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Understanding connections in the school mathematics curriculum
Willy Mwakapenda
Associate Professor in the Department of Mathematics Education at the North-West University. His research foci are school mathematics curriculum policy and implementation, student/teacher thinking and understanding, use of concept mapping to understand learning and identities, and understanding connections within mathematics and across curriculum disciplines. E-mail: email@example.com
ABSTRACT]]> I identify and discuss ways in which different types of connections are described in the South African mathematics National Curriculum Statement and its related documents, particularly at the Further Education and Training (FET) level. I argue that connections are central to the way the discipline of mathematics, its learning outcomes, and assessment standards are conceptualised. The notions of representation and integration are found to be key aspects in understanding connections in mathematics. Using these two notions, I then analyse connections in the National Curriculum Statement and its related documents. Finally, theoretical and practical implications of connections in the curriculum are identified.
Keywords: connection; new curriculum; school mathematics; South Africa
The new South African curriculum provides opportunities for educators and researchers to see mathematics in ways that present mathematics as a discipline that has connections: it has links within itself and other disciplines. It also allows for the development of teaching strategies that help educators and teacher educators see teaching in new perspectives. The vision in the new curriculum also helps us to conceptualise assessment in ways that recognize that all learners can do, and succeed in, mathematics. In this article, I argue that the new curriculum presents an opportunity for understanding curriculum itself. I address the broad question: What is our current understanding of the Further Education and Training (FET) mathematics curriculum that is presently being implemented in South Africa? There have been recent attempts to understand the context (Cross, Mungadi & Rouhani, 2002) and practice (Graven, 2004; Naidoo & Parker, 2005) of curriculum and its implementation in South Africa. Although the concept of connections lies at the heart of key deliberations concerned with new mathematics curricula (see, for example, Forgasz, Jones, Leder, Lynch, Maguire & Pearn, 1996), none of these discussions have made connections an object of exploration and understanding. This article contributes to filling this gap in our understanding of the FET mathematics curriculum. In the article, I identify and analyse the range and nature of connections evident in this curriculum. The issues and questions posed with respect to connections are intended to open up possibilities for thinking about connections that allow for and acknowledge complexities in curriculum and practice.
In the sections that follow, an analysis of the way connections are displayed in the curriculum is presented. The analysis commences by examining connections in definitions of mathematics given the centrality of connections in the way mathematics is conceived. It then describes connections in the way the learning outcomes and assessment standards are presented. The article concludes with a presentation of an emerging picture of connections in the curriculum.
Centrality of connections in the definition of mathematics
Connections are an underlying principle of the mathematics. According to the National Curriculum Statement (NCS), mathematics as a discipline is viewed as follows:]]>
Mathematics enables creative and logical reasoning about problems in the physical and social world and in the context of mathematics itself. It is a distinctly human activity practised by all cultures. Knowledge in the mathematical sciences is constructed through the establishment of descriptive, numerical and symbolic relationships. Mathematics is based on observing patterns; with rigorous logical thinking, this leads to theories of abstract relations. Mathematical problem solving enables us to understand the world and make use of that understanding in our daily lives. Mathematics is developed and contested over time through both language and symbols by social interaction and is thus open to change (Department of Education (DoE), 2003:9)
Relationships, hence connections, are at the heart of the definition of mathematics. These connections are concerned with what mathematics is: where it comes from human activity, a construction, a development and contestation that is time- and socially-dependent and what it does: problem-solve and understand the world and daily living. Mathematics is not about reasoning for its own sake. It is concerned with reasoning, symbolizing and thinking processes that are connected to activities and problems of the social, physical and mathematical worlds involving human practices in all cultures.
From the foregoing, it is clear that there is a conceptual and social dimension in the essence and use of mathematics. In mathematics both social and conceptual connections are important. Mathematics is a highly conceptual domain, a field of knowledge consisting of concepts that are structured in specialised ways. This entails that the processes of knowing and understanding mathematics are also specialized. The ability to do mathematics well, to represent and communicate mathematics effectively, hinges on individuals having achieved a conceptual understanding of mathematical concepts and procedures and relations between concepts and procedures (Kilpatrick, Swafford & Findell, 2001). In particular, the "powerful conceptual tools" that are made available by mathematics enable learners to "analyse situations and arguments; make and justify critical decisions; and take transformative action" (DoE, 2007:7).
Kinds of connections privileged in the curriculum
The National Curriculum Statement recognizes that there are "opportunities for making connections" across various mathematical content involved within and across learning outcomes. According to the DoE (2003:54), these opportunities "should be sought in requiring the solution to standard as well as non-routine unseen problems". However, the following statement regarding the "purpose" of mathematics suggests that some kinds of connections are more highly valued than others:
An important purpose of Mathematics in the Further Education and Training band is the establishment of proper connections between Mathematics as a discipline and the application of Mathematics in real-world contexts (DoE, 2003:10, emphasis added).
What is meant by "proper connections" in the foregoing statement? Does this suggest there are certain kinds of connections between mathematics and its applications that may be "improper"? If so, according to whom are these connections considered to be proper? Who authenticates these connections? It is suggested here that the classification of connections cannot be determined without considering who is making sense of those connections. In this respect, Presmeg (2006:172) has argued that "for the purposes of connecting knowledge in the teaching and learning of mathematics, it is essential to take the meaning-maker into account".]]> In the national Curriculum Statement the privileging of connections, that are more mathematically focused, is a further cause for concern. For example, as shown in Table 1, the NCS (DoE, 2003) specifies competence descriptions in connection with the kind of learner that this curriculum is expected to produce.
In Table 1 there is a potential privileging of mathematical content mathematical concepts, ideas, and mathematical argumentation in the type of connections that learners with satisfactory/meritorious achievement are envisaged to be producing. We also see that there is an expectation that Grade 12 learners with an outstanding achievement will be able to "synthesise across different outcomes and make connections with other subjects". However, we note here that making "mathematical" connections does not seem to be a key feature of the competences anticipated for learners with adequate, partial, or inadequate achievement. Is this an indication that the kind of connections being anticipated and emphasized at this level are of such a conceptual nature that they cannot be demonstrated by under-achieving learners? It might also be that the kind of connections being valued here are those that are more "proper" or "correct". Connections or relationships that may be attempted but which may be regarded as "not correct and not explained" (DoE, 2006:64) may be unrecognised.
Connections in the learning outcomes and assessment standards
The National Curriculum Statement makes connections among the key elements (knowledge, skills, and values) of the learning outcomes and experiences to be gained by learners. According to the NCS, "it is important not to think of Learning Outcomes as independent of each other" given, for example, that it is "impossible to study measurement without having an understanding of numbers and operations involving numbers". Every Learning Outcome is associated with a number of Assessment Standards which "describe the minimum level at which learners should demonstrate their achievement of the Learning Outcome(s) and the ways of demonstrating their achievement". The assessment standards are intended to be specific to a grade and show "how conceptual progression will occur in a learning area" (DoE, 2006:16).
Learning Outcome 5 is a typical example of learning outcomes in which connections across the disciplines and contexts are emphasized. According to Learning Outcome 5, the learner is expected to]]>
deal with data in significant, social, political, economic and environmental contexts with opportunities to explore relevant issues (e.g. HIV/Aids, crime, abuse, environmental issues) (DoE, 2006).
The associated Assessment Standard 8.5.1 indicates that this outcome will be established if learners pose questions relating "Human Rights, social, economic, environmental, political issues" to their environment. It is expected that learners "should be critical and aware of the use, and especially abuse, of data representation and statistics" in the analysis and interpretation of data. Engagement of learners in data handling not only provides entry into the mathematical concepts involved but also allows the possibility for learners to understand and learn about the social and everyday contexts unfamiliar to them. This is accomplished through mathematical modeling. According to DoE (2003:10), mathematical modeling
provides learners with the means to analyse and describe their world mathematically, and so allows learners to deepen their understanding of Mathematics while adding to their mathematical tools for solving real-world problems". This understanding is also accomplished by "posing questions" related to particular contexts (DoE, 2006:18).
There are also connections between the critical outcomes and assessment standards. One of the critical outcomes expects learners to "demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation". The associated Assessment Standard 8.2.1 indicates that this outcome will be established if learners are able to "investigate and extend numeric and geometric patterns looking for relationships or rules, including patterns found in natural and cultural contexts" (DoE, 2006:20).
It is evident from the above analysis that there are connections that emerge from learners' engagement in solving problems and investigating contextualized situations that involve the real world. What is at issue here is the extent to which learners will be able to pose problems given that they are more attuned to traditional classroom cultures which present them with already formulated problems.
Representations as an aspect of connections
A key aspect of all learning outcomes for the NCS concerns learners' abilities to make "representations". For example, within the domain of geometry, while ensuring that learners are mathematically literate, they are required to work towards being able to "describe, represent and analyse shape and space in two and three dimensions using various approaches in geometry ... and trigonometry in an interrelated or connected manner" (DoE, 2003:10).]]> Representations in Learning Outcomes 1 and 2
In Learning Outcome 1, learners are required to "recognise, describe, represent and work confidently with numbers and their relationships to estimate, calculate and check solutions" when solving problems. Within this outcome, learners are expected to "expand the capacity to represent numbers in a variety of ways and move flexibly between representations" (DoE, 2003:12). In Learning outcome 2, learners are required to be able to "investigate, analyse, describe and represent a wide range of functions and solve related problems". Within the FET band, learners "should ... use symbolic forms to represent and analyse mathematical situations and structures" (DoE, 2003:13). The foregoing statement captures the power of the algebraic component associated with this learning outcome. It signifies a connection between symbolic forms and the analysis of mathematical situations and structures. According to the DoE (2003:12, emphasis added),
A fundamental aspect of this outcome is that it provides learners with versatile and powerful tools for understanding their world while giving them access to the strength and beauty of mathematical structure. The language of algebra will be used as a tool to study the nature of the relationship between specific variables in a situation. The power of algebra is that it provides learners with models to describe and analyse such situations.
The concept and language of algebra is critical here. Learners need to have access to algebra in order to acquire mathematical knowledge and its structures needed for them to understand their world and decipher "unknown information" about situations. It does not seem that learners have a choice. They must develop symbolic knowledge. There is little indication from the above that, apart from the use of mathematics and algebra, there are other means available for learners to understand and analyse their worlds and situations. However, what is being suggested in this article is that learners need to be allowed to make other meaningful connections that may be different from those suggested by the NCS. This is important as it recognises the fact that curriculum knowledge is not the only resource which learners can use in order to make sense of the world they live in.
The power of the concepts of algebra and function is also evident in the constitution of these concepts as central to one of the learning outcomes (LO2). There is therefore a requirement that teachers structure learning programmes in ways that provide for appropriate learning experiences and situations that develop these key concepts and enable learners to "experience the power of algebra as a tool to solve problems" (DoE, 2003:13). There is a requirement to represent mathematical models of situations in different ways: "in words, as a table of values, as a graph, or as a computational procedure (formula or expression)" (2003:12). Learners need to work fluently and flexibly with conversion between numerical, graphical, verbal and symbolic representations. From the above description, there are two kinds of connections that are evident. First, there is a strong connection between algebra and functions as domains of mathematical knowledge. Algebra serves as a tool for working proficiently in functions. Secondly, proficiency in both algebra and functions enables learners to work efficiently in four representations of mathematical activity, namely, numerical, graphical, verbal, and symbolic. The connections among these four representations are made possible through proficiency in both algebra and functions.
Representations in Learning Outcome 3
In Learning Outcome 3, learners are required to "describe, represent, analyse and explain properties of shapes in 2-dimensional and 3-dimensional space with justification" (DoE, 2003:13). The study of space, shape and measurement enables learners to: "link algebraic and geometric concepts through analytic geometry" and to "analyse natural forms, cultural products and processes as representations of shape and space" (2003:14). According to the DoE, the proposed content for Learning Outcome 3 "really only becomes meaningful and alive when used to address issues of importance to the learner and to society" (2003:60). The key connection that is evident in this learning outcome (LO3) concerns links between algebraic and geometric concepts. In other words, for learners to work proficiently in their study of space, shape, and measurement, they need to use both algebraic and geometric knowledge.
Representations in Learning Outcome 4
With respect to Learning outcome 4, it is important to engage learners in collecting, organising, analysing, and interpreting data to establish statistical and probability models to solve related problems. These activities enable learners to "become critically aware of the deliberate abuse in the way data can be represented to support a particular viewpoint" (DoE, 2003:14). The underlying connection evident in this learning outcome (LO4) concerns links among four key processes in working and making decisions involving statistical data. These processes are: collection, organization, analysis, and interpretation of data. Learners' fluency in these processes can enable them to work more proficiently in statistical thinking and reasoning with statistical and probabilistic models.]]> Representations and learner achievement
The ability to produce and work with representations is a key competence particularly for learners that the National Curriculum Statement categorizes as "outstanding achievers". Table 2 shows the kind of achievement expected of learners at the FET level.
As can be seen in Table 2, there is an emphasis on learners being able to "use appropriate mathematical symbols and representations" and to communicate mathematical ideas and solutions effectively using symbols and representations. However, it appears that this kind of competence (making "proper" representations) does not seem to be anticipated for learners with adequate, partial, or inadequate achievement. The competence that is clearly demanded across Grades 10 to 12 is the ability to work proficiently with representations that involve making deliberate connections between the graphical, algebraic, symbolic, and numerical domains of mathematical activity.
Integration as an aspect of making connections
The DoE recognizes integration of concepts and processes within mathematics by acknowledging that "Learners need to be able to see the interrelatedness of the Mathematics they are learning" (DoE, 2006:49). According to the DoE (2003:3),]]>
Integration is achieved within and across subjects and fields of learning. The integration of knowledge and skills across subjects and terrains of practice is crucial for achieving applied competence as defined in the National Qualifications Framework. Applied competence aims at integrating three discrete competences namely, practical, foundational and reflective competences. In adopting integration and applied competence, the National Curriculum Statement Grades 10-12 (General) seeks to promote an integrated learning of theory, practice and reflection.
It is observed that "integration within a learning area is automatic in the sense that you cannot work with measurement without integrating with number" (2003:76). This suggests that integration within learning areas is an inevitable activity. What is key here is that in order for integration to take place, learners need to gain access to and make connections between, various concepts and fields of knowledge.
Adler, Pournara and Graven (2000:3) have identified three levels of integration: "integration of the various components of mathematics; between mathematics and everyday real world knowledge; and where appropriate, across learning areas". They have argued that while integration is desirable, the extent of the demands placed upon teachers makes integration less feasible. However, as shown later, the Department of Education claims that integration across learning areas is more feasible at the lower grades than at the higher because of the difficulty of finding sufficiently generative contexts at the higher levels. According to DoE (2006:27), contexts are "situations or conditions in which content is taught, learnt and assessed". These are derived from "different sources" such as: the nature of the Learning Area being taught, the socio-economic environment of learners, national and other events, interests, nature and needs of learners, and the integration of appropriate Assessment Standards from other Learning Outcomes and other Learning Areas. While proposing that contexts are a useful way in which to "integrate" learning areas, the DoE (2006) have noted the following:
Up to Grade 6, it is customary to select a couple of contexts, for example four per year, and deal with all the Mathematics content under each one of those contexts. We could, for example, decide to choose Our School as context for the first term and relate all the Mathematics to the school. Then for the second term you could decide to choose Building a bridge as your context... However, note that the further we progress from grade to grade, i.e. from primary school to secondary school, it becomes increasingly difficult to define one context that is relevant for all core knowledge and concepts.
It appears that ways of proceeding with integration determine what kinds of integration are possible. In the case of mathematics, the DoE (2003:27-28) states that.
It is more sensible to identify the different core knowledge and concepts (these then become the headings for the different Lesson Plans), and then choose a context for each activity to make the learning material more enriching and more meaningful to the learner.
There seems to be a claim here that integration becomes "more sensible" if mathematics is the starting point. What does "more sensible" mean here? Arguing from the perspective of "transfer", Parker (2006:62-63) has pointed out that "the idea of transferability of everyday knowledge into mathematics is absent" in the National Curriculum Statement. The focus in the NCS appears to be "on the establishment of proper connections between mathematics as a discipline and the application of mathematics in the real world". Does that mean that connections that involve moving from the everyday into mathematics are not "proper"? We see again here that making connections that involve moving from mathematics into the everyday has a more privileged status than the making of connections that employ moves from the everyday world into mathematics.]]>
Connections: a summary
The above analysis has presented and discussed ways in which connections are described in the South African mathematics National Curriculum Statement and its related documents. This discussion has captured the following: (1) the centrality of connections in definitions of mathematics; (2) the privileging of "proper" connections in mathematics; (3) the prevalence of connections across learning outcomes and assessment standards; and (4) representation and integration as key components of the curriculum statement and learning outcomes. It is important to reflect again on the nature of connections that have been identified across learning outcomes (LOs). This is because of the key role that learning outcomes play in the formulation and implementation of curriculum policy. An analysis of Learning outcome 2 (LO2) has identified a key connection that involves strong links between algebra and functions. Algebra serves as a tool for working proficiently in functions. Proficiency in both algebra and functions enables learners to work efficiently in the numerical, graphical, verbal, and symbolic representations of mathematical activity. The connections among these four representations are made possible through proficiency in both algebra and functions. The key connection identified in learning outcome (LO3) concerns links between algebraic and geometric concepts. For learners to understand and work more productively in their study of geometrical knowledge (i.e. space, shape, and measurement), they need to draw on their knowledge of both algebra and geometry. With respect to Learning outcome 3, the analysis has shown that a key connection concerns links among four processes involved in working and making decisions involving statistical data. These processes concern the collection, organization, analysis, and interpretation of data. Proficiency in these processes is critical if learners are to work more productively with statistical concepts which demand statistical thinking and reasoning, with statistical and probabilistic models. We can see here that the underlying connection in learning outcome (LO4) is somewhat different from the kinds of connections identified in LO2 and LO3. Learning outcome 4 concerns connections that are about processes while connections identified in Learning outcomes 2 and 3 concern connections that are more about the field of mathematical knowledge: algebra, functions and geometry, in this case.
The analysis presented above has also identified that the ability to make connections is key in the nature of competences that are expected of FET learners. Grades 10-12 learners are expected to work competently with representations that involve making deliberate connections between the graphical, algebraic, symbolic, and numerical domains of mathematical activity. We have also seen from the analysis that learners are not only expected to make connections between concepts in mathematics. They are also required to integrate their knowledge of mathematics with their knowledge of other learning areas. This means that there are new kinds of competences that are expected of learners. They need to gain access to and make connections between various concepts within a specific discipline (e.g. mathematics and between concepts from different disciplines (e.g. between mathematics and Arts and Culture).
The analysis has also indicated that there are certain types of connections that appear to be privileged, hence more highly valued, in the National Curriculum Statement. By claiming that an important purpose of mathematics in the FET band "is the establishment of proper connections between mathematics as a discipline and the application of mathematics in real-world contexts" (DoE, 2003:10, emphasis added), the NCS suggests that there are certain types of connections between mathematics and its applications that may be "improper". Without an interrogation of what it means for connections to be "proper" and who authenticates these connections, such claims are problematic.
It is argued here that the connections identified and discussed above do seem to be inevitable. This is because, as discussed above, relationships, hence connections, are at the heart of the nature of mathematics. The connections discussed in this article are concerned with what mathematics is: where it comes from, and what kinds of experiences are enabled by mathematics in the processes of problem-solving and understanding the social world. However, as discussed later, there are complexities that are associated with the kinds of connections identified in this article.
Connections: The emergence of a complex picture
The analysis presented above points to considering "conversation" as a possible way of getting to understand connections. It allows us to reflect on how our understanding of these connections link to classroom practice, and how our experiences of classroom practice could lead to deepening our understanding of the complexity of connections.
Conversation: A way of understanding connections]]> In this article I have identified and discussed ways in which connections are described in the NCS. The range of connections described in the NCS gives spaces for the curriculum to develop and emerge as a "conversation". Two key forms that this conversation is taking are: conversations within mathematics and conversations between mathematics and/for the intended educator/ learner audience. These conversations are important given the nature of the broader curriculum that is informing teaching and learning in South African schools in the current society.
How do we need to understand these connections? There are a number of issues and questions that need to be posed in order to understand these connections. The first concerns the kind of theories that need to be invoked in attempting to understand and make sense of the nature of connections that are apparent in the NCS curriculum for mathematics. We need to ask the question about the kind of assumptions about curriculum that need to inform our analysis of connections in the curriculum. It is suggested here that there is an opportunity, in such an analysis, for taking a perspective of "curriculum as conversation", as elaborated elsewhere (see for example, Reeder, 2005)?
Connections and classroom practice
The second is an issue about the implications that these connections have for practice. There is a complexity that is inherent in all curricula here. This concerns the point that there are bound to be contradictions and biases in the statements of outcomes and intentions of any curriculum. Translating into practice a curriculum with its inherent contradictions and biases is therefore a complex phenomenon. The complexity of translating curriculum expectations into practice is particularly important in relation to the requirement that teaching needs to integrate across learning areas. It needs to be acknowledged that working in integrated ways in the school curriculum makes available new visions and realities for schooling. However, turning this vision into reality is a complex activity for educators and researchers that are likely to meet with challenges both within and beyond specific curriculum disciplines. There is a need to understand the identities of educators and learners (their beliefs about pedagogy and schooling) in order to support the enactment of this vision. The critical challenge here concerns the mathematics and, in general, the knowledge that is needed for teaching and learning. For example, at present, we do not know much about what happens when the mathematics needed in order to enable learners to understand a science concept that requires mathematics is not well understood. The training that is currently being provided to enable educators to implement the curriculum needs to be acknowledged. However, there is an important gap that has not been recognized both in education policy and in teacher education practice that concerns the preparation of learners to work in a reformed curriculum that demands making connections within mathematics and between mathematics and other disciplines. Many approaches to implementing reform (Pithouse, 2001) concentrate on preparing teachers to implement such reforms. The "training" of teachers for the South African NCS/FET mathematics curriculum is a sound example. There have been many inadequacies with this way of proceeding in implementing curriculum reform. Some of this inadequacy has to do with the conceptions of curriculum that are informing (or need to inform) curriculum implementation. There is a need to conceptualise approaches that acknowledge that just as new curriculum proposals place heavy demands on teachers, they also place demands on learners. The conceptual as well as practical questions linked to this position add to the complexity of implementing new curricula. Does it mean that when institutions prepare teachers for the new curriculum they are also preparing learners to anticipate and plan for the respective demands being placed upon them? Is there a place for "training" learners for the new curriculum? Are there any approaches to curriculum implementation that consciously prepare learners to respond to the demands of the new curriculum? The dominant literature on teacher education focuses on educating teachers and preparing them to implement the requirements of a new curriculum. Given the demands that the new curriculum presents for learners, it is important that ways are explored that also attend to preparing learners to face the demands of the new curriculum.
Specific complexity of connections
The fact that there is an emphasis on connections in the National Curriculum Statement in mathematics education in South Africa is consistent with developments in mathematics education globally. In the context of mathematics education in the USA, the National Council of Teachers of Mathematics (NCTM) has a curriculum standard dedicated to connections. In the NCTM curriculum standards for Grades 9-12 (a phase similar to the South African FET), it is proposed that:
The mathematics curriculum should include investigation of the connections and interplay among various mathematical topics and their applications so that all students can:
recognize equivalent representations of the same concept;
relate procedures in one representation to procedures in an equivalent representation;]]> use and value the connections among mathematical topics;
use and value the connections between mathematics and other disciplines (NCTM, 1989:148, emphasis added)
In the above statement, there is an emphasis on recognizing and valuing of connections and representations by all students. The requirement for students to be engaged in "investigation of mathematical connections" so that students can "use a mathematical idea to further their understanding of other mathematical ideas" (NCTM, 1989:84) underlines a key element of mathematical activity that has a potential to make connections within mathematics possible. In the context of mathematics education in South Africa, we need to deepen our understanding of not only what these connections are but also what purposes these connections are intended to serve.
Entry point for making connections
There is also a further critical issue in understanding connections in mathematics which concerns the matter of what needs to be an appropriate and practical starting point for recognizing and understanding connections. In her discussion of the "connections" standard in the context of mathematics education in the USA, Presmeg (2006:167) has noted two ways of making connections between mathematics and everyday life.
Start with an everyday practice that is meaningful to the participants, and then see what mathematical notions grow out of the chaining as it is developed. Secondly, one might focus on a mathematical concept that is to be taught, and then search for a starting point in the everyday practices of students that can lead to this concept in several links of the chaining process.
In relation to the South African curriculum and curriculum textbooks, we need to ask the question: what appears to be the starting point for making connections? Does the making of connections start with mathematical content/concept or with everyday/non-mathematical contexts? What kinds of learning are made possible by these different starting points? What kinds of starting points do teachers recognize and/or prefer in their teaching? What kinds of opportunities for learning about mathematics do these make possible? There is also the general question about when and why might it be more appropriate to start from a particular practice (within or outside mathematics) rather than another when making connections.
Extended engagement with the issues and questions identified here would contribute to the deepening of our understanding of the new NCS curriculum. This curriculum is replete with demands upon educators and learners for making connections, producing representations, and working in integrated modes within mathematics and across curriculum disciplines.
]]> References
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Kevin Sheedy says he has long called for players to be in zones at stoppages. Photo: Wesley LonerganKevin Sheedy has urged the game's decision-makers to consider restricting players to certain parts of the ground, as the style and standard of the game emerges as a serious issue.
AFL operations chief Mark Evans has said feedback from clubs will be sought this year on forcing players into zones in a bid to counter what the league believes is an increase in congestion.
This comes as Melbourne great Garry Lyon described the standard of football this season as "shocking" and expressed concerns it could even impact on the value of the next television rights deal. He said Sunday's clash between the Demons and Gold Coast Suns had been "horrendous".
Lyon bemoaned the lack of flair and creativity in football in general, with teams too often going into lock-down due, in part, to the proliferation of assistant coaches.
"I am not an alarmist at all – I have got concerns for the game. It is not anywhere near enjoyable as it has been. More and more than ever at any time, I am just walking away, I am just flipping the telly over," he said.
Lyon's comments were endorsed by North Melbourne president James Brayshaw, his Triple M colleague, who said it would "kill him" if the game deteriorated into a defensive grind.
Evans has floated two ideas: having two players from each team forced into each of the 50-metre arcs at stoppages; or having four players positioned behind the back of the square from kick-ins to help free up play.
AFL great Leigh Matthews, who is on the laws of the game committee, spoke about the radical idea early this year.
Sheedy, the legendary former Essendon and Greater Western Sydney coach, said he had long called for players to be in zones at stoppages.
''I totally agree,'' he said on Monday.
''It will take the rugby out of the AFL. That's all. It's quite simple. Do you want to be AFL or do you want to be NRL? Think about it."
''You don't want less than three (inside 50) and you could have five at the most maybe – let the other one (fifth) be at the coach's discretion. But you can't have a loose player in the back half at a stoppage.''
Richmond great and prominent commentator Kevin Bartlett, who recently stepped down from the laws of the game committee, has expressed major concerns about how the modern game looks, with a mass of players regularly following the ball around and few, if any, forwards inside 50 when players break from half-back.
Bartlett has even said he has no faith in the AFL Commission to end the rolling mauls, chip kicks and high-possession style of play.
''I think Bartlett is pretty much on the ball with that,'' Sheedy said.
''The game is always adjusting. Often we are adjusting against the stupid things the coaches bring in.''
One issue against forcing players into restricted zones is the time it would require for players to dash, for instance, from a stoppage at centre wing into each 50-metre zone. This could frustrate spectators and viewers, and add to the duration of a match at a time when the league has been trying to speed the game up.
Sheedy, now on the Giants' board of directors, said that would not be an issue.
''That's OK. I don't mind slowing the game down. The game is only quick when you have got the ball,'' he said.
The restricted zone idea has been loosely trialled in the TAC Cup but there are no set guidelines or penalties if not followed. It's been left to coaches to embrace the idea of having two players inside 50 and another two forward of centre.
Leigh Brown, the former Collingwood premiership player and now coach of TAC Cup side Gippsland Power, said the trial had increased space at stoppages.
''The rules are to have two players inside forward 50 and another two forward of centre. It's not a hard and fast rule – they're still allowed to chase out and things like that but the intent to push back and create that space … I'm seeing more run and carry than I'm used to,'' Brown told SEN on Monday.
''There is still lots of numbers around the stoppage, I guess, when you have your three midfielders and your couple of wingers floating around there but you don't see the high half-forwards pushing up as much at our level.''
The laws committee consists of Evans (chairman), Matthews, John Worsfold, Michael Christian, Wayne Campbell, Hayden Kennedy, Joel Bowden, Brett Burton, Rodney Eade, Tom Harley, Michael Sexton and Beau Waters.
This story Administrator ready to work first appeared on 苏州美甲美睫培训学校.

subset: commoncrawl


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Endeavour leaves Space Station
Space Shuttle Endeavour undocked from the Space Station on Monday morning at 03:55 GMT after being docked to the orbital outpost for almost 12 days. The STS-134 mission will end on Wednesday at 06:32 GMT with a landing at the Kennedy Space Center in Florida.
The mission's main task was accomplished on 19 May, when the AMS-02 Alpha Magnetic Spectrometer cosmic-ray detector was attached to the S3 truss in a carefully choreographed operation of the Shuttle and Station robot arms.
ESA's Roberto Vittori was at the arm controls in Endeavour with Drew Feustel, while the other arm was controlled from the Station's Cupola by Gregory Johnson and Gregory Chamitoff.
Following three hours of zero-gravity ballet, AMS-02 was firmly attached and all the power and data lines connected.
The instrument almost immediately began recording data and captured its first cosmic rays the next day.
Four spacewalks and goodbye
After installing AMS, the Shuttle astronauts made two spacewalks to retrieve external experiments and attach new ones. They also added an antenna on the Destiny laboratory for external wireless communications.
Last Monday evening, the crews bade farewell to three Expedition 27 colleagues, including ESA's Paolo Nespoli, who returned to Earth after 159 days in space.
The Shuttle astronauts then performed two more spacewalks. They installed a grapple fixture for a robotic arm on the Zarya module and upgraded the power feed to the Station's Russian section. They also repaired the thermal insulation on one of the spare gas tanks of the Quest airlock.


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Story ARCs
A few months before a book is published, Advanced Reader Copies, otherwise known as ARCs, start floating around. These are slightly shabby-looking versions of the final book, mailed out to people in the media so they can get a review into print by the time the book goes on sale.
ARCs have "NOT FOR SALE" printed on them, but of course there is a bustling mini-market, fed by critics who don't particularly want to hang on to dozens, hundreds, or even thousands of books. So the ARCs find there way onto ebay* or into second-hand bookstores. If you're dying to get your hands on a particular novel, these ARCs can look very tempting. But should you buy one, or hold out? Let Uncle Max be your guide.
Neither the author nor the publisher sees any money from sales of ARCs. This may not bother you, and I sure don't consider it a hanging crime—if publishers didn't think ARCs were a net generator of sales, they wouldn't produce them, right?—but you should be aware of it. I know a few readers who shelled out big bucks for ARCs thinking some of that money was going to end up with me. In fact, it doesn't even count as a sale. Your cash goes only to the retailer and the critic who originally bounced it along.
(I have to admit, there is something annoying about the idea that a critic might get a free copy of my book, write a crap review of it, and then—because they don't like it, you see—sell it on ebay to someone who otherwise would have bought a real copy. That's like gouging my eyes and then kicking me in the nuts.)
The other issue with ARCs is that they're advanced—that is, they're printed before the final round of edits. In the case of Company, you get 99.5% of the story, but you also get a sprinkling of typos and clumsy sentences I only fixed at the last minute. I made around 50 minor changes in final edits, and while you'd struggle to spot most of them, I made those changes for a reason. A few are reasonably significant; I also inserted a new joke that, while perhaps not a world-beater, amuses me.
Then there's looks: the ARC has low-grade artwork that I did on my word processor, while the real thing features slick stuff from Doubleday's art department. The ARC is also missing that jacket copy I sweated over, and is a somewhat fragile paperback, having not been designed for long-term use.
This shouldn't prevent you from buying an ARC, if that's what you want. They make good collectors' items, since, relatively speaking, there are so few of them. (Even I don't have a Syrup ARC any more.) But if you're after the story, I think you should wait for the real thing. Don't pay ten or twenty or (dear God) thirty bucks for an ARC. For that kind of money, you shouldn't settle for a draft.
* (Some sellers on ebay don't make it clear that they're selling ARCs. There are two right now that make no mention of this at all. But they are, because the real things haven't been printed yet.)


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Heart health videos
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We have a team of expert cardiac surgeons, cardiologists, vascular surgeons and cardiac anaesthetists that work together to find some of the world's most innovative ways to treat the heart and damaged blood vessels.
We have performed many Canadian firsts, and we have also found strategies to meet the needs of the aging, complex cardiovascular patient. Our minimally invasive procedures mean shorter hospital stays, less pain and an earlier return to normal activities. In 2010, we performed over 7,000 procedures and close to 80,000 non-invasive tests.
Named in honour of philanthropist and Canadian entrepreneur Mr. Seymour Schulich, the Schulich Heart Centre stands as one of Canada's leading cardiac care centers with an international reputation as a leading-edge provider for the prevention, treatment and care of heart disease.
Latest news
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- Library Overview
- Library User Information
- Collections Overview
- Library Catalog
- Programs & Services
- Research Resources
- Collections Online
- Rights & Reproductions
- Donations and Support
- Featured Collections
- Lord Baltimore Research Fellowship
- Baltimore Uprising Archive
- Historical Investigations Portal
- Onsite School Programs
- Virtual Field Trip
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- National History Day
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Did you know...
Defenders' Day Celebrations at The Maryland Historical Society and Fort McHenry
September 13-15, 2013
BALTIMORE, August 27 -- The Maryland Historical Society (MdHS) is recreating the 30 x 42 foot Star-Spangled Banner flag that inspired the writing of our national anthem. Using authentic materials, over 1,000 volunteers have put in countless hours and more than 150,000 stitches to the flag. But the Star-Spangled Banner Project doesn't end with the final stitch. From Friday, September 13-Sunday, September 15, during the Star-Spangled Banner Defenders' Day Weekend, The Maryland Historical Society will commemorate the completion of the sewing of the flag by taking part in a city-wide celebration, which includes a flag ceremony at MdHS and raising the flag for the first time at Fort McHenry National Monument and Historic Shrine.
|Image courtesy Mayor's Office
Beginning at 1:30 PM on Friday, September 13, U.S. Senator Ben Cardin (D-MD) will speak about the Star-Spangled Banner Project. Local school students will sing the National Anthem as the U.S. Army Old Guard Color Guard will fold the flag for transport to Fort McHenry. Ranger Vince Vaise, Fort McHenry Chief of Interpretation, will speak about the Battle Monument, a stop at which the flag will briefly visit on its way to Fort McHenry.
The complete Public Event schedule on September 13 at The Maryland Historical Society is as follows:
1:30 pm – Welcome by Burt Kummerow
1:35 pm– Ceremonial transfer of flag for the Defenders Day celebrations
1:45 pm– Keynote by Vince Vaise on history and importance of monument and flag
1:55 pm– Singing of Star-Spangled Banner by School and Presentation of the colors
4:00 pm– Star-Spangled Banner Flag visits the Battle Monument. Featuring Fort McHenry Guard fife and drum music.
The celebration continues on Friday, September 13 at Fort McHenry. At 10 am, the newest quarter in the United States Mint's America the Beautiful Quarters® Program for 2013 will be unveiled. It features Fort McHenry and the Star-Spangled Banner and will be available all weekend at the Fort!
Visitors can exchange cash for new Fort McHenry quarters in $10 increments all weekend (while supplies last), courtesy M&T Bank. There is a $10, one roll minimum and $100, 10 roll maximum.
On Saturday, September 14beginning at 9 am at Fort McHenry, there will also be large living history encampment featuring military drills, cooking demonstrations, musket firing, dress parade, cannon firing and a children's program featuring authors and local historians.
At 6pm on Saturday, September 14, the recreated Star-Spangled Banner flag will be transported by the U.S. Army Old Guard with a caisson drawn by seven beautiful horses.
This is the same horse-drawn caisson used at Arlington National Cemetery, and it's one of the rare times it has left the Cemetery grounds.
The U.S. Army Drill Team will showcase a precision drill followed by a cannon-firing "battle" demonstrating the tactics used to defend Baltimore back in 1814. There will also be a patriotic concert by the U.S. Army Field Band and Soldiers' Chorus performing the "1812 Overture", complete with cannon fire.
And, as the sun sets, a symbolic ship-to-shore "bombardment" will commence, with pyrotechnic "bombs bursting in air" over the Fort and cannon thunder replies. The flag will be ceremoniously raised over the fort, to the singing of the National Anthem.
A 30-minute large fireworks display will provide the capstone to the evening.
What Is Defenders' Day?
Defenders' Day is Baltimore's oldest holiday. It honors the successful defense of the city from British attack and the writing of the National Anthem in 1814..
This year we will celebrate Defenders' Day on the weekend of September 13-September 15. We are partnering with Fort McHenry National Monument and Historic Shrine, the United States Mint, and the U.S. Army to put together a truly unforgettable weekend.
The completed flag will be flown at Fort McHenry National Monument and Historic Shrine during the Star-Spangled Banner Defenders' Day Weekend on September 14, 2013. The flag will also be used for school programs and other public events in the Bicentennial year of the writing of the national anthem and the defense of the city of Baltimore.
For more details see our website: www.mdhs.org/star-spangled-banner-project.
Museum hours are Wednesday through Sunday 10 a.m.-5 p.m., General admission to the Maryland Historical Society is $9 for adults, $7 seniors, $6 for students and children ages 3-18 and free for children under 3. For more information, visit www.mdhs.org
About The Maryland Historical Society
Founded in 1844, The Maryland Historical Society Museum and Library occupies an entire city block in the Mount Vernon district of Baltimore. The society's mission is to "collect, preserve, and interpret the objects and materials that reflect Maryland's diverse cultural heritage." The Society is home to the original manuscript of the Star-Spangled Banner and publishes a quarterly titled "Maryland Historical Magazine." Visit www.mdhs.org.
The Maryland Historical Society is deeply grateful to the many funders who have made this project possible, including the War of 1812 Bicentennial Commission, Star Spangled Banner 200 Inc., The Star-Spangled Banner Trail, and F.W. Haxel & Co.
For more information, contact Marketing Director Laura Rodini at 410-685-3750 Ext. 322 or email@example.com.
About Fort McHenry
September 13 – 14, 1814, the valiant defense of the star-shaped Fort McHenry against the might of the British navy inspired Francis Scott Key to write "The Star-Spangled Banner." The 15 broad stripes and 15 bright stars still fly over the Fort twenty-four hours a day, seven days a week. The Fort was used continuously in a variety of ways through WWII. Most famous as the birthplace of our National Anthem, many special activities are planned at the Fort from now through 2014 to commemorate the Bicentennial of the War of 1812. For a complete list of Defenders' Day activities, visit:www.nps.gov/fomc


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View more ID data:
(Hover over pie sections to see number of households)
Source: US Census Bureau 2015 ACS 5-yr estimates
HUD defines a cost burdened renter household as one that pays 30% or more of income on gross rent. Graphics below display renter household data only and do not include owner households. (Hover over pie sections to view number of households)
A housing unit is typically an apartment or townhome.
Affordable Housing Online has served low income renters in the U.S. for more than 15 years with the most complete and up-to-date info on low income housing, affordable housing, affordable apartments, subsidized housing, Public Housing and Section 8 Housing Choice Voucher (HCV) waiting list information. We provide current data on more than 77,500 apartment communities containing more than 6,229,000 apartment homes. We also provide detailed information about 4,058 local Public Housing Authorities (PHA) with housing authority contact, program, and current waiting list information - including instructions on how to apply for waiting lists and complete housing applications.
© 2002-2020 ApartmentSmart.com, Inc.
Affordable Housing Online is not affiliated with any housing authority or apartment community, and does not manage any affordable housing programs.


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By now it's almost impossible to find a winter glove that doesn't work with touchscreen devices. But if you've got a favourite pair that predates the iPhone, this AnyGlove potion will let you use them with a touchscreen display without having to resort to sewing conductive thread onto the fingertips.
Just a few drops is all that's needed for your smartphone or tablet to recognize your gloved gestures. And while the liquid might stain lighter colored fabrics or yarns, it's completely invisible on darker materials. It's not permanent, though, you'll need to reapply the AnyGlove elixir as often as every few days depending on how active you are in your gloves. But a single £9.50 bottle should last until the warm summer returns. [AnyGlove via ChipChick]


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Archdiocese seeks to block depositions
ST. PAUL, MN (AP) — The Archdiocese of St. Paul and Minneapolis has asked a judge to prevent attorneys for an alleged sexual abuse victim from taking depositions from top church officials.
A plaintiff identified as John Doe 1 filed suit last May against the archdiocese, the Diocese of Winona and former priest Thomas Adamson, alleging sexual abuse by Adamson between 1976 and 1977 when he was assigned to St. Thomas Aquinas church in St. Paul Park.
Plaintiffs' attorneys Jeff Anderson and Michael Finnegan want to take depositions from Archbishop John Nienstedt and the Rev. Kevin McDonough.
But the St. Paul Pioneer Press reports the archdiocese argues in papers filed this week that Nienstedt and McDonough should not have to give depostions, saying neither has relevant information. A hearing is set for Feb. 11.


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This item is gently used with minor signs of wear (minor fading).
Whether you prefer blue or black, J Brand has the perfect pair of jeans for every occasion. From high-rise to mid-rise and from super skinny to cropped, this denim fits like a glove. You can even skip the denim and go straight for leather. At thredUP, we love that every pair of J Brand jeans boasts incredible quality, craftsmanship, and style.Shop all J Brand
All information is encrypted and transmitted without risk using a Secure Sockets Layer (SSL) protocol. Shopping at thredUP is safe and secure! You'll pay nothing if unauthorized charges are made to your credit card.
The strikethrough price shown next to any listed item (excluding Remade apparel) represents the estimated original retail price of a comparable item of the same quality, construction and material offered elsewhere in new condition. If more than one strikethrough price is shown, the highest-priced strikethrough price next to the item represents the estimated original retail price referenced above and the lower-priced strikethrough price represents the original listed price on thredUP. While we acknowledge that pricing is not an exact science, we strive to provide fair and accurate pricing information. Our estimated retail reference prices are set by a seasoned team of merchants who monitor market prices for the brands and styles that we sell. If the estimated retail price is an important factor in your purchasing decision, we encourage that you do your own comparison shopping as well.


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|Green Bay Press-Gazette
I often refer back to the scrapbooks that my husband's paternal grandmother put together and that were passed on to me by his mother. They are a treasure trove indeed (although rarely cited). I see names that are in my husband's direct line, and I see other names in indirect lines. So who's related? Well, my husband's 3rd great grandparents were Charles and Josephe Hermans nee Landeck.
Now that's going pretty far back, but Charles is the last male Hermans I have...and I don't have any brothers or sisters for him, and I know of no children that he and his wife had apart from their daughter, Josephine. There was obviously another Hermans there somewhere. At least obvious to me. Yeah, yeah, I know. Just because someone shares a last name in my tree doesn't make them related and it's sloppy research to try to find records to fit someone in my husband's tree. I'm not trying to do that though. This clipping was cut and pasted into this scrapbook for a reason. I just need to find out what that reason is. In this case, with a surname in his line, I'm venturing that it's a distant cousin. After all, I've been told all the Belgians in that part of Wisconsin were related! An amusing generalization, but you get my point...
Lucille Hermans and Edward Rueckl were married on October 12, 1943 (as best as I can tell from my not-so-exhaustive-research). Since there's no date on this clipping, I'm going to ensure I have the right date, by verifying it with the local microfilmed newspapers when I get back to Green Bay for the holidays. We'll go on from there. I can, of course, hope that someone will come across this post and be able to help me fill in some of the genealogical blanks and speed me on my way. Isn't that one of the reasons for me, and many of you, to blog? We want to find those connections.
On to the wedding announcement of this beautiful bride!
"Lucille Hermans Bride at Tonet
Special to Press-Gazette
LUXEMBURG, Wis. - In a ceremony performed by the Rev. L.A. Dobblesteen at Tonet last Tuesday morning, Miss Lucille Hermans, daughter of Mr. and Mrs. Frank Hermans of Luxemburg, became the bride of Norbert Rueckl, son of Mr. and Mrs. Edward Rueckl, also of Luxemburg.
The bride wore a gown of ivory satin with a long train, a V neckline with lace yolk, and long sleeves with V-points over the wrists. Her fingertip veil was caught in a lace headpiece, and she carried a bouquet of Johanna Hill roses and white pompons.
Miss Hyacinth Rueckl was maid of honor, in blue brocaded satin, and Miss Marie Hermans and Iris Luedtke were bridesmaids. Veronica Hermans was flower girl. The best man was Linus Hermans, and the bridegroom's other attendants, Robert Colle and Orville Hermans.
Wedding dinner was served for 175 guests at the bridegroom's home. He is a farmer, and they will live near Luxemburg."


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How to speed up performance and stay ahead
A leading provider of CNC machining centres for the automotive industry has used SKF's products and knowledge to increase spindle speed by 50%. In addition, the company is now able to deliver different and maximum spindle speeds in one single machine tool, thereby reducing downtime and saving money.
The challenge: Increase speed and save costs
The most important demand on the metalworking industry is to bring perfect parts and new designs to market faster than the competition – while at the same time saving costs. Milling machine applications play an important role in providing the speed and the reliability of delivery.
The solution: Using advanced technology and comprehensive consulting
Working closely with the milling machine manufacturer throughout the course of the entire project, our engineers developed a solution that makes the spindles run with the highest precision at greatly increased speed without a significant rise of temperature. Whereas in the past tool changes produced staggering costs, today, with the help of SKF super-precision bearing solutions, the milling machine manufacturer can deliver different and maximum spindle speeds in one single machine tool, thereby reducing downtime and saving money.
With their specialised application knowledge and more than half a century of automotive experience, our engineers found the right bearing solution that enabled the required increase of spindle speed for our customer.
SKF super-precision bearing solutions
Relubrication-free, sealed, ready-to-mount super-precision angular contact ball bearings in the B-design for high-speed with ceramic balls.
Product overview


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Back to Directory Search
4227 ML King Jr. Way
Oakland, CA 94609, U.S.A.View Map
Phone: (510)653-6380
Fax: (510)653-6380
Email: email@example.com
URL: http://www.steinmanstudio.com
More Information
In 1987, after 18 years as a professional ceramic artist/sculptor, I began creating sculpture and installations to explore the links between local daily life and environmental issues. For me, this venue retains a healthy ceramic work ethic: community-oriented, earth-based, labor-intensive, direct. More than visualizations of obvious connections (domestic to industrial; natural to human design), this genre can critique precarious situations while implying hope through community action.
Over the last 12+ years, the large scale outdoor projects have matured into clear visual symbols of ecological regeneration and restoration, positively reinforcing the use of indigenous plants and recycled materials in public urban venues.
Working with familiar objects and industrial materials culled from local waste streams, and adding organic elements such as endangered native grasses or fruit trees, I construct both large scale installations and human-scale assemblage in publicly accessible locations. Most are temporary. Many are audience interactive. Collaborations--with public school students, community action groups, community college horticulture students, public infrastructure staff, and other artists--are essential to this methodology.
The fruits of this work are the one-to-one and the public discussions it generates. The best of assemblage makes extraordinary connections between ordinary materials. Collaborative assemblage installation in community settings with indigenous materials can create positive connections between us and our environment. It's a possibility.
Artist Susan Leibovitz Steinman salvages materials directly from community waste streams to construct public art installations that connect common daily experiences to broader social issues. Projects include conceptual sculpture gardens that meld art, ecology and community action.
Major projects include
Large-scale temporary out-door installations
Connemara Land Conservancy, Dallas, TX.; Euphrat Museum, Cupertino; Paradise Ridge Sculpture Grove, Santa Rosa; a New York State park on the Brooklyn waterfront; a tract home condemned for toxic waste, Benicia; City of Concord Public Art Program, central park installation with at-risk teens (6 months); Waterfront Public Park, Berkeley.
Selected Gallery/Museum Venues
Oakland Museum; Judah Magnes Museum, Berkeley; San Francisco Main Public Library; SF Museum of Modern Art Rental Gallery; Bedford Regional Art Center, Walnut Creek; San Jose State University; Berkeley Art Commission Street Windows.
Professional Achievements
Co-curated "Living in Balance," eco-art exhibit, San Francisco International Airport; Richmond (CA) Art Center. Published "Directional Signs: A Compendium of Artists' Works," Mapping the Terrain: New Genre Public Art, Suzanne Lacy, editor, (Bay Press, 1995). Co-producer (since 1996), Women Environmental Artists Directory. Taught : Visual & Public Art Institute, CA State University Monterey Bay; CA State University Hayward.
Recent Award
2000 Potrero Nuevo Fund Prize.
Website Design & Development by Cybermill Interactive


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Avalanche Day 1 training camp video
Greetings from Avs training camp, where a spirited game between Team Black and Team Grey took place not long ago.
Some quick observations:
– Peter Mueller looked real good. Not only was he fast and handled the puck well, he was physical. He administered a couple of good-sized body checks along the boards. Team Black won in a shutout, 2-0, in their scrimmage, with Trevor Cann pitching the goose egg over Semyon Varlamov. Cody McLeod and Zach Cohen were the goal-scorers for Black.
Along with a lot of hitting by the usual suspects, like McLeod, Patrick Bordeleau and Duncan Siemens, Justin Mercier also laid out Avs veteran D-man Ryan Wilson with a big open-ice hit, captured here on video. It's about 25 seconds in or so. Wilson left the ice for a while, but returned.
I'll add more video to this entry as the day progresses


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Tag: /etc/httpd/conf/httpd.conf
WordPress Rename Image URL For a CDN Usagelast updated in Categories Apache, Lighttpd, Nginx, PHP
Recently, we moved all our static assets to a CDN as described here. However, we have over 8000+ old blog posts and we need to point static images url to our CDN account hosted at http://MyACCOUNT.cloudfront.net/images/ folder. How do I rename all image urls stored in wordpress posts? How do I offload static images to a CDN urls under Wordpress?


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Site Map Site Map
Web Content Display Web Content Display
The SD BRIN Proteomics Core Facility provides state-of-the-art proteomics services to researchers from South Dakota and the region. Since 2002, the USD PCF has been providing proteomic analyses, as well as collaborating in the training of the use of common equipment such as the scanner, spot cutter, imaging software, technique and protocol issues, and sample preparation. Our goal is to provide all South Dakota researchers with the capability to rapidly analyze and identify protein expression patterns in their experimental systems.
Peptide mass fingerprinting (LC-MS analysis) or/and peptide fragment fingerprinting (LC-M/MS analysis) through in gel or in solution digestion of simple and complex mixtures. Typically, protein spots or bands excised from 1D or 2D gels or from in solution are digested with trypsin and/or Trypsin/Lys-C and the peptides resolved using a 1D or 2D NanoAcquity UPLC (Ultra Performance Liquid Chromatography). Specifically, tryptic peptides are desalted and concentrated using a reverse-phase trapping column and then resolved using a C18 reverse phase analytical column. The mass of peptides are determined using a nano-ESI Q-ToF (Quadrupole-Time of Flight) mass spectrometer in MS and MS/MS mode. The peptide masses are used to query various databases, using ProteinLynx global server v3.0 Expression analysis (Waters-Micromass) or Mascot server (www.matrixscience.com) to identify the most probable proteins in the sample.
Intact protein analysis: This type of analysis determines the molecular weight of an intact protein and can be used to identify post-translational modifications (phosphorylation, acetylation, etc.), proteolytic modifications, and to determine the number of proteins in a sample. A typical procedure involves injecting the sample into the mass spectrometer using a regular electrospray or nano-electrospray configuration. Multiple charged spectra are generated, and the spectra is deconvoluted using maximum entropy conversion software.
Training and assistance in common equipment and tools located in the facility: Typhoon 9410 scanner, spot cutter, image software analysis, and basic excision tools for the cutter.
Consultation and advice related to sample preparation, technique and protocol development or proteomics applications, as well as bioinformatics tools.
Asset Publisher Asset Publisher
Agilent Technologies 2100 Bioanalyzer
ÄKTA FPLC Controlled by UNICORN™ software
nanoAcquity UPLC (nano-HPLC) Waters Micromass Q-Tof micro™
ProteomeWorks MassPREP Station Robotic Protein Handling System
ProteomeWorks Spot Cutter
Thermo Scientific SPD1010 SpeedVac Vaccuum Concentrator
Typhoon 9410 Variable Mode Imager
Web Content Display Web Content Display
Dr. Michael S. Chaussee, Advisor
Associate Professor, Infectious Disease
Sanford School of Medicine, USD
Phone: (605) 658-6380
Email: firstname.lastname@example.com
Web Content Display Web Content Display
Web Content Display Web Content Display
Dr. Eduardo Callegari, Director
Research Staff Scientist, USD Proteomics Core Facility
Sanford School of Medicine, USD
Phone: (605) 658-6463
Fax: (605) 677-6381
Email: firstname.lastname@example.com


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View From The Middle - Spring 2012 - the Force is strong
NatWest CricketForce as successful as ever in 2012
4:41 mins |
You are :
Knight not looking past New Zealand England vice-captain says team not looking ahead to Ashes summer
England v New Zealand - 2nd Int T20 highlights, ENG innings Action from England innings in the second NatWest International T20 at The Kia Oval.
It lasted just two deliveries But watch Tredwell chat pre-match about captaincy and Kevin Pietersen return!
Cracking T20 at Oval just eludes England Skipper Morgan reflects on exciting contest with New Zealand
England v New Zealand - 1st Int T20 highlights, ENG innings Action from England innings in the first NatWest International T20 at The Kia Oval.
England v New Zealand highlights - England beat rain to reach semi-finals Highlights of the Group A ICC Champions Trophy Match at Cardiff
Giles looks to make-or-break match England limited-overs coach Ashley Giles is relishing the prospect of what is effectively a Champions Trophy quarter-final clash with familiar foes New Zealand at Cardiff tomorrow.
ICC Champions Trophy 2013 launched David Richardson, Steve Elworthy and Alastair Cook preview tournament
Elworthy envokes spirit of 2009 Champions Trophy 2013 can match the success of World T20 from three years ago
Cook excited about Champions Trophy England captain says home support will help them win competition
England v New Zealand - 3rd ODI highlights, New Zealand innings Action from New Zealand innings of the 3rd NatWest Series ODI at Trentbridge
Confidence boosting win for England Fireworks from Jos Buttler ensure England win final game of the NatWest Series
England v New Zealand - 3rd ODI highlights, England innings Action from England's innings in the third NatWest Series ODI at Lord's
Behind the scenes at Trent Bridge Players arrive at the ground before final ODI of the NatWest Series
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Category : Resume.
Topic : Resume samples free download word. Author : Kelsie Mckay.
Posted : Wed, Dec 18th 2019 04:37 AM.
Format : jpg/jpeg.
Make your resume and resume differ from those of other candidates. As such, you should never start your resume with such general salutations as dear sir, or dear sir. Normally, when a company posts publicly a recruitment ad, it will surely address the name, address and contact number so as the resumes may be sent to correct address.
Do not miss these important details and do not forget to start your resume professionally with clear address of the company and even, the name of the responsible person. The employer will understand that you have researched carefully about them and correct your resume before sending to them, and, you have gained a good score then!


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The effect WEIRDO2.mp3 is one of 80 sounds in the Weird category. You could describe the content of this category as Weird, as well as odd, strange, alien, disturbing, psychotic, psycho, playful, trickster, trick, crazy, errie, anxious, twisted, mysterious, curious, and unknown.
The full collection of 5,000 FX and music clips are organized into 70 separate categories. They are all 8-bit 22kHz mono in .mp3 format, making them easy to use with most programs. This collection is license and royalty-free for non-commercial use, and inexpensive for commerical use. Click here for detailed usage rights.
(If you don't have Shockwave, you can download the Plug-in Here.)
Free Sounds | Games | Clip Media | Education | Misc Stuff | Company | Order
© 1990-2007 BeachWare, Inc.


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Our Location
Accommodation with disability access is in short supply in Padstow. Click here to find out more about our ground floor rooms with access ramp and great views to boot. Read more..
Who wants to leave the four legged member of the family behind when going on holiday? At Woodlands Country House we welcome all members of your family. Read more..
We introduced Hugo's Breakfast Cereals in 2014 after we got so many people - guests as well as local shopkeepers - wanting to buy Cornish Granola, Cornish Muesli, Cornish Birchermüesli, Cornish Granola - Quinoa & Fruit (Gluten Free), and Apple & Blueberry Porridge, under the banner of 'Hugo's Breakfast'.Read More..
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Tanby Foods
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Nightline in 1987 Decries Media Obsession With Crime; Nightline in 2013 Hypes O.J. and Skimps on IRS
On Wednesday night, the journalists at Nightline allowed a mere 31 seconds to the exploding scandal involving the Internal Revenue Service targeting conservatives. This was after anchor Terry Moran introduced stories on O.J. Simpson's latest trial, one on determining your "Klout score" and the new reality TV show Ice Cold Cold.
On Thursday night, the program focused on pop singer Demi Lovato's problems and clowns.
The disinterest Nightline is showing towards Barack Obama's scandals, including the IRS, the AP controversy and Benghazi, contrasts to how the show's journalists viewed scandal when Ronald Reagan was in the White House. On November 17, 1987, then-correspondent Jeff Greenfield lectured the media for not covering Iran-Contra enough. Speaking of a report on the controversy, Greenfield huffed, "It is, after all, not about a sex or drug scandal or dramatic crime. It is instead about how a great nation defends its vital interests while keeping faith with its highest values." Obsessed only with crime? Sounds like a good critique of ABC and Nightline in 2013.
He added, "The report also raises, unintentionally, another issue: the attention span of the media and the American public. Within a few days, this once-dominant story will most likely be shunted onto the back pages of our newspapers."
At 1:05am ET, in early hours of May 16, Moran noted, "A lot of Americans see [the IRS controversy] as a scandalous effort to silence conservatives. So, what do you think? Did the IRS carry out a politically motivated attack or was this violation spawned by a few bad apples?"
A scandalous effort? Wouldn't that warrant more than 31 seconds? Perhaps instead of a full report on Klout scores? On Thursday night, none of Obama's scandals came up at all.
Moran seems interested in serious news-- just not on his TV show. A look at his Twitter page will prove that. It must be frustrating to have important stories constrained only to the web. Quite the fall for the once-prestigious Nightline. Apparently, clowns and O.J. Simpson are what the program's hosts are now interested in.
A transcript of the May 15 Nightline brief on the IRS is below:
1:05am ET
31 seconds
TERRY MORAN: Now, tonight's "closing argument." Today, President Obama announced the resignation of acting IRS head Steven Miller and vowed to get bottom of reports that IRS officials targeted conservative organizations when determining whether or not to grant them tax exempt status. A lot of Americans see this as a scandalous effort to silence conservatives. So, what do you think? Did the IRS carry out a politically motivated attack or was this violation spawned by a few bad apples? Weigh in at the Nightline Facebook page or tweet us at Terry Moran. Thanks for watching.
-- Scott Whitlock is the senior news analyst for the Media Research Center. Click here to follow him on Twitter.


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The Effect of the World View of the Individual upon his Activity
The form and characteristics of this orderly system which man follows in his life is dependent upon his conception of the nature of the Universe and of himself, who is an inseparable part of that Universe. Thus we see that a group of men do not admit the existence of a creator for the world and imagine that the world came into being accidentally and that man is only this material form which comes into existence at birth and ceases to exist at death.
These men organize their way of life and rules for living with a view to the material needs of their ephemeral earthly existence, and this alone . They follow a path which can lead to no more than a limited material happiness and well-being.
On the other hand those who accept a creator for the universe and believe that the regulation of the affairs of men and of the world is in the hands of "the gods" do not consider man's life to be just this material existence; they organize their way of living in such a way as to attract the favor of the gods and keep away their anger, and in this manner to achieve happiness in life and remain safe from unpleasant occurrences resulting from gods' wrath.
Again, those who accept the Unity of God and believe that the Universe and all that is in it is governed by One God who is All-Wise and All-Powerful, and that man does not cease to exist at death but lives an eternal life, will organize their lives accordingly, that is, with an eye to assuring felicity in both worlds.
It is thus clear that "religion" is the organization of life, and that life lived according to a program is religion. Those who try to separate religion and life and claim that the first of these is only empty formalism are sadly mistaken. It is in view of this that Islam calls the path one follows in life "religion", while it calls the true way the "Straight Path" and the false way the "Deviated" or "Crooked Path". God says:
"The curse of Allah is on evil-doers, who debar (men) from the path of Allah and would have it crooked, and who are disbelievers in the Last Day." (Qur'an 7: 44-45.)1
- 1. This and all subsequent quotations from the Qur'an are from the translation by Mohammed Marmaduke Pickthall, The Meaning of the Glorious Koran, New York, 1953.


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Engineering, Procurement and Construction Management
Equinox Engineering Australia Pty Ltd. is located in Brisbane, Queensland. We have provided the highest quality EPCM services to our clients domestically and worldwide since 1997. We pride ourselves in successfully executing projects that are safe, high quality, cost effective and completed on-time.
We offer complete EPCM services including Project Management, Feasibility Studies, Conceptual & Basic Engineering, Detailed Design, Procurement, Construction Management, Commissioning & Start-up and Operations & Maintenance.


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So sorry for the delay, Patton. Little distractions and then losing power for a while (Hurricanes Sandy came to visit) slowed me down a bit. I think I do recall chatting with you – my gravitational instincts show very good judgment – although I had no idea it was "you." But I don't think I have a message from you then. I do wish I'd made the connection while your face was still fresh in my mind, but I'm content with the current privilege of conversation. I'm so sorry you have to associate that beautiful place with such memories. I hope the current season brings you better ones.
Hi Patton. Or is it MF Jones? I've decided to usurp the honor of being your first VM, since your posts so often make me smile. Did I read that you were at the summer Open House? So was I – I wish I had known to try to track you down. Autumn is my favorite season. Are you celebrating it in any way that might enrich my vicarious life? Is that sublime setting of your profile picture any place you regularly play?
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The first status conference for the Cobell historical accounting trial takes place this afternoon in Washington, D.C. The conference takes place at 3pm in Courtroom 23A of the D.C. federal courthouse. It was called by Judge James Robertson, who was assigned to the Cobell case back in December. In his first major ruling of the case, Robertson ordered the Interior Department to present its historical accounting of the Individual Indian Money trust. The trial is set to start October 10. Robertson plans to hold a series of conferences "to refine and perhaps amend the issues and to hear and resolve motions" in preparation for the trial. Court Order:
Cobell v. Kempthorne
(April 20,2007)
Settlement Letter:
Kempthorne-Gonzales to SCIA (March 1,
Relevant Documents:
Gonzales Testimony (March 1, 2005) | SCIA
Views and Estimates (March 1, 2007)
Relevant Links:
Indian Trust: Cobell v. Kempthorne - http://www.indiantrust.com
v. Norton, Department of Justice - http://www.usdoj.gov/civil/cases/cobell/index.htm
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Mr. C's Community Is His Family | Charm City
Clip: Season 20 Episode 16 | 2m 14s
In this excerpt from the film Charm City, community leader Clayton "Mr. C" Guyton, the beating heart of Rose Street in Baltimore, holds a passionate meeting with his neighbors on people who are afraid to "snitch" when they witness a murder. Alex Long, who's found a home in the Rose Street Community Center, talks about how critical Mr. C is to keeping the neighborhood safe and vibrant.
Aired: 04/22/19Video has closed captioning.
The full episode is no longer available for online streaming. Why?
Please continue to enjoy extra(s) from this episode. The full episode is still available for purchase through the "Buy Now" links.


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No spikes: NYC rail service clears last hurdle
By securing deals with Amtrak and the freight railroads that carry Amtrak's trains, the Commonwealth Transportation Board has removed the last major barrier the highly-anticipated three-year pilot program that would give Charlottesville a new, twice-daily link to Washington and New York.
"There is much work to be done to start the new service, but I'm confident that we'll be able to be riding the train on October first," said Meredith Richards, the person who spearheaded the service.
The move, part of the Board's six-year spending plan, was funded February 13 in a special meeting during which the rail service somehow survived a massive cost-cutting effort in the wake of an estimated $2.6 billion in state and federal funding shortfall over the next six years.
The Piedmont service has created some controversy for its alleged threat to the popular Starlight Express bus service. But just like President Barack Obama, who recently made rail a centerpiece of his economic recovery plan, Virginia is willing to spend cash on trains.
The proposed Amtrak service to the Piedmont–- which will terminate in Lynchburg–- will cost the state $1.9 million annually during the next three years. The state is paying another $11 million to subsidize three years of a new daily train to Richmond.
"The State's rail plan recognized that the Piedmont corridor was underserved by passenger rail and that there are significant unmet public transportation needs," Richards noted.
6 comments
One has to applaud the efforts of Ms. Richards. I only hope that she will now turn equal attention to intermodal rail.
from the Hook:
After all, Governor Tim Kaine has signed a bill demanding a comprehensive study of what intermodal rail could do to long-haul, through-truck freight traffic on I-81. Rail advocates say that the Virginia Department of Transportation needs to look more seriously at options for improving rail lines along the I-81 corridor as it considers what to do to improve traffic flows on the highway.
Kind author:
Please correct President Obama's first name from "Barrack" to "Barack." Barrack is the name of a substandard local shopping center featuring poor parking, carelessly driving soccer moms and seniors, overpriced stores, and vacant shells.
In correctly spelling Mr. Obama's name, you can use a handy mnemonic trick to remember his first name: Barack A Ripoff As Coronated King.
Now, against the wall poor disseminator for your AP Stylebook public flogging!
re:"The Piedmont service has created some controversy for its alleged threat to the popular Starlight Express bus service."
This is funny. The hook does a superfluous article about this boutique bus service being "threatened" by a reliable mass transit alternative. Later on, the hook claims that "The Piedmont service" created the controversy? No. The hook created the mini-noncontroversy (which only existed in the pages of the hook and on this website) and is now touting its supposed existence.
I take issue with the graphic of beautiful rolling meadows labelled "appalachian coalfields"!
University folks are excited about the possibility of a speedy train trip to D.C. --but wait will it be speedy? The schedule they've received shows the same 6:38 am train and no faster than the current schedule.


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aoteoroa on Family Tree Circles
sort: Date Alphabetical
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Journals and Posts
Looking for info on SAVIN family of Hammersmith
My interest is in Ludovicus Savin born c1720 who married Elizabetha ?? c1757 and also their offsprings:-
Elizabetha b. 10.11.1458
Carolus Ludovicus b.5.4.1761
Winifreda b. 9.10.1763
Ludovicus b. 8.12.1765
Joannes Josephus b. 8.12.1765 (twins)
Theresa Letitia b. 6.11.1768
Guilemus b. 13.10.1771
I am a 4th gr grandson of Ludovicus
- Displaying 1-1 of 1 Journals
- 1
- of1


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I'm planning on visiting Japan for two weeks. While dating isn't the purpose of my trip, I hope to socialize a bit with people my age, including some après-ski, and wouldn't mind if it resulted in dating.
Is researching dating tips likely to be worthwhile, useless, or counterproductive?
Reasons that I suspect it may be counter-productive:
- Researching Japanese norms, apart from how to avoid major faux pas, may backfire. I may as well use being a foreigner as an asset to take advantage of, rather than see it as a liability to be eliminated.
- I suspect that dating tips may make me less relaxed and less myself.