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On this page, you will find abstracts of research articles that are concerned with
the use of stories and creative writing in mathematics teaching and learning.
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Only articles that have been published in peer-reviewed journals are included. Conference proceedings are excluded. Articles that are written either by or for practitioners can be found here. Remember to also check out MathsThroughStories.org's on-going research projects here.
Anderson, A., Anderson, J., & Shapiro, J. (2004). Mathematical discourse in shared storybook reading. Journal for Research in Mathematics Education, 35(1), 5-33.
Abstract: The purpose of the study reported in this article was to explore the mathematical discourse in which four dyads engaged while sharing the storybook One Snowy Night (Butterworth, 1989) while at home or in other locations (e.g., day care centers). Each dyad consisted of a mother and her four-year-old child. Various discourse patterns were evident, and while there were commonalities across dyads, each pair shared the book in unique ways. In two of the dyads, the mother initiated the mathematical discourse; in the other two, the child did. Size, subitizing, and counting were the most common mathematical concepts that emerged. One dyad attended to a single concept of size, and the other dyads attended to more than one mathematical idea. Some parents scaffolded particular problem-solving strategies; others provided more generic support. Based on our findings, we discuss insights and issues and make suggestions for further research.
Capraro, R. M. & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children's mathematics literature. Reading Psychology, 27(1), 21-36.
Abstract: This study analyzed how one teacher used contemporary children's literature to supplement middle-grades geometry. The teacher's students were matched to students in other classes on general reading, general mathematics, and geometry. Student and teacher interviews, observation notes, and video tape recordings provided insights into fluency and flexibility with mathematical vocabulary. On the three outcome measures, the groups showed little change in general reading and a modest increase in general mathematics abilities. In contrast, the students in the children's literature group showed markedly improved performance in geometry. Analyses indicated these students: (a) showed fluency with geometry vocabulary, (b) demonstrated flexibility in the application of geometry concepts, (c) explained formulae with rich descriptions, and (d) outperformed the non story group on geometry ability when controlling for pretest performance.
Casey, B., Erkut, S., Ceder, I., & Young, J. M. (2008). Use of a storytelling context to improve girls' and boys' geometry skills in kindergarten. Journal of Applied Developmental Psychology, 29, 29-48.
Abstract: Two studies investigated the effects of a storytelling-context for teaching geometry skills to kindergarten girls and boys. In Study 1, the story+geometry intervention consisted of an adventure story teaching geometry through part-whole-relations puzzles. Learning was assessed through transfer of skills, using a pre-/post design comparing intervention and control groups. A near- transfer task included new puzzle-problems with the same puzzle-pieces as the intervention, and a far-transfer task used a wider variety of puzzle-pieces. In Study 1, using diverse suburban students from a lower–middle-class-community, boys improved independent of intervention/control condition on the near-transfer task, whereas girls showed greater improvement with the intervention, than without it. No effects of condition or sex were found on far transfer. Study 2 compared two types of interventions (storytelling+geometry versus geometry-alone) to determine effectiveness of a storytelling-context separate from geometry-content. Findings for the Study 2 sample of diverse kindergartners from a high-poverty urban community showed that storytelling-contexts were more effective than de-contextualized formats for learning geometry across both near- and far-transfer tasks. Across studies, girls benefited more than boys from the geometry-content interventions (both with and without a story context).
Casey, B., Kersh, J. E., & Young, J. M. (2004). Storytelling sagas: An effective medium for teaching early childhood mathematics. Early Childhood Research Quarterly, 19, 167–172.
Abstract: This article describes a unique supplementary program that teaches early childhood mathematics (Pre-K to Grade 2), through a series of six problem-solving adventure stories. The mathematics concepts are taught to the children through the medium of oral storytelling sagas in an integrated approach that addresses language arts as well as early childhood mathematics competencies. Teachers and schools can select from the supplementary books in this series to enrich and address gaps in their present mathematics curriculum based on the most recent NCTM [Principles and Standards for School Mathematics, National Council of Teachers of Mathematics, Reston, VA, 2000] standards recommending a stronger emphasis on geometry, measurement, pre-algebra, and graphing skills.
Cooper, S., Nesmith, S., & Schwarz, G. (2011). Exploring graphic novels for elementary science and mathematics. School Library Research, 14, 1-17.
Abstract: Prompted by the recent surge in the popularity and utilization of graphic novels in the elementary classroom as well as trends toward the publication of content-focused graphic novels, the research described in this study was designed to explore educators' perspectives toward the medium as well as the issue of quality in graphic novels with science or math content. Qualitative results recorded through evaluation forms and focus-group sessions revealed the existence of variance in participants' perspectives. However, these results also indicate potential benefits and perceived problems or concerns.
Cotti, R. & Schiro, M. (2004). Connecting teacher beliefs to the use of children's literature in the teaching of mathematics. Journal of Mathematics Teacher Education, 7(4), 329-356.
Abstract: This article presents examples that illustrate how teachers use children's literature in the teaching of mathematics. The examples are related to four curriculum ideologies that have influenced mathematics education in the USA for the last 75 years. It discusses why it is relevant to help teachers understand the ideological positions that influence their use of children's literature during mathematics instruction, summarizes the four ideological positions, and presents results of a study of how teachers' ideological positions relate to their use of children's literature in the teaching of mathematics. The study examines two research questions "Can an instructional tool be developed that will highlight for teachers the different ways in which they and others use children's literature to teach mathematics?" and "Can that instructional tool stimulate teacher discussion and reflection about their own beliefs and the ideological nature of the instructional environment in which they learned (as students) and teach (as teachers)?" Study results indicate that both questions can be answered in the affirmative.
Elia, I., Van den Heuvel-Panhuizen, M., & Georgiou, A. (2010). The role of pictures in picture books on children's cognitive engagement with mathematics. European Early Childhood Education Research Journal, 18(3), 275-297.
Abstract: The present study examines the cognitive activity that is evoked in young children when they are read a picture book that is written for the purpose of teaching mathematics. The focus of this study is to explore the effects of pictures on children's spontaneous mathematical cognitive engagement. The study is based on the assumption that the pictures in a picture book that is aimed at supporting children's learning of mathematics can have story‐related components and mathematics‐related components. The story‐related components of the pictures contribute to grasp the global story context of the text and the mathematics‐related components help to understand the mathematical content of the story. All of the pictures of the book under investigation, Six brave little monkeys in the jungle, have both story‐related and mathematics‐related components included. The pictures have a representational or an informational function. Four 5‐year‐old children were read individually the book by one of the authors without any probing. A detailed coding framework was used for analyzing the children's utterances that provided an in‐depth picture of the children's cognitive activity. The results show that the picture book as a whole has the potential for cognitively engaging children. However, the pictures with a representational function were found to elicit mathematical thinking to a greater extent than the pictures with an informational function. Moreover, this was found for both types of components included in the pictures. Findings are discussed, practical implications for using picture books in kindergarten are drawn and suggestions for further research are made.
Flevares, L. M. & Schiff, J. R. (2014). Learning mathematics in two dimensions: A review and look ahead at teaching and learning early childhood mathematics with children's literature. Frontiers in Psychology, 5, 146-157.
Abstract: In the past 25 years an identifiable interest in using children's literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig et al., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children's mathematics learning and interest have been documented (Hong, 1996; O'Neill et al., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, twodimensional figures are essential to develop children's understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den HeuvelPanhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements et al., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard et al., 2008) which lead to misconceptions (Oberdorf and TaylorCox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge.We will examine the literature for guidance on incorporating children's literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children's books in mathematics activities and for teacher training.
Gunbas, N. (2015). Students' mathematics word problem-solving achievement in a computer-based story. Journal of Computer Assisted Learning, 31(1), 78-95.
Abstract: The purpose of this study was to investigate the effect of a computer‐based story, which was designed in anchored instruction framework, on sixth‐grade students' mathematics word problem‐solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compared with the paper‐based version of the same story and to a condition that presented the problems as typical, isolated word problems (i.e., a non‐story condition including only problems). One hundred twenty‐eight sixth‐grade students from two public middle schools in Turkey participated in this study. In a pretest–posttest experimental design, students were randomly assigned to one of the treatment groups mentioned earlier in which they solved the same mathematics word problems. A one‐way analysis of covariance was used to analyse students' achievement in the treatment groups. The results indicated that students who solved the problems in the computer story treatment had significantly higher achievement scores than students who solved the problems in the paper story and isolated word problems treatments. In addition, the story was found to be significantly more effective than the non‐story treatment when it was presented on computer.
Hassinger-Das, B., Jordan, N. C., & Dyson, N. (2015). Reading stories to learn math: Mathematics vocabulary instruction for children with early numeracy difficulties. Elementary School Journal, 116(2), 242–264.
Abstract: The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 30-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts.
Hojnoski, R. L., Columba, H. L., & Polignano, J. (2014). Embedding mathematical dialogue in parent–child shared book reading: A preliminary investigation. Early Education and Development, 25(4), 469-492.
Abstract: Shared book reading provides a meaningful context for rich conversations to occur between a child and an adult and offers opportunities for children to be exposed to a range of vocabulary and concepts that often extend beyond their everyday experiences. Few studies have examined parent–child shared book reading as a context for embedding mathematical discussion. The purpose of this study was to examine systematically the effect of training parents to focus on mathematical concepts and vocabulary during shared book reading. Specific research questions were as follows: (a) Did parents increase their use of math talk during shared storybook reading following training? (b) Did parents generalize intervention strategies? And (c) did children increase their use of math talk during shared storybook reading? Results from a yoked multiple-baseline design with 6 dyads indicated variability across the dyads with 2 general patterns. Math talk increased following training for 3 of the dyads, whereas verbal mathematical behavior did not show consistent change for the other 3 dyads. Practice or Policy: Results are discussed in the context of home support for early mathematical development.
Hojnoski, R. L., Polignano, J., & Columba, H. L. (2016). Increasing teacher mathematical talk during shared book reading in the preschool classroom: A pilot study. Early Education and Development, 27(5), 676-691.
Abstract: Research Findings: Shared book reading provides opportunities for adults to engage in literacy-related interactions with children in meaningful ways. Research has examined various dimensions of adult and child behavior during shared book-reading interactions with some focus on how book type affects the reading experience. Little research, however, has examined systematically the use of shared book reading in a mathematical context. Thus, the purpose of the study was twofold: (a) to examine the effect of book type on teacher use of mathematical talk during shared book reading in preschool classrooms and (b) to examine the effect of training teachers specifically to use mathematical talk during shared book reading. A multielement design with 2 female preschool teachers who taught in inclusion classrooms in an urban school district was used. Results generally indicated that the use of mathematical storybooks resulted in increased teacher mathematical talk compared to the use of nonmathematical storybooks. Training and instructional supports resulted in an increase in mathematical talk over that achieved by mathematical storybooks alone. Practice or Policy: Because shared book reading is a common practice in preschool classrooms, strategically choosing books to address mathematical skills can increase attention to mathematics throughout daily routines and provide a means of increasing teacher mathematical talk.
Hong, H. (1996). Effects of mathematics learning through children's literature on math achievement and dispositional outcomes. Early Childhood Research Quarterly, 11(4), 477-494.
Abstract: The purpose of this study was to analyze the effectiveness of using children's literature to promote mathematics learning. Fifty-seven kindergarteners were randomly assigned to either a control group or an experimental group. The experimental group received mathematics related storybook reading and discussion time and played with mathematics materials that were related to the storybook content during free play. The control group had ordinary storybook reading time and played with mathematics materials unrelated to the storybook content. The Learning Readiness Test and the Early Mathematics Achievement Test were administered. Four mathematics tasks were also given to compare the mathematics achievement of the two groups. The children's choice of favorite corners, the time spent, and the number of children who played in the mathematics corner were investigated also to measure children's disposition toward doing mathematics. The results showed that more children in the experimental group liked the mathematics comer, chose mathematics tasks, and spent more time in the mathematics corner. Furthermore, the experimental group did significantly better than the control group in the classification, number combination, and shape tasks, and there were qualitative differences in the content analysis.
Jennings, C. M., Jennings, J. E., Richey, J., & Dixon-Krauss, L. (1992). Increasing interest and achievement in mathematics through children's literature. Early Childhood Research Quarterly, 7(2), 263-276.
Abstract: This study was designed to test the hypothesis that using children's literature to teach mathematics concepts to kindergarten children improves their math achievement test scores, increases their interest in mathematics, and increases the number of times they use mathematical vocabulary during free play. The subjects consisted of 61 kindergarten children from two school districts in north-central Arkansas. The children were divided into experimental and control groups. The intervention was children's literature incorporated into the mathematics curriculum of the experimental group for 5 months. The control group used a traditional mathematics curriculum. Results from the Test of Early Mathematics Ability and the Metropolitan Readiness Test, and observations of vocabulary usage during free play, showed improvement in all three areas under study—achievement, interest, and vocabulary usage in mathematics.
Lemonidis, C., & Kaiafa, I. (2019). The effect of using storytelling strategy on students' performance in fractions. Journal of Education and Learning, 8(2), 165-175.
Abstract: Research findings in the field of Mathematics Education emphasize that storytelling is an effective instructional tool in the teaching of mathematics, as it provides a meaningful context that attracts students' interest and makes learning a pleasant process. The use of stories and fairy tales in the teaching of mathematics motivates students to learn and provides students with an authentic context to understand mathematical concepts and procedures. It is a clear way to incorporate mathematics into other, broader cognitive domains and promotes mathematical discussion in the classroom. The main purpose of this study was to investigate the role that the use of storytelling can play in teaching fractions to third grade students. The study sample consisted of 76 third graders, who attended two primary schools in the city of Florina (Greece). This sample was divided into experimental (n=38) and control (n=38) group. In this study target-focused teaching stories were used. These stories were written in accordance with the objectives of a new Curriculum for rational numbers teaching. The study results showed that the use of storytelling had a positive effect on students' achievement in fractions, as the experimental group performed significantly better than the control group. The students who benefited most from the use of storytelling were those with medium, especially, with low performance. Finally, the use of storytelling had a positive effect on specific mathematical skills, such as comparing fractions, finding equivalent fractions, creating and manipulating representations and problem solving.
McAndrew, E. M., Morris, W. L., & Fennell, F. (2017). Geometry-related children's literature improves the geometry achievement and attitudes of second-grade students. School Science and Mathematics, 117(1-2), 34-51.
Abstract: Use of mathematics-related literature can engage students' interest and increase their understanding of mathematical concepts. A quasi-experimental study of two second-grade classrooms assessed whether daily inclusion of geometry-related literature in the classroom improved attitudes toward geometry and achievement in geometry. Consistent with the hypothesis, only the students in the classroom with a strong emphasis on geometry-related children's literature showed a significant improvement in their attitudes about geometry over time. While both classes improved their geometry performance over the 4 weeks of the study, the class with a strong emphasis on geometry-related literature improved significantly more (51.2%) than the control class (33.47%). Children's literature can provide a useful and interesting context in which students can develop their understanding of geometry.
Mink, D. V., & Fraser, B. J. (2005). Evaluation of a K–5 mathematics program which integrates children's literature: Classroom environment and attitudes. International Journal of Science and Mathematics Education, 3(1), 59-85.
Abstract: This article describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to determine the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with their students in their elementary school classrooms. The research represents one of the relatively few studies that have employed learning environment dimensions as criteria of effectiveness in the evaluation of educational innovations. Methodologically, our study supported previous research that successfully combined qualitative and quantitative methods of data collection. The learning environment and attitude scales exhibited satisfactory internal consistency reliability and discriminant validity and, additionally, the actual form of most learning environment scales was capable of differentiating between the perceptions of students in different classrooms. The implementation of SMILE was found to have a positive impact on the students of the teachers who participated in the inservice program in that students' attitudes to mathematics and reading improved and there was congruence between students' actual and preferred classroom environment on the scales of satisfaction and difficulty. As well, prior research was replicated in that students' satisfaction was greater in classrooms with a more positive learning environment, especially in terms of student cohesiveness. Finally, qualitative data-gathering methods were used to construct a case study of the mathematics classes of a teacher who attended the SMILE professional development. This case study supported and illuminated the results from the questionnaire survey concerning the effectiveness of Project SMILE in terms of student attitudes and classroom environment.
Nesmith, S. & Cooper, S. (2010). Trade books in the mathematics classroom: The impact of many, varied perspectives on determinations of quality. Journal of Research in Childhood Education, 24(4), 279-297.
Abstract: The integration of children's trade books in the mathematics classroom has experienced a dramatic surge in its popularity; yet, though the positive benefits of this strategy have been well documented, these benefits may only be realized if the literature is of high quality. Utilizing a mathematics trade book evaluation instrument, this inquiry explored the impact of varied backgrounds and perspectives on determinations of quality. Utilizing 30 reviewers from five distinct groups and conducting more than 180 evaluations of six trade books, it was found that the background of the reviewer and the number of reviewers involved in the evaluation affected quality determinations. The results indicate that though instruments such as Hunsader's provide a valuable tool for evaluating mathematics literature, the evaluation process, including the number and the background of those involved in the review, greatly affects evaluation results. Subsequently, it is vital that teachers and other educators who either incorporate, or recommend the incorporation of, mathematics trade books actively explore and assess the evaluation and recommendation processes.
Nurnberger-Haag, J. (2017). A cautionary tale: How children's books (mis)teach shapes. Early Education and Development, 28(4), 415-440.
Abstract: Research Findings: Children's conceptions of shapes, including misconceptions, are quite robust by 6 years old and persist into adulthood, so it is important to inspect early sources of these conceptions. This study aimed to uncover whether children's books about shapes could be a source of inaccurate initial learning that remains with many adults in spite of school instruction. Thus, the study investigated the content of trade books to identify (a) 2-dimensional and 3-dimensional shapes portrayed, (b) reasoning level used, (c) explicitly accurate and inaccurate information conveyed, and (d) implicit inaccuracies conveyed. This content analysis of 66 shape books found that books portrayed a limited range of shapes in ways that encouraged low-level reasoning. A total of 76% of books had at least 1 explicit inaccuracy of 2-dimensional shapes. Explicit and implicit inaccuracies throughout the sample were consistent with common child and adult difficulties with 2-dimensional shapes. Practice or Policy: This study provides insights into possible sources of shape conceptions. Such knowledge suggests instructional implications and future research about ways in which teachers, librarians, parents, and other caregivers might better select and use trade books to facilitate more accurate shape concepts for young children that may have long-lasting influence.
O'Neill, D. K., Pearce, M. J., & Pick, J. L. (2004). Preschool children's narratives and performance on the Peabody Individualized Achievement Test – Revised: Evidence of a relation between early narrative and later mathematical ability. First Language, 24(2), 149–183.
Abstract: In this study, different measures derived from 41 3- to 4-year-old children's selfgenerated picture-book narratives and their performance on a general measure of language development (TELD-2, Hresko, Reid & Hammill, 1991) were evaluated with respect to their possible predictive relation two years later with 5 areas of academic achievement (General information, Reading recognition, Reading comprehension, Math, Spelling) assessed using the Peabody Individualized Achievement Test – Revised (PIAT-R, Markwardt, 1998). Children's TELD-2 scores were significantly predictive of their General information scores. The narrative measures of conjunction use, event content, perspective shift, and mental state reference were significantly predictive of later Math scores. Post-hocanalyses revealed that, for the same children, the observed relations with Math achievement did not arise with nonspontaneous adult-prompted narrations.
Powell, S. R., & Nurnberger-Haag, J. (2015). Everybody counts, but usually just to 10! A systematic analysis of number representations in children's books. Early Education and Development, 26(3), 377-398.
Abstract: Research Findings: Teachers and parents often use trade books to introduce or reinforce mathematics concepts. To date, an analysis of the early numeracy content of trade books has not been conducted. Consequently, this study evaluated the properties of numbers and counting within trade books. We coded 160 trade books targeted at establishing early numeracy skill in children to determine the numbers included; the representations of number presented; and how books used representations of number to inform children about numbers, including counting. The main findings included limited opportunity to learn the number 0 and numbers beyond 10 as well as limited exposure to multiple representations of number deemed necessary to build strong number understanding and counting skills. Practice or Policy: We discuss practical implications for the selection and use of trade books about number with young children.
Prendergast, M., Harbison, L., Miller, S., & Trakulphadetkrai, N. T. (2018). Pre-service and in-service teachers' perceptions on the integration of children's literature in mathematics teaching and learning in Ireland. Irish Educational Studies. DOI: https://doi.org/10.1080/03323315.2018.1484302
Abstract: The beneficial role that children's literature plays in facilitating the meaningful integration and advancement of literacy and numeracy in the primary mathematics classroom has been well validated by research findings internationally. In Ireland, supporting the development of literacy and numeracy is a key educational priority. Consequently, a myriad of policy initiatives such as the Literacy and Numeracy for Learning and Life strategy have been introduced. All aim to address concerns about young people's lack of basic literacy and numeracy skills and to consider new teaching and learning modalities to enhance same. Despite this, no official emphasis is given to incorporating literature in the Irish primary school mathematics curriculum. Therefore, it is pertinent and timely that this study seeks to ascertain pre-service and in-service teachers' views on the use of literature to support mathematics teaching and learning and to investigate perceived barriers to and enablers for the integration of children's literature in the mathematics classroom in Ireland. The analysis of the findings will be framed using Ajzen's (1991) Theory of Planned Behavior (TPB) model. This research is part of a large international research collaboration (see www.mathsthroughstories.org), in which the beliefs of teachers with respect to children's literature are investigated.
Purdum-Cassidy, B., Nesmith, S., & Meyer, R. D., & Cooper, S. (2015). What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics. Journal of Mathematics Teacher Education, 18(1), 79-99.
Abstract: Questioning is considered a powerful tool in mediating students' knowledge construction and conceptual understanding. In this qualitative study, the mathematics-focused lesson plans of elementary education prospective teachers provided data to determine the ways that the approach of literature integration in mathematics influenced prospective teachers' planned questions. All prospective teachers were required to incorporate children's literature within the mathematics lessons they planned and presented during a field-based teaching experience. Analysis revealed variances in the numbers, types, and foci of prospective teachers' planned questions. These findings allow speculation that the utilization of mathematics literature integration allowed many of the prospective teachers to create reform-oriented, constructivist mathematics-focused questions and experiences for their students.
Purpura, D. J., Napoli, A. R., Wehrspann, E. A., & Gold, Z. S. (2017). Causal connections between mathematical language and mathematical knowledge: A dialogic reading Intervention. Journal of Research on Educational Effectiveness, 10(1), 116-137.
Abstract: The acquisition of early mathematical knowledge is critical for successful long-term academic development. Mathematical language is one of the strongest predictors of children's early mathematical success. Findings from previous studies have provided correlational evidence supporting the importance of mathematical language to the development of children's mathematics skills, but there is limited causal evidence supporting this link. To address this research gap, 47 Head Start children were randomly assigned to a mathematical language intervention group or a business-as-usual group. Over the course of eight weeks, interventionists implemented a dialogic reading intervention focused on quantitative and spatial mathematical language. At posttest, students in the intervention group significantly outperformed the students in the comparison group not only on a mathematical language assessment, but on a mathematical knowledge assessment as well. These findings indicate that increasing children's exposure to mathematical language can positively affect their general mathematics skills. This study is an important first step in providing causal evidence of the importance of early mathematical language for children's general mathematical knowledge and the potential for mathematical language interventions to increase children's overall mathematics abilities.
Rathé, S., Torbeyns, J., Hannula-Sormunen, M.-M., & Verschaffel, L. (2016). Kindergartners' spontaneous focusing on numerosity in relation to their number-related utterances during numerical picture book reading. Mathematical Thinking and Learning, 18(2), 125-141.
Abstract: This study investigated the relationship between kindergartners' Spontaneous Focusing on Numerosity (SFON) and their number-related utterances during numerical picture book reading. Forty-eight 4- to 5-year-olds were individually interviewed via a SFON Imitation Task and a numerical picture book reading activity. We expected differences in the frequency of number-related utter- ances during picture book reading between children with a higher SFON score, providing more number-related utterances, and children with a lower SFON score. Our results showed large inter-individual differences in both kindergart- ners' SFON and the frequency of their number-related utterances during picture book reading, yet SFON was not related to the frequency of number- related utterances. This unexpected result is discussed in terms of its scientific, methodological, and educational implications.
Rogers, R. M., Cooper, S., Nesmith, S. M., & Purdum-Cassidy, B. (2015). Ways that preservice teachers integrate children's literature into mathematics lessons. The Teacher Educator, 50(3), 170-186.
Abstract: Children's literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children's literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program. The preservice teachers were required to use a children's literature book to explore a mathematical concept in three mathematics-focused lesson plans. The qualitative data analysis revealed that in planning mathematics lessons to incorporate children's literature, preservice teachers tended to focus on basic approaches. Specifically, the preservice teachers most often used a book as context for review, to develop a concept, or to use with manipulatives. As a result, it is important for teacher educators to provide the opportunity for preservice teachers to learn more about the various ways of integrating literature and provide the necessary support for incorporating these strategies into their lessons.
Segal-Drori, O., Kalmanovich, L. B. H., & Shamir, A. (2018). Electronic book for promoting emergent math: A comparison between kindergarteners at risk for learning disabilities and with typical development. Journal of Educational Computing Research. DOI: https://doi.org/10.1177/0735633118769459
Abstract: The aim of the study was to examine the effect of an activity with an educational electronic storybook with math content on the emergent math of kindergarteners at risk for learning disabilities (LD) compared with kindergarteners with typical development (TD). The study included 107 kindergarteners aged 4.6 to 7. Both the participants at risk for LD (n = 51) and those with TD (n = 56) were randomly divided into two groups: an experimental group that received an intervention with the electronic book and a control group that participated in the regular kindergarten activity during that time. The findings indicated greater improvement in the intervention groups compared with the control groups in the measures "essence of addition" and "ordinal numbers." Both the group at risk for LD and the group with TD showed significant improvement following the intervention. The implications of these results for young children in general, and for kindergarteners at risk for LD in particular, are discussed.
Shamir, A. & Baruch, D. (2012). Educational e-books: A support for vocabulary and early math for children at risk for learning disabilities. Educational Media International, 49(1), 33-47.
Abstract: Mathematical learning difficulties can originate at an early age. However, research on young children's math development, especially those who are at risk, is in its early stages. The current study is the first to examine the effects of an activity with an educational e-book on emergent math with 52 preschoolers at risk for learning disability (ALD). The effects on their emergent vocabulary of the e-book intervention was also tested. The findings revealed that following the intervention, children in the experimental e-book group improved both their vocabulary and early math skills as compared to the control group who engaged in their regular preschool activities. The implications of these results are discussed.
Skoumpourdi, C. & Mpakopoulou, I. (2011). The prints: A picture book for pre-formal geometry. Early Childhood Education Journal, 39(3), 197-206.
Abstract: A pre-test questionnaire was conducted in a kindergarten and it showed that, although the children were able to give various examples of objects, from their everyday lives, that are similar to solid shapes, the examples they gave for plane figures were also tangible objects. Since it is suggested that geometry instruction has to begin early, children need rich experiences of the connections between plane figures and solid shapes. The researchers provided a picture book as an impetus for kindergartners' mathematical thinking. We developed and shared a picture book, The Prints, as an auxiliary means for helping kindergarten children identify the print of a solid shape. Through the picture book—which presents plane figures as prints of solids real life objects—children could link plane figures and solid shapes. The research questions we posed were: (a) Can kindergarten children identify the origin of the plane figures presented? (b) Can they relate the objects presented to the plane figures presented? After sharing the picture book—through the storytelling tradition—and completing the related activities, the identification of the print of a solid shape became more accessible and more engaging to children. They were also able to give appropriate examples of plane figures from their everyday lives. This finding was affirmed by the post-test conducted.
Van den Heuvel-Panhuizen, M. & Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners' learning of mathematics. Research in Mathematics Education, 14(1), 17-47.
Abstract: The purpose of this study was to investigate what experts in the use of picturebooks in mathematics education consider powerful characteristics of such books in the support of young children's learning of mathematics. The study started by investigating experts' views of such characteristics, as reflected in academic and professional publications on the use of picturebooks in mathematics education. This resulted in a first version of a framework of learning-supportive characteristics of picturebooks. In the second part of the study the framework was refined, and its tenability was tested through a four-round Delphi method, in which seven experts were asked to comment on, and work with, the framework when evaluating three picturebooks. The experts' evaluations of these books showed that a larger number of learning-supportive characteristics were identified when using the framework than when not using it.
Van den Heuvel-Panhuizen, M. & Elia, I. (2011). Kindergartners' performance in length measurement and the effect of picture book reading. ZDM Mathematics Education, 43, 621–635.
Abstract: This paper addresses: firstly, kindergartners' performance in length measurement, the components of their performance and its growth over time; secondly, the possibility to develop kindergartners' performance in length measurement by reading to them from picture books. To answer the research questions, an experiment with a pretest–posttest experimental control group design was carried out involving nine experimental classes and nine control classes. The children in the experimental group participated in a 3-month picture book program that, among other things, spotlighted the measurement of length situated in meaningful contexts. Before and after the intervention, the children's performance in length mea- surement was assessed in both groups. The responses of 308 kindergartners (4- to 6-year-olds) from two kinder- garten years (K1 and K2) were analyzed. Analysis of the pretest data showed that the measurement tasks included in the test were not easy to solve. However, the children belonging to K2 did better than the younger children belonging to K1. Within children's performance, three components could be identified: holistic visual recognition, ordering and unitizing. Finally, the effect of the interven- tion was investigated by comparing the performances of the experimental and control group in the pretest and the posttest. We found a weak but significant effect of reading picture books to children on their general measurement performance. However, this effect was only found for K1 children on the component of holistic visual recognition.
Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners' mathematics performance. Educational Psychology, 36(2), 323-346.
Abstract: This article describes a field experiment with a pretest–posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = .13) on kindergartners' mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys.
Van den Heuvel-Panhuizen, M. & Van den Boogaard, S. (2008). Picture books as an impetus for kindergartners' mathematical thinking. Mathematical Thinking and Learning, 10(4), 341-373.
Abstract: Although there is evidence that the use of picture books affects young children's achievement scores in mathematics, little is known about the cognitive engagement and, in particular, the mathematical thinking that is evoked when young children are read a picture book. The focus of the case study reported in this article is on the cognitive engagement that is facilitated by the picture books themselves and not on how this engagement is prompted by a reader. The book under investigation, Vijfde zijn [Being Fifth], is a picture book of high literary quality that was not written for the purpose of teaching mathematics. The story is about a doctor's waiting room and touches on backwards counting and spatial orientation only tacitly as part of the narrative. Four 5 year olds were each read the book by one of the authors without any questioning or probing. The reading sessions took place in school, outside the classroom. A detailed coding framework was developed for analyzing the children's utterances that provided an in-depth picture of the children's spontaneous cognitive engagement. Surprisingly, almost half the utterances were mathematics-related. The findings of the study support the idea that reading children picture books without explicit instruction or prompting has large potential for mathematically engaging children.
Van den heuvel-Panhuizen, M., Van den Boogaard, S., & Doig, B. (2009). Picture books stimulate the learning of mathematics. Australasian Journal of Early Childhood, 34(3), 30-39.
Abstract: In this article, we describe our experiences using picture books to provide young children (five- to six-year-olds) with a learning environment where they can explore and extend preliminary notions of mathematics-related concepts, without being taught these concepts explicitly. We gained these experiences in the PICO-ma project, which aimed to generate more knowledge about the effect of picture books on young children's learning of mathematics.The project's goal is to investigate how picture books can contribute to the development of mathematical concepts in young children, and how the actions of the teacher can strengthen the characteristics of picture books that support learning.The reading sessions described in this article were not intended to be mathematics 'lessons'. Instead, the reading sessions were intended to tell the children a pleasant story and, at the same time, give them something to think about. Based on our research we provide reasons for using picture books to develop mathematical thinking, and include recommendations for practitioners interested in using picture books for mathematics learning.
Vandermaas-Peeler, M., Nelson, J., Bumpass, C., & Sassine, B. (2009). Numeracy‐related exchanges in joint storybook reading and play. International Journal of Early Years Education, 17(1), 67-84.
Abstract: Studies of the processes by which parents encourage early numerical development in the context of parent–child interactions during routine, culturally relevant activities at home are scarce. The present study was designed to investigate spontaneous exchanges related to numeracy during parent–child interactions in reading and play activities at home. Thirty‐seven families with a four‐year‐old child (13 low‐income) were observed. Two types of numeracy interactions were of interest: socio‐cultural numeracy exchanges, explaining the use and value of money or numbers in routine activities such as shopping or cooking, and mathematical exchanges, including counting, quantity or size comparisons. Results indicated that high‐income parents engaged in more mathematical exchanges during both reading and play than did low‐income parents, though there were no differences in the initiation of socio‐cultural numeracy exchanges. The focus of parental guidance related to numeracy was conceptual and embedded in the activity context, with few dyads focusing on counting or numbers per se. The findings suggest the importance of parent education efforts that incorporate numeracy‐related discourse in the context of daily routines to augment young children's numeracy development.
Ward, J. M., Mazzocco, M. M., Bock, A. M, & Prokes, N. A. (2017). Are content and structural features of counting books aligned with research on numeracy development? Early Childhood Research Quarterly, 39, 47-63.
Abstract: In this study, we assessed how well children's counting books are aligned with current research on children's emerging numeracy. We coded structural and content features of 120 readily available counting books, focusing on features of how numbers were presented, features of items and sets to be counted, and structural features that varied across books. We found that several features that may support learning to count—such as presenting numbers in ascending sequence—were frequently identified in the books we coded; but we also found that features that may interfere with learning to count also occurred frequently, such as presenting multiple distractors on pages with items to be counted. Explicit or even implicit emphasis on counting principles such as cardinality were quite infrequent across most books, and nearly half of all books had at least some pages depicting inconsistencies between the number of items in an illustrated set and the numeral or number word accompanying the set. There was some co-occurrence of select features: Books with many distractors were more likely to have obstructed items within sets to be counted, and were less likely to explicitly draw links between sets and numerals or number words, compared to books that were relatively distractor-free. Considered together, these findings highlight the need for research on how features of counting books and other early mathematics-related books may affect shared-reading and the development of children's numerical and mathematical thinking.
Young-Loveridge, J. M. (2004). Effects on early numeracy of a program using number books and games. Early Childhood Research Quarterly, 19, 82–98.
Abstract: The purpose of the study was to explore the effectiveness of a program designed to improve the number skills of 5-year-olds. The program involved the withdrawal of children from the classroom in pairs to work with a specialist teacher using number books and games. Participants were 106 children who represented approximately the lower two-thirds of scores on a measure of numeracy. Twenty-three children participated in the program, and 83 served as contrasts. The program increased the numeracy levels of the children in the program and produced significantly greater gains in numeracy than were evident for the children in the contrast groups. Once the intervention program ceased, the magnitude of these effects gradually diminished over time, but the benefits of participation in the program remained statistically significant for more than a year after the program finished.


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WASHINGTON — Even as he declined to recommend a criminal case against Hillary Clinton, the F.B.I. director, James B. Comey, undercut many of the arguments she has used to play down her use of a private email server while secretary of state, describing a series of questionable, even reckless, decisions made by her and her aides.
At least 110 emails sent through her server contained information that was classified at the time it was sent, he said, meaning it should never have been sent or received on an unclassified computer network — not hers, not even the State Department's official state.gov system.
That fact refutes the core argument she and others have made: that the entire controversy turned on the overzealous, after-the-fact classification of emails as they were being made public under the Freedom of Information Act, rather than the mishandling of the nation's secrets.
Mr. Comey's announcement was, arguably, the worst possible good news Mrs. Clinton's presidential campaign could have hoped for: no criminal charges, but a pointed refutation of statements like one she flatly made last August. "I did not send classified material," she said then.
"Even if information is not marked classified in an email, participants who know, or should know, that the subject matter is classified are still obligated to protect it," Mr. Comey said, suggesting that Mrs. Clinton and her aides were "extremely careless in their handling of very sensitive, highly classified information."
Mr. Comey said the emails included eight chains of emails and replies, some written by her, that contained information classified as "top secret: special access programs." That classification is the highest level, reserved for the nation's most highly guarded intelligence operations or sources.
Another 36 chains were "secret," which is defined as including information that "could be expected to cause serious damage to the national security"; eight others had information classified at the lowest level, "confidential."
While Mr. Comey's disclosures did not radically reshape what was known about Mrs. Clinton's use of a private email server, installed in her home in Chappaqua, N.Y., he offered new details, including some that could not immediately be squared with previous disclosures.
Among those was the fact that "a very small number" of emails sent on her server bore markings that indicated they were classified, contradicting not only previous statements of Mrs. Clinton's but also claims by the State Department that none had.
While he did not identify any, he was evidently referring to two emails that one of Mrs. Clinton's close aides, Monica R. Hanley, sent to prepare her for telephone calls with foreign leaders, according to a State Department official familiar with the matter, who spoke on condition of anonymity to discuss classified information.
One email, dated Aug. 2, 2012, noted that Kofi Annan, the former secretary general of the United Nations, was stepping down as special envoy trying to mediate the war in Syria. A second one, sent in April 2012, discussed Mrs. Clinton's call to the newly inaugurated president of Malawi.
Each was marked with a small notation, "(C)," indicating it contained information classified as "confidential."
Other paragraphs in the note about Mr. Annan's resignation were marked "(SBU)," for "sensitive but unclassified." That designation appears in more than 1,000 of the 30,000 work-related emails that Mrs. Clinton turned over to the State Department, including some later "upgraded" to higher levels of classification. The official said that the notations were part of "a standard process" when preparing a phone call, which would be "confidential" until it occurred and then considered unclassified.
Far more serious were those that were unmarked, according to Mr. Comey. He referred at one point to eight chains that were classified as "top secret," and at another point to seven with the additional designation as "special access programs." Only a small number of officials are allowed access to those programs, which are the nation's most sensitive intelligence operations.
"Those chains involved Secretary Clinton both sending and receiving emails about those same matters," he said.
Mr. Comey did not detail any of the information contained in the emails, but the State Department announced in January that it would not release to the public 22 emails contained in seven chains of emails and replies, even in a redacted form, as thousands of others have been over the last year. Those emails have been widely reported to include information about the Central Intelligence Agency's program to use drones to track and kill terrorism suspects.
It was not immediately clear what subject the eighth chain Mr. Comey cited involved, but his statement means that more than 22 emails already disclosed included "top secret" information. Officials at the F.B.I. did not respond to inquiries seeking further explanation.
As part of its investigation, the agency also found that while secretary of state, Mrs. Clinton used more than one server and more than one mobile device, the BlackBerry that at one point in her tenure became a meme. In hindsight, that image, once celebrated, would come to haunt her politically.
The change in servers and devices meant some emails were not saved but remained in the "slack space" of the previous ones. That led to the "painstaking undertaking" of piecing together millions of email fragments like a jigsaw puzzle, Mr. Comey said, and ultimately proved that she had not turned over all of her work-related email to the State Department as she and her aides have claimed.
Three emails that were recovered also contained classified information, one "secret" and two "confidential." Mr. Comey strongly suggested that others might be lost to the public record for good, though he suggested that there was no "reasonable confidence" that they were deliberately withheld or destroyed.
The State Department itself faced criticism, with Mr. Comey saying that agents "developed evidence that the security culture" of the department was "generally lacking." The department's spokesman, John Kirby, took issue with the characterization.
"We're going to continue to look for ways to improve," he said, "but we don't share the broad assessment made of our institution that there's a lax culture here when it comes to protecting classified information."
Mr. Comey cited no evidence that Mrs. Clinton's server had been hacked, but he added that such a breach was possible, because she had "used her personal email extensively" while traveling abroad, including "in the territory of sophisticated adversaries."
Steven Aftergood, director of the Project on Government Secrecy at the Federation of American Scientists, said that the government's classification of information was often opaque.
"This is very much a moving target," he said, referring to Mr. Comey's remark that 2,000 emails were "up-classified" to make them confidential. "That may have contributed to the reluctance to pursue criminal charges."
Other factors might have been the frequency and the recipients. The 110 emails represented only a small fraction of the roughly 60,000 emails that passed through Mrs. Clinton's servers. Even with the 2,000 that the State Department upgraded as part of their public release, they account for fewer than 7 percent of those sent and received. Also, as one law enforcement official noted, the recipients of the most sensitive emails included aides or diplomats who have clearances to receive classified information — as opposed to a journalist, as was the case with the former director of the C.I.A., David H. Petraeus.
In the end, as damning as Mr. Comey's conclusion was, he did not claim that Mrs. Clinton's behavior had compromised any program or operation.
"There was no assertion of damage to national security because of this episode," Mr. Aftergood said.
In the handling of classified information, however, any carelessness is cause for concern. Mr. Comey noted that people who are careless often face administrative punishment, echoing some officials at the State Department who have privately suggested that a similar misstep could severely harm their careers.
"There is evidence to support a conclusion that any reasonable person in Secretary Clinton's position or in the position of those with whom she was corresponding about the matters should have known that an unclassified system was no place for that conversation," Mr. Comey said.

subset: commoncrawl


text:
Solved! Go to Solution.
A set top box is not required but is an option.
You have the choice to stream only through one of the supported devices or using a leased set top box from Spectrum, or using both methods.
Julia R.
Spectrum-Social Media Customer Care
Lead Moderator-Community Forums


text:
Black Brunswickers
Moderator: Moderators
4 posts • Page 1 of 1
Black Brunswickers
I met a nice bunch of Brunswicker re-enactors at Torm but managed to lose their contact details- can anyone help?
On les Aura
- VonSteuben
- Posts: 9
- Joined: Fri Apr 05, 2013 1:52 pm
Re: Black Brunswickers
sorry, can't help you with the contact but I would have really liked to see them. For some reasons I like 19th century black uniforms
To Victory
Re: Black Brunswickers
I have found them: Their Website is:http://www.crusade-reenactment.co.uk/brunswick/TheBlackHorde/Home.html
On les Aura
- Absolute Wizard
- Posts: 4240
- Joined: Wed Jul 20, 2005 2:28 pm
- Location: Wales. Only just!
- Contact:
Re: Black Brunswickers
They are an offshoot of 'Crusade' I understand. i.e. they have a bit of a wash and comb their hair a bit
http://www.griffinhistorical.com. A delicious decadent historical trifle. Thick performance jelly topped with lashings of imaginative creamy custard. You may also get a soggy event management sponge finger but it won't cost you hundreds and thousands.
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text:
Rockbox mail archiveSubject: RE: The Rockbox Desktop Tool - a proposal
From: Tim Elliott (telliott_at_sigecom.net)
Date: 2003-07-17
What happened to Mark Bright? He made a Windows Rockbox configuration
We could start with this and add things. I would like a visual WPS
I don't remember the URL for the utility Maybe Mark will read this and
Page was last modified "Jan 10 2012" The Rockbox Crew


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On Tuesday, a friend from my Embroiderers' Guild challenged me on Facebook to post three sketches a day for five days. Yesterday I re-posted some sketches from my honeymoon in Barcelona, but today I thought I'd do some drawing just for the challenge.
Tonight's dinner was pasta with kale and bacon, served in my favourite bowl from when I was young, which my mum gave me for Christmas.
The recipe called for lemon juice, so here's half of the lemon:
And my final sketch for the challenge is not one I drew today, but one from a few years back. Continuing the foodie theme, it's vegetables from Moseley farmers' market:


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At the CSA, what's available is written on a dry erase board when we first arrive at the entrance. This tells us what's available along with how much of a given thing we can take.
Occasionally, as we pick produce, we will be offered items that weren't on the board. This becomes slightly like receiving a gift, an extra delicious gift. Last Thursday, as I was picking lettuce, I was told that there were beets that needed to be thinned out and that we could take the largest ones in the cluster.
I know this sounds silly but these beets made my Thursday. They were a surprise gift. Only this year have I really started to fall in love with beets. Sure I'd made beet chips and beet cake before but I'm learning to appreciate beets for their lovely, earthy flavor. The beets I received before the csa season officially started were more of a tease. I wanted more.
So, when I was told I could pick beets, I could feel my face light up (yes, I know, all for beets.)
Have I mentioned how much I love beets?
These pitas are really easy to throw together and you don't have to turn your oven on. The hummus can really be any flavor you want but I prefer a roasted garlic. I also think these grilled beets would be lovely smushed in to my hummus and grilled cheese sandwich.
Grilled Beet and Hummus Stuffed Pita
- Prep Time: 5 mins
- Cook Time: 15 mins
- Total Time: 20 minutes
- Yield: 2 1x
- 4–5 large golden beets
- 1 tablespoon olive oil
- 1/8 teaspoon salt
- 1/2 cup hummus
- 2 pita, with pockets
- Light/warm up grill.
- Wash beets well and carefully slice beets into a 1/4″ thickness. Toss with olive oil and salt. Lay beets out on grill and let cook on each side for 3-5 minutes (depending on the heat of your grill, I check them often.)
- To assemble pita, slice in half and smear 1-2 tablespoons of hummus in each pita pocket. Layer lettuce and grilled beets inside.
*if you don't like the full on taste of beets, you can also toss the beets with a few herbs (thyme would be lovely).
*This would also work well as an extra addition to my hummus grilled cheese sandwich!


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Location: Aldo Leopold Wilderness, Black Range Ranger District
Start Date: June 6, 2017 Size: 4,304 acres Cause: Lightning
Vegetation: Ponderosa pine and grass with a mixed conifer component
Resources: Four wildland fire modules, 10 smokejumpers, 4 engines, 2 EMTs, 1 water tender and other fire personnel with a total of 105.
Containment: 0% (managed for multiple resource objectives)
Summary: The Round Fire is currently 4,304 acres burning on the Gila National Forest in the Aldo Leopold Wilderness. An aerial survey will occur later today and the forest will update acreage in tomorrow's information. The fire is being managed for multiple objectives with the primary objective of maintaining and restoring fire's natural role in the forest. The fire will restore and enhance diverse ecosystems including Mexican Spotted Owl habitat. By fire maintaining its natural role in the ecosystem, the potential for catastrophic wildfire is reduced.
Yesterday's ignitions were successful. A structure protection plan is in place around private property and monitoring will continue in this area. The fire behavior continues at low to moderate intensity.
There are no area, road, or trail closures relating to the Round Fire at this time. The Gila National Forest is currently open to the public. Public may experience smoky conditions if driving on FS Road 226 and/or State Highway 59. Air quality reports are posted on Inciweb.
Fire information can be found at nmfireinfo.com or https://inciweb.nwcg.gov/incident/5238/. For information on the Gila National Forest, check out our website at http://www.fs.usda.gov/gila or join the conversation on Facebook at www.facebook.com/GilaNForest/ or on Twitter @GilaNForest.


text:
Taking cues from Old World design, HGTV® Smart Home 2019 blends today's top tech with sophisticated Texas style.
Discover every stunning space from HGTV Smart Home 2019, a chic modern retreat located in Dallas, Texas.
Take a closer look at this sophisticated home with designer Tiffany Brooks.
Sign up to receive daily email reminders to enter the next HGTV® Smart Home.
By submitting this submission form, you acknowledge having read and agreed to our Privacy Policy and Visitor Agreement. You will have the option to unsubscribe from any messages you receive.
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Spicy orange tones and soft floral patterns combine in this inspired playroom to create a fun and relaxing room that invites creativity and connection.
A spacious garage gets a smart design with a multitasking workbench, in-home golf simulator and above ground storm shelter.
Ease of installation and operation means the home of the future can be yours today.
From 2018 to 2013, browse every amazing HGTV Smart Home, and discover tons of inspiration from these beautiful, high-tech hideaways.
© 2019 Scripps Networks, LLC. Used with permission; all rights reserved.
Learn about the design and build team responsible for HGTV Smart Home 2019.
A gorgeous coastal escape on Hilton Head Island, S.C.
An amazing renovation in Cincinnati, Ohio


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Does it run in 32bit regime on xp?
I just found it in the documentation, no xp support so useless to me
Correct, no XP support as it uses .Net 4 which isn't supported on XP. Quite a lot of people have taken the opportunity to ditch the Windows weather station server and switch to a Raspberry Pi (or Beagle Blackbone or even a NAS box) and save lots of electricity!I now run my site exclusively off an old model B rPi and CumulusMX
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Ciao bellas,
I'm in Venice! Rome is an interesting city, but not my favourite. I wouldn't consider it a very livable city at all. The sights are amazing though. I was able to explore the ancient Roman ruins (including the Colosseum), the Trevi Fountain, the Spanish Steps, the Pantheon, and some churches along the way. I even visited Vatican City and saw the Sistine Chapel and St. Peter's Basilica! I actually walked all along the outside of Vatican City because we got lost on our way out and let me tell you, that place/country is huge!! Uphill, downhill – I wouldn't do it again, but when I finally saw something familiar, a delicious gelateria was waiting for us.
Speaking of gelato: I can't believe how much of it I've eaten. It has pretty much become a daily staple. Breakfast, dinner, or a late night snack – gelato works for every meal! I like to try different flavours. I've tried offbeat flavours like marshmallow as well as more traditional ones, like pistachio or cafe. My favourite is cafe, no surprise there! Stefanie refuses to order anything except nutella. Nutella is not that popular here in Canada. We're more peanut butter people.
Venice is a nice change of pace from the rest of Italy. I'm staying on one of the lagoon islands, called Lido. It has a beachy atmosphere compared to actual Venice. Yesterday, I explored two other islands, Murano and Burano. Murano is where they make all the decorative glass and I was able to see a couple of men create a gold leaf glass flower. It was beautiful! It was so hot in the glass factory. One guy said, "Welcome to Alcatraz!" Hmm…
Burano is filled with simple houses and senior citizens. They had a popular lace school once, I'm not sure if they still do though. The houses are all painted bright colours and there are no cars allowed. Supposedly, Burano was an island for the rich and famous, but now it just looks like retirees live there. The island is very picturesque and a great area to explore after a long day.
Today, I traversed through the canals and narrow passageways in Venice. Every February, Venice hosts an amazing Carnivale celebration where everyone dresses up and wears elaborate masks. There were so many shops selling masquerade masks – from cheap plastic knock-offs to intricate lace and feather plaster-made ones. Some of them were so beautiful, you could hang them as art.
Tomorrow I leave for Interlaken, Switzerland. I plan on hiking and maybe doing some activity depending on the price. There's the option of doing a glacier walk, too! It might be picture-perfect!


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Here is what does not work:
- Trying to get back together
It fails in 95% of the cases for many reasons I already mentioned. Most women waste months trying to get him back when in fact the deal breakers for this relationship tell you instantly that it won't work. Give up on that guy and move on!
- Self pity
It is called victimization. You believe that the world is against you and that you are the victim of some unfair curse. You are not! This is the end of a cycle and plenty of opportunities are open for you in your future! Embrace them!
- Self destructive spiral
This includes drugs, alcohol, poor eating patterns, low work performance, verbally abusing your friends, etc. All these patterns create a snow ball effect and make the problem bigger than it is. One key rule! Limit the challenge to it's real size and don't let it expand to other areas of your life!
- Rebound relationship
Light dating, yes! New committed relationship, no! The short period that follows a break up is an essential recovery time which allows you to reset your relationship skills and shift key behaviours. Find answers and make changes before you jump into a new relationship
- Broken record syndrom
This means to keep on talking about your ex over and over again. This keeps you going in circles with no solution. Stop! It does not help!These are some of the break up behaviors or attitudes that don't work, ok?
If you express any of these right now, shift your mind and instead express some of the winning mind sets that I describe in the e-book, audios and videos.
This will speed up immensely your break up recovery.


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Business legal matters require the attention of a competent lawyer. If you are dealing with a business dispute, no matter how simple or complex, it is advisable to enlist the services of an experienced and reputable lawyer.
Ricardo Tosto de Oliveira Carvalho is always ready to provide top notch advise and representation to his clients in the simplest and most complex law situations. He has great expertise in all aspects of corporate and business law and aims to get the best results for his clients.
Before you hire a lawyer, make sure he or she can be easily reached. Inquire from your attorney that if he or she is not available, whether you can leave messages with the secretary or in a voice message box. Sometimes direct contact is impossible, but messages can deliver information on a temporary basis.
Routine communication is essential when dealing with a legal matter. If you are not hearing from your attorney on a monthly basis, at least, while the lawyer or attorney is managing an active case for you, ask for monthly updates in writing or by telephone. You can even offer to call in for them if that will make the lawyer or attorney's job easier. The important thing is that you stay connected so the two of you can do a better job of working for a positive outcome to your legal case.
Whether representing corporations, multinational companies, entrepreneurs, executives, business owners, institutions,the government sector or high-profile individuals, Ricardo Tosto delivers top notch solutions for his business and corporate clients.
When his client and their company is sued, Ricardo Tosto has the business litigation expertise to fully protect their rights in court. His goal is to provide the guidance his clients need to move toward a satisfactory resolution in their case.
More visit: http://globoplay.globo.com/v/3436363/


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Fascinating Facts About The Aztec Civilization
The Mesoamerican people who lived in Mexico in the fourteenth, fifteenth, and sixteenth century, is referred to as the Aztec Civilization. The civilization is known for its lush culture and mythology. Some of the most amazing facts associated with the Aztec Civilization are listed below:
- Aesthetic Skills
- Compulsory Education
- Health Problems
- Complex and Modern System of Record Keeping
- Customs of Burial
- Selling their Own Children
- Polygamy
The people of the Aztec Civilization were very aesthetic. They took keen interest in pottery; sculpting, and artistic drawings. Furthermore, these people also played a number of team sports, including Ullamaliztli. This game used a rubber ball that was to be taken through a small ring of stone. It was played in a court that was known as Tlachtli.
The Aztec Civilization placed great importance on the training of children. Apart from that, the authorities of Aztec Civilization made arrangements for mandatory public schooling of the children. The schools were separated on the basis of noble status and gender of the children.
Even though the Aztec Civilization was very modern for the time it existed in, the strength of the civilization was rebuffed by health problems, specifically small pox.
The Aztec Civilization communicated in a language called N'ahuatl. The writings of this language were in the form of pictures. The scholastic and learned people used this language to keep records of the historical events, religious sacrifices, taxes, and other finance related matters.
The people of the Aztec Civilization buried their loved ones either under or around their houses. If a noble or warrior of the Aztec Civilization died then his body was cremated. According to their belief, the cremation of the body sent the dead person directly to heaven. Sometimes they killed a dog and buried it with the body to make the journey in afterlife easy for the deceased.
One of the common customs among the poor people of the Aztec Civilization was selling children as slaves. In some of the cases people went on to selling themselves as well.
The men in Aztec Civilization were allowed to have multiple wives. The first wife was referred to as the principle wife and all the marital traditions were conducted with her only. All the other wives were secondary but were treated with equal respect. Divorce was permissible in some cases, but adultery by any party in the marriage was punished with death.
Hence, these were the customs that were diligently followed by the former civilization.


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If your child participates in youth cheerleading, you've most likely fund raised…or it's in your future! It is inevitable that in order to have money for uniforms or travel expenses, parents and players must raise money… usually by going door-to-door selling food, coupons, t-shirts, wrapping paper or even magazine subscriptions. Here is the truth: people are tired of the overpriced catalogs of items that no one actually needs and parents no longer want to spend their weekends washing other people's cars.
However, fundraising is a necessary evil. The majority of youth sports are underfunded and in order to have money for the team's survival or participation in certain events, they must fund raise.
This type of fundraising does raise some money for the team, but there are negatives to it. For one, it is a lot of work with not a lot of profit. In most cases the teams don't even get to keep all of what they raise – in fact, they barely even keep half. The other half of what they raise pays for the product that they had to sell. In addition, fundraising can put children at somewhat of a risk. By going door to door, there is a chance that the children will not know who is on the other side. While most go to people they know, some need the money badly enough they will approach complete strangers.
Safe and trusted sites like MoveYourMountain.org are leading the revolution and empowering youth sports teams all over the country to engage the power of the crowd. Online fundraising campaigns give the community a way to learn more about the children and the organization that is raising money. The children have an opportunity to share their love and passion by telling their story. They can explain to their supporters what they are raising money for and why the fundraiser is important to them. This is a great way for your children to demonstrate their commitment to not only their fundraiser, but to their team as well by communicating regularly with team members and supporters. Keeping everyone motivated will help raise even more money.
Online fundraising allows children a safe environment where they can promote their team(s) and leverage the community without the potential risk of knocking on doors. Raising money through a free and easy to use online platform like Move Your Mountain takes the pressure off the children, allowing them to enjoy their team and focus on the game they love!
Starting an online fundraising campaign is easy to do and FREE to set up!


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Product Description
The EDUP EP-DB1607 is a 802.11ac 5G 2.4Ghz USB Wireless adapter with external 5dBi antenna wifi dongle using a Realtek 8811au chipset providing a maximum transfer rate of 600Mbps.This product can bed used for computer, PSP, media player or other device which needs the flexibility of a wireless connection. It can be configured as an AP during installation,allowing you to share the internet connetion to other Wi-Fi device. The WPS button allows very convenient encryption . With the inscluded AUTO-RUN CD, even novice user can install EP-DB1607 easy and quickly.This Wifi adapter can be used on laptop,desktop,satellite receiver,printer and so on.Welcome to have a trial order or OEM.
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Wireless Transmit Power
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Dual Band 5G External Antenna Android USB Wifi Dongle 600Mbps 802.11ac
Dual Band 5G External Antenna Android USB Wifi Dongle 600Mbps 802.11ac


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When it comes to worthless majors, it is no secret that "liberal arts" are at the top of the heap. This is the conclusion of not just the real world: a recent survey of 68,000 workers by salary information firm PayScale confirmed as much when asking the humanities majors themselves, and where employees with degrees in fields like English, general studies, and graphic design were among the most likely to report feeling "underemployed" at their current jobs.
Also, that the list was topped of by Criminal Justice majors probably speaks more about the current captured state of US crony capitalism than anything else. But what is surprising is that graduates with more "practical" degrees in fields like business administration, ranking second in terms of pay dissatisfaction, also said their jobs didn't put their education, training or experience to work as much as they should. In other words, Wall Streeters thought they were underpaid. Actually did we say "surprising"... scratch that.
Some more from the WaPo:
Why the poor showing for business majors? PayScale notes that in many cases, a simple bachelor's degree in business might not get you very far - a more advanced degree like an MBA might be necessary "in order to set up recipients for jobs in their fields."
At the other end of the spectrum, STEM fields produced graduates with the least likelihood of underemployment. Engineering degrees accounted for six of the ten least underemployed majors. Law, physics, geology and mathematics made up the remaining four.
What causes workers to feel underemployed? Most survey respondents cited poor pay as a leading factor. PayScale also notes that "nine of the 10 most underemployed majors are female-dominated," making underemployment a factor in the gender wage gap. Conversely, many of the least underemployed majors are dominated by men, according to a 2013 Georgetown survey.
In total, about 43 percent of respondents to the PayScale survey reported feeling underemployed. It was unclear if the other 57% were just unemployed to begin with.


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The 2014 NFL Draft is just two weeks away and teams are making their final preparations for the big day. Free agency is largely behind us and squads are basically set heading into the draft.
With that in mind, I've compiled the needs of each of the NFL's 32 teams as we approach the draft.
2014 NFL Draft: Updated Needs for each of the league's 32 teams
The 2014 NFL Draft is just two weeks away and teams are making their final preparations for the big day. Free agency is largely behind us and squads are basically set heading into the draft.
Darren Sharper indicted for sexual assault in Arizona
Former NFL safety Darren Sharper is racking up an insane list of charges against him. Now he has been indicted on two more counts of sexual assault and three more counts of administering dangerous drugs, this time in Arizona. Sharper is alleged to have raped two women there in November.
St. Louis Rams hire Gregg Williams as defensive coordinator
A few years ago, Gregg Williams was persona non grata in the NFL after his role in the bounty scandal during his time as the defensive coordinator of the New Orleans Saints. He was given an indefinite suspension by the NFL.
Against the Spread Picks, NFL Divisional Round
After a lame 1-3 showing in the opening week of the postseason, it is time to spice things up for the divisional round of the NFL playoffs. Along with my regular ATS pick, I will also do over-under picks for each of the four games.
What if the NFL went to a bowl format?
The mainstream media celebrated the end of the Bowl Championship Series after the Florida State Seminoles' dramatic 34-31 victory over Auburn.
Dan Wetzel and Jeff Passan will finally get their wish in 2014 as college football will debut a new playoff system.
Against the Spread Picks: NFL wild card round
It is time to pick 'em pal! Four games, four predictions. Time to make up for an awful end of my predicting season, although I went 6-0-1 against the number in college bowl games played on Jan. 1 and 2.
Drew Brees becomes fifth quarterback to pass for 50,000 yards
On Sunday night the New Orleans Saints ripped the Carolina Panthers 31-13 but the biggest headline belonged to their 34-year-old quarterback. Against the Panthers Drew Brees became just the fifth quarterback in NFL history to top 50,000 yards passing in his career.
Fantasy Football Waiver Wire: Key adds for Week 7
Now that we're on the back half of the 2013 fantasy football season, waiver wire adds become increasingly important.
Rob Ryan's reaction to Tom Brady's game-winning touchdown pass is priceless
New Orleans Saints defensive coordinator Rob Ryan's reaction to a game-winning touchdown pass by Tom Brady was priceless.
2013 NFL Predictions: NFC South Preview
Matt Ryan, Drew Brees, Cam Newton and Doug Martin all help to make up pro football's most exciting division.
New Orleans Saints Ultimate Franchise Player – Can Anyone Complete With Drew Brees?
In 1969, a Hollywood movie chronicled the life of fictional Saints QB Big Cat Catlin. 40+ years later, we ask who qualifies as New Orleans' real #1?
Fantasy Football Sleepers Week 10: Martellus Bennett, Emmanuel Sanders, and Jacquizz Rodgers
With the fantasy football playoffs approaching, I know team owners are reading this in one of two situations: you are almost assured of a playoff spot and need to think long-term or you're fighting like heck to get one and need to think short term. Well, I've got some advice for both situations.
Eagles-Saints Monday Night Football Preview
One of the biggest games of the weekend will take place under the lights of Monday Night Football as two struggling teams look to right the ship and get their seasons back on track.
Sunday Night Football: New Orleans Saints at Denver Broncos Preview and Prediction
The Saints and Broncos both come into Sunday night's game with impressive victories in their previous games. The Saints won their second game in a row with a 35-28 win over the Bucs, while the Broncos had a 35-0 run to end their game two weeks ago against San Diego.
Fantasy Football Sleepers Week 8: Handcuffs, Hardesty, Henderson, and more!
The one way to improve your team other than via trades is through waiver-wire pickups, which is where many of the players below reside in many leagues.


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Thursday, June 5, 2008
Could I offer you some Tea?
I know everyone is always looking for a unique favor for their wedding or shower - or even to go in the out of towners gift bag.
Look what I found at Crate and Barrel -
5 sachets for $3.95.
Very elegant!
Labels: favors, ideas, inspiration
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RxExpress from BioPlus Specialty Pharmacy
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Next up in the RxExpress fast service is BioPlus' 2-Day Ready 2 Ship which promises to have prescriptions ready to ship to patients in just two days. BioPlus will inform prescribers if their patients can be shipped with our express two-day program (pending appeals and prior authorizations). This means that all clean prescriptions will be ready to ship in two days.
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text: Now that it's 2017, and my DK wounds have healed (into deep, grotesque emotional scars), I figured I should mention the other races that I glossed over. It was really a good spring race season, despite some races not going my way. I think I'm starting to figure this training thing out a bit. Tour … Continue reading The 2016 Roundup


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A pair of black running shoes, has regular styling, lace-up detail
Textile upper
Cushioned footbed
Textured and patterned outsole
Engineered with Ortholite technology
Warranty: 3 months
Warranty provided by Brand Owner / Manufacturer
Step up your athletic shoe game with these modish Adidas Originals sports shoes. Team this black pair with track pants and a classic tee.
Wipe with a clean, dry cloth to remove dust


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Poppy - Type BIII Sasha Studio Doll 1960s
This is Poppy; the featured studio doll for this re-launch of my website. She is one of my favourite dolls and I often change her clothes since she can look so different depending on her style of outfit. Her original outfit is a white pintucked dress in very fine white cotton in typical Sasha style. I thought I would feature her because she illustrates very well how Sasha could make a doll have many different looks by the way in which they were painted and the clothes they were dressed in. I think you might almost say this could be the doll that inspired Yamka (pictured below) - from the second production Gotz Sashas - there is a definite resemblance I think!
YAMKA - Second Gotz Production
Poppy is a Sasha studio doll type BIII - which means she has a cloth body and a type III face mould. Her head is vinyl, with wonderful expressive dark eyes, dramatic quirky eyebrows and a real hair black wig with a wispy fringe which can be worn over the face or pulled back. Her skin is fairly pale, with a hint of cheek blush and her lips are dark coral. I would guess she dates from the late 1960s when Sasha was using this type of vinyl for her studio dolls. Here is a close-up of her face so that you can see the wonderful painting; I also want to attach a picture of my brunette no-philthrum Trendon Sasha. I think that you can see the painter at Trendon really captured the 'look' of the original dolls.
Close-up of Poppy
Close-up of Brunette No-Philthrum 1966
Eye painting of my 1966 No-Philthrum brunette showing similarities to the studio doll Poppy (above) which was painted by Sasha. Dress by Boneka