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Another one of those story-thus-fars that regular readers can skip.
Let's see if I can review even more quickly this week:
- I'm working on a book called Singapore Math Figured Out ForParents.
- Singapore Math is the system of math teaching used in that small nation since 1981, in most of the top-performing-in-international-comparison Asian nations, and increasingly in many other countries.
- For about ten years it's leaking slowly into the United States via charter schools (especially for the gifted), homeschoolers, and some of the "college academy" schools that aim at increasing the college enrollment and success of low-income, first generation, and people of color.
- Singapore Math has been partially included in the Common Core standards, and many public school systems are considering moving to it as a way to meet those standards.
- Singapore math is genuinely better than other ways ofteaching math, but it absolutely requires teachers who really know what they're doing, which requires them to be adequately prepared and trained, which, historically, the United States has screwed up nearly every chance it got. So my guess is that my country is going to miss its best chance to become better at math, and this point in history is a spectacularly bad time to do that.
- As part of Singapore Math Figured Out for Parents, I've had to study a great deal of the history of math instruction, especially in the U.S. The main track of the book will be about how parents can make Singapore Math work out for their kids, but for a variety of reasons it seems like a good idea to have a section about how we got into this mess in the first place.
- And so I've been blogging that history, about one sizable chunk per week.
And so here we are at the most infamous of all math curriculum changes: the New Math.
New Math: the first try to fix math instead of avoiding it.
In the whole history of mathematics education in the USA, probably nothing began with more promise and higher hopes, or ended in more dismal results, than the School Mathematics Study Group's curriculum, known forever to everyone as New Math.
In 1957, the Soviet Union orbited the first artificial earth satellite, Sputnik, beating the United States into orbit by what turned out to be almost four months. At the time, because the possibilities of artificial earth satellites had been covered heavily in the press, most American politicians, reporters, and educated people knew that a rocket big enough to orbit a 183-pound satellite was big enough to deliver an atom bomb anywhere in the world.
After that, events seemed to conspire with the Soviets to make it all extra-humiliating for the Americans. Sputnik-1, at 83 kg, went up in early October 1957, and Sputnik-2, at 500 kg (half a ton), went up a month later. Then in December, Vanguard, the first American attempt to launch a satellite (accurately described by Khruschev as "about the size of a grapefruit"), collapsed and exploded, having attained all of four feet toward orbit. Finally, on January 31, 1958, a hastily cobbled-together and restarted Army program managed to send up the American Explorer I, which was roughly the size and shape of a fencepost, weighing in at 13 kg (or about thirty pounds). So in a space of about four months, the Soviets showed that they were there first -- twice before we even got one to blow up on the ground -- and all of it much bigger and more impressive.
For years before the "Sputnik crisis" (as Eisenhower himself called it) in America's technological self-confidence, college mathematics professors had grumbled about the poor preparation of entering freshmen. Hard to imagine as it is today, the closest thing there was then to a "national curriculum" was the bestseller list of some of the largest textbook publishers (out of hundreds of textbook publishers, and even the biggest were nothing like the Big Three of today). A few schools of education at some state universities suggested curricula; most did not.
From school district to school district, what was taught, in what order, with what rationale, and with what quality of instruction varied immensely. A few kids from high schools like Bronx Science arrived at college at sixteen, already having completed a year of very theory-heavy calculus. Many more kids from Speedtrap, West Dakota, might only have had the option of three years repeating Practical Math (a common course at the time: a review of common arithmetic word problems) because there was never enough interest to put together an algebra or geometry class.
Furthermore, many instructional materials were frankly terrible. A retiring math teacher who needed to supplement a pension could self-publish a hastily-written summary of his or her lesson plans and call it a math textbook, which his or her old school district would then adopt. Math instructors at small colleges, often just former star students with only a BA from the same college, published similar textbooks via the small commercial publishers (whose sales people frequently bribed them into school districts with donations to athletic teams or price breaks on cleaning supplies).
Many of these textbook authors had never been particularly good at math, and were simply repeating or plagiarizing the work of similar predecessors, often with new errors in each generation of copying-without-comprehension. Furthermore, the World War II-Cold War frantic demand for engineers and technicians of all kinds guaranteed that anyone with decent math chops could usually make more (and find more interesting work) in industry than in public schools, so those confusing not-quite-right textbooks were often being explained by hastily re-allocated gym or home ec teachers.
Because traditional proceduralism had held out against Deweyan reforms in many areas, at least until after the Second World War, there were many proficient "computers" (in the sense of that era: people who were really fast and accurate at memorized algorithms) around. For example, here are the computers the Jet Propulsion Laboratory used for the Explorer I launch:
And in Denise Kiernan's The Girls of Atomic City you can meet some of the computers who helped design the atomic bomb. (Along with many other women doing many other things at Oak Ridge during the war).
So we had plenty of good "computers" and some of them were finding their way into college math classes. But a relatively small number of people had ever even been taught the concepts of real mathematics. To most people, including most mathematics teachers, math was carrying out those patterned manipulations you'd use to run Eb's General Store, just like in 1910, except that fifty years of Deweyan pragmatism had eliminated most of the difficult patterns.
Even in the relatively few (by today's standards) secondary schools that taught appropriately advanced mathematics, learning was impaired by math instructors who didn't know math very well teaching from textbooks by people who knew very little more. Many of them were teaching ideas that were not true, patterns of reasoning that were not valid, rules that didn't always work, and in short a load of mathematical nonsense that students would have to unlearn in college.
It would have been difficult to pretend that no one knew before Sputnik. Critical activists, most importantly the National Council of Teachers of Mathematics, but also the main university mathematician organizations, had been screaming from the late 1940s on.
Moreover, even before Sputnik, the public was having a pretty thoroughgoing reaction against Deweyan pragmatism. The method of teaching reading then known as look-say was taking a well-deserved beating in the conservative press and in books like Flesch's Why Johnny Can't Read (1955).
All of this was suddenly excruciatingly visible in the rocket's red glare. Less than a year after the Sputnik launch, Robert Heinlein was giving a painfully accurate summary of the consequences of Deweyan pragmatic education in Have Spacesuit,Will Travel (1958):
I simply stared. "Why, I'll graduate from high school, Dad. That'll get me into college."
"So it will. Into our State University, or the State Aggie, or State Normal. But, Kip, do you know that they are flunking out 40 per cent of each freshman class?"
"I wouldn't flunk!"
"Perhaps not. But you will if you tackle any serious subject—engineering, or science, or pre-med. You would, that is to say, if your preparation were based on this." He waved a hand at the curriculum.
I felt shocked. "Why, Dad, Center is a swell school." I remembered things they had told us in P.T.A. Auxiliary. "It's run along the latest, most scientific lines, approved by psychologists, and-"
"-and paying excellent salaries," he interrupted, "for a staff highly trained in modern pedagogy. Study projects emphasize practical human problems to orient the child in democratic social living, to fit him for the vital, meaningful tests of adult life in our complex modern culture. Excuse me, son; I've talked with Mr. Hanley. Mr. Hanley is sincere—and to achieve these noble purposes we are spending more per student than is any other state save California and New York."
"Well . . .what's wrong with that?"
"What's a dangling participle?"
I didn't answer. He went on, "Why did Van Buren fail of re-election? How do you extract the cube root of eighty-seven?"
Van Buren had been a president; that was all I remembered. But I could answer the other one. "If you want a cube root, you look in a table in the back of the book."
It was a very open secret: in math instruction, and in many other subjects, the 1950s was the heyday of emphasizing socializing the kids at the expense of dumbing down, when in many states a single "health" class (don't pick your zits, puberty is normal, eat the food pyramid) was being counted as the mandatory "science" for a high school diploma.
And why not?
It was, after all, the era when boys in Detroit referred to lifelong employment at GM as "thirteenth grade," and when social promotion from grade to grade had become the norm because, well, why not?
Suddenly, Sputnik.
Suddenly, we'd been beaten out of the gate in the race to the next frontier. Suddenly, the country of Edison, Westinghouse, and Oppenheimer, had been skunked by the country of steam tractors and cheap suits.
All at once, the people who had been complaining about the Deweyan pragmatic reduction of school to a day camp for future housewives and assembly-line workers (because "you could get a job with that") had a much bigger audience. The quiet of 30s, 40s, and 50s in math education was exposed as the silence of the empty chicken coop, where rocket-propelled commie chickens now roared in to roost.
Teenagers in the tech-labor-force pipeline were unprepared or underprepared. It was painfully clear to millions of Americans that they couldn't trust the math teachers to teach math. Worse yet, what was being taught was usually watered down and sometimes actually wrong. Where could America turn for the math whizzes to beat those Russians right now?
Strangely enough, we had a large share of the world's math talent; we just weren't doing much in K-12 to develop more of it. For generations, the university mathematicians had been mostly ignoring what was going on in the schools, except to arrange private tutoring or secure one of the few good high schools for their own kids, and to complain about the incoming freshmen who appeared never to have seen an x in an equation before. Now, in the post-Sputnik panic, a small group of public-spirited and civic-minded, genuinely excellent university mathematicians organized themselves into the School Mathematics Study Group (SMSG). In the urgency of the moment, with money flying out of Washington and the state capitals, they secured National Science Foundation funding to tackle the problem: what should the K-12 math curriculum look like?
New Math and Old Myth: Scraping off some of the accumulated barnacles of self-justification
Because what followed was a disaster, and history is re-written by the culpable, it's important to avoid swallowing all the myths whole. New Math did not come from nowhere and it was not an obviously bad idea; it was an emergency attempt to deal with a perceived gigantic problem, and before it was tried, there were many good reasons to think it could and would work. In those consensus-on-the-Cold-War days, the New Math had the political fingerprints of everyone from the deepest conservatives to the most blazing liberals all over it.
Far from creating New Math or conspiring to foist it on the public, the educational establishment and its attendant bureaucracy (like any establishment or bureaucracy confronted by a demand for immediate radical change) hunkered down to resist it, actively or passively. Though individual teachers out in the schools tried to make New Math work (and sometimes succeeded), New Math was crammed down the choking and gagging throats of the mostly non-teaching educators in the teacher's unions and the schools of education, who resented and feared the loss of control over a major area of school curriculum.
Furthermore, New Math was not concocted by eggheaded theory addicts for the greater glorification of theory. The SMSG sought to prepare students for some of the best jobs then available, at least white male middle-class students. (In the climate of the time, a claim that women, non-whites, or poor people had "special needs" would have been regarded as a thinly veiled statement that they couldn't hack it, and as a basis for discrimination.) The objective was to replace a curriculum that did not prepare people for science, engineering, and high-level technical work with one that thoroughly prepared them.
Later, after New Math had crashed and burned, some conservative politicians and some teachers' organization leaders would try to paint the pre-New Math era as one of idyllic contentment in which the kids just quietly learned their math. Then, their story ran, (conservative version) evil teachers unions and (teachers union version) wicked ivory tower mathematicians, in cahoots with the brutal text book industry (both versions, and they did have a point) set out to destroy American mathematics, and using their eerie totalitarian powers of mind control, seized control of mathematics in America and destroyed it.
That tale wasn't true. Again, math instruction had been deteriorating for decades before Sputnik triggered the formation of the SMSG. Again, right and left, labor and business, everyone from the hippest beat to the grayest square in a gray flannel suit had been complicit as math programs decayed for decades before Sputnik, and supported the New Math at it inception. The most prominent opposition group before New Math was adopted was actually the "professional educator" bureaucracy, who felt quite correctly that they had been denied a seat at the table.
Moreover, the SMSG actively sought practicality; that was the whole reason to introduce a far more rigorous math curriculum, reversing decades of dumbing down. The story that New Math was a bunch of ivory tower educrats replacing real math with a bunch of theoretical nonsense is a bogus rationalization formulated long after the fact, mainly to support fundraising in conservative parent groups and to justify the counterrevolution of the classroom teachers and their professional leadership.
Unfortunately, though an ill-advised alliance of emotional supporters of traditional proceduralism and self-interested supporters of Deweyan pragmatism were the people who carried out the counter-revolution against New Math, the obstinate fact is that New Math was a disaster, and it really did have to be scrapped. The energy to get rid of it may have been supplied by Sister Mary Hick'ry Stick and Curriculum Director Homer "Get a job" Simpson, but it had to go anyway.
For want of a kindergarten teacher, algebra was lost ...
The crash that followed the SMSG's optimistic and well-meaning start had many causes. First of all, the professional educators did have a major point: almost no classroom teachers and no educational psychologists at all were involved in the curriculum design. Given the state of American math education at the time, that probably seemed like a good thing, a kind of spiteful spurning of a profession which had done so badly for so long.
But commitment to a set of bad ideas does not necessarily mean that people are ignorant of everything important, and commitment to do better does not create needed information out of nowhere. The SMSG had no one to tell them that first and second graders do not really have a sense that things could have gone differently than they have, so it makes little sense to try to teach them probability. There was no voice to point out that most kids don't really see how a proof can be true in abstract, or grasp the distinction between valid and true, until they are about ten or eleven.
Rather than using known, well-established information about average children in ordinary schools, the SMSG seems to have drawn on a small population of former children who were in command of advanced concepts at a very young age -- that is, themselves, kids who grew up to be mathematicians. So, based on their own experiences as bored prodigies having their time wasted in dumb-to-them classes, the mathematicians naturally preferred theoretical rigor and ignored developmental appropriateness, and there was no one to point this out.
If the cardinality of the set of stools=2 and is restricted to integers, how do we define the location that is between two stools?
It also didn't help that much of the American mathematics community was pretty far toward the systematization pole in the eternal cycle between pioneering and systematization. In the long history of math stretching back through several different cultures and many millennia, some mathematicians (like Galois, Cantor, Riemann, Noether, or Godel) have always been subversive pioneers, finding the problems and issues that no one else had looked at and proposing solutions to them. Other mathematicians (like Euclid, al-Kharizmi, Newton, Gauss, or Hilbert) have been systematizers, who construct the proofs and build the chains of logic that tame those frontiers and regularize them into orderly branches of mathematics. Mathematics needs both, and most research mathematicians are themselves a mixture of pioneer and systematizer.
But at different times, places, or branches of mathematics one or the other tendency will be dominant. To use everyone's favorite metaphor, it's a pendulum: systematizers lock things down into rigid structures. Pioneers begin to look at the foundations and discover incompleteness and weaknesses, eventually undermining or transforming the structure. That creates work for the systematizers who build it up again, better and more complete before.
In the late 1950s, American mathematics was passing from a long generation of capable, brilliant systematizers into a younger generation of iconoclastic pioneers. Many senior mathematicians had spent most of their working lives in an environment where math research tried to resolve questions with proofs and to pave simple, clear, straightforward roads into the wild country that the mathematicians of 1850-1910 had opened up. The systematizers' dream of having a definitive list of axioms and rules of proof, from which all of mathematics could be constructed in one vast derivation, seemed closer to possible then than it has at any time since. Although Whitehead and Russell had failed at one of the most ambitious attempts to unify all math in a common set of axioms, and Kurt Godel and Alan Turing had shown that it could never be done completely, the vision lingered on in older mathematicians that somehow, one day, there would be a list of axioms, and a very long single proof ending with "QED Math!"
At the same time, there were a host of marvelous cracks and odd spots in the foundations of traditional mathematics. Whole new branches and subjects like game theory and discrete mathematics were opening up, and fields that had been moribund for decades like computation and number theory were moving again. Younger mathematicians were finding immense, fruitful new areas to work in. It was an exciting time in math research, with the frontiers advancing in many directions all at once.
So when the SMSG set out to derive a math curriculum, they were looking for two different contradictory goals:
- a rigorous structure in which math would be built up from fundamental axioms, via logic, into complex deep concepts, thus ensuring that mathematically talented students would arrive into university classrooms with a deep understanding of the basis of math itself.
- a mind-broadening freewheeling experience of the many exciting faces of modern mathematics, of how much there was yet to be discovered just for the sheer joy of knowing it, and applied to sciences and human affairs in ways not yet dreamt of.
They weren't thinking very much about whether either of these approaches would work for a student of average ability trying to learn from a teacher who didn't understand it very well, assisted by parents who didn't see any particular need for either perfect logical rigor or the discovery of more esoteric math, especially not when they mainly expected their kids to learn to "put down two, carry the one."
Furthermore, because mathematicians are unsurprisingly drawn from kids who were good at math and had little trouble with it in early grades, the SMSG was made up of people with a deep disdain for drill. They had mostly been that seven-year-old who had the multiplication table in two days. That had been painfully frustrating when teachers kept drilling it for three months, chanting out "two times ... three times ... four times ... " That was, after all, the curriculum around the time of World War I, when senior mathematicians of the 1950s were in grade school.
Back then, no matter how much the seven-year-old mathematicians-to-be really wanted to ask about the main diagonal forming the set of perfect squares, or some rudimentary idea of prime numbers, they quickly learned not to ask about it; classroom order was still being enforced with paddles and dunce stools. So the math professor of 1958 learned to survive, in 1918, by plodding through the drills, but he didn't learn to like it. By the end of the second grade, most of them still loved math, hated math class because it was all drill, and probably despised the inept classmates and teacher who forced the drill on them.
Forty years later, trying to figure out an elementary school math curriculum, they thought a great deal about how dull that drill was for that talented kid. And they weren't about to invite some second-grade teacher or educational psychologist into the room to explain what drill did for the average kid (whether the average kid liked it or was aware of it or not).
So on one level, New Math was designed to be what the top 10% of the students in every math class had always wished math class would be. Which was great if you were in that top 10% -- and so was your teacher. For everyone else, it was a worse version of what had been going on for a long time: the teacher didn't know much math and many kids didn't acquire much of what s/he did know.
But that was only the first stool. On another level, New Math was also supposed to get kids excited about all that great math they could learn, or would be learning shortly, in all those hot new fields. It was rather like being trapped in a room with a pack of math nerds, all of whom are anxious to tell you why their math is the coolest math there is. That's a tough enough experience for an evaluator from the National Science Foundation, let alone for a third-grader.
At the very basic level, the branches of mathematics seem far apart and as if they have little to do with each other. At the high end, everything you can say in mathematical logic you can say in set theory, which is why set theory is a powerful tool designing computer algorithms; at the low end, one is about whether or not Socrates is mortal and the other is about overlapping circles. A first-grader can handle a little bit of rudimentary set theory, logic, arithmetic, number theory, and geometry, but what a first-grader can handle just doesn't overlap enough to make deep connections.
So instead, teachers and students tended to concentrate on whatever was easiest to understand at that grade level. First-graders took time off from addition facts to learn geometric definitions that they might not use again for a year or more; fourth graders escaped from long division to talk about functions; everyone started every year with set theory because, although it has few applications at the most basic level, it's relatively simple.
Naturally this reinforced the student tendency to learn math "in the moment" or "in the unit," only remembering what they need to do the work in class today. Young students often like the pretty patterns and rhythms but seldom see why they might want to remember it; "learning math" is a possibly fun activity for now, not a cumulative process leading into the future. That's a large part of why traditional proceduralism sends kids into the wall: the patterns are fun, so they learn the patterns and are rewarded for it, but no one insists that they also get the ideas that they will need. Then one day they run out of pattern and need an idea -- and don't even know what one is.
New Math managed to make that process even more devastating to young math students than traditional proceduralism had been. Those long breaks to visit "other cool math" were interrupting the already-difficult process of building math up from basic bedrock concepts to advanced conceptual structures tied together with cables and beams of logic and proof. Either the goal of building math like a mathematician from unifying concepts or the goal of giving the students mathematical breadth by introducing them to many different fields would have been hard enough by itself. Trying to do both of them at once would probably have failed with the best mathematics teachers in the world.
Standing between two stools is even harder when there's no support
And that wasn't who was trying to teach it. With a whole new mathematics curriculum coming in, much of it unfamiliar to teachers already out in the schools, there were three alternatives the school boards of America had for meeting their mandates to move kids over to New Math:
- What no one did: Retrain or replace most of the teachers in the lower grades, at a large cost, and begin New Math with the incoming first, second, and third graders, working your way upward into the higher grades as you obtained more teachers who really understood it. It would also have helped to supply supplementary material and sessions to explain things to parents so that they could stay involved and learn along with their children. This would have cost a great deal, but probably would have worked as well as anything could, given the damage already caused by split focus and developmental mistakes.
- What the SMSG recommended: since the hard way was clearly out of the question, the SMSG suggested that school districts should begin by introducing New Math via high school advanced classes, where bright students could quickly catch up on the pieces they were missing, and where teachers tended to be more mathematically proficient, so that retraining would be easier and quicker. This would allow time to introduce New Math into teacher training curricula in the teacher's colleges. Then the schools could gradually spread the concepts downward (from Grades 10-12 through junior high, middle grades, and primary grads) and outward (from advanced to standard academic to general and remedial classes) as older teachers retired and better-prepared ones moved in. This meant a more or less constant retraining budget for about ten years, working down from 12 to K, giving the maximum time to the less math-oriented lower grade teachers (and allowing some graduates to come back around the cycle and enter the system in elementary education). The estimate was that in about ten years the whole school system could be converted to the new way, with most of the (large) expense falling in years 4-7 of the process.
- What they actually did: For just the cost of replacing the textbooks (and remember, that's money for kickbacks and new football uniforms), hand all the teachers at all levels the new textbooks in the last couple weeks of summer break and tell them to look these over and try to stay a chapter ahead of the students. If any teacher absolutely insists, send them to one of the cheap or free SMSG summer math seminars, from which they can return either as confused wet blankets, or as unpopular know-it-alls, either way helping to ensure nobody else would want to go (and ask for travel money) the next year.
Math is for everyone but being a mathematician is not
With all those forces taken all together, New Math would have been doomed even if it had been a genuinely great way to teach math. But even if we could have willingly afforded double-Ph.D. math/Ed.D. child psych students in every classroom from first grade on, the primary problem with New Math is that although seeing how all of mathematics hangs together is central to a mathematician's understanding of math -- and often seems to be the moment when they really realize that they are mathematicians and that mathematics is what they want to do with their time -- it isn't the way in which most people who need to get math get it. The developmental path for nearly everyone is drastically different from the path of formal logical exposition that mathematicians mostly build for themselves in retrospect.
That last point is important enough to elaborate a little: most mathematicians themselves learned basic math by a developmental path, that is, one that introduced concepts and ideas in long-form, slow ways that a kid's mind can grasp, and gradually introduced more advanced concepts first as abbreviated or short-hand versions of the basic ones, and then as extensions to them. Later, the extensions become a quick, clear explanation and take the place of the developmental experience.
For example, developmentally, most people naturally learn addition as "counting on": you have three pieces of candy, someone gives you two more, and you first learn that to "add" the three and the two, you start at three, and then count two more: 1. "four", 2. "five." Since counting on always gives the same correct result no matter what you're counting, be it galaxies or bumblebees, you memorize "addition facts" so that you don't have to spend all your time counting. Then you extend further to learn that among the countable things are numbers themselves: three tens and two tens make five tens, but we can abbreviate that as 3x10+2X10=50, and so on through multiplication.
Now, if you're a mathematician, one day, when you are starting to see that the way addition grows out of multiplication, and exponentiation out of multiplication, is something much more subtle and powerful than just "grouping" or "repeating," you are ready to learn to talk about all of them as related operations which form a closed group on the integers.
The mathematician quite possibly went over that same road, though further than you did. But looking back, with fully developed mathematical eyes, s/he sees a completely different definition of addition, one that has nothing to do with counting. It will begin with a definition of the integers (the union of the set of whole numbers and their additive inverses) and then give five brief equations (the first one is n+0=n) which can be chained together to define the solution of any addition of integers no matter how complicated, and finish by noting that the group of integers is closed under addition (meaning if you add two integers, you always get another integer).
To a professional mathematician, a computer scientist, and sometimes to a physicist or chemist, that sets-operations-groups definition of addition is actually more useful than the plain-old ordinary regular one. Indeed, it's useful to the mathematician or the computer scientist to think of the sets-operations-groups definition as the thing that you use to confirm that the everyday, developmental one works for all the possible integers.
But it is not necessarily best for a first grader to try to start out with sets, operations, or groups. Intuition about what numbers are and what they mean is vital for the first few years of mathematics, particularly for learning to see the world mathematically, and intuition, or "number sense," develops out of correctly interpreted specific and simple experiences.
The way of the pure mathematician is to start somewhere in theory and explore from there, and be only vaguely aware that someone, someday, may tunnel in from the applied world and find a use for the highway you've built. It is a good way for mathematicians to learn, discover, or explore the middle part of the journey -- getting around in theory. But finally, it's neither what most people need to do, nor the way to make them clear on what needs doing and confident in doing it. Sadly, for most people, traditional proceduralists were right (the time would be more profitably spent learning multiplication tables) and so were the Deweyan pragmatists ("you can't get no job with that.")
Of all sad words of tongue or
(and also calculation)
The saddest are these--it might have been
(but for the implementation).
Why "sadly"? Because there was a baby in that bathwater: the real understanding that leads to using math for clearer thinking, better jobs, and ultimately a more successful life does matter. In places where the New Math was implemented well and properly, there was in fact a bumper crop of well-prepared students who went off to great success in college and life. If they hit the wall at all, they hit it later, more gently, and with more resources for getting past it.
The concepts to get around in theory-land, and to understand how and why to go in and out of it, are genuinely essential. As breathtakingly poor as the pedagogy of New Math was, the content was in fact just what the doctor would have ordered, if he hadn't been a quack. Unfortunately, the first real medicine that showed up was so unpalatable, and so poorly thought out, that it was virtually impossible to get it into anyone.
That disastrous lost generation also highlights a few other lessons for anyone seeking to improve math instruction: first of all, that parents are going to make it or break it, for reasons that make sense to the parent. If the parent doesn't know what this is about, or how to help their kid with it, there's going to be a revolt, not soon, but right now. If there's no resource for the parent to turn to, all those problems are going to be much greater.
Secondly, individual classroom teachers are going to be a mixed blessing for any kind of math reform; the ones who are eager to learn and use it will be the reason it succeeds, but not every teacher is going to want to do that, and during the transition, there will be teachers telling the children that "this stuff in the book doesn't make any sense" and urging parents to complain about it. If parents know what the program's about, and agree with it, the resistant teacher can't do much damage; if they don't, well, that's what killed the New Math.
Finally, the New Math saw the first "indignation entrepreneurs" -- people who began to make a living, and sometimes quite a good one, by organizing against a curriculum. They weren't major players in the 1970s as the New Math was being abandoned, because the movement was so large and diverse already that it didn't need much more recruitment or leadership. But the discovery that parental anxiety and dislike of schools was a potential source of money, votes, and indirectly of prestige and power was not lost; it would play an increasing role in both the advocacy and the defeat of every reform (and every counter-reform) from then on.
Speaking of which, in the next few weeks I'll take up several of those. Next up is what is variously known as discovery or "inquiry-based" math, which, like New Math, demonstrates that the same idea can be foolishly and unfairly maligned at exactly the same moment when it is also being wisely limited or even justly rejected. And for those of you who are really not into math teaching, I have some hopes of having something nonmathematical up later this week.


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Elizabeth Pierce, President & CEO
Elizabeth Pierce has earnest passion to fuel curiosity, unleash wonder and celebrate knowledge. As the CEO of Cincinnati Museum Center, she sees limitless potential to evoke a spirit of discovery, creativity and critical thinking for people of all ages. At the heart of her leadership is a deep understanding of CMC's impact on the lives of people in this community and across the globe.
She is an advocate for early childhood education and lifelong learning, beginning her career at Chicago Children's Museum. She carried that passion to Cincinnati in 1999, serving as a communications consultant to Cincinnati Museum Center in 2001. Her relationship with CMC grew deeper through regular visits to Union Terminal with her young sons. She joined the Duke Energy Children's' Museum Advisory Board in 2004, serving as the chair of the advisory board and as a CMC trustee before joining staff as vice president of marketing & communications in 2007.
She has been a key member of the senior leadership team for the past eight years, driving financial success through robust museum admissions revenue, OMNIMAX® films and blockbuster special exhibitions including:
During her tenure, Elizabeth has dynamically engaged CMC curators and exhibition staff to leverage the vast collections for community impact and fundraising growth, including the celebration of Union Terminal's 75th anniversary year (2008), the series of CMC Treasures exhibitions (2012-2015) and the Daughters of the Queen City initiative (2014). From local history to premiere global exhibits, Elizabeth will guide CMC as future content and programs are kept relevant, fresh and prolific for valued visitors.
Elizabeth has been a leader in the efforts to secure public support for Union Terminal. She served as a key staff leader of the 2014 Cultural Facilities Task Force. She helped drive the Save our Icons community engagement campaign in partnership with Music Hall resident companies and Landor and she established a vital partnership with the National Trust for Historic Preservation. Elizabeth guided the Union Terminal sales tax campaign, resulting in the passage of this vital community support by 62% of Hamilton County voters.
Cincinnati Museum Center is pleased that Elizabeth will continue to passionately lead the organization building on her extensive experience as a leader in Cincinnati and at other notable museums over the past 20 years. Early in her career, Elizabeth gained experience in the photo archives department of the United States Holocaust Memorial Museum in Washington D.C.; public program development at The Corcoran Gallery of Art; special events and fundraising at The National Endowment for the Arts and the Chicago Children's Museum. She stepped outside the museum industry for a period of time gaining strategic communications skills, community engagement and media relations expertise.
Elizabeth Pierce deeply treasures the unique range of subjects that CMC presents. Her personal and family experiences have given her a healthy fascination with biology and the natural world; an enthusiasm for geography and an appreciation for layers of context revealed by history. She earned a Bachelor of Arts in History from Miami University (Oxford, Ohio) and studied at the Miami University John E. Dolibois European Center in Luxembourg. Her experiences overseas as a student of history, architecture and economics ultimately inspired her to pursue a museum career. She holds a Masters of Museum Studies/Administration and American Studies from The George Washington University.
She is a graduate of Leadership Cincinnati, Class 32. She has been a leader in several parenting/school groups, a member of Kindervelt #50, a contributor to Impact 100 and is a current member of the Women's Capital Club. Elizabeth and her husband, Brad, and their children have been residents of Cincinnati for 15 years and reside in Indian Hill.
Dave Duszynski, Vice President of Featured Experiences and Customer Services
I came to the Museum of Natural History on Gilbert Avenue in 1985 as the Planetarium Director, just in time for Halley's Comet. In 1990, along with the opening of Museum Center at Union Terminal, I assumed responsibility of the Robert D. Lindner Family OMNIMAX® Theater operations and have been a consulting producer on many OMNIMAX® films during the past 20+ years. Currently, I am also responsible for customer service operations, retail operations and for developing special exhibitions.
My degrees are in Astrophysics and Communications from Michigan State University. For me, working in a museum provides the ideal opportunity to spread knowledge about the wonders of culture, the wonders of science, and the wonders of the universe — and it keeps me learning, too.
Jill Berkemeier, Vice President for Finance and Administration & Chief Financial Officer
As a Cincinnati native, I grew up in awe of Union Terminal, a National Historic Landmark. Now, I am proud to say that I work there, just another superhero at the Hall of Justice. As a finance leader with over 20 years of professional experience, I'm happy to bring that experience to Cincinnati Museum Center (CMC) and the National Underground Railroad Freedom Center (NURFC). I serve as the Chief Financial Officer and Vice President of Finance and Administration, responsible for financial, accounting and treasury functions, facilities, human resources and administration. In this capacity, I am thrilled to play a critical role in the first full historical restoration of Union Terminal, from the facilitation of the diverse funding sources, including county sales tax levy, federal and state historic tax credits, state grants and private philanthropic gifts, to the management of the project budget and timeline while ensuring compliance with all federal, state and local requirements in collaboration with leadership, Boards, owners' representative, construction manager, architects, government administration (federal, state and local), various banks and community partners.
Prior to joining CMC, I held the top financial role with Global Novations, LLC. I successfully managed the completion and integration of three acquisitions, which led to an exit strategy that resulted in the acquisition of Global Novations by Korn/Ferry International. During this time, I implemented new systems and processes to form the backbone of the business while providing improved financial and operational data to improve results and facilitate growth. Throughout each acquisition, I integrated the business model from a finance and accounting perspective, as well as the operating business model which included human resources, legal, technology infrastructure and systems, pricing structure, business processes and related impacts to sales and client teams. Prior to that, I held the Director of Financial Analysis position at CBS Personnel, where I focused on budgets, analysis, acquisitions, financing and due diligence; Assistant Controller at Service America; Internal Auditor at the Chemed Corporation and Staff Accountant with concentration on audits and corporate taxes at VonLehman & Co.
I graduated from Thomas More College in Crestview Hills, Kentucky, with a Bachelor of Arts in Accountancy and Associate of Arts in Business Administration. I am a Certified Public Accountant (CPA) and Chartered Global Management Accountant (CGMA) and hold an AICPA Not-for-Profit Certificate: Core Concepts. My passion for accounting continues by serving as an active member of the American Institute of Certified Public Accountants and the Kentucky Society of Certified Public Accountants.
Whitney A. Owens, Chief Learning Officer
An Ohio native, I have spent nearly 20 years in informal science education, creating dynamic visitor experiences to engage and inspire audiences of all ages. From creating compelling stories and learning experiences at The Field Museum in Chicago to leading public, school and out-of-school-time programs as Vice President of Education & Guest Experience at Great Lakes Science Center in Cleveland, I have helped lead institutions through periods of transformation and growth that guide them to be more relevant, responsive and exciting places within their communities.
In Cleveland, I increased educational interactions by 51%, founded an award-winning teen program and created fresh initiatives to reach new and underserved audiences, enhance strategic partnerships and amplify the Science Center's value to its community. Most recently as a global Noyce Foundation Leadership Fellow, I dug deeply into community engagement, leading a major initiative to bring together the Maker and Manufacturing fields in Northeast Ohio and connect kids to STEM where it lives in their community. During my time away from Ohio, I have held positions with the Natural History Museum of London, Kansas City's Science City at Union Station and Sprint.
Sabrina Ragan, Vice President of Institutional Advancement and President of the Cincinnati Museums Foundation
I grew up in Cincinnati and I have always enjoyed exploring what Cincinnati Museum Center has to offer. Now I am very fortunate to utilize my 15 years of philanthropic fundraising experience in service of the museum. I spent 13 years in development at The Ohio State University, most recently as the Chief Development Officer for the College of Medicine. During that time, I developed and implemented complex annual marketing campaigns, personally obtained and stewarded generous gifts from individual donors and managed a team through a campaign.
I graduated from Spring Hill College in Mobile, Alabama, with a degree in marine biology, a decision likely influenced by my childhood visiting the Museum of Natural History on Gilbert Avenue. Working at Cincinnati Museum Center continues to foster my lifelong curiosity in both history and science. I am proud to be a part of a place that is creative in preserving our past, while using history and science to challenge our understanding of today for the future.
Dion Brown, President and Chief Operating Officer of the National Underground Railroad Freedom Center
He brings a wealth of museum, management and branding experience to the position.
Brown was the founding executive director of the National Blues Museum from June 2015–February 2018. He helped the start-up grow and flourish, gaining recognition from CNN, National Geographic and the New York Post as a "must see" museum. His previous role was as executive director of the B.B. King Museum and Delta Interpretive Center in Indianola, Mississippi. While museum programming, tours, and attendance greatly expanded under Brown's leadership, he simultaneously raised funds, balanced the organization's budget and positioned the organization as a viable business and a strong community resource and champion. In 2013 he was recognized by the Delta Business Journal as one of its "Top Minority Business Leaders." Prior to his leadership at the BB King Museum, Brown served as the chief operating officer for Exploration Place in Wichita, Kansas. He directed a staff of more than 70 people, and managed the day-to-day operations of the museum and its $5 million budget.
Brown holds a certificate of fundraising from the IUPUI School of Philanthropy, a bachelor's of science in human resources and a master's of science in leadership from Southwestern College. He is also retired from the United States Air Force after 21 years of service.

subset: commoncrawl


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Be Safe. Be productive. Be Compliant.
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Keep Drivers Safe
Driving performance dashboards, debrief reports and customisable driving style comparison reports are only a few of the many tools Isotrak provides to highlight potential compliance and audit issues. Full transparency helps you focus on safety, drivers hours (Tachograph and WTD), vehicle checks, driver safety checks and driver infringements.
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Mobile technology and enhanced driver communications encourage collaboration and improved communications. Isotrak's compliance and safety solution brings you more accuracy, automation and increases productivity of your fleet and drivers.


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Tuesday 7th June, 7pm at WASPS Studios, Hanson Street, Dennistoun, G31 2HF.
Tag: wasps
Wasps Artists' Studios Open Days 2015
This weekend, Wasps Artists' Studios on Hanson Street are opening their doors to the public. Get along meet artists and get a peek into the world of an artist in their studio.
Wasps Open Studios 2013
For the weekend of Saturday 5th and Sunday 6th October 2013, artists at the Hanson Street studios will open their doors and showcase a wide variety of work including: painting, printmaking, photography, ceramics, textiles, glass, papermaking, installation and sculpture.
Parade Artists Summer Exhibition
On Saturday June 8th from 11am until 5pm and on Sunday 9th June from 12 noon until 5pm there will be a full exhibition of Ceramic art, Glass Art, Paintings, Prints and Textiles at the WASPS Artists' Studios at 77 Hanson Street, Glasgow, G31 2HF.
Parade Artists Christmas Exhibition 2012
Parade Artists are holding an exhibition and sale on November 24th and 25th and on December 1st and 2nd at the WASPS studios, 77 Hanson Street, Dennistoun, G31 2HF. Opening times will be 11am until 5pm on Saturdays and 12 noon until 5pm on Sundays.
Art and Music in and around Dennistoun
Opening nights, open days, music to open your mind… There's something for all ages during an upcoming a busy weekend (and month!) of art and music in and adjacent to Dennistoun. Here's a selection of what's on:
Wasps: 'Artists' Open Studios Weekend 2011′
As part of one of Scotland's largest celebrations of visual art, Dennistoun Wasps Artists' Studios on Hanson Street will be open to the public from 11am to 5pm on Saturday 1st, and 12 noon to 5pm on Sunday 2nd October 2011.


text: Hey guys! Not sure if this is even possible, but im in a really targeted Niche and there is probably 1 maybe 2 large forums for my niche, over 300k members each. Basically, Im currently building an email list to promote my Niche's monthly service( membership site ) which is $10/month. I have about 20k emails and leads that opted in etc however i was curious IF its possible to scrape the site for more emails, i know this is a totally blackhat method and also frowned upon - however im curious to see how this is done and dont judge me but im interested in getting this done. I mean - hey this is a blackhat forum right? If there is a more legit way of going about this, im ALL for it. but as of now, the more the merrier. Other ways to get leads/traffic to my site from a forum is a signature link and private messaging? any other means of "gathering" members? Thanks all!


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Article: Volume 42 Number 10 Page 951 - December 2015
Prev Article P951 Next Read article
Dent Update 2015; 42: 951-958
Paediatric dentistry: Management of Opacities in Children and Adolescents
CPD: 1:12 (closed) Self assess
Feedback: 0 comments, 0 ratings
Abstract: Enamel opacities can appear as white, cream, yellow or brown patches. They can result from developmental or acquired conditions. The diagnosis, severity of the opacity and patient's desire for treatment guide the clinician when choosing the correct management option. Microabrasion is indicated for surface opacities, whereas bleaching can treat opacities deep within the tooth. When these techniques have failed to achieve the desired result, camouflaging the opacity with composite resin may be useful. Novel techniques, such as infiltrating or sealing the opacity, can alter enamel's refractive index, offering further treatment choices.
Clinical relevance: There are many conservative treatments available which can improve the appearance of enamel opacities.
Author notes: Ann Wallace, BDS, MFDS RCS(Edin), Specialty Registrar in Paediatric Dentistry, Charles Clifford Dental Hospital, Sheffield, S10 2SZ and Chris Deery, BDS, MSc, PhD, FDS(Paed Dent) RCS(Edin), FDS RCS(Eng), Professor of Paediatric Dentistry, Unit of Oral Health and Development, School of Clinical Dentistry, Claremont Crescent, Sheffield, S10 2TA, UK.
Objective: To recognize enamel opacities and be able to manage the condition.


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The Friendship Train tours America.
British Pathé
Friendship train with American food for the Italian people arrives to Rome.
The "Friendship" ship bringing gifts of food from America to Italy docks in Naples.
Friendship train with food donated from USA visits Italian towns.
Food collected by Friendship Trains leaves on ship for Europe. New York, America.
Various shots of three separate stories: Truman awarding scientists / Bernadotte (UN mediator) arrives in Paris en route to Palestine / Eisenhower awards Drew Pearson "Father of the Year"


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This is it, folks. The whole enchilada. We've been celebrating you all week -- the half-million-plus members of Android Central. And you are truly what make us the best damn Android community on the planet. And it's time to reward you.
We don't yet officially know what the next Nexus device will be called, but we're pretty sure we're going to see it in another week or so at CTIA. So hit the link below to dive into the Android Central Forums and enter to win. And, yes, our international fans can take part in this one, too. We've gotcha covered. We'll leave this one open Friday and Saturday, so you've got two days to get your entry in. We'll announce the winners from our week's worth of contests on Sunday.
Thanks again, and good luck!


text: Victor Remagstop is one of the elders of the family and he needs your assistance tracking down a sentimental photo in this hidden object game. This is the first time Victor is introduced and it just goes to show you that the witch will go to any and all lengths to terrorize this family. In this particular case the witch has stolen Victor's treasured photo and ripped it into many pieces and scattered it throughout the house. This witch will continue to play petty games that pull on the heart strings of this family until she gets the treasure she wants. Until that happens help poor Victor get back his lost photo.


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Best of October
Album of the month
Beirut – The Flying Club Cup
I know last month it was all meant to be all about Radiohead, but here's an album that I've been enjoying more. There's not a lot that I can say about The Flying Club that hasn't been said already. I never got round to reviewing it properly, but this has given me even more time to listen to the album and the more I listen to it, the more I like it.
Now, Zach Condon talented chap, but how would he follow up The Gulag Orkestar? Turns out he's stuck pretty much to the same formula. The official word is that The Flying Club Cup is much more Gallic in flavour, inspired by Zach's sojourns in France, but I can't really tell. Maybe I'm not acquainted with the intricacies of European folk music, but aside from the Francophone song titles, I'm not feeling the streets and lanes of Paris anywhere. But who cares. The music, although being the direct successor of Gulag, is wonderfully charming, romantic and evocative. It's perhaps less fresh and interesting that its predecessor a year ago, but now we're more acquainted with Condon's music, it gives us more space to enjoy its depths. And though it might not containanything as good Elephant Gun , neither did Gulag.
Download: Beirut – The Flying Club Cup
Songs of the Month
Battles – Tonto (Four Tet Remix)
Kieran Hebden takes a choice cut from Mirrored and instead of the expected skittery beats creates something aimed directly at the dancefloor.
Laura Marling – New Romantic
I've raved about this already. Of all the youngsters peddling folk-pop melodies this year, this is one of the finest. The beauty is in the simplicity.
I have been listening to In Rainbows quite a lot, and the more I do, the more it impresses me. This is my current favourite.
Celebration – Heartbreak [click to go to previous post for mp3]
From an album that's unfairly under the radar, here's my particular favourite – imagine what The Yeah Yeah Yeahs and TV on the Radio might sound like if they combined to play soul numbers. It's a bit like that, only better.


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8850 In-game now on Steam
On Xbox 360 and PC
or the original
Left 4 Dead
Community Workshop Items
Visit the L4D Steam Workshop
Read The Sacrifice Comic
Get Left 4 Dead merchandise
Community Update
August 16, 2013 - L4D Team
As the workshop continues to grow we have been working with some members of the modding community to learn where the tools can be improved and to help remove bottlenecks to creating new content.
Instead of endless emails, chat, or Skype sessions, we thought summer was a perfect time to fly up one of the most prolific modders out there -
, or as we know him Zander.
Zander has been sitting in our office alongside the team for the last few months helping us. Today is the first update thanks to his work. Alongside the additions to the Authoring Tools that involve really technical stuff meant for fellow modders, we have added one fun bit in this update -
an older version of Francis
. We can't promise we can get all of the other older survivors working, but we are looking into resurrecting them for forthcoming updates.
This is just the first of a few Authoring Tool updates focused on helping modders and includes:
Starter Kits:
• These are Zip files which include all the compiling files (Reference/Animation DMXs, Reference/Animation SMDs, QCs, and the VTA Morphs) used to create each Item, Weapon, Special Infected, and Survivor. In addition to providing a useful reference, these kits allow modders to start with a fully functional asset and then replace pieces incrementally instead of starting from scratch.
• These packs will also have the proper directory layout used by the game itself, so users will not have to reconstruct and look up where the model they're replacing needs to go.
• Each Starter Kit will have A COMPILE.BAT file which will need to be edited to match the user's local L4D2 install directory.
Maya Files:
These are the skeleton rigs that are used for each Item, Weapon, Special Infected, and Survivor. These allow modders to replace a model by attaching a new custom mesh skinned to the rig. Also included are all the animation scenes for the Items, Weapons, and Special Infected.
In order to compile model files from SMDs and DMX, people will need to setup the SOURCE SDK TOOLS.
This tutorial will show people how to set everything up and how to address issues and fix them.
An example of one of the weapon Starter Kits and Maya files packages.


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Sydney: Kester Black x Trophy Wife - Nail Art Workshop • SATURDAY Session 1
Kester Black X Trophy Wife Nail Art Workshop @ The Big Design Market Sydney
TICKET PRICE: $20 (+ booking fee)
Learn how to create a range of fun nail art patterns using Kester Black's range of cruelty free nail polishes.
Trophy Wife's Chelsea Bagan is a Melbourne mini-celeb who specialises in the most detailed and eccentric nail art manicures that we've ever seen! Her custom nail art designs can cater for wherever your imagination takes you, from pineapples and bananas to animal print and geometric shapes. trophywife.com.au
Kester Black is an Australian beauty brand that produces ethical sustainable cosmetics and skincare. Established in 2012 by Anna Ross, Kester Black is redefining the beauty industry by creating beautiful, quality products with a positive social and environmental footprint. kesterblack.com
Date and session time:
Saturday 25 November
Session 1 | 2:00pm – 3:00pm
COST: $20.00 (+ booking fee)


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Alistair Darling has announced a new top tax rate of 50% for those earning more than £150,000 from next April.
Things we value; a stable society that produces the most happiness (freedom from suffering) for the largest number. Agreed? If not, no point talking. If so, read on.
Equality of opportunity offers the most likely route for the greatest number to achieve freedom from suffering. Concentration of resources in few hands allows them to manipulate systems that affect us easily, aggregating yet more resources in their hands, disincentivising others to challenge them and closing off opportunities for those who have skills to raise themselves up. Redistribution counteracts these centralising tendencies of certain economic systems and increases equality of opportunity throughout our lives. We want systems to be as open as possible with information on those systems as free as possible to allow the largest number to enter and compete in those systems, to produce in turn the most efficient results - all moves against this, whether oligopolistic or monopolistic, are anti-equality and hence anti-happiness.
In the old days, the poor paid taxes to support the rich, who didn't work. Now the middle class support the poor, and the rich dodge taxes. Moreover, the rich (and the middle class) do things that hardly constitute work (gambling with someone else's money) and, at best, do work that is no harder than the work anyone else does. If you argue, as you're likely to, that certain jobs are more _skilled_, I'd argue that it's the luck of the individual involved that they either a) were brought up in a situation that allowed them better education and more schooling or b) they were _genetically_ lucky, in that they had genetic advantages allowing them to prosper better. Neither are virtuous qualities that should be rewarded, but luck. I do believe that mantra "from each according to his means, to each according to his needs."
I don't think we should eat the rich - I think we should bleed the endlessly burgeoning fat from them. They'll still be incentivised to work to maintain their way of life, and just removing that money from them, even if it isn't effectively redistributed, is a move towards equality. America doesn't do that. The UK tries, but doesn't. I hope this change is a helpful move towards equality of opportunity, if not by redistribution, by sapping the fat of the rich.


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Established in 2000, Key M Auction Services handles all types of sales: free consultation, supply porto potties, people mover, sound truck, flat decks, wide spread adv, road side sale bill boards. We also have lunch provided by local groups or professional caterers.
14 November, 2015 10:00 am
if you are a toy collector, you will not want to miss this sale.
Watch it on Youtube: Graham Auctions In Calgary Graham Auctions Best Online Auction In Western Canada


text: Poem: "Ex-boyfriends in Heaven" by Gwen Hart from Lost and Found. © David Robert Books. Reprinted with permission. Ex-boyfriends in Heaven Ex-boyfriends never go to hell, no matter how many times you suggest it. No, they ascend straight to heaven, where they speak French, wear matching socks, and always, always arrive on time, with a full tank of gas and a bottle of wine. They never curse your cat or your mother, never call you up drunk doing Arnold Schwarzenegger impressions, never say Hey Rita if your name is Tammy, never say Hey Tammy if your name is Joan. They're better trained than dogs and they smell better, too, better than Twinkies or camellias, better than anything on earth. Once in a while, they take a holiday, drive their Porsches down through the clouds in one long line and ring the doorbell in your dreams, offering tender apologies, tender chicken cutlets, tender love. But before you take one sack of groceries, before your lips graze a clean-shaven jaw, before you let one polished Oxford loafer through your door, remember that as soon as they cross the threshold, the truth will slip in behind them: ex-boyfriends only exist this way in heaven, or whatever you want to call it, their new lives without you.


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Friday, June 07, 2013
Brightspot Sampler
Time to order P&G samplers again on BrightSpotSampler.ca! This time it is through Target, and include Tide Pods, Downy Infusions, Vidal Sasson shampoo and conditioner, Scope Outlast, Venus ProSkin Razor and Crest Whitestrips(selection may vary). While supplies last, so hurry!
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This 20" metal wall or door hanging is framed in a decorative Crest shape. The letters are done in one of our favorite monograms: Elegant Vine. This wall monogram is made of lightweight metal with a tab at the top for hanging. Approximate dimensions: 20" W x 20" H. All monogram hangings come powder coated black but you can easily spray paint them a color to match your decor if desired.
For most, the conventional monogram consists of three letters: the larger middle letter is for the last name, the smaller letter on the left is for the first name, and the smaller letter on the right is for either the middle name or maiden name. Example: Mary Jane Smith would be MSJ.
For a couple's monogram, when the bride takes the groom's last name, the monogram is the Bride's First Name, Common Last Name, Groom's First Name. Example: George + Mary Smith would be MSG.
Questions about a product or how to place an order? Click Here to Email Us. Or Call 314-968-8300, and we'll assist you!


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|Page (1) of 1 - 12/19/17
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Avid Customer Association Commences 2nd Annual Vote to Raise Media Industry's Most Powerful Voice(December 19, 2017)
BURLINGTON, Mass., Dec. 19, 2017 (GLOBE NEWSWIRE) -- Avid® (Nasdaq:AVID), a leading global media technology provider for the creation, distribution and monetization of media assets for global media organizations, enterprise users and individual creative professionals, along with Avid Customer Association (ACA) leadership, today announced the opening of the second annual ACA Vote to help prioritize Avid's product and innovation roadmap for 2018 and beyond, as well as exclusively gather unique insights and viewpoints from the media industry's preeminent customer and user community. Results from the vote will be revealed in front of the ACA membership at the fifth annual Avid Connect conference (April 6-8, 2018), to be held immediately before NAB 2018 in Las Vegas. Through its rapid enrollment process, the ACA is also helping qualified TV, film and music professionals who are not yet taking part in the ACA to easily join the association and deliver their own opinions before the first round of voting closes in early February 2018.
The ACA Vote, first launched last year, resonated loudly and had a positive and rapid impact for the community: within nine months of unveiling the inaugural vote's results at Avid Connect in April 2017, Avid has already released more than 60 enhancements, features and products called for by voters who represented 4,000+ organizations across 109 countries. In addition to influencing Avid's innovation priorities, the inaugural vote also polled the community's viewpoint on key technology trends, which last year underscored the importance of cloud infrastructure, IP connectivity, UHD/4K content creation, and virtual and augmented reality.
"The media landscape is presenting new opportunities for innovation, largely driven by the digital shift that is altering consumer habits, influencing business models and changing many fundamental elements of how media enterprises are thinking about their business operations, and how creative professionals are thinking about their production workflows and content supply chain," said Darren Long, Sky's Director of Production Services and Board Co-chairman of the Avid Customer Association. "The ACA's annual vote provides a unique and effective forum for the media community to have a direct voice into the strategy, technology direction and product roadmaps of one of the industry's most influential media technology suppliers. At the same time, our massive and growing membership has become the best possible means for anyone to obtain a vivid and comprehensive outlook on the technologies underlying this multi-billion dollar industry."
Following its mission to also foster greater understanding of industry challenges and opportunities, as part of the ACA Vote this year, the ACA leadership and Avid have appointed Devoncroft Partners -- one of the leading research providers covering media technology – to help expand the efforts of surveying, capturing and analyzing the valuable viewpoints from the community on evolving business dynamics, emerging trends and technology directions that are important to the media industry. Avid and the ACA, together with Devoncroft Partners, will present the key outcomes of this survey during Avid Connect 2018.
"The Avid Customer Association has doubled in size to more than 20,000 members since our inaugural ACA Vote last year because the industry clearly saw the privilege and benefit of ACA membership with its direct and actionable impact on Avid's strategic priorities, allowing us to best address their most pressing needs through our products and solutions offering," said Avid Chairman and CEO Louis Hernandez, Jr. "We love this time of year at Avid and the ACA. The vote's opening kicks off the countdown to the big moment of Avid Connect, when any professional in television, film and music from individual creatives to media enterprise leaders will get the true measure of our industry's technological aims and opportunities, and get to work on them with us. Avid is proud to be the only vendor committed to working in concert with stakeholders across the media business on the unprecedented scale of ACA."
Participate in the ACA Vote
Round one of the second annual ACA Vote will end in early February 2018. Round two will enable the community to vote on the top findings from round one. Register to vote at: www.avidcustomerassociation.com/vote.
Reserve a spot for Avid Connect 2018Thousands of ACA members convene for the annual Avid Connect events, which immediately precede National Association of Broadcasters (NAB) conferences each year. The fifth annual gathering, Avid Connect 2018 (April 6-8, 2018 at the Wynn Las Vegas Hotel), will give attendees the opportunity to interact and explore "Innovation in Action" across the global media and entertainment industry. Register to attend at www.avidconnect2018.com.
About the Avid Customer Association
About Avid
Through Avid Everywhere®, Avid delivers the most open and efficient media platform, connecting content creation with collaboration, asset protection, distribution, and consumption. Avid's preeminent customer community uses Avid's comprehensive tools and workflow solutions to create, distribute and monetize the most watched, loved and listened to media in the world—from prestigious and award-winning feature films to popular television shows, news programs and televised sporting events, and celebrated music recordings and live concerts. With the most flexible deployment and pricing options, Avid's industry-leading solutions include Media Composer®, Pro Tools®, Avid NEXIS®, MediaCentral®, iNEWS®, AirSpeed®, Sibelius®, Avid VENUE™, Avid FastServe™, Maestro™, and PlayMaker™. For more information about Avid solutions and services, visit www.avid.com, connect with Avid on Facebook, Instagram, Twitter, YouTube, LinkedIn, or subscribe to Avid Blogs.
© 2017 Avid Technology, Inc. All rights reserved. Avid, the Avid logo, Avid Everywhere, Avid NEXIS, Avid FastServe, AirSpeed, iNews, Maestro, MediaCentral, Media Composer, PlayMaker, Pro Tools, Avid VENUE, and Sibelius are trademarks or registered trademarks of Avid Technology, Inc. or its subsidiaries in the United States and/or other countries. All other trademarks are the property of their respective owners. Product features, specifications, system requirements and availability are subject to change without notice.
PR Contacts:
Amy Paladino
[email protected]
+1 (617) 733-5121
Red Lorry Yellow Lorry (Avid's PR agency)
Josh Paterson – UK
Tanya Roberts – USA
[email protected]
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Grape Video has been in business since 1981 providing over 7,000 smiles to Northern California Brides and Grooms and countless corporate customers. On August 1, 2005 Grape Video will open its new offices in Sacramento California with a 100% High Definition Video Production Studio...the only High Def Studio in the Sacramento Region! ..
What Does Grape Stand For?
A very common question our clients ask, Grape stands for Greater Robinson and People Enterprises. A concept standing for the teamwork and synergy Grape video delivers with all of its projects big and small.
As Grape Video's Client base has grown so has the company. We now have 2 offices in the Bay Area and a third office in Sacramento CA.


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|Unit Price:
|Payment Type:
|Min. Order:
|500 Piece/Pieces
|Delivery Time:
|30 Days
Packaging: one piece rolls up in a polybag, 49 to 100 pieces in an inner box
Brand: Superbright
Transportation: Ocean
Place of Origin: Zhejiang, China (Mainland)
Supply Ability: 200000 Piece/Pieces / Month
Certificate: CE / EU, FDA, LFGB, SGS
Silicone Mat for Baking
1. Silicone Mat for Baking is placed beneath your oven's bottom and used for catching all the messy drips from pies, cakes, and casseroles that bubble over.
2. Made from a special fiberglass mesh and high food grade silicone, with this excellent anti-adhesive liner surface, you just need to clean the liner easily and do not have to scrub the oven every day.
3. High temperature resistance, continuous operating temp from -60~260°C,
4. Safe for use in the dishwasher, non-toxic, safe for contact with food, and anti-corrosion features
5. Customized color printing, packing and dimensions are welcome, can be cut with scissors to roast the size and shape required


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One of the projects I'm currently working on is a formative evaluation for a multi-year grant with PBS Kids to develop STEM-oriented programming for young children. Its not really possible to see longer-term impacts of instructional programming (esp. with a formative evaluation initiative – focused on quickly gathering feedback to help drive immediate changes/improvements to a product), so its exciting when other researchers are unable to uncover links. On that note, I'm excited to share a link to the following article which highlights recent finding that connect early STEM learning to outcomes observed later in a child's life.
Education in ABCs and density – Research: preschool math performance predicts future K12 academic achievement by Jessica Ablamsky (April 25, 2017)


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Gov. John Kasich on June 6 signed into law a bill changing the name of the state's visiting medical faculty certificate to clinical research faculty certificate and providing an unlimited number of three-year renewals. Previous law permitted certificates to be effective for just one three-year period. In February and March Dean Thomas Boat, MD, testified before the Ohio General Assembly in support of this change. The UC governmental relations staff also played a critical role in the revision and passage of the bill before the Legislature broke for their summer recess.The law pertains to physicians who are international medical school graduates. It permits certificate holders to practice medicine in addition to their research and teaching duties while on faculty at any Ohio medical school. For renewal, certificate holders must maintain their academic appointments and obtain continuing education hours similar to any other physician. The legislation became effective immediately upon the filing of the bill with the Ohio Secretary of State's office. It is hoped that the legislation will help Ohio medical schools attract and retain outstanding international physicians.
At his presentation on research in January, Stephen Strakowski, MD, senior associate dean for research, highlighted a number of programs aimed at strengthening the College's position with major funders of biomedical research. Progress on the development of these programs has continued. Join Strakowski and the College of Medicine Research Cabinet at 2 p.m. Monday, June 25, 2012, in the CARE/Crawley Kaplan Reception Hall and Atrium to learn more about these exciting endeavors that will benefit all levels of investigators. Light refreshments will be served.
Gregory Fermann, MD, has been named executive vice chairman of the UC Department of Emergency Medicine. He also serves the department as associate professor, vice chair of strategic planning and director of the center for clinical trials. Fermann received his medical degree from UC in 1992. He completed his residency in emergency medicine at Maricopa Medical Center in Phoenix in 1996, and served as chief resident there his senior year. He joined UC's faculty in 1997.
For the second year in a row, UC transplant pharmacy fellow Nicole Schmidt, PharmD, was chosen to receive a "Young Investigator Award" for her work presented at the American Transplant Congress. UC's surgery and internal medicine departments, division of transplantation, and transplant immunology division at Hoxworth were well represented at the meeting, with three invited presentations, four session chairs, six oral presentations and nine poster presentations.
The UC Postdoctoral Fellowship Association will kick off its summer Experimental Expertise Seminar Series with a presentation on confocal microscopy at 2 p.m. Tuesday, June 26, 2012, in the Medical Sciences Building, Room 2351.Marshall Montrose, PhD, chair of the College of Medicine's molecular and cellular physiology department and director of the live microscopy core, along with Chet Clossen, live microscopy core manager, will present "A Primer on Advanced Fluorescence Microscopy." The two will talk about the theory of microscopy and applications that are available here at UC. Come learn about the instrumentation available and how live microscopy techniques can be applicable to your research. All postdocs and graduate students are invited to attend. For more information, email firstname.lastname@example.com to attend.
Doctors Foundation of Cincinnati has awarded $13,500 in grants to nine Cincinnati family medicine residents for the third annual Awards for Family Medicine Residents. Three recipients are from the University of Cincinnati. The Foundation provides $1,500 cash awards to medical schools for fourth-year family medicine students who are matched to a family medicine residency in the Greater Cincinnati/Northern Kentucky geographic region. The goal is to incent graduating medical students to choose Greater Cincinnati as the location of their residency. Recipients from UC and the programs to which they are matched are: The Christ Hospital: • Regina Cano, MD• Robert Pulliam, MDSt. Elizabeth Medical Center:• Stefanie Lewis, MD
UC's Continuing Medical Education department has posted two live CME opportunities. Javid Baksh, DO, of anesthesiology, will present "Advanced Interventional Techniques: Intrathecal Drug Delivery Systems" at 7 a.m. Wednesday, June 20, in MSB Room 3351.
Judith Feinberg, MD, of internal medicine, will present "Treatment as Prevention: A New Era in the HIV Epidemic" at noon, Wednesday, June 20, in MSB Room E-351.
For more CME opportunities, visit cme.uc.edu.
UC Academic Health Center Public Relations and Communications Office University Hall, Suite 620PO Box 670550 | Cincinnati, OH 45267-0550 Phone: 513-558-4553 | Fax: 513-558-0290 Web: www.healthnews.uc.edu | Email: email@example.com


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|29 Nov 2015
Hi Silver,
The Toshiba key may work, when you enter it, it will more than likely tell you to activate via phone, and if you get a nice operater at the MS end.
Does that lappy have any sticker on the bottom, if it has a W8 logo style sticker roughly postage stamp size then you'll be able to upgrade to 10 no problem.
Acer does not allow W8 downgrade to W7
that Acer prog should be the launch manager, my bad.
That lappy, sadly has no sticker at all, at least not on the outside, but I'm going to check inside the battery compartment if I can find a screwdriver to fit. If at all, I am expecting a Win 7 sticker, as that's what the current installation is.
Thanks for the Acer launch manager tip.
|My System Specs
|29 Nov 2015
Microsoft Windows 7 Ultimate 64-bit 7601 Multiprocessor Free Service Pack 1
silverfx, as far as having a sob story for the operator at MS, try the line about "My Mom gave me this when she bought a new machine and somebody else along the way had installed this OS". Just an idea, not saying that will work.
|My System Specs
|29 Nov 2015
I have looked at the log on the other thread and found the installation to be counterfeit.
Please read.
<SYSTEM><Manufacturer>Acer</Manufacturer><Model>Aspire E1-571</Model
Windows Product ID: 00426-OEM-8992662-00010
The product ID is for a H.P. computer installed on a Acer computer.
|My System Specs
|29 Nov 2015
Thanks Layback, I think I may be talking to Acer Support soon, as per my reply in the other thread.
|My System Specs
|29 Nov 2015
|My System Specs
|29 Nov 2015
They will never give you a key for Ultimate, Good Luck with that :)
With only 4 GB of ram, I would just purchase Home Premium 64 Bit.
Example Microsoft Windows 7 Home Premium SP1 64-Bit - Operating Systems - Newegg.com
Not available on the UK site, you `d have to find a dealer.
|My System Specs
|29 Nov 2015
In my opinion the sob stories, counterfeit Windows 7 and all the tap dancing in mud puddles is up.
It's time to buy and install a proper Windows 7 with the proper COA key.
AddRAM's suggestion of Windows 7 Home Premium is a good choice.
|My System Specs
|29 Nov 2015
Either that or just pay for the recovery discs, it would be cheaper then buying windows.
The choice is yours :)
The legal and best way to do it right is to take it back to the place of purchase and ask nicely, where is my COA.
Without re reading every sentence of this thread, where is your COA ?
|My System Specs
|29 Nov 2015
silverfx state he/she bought it in Thailand and according to his/her avatar U.K. is the location.
Going back to the store the laptop was purchased from would be a good excuse to have a nice trip back to a beautiful place.
|My System Specs
|29 Nov 2015
Hell ya :)
|My System Specs
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Personal Injury Law for Sarahsville, Ohio 43779
Personal injury law, additionally referred to as tort law, is developed to protect you if you or your home or business is hurt or damaged as a result of another person's act or failure to act. In an effective tort activity, the one that triggered the injury or injury compensates the one who suffered the losses.
Injury Claims: When You Need an Attorney in Sarahsville, OH
Often, the skills of a seasoned personal injury legal representative– or at least the risk to an insurance company that such a lawyer could offer– deserve the cash you need to pay that lawyer to represent you. You might need a legal representative because of intricate legal policies involved in your particular insurance claim, or due to the fact that the seriousness of your injuries may trigger your settlement to vary greatly from the norm– or merely since an insurance provider chooses not to settle an issue in good faith. The following sorts of injuries and also accidents probably call for an attorney's assistance.
What is a "Personal Injury" Situation?
"Accident" cases are legal disagreements that emerge when a single person experiences harm from an accident or injury, as well as another person could be lawfully in charge of that injury. An accident instance could become defined via civil court process that look for to find others legally at fault via a court judgment or, as is much more usual, such conflicts might be fixed through informal settlement before any type of claim is submitted.
Do I Have a Personal Injury Situation? Serving 43779
Life happens to everyone. The majority of people experience some sort of injury eventually in time. And of course, the majority of us prefer to simply recover up and also go on. Yet some injuries are also huge to be that straightforward. When costs from healthcare or damaged home (such as your car, which you should reach work) pile up and also lead to shed earnings, stress could make the suffering even worse and your economic security could be interfered with. Injuries you sustain after an accident as a result of carelessness or some other elements that are triggered by somebody else are absolutely grounds for suing and also getting financial compensation for all those issues. There's no simple black-and-white checklist you could follow, though. Exactly how do you understand when you have a personal injury case?


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Not even Andy Cohen believed Karen Huger's pathetic RHOP apology
More: Will RHOP's insane controversies get the show canceled?
Karen Huger was in finest form on Sunday's part one of the The Real Housewives of Potomac reunion, despite the heaps of side-eye being cast her way by her fellow Housewives. When host Andy Cohen read a sarcastic question from a viewer about who appointed Huger the "grande dame of Potomac," there was more than a little athletic nodding from the other women on the couch. Huger continued to talk about her fabulousness, as well as letting everyone know that she was perfectly OK with her version of etiquette, in spite of what her castmates and the show's viewers think.
More: Kim Richards made a sweet plea deal to avoid jail
The reunion had its typical format, going back in time to revisit the most bananas moments of the season, including Huger's non-gala gala for the Alzheimer's Association, the group trip to Ashley Darby's beach house in Delaware and the infamous crab boil at Charrisse Jordan's house, during which Huger referred to Gizelle Bryant's friend as "the help." When the rest of the cast attempted to drill into Huger's head that it is so not OK to use that term to refer to an employee, she tried to derail the conversation by mentioning that she once worked at Taco Bell and Burger King. Katie Rost spoke for everyone on screen and in the world when she said, "I would have loved to see you in a Taco Bell uniform."
Jordan was quite reserved during this part of the reunion, but when Cohen asked her if she felt Huger owed her an apology for using her party to settle her issues with Bryant (remember when Bryant sat in the center at Huger's birthday party and the world as we know it ended?), Jordan said that, yes, she would like an apology. Huger: "I want to apologize. I'm sorry if you were offended by my behavior." Cohen, who over the years has facilitated so many RH reunions that I'm surprised he doesn't have any physical injuries, pointed out the insipid nature of the apology, calling it a very Real Housewives move. It wasn't really an apology, he said, because she made sure to add the "if you were offended" part, thereby eschewing any actual responsibility. Jordan agreed that it wasn't actually an apology, but when Cohen asked Huger if she'd like to give that apology another go, she said no. OK, Karen.
Next week, part two: More fighting about race, Katie Rost talks about why she ended her engagement, and security might be called (for real, this time).
More: Andy Cohen has had enough of Kenya Moore's gay bashing on RHOA
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im using two plugins for rss feeds to Post on Wordpress . both are working very fine . but they are also including the images to the...
Welcome to this very need for the additive which is not free and this picture of the product on site
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