy to understand and navigation is simple. PLATO Reading Strategies is combined end-to-end with companion curriculum Advanced Reading Strategies for grade levels 9-12.
Essential Reading Skills is designed for adolescents and adults reading at grade levels 3 through 4. The program refreshes basic skills and introduces strategies that fluent readers use. Bright graphics and animations hold the learner's interest, while audio sets the pace and supports for emerging readers as they learn.
Vocabulary and Reading Comprehension is designed for students who read at grade levels 3 through 9. The program provides extensive and challenging comprehension practice with both expository and narrative texts. The 84 practices offer 252 passages on a wealth of topics. The companion vocabulary building activities pre‑teach or reinforce words from the passages.
Beginning Reading for the Real World provides comprehensive, age-appropriate courseware for emerging readers at the K-3 grade level. Integrated lessons include phonics, word recognition, and comprehension skills that can be customized for every learner. As students explore the undersea world, reach out to discover a rain forest, or encounter neighborhood events, they make hundreds of letter-sound connections and develop their reading proficiency.
Math Expeditions provides comprehensive coverage of math skills taught in grades K-8. Learners will enhance their comprehension of mathematics by connecting math concepts to real world expeditions. Math lessons are presented as an integral part of life while students journey across the country. Mental math, estimation and problem-solving lessons are emphasized throughout the courseware.
Program Description –Lightspan products
Lightspan is a technology-dependent curriculum delivery system. It is designed to help remedial students in reading, language arts and math. Lightspan relies on interactive software and runs on either a computer or a Lightspan handheld unit, much like a video game console. This method of instruction is supplemented with school and home learning activities, teacher materials, and student assessment components. Products offered are as follows:
· Lightspan Achieve Now is an approved skill- and content-based Comprehensive School Reform Demonstration Model program. Lightspan Adventures deliver a Nevada standards-based interactive curriculum on CD-ROMs and cover reading, language arts, and mathematics for grades K-8. Lightspan Adventures combine engaging stories, characters, and interactivity in ways that lead students to higher achievement. In class or at home, Lightspan Adventures can be run on either a Sony Playstation game console or a multimedia-equipped Microsoft Windows PC. Teacher support is provided via dynamic Teacher Guides that not only provide details about each Lightspan Adventure, but also include a full complement of support materials for teachers and students.
· The Lightspan Network is a Nevada standards-based Internet community that supports a student achievement model that gives teachers more power to assess, align, instruct, and evaluate. A powerful and secure search engine, Learning Search+, empowers teachers as they quickly and efficiently locate lesson plans, learning activities, and other Internet sites relevant to a grade-specific Nevada educational objective.
· Lightspan eduTest Assessment is a nationally standards-based Internet assessment resource that supports schools and districts in measuring student performance in real time. Assessment drives instruction in the classroom, and Lightspan eduTest Assessment supports administrators, teachers, and students by providing early indications of students' strengths and needs. Administrators can chart progress throughout the year. Classroom teachers can target instruction where it is needed most. Students become responsible for their progress, becoming more motivated to succeed and less threatened by tests.
· Lightspan Reading Center is an internet resource that supports reading strategies (phonemic awareness, phonics and decoding instruction, guided oral reading instruction to improve fluency and reading comprehension, vocabulary development and background knowledge, and comprehension strategy instruction. The Lightspan Reading Center includes literacy activities, lesson plans, work sheets, assessment tools, and audio support.
· Lightspan Professional Development builds the capacity of schools, families, and communities to improve student achievement. Lightspan consultants provide site-specific professional development for school communities. Lightspan also delivers professional development via CD-ROM and the Internet, empowering teachers to take full advantage of multimedia resources as it supports their user levels and schedules.
Evidence of Effectiveness
Central Cabarrus High School (CCHS) is located near Charlotte, North Carolina. The school uses PLATO primarily to support remediation programs that are intended to help low performing students meet graduation requirements. Specifically, CCHS used PLATO: 1) to provide an option for students to earn credit for failed courses or their associated end-of-course tests and 2) to help students review and develop skills needed to pass the state competency examinations. Results of an evaluation of this program are as follows:
· Of the 375 students who failed one of the courses required for graduation, 320 students qualified for remediation and earned credit using PLATO in the YES program. Thus, every student who qualified for remediation earned credit.
· Student NCCT scores increased in both the December 2000 and May 2001 re-tests. Students scored higher in December 2000 in both math (163.6 vs. 158.8) and reading (150.1 vs. 149.7) than they did on the May 2000 test. Students who re-took the assessment in May 2001 improved over the December 2000 test from 158.6 to 160.4 in math and from 146.3 to 148.8 in reading.
· A significant positive relationship was identified between PLATO usage and the NCCT test scores for both the December 2000 and May 2001 re-tests.
Rosenburg, Texas – Terry High School – 2002
Terry High School is one of three schools in the district serving grades 9-12. With an enrollment of over 2,100 students, Terry is the largest high school in the district. Terry also has a widely diverse student body, with over 47% Hispanic, 41% white, and 11% African American. State data also show that over 35% of students attending Terry High School are classified as economically disadvantages.
Over a five-year implementation of the PLATO tutorial program, the percentage of students passing all portions of the Texas Assessment of Academic Skills (TAAS) dramatically increased. From 1996 to 2001, the percentage of students passing all TAAS tests improved from 56.5% to 76.4%, an increase of nearly 20 percentage points. Results for TAAS math were particularly strong. Additional analysis of ethnicity shows particularly strong gains for African American and Hispanic students.
Dayton, Ohio – Fairview Elementary School – 2001
PLATO software was used in Title I math classes for three school years. The Title I teacher in the study used the software as an integral part of her class instructional strategy. Each day's lesson was started with a 15‑minute group overview of the topics and skills to be learned. The more able students worked individually on the ten computers in the classroom while the teacher provided the other half of the students with small‑group and individual instruction. After 30 minutes, the students switched places.
Findings of the evaluation show that only 4% of the Title I students scored at the proficient level on the 4th grade math pre-test. By the end of the year, 24% of the students were proficient in math. This represents moderately large and educationally meaningful gains in performance.
This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:
Phonemic Awareness ü ·
Phonics ü ·
Fluency ü ·
Vocabulary ü ·
Comprehension ü ·
· Phonemic Awareness ü
· Phonics ü
· Fluency ü
· Vocabulary ü
· Comprehension ü
· Motivation
Teacher Support
PLATO offers on-site technical support, training and software support services. On-site technical support is offered to help integrate PLATO courseware into the learning environment.
Equipment Requirements
· Computer workstations
· Servers
· Printers
Due to the expansion of Plato's product line, price information was not provided for all Plato and Lightspan products. Contact the company for detailed information.
Professional Development: PLATO provides initial training for staff, on-going staff development, and customized specific learning paths based on need. Training sessions may have up to ten participants and the costs are as follows: Single Day - $1,250; 2-5 Days - $1,140 Per Day; 5+ Days - $1,000 Per Day.
K-3 Reading: 1 License - $900; 10 Licenses - $765 each; 30 Licenses - $630 each; 100 Licenses - $387 each; 500 Licenses - $288 each.
K-6 Elementary Package: 1 License - $1,650; 10 Licenses - $1,403 each; 30 Licenses - $1,155 each; 100 Licenses - $710 each; 500 Licenses - $528 each.
Middle School Package (reading, writing and math): 1 License - $2,900; 10 Licenses - $2,465 each; 30 Licenses - $2,030 each; 100 Licenses - $1,247 each; 500 Licenses - $1,120 each.
High School Package (reading, writing, and math): 1 License - $4,000; 10 Licenses - $3,400 each; 30 Licenses - $2,800 each; 100 Licenses - $1,720 each; 500 Licenses - $1,280 each.
For Information Contact
Nora Zwillick
Sales Representative
3362 E. Ascona Way
Flagstaff, AZ 86004
(928) 699-1472
Current Locations in Nevada
Lightspan Products:
McCall Elementary
800 Carey Avenue
North Las Vegas, NV 89030
Phone: (702) 799-7149
Contact: Mary Manchego
Bridger Middle
2505 North Bruce Street
North Las Vegas, NV 89030
Phone: (702) 799-799-7185
Contact: Milana Winter
Plato Products:
No school in Nevada has chosen this program during this state remediation funding cycle.
(formerly known as Computer Curriculum Corporation/CCC)
Program Description
SuccessMaker software contains over 6,000 hours of interactive learning in reading, language arts, mathematics, ESL/bilingual programs, and life-skills development. SuccessMaker offers a balanced, flexible curriculum that unifies support for essential learning strategies with innovation environments for open-ended learning. A set of powerful but easy-to-use tools enables educators to manage their options. The design of SuccessMaker is as follows:
· Identification of skill areas where the student is having difficulty. These assessments drive individualized courseware choices and study plans
· Dynamic ordering of the instruction provides the optimal learning sequence for the student
· Continuous progress assessment, both during and after the instruction
· Results Manager tools help teachers assess student performance, determine appropriate learning sequences, manage student portfolios, and continuously monitor progress. Detailed reports help teachers provide personalized learning paths for students and document progress for accountability.
Evidence of Effectiveness
Loudon County, Virginia School District
In spring 1996, students in grades 2, 3, and 4 took the ITBS. One year later, students in grades 3, 4, and 5 took the Stanford-9. One flaw in this study is that the norm-referenced tests used are different for each year. However, the district maintains that they are comparable because they measure similar types of math performance and are based on similar standardization groups. Matched scores for those tests at the control schools were studied for achievement growth. Class schedules were compared to be sure that test results were not due to more or less instructional time in math at a given school.
At the subject school, median scores improved at all three grade levels over the study period. The distribution showed that students improved as a group, particularly in Grade 5, and not just because of a few high scorers. At the other two schools, scores remained stable. Improvements in test scores were specific to math, however.
Hempfield School District – Landisville, PA
In this five-year longitudinal study, the effect of SuccessMaker on reducing the number of students in the lowest quartile of the SAT-9 was studied. The study followed students who were in Grade 2 in 1993, the first year of the study, over five years to measure growth.
Student scores on the Stanford Achievement Test in May of each year from grades 3 through 6 were tracked. SuccessMaker was the primary intervention in math instruction. Analysis included comparison of the national percentile equivalent of the mean scaled score each year and the distribution of students by quartile.
The data demonstrated that students showed continued growth in mathematical achievement as measured by the norm-referenced test. The mean scaled score of the students in the study increased from 70th percentile in 1995 to 80th percentile in the last year of the study. The grade equivalent of the mean scaled score rose from 4.7 for Grade 3 to 10.2 for Grade 6. The percentage of students in the lowest quartile decreased from 12% to 6% and the percentage in the top quartile increased from 41% to 59%.
This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:
Phonemic Awareness ·
Phonics ü ·
Fluency ü ·
Vocabulary ü ·
Comprehension ü ·
· Phonemic Awareness
· Phonics ü
· Fluency ü
· Vocabulary ü
· Comprehension ü
· Motivation
Teacher Support
With extensive experience in integrating technology into the education process for K-12 schools in all 50 states and internationally, Pearson Education Technologies has developed comprehensive support services that are designed to assist staff before, during and after the technology purchase. Support services include: Professional Development, Technical Support, Installation, Hardware Sourcing, Project Management, Site/Technical Planning, Program Support, Training, Program Planning and Administrative Pre-Planning.
Equipment Requirements
SuccessMaker can stand alone or be networked. The software requires either Windows workstations running most any version of Windows or Macintosh workstations running Mac OS up through 9.2.2. This program is not compatible with OS X. To network SuccessMaker, a school may have a local courseware server or the district may have a central server. Local courseware servers do not have management system functionality.
Total costs for a new SuccessMaker school would be $40,575. This price includes:
· Full curriculum software
· New user training (three on-site course days and two on-site follow-ups)
· Installation
· Basic technical support (telephone support, patches/dot releases, and Customer Link)
For Information Contact
Brett Neilson
Inside Sales Representative
3801 South 2780 East
South Lake City, UT 84109
Phone: (801) 274-3636
Current LocationS in Nevada
Clark County School District
Hewetson Elementary
701 North 20th Street
Las Vegas, NV 89101
Phone: (702) 799-7896
Contact: Miguel Ortega
Bell Elementary
2900 Wilmington Way
Las Vegas, NV 89102
Phone: (702) 799-5910
Contact: Anna Webb
Bridger Middle School
2505 North Bruce Street
North Las Vegas, NV 89030
Phone: (702) 799-7185
Contact: MiLana Winter
Lunt Elementary
2701 Harris Avenue
Las Vegas, NV 89101
Phone: (702) 799-8360
Contact: Elena Villa
Elko County School District Esmeralda County School District
West Wendover Jr/Sr High School Dyer, Goldfield, Silver Peak
P.O. Box 3830 P.O. Box 560
Wendover, NV 89883 Goldfield, NV 89013
Contact: Fred Gorton Contact: Curtis Jordan, Superintendent
Phone: (775) 664-3940 Phone: (775) 485-6382


text:
Friday, May 06, 2011 - Suit Shoot - Igor Premsyl a Pavol Zbynek
Latest Sets at SubmissionWrestlingNude.com
Open Submission Wrestling Nude - Sebastian Mecta vs. Honza Biskal
This is a great wrestling match. I did a post about it on the Blog. Both these guys are great. There is some hope that one of them will go farther.
More about Sebastian Mecta vs. Honza Biskal - Submission Wrestling Nude ...
PLEASE PROCEED TO THE NEXT PAGE FOR THE LATEST UPDATES AT MaleFeet4U.com

subset: commoncrawl


text:
Discussion in 'General Pro Player Discussion' started by Cassius Clay, May 28, 2010.
OK, let's stick to the topic, eh?
Made it on topic for you.
oh man....i love this thread. Too many LOLs everyday just seeing going into here.
Thanks to the OP for this.
Roger had twins with his gay twin brother?
something like that
Love it!
Long may this thread continue!
I love the expression on Nadal's face here...
Great Jobs! Did you paint that?
Dear Roger, are you feeling sick? Let me check your temperature.
You are awesome, Tennisea!!
Could you do something with Looney Tunes?? Or the Superfriends???
He could at least line the face up properly and toss on a gaussian blur. Geez.
Which one is roger, centered?
Good. I was hoping it wouldn't be too obvious. Bottom right.
I see. Thanks, Centered. -T
It was really obvious. REALLY.
Forget about this post.
Are you alright? Feeling a bit lightheaded?
I drank a little bit but I am still doing fine ^_^.
Any ninja pics? Maybe Federer in Revenge of the Ninja?
ROFL! Genius.
gaussian blur is nothing but trouble...
Funny though. How did you do that?
Roger looks like Nole here. Lol.
Just found this on the net
excellent one that
lol, what the hell ?
Haha disturbing.
Yeah, that one's tacky, even for me.
This thread still delivers! I like to thanks everyone with the creativity and photoshop skills to make these!
still waiting for Bugs Bunny & the Road Runner photoshops, Looney Tunes, and Superfriends.
i have an idea for a good one (i think)
if i have time later i will attempt it, but sadly i have work in 20 mins so if someone has time you should attempt it.
someone photoshop the screaming federer face onto the picture of Capt. Kirk from Star Trek in the infamous KHAN!!! scene.
this one:
Pretty Picture
Funny too!
can you make one with Roger having big bare feet? st like this
Separate names with a comma.


text:
Creative Kids 165 x 115cm World Map Rug - Blue
Creative Kids 165 x 115cm World Map Rug
Don't pay more for this lively rug!
Made with premium acrylic pile | Bright and fun design!
Great for bedrooms or play rooms | Hand tufted and carved
Please note: this item will be charged and shipped individually. It must not be delivered to a PO Box. And please also ensure your address details, complete with contact number, are updated in your account.
These animated rugs create a wonderful foundation for any bedroom or playroom, with fun designs and decor-friendly colour schemes. Best of all, they're made with a premium acrylic pile, and are hand tufted for a thick and plush finish. This lively rug is perfect for brightening up your little one's room!
- Rectangular rug from Creative Kids
- Style: World Map
- Colour: Blue with multiple colours
- Size: 165 x 115cm
- Weight: 8kg
- Bright and fun design
- Made with premium acrylic pile
- Hand tufted and carved
- Brighten up your little one's bedroom!
Please note: This item can only be shipped to a postal address, NOT a P.O box. Please ensure your address details, complete with contact number, are updated in your account.


text:
Custom Independent Journeys for Families and Solo Travellers:
If you are looking for custom independent travel, we now have Kim Salter of Travel Managers handling that side of our business. Kim is knowledgeable about all areas of Australia, and can help you with a special tailor-made tour, whether it's for just yourself, or for you and your whole family. Please contact:
Kim Salter (Australia)
Phone: 1300 640 821
Mobile: 0433 324 455
If you are a family group interested in discovering nature and having fun, we have adventures designed for groups of 4 or more people:
Tropical Multisport - For Adults
7 Days / 6 Nights
Wild Adventure in Australia's Tropical North
Trips starting from: $2565 per person
Wildlife Photography - For Adults
8 Days / 7 Nights
The Essence of Australia Through the Camera's Eye
Trips starting from: $3345 AUD per person
Australian Flora and Fauna - For Adults
7 Days / 6 Nights
The Unique World of Australia's Plants and Animals
Trips starting from: $2525 per person
If you are a solo traveller, we have one option that you can do on your own:
Ultimate SCUBA Diving - For Adults
7 Days / 6 Nights
The Great Barrier Reef's Remote Ribbon Reefs
Trips starting from: $1755 AUD per person


text:
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I dont know what this is I found it on a beach?
Hello, from your photo it looks like it maybe a fossil sharks tooth. Do you have any other photos, or could you take another photo showing its scale? Also where did you collect it as that would help identify it.
Thanks for posting commentything. I'm sorry I haven't replied for two weeks as I have not checked my account for a long time. I found it on a beach near the opening of the river hamble near Southampton. I have had it for several years so it is hard to say where I found it exactly but it was around that area. It is about half the length of a table tennis bat and the width is about the same as the handle.
Hope this helps.
Look forward to hearing more
At that size I'm wondering if it may be the movable digit of a crabs claw. Would you be able to post an image that is more focused?


text:
Day 1
Start your day with eggs Benedict—two poached eggs, Canadian bacon, asparagus and Hollandaise sauce on crusty French bread—at Manna Java World Cafe.
At the National Mississippi River Museum and Aquarium, stroll through the Rivers of America exhibit, watch a boatbuilder at work, and catch a featured film at the 3D/4D theater.
Enjoy Cajun cornmeal catfish along with Mississippi River views at Catfish Charlie's.
Visit the Dubuque Museum of Art's noted Grant Wood Gallery.
Relax with a tasting of Stone Cliff Winery's best-selling Riesling and Moscato wines; take home a wine glass as souvenir.
L. May Eatery serves pizzas with toppings like artichokes, homemade pickles and steak.
Kids in tow? Stay where they can splash in Grand Harbor Resort and WaterPark's indoor water park (from $99) along the Mississippi Riverwalk. Or end your day at the boutique Hotel Julien Dubuque (from $159).
Day 2
For $1.50 each way, ride up the Fenelon Place Elevator, the world's shortest, steepest scenic railway. The tristate view from the top of the bluff is magnificent.
Don't miss the award-winning rose gardens at the Dubuque Arboretum and Botanical Gardens, the largest all-volunteer arboretum in the country.
Take a break at Chocolaterie Stam/Corked, a European-style chocolate shop selling handcrafted chocolates, gelato, coffees and wines.
From atop Eagle Point Park's bluffs (overlooking the Mississippi River and Lock & Dam No. 11) take in the spectacular tristate view of Iowa, Wisconsin and Illinois.
More information: (800) 798-8844; traveldubuque.com


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Darren Ford should change his name to Darin' Ford
The old baseball adage says "speed never goes on a slump." That's good, because as Giants fans know all too well free-swinging hitters often go on a slump.
The Giants snapped a four-game losing streak Tuesday by beating the Pittsburgh Pirates 3-2 in 10 innings despite failing to deliver a run-scoring hit.
The Giants scored their three runs on two sacrifice flies and fielder's choice — although a baserunner's choice might be a better description.
And that baserunner was Darren Ford.
Ford entered Sunday's game in the top of the eighth inning when manager Bruce Bochy put him in as a pinch-runner for Aaron Rowand, after Rowand opened the eighth with a single to left.
Ford was looking to steal a base. And he was breaking to second when Freddy Sanchez hit a slow grounder to shortstop. However, with Pirates shortstop Ronny Cedeno covering second base, the ball was hit into the space vacated by Cedeno and into the outifeld, allowing Ford to race to third base. One out later, Ford scored the tying run on a sacrifice fly by Buster Posey.
In the bottom of the eighth, Ford potentially saved a run when he ran down a ball hit into the right-center field gap by Matt Diaz. Off the crack of the bat, the hit looked like a sure double until Ford caught it … and made it look routine.
In the top of the 10th, with Nate Schierholtz on second and no outs, Ford was asked to bunt Schierholtz to third. However, there were two problems with Ford's bunt. First, it was bunted too firmly; secondly, it was bunted to first baseman Lyle Overbay. When bunting a runner over to third, the bunter should make the third baseman field the ball. But Ford bunted to Overbay, who threw Schierholtz out at third.
Now, Ford was one first base with one out and looking to redeem himself with a stolen base. Pirates pitcher Joel Hanrahan was aware of that, but his pickoff throw was wide of the mark. It sailed up the right field line, and Ford was able to advance all the way to third base.
That forced the Pirates to bring the infield in. Sanchez then rolled a grounder to second baseman Neil Walker, who froze Ford at third before throwing softly to first. Seeing that, Ford seized on the opportunity and raced home. A startled Overbay threw home, but his throw was late (and off the mark), and Ford scored the go-ahead run.
Bochy called the play "one of the most impressive displays of speed I've ever seen on a baseball field."
We don't know if Bochy's comment was simply hyberbole, or it's been simply too long since the manager has seen any displays of speed from his team.
The Giants stole 55 bases last season, tied for 15th (i.e. last) in the National League. Andres Torres stole 26 of those 55 bases.
TRIVIA TIME: Which Giant ranked second on the team in stolen bases last season?
This season, the Giants are 9 of 15 in stolen base attempts and rank 14th in the NL.
With the Giants severe lack of speed, Ford's display Tuesday will leave many Giants fans calling for the team to find a way to keep Ford on the team for the rest of the season.
To that MoreSplashHits says: Slow Down!
Ford's speed is definitely a weapon. But remember, he still has not collected his first big-league hit. He did have a single plate appearance during his September call-up last year. He is 0 for 5 with one walk this season.
Speed is great, but it doesn't do you much good if you can't get on base. The Giants need Ford to develop as a hitter. He was off to solid start at Triple-A Fresno this season before he got called up to the bigs.
This stint with the Giants could stunt Ford's development at the plate. With Torres "a longshot" to rejoin the team the during this road trip, Ford will remain with the club at least until May 6.
Until then, we hope to see more displays of speed from Ford. Because it was surely a sight for sore eyes of Giants fans.
TRIVIA ANSWER: Aubrey Huff was 7 for 7 in stolen base attempts in 2010.


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RICHLAND — Two Hanford workers were sent to a hospital Thursday morning as a precaution after developing respiratory symptoms that might be linked to chemical vapors from underground waste tanks.
The Tri-City Herald reported that two other workers who smelled vapors at the same time were checked out by the Hanford occupational health provider.
The two workers sent to Kadlec Regional Medical Center in Richland with nose and throat irritation were doing routine radiological surveillance at the group of tanks called the BY Tank Farm. A spokesman for the Energy Department contractor, John Britton of Washington River Protection Solutions, said they were the only workers in that tank farm.
The two other workers who smelled vapors were at the C Tank Farm, where work is underway to empty waste from single-shell tanks.


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Sherrington: Now that he's gone, Michael Young's impact will be appreciated
Michael Young, the face of the Rangers franchise through bad and good, hosted his own farewell news conference Monday in a ballroom at the Park Cities Hilton. He did it because he didn't think it proper after 12 years to say goodbye over the phone, and no club official was going to round up the media for a send-off out at the Ballpark. It's not their place. Michael's not a Ranger anymore.
If you've been around the club long enough, you couldn't help but wonder if management finally got its wish.
On the way out the door, or the lobby, whatever you prefer, Young was the same as always. Humble. Gracious. Grateful. Honest. All the qualities that made him maybe the most popular player in the game among his peers.
His "huge list" of thanks, as he put it, started with his teammates over the last dozen years; Ron Washington; his hitting coaches; the pitching coaches; and the fans who were mostly very good to him, as they should have been.
And what about management, Michael?
"I can't say there's a relationship," he said, then thought better of it.
"There's no relationship there, but that's fair."
Young is 36, so he's old enough and smart enough to understand that this kid's game is a business, too. In any business, you're not always going to like your boss. A general manager has to make cold decisions. For the record, Young doesn't think management always did him wrong.
He got a pretty nice contract, one criticized by baseball geeks until Young put up .322 and .338 seasons and led the club to a pair of World Series. He also said Monday that, if he had any regrets, it was how he handled the move from shortstop to third. Had he known then what he knows now about Elvis Andrus, he said, he would have gone gladly.
Get this: You got the feeling Monday, listening to Young talk about Jurickson Profar's enthusiasm and professionalism, that he understood why Jon Daniels ultimately decided there was no longer any room for him at all.
But even if the logic behind the trade to Philadelphia is sound, and it was time to go, it doesn't mean Young has to like the people who made it. Not when you consider the history.
He's been the center of trade talk a couple of times over the last four years, but it really goes all the way back to the beginning.
In the spring of 2003, the Rangers tried to give second base to anybody but Young. He'd hit .262 the year before in his first full season and helped the Rangers lead the league turning double plays, but it wasn't enough.
Always with management when it came to Michael, it was never enough.
Young didn't have enough pop for John Hart, the general manager that Daniels trained under, and he wasn't really a lead-off hitter. Hart wanted Jerry Narron to play Frank Catalanotto at second, but Narron refused. After Hart got himself a new manager in '03, he told Buck Showalter to try Hank Blalock at second. One day that spring, I strolled out to one of the back lots in Surprise to watch the Blalock experiment. The thick-bodied infielder was taking throws from short, gamely trying to make the double-play pivot. It was like watching Daryl Johnston attempt a petit jete', only without a tutu.
The next day in the clubhouse, I asked the Rangers' shortstop what he made of the club's attempts to find him another partner at second.
"I'm his number one fan, obviously," Alex Rodriguez said of Young, "but what are we asking for? How many teams wouldn't love to have a Gold Glove second baseman who's also a lead-off hitter.
"Maybe we ought to slow down and be grateful for what we have."
Whatever else you might think of A-Rod, it was the sincerest statement I heard him make as a Ranger. Even at that, he didn't give enough credit.
Young ended up far better than Hart could have dreamed, better than A-Rod expected, better than I predicted. He did more than play a good second base, which is the only position he ever should have played. He leaves Texas owning just about every career offensive record, compiling a set of numbers nearly identical to Paul Molitor's at the same age, and Molitor's in the Hall of Fame.
Young leaves knowing this is best for his career and maybe even best for the Rangers, although that's still difficult to see from here. If Profar's going to play second, does that really mean Ian Kinsler will play first? What happens to Mitch Moreland, a much-needed left-handed hitter?
Of course, these are issues that Young no longer must answer to as the club's de facto captain. It's not his problem. He's not a Ranger anymore.
One day, maybe, we'll get used to that notion. Even if you disagree with Daniels' sentiment, you'll see the logic. Eventually. Monday wasn't one of those days, though.
Even with all the acclaim, the money, the respect around the league, Young always seemed to deserve better from his own club. Now the Rangers are in a hurry to move on, as is their prerogative. On a bitterly cold day in a gray, rented ballroom, though, Monday was a day to slow down and realize what we had.
Follow Kevin Sherrington on Twitter at @KSherringtonDMN


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Wade didn't do so hot this season but he was one carrying the Heat last year. I think it's only a matter of time before we see Wade destroy teams again. Besides, he doesn't need jumpshots when he's one of the few players that can tear through elite defenders and get to the rim easily.
Dirk, you might be right on that. Still expecting a lot outta him though.
Favorite Team: Knicks
Favorite Player: D. Rose
Favorite Position: PG
Favorite Team: Knicks
Favorite Player: D. Rose
Favorite Position: PG
Remember when he first got to New York he played well, Billups ran the show and he was just scoring and rebounding. Our problem was defense which is why we added Chandler
Imagine not picking up Billups' option, sign Chandler then re-sign Billups to a mid-level deal using his bird rights
We'd have
Billups-Fields-Anthony-Stoudemire-Chandler starting out last year with Shumpert, Smith, Novak, Jeffries and Douglass off the bench and maybe add a young PG in the draft for Billups to groom and still add Camby, not lose Jeffries in the process of adding Felton
we wouldn't be having this discussion, we'd probably have played in the ECF last year and Carmelo would be in top 5 discussion period
regardless this is the year for a lot of guys in the league to redeem themselves, Anthony, Wade, Howard, etc....
They're two different beasts, and I think Durant, I gotta put him above Melo right now just because Durant is Durant, man.
Melo can reach around him this season though.
Durant is a better player than Melo, easily.
He is just a more complete player than Melo.
Melo probably has more god given ability.. But Durant's hunger and drive makes him the better player right now. He rarely if ever takes a night off, Melo doesnt always play up to his ability
Read up:
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Next, why are you saying Melo is a better rebounder?? Durant averaged 8 rebounds per game last season, which also helps the D. Melo has never, throughout his whole career averaged 8 rebounds per game.
On the offensive side of the ball he is flat out better. He scores more per game and shoots a higher percentage. Last season he shot .496 from the field. Melo has never shot that high a percentage throughout his whole career. He also makes more treys, over a hundred in each of the last three seasons. Melo has never made a hundred 3's in a season in his whole career, granted he does play more of a mid-range style, but Durant can make mid-range and short J's all day too. Durant is far superior in transition also. He is v fast and elusive w the ball in the open court. Combine this skill w his height and you have scary talent that is still young and defining itself. Durant is just a flat out better offensive player right now.
I agree that he doesn't take anything for granted. I think he is a better student of the game than Melo. He's also a smart dude and affable. He's a much better locker room guy than Melo and most players for that matter.
Durant is a GREAT SHOOTER we can all agree, Carmelo just brings more to the table for me on offense, remember for the last year and half most of it Carmelo was out of his element and injured, this past season really hurt Carmelo prior to that he had a great year averaging 25.5 ppg and 7 rpg with good percentages across the board
I wish guys would be honest and say they are using this past year too much to judge Carmelo because we seen when healthy and running the offense through him he not only gets his but he got it efficiently, the team played well, he made guys better and Woodson made him a better defender.
Durant is great I just prefer Carmelo
Right now Durant is the better player. Durant is young, therefore I believe he will continue to grow as a player and thus will more than likely be better than Melo for the duration of their careers.
You must not really watch Durant that much. He does everything on offense. He takes it to the rack. He uses a one step or two step dribble and pull up. His handle is excellent so he creates off the dribble really well (better than Melo imo). He shoots the three and he's a monster with the ball in his hands in transition. Plus he's tall. He pump-fakes to get guys in the air to draw fouls. He is just more well-rounded than Melo on offense IMO. He also gets to the line an insane amount. I think he was either 1st or 2nd in attempts last season. That tells me he is v aggressive. Melo did not even come anywhere near him in attempts last season.
Stop w the Melo jocking dude.
We can all agree he's a great scorer, but he has his faults and they are annoying. You should try to see him for what he is.
I would much rather have Durant on the Knicks than him.
And my dude.. don't minimize the importance of statical analysis. Stats are everything when it comes to these players. Good stat analysis is just as important as what you see on the court. Remember that.
Last edited by ronoranina; Sep 11, 2012 at 16:32.
anyway I watch KD and you know what he has his faults too its just no one is going to ever criticize Durant for anything, he not a stopper and who does he make better please explain to me both of these and how they're false, I know Melo has flaws I point them out all the time but these guys are almost evenly skilled and even then Melo is more skilled Durant probably has the higher IQ and more hunger, though I've seen a new side of Melo since April
also STATS are important to an extent, we also have to look at, where guys get shots, who guys are surrounded by, systems, etc...its not all black and white and it seems guys are being influenced by the media too much. Before Carmelo came to New York he was better than Durant now that he's here and the medias new scapegoat he's not top 10 smh
The Spurs 2011-12 record of 50-16, and 2010-11 record of 61-21 on the powerful strength of Tim Duncan then comes Parker/Ginobli performance.
The Bulls 2011-12 record of 50-16, and 2010-11 record of 62-20 on the strength of Rose/Noah/Deng/then Boozer/Gibson performance.
How to rank NBA players-perfomance .. u rank the past 2 seasons of ....
Team-Performance/Team-Record/then player-performance goes into the high ranking of talent .. 1-Lebron 2-Rose 3-Wade 4-Duncan 5-Durant 6-Kobe 7-Howard 8-Parker 9-Dirk 10-Bosh 11-Pierce 12-KG 13-Deng 14-Noah 15-Rondo 16-Westbrook 17-Griffin 18-CP3 19-Harden 20-Ginobli 21-Tyson Chandler ....


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as many of you already know, the barracuda hp1 headset draws power through a USB port to power its built in amp. normally a USB 2.0 port is limited to 500mA, so that puts a damper on how much current the amp can use. however, i have a gigabyte motherboard with their "x3 usb power" feature, which allows 1500mA on USB 2.0 ports and 2700mA on its USB 3.0 ports. i'm wondering if this increase in current would result in better amplifier performance, or it would make no difference at all. can USB devices control how much current they draw?
or, maybe the headphone would blow up, but i really don't see that happening. currently the headphone is powered through an ipod wall adapter, since my old PSU doesn't output a clean 5V rail, which showed up in faint rumbling noises when i scroll on a webpage, for example.


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This item is currently not available.
This unique fabric feeder has four metal feeding ports plus a tray for birds to perch on. Made from fade-resistant nylon fabric with a waterproof liner.
Metal roof overhangs to protect birds and help keep seed dry. Tray provides a place for perching birds and catches fallen seed; holes provide drainage.
(based on 17 reviews)
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Reviewed by 17 customers
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busy birdfeeder
By occasional gardener
from Columbia, SC
This bird feeder is attractive, very easy to fill and hang. I love the large capacity, especially as it is getting heavy use right now.
Bottom Line Yes, I would recommend this to a friend
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Very Happy With Purchase
By chrissmh
from Polson MT
This bird feeder was purchased for a Grandmother and an Aunt for Mother's Day and is still in use.
(1 of 1 customers found this review helpful)
Colorful feeder
By gardner
from norton
can see when it needs to be refilled
Atrractive and Practical
By Maria L.
from Stillwater, NJ
We live in "bear central," in the woods of northwest New Jersey. This feeder is as close to bear-proof as any I've tried. When invaded by a bear, the bottom try simply disconnects. There is no broken glass or small pieces to pick up; I simply put the tray back on, twist to secure, and it's ready to fill again.
I bought 2. One for me and one for gift
By Patty cakes
from Highland Michigan
Love the bright colors. Pretty outdoor accent.
Attractive, but somewhat flimsey.
By JerroldB
from Shreveport, LA
Very colorful, but top can come apart if your not careful.
Bottom Line No, I would not recommend this to a friend
(2 of 2 customers found this review helpful)
For the birds
By Garden Lady
from Plainfield, NJ
The feeders are beautiful. I bought several that hang from the trees looking like large flower blooms. I did give one as a gift to a good friend. She loves it as much as I do.
love it and so do the birds
By mare
from Brooklyn, New york
Not too easy to fill, however well worth the beautiful display.
By treehugger
from el dorado springs, mo.
i can see why it was clearanced. it is awkward and difficult to use since you have to remove the entire top to fill and it is a flexible fabric that won't stand up on its own.
By Max
from Attica, NY
Stands out in the garden! The chipmunks love it!! LOL
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text: Founded in 2002 by Darin Montgomery, a metal worker and sculptor, Urbancase is based in Seattle, Washington. The Urbancase design philosophy is to create objects that contribute to a simpler, pared back lifestyle focusing on basic aesthetic elements and functionality. Dedicated to fulfilling the needs of urban dwellers, Urbancase creates modern furniture and objects for small living spaces.


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He was born April 14, 1941, in Spadra, the son of the late Woodrow Wilson and Earlene Wallace McWilliams.
He was a Clarksville High School graduate, formally with Clarksville National Guard Unit, American Legion Bunch Walton Post 22 member and a Tulsa Pipe Liners Union No. 798 member.
Survivors include son, Woodrow Wilson McWilliams III, Clarksville; brother, Frankie (Cloy) McWilliams, Mountain View; grandson, Woodrow Wilson McWilliams IV, Clarksville; stepdaughters, Cheryl Nowotny, Clarksville, and Belinda Moore, Hartman; and several nieces and nephews.
Funeral services will begin at 10 a.m. today at the Spadra Methodist Church, with the Rev. Mike Desalvo officiating. Burial will be in Oakland Cemetery.
Pallbearers are Dave Frantz, Bob Alexander, James Dickerson, Mike Desalvo, Curley Neumeier and Jamie Thompson. Honorary pallbearers are Charlie Vick and Brandon Young.
Arrangements by Hardwicke Funeral Home.


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Jays express interest in Torrealba
Toronto expected to make offer to former Rockies catcher
By Jordan Bastian / MLB.com
Torrealba's agent, Melvin Roman, confirmed on Tuesday that Toronto has reached out to him on more than one occasion to discuss the catcher's future, but he declined further comment. Beyond the Blue Jays, Torreabla has suitors in the Rockies and Giants, with two or three other teams expressing some level of interest.
"They did call. They have called a few times already," said Roman, referring to the Blue Jays. "We have spoken about the possibilities with Toronto. They did call and ask about Torrealba."
Rod Barajas, who served as Toronto's primary catcher over the last two seasons, is a free agent this winter, leaving a vacancy behind the plate for the Jays. The only catcher with big league experience currently on the Jays' roster is Raul Chavez, who is eligible for arbitration this winter and is expected to return as the backup.
Last season, the 31-year-old Torrealba hit .291 with two home runs and 31 RBIs over 64 games with the Rockies. The Jays expressed some mild interest in Torrealba prior to the 2008 season, but the catcher signed a two-year, $7.25 million deal to remain in Colorado. Toronto then signed Barajas to a one-year contract that included a $2.5 million option for 2009.
Barajas, 34, hit .226 with 19 homers and 71 RBIs across 125 games for the Blue Jays in 2009. He is eligible as a Type B free agent, meaning Toronto will receive a sandwich pick between the first and second rounds of the 2010 First-Year Player Draft if he declines arbitration and then signs with another team.
Torrealba is also considered a Type B free agent, so the Rockies will receive a sandwich selection in next June's Draft if he turns down arbitration and signs with a new team. The signing team does not lose a Draft pick, though.
Jordan Bastian is a reporter for MLB.com. This story was not subject to the approval of Major League Baseball or its clubs.


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Explore Newly Unveiled Schumann Works
Tuesday, April 19th, 2011
Explore Newly Unveiled Schumann Works
As you may know, Paul Green and Frederick Moyer have presented on this site two works by Robert Schumann that have never before been available to the general public. If you are viewing this site with Safari, Google Chrome, or the latest Firefox click the following links to explore these works in detail:
Schumann: Sonata No. 3: Original Finale Movement
Schumann: Sonata No. 4 (Sketch): First Movement
Schumann: Sonata No. 4 (Sketch): FinaleMovement
Note: These web pages will only run properly with Safari, Google Chrome, or Firefox as these browsers use the latest web technology ("WebKit" / "HTML5.") Safari, Chrome, and Firefox are free and run on Windows and Mac. For the latest versions, please click the respective links above.
On our Schumann pages, you can:
- See both the original manuscript and our deciphered score:
- Listen to Frederick Moyer perform these works while following along in either manuscript or deciphered score:
- See the manuscript zoomed in:
- Read notes on places in the manuscript:
- Hear animated commentary about other places:
Note: If you would rather download the software as a standalone application, please click on the following links:
Schumann4thSonata: Windows – Mac
SchumannPrestoPossibile: Windows – Mac
Please let us know if you have any problems!
Concurrently, Moyer's record label, JRI Recordings, has made available for purchase the sheet music for these works, either in printed form or as PDF downloads. These then are the first publications of these works by the great Romantic master:
• "Presto Possibile" — early version of finale movement to Sonata No. 3 in F Minor, Op. 14, is available here.
• Sonata No. 4 (Sketch,) is available here.


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Soil Production of C02 May Decline As World Warms
Contradicting earlier studies showing that soil microbes will emit more carbon dioxide as global warming intensifies, new research suggests that these microbes become less efficient over time in a warmer environment and would actually emit less CO2. The research, published in the journal Nature Geoscience, could have important implications for calculating how much heat-trapping CO2 will accumulate in the atmosphere as temperatures rise.
Researchers from the University of California, Irvine, as well as Colorado State and Yale universities, found that soil microbes, in the form of bacteria and fungi, rapidly exhale CO2 for a short period of time in a warmer environment. But as higher temperatures persist, the microbes begin to use carbon less efficiently in their respiration process, which causes the microbes to decrease in number and emit less CO2 into the atmosphere.
"Microbes aren't the destructive agents of global warming that scientists had previously believed," said the study's lead author, Steve Allison of UC Irvine. But Allison and his co-authors cautioned that further study is necessary to determine how soil enzymes might evolve as temperatures rise, which could affect the carbon balance in soils.
For more information: http://e360.yale.edu/content/digest.msp?id=2386