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Should students be allowed to retake a test that they have failed? If so, are there other requirements that they must meet, such as a tutoring session, first? Should their grade reflect an average of...
Should students be allowed to retake a test that they have failed? If so, are there other requirements that they must meet, such as a tutoring session, first? Should their grade reflect an average of both attempts, or just the second try?
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calendarEducator since 2012
write2 answers
starTop subject is Math
Not to be selfish about this whole idea, but the workload issue must be addressed. I find that I'm a less effective teacher under this system of retakes, because I am grading twice as many papers, retesting kids until 4pm several days per week, and writing new assessments when I should be lesson planning. I am with students from 7 - 3:30 most days - and that includes my lunch time, and then I take two hours of work home as well. I also devote at least one weekend day to work. Some of this comes from teaching a new class this year, but most of the work comes from the retake policy. Teachers that coach, and are thus not available after school are using what would ordinarily be instructional time to retest students. This is completely unfair to students who DID study the first time, did well, and are ready to move on.
Another issue that I find is that the grades no longer are very discriminating between excellent students, who really do "get it," and much slower students who only "got it" after several retakes. Both types of students get A's, but I find that the students who needed several tries have a much lower understanding of the material. They are learning to the test, not to the comprehension and connections that define "A" students. An A now means only that a student met the minimum competency required for most of the standards. Hardly exemplary.
calendarEducator since 2011
write562 answers
starTop subjects are Math, Science, and Business
The argument that "students are smart and crafty", so they will "blow off" studying because I allow them to retake tests makes absolutly no sense to me.
calendarEducator since 2011
write3,010 answers
starTop subjects are Math, Science, and Business
I allow corrections for a fraction of the missed points. As the year progresses, the value of the corrections goes down (e.g. by spring you can only get 1/5 of the missed points back). This reduces the "gaming" of the system -- by spring you will not be able to change a 50% score to a passing score.
I also have the students identify their errors, as well as provide the correct answer with supporting material. Thus the students have a chance to revisit material they might not have fully understood, and also they might see if they are consistently making the same types of mistakes -- hopefully making them pay more attention to these areas in the future.
calendarEducator since 2011
write6,801 answers
starTop subjects are Literature, History, and Business
Never. I also do not allow extra credit or revision after work is graded. If you allow retakes, extra credit, or revision, students will figure out that the most time-effective strategy is to turn in crap on the first round, and then only if it gets a failing grade, do as extras the work they should have done the first time. This can double or triple your workload.
I will workshop drafts of essays and do study sessions before tests -- but if a student doesn`t take advantage of those, then the student will, ideally, learn the important lesson that one must work hard or fail
calendarEducator since 2007
write1,176 answers
starTop subjects are Literature, Social Sciences, and History
I think retakes need to be in the same format but certainly different questions. This is the only retaking I ever experienced in the UK. I sometimes offer students the chance to retakeif there is a major reason or basic error (I just had a student write one essay answering six questions, rather than one essay answering one question) HOWEVER the retake is not worth any credits - I am just offering the student a clearer perspective on their ability.
calendarEducator since 2010
write572 answers
starTop subjects are Literature, Social Sciences, and History
I agree with post 8 and 9. I think tests can be a learning experience. I would not give the SAME test over, but I have given students a chance to take the test again. I rearrange the questions so there cannot be memorization of answers, and sometimes I reword the questions so that they have to know the answer. I also make just essay retakes. If they can explain in their own words, they know the answer. They cannot make more than a 75 on it since they know the type of questions, and it is their second time taking the test.
calendarEducator since 2003
write4,119 answers
starTop subjects are Literature, History, and Social Sciences
I have a problem with retaking tests. The kids who do well on a test are generally the ones who prepare. Those who do not, generally don't do well. Most of the time, it's a question of priorities. I cover the material in class and try to review. If a student isn't doing the work, I don't see the point of giving a second shot: and honestly, most kids (I have found) don't use the extra time when it is given. (If there is a snow day the day the test is assigned, those who don't care don't use the extra time.) If a student is having personal problems at home or has been out sick for several days, I give them time to get notes, ask questions, and take the test later. I don't remember having opportunities to retake tests in college, and I don't imagine a boss will explain to a young employee that since the report is late or of poor quality, he (or she) can have a second chance. I think we are trying to prepare our students for a world after school. I think I'm fair enough and thorough enough that students have a real shot at doing well in my class, so I don't take the time to retest; I don't take the time to make up a new test. Somehow, for the other kids, it doesn't quite seem fair, either.
calendarEducator since 2011
write1,438 answers
starTop subjects are Literature, Social Sciences, and Science
I did offer retakes. Personally, I am not a very good test taker, so I understand bombing a test when you actually know the material. My students were required to attend at least one tutorial session before they were allow to retake the test. The tutorial and the retake had to be schedule within a certain amount of time (I didn't want kids to come up and ask for retakes after they saw their progress reports). My retake tests weren't easy either. They were often more difficult versions of the original test. For example, if the original test was multiple choice, I might offer the student a retake with the same questions but require them to use short answer rather than giving them answer choice options. I gave the grade of the second test without exception; even if the student did better the first time, they still got the retest grade. Usually, only a student with a legitimate concern about their grade and a true desire to improve would retake a test.
calendarEducator since 2011
write2,948 answers
starTop subjects are Literature, Social Sciences, and History
I think we need to consider the reason for the test and the age of the students. I taught seventh grade Social Studies, covering geography and civics - two topics not designed to highly motivate many seventh graders, and (rightly or wrongly) not a subject area evaluated by AYP high-stakes tests.
I allowed students to make corrections on chapter tests, based on use of notes and organizers and textbooks, and gave half-credit for each corrected answer added to their original score. My rationale was that, at this level for these students, the tests weren't the absolute final evaluation of their knowledge in the subject area. I observed connections being recognized and understanding taking place as they worked together to figure out the "what and why" while making their corrections. Because I wasn't in a situation where I had to produce definitive measurements of educational growth, I felt a somewhat more humanistic approach was acceptable.
calendarEducator since 2009
write7,077 answers
starTop subjects are Literature, History, and Social Sciences
I personally don't like the idea of retaking tests, especially an exact duplicate of a previous one. However, students sure like the idea of it, and many administrators consider it a way to make the student (and parents) happy by giving them a second chance to make a higher grade. Under some circumstances, such as if a student has been sick or under emotional distress, I think it would be appropriate, but most of the time it's just a way for a student to improve on a grade when he/she didn't prepare properly in the first place. As a teacher, it also means extra time and work making up a second test for retesting and grading.
calendarEducator since 2010
write1,856 answers
starTop subjects are History, Law and Politics, and Social Sciences
I tend to agree with Post # 8. The purpose of teaching is to see that students gain and carry away knowledge from the course. A test is simply a means of determining if the student has absorbed that which we wished for him/her to absorb. A failing test grade means he did not do so; nothing more; and for that there may be myriad reasons, not all within the student's realm of responsibility. Perhaps the student did not understand; perhaps the teacher did a poor job on that lesson (yes, it happens.) Perhaps the student had a bad day, or some other mitigating factor. A teacher's role is not to punish a student with a poor grade, although far too many do. I never allow my students to take the same test ver batim, I make some changes to prevent memorization and regurgitation; but I do believe students need positive reinforcement at times, and for that reason, I do allow students to retake tests. If/when I allow a retest, I limit the amount of points they can earn to 75% of the possible test from the first attempt. This way, they are less likely to become discouraged, and I don't become the mean old referee who imposes punitive sanctions when they don't measure up.
calendarEducator since 2009
write5,918 answers
starTop subjects are Literature, Social Sciences, and Business
My opinion is, yes, retakes, should be allowed. I answered a question just the other day for a German student who was preparing for a re-examination in English Literature. Such a practice is and has always been traditional in English and European and European-based education, although their frequency of exams may be rather different from the American system.
calendarEducator since 2009
write4,576 answers
starTop subjects are History, Social Sciences, and Literature
In very rare circumstances I will allow a retake, such as when a student was facing a personal or family crisis on test day and obviously were not themselves given the test results. But in general, re-testing defeats the purpose of testing in my book. It is important in my class for students to be prepared and fluent in material before we move on so they can build upon prior knowledge with each unit. No retesting, no late testing and no late work are my motivators for them to work at the pace of the class instead of when they can fit it in somewhere. I have found that, if students know they can retake a test, they don't have much enthusiasm to prepare for it the first time, and cheating is more likely to take place.
calendarEducator since 2008
write2,689 answers
starTop subjects are Literature, History, and Social Sciences
I offer so much to my students in regards to preparation for tests in my class, that there is no way I would ever allow a retake. (This is not even taking into consideration the huge amounts of work in regards to test creation and grading this would require!)
My students know that, if they are truly worried about a particular test, they will not only have a review day where I use a game to ask actual test questions but also I will give any students "hints" who show up after school to my test study-session. There is no excuse for failures on my tests. *sigh* For my students who still manage to fail anyway, I am always happy to give extra credit assignments. (Often, this is doing research to help me teach my next unit!)
All of this being said, I have no problems with other teachers giving retakes, it just doesn't happen to be a method that I use. Teaching is like parenting, ... respect for various styles is key!
calendarEducator since 2008
write15,968 answers
starTop subjects are Literature, History, and Social Sciences
calendarEducator since 2011
write309 answers
starTop subjects are Literature, Social Sciences, and Arts
I don't allow retakes in my class, but some of the math teachers in our district allow what's called "corrections". The students can retry the questions they missed for a quarter credit each. This gives the students a chance to see where they might have gone wrong in thier calculations...and learn by fixing mistakes.
In most colleges...students are allowed to retake classes they have failed for a higher gpa. I so see some value in that...as they review all the material again...but if that is the case...I think averaging the grades is the better route to go...so the students just don't blow off the class the first time knowing that they can always do it again.
calendarEducator since 2011
write4,625 answers
starTop subjects are Literature, Social Sciences, and History
I must agree with post #2. I would not allow a student to take the same test twice. I would, however, alter the test to examine if they have taken the time to study the concepts defined by the original test.
Normally I do not throw out a test score. I worked hard to create the tests and teach the material. But, the whole purpose is to see if a student can master the material (or at least maintain a grasp on the material). If I must reteach, then I would ask the same question, but I would simply pose them in a different fashion.
calendarEducator since 2009
write35,413 answers
starTop subjects are History, Literature, and Social Sciences
I would never allow a student to retake the same test that they have already failed. I have, at times, told students that I would ignore (or reduce the weight of) a poor grade if they would improve their grade on subsequent tests. I think this is a good way of giving a student hope that their grade has not been irretrievably harmed.
I would not have any philosophical problems with giving a student a second test covering the same material as the failed test. In such a case, I would not require anything of the student. I would tell them it is their responsibility to study well enough to improve their grade. I would probably (depending on my reading of the student's overall attitude) put much more weight on the second test. (I'm known as being a pretty student-friendly teacher, though, and many would probably disagree with me.)
I usually like to live by the motto "A grade earned is a grade deserved." I know the difference of whether I prepared properly for a test or not and I accept the fact that if I did not prepare myself for the test like I knew I should have then I deserved a low grade. However there are always exceptions, especially for college. There are many occasions when students want to study but just can not because of either physical, mental, or emotional problems going on at the moment that are just out of the person control. And since problems occur non stop everyone deserves the right to do their best. So yes I would allow students to retake a test especially if I know how much they are struggling. However I would limit the amount of retakes to about one or two times for each person.
As a student, I would love the idea of retaking the same test; however, that entirely depends on several factors. Did other students in the same class/course do well or horrible on the test? Ask students why they got the scores that they got. Most of the time it could be that the students did not study, they were not aware of what would be on the test, or it could be the phrasing or questioning of the questions. I was blessed to have teachers like that in high school and college who took into account factors such as the ones i've listed above because it shows that a teacher is actively trying to help a student learn and succeed rather than just flat-out reject them if they failed a test once.
Great discussion thank you. I have allowed students to resit exams both the same and recreated ones. I did find, however, the same students where starting to take advantage of my good will and energy. So over the years I have refined my way of conducting retests to this: In my class resits only happen if the student is meeting my expectations of behaviour and effort. It is a privlege not a right! They also must sit the test in their own time, lunchtime or after school, never in class time. As they sit the same test, the maximum mark they can receive is the miniumum pass mark and at my present school this is 55%. This allows for redemption, learning, values those students that do well in the original examination. This way, I also do not have to redesign, test and recreate solutions for another test and this helps to keep my workload manageable. Students only resit the test once and the best score is used (often 55%). By no means do I believe my system is perfect. I want to spend my energy teaching welll so I do not have to have resits but I found that this is a very fair method which students also believe worthwhile. Now my faculty take on this apporach and we are ready for the discussion about how many retests should be allowed within a semester? We are also starting to experiment with testing in pairs and whether to allow 'open book' and/or summary sheets. Exciting discussions ahead.
Should students be allowed to retake tests?
Should students be allowed to retake a test that they have failed? If so, are there other requirements that they must meet, such as a tutoring session, first? Should their grade reflect an average of both attempts, or just the second try?
No, definitely no why? because students are supposed to learn and study. Just because they are lazy to do so and failed.. Its not necessary to repeata test. Yes, many other students get a A+ that dosent mean that because another failed is ok to repeat. The A+ student study while the other just did not. So if a person get a good grade that means everybody can have a good grade.
As a student, my teachers have allowed me to take a test. Because the way our system works, is that they don't want us to fail. They want us to master the subject or Lesson that we are learning. I think it is fair to let the student re-do the problems they missed, but only if they will learn from it. Like I do.
I agree with post- 8 because I have read an article of Bernard Shaw and there he wrote that even after we pass out from university taking PG degree and join the society; we are again in the first form. Examination, to me, is not to measure deepness of knowledge but to appeal students to read those lessons to acquire first hand knowledge. Acquiring knowledge either by reading books or any other way is an life long process. One girl of a degree college came to me for help because she has failed in the examination for the fourth time. I saw she did understand whatever I discuss with her, could write nicely with good hand writting but she failed because she became panicky in the examiation hall.
This is just a wrap up to my last post above
The whole point of my method is to give the most work out to the student on the material they were struggling with and give as little work to the teacher as possible. This is just a basis of what I think about re-tests. I hope its a concise plan.
From a student's point of view, giving a re-test is sometimes something that gives us hope. If a teacher would ever be so kind to give us a re-test, it would be a second chance to better ourselves, especially if something happened during the testing week that distracted us from school. But giving a re-test should only be a privileged, and a privilege that should definently earned. In my opinion, there should be extra assignments or extra work associated with a re-test, that is self correctable by the student. Then after all of that work is completed a re-test, that is much harder than the first one, should be administered.
So an example of this method would be:
1. Student misses or does poorly on the test.
2. Student asks for extra assignments that need to be turned in, within a limited time period.
3. Student finishes those assignments, shows the teacher the finished work and then the teacher gives them the answers to correct them with.
4. Student corrects them then asks for a time to take the re-test. Whatever time is best for the teacher that's when the test should be taken.
5. Student finishes the test and hands it in.
6. OPTIONAL: Teacher gives student answers to correct the test by themselves at a time where they can be watched by the teacher or other responsible faculty member or teacher.
of course yes when they retake the tests t ll more useful for he students during their examination and also when the study fr their exam and more over wen they learn wit some keypoints and wen they unerstand well make them to jot down the points to their level so that wen they tak tat again t ll b easy fr them to recollect wat they have learnt
it should be allowed. it helps you learn more i think
i would if not they will not like you and what if they do bad do u really want them to fail your class?
I so agree with #55 !
They should not be able to re take the same test. You can, however, allow them to try to make up for some of the points with extra credit, but not make up all of the points. A student cant go from a 60 to a 100, that isnt fair to the other students.
Of course!
I believe that students should always be allowed to retake tests. I also believe that thye should all be open book. In the real world people can look up the information. Why should they have to memorize it only for a test?!
As a student that has retaken a test I think it should be allowed. However, for me it has only been allowed for the Foreign Language I'm taking. I think it right for students to retake a test on a foreign language because most of the time they don't know what to expect on these kinds of test. Also my teachers in my other subjects allow for test corrections, where the student can earn additional points back but only if they find the correct answer themselves. That way they can learn from their mistakes and bring their grade up higher. Oh and if all subjects allowed for re-doing a test it should be a different version.
Sorry if i spelled anything wrong, I'm a horrible speller.
Should students be allowed to retake tests?
Should students be allowed to retake a test that they have failed? If so, are there other requirements that they must meet, such as a tutoring session, first? Should their grade reflect an average of both attempts, or just the second try?
Yes, students should be allowed to retake a test becuase they may have done badly on the first attempt due to stress etc, but the resit mark should reflect that they revised properly for the resit and should be better than the first score.
Life never gives a Second chance, as every student should understand it, they should develop the habit of cracking any test, in their first attempt, and if they fail to do it, they should try again later, as a teacher one needs to make the student understand that " dont be afraid of going slow, be afraid of standing still", developing passionate way of studying should be the sole objective of teachers, rather than making them lazy by give them the chance to retake the test.
yes because they might get a better grade the second time around.Also because it helps them grow and it makes the world go round
It depends.
First of all, students should never be allowed to take the same test. Not only will they take it better cuz they already know the questions, but also that kind of test lost its purpose. What's point of taking the test when the students already know the questions and answers. To retake in that situation will be for the sake of grades only. Although there can be an exception; if students do not know the answers, they can study by looking up the answers.
But, if it different test with different questions, i think some students should be allowed to retake the test. THey may be sick during the test, or grandma died on the exam day, that kind of situation happens, and i think there should be back up plan for that kind of situation.
of course students should be able to re take tests !!!!!!!!!!!!
I agree with #4. I feel like students should not be able to retake a test; but go over the test, and fix any thing they did wrong, and get half credit for that problem.
YES! i as a student have retaken a test. its helpful for us as students to retake a test.
My point of view is entirely different. The major aim of education is to ensure that at the end of the day, the benefit of any exam should go to the student. One thing we all have to accept is that failing a child is no way of making him/her learn. Therefore, even if the child is allowed a retest that gives him confidence and improves his grades, there is no harm done.
But such an exercise should be practised with caution. No way am I endorsing a practice that the student takes advantage of. What has to be assessed is whether a particular format helps widen the vision of child's learning. If he gains, let him take a retest on a few occasions, but do not make it a wrong precedence.
No. I always disagreed on the idea. If students are allowed to retake tests, it gives them the freedom to laze about and then lowering their sats level/ Work level. I never retake tests and I just agree on what I have done in the test. Students like me should just do the work the first time and let it be over and done with and teachers should see that retaking tests is not the appropriate way of dealing with tests.
You want your students to do well. If they show they are interested by coming in for extra help and you can tell they studied hard and really care about doing well in school, then by all means allow them to retake the test. Just make sure the quiestions are worded differently so you know if they really know the material.
Should students be allowed to retake tests?
Should students be allowed to retake a test that they have failed? If so, are there other requirements that they must meet, such as a tutoring session, first? Should their grade reflect an average of both attempts, or just the second try?
I, as a student, say yes to to it. I feel that it is a way of
giving some hope and encouragement to a student to work harder the
next time. When we, students have no idea of what the question will
be like, we easily get nervous and start panicking. This results in
getting low grades even though the questions are easy. this
disheartens the student further. So, there should be retests as far
as possible.
And, about the grade, it must be the avarege of both the tests.
I think mock exams also help students to get the idea of how the exams are going to be and what type of questions may be asked.
I believe if they have done a stupid mistake like not realising that is double sided they should be able to take the other size and it to the first mark but if it is obvious they didn't try then it is just tough luck.
In my opinon, I would allow the students to retake the test if:
- The student has their own personal problem like a bad flu, high temperature or chicken pox which make he or she unable to have the test.
- The student doesn't have enough time to review the test becuse he or she is busy helping their parents out or he /she has a very necessary thing to be accomplished or so on..
- The student is busy attending the wedding or funeral of the relatives.
In conclusion, the student that has the following problems must be allowed to retake the test. He or she should deserve a second chance.
However, for the student who cheated in the examniation, didn't study well in class or revise the lesson well due to busy playing with toys or watching televison. This kind of student should not be allowed to retake the test in order to let he or she knows how valueble it is to listen to the teacher and study hard which could give them a better result than cheating!!
..not unless they are hopeless and canot pass at all...... If they can do well, and simply slack off, then no... it will be a good lesson.
Plus, that would be unfair to all the other students who passed with a 51%.
If everyone did bad because the test was extremely hard, then yes. But no matter what the case is, the second test must not be the same as the old one. The questions must be changed.
Absolutely not! If you give some students a second chance to try for a better grade, what does this say to the students who did their due dilligence by studying properly and making a good grade? It's giving student A an unfair advantage over student B. Additionally, it sends the message to all of the students that studying hard (when necessary) doesn't pay off because you'll get a second chance. It's also giving student A the permission to disrespect the teacher by not following the teachers protocol and I would think this lessons the power of the teacher and the respect of ALL of the students!
I would honestly say as a student that we should be able to retake a different version of a test if we have a reason that we did poorly on the test. I would not expect a teacher to let me retake a test because, "I was not feeling well," but if there is a serious reason with evidence that supports that reason for me not doing well on the test (i.e. recent loss of family member), then yes, I would believe that that would be a reasonable cause for a poor test grade and therefore that student should be able to make up that test.
Yes, i will allow my student/s to retake test as a sort of a removal if few of them didnt get 75% of the total number of items, depending also on some factors, we need to consider students. .Though we had given much already to them but our best should be given to them. Another test will be NOT of the same sets of test items, it could be same number of items, same type of questions but it should be NOT of the same test paper given at first. .In our school, we cater approximately 60 students per classroom since we are in a public high school,obviously the number is not conducive to learning or there are so many factors that we teachers needs to consider. I believe our students needs t be given a test retake if reasons are valid. .
I think that students should be able to retake tests, but only once. The test should be different than the first, though, because then that person would have an unfair advantage. There is also the extra work it would take for the teacher to create another test, so a teacher does have a right to say no, but sometimes someone may be having a bad day or be stressed out about soemthing and may not be able to focus on the test that they are taking. I think they should get a second chance. Also, sometimes the teacher isn't very specific on what the student should be studying for the test, and therefore, the student isn't completely prepared for the test. I think it is fair for the student to get one last chance. Finals, however, are a different story, and this doesn't apply to everything. It really all depends on the situation. :)
I let my students retake tests as many times as they like. At the end of the day its all about learning the material, not the grades
A student should never be allowed to retake the exact same test however "corrections" are not a bad idea as long as the student does not receive full credit for the corrected answer.
Actually, i quite agree with #21, as i have experienced a 'bad day' before. I suggest that retests can be capped at a certain score or let the score of that test be the average of both scores.
I , as a student believe that students should be alowed to resit examinations, as matter of fact we do it in the UK all of the time.
For our GCSE and A Level exams: Resits are permitted for all students. Such a system has great consideration for those with issues around exam time that may effect performance, a lack of appropriate attitude which hasn't been sorted out yet and many other things including "Just a bad day".
At the end of it , we are the ones who pay when we have to resit an exam , wheras all the first time exams are paid for us by the school/college.
It gives students a second chance. Without resits, some students may miss out on showing thier full potential. If you got an F on your Chemistry Paper but resit it and then get an A or even an A* .......... what does that say? The F is obviously not your true academic potential , something testing and examinations usually measure.
I would say yes.I always give my students a second chance.When they know it,they just got to strive harder.In my opinion,not allowing them to retake makes them feel that they could not succeed in life,or they'll stop at their tracks.The choice is yours,that is just my opinion.
Let them retake it. It is very helpful at times
I believe that depends on the student. If the student is truly trying they should be allowed to retake. If the student can prove there are extenuating circumstances they should be allowed.
As I said a lot of it depends on the student. I taught ESL and Remedial students and I have found it fairly easy to tell which ones were serious. Let your couscious be your guide.
I tend to agree with Post # 8. The purpose of teaching is to see that students gain and carry away knowledge from the course. A test is simply a means of determining if the student has absorbed that which we wished for him/her to absorb. A failing test grade means he did not do so; nothing more; and for that there may be myriad reasons, not all within the student's realm of responsibility. Perhaps the student did not understand; perhaps the teacher did a poor job on that lesson (yes, it happens.) Perhaps the student had a bad day, or some other mitigating factor. A teacher's role is not to punish a student with a poor grade, although far too many do. I never allow my students to take the same test ver batim, I make some changes to prevent memorization and regurgitation; but I do believe students need positive reinforcement at times, and for that reason, I do allow students to retake tests. If/when I allow a retest, I limit the amount of points they can earn to 75% of the possible test from the first attempt. This way, they are less likely to become discouraged, and I don't become the mean old referee who imposes punitive sanctions when they don't measure up.
I have heard the 75% method, but I think that may tend to put a cap on their willingness to try again. "Why bother if I can only get a 75?" I believe that effective assessments (not simple- and i emphasize simple- multiple choice) can further their knowledge. If, in the end they are able to answer the questions with higher accuracy then that is a more accurate measure of how much they have truly acquired. A 75 doesn't tell the amount of information they retained in the end, it represents a tendency to take longer (or more work) to learn it. Are we grading knowledge? What is the purpose of the assessment?
If the whole purpose of an assessment is to verify what students have learned, and they have not done well, then they haven't learned the information necessary. Our job is to assist them in that learning process. I would highly recommend retakes in different formats...not the same assessment given again again (we don't want memorization). If the student continues to do poorly on the same material and keeps subjecting themselves to retakes then a gap in learning has been established and can be worked on. I can't think of a person who would enjoy taking repeated retests just to fail...there has to be a want to improve. I say remember that it is the knowledge that we want to focus on, not the grade. Yes, this may cause more work for you as a teacher, but if you allow retakes and students learn from that process then you are doing a good job.
Should students be allowed to retake tests?
Should students be allowed to retake a test that they have failed? If so, are there other requirements that they must meet, such as a tutoring session, first? Should their grade reflect an average of both attempts, or just the second try?
I think students can retake test under some circumstances like when he/she is too ill couldn't learn for exams. Apart from this when students fail regularly then they can get help from private tutoring. The private tutoring trend became more normal recently. And many reliable sites like tutorz provide good service.


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Grésillon 1994
The bibliography of our Lexicon can also be consulted on Zotero, via the public group: Lexicon of Scholarly Editing (https://www.zotero.org/groups/
lexicon_of_scholarly_editing). This group also features a 'To-Do List' collection with scholarly text that should still be scanned for definitions. Feel free to suggest texts that need to be added to the 'To-Do List' (either via Zotero or via e-mail), or to tackle one of the texts in the list yourself.

subset: commoncrawl


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Every sport has its own jargon and the World Rally Championship is no exception. If you're baffled by rallyspeak, check out this glossary. If you come across a term that's not here, let us know and we will see if we can add it.
WRC cars have spoilers, splitters and other shaped panels on the bodywork to direct cool air around the engine, gearbox and brakes and help keep the car firmly on the road – or flying level – at high speed.
Anti-Lag System, which keeps a car's turbocharger spinning to ensure there is always turbo boost.
Ceremonial start
Usually held on a Thursday evening when crews drive onto a podium, greet the fans and give a short interview before making way for the next car. Ceremonial starts often take place against spectacular backdrops or in the centre of the host city.
The navigator in the passenger seat who gives a running commentary through an intercom to the driver about directional changes and road conditions ahead.
An essential part of a rally car's suspension. Each car has four – one connected to each wheel hub. Dampers absorb bumps in the road and keep the tyres in contact with the surface as often as possible.
Damper Settings
Rally car dampers are adjustable to provide different characteristics. At the simplest level they can be soft or hard, but other factors like rebound or ride-height can also be altered. Drivers are able to adjust damper settings between stages. The degree of change is usually measured in 'clicks' of the adjuster wheel.
Driver Safety
The crew sits inside a super-strong protective cell surrounded by a roll cage. They strap themselves in with six-point wide-strap safety belts, similar to those used in military fighter planes. The car also features side-impact protection and has an automatic fire extinguisher system and the crew wear flameproof overalls and underwear, safety helmets and a head and neck support system (see HANS device).
The part of the transmission which transfers drive from the front or rear differential to the wheel. Each four-wheel drive rally car has four.
The Fédération Internationale de l'Automobile, the Paris-based governing body for worldwide motorsport which regulates and controls the World Rally Championship.
Flying Finish
The end of a stage where the timing stops.
Gravel crews
See safety crews


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Somewhere along the way, on this wild photography ride, I became adept at shooting food. Go figure. It's a very learnable talent (as proven in my case) but I think you can begin to excel if you love it, like I love food. So many foods are really pretty if you think about it, with unusual shapes and textures. Eggs are timeless perfection. Fruit is colorful and gorgeous. A great dessert is like fine art.
My friend and food photo mentor said "if you are taking a photograph of a delicious pie, make sure your image captures the pie-ness of it." I laughed out loud when he said it, but it's so dern true! You just try to capture what it is that makes it so delicious-looking. A killer lens or two helps. For those of you who know me and are snickering, I re-admit that I don't actually enjoy making food. The irony is classic.
I am writing this because of ALL the things I photograph and love to shoot, my food photography is what has earned me the coveted spot on the cover of Virginia Living. I could go on and on about how much this means to me. How I still have the e-mail I sent to the Editor 5 years ago asking if they'd be interested in looking at my work. Their response that it was not really what they were looking for (it was all kids' portraits and not all that great). No guts, no glory, right?
Bottom line, I have had a crush on that magazine ever since I first laid my hands on its super-sized, color-laden glossy pages. And it's positively mind-blowing that this opportunity has arrived. You'd have thought I won the lottery if you were anywhere near me when I got the call.
The yummy ice creams and sorbets were made by the amazing J Frank. Tyler and I co-styled the shoot, largely with bowls and linens from my favorite store, Anthropologie. My sweet friend Ivy let us shoot it at her farm and use her family (see earlier post 'A Day at the Farm' which is when I got the location idea) and ALL the kids had a blast, especially during the unscripted egg toss. Even the grown up ones! (p.s. brown egg shells are stronger than white ones and will often not crack even when chucked like a football 30+ yards...just sayin').
So here it is. My first cover of Virginia Living. Can you believe it?? Now go buy it!! (on newstands July 10ish) and get a subscription too! I shot another article in there about quirky-wonderful Colonial Beach, VA. I'll post those soon.
Here is the actual article. If one of the kids looks kind of familiar...well...what can I say....;-)


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Tea Party Conservatism and the GOP
This morning, Politico's Arena asks:
Is Tea Party conservatism a help or a hazard for Republicans seeking a return to power?
My response:
Let's start with some clarity: "Tea Party conservatism" stands for several things, but it is not the caricature one often finds in the mainstream media, to say nothing of the left wing blogs. It is a movement with deep historical roots, drawing its name and inspiration from the Boston Tea Party of 1773. As with that event, taxes brought it to the fore -- on Tax Day, April 15. But taxes are simply the most obvious manifestation of modern government run amok, insinuating itself into every corner of life. Trillions of dollars of debt for our children, out-of-control government budgets, massive interventions in private affairs -- the list of wrongs is endless, and under Obama has exploded. He stands for nothing if not for making us all dependent on the government he has promised us. That's not America. That's a foreign vision, which over the centuries countless millions have fled, searching for freedom.
To be sure, the Tea Party movement has its fringe elements, as did the revolt against British tyranny, which the establishment of its day disparaged. So too does the Obama administration, some of whom have already resigned. The basic question, however, is what does the movement stand for? What are its principles? And on that, the contrast with the Obama vision is stark: However much confusion there might be on specific issues, which is to be expected, the broad principles are clear. The Tea Party movement stands for limited constitutional government. At its rallies, on hand-written sign after sign, that was the message repeatedly seen. These are ordinary Americans -- Republicans, Independents, and even Democrats -- who want simply to be left alone to plan and live their own lives. They don't want "community organizers" to help empower them to get more from government.
But they do need to be organized to bring that about -- to get government off their backs. And the Republican Party should be the natural vehicle toward that end -- the party, after all, that was formed to get government off the backs of several million slaves. But today's Republican Party is a mixed lot: Some understand those principles; but others, as in the NY 23 race, are all but indistinguishable from their counterparts in the party of Obama. The problem in NY 23 was not that a third party entered the race. Rather, the party establishment botched things from the beginning, by picking a nominee who properly belonged in the Democratic Party, as her pathetic last-minute endorsement indicated, and that's why a third party entered the race -- with a novice of a nominee who nearly won despite the odds against him.
The question, therefore, is not whether Tea Party conservatism is a help or a hazard for Republicans seeking a return to power? To the contrary, it is whether the Republican Party is a help or a hindrance to the Tea Party movement? It will be a help only if it returns to its roots. The mainstream media, overwhelmingly of the Democratic persuasion, will continue to push Republicans to be "moderate," of course -- meaning "Democrat Lite" -- to which the proper response is: Why would voters go for that when they can get the real thing on the Democratic line? If Tuesday's returns showed anything, it is that Independents, a truly mixed lot, are up for grabs; but at the same time, they are looking for leaders who promise not simply to "solve problems" but to do so in a way that respects our traditions of individual liberty, free markets, and limited government. When Republican candidates stand clearly and firmly for those principles, they stand a far better chance of being elected than when they temporize. That is the lesson that Republicans must grasp -- and not forget -- if they are to return to power.


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This is an archived article that was published on sltrib.com in 2013, and information in the article may be outdated. It is provided only for personal research purposes and may not be reprinted.
There are little things that can prove cumbersome and tedious to a football player.
Nobody looks forward to extra wind sprints at the end of a tough practice. Going through one last rep under an unrelenting sun and temperatures that approach triple digits is difficult to almost anyone. The film session, the one that grades the performance of a player on that particular day, can be a grind.
Latu Heimuli, however, appreciates it all. He embraces it. He welcomes it daily.
Utah's senior defensive tackle will be on the field to face Utah State on Thursday night in the season opener for both teams at Rice-Eccles Stadium.
Heimuli isn't supposed to be there. At least not in uniform. A year ago, his career appeared over. He retired at the urging of doctors, alarmed at his growing history for debilitating injuries. A year later, Heimuli is back, adding depth and experience to a talented defensive front, happy for another chance to play the sport he's known and loved since he was seven.
Utah coach Kyle Whittingham calls it "a great story." His teammates gravitate toward him. His good friend and former high school teammate Nate Orchard said that he can't wait to line up next to him again under game conditions.
Heimuli is just happy to be healthy again.
"It seemed like every year something would go bad for me," the senior said. "It was always something. I was forced into retirement, but the coaches said that if I could ever get healthy again that they would let me come back and play on the defensive line. I took the year, I got into great shape and now I'm back out here."
The list of maladies that derailed Heimuli's promising career is a long one. There was a broken foot. Then there was a thumb injury. He re-broke his foot, and then injured his back, which seemed like a final straw.
Each injury seemed more cruel. Whenever Heimuli could play for any stretch of time, he was usually productive. He came to Utah as a four-star recruit, a nationally recognized force on each interior line.
He played at Highland High, was a state runner-up in 2006 and won a state title as a starting center in basketball before he graduated. He was the subject of a serious recruiting battle, one the Utes needed to win because of his stature and the fact that he made a name for himself at a school 10 minutes away from campus.
Heimuli's health, however, never allowed him to have the impact that was expected of him.
"We were all pretty sad when he was told that he couldn't play anymore," Heimuli's sister Alini said. "It was hard; we kept it together as a family, though. We always checked up on him. We told him that no matter what, his education was the first priority. We told him that football would always be there, but that education would be the key in whatever he wants to do in life."
Today, the guy who arrived at Utah as a teenager is now 22 and matured by the adversity he has faced. He survived the worst moments by frequenting the weight room and working on his lower body strength. Slowly, things began to get better. The back finally healed and he finally started to become pain-free. He began eating better, putting healthier foods into his body.
His teammates got him through the worst days, the ones where he began to feel sorry for himself. Inevitably on a lonely weekend night, Heimuli would receive a phone call or a text message. It would always be from one of his teammates, asking him if he wanted to hang out. That inclusion, that camaraderie, may be one of the biggest reasons he was able to return to the football field.
"They would always call me," Heimuli said. "They always made sure that I was a part of everything they did and that was huge. They could've shunned me and they didn't. For that, I will always be grateful."
Heimuli doesn't know how much he'll play against the Aggies. It could be a few snaps. It could be as much as half the game. No matter what, his presence is important. In the era of hurry-up offenses, a defensive line needs all the depth it can muster, especially quality depth. Heimuli provides that with quickness and strength.
Some 2013 highlights are already confirmed. His family will be in the stands Thursday night, and tears may be inevitable. Heimuli particularly looks forward to facing Oregon and his cousin Ricky Heimuli, who was once one of the top high school defensive tackles in the country while playing at Brighton.
Most of all, Heimuli looks forward to the little things. Putting on tape before games. Being on the sideline and hearing the energy of the crowd. The ability to get up after a simple tackle without doubling over in pain.
"It's going to be great just to be out there and to have a chance to help the team win," Heimuli said. "It's a blessing to be able to play football again."
on twitter: @tjonessltrib
Latu Heimuli file
• Was a four-star recruit coming out of Highland High.
• Had two straight seasons ended by injuries.
• His cousin Ricky is a defensive lineman at Oregon.
• Is a lifelong friend of defensive end Nate Orchard.
• Broke his foot twice, suffered a back injury and retired at the urging of doctors.
• Will play on the defensive line after being an offensive lineman the past two seasons.
Utah State at Utah
P Thursday, 6 p.m.
TV • Fox Sports 1


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There are no products matching the selection.
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Will you marry me? And live unhappily ever after in China?
The Painted Veil: Drama. Starring Naomi Watts and Edward Norton. Directed by John Curran. (PG-13. 120 minutes. At Bay Area theaters.)
Love and passion have important roles to play in forging a person's destiny and moral consciousness. No kidding. We all know this. Moreover, we're all interested in this. The hottest gossip is not about money or politics, but love and sex, and once upon a time movies knew this, too: The movie romance used to be Hollywood's most familiar product.
Today it's a rarity. We have romantic comedies, but in the course of any given year, there are very few (just two or three) serious romantic dramas. It's probably not without significance that the year's best, "The Painted Veil," based on the W. Somerset Maugham novel, is set in the past -- romances lose impact in eras in which sex is of incidental importance. In any case, "The Painted Veil" does what a romantic drama needs to do. It testifies to love as the great educator.
Set in the 1920s, it stars Naomi Watts as Kitty, the spoiled daughter of a scientist. As the movie begins, Kitty is experiencing the embarrassment, apparently acute in that era, of being unmarried on the day of her younger sister's wedding. Enter Dr. Fane (Edward Norton), a sincere but awkward young biologist, who has been silently in love with Kitty for years. Days away from leaving to go back to Shanghai, where he heads a clinic, he blurts out a marriage proposal. Call it good luck or bad, but he asks at exactly the right time to get a positive answer.
Director John Curran, who directed "We Don't Live Here Anymore," another intelligent romantic drama, lends these early scenes a faint touch of mystery, underscoring them with Satie piano pieces given a slight echo effect. The music, which is repeated throughout the film, suggests a number of things: distorted recollections, haunted forebodings and unseen forces working through the lives of the characters. It's a unifying element, linking the film's worlds -- from the drawing rooms of upper-class Britain to the utter poverty and disease of the Chinese interior.
"The Painted Veil" presents us with two sympathetic characters who are heading for a collision. Kitty, having married a man she doesn't love, finds herself on the other side of the world, bored stiff. Dr. Fane, having married a woman with whom he has nothing in common, now has the dreadful task of having to entertain her by playing cards and games. The economy with which the film establishes Kitty's infidelity is striking. A young diplomat (Liev Schreiber) flirts with her, and next thing we know they're deep into an affair. Kitty is a girl who can't say no.
In Kitty, Watts is essentially playing an immature person, but she's also playing a character considerably younger than herself, and it does mean something different to see a woman behaving selfishly and recklessly when she's in her late 30s rather than in her 20s. Watts makes the role work on her own terms -- her Kitty is more desperate, more foolish, more miserable and more driven than the Kitty that Greta Garbo played, at 29, in the original "The Painted Veil," and her spiritual journey is greater. However, why Watts chose to play Kitty as a brunette with unattractive marcelled hair is a question that will echo down the corridors of time.
Norton, often thought of as a modern-day chameleon actor, is in fact a rare personality actor in the tradition of Cary Grant and James Stewart, one with an undisguisable style and manner who is yet able to channel his special quality into a wide range of roles. In Dr. Fane he gets to play a complex man of altruistic impulses, whose one serious flaw is a lack of spontaneity that goes beyond mere bashfulness. A part of him is closed off, and it's only when he gets the opportunity to loathe his wife that he begins to react like a human being. Ostensibly more mature than Kitty, he is, in truth, a stunted person, too. It's the mystery of attraction that these undeveloped people should choose, for a partner, the one person most guaranteed to provide them with an education through suffering.
The suffering is not limited to the marriage. The China of the 1920s is poor and disease-ridden, and the other-worldliness of it, as seen through Western eyes, is emphasized in Stuart Dryburgh's cinematography. Like Kitty, the viewer never feels at home in China, and the turbulent streets and even the picturesque countryside always hold a hint of threat. There are nuns along the way -- notably Diana Rigg as the head of a Catholic hospital -- to provide comfort and suggest, by their presence, the moral dimension in all this anguish. Still, there's no forgetting: Love is a dangerous land.
-- Advisory: This film contains mature sexual situations, partial nudity and drug use.


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- Guidecraft Art Table and Chair Set - Pink
Product Description
The benefits of art and craft for kids are many but we can sum up the major benefits as following: Art and craft helps build up physical co-ordination among kids: Activities like painting, drawing, coloring, cutting, joining and gluing things together to form a new object improve motor coordination in children. Creativity: Indulging in art and craft activities is a way of allowing children to express themselves other than words and actions. Sense of achievement and feeling of satisfaction: Kids are often proud of the things which they have finished on their own. Hence, upon completing an art piece, they feel a sense of satisfaction. It also builds up their confidence. Spending time together: Art and craft activities are community activities. Children enjoy participating in painting competitions along with their friends. You can also organize these activities at home and teach your kids how to work closely with family members. Improve concentration: Children involve in art and craft activities learn to concentrate on one thing at a time. These activities inculcates perseverance in them. They also learn to ignore failures. Enhance planning skills: It is impossible to complete an art and craft activity without proper planning. Therefore indulging in these activities means learning to plan things well in advance.


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In August, I began working with Mitsui Real Estate, Recruit, and a small NGO to introduce a new luxury high-rise residential tower in Shibaura, a less known waterfront area between Shinagawa and Hamamatsucho. It's near where the base of Rainbow Bridge is located.
In this online interview (in Japanese) and in real estate brochures distributed around Tokyo, I relate my experience working in the neighborhood at Shibaura House, where I led gardening and fieldwork workshops for locals and international visitors, adults and small children.
The new tower, which is just now breaking ground, contributes to the restoration of Edo-era canals by creating a public waterfront park. This park contributes to the developer's goal of creating a resilient community that includes new and existing residents. Providing greater access to the waterfront also restores a vital part of Tokyo's history that was neglected in the 20th century.


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Introduction to Programming
Learning Objectives
The following learning objectives are covered by this assignment
Learning outcome Assessment criteria
1 have understood and learnt the
programming language syntax and
can create and/or recognise syntactically
correct code for specified aspects of the
programming language syntax and
2 write simple code to demonstrate
appropriate use of differing aspects
of syntax
writes code for a precisely specified
3 design and program a solution to a
given problem
designs, implements and tests a program
to solve a given problem
When reading this assignment brief DONT PANIC it has been written so that it provides a challenge
for the strongest programming students but also enables other students to demonstrate they can
create simple Java programs.
Delboy trotters Second-hand Car Dealership
Delboy Trotter has a second hand car business wherehe buys and sells used cars. His business is
growing and he wants to replace his paper based system for keeping track of his car stock and sales:
He keeps basic information about each car he has bought and sold e.g. make, model, the price
Delboy paid for it and the price he sold it for. Typical data would be
Car Information Typical data
make Ford
model Mondeo
registration number MM03KBU
price paid 1900.00
price sold for 2199.50
When he buys a car the price sold for will be 0.00 (zero)
This entity is a list of all cars he has bought andsold. It also provides all the functionality required to
maintain the collection of cars. The expected functionality for this class is shown on the next page.
Page 3 of 6
System user requirements (functionality / methods)
User Requirements Set A Max mark
1. Car records:
a. add a new car
b. for a given registration number print the cars details
c. print a list all cars that are for sale (i.e. where the price paid for is
User Requirements Set B
2. Car records:
a. return a car with a particular member registration number
b. search for and print all cars of a particular make e.g. all Fords
c. remove a car with a particular car registration number
User Requirements Set C
3. Car records
a. search for and print all cars of a particular make and model (e.g.
all Ford Mondeos) that are for sale
b. print a list of all cars that have been sold (donot include those for
sale) and the profit made on each. Also print the total profit made
on all sales.
User Requirements Set D
4. Car records (For this you will need to work withdates)
a. modify the car class so that you can record the date of sale.
b. print a list of all cars sold in a particular month and year and the
total profit made..
If you have been referred then your mark will be capped at 40% but if you have been deferred your
mark is not capped so it is worth attempting as much of this as possible.
Page 4 of 6
Some guidelines to creating the software
Step 1
You are obviously going to need a class to model the car so you should create this first. For this
identify and define the fields required, these canbe found in the scenario.
create a parameter constructor to simplify the creation of car objects
create accessor and mutator methods for each field
create a method that prints the objects details onone line, this will be useful when you want to
print a list of members or cars.
Step 2
Once you have created the car class you can then create the stock class which will be used to
maintain the collection of cars.
define a field of type ArrayList for the cars
create a constructor that will create/instantiate the ArrayList
create methods to implement the functionality on page 3 each user requirement would be a
separate method in this class
Functionality set 4 requires you to work with datesI recommend that you investigate the Java library
class GregorianCalendar.


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Forum Post: Occupy Detroit
Posted 6 years ago on July 26, 2013, 11:28 a.m. EST by Phanya2011
from Tucson, AZ
This content is user submitted and not an official statement
How many of us are able to move to a new place -- not working, no reason to stay where you are? If enough people contribute, Occupy could probably buy up an entire neighborhood of distressed homes in Detroit -- some are listed as foreclosures under 5,000. This could be a chance to pool some funds and show what cooperation can do in one neighborhood, and ultimately, perhaps the whole city. Check out the listings on Zillow.


text:
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text:
Please select your meditation time
Start Meditating
Conclude Meditation
Topics related to Inter-Religious Dialogue
* The text below is from the Office of HH the Dalai Lama
Dialogue between His Holiness the Dalai Lama and Fr Laurence Freeman OSB about Teacher and Disciple in Sarnath, Varanasi
January 13th 2013
Sarnath, Uttar Pradesh, India, 12 January 2013 - Today was dedicated to a conversation between His Holiness the Dalai Lama and his longstanding spiritual friend Fr Laurence Freeman, Director of the World Community for Christian Meditation. The theme was seeing Jesus and the Buddha as teachers and the role of the disciple. The venue was the Atisha Hall of the Central University of Tibetan Studies in Sarnath.
The conversation began during a private meeting between His Holiness and Fr Laurence and some of his friends and benefactors. One of them asked about truth and His Holiness replied,
On June 18th Laurence Freeman OSB met with His Holiness the Dalai Lama in Manchester UK. They spoke about the dialogue they will share during the next WCCM Pilgrimage to India in January 2013. They also discussed plans for a new series of Way of Peace events which they will co-lead. See HERE some photos of the meeting and HERE a video message of the Dalai Lama to the World Community with a spacial word of encouragement to younger meditators.
You seem to have a very warm friendship with the Dalai Lama and he speaks of you warmly as his friend and spiritual brother. How did this friendship develop? When was your first meeting?
Laurence Freeman: I first met the Dalai Lama in Montreal in 1980, when John Main invited him to visit our new community there after an interfaith service in the Cathedral. I was an early professed monk at that time. The Dalai Lama visited us for midday prayer and meditation followed by lunch. Fr. John had a very positive conversation with him and as he was leaving presented him with a copy of the Rule of St Benedict. The Dalai Lama I think was very impressed and interested by the idea of Christians meditating and teaching meditation from their own tradition. In his book Towards the True Kinship of Faiths he describes this meeting and how moved he was by it. He and Fr. John certainly met at a deep personal level.
Some year later, after Fr. John died, I invited his Holiness to lead the John Main Seminar. He accepted in respect of this friendship. Then he asked "What would you like to me speak about? I was slightly taken aback and thought quickly and then said "Would you be willing to comment on the Gospel from your Buddhist tradition?" The Dalai Lama pondered a bit then smiled and replied: "I don't know a lot about the Gospels but yes, let's try it." It was a sign both of his commitment to deep dialogue - seeing from the other's point of view and letting go of attachment to one's own - but also of his personal courage and self-confidence.
A Day of Dialogue
with Tibetan Buddhist, Dr Alan Wallace andBendictine monk, Fr Laurence Freeman
Thursday 21 June 2012—10.00 am to 4.00 pmWestminster Cathedral hall, Ambrosden Avenue, London
Are Salvation and Enlightenment the same? If so, at what level do - or can - different traditions achieve sameness? From their common ground of friendship formed over many years, Alan and Laurence will lead an exploration of these important issues. Vital as these questions are to good dialogue and mutual understanding, both agree it is in the practice of meditation that the real answers are experienced. The day will therefore include both their talks and discussions, questions from the participants and times of meditation.
A Meditatio Seminar on The Contemplative Dimension of Faith
led by Laurence Freeman OSB
With contributions from
This Meditatio Seminar, held in Singapore in January 2012, focussed on the contemplative practice of religion and how the shared experience of silence in meditation can enhance inter-religious dialogue.
A gallery and the brochure of the Seminar are available.
Robert Kennedy is one of three Jesuits in the world who answer to the tittles "Father" and "Roshi" or venerable Zen teacher. He is not only a Jesuit priest and Zen master, but also a psychotherapist and professor of theology at St Peter's College in New Jersey. He is a representative of the Institute for Spiritual Consciousness in Politics at the United Nations. He is the author of Zen Spirit, Christian Spirit and Zen Gifts to Christians.
The year one of the world's most beloved spiritual teachers, the Dalai Lama, first prayed in Jerusalem and Lourdes as an interfaith pilgrim, 1994 was also the year when he led an historic discussion, "The Good Heart", for the tenth annual John Main Seminar in London.
Meditation is a universal wisdom found at the heart of all religious traditions. So it naturally leads into the common ground we all share and meet in.


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Teacher resources and professional development across the curriculum
Teacher professional development and classroom resources across the curriculum
"One thing I really liked... [was] the fact that all of the groups were working together, and that's really an important thing when you get in literature discussion groups. [They have to] appreciate and accept other people's opinions and ideas, and at this age that's a challenge. It helps us get closer... It builds community in the classroom and that's wonderful."
Latosha Rowley, 4th- and 5th-Grade Teacher
Indianapolis Public Schools Center for Inquiry
Indianapolis, Indiana
Often Ms. Rowley begins class with a whole-group discussion. She uses this time to model ways in which smaller groups might work as they ask questions, focus on meaningful passages, and tease out meanings from their books. Once students are in groups, she circulates, moving from group to group, monitoring conversations. In each group, she probes their understandings, asking questions that the students may not have thought of in an effort to help them take their discussion to another level.
The energy the students in this class bring to their reading and to their discussion groups is almost palpable. As you watch and listen, you may wish to observe how the students interact in their groups. You may notice how they work together to answer questions and resolve problems. You may be interested in what they have to say about the decisions they made as they worked together on a culminating project. Engagement with the project is unqualified; everybody in the group is involved in creating a satisfying final product. They are truly a community of learners working together in an envisionment-building classroom.
For resources that can help you use this clip for teacher professional development, preservice education, administrative and English/language arts content meetings, parent conferences, and back-to-school events, visit our Support Materials page. There you will find PDF files of our library guide, classroom lesson plan, student activity sheets, and other Teacher Tools.
© Annenberg Foundation 2017. All rights reserved. Legal Policy


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Ever hear that it's better to harvest in the morning, when the plants are fresh and cool? Well, that's obviously better than in the heat of the midday sun. (And realistically, you pick when you have to.) But all things being equal, you might be better picking some things just before dusk, not at dawn.
Diana Lange, while studying post-harvest physiology of basil at the University of Michigan, turned up these surprising facts: Basil kept best at 60° F (not refrigerated) in perforated plastic bags. Furthermore, basil picked at the end of the day kept twice as long as basil picked early in the morning. In fact, basil picked in the evening and stored in plastic in a cool, dark place lasted for 12 days.
Somehow, basil that has just spent the day building up sugars is better able to withstand the shock of being cut than basil that has been hard at work growing all night long.
This is useful information for anyone that grows and harvests a lot of basil and can't use or process it all at once. It's potentially crucial for anyone growing and selling fresh basil. Harvesting in the evening is often no extra trouble, and there could be a significant benefit.
Jack Ruttle is a former senior editor at National Gardening.


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Note how well my friend Joanna manages to indicate both the sign at the top and the books on the bottom - a natural book model!
And yes you saw correctly, it's on the Best Kids Books Ever table (though, let's be honest here folks, where else should it be put really?)!
Yes it may be a week early, but Alex is starting to find its way to bookshelves here in the country where I was born and raised and live in and love so much!
And my friend Joanna and I just had to track them down! Of course when we did I made a point of signing all 12 copies that they had, and then Joanna had to walk by the shelf and pick up one of the books and say loudly, "Hmm this looks good!"
It was totally amazing. Felt more real I think than any of the releases so far, simply because I am in the correct country this time. And mom and dad also managed to make their way downtown to check it out later that same afternoon! They were happy. Really really happy.
Sigh. Life ain't so bad.
On another note I am going to be signing books at two different festivals this weekend for anyone in the vicinity.
The first will be this Friday at the New England Independent Booksellers Association Trade Show in Providence, Rhode Island at 2:30pm.
The next, at Word on the Street here in Toronto (Queen's Park), this Sunday at 5:30pm (I'll also be doing a reading, as well as a signing, and I have a couple pirate friends who will be hanging out with me as well!).
Also, I'll totally remind everyone of this closer to the date, but October 14th, which is a Sunday (and not the Sunday of the long weekend for those Canadians out there), I am doing a reading/signing/mini-launch [though we are not allowed to call it that] thing at Indigo at Yorkdale Mall at 2:00pm. There will be food and beverages [of the non-alcoholic variety], very kid friendly the whole thing, and it should be a really good time, so please do come along if you are in the neighbourhood!


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Saturday, December 29, 2007
Purple Thanks
These are some cheerful thank you cards that I made recently. I love this new Basic Grey patterned paper. I layered it on DCWV purple cardstock. I used justjohanna thanks ever so for both cards. In the top card I also used parts of justjohanna created for you by. I embellished the top card with a purple flower and pink bubble gum Stickles. The bottom thanks was colored with prismacolor pencils and embellished with some buttons from the fabric store. (Sorry, the scanner made the bottom card blurry.)
Posted by Heather Grow at 8:34 PM
9 comments:
- Alison Gibbs said...
Cute cards heather.
- December 29, 2007 at 9:42 PM
They are cute. I love your decorative buttons too!
- December 29, 2007 at 9:47 PM
- Rina said...
Hello, Heather:)
Very colorful and cute cards!!
I love pink & purple, too!
- December 29, 2007 at 11:49 PM
- Emilia said...
Love this unique purple thank-you card! 'cause purple always gives me a feel of romantic... :-)
- December 30, 2007 at 3:38 AM
- pescbrico said...
I like your cards! :) Here you go, I've put the caramel receip on my blog :)
- December 30, 2007 at 6:55 AM
- Aunt T said...
Adorable. I love the colors - so pretty!
- December 30, 2007 at 9:12 AM
- chelemom said...
VEry pretty!
- December 30, 2007 at 1:31 PM
- My Paper World said...
Very cute!
- December 30, 2007 at 1:37 PM
- Kim H. said...
Lovely purple cards! I love the fun buttons!
- December 30, 2007 at 5:46 PM
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I am not an English speaker that is why I asked this question. In addition, I think english.stackexchange.com is not the proper place to ask this because (I am so sorry) I don't think most of them know mathematics deeply.
How do you pronounce the following derivatives in English?
- $\frac{\textrm{d}y}{\textrm{d}x}$
- $\frac{\textrm{d}^2y}{\textrm{d}x^2}$
- $\frac{\partial y}{\partial x}$
- $\frac{\partial^2 y}{\partial x^2}$
- $\frac{\partial^3 y}{\partial x^2\partial z}$
Feel free to edit the tag if it has been chosen incorrectly.
For example, is it correct if I pronounce $\frac{\textrm{d}y}{\textrm{d}x}$ as "dee wai over dee eks"?


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Judge orders 3 early voting days restored in Ohio
COLUMBUS, Ohio (AP) — A federal judge ordered Ohio's elections chief Wednesday to set early voting hours on the three days before elections in a ruling that gives Democrats a victory going into the fall election.
The order from U.S. District Judge Peter Economus comes in a dispute that began before the last presidential election. The fight was especially intense because of Ohio's role as a swing state rich with electoral votes.
President Barack Obama's re-election campaign and Democrats filed a lawsuit in July 2012 against Secretary of State Jon Husted, a Republican, over an Ohio law that cuts off in-person, early voting for most residents three days before Election Day.
The law, passed in 2011, ends in-person voting on the Friday evening before a Tuesday election. But it allows an exception for military and overseas voters to cast a ballot in person until Monday. Democrats claimed that amounted to unequal treatment of voters and said everyone should have the chance to vote on the three days before Election Day.
Ohio voters may cast an absentee ballot by mail or in person before Election Day without giving any reason.
Economus had granted Democrats a temporary order in August 2012 that allowed voting to occur on the final three days before the November presidential election.
The two sides had been unable to resolve the litigation.
The federal court in Columbus had set a trial date, though the Democrats had sought a summary judgment from the court.
In Wednesday's decision, Economus said Husted was required "to set uniform and suitable in-person early voting hours for all eligible voters for the three days preceding all future elections."
Husted said in a statement that he would follow the judge's order. The court didn't mandate specific hours.
Democrats in Washington and Columbus praised the ruling.
Democratic National Committee Chair Debbie Wasserman Schultz called it "a victory for the democratic process." The state party chairman, Chris Redfern, said the ruling highlights the importance of last three days in ensuring equal access to the ballot.
Husted has pressed state lawmakers to put the hours and days for early voting into law. But the GOP-controlled Legislature has not adopted any plan.
In absence of legislative action, Husted set early voting times for the statewide elections this fall. He used a proposal from the bipartisan Ohio Association of Election Officials. Of the three days at issue in the lawsuit, voters can cast an early ballot only on the Saturday before the coming Nov. 4 election.
Economus said in his ruling that Husted's directive does not include two days at issue in the lawsuit and it cannot serve as a remedy.
Husted's statement did not reference any new early voting times.
Majority Republicans have made other changes to Ohio's voting rules. This year, they eliminated so-called golden week, a period when residents could both register to vote and cast an early ballot at the same time. Without those days, early voting will typically start 29 days before Election Day.
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Real Netflix Alternatives – If You Know Where to Look
In the past few years, Netflix has taken the world of internet by storm. Adding to its already huge popularity is the fact it offers its own original programming, most notably "Arrested Development" and "House of Cards", which yourself truly follow religiously. Apart from producing smashing hits, and great shows, Netflix has also changed the way we view our favorite shows, or perhaps, it has adapted to the way we view TV.
What am I talking about? Well, I like binge-watching, and since I'm not the only one, Netflix decided to indulge us and began making entire seasons of their original shows available at all once. This way, anyone can watch as little or as much as they can, depending on their viewing habits and preferences.
But, as is the case with most good things, you have to pay up. Or do you? I mean, there is no way of getting Netflix for free, but what are some of its free or less expensive alternatives and are they any good? I've done some research, and this is what I came up with.
OK, that one is a bit obvious, but I'm not talking about short films, music videos or any kind of video clip that is under 10 minutes. YouTube also lets you watch full-length movies and TV shows, via dedicated channels, for free. Not only is the content full-length, but it's also displayed in HD, for your viewing pleasure.
Amazon Prime
Although it can't match the volume and quality of content Netflix provides you with, Amazon Prime is slowly, but surely, creeping up behind it. But, even though it's not on the same level as Netflix, and it's not free, it makes sense if you look at it as part of the package, which includes Amazon free shipping, and a bunch of free e-books rentals as a bonus. You get good value for money, so it's definitely worth considering.
Hulu Plus
The fact that they are quite similar makes Hulu Plus, Netflix's natural rival, but I wouldn't be in too much of a rush to qualify it as such. Yes, there are some similarities, like the fact that you have to pay for both of them. And that's pretty much it. One area where Netflix has the upper hand is that it doesn't make you watch ads, unlike Hulu Plus. Also, while Netflix content library consists of movies and older TV shows, as well as their original programming, Hulu Plus focuses solely on TV shows, offering a good mix of tried and true older TV shows and brand new ones, as well.
Apart from these, there are other alternatives to Netflix, like iTunes, Vudu, Google Play, Crackle, CinemaNow, Epix, and many others, but I consider these three to be the only true alternatives, based on the quality and volume of content, as well as price. Hope you enjoy them as much as I did.


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Wedding Day:
August 18, 2012
Her story:
Nola Dobratz, 33, grew up in Chicago, Ill. She lives in Fells Point and is marketing director for Radcliffe Jewelers. Her father, Walter Dobratz, is deceased. Her mother, Nola Dobratz, is a retired accountant.
His story:
Christian Martin, 34, grew up in Reisterstown. He lives in Fells Point and is global category manager for DSM Nutritional Products. His father, Dave Martin, is a University of Maryland senior extension agent. His mother, Rose Martin, is a Carroll County family and consumer science high-school teacher.
Their story:
Even though Christian went to University of Maryland College Park and Nola went to Towson University, they met then through mutual friends. However, their relationship stayed on the "casual acquaintance" level, hanging out with the same group of friends, but not dating.
"Years passed and we would run into each other at Orioles games or a bar, and he would always try to pick me up," Nola says. "His first job out of college, he handed me his business card. He'd put the onus on me, but because I'm a girl, I would never call."
Five years ago, that changed.
"He finally got smart and asked for my number and called me," she says, with a laugh.
It was around the end of April, 2008, and Christian took Nola to the [now closed] restaurant, Bicycle, where the two met their first challenge as soon as they walked in.
"When we [walked in], my ex-girlfriend and her entire family were there," Christian says. "It was a very awkward situation."
"I had no idea," says Nola. "We walked up to the table and he introduced me. Then we sat down and he said that's my ex-girlfriend and her entire family. We just giggled about it; those awkward first date giggles."
"But, it turned out to be really great dinner," says Christian. "She handled a tough situation with unbelievable grace...By the end of the evening, I think we both were locked in."
It wasn't long before they were talking on the phone every day and seeing each other frequently. About six months later, they realized how attached they'd become when they each had previously scheduled vacations that kept them apart for about a month.
"He went to Italy for two weeks and I went to the Mediterranean for two weeks after that," Nola says. "During that time we were emailing each other back and forth."
"That was the time we were grew closer and realized [how much] we liked each other," says Christian. "We were trying to see whose trip was better."
"We were trying to upstage each other's trips," she says. Traveling is a mutual passion. And trips since — to places like California's Napa Valley, Norway, Bermuda, Switzerland, Vancouver, Vail and Park City — they now take together.
Their easy comfort with each other was obvious to everyone around them.
"At my work holiday dinner, the president of my company came up to say hi, and asked, 'What's your wife's name?' We've said since that he was true visionary," says Christian.
The Proposal, July 2, 2011:
"We went with my father and mother, and my sister and her husband to Yellowstone [and Grand Teton] National Parks for my parents' 40th wedding anniversary the end of June, beginning of July, 2011," says Christian. "There was natural beauty everywhere."
"On the last day we headed back to Jackson, Wyoming," says Nola. "We were driving through Jackson Hole, the cute ski town — checking things out, sightseeing. This is all six of us in a Suburban. We pull up to [look at] the Four Seasons Hotel and we were all, 'Wow, we should've ended the trip here, this is amazing. Then the doorman starts walking to the car. So, I said, 'We should probably get going.' At that point, Christian hopped out of the car and opened my door and said, 'We're staying here for the night.' At this point, I'm so clueless and thinking this is part of the vacation."
"She wasn't thinking this was the proposal; that was the best part," says Christian. "She thought it was the end of the trip and we were just doing a special night together, away from the family."
"We went to the room, showered and got ready for dinner," says Nola. "Christian was persistent about getting a bottle of wine sent to the room and I didn't understand. I was saying, 'We're going to dinner. Why do we need a bottle of wine?' The wine comes to the room. We're still finishing getting ready and I'm thinking, we have this balcony with this gorgeous view of the Grand Tetons. So, I took the wine to move it out to the balcony. When I turned around, Christian was on his knee and saying wonderful things and proposed."
"I was completely freaking out at this point," says Christian. "I proposed July 2, 2011. But, I started the process in November 2010 at the Radcliffe's holiday party. I started [looking for the ring] with one of Nola's close friends and colleagues, Renee Townsley and [Radcliffe Jewelers owner] Paul Winicki. I had to sneak around. Because Nola works at the Pikesville store, I would go to the Towson store."
Nola didn't make Renee and Paul's sleuthing work easy — in either the type of engagement ring she liked or her ring size.
"I'm more traditional and old school and I just wanted to be surprised," she says. "I didn't want to know about it. I have a David Yurman ring I wear a lot. One day Renee came up and said a customer wanted to look at it, but they didn't have a similar sample in the case. So, could she borrow mine? Then, 20 minutes later, she brought it back and said the customer decided against it. After the engagement, Renee told me that was when she got my ring size.
"Renee was saying, 'You guys have been dating a while. You should try on some rings. And I was saying, no. Finally, she took me in the back and said, 'Let's just play around a little bit. Let's have some fun.'...They all figured it out on their own and knocked it out of the park. It's amazing; a Henri Daussi [ring featuring] a cushion cut diamond with a diamond halo."
"It is spectacular," says Christian.
The Wedding:
The ceremony will take place at Corpus Christi Catholic Church on W. Lafayette in Baltimore, with Nola's godfather, Deacon Al Laabs, coming from Illinois to officiate.
Nola's maid-of-honor and six bridesmaids will wear champagne satin Lela Rose cocktail-length, one-shoulder dresses from Cupcake that feature a draped bow on the shoulder and a black grosgrain belt
Her three junior bridesmaids — her sister's 16-year-old twins and 12-year-old daughter — are wearing short black dresses.
Each will carry a bouquet of one type of white flowers; each one different, like tulips, hydrangeas, ranunculus or roses.
She's not revealing much about her own dress, except to say it's white and long and by designer Maggie Sottero, from Betsy Robinson Bridal. But that hasn't kept her from teasing Christian about what it looks like.
"I keep telling him it has a hot pink butt bow and a polka dot top and neon stripes. It gets bigger and bigger every time I tell him. It had flashing LED lights at one point," she says, as they both laugh.
Her white Prada shoes from Nordstrom in Chicago are embellished with rhinestones.
"I splurged," she confesses.
Christian's best man and six groomsmen will all be wearing "very classic" black tuxedos with black vests and bowties. Christian will do the same, but with a white vest and bow tie. All the tuxes are rented from Tuxedo House. And each groomsman will have a different white flower as his boutonniere.
After the ceremony, the wedding party and 140 guests head to the Four Seasons Hotel for the reception.
The cocktail hour — featuring a yet-to-be-determined signature drink and passed hors d'oeuvres — will be held on the fourth-floor terrace.
Then it's inside the hotel's Cobalt Room for the seated served dinner. Christian says the room is so nicely decorated, that — other than table centerpieces — no other decor is needed.
"The room is all brown, champagne and wood, with silver accents," he says.
"The best part of the room is that it's rectangular, with one long wall all windows. So, people can go out on the balcony all evening and take in the view," Nola says.
The room's shape also dictated the layout of dining tables.
"We're having two gorgeous long tables that seat 24 each," she says. Those tables will extend off each side of the dance floor, with several round tables filling the rest of the space.
The long tables will have different heights of glass vases with flowers — the same as in the bouquets — slanting out of them. The round tables will feature lower, wide landscaped arrangements.
"And tons of candlelight," adds Nola.
All the flowers are being done by Julie Wit of Julie's Floral Design.
"We have a travel theme going," says Christian. "We're naming each table for the places we've been able to travel."
"We're going to tell a little story about each of those places with a picture of us on each table," explains Nola.
The couple is keeping the dinner menu a surprise.
Their wedding cake — lemon cake with raspberry buttercream frosting and raspberry filling — is being created by Jessica Obst, who they got to know as regulars at her Cafe Latte'da.
"She's a trained pastry chef and now has a catering business," says Nola.
However, Nola's own creativity has played a role with the wedding, as well.
"I can be a little crafty...So, we did our own Save-The-Date," says Nola. "We set up our own photo shoot. I ordered a white backdrop and painted a red heart and the wedding date on it. Then, we set up the tripod and did our own photo shoot [using the self-timer]."
"Nola also designed our invitations," Christian adds, with pride. She says the invitation was done using thermography — "a raised printing" — on white paper with a champagne shimmer, ordered from Kate's Paperie in New York City.
ONYX — a seven piece band from Washington Talent — will help guests dance the night away. And Laura Ashbrook will be the wedding photographer.
The couple says thanks to the Four Seasons catering manager, Katie Shannon, wedding planning has been more fun than frantic.
The Honeymoon:
The couple is going to Costa Rica.
"We both have never been there," says Nola. "And it's a mixture of romantic and adventure."
"It's both nature and luxury in one place," Christian says.


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Yūichi Itakura (板倉雄一, Itakura Yūichi), born on February 15, 1982, is a Japanese mangaka and former assistant to Masashi Kishimoto. He also worked as an assistant on Takehiko Inoue's Real and Hideo Yamamoto's Ichi the Killer. Following his work on Naruto, he went on to moderate success and is best known for the manga series Hand's, which was serialised in Weekly Shōnen Jump from 2006 to 2007.
- Hand's pilot (2005, Akamaru Jump Summer)
- Hand's (2006-2007, Weekly Shōnen Jump)
- Invisible Boy (2008, Akamaru Jump Spring)
Community content is available under CC-BY-SA unless otherwise noted.


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Untitled #19-14
Mike Smalley
Oil and Graphite on Linen
48 × 48 × 2 in (122 × 122 × 5 cm)
$ 5,500.00
Mike Smalley's confident, nuanced paintings are gradually developed through an often months long process. Employing the mediums of oil paint and graphite on stretched linen or canvas his works can be seen as painterly studies of pure expression through abstraction. Meticulously rendered, his paintings carefully balance layers of colour, texture and line, along with contrasts of translucency versus opaqueness, to create works rich with visual interest and palpable emotion.
Abstract artist Mike Smalley is best known for his complex, luminous paintings in oil and graphite. Born in England in 1945, he enjoyed a successful career in art direction and advertising that spanned two continents and 40 years. Having settled in Toronto in 1975, he eventually enrolled in the fine arts program at York University in 2003. There he employed the rigorous disciplines learned in the communications industry to help him focus on developing a new visual vocabulary with which he wished to look past the representational to a world of pure expression. By combining his roots in the graphic arts with the freedom of abstraction Smalley has built an established artistic career that encompasses his signature large scale oil paintings along with works in pastel, collage and mixed media. His works are included in private and corporate collections throughout North America, the UK and China, including large format commissions in Los Angeles and Toronto.
The Lustre Instalment Plan gives you the opportunity to spread the cost of your purchase over time. Simply make a deposit of at least 25% of the artwork price and we will hold it for you until you've paid for it in full, through flexible payments that you decide the amount and frequency of. Once your balance is paid we ship you your new artwork:) We charge no interest or administration fees and when eligible, shipping is free. If you'd like to use our plan to secure the artwork you love now just let us know and we'll get back to you promptly to get you started.


text: June 17, 2014 at 8:12 AM Gag order in insurance-commissioner ruckus makes case for reform Posted by Erik Smith Attorney Phil Talmadge and client Patricia Petersen testify at Monday's hearing of the Senate Law and Justice Committee. Even if lawmakers couldn't ask specific questions about the alleged-nasty-business at the Washington state Office of the Insurance Commissioner, a hearing Monday in the state Senate presented an outstanding argument for reform. It started with the careful way that administrative law judge Patricia Petersen had to choose her words. Petersen started a ruckus last month when she said her bosses in Commissioner Mike Kreidler's office have been leaning on her in order to obtain favorable rulings. At Monday's hearing of the Senate Law & Justice Committee, she spoke publicly for the first time since her accusation — but she labored under a gag order from Kreidler that prevented her from talking specifically about her case. So Petersen found another way to make her point. In general, she told the committee it is a big mistake for judges to answer to the agency heads who employ them. In the aggregate, it would be "a travesty" if people who appeal state-agency decisions don't get a fair hearing. "And if a judge is told by a party [to a case] to decide his or her cases in a certain way and one party can threaten the judge's job if the case is not decided in that party's favor, then the central pillar of our democracy is corroded." The fact that she had to tell her story that way — at Kreidler's insistence — ties the whole thing up with ribbon and a bow. In written complaints filed previously, Petersen says she was threatened with a negative job evaluation because she wouldn't submit to control; she now is on administrative leave while Kreidler's office coordinates an investigation of itself. Maybe speaking generally is the right thing to do in this situation — the matter is bigger than the Office of Insurance Commissioner. Petersen's job hangs by a thread because she has challenged a system that allows state agencies to dictate the outcome of administrative hearings. The problem ought to appall anyone who believes the judicial system should operate with a semblance of fairness. More Comments | Topics: insurance commissioner, mike kreidler, patricia petersen