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Photo Archive and Photographic Studio Departments

Database (accessible only in the Institute)

Photo catalogue of photographs

Photo catalogue of 24 x 36 mm slides

Photo catalogue of documentation of the activity of the Institute

Further links

Photo Archive
Dušana Barčová (Head of Photo Archive), Mgr. Markéta Janotová

Photographic Studio
Zdeněk Matyásko (Head of Photographic Studio), MgA. Jitka Walterová, MgA. Vlado Bohdan and MgA. Petr Zinke.

The photographic studio is a creative workshop that creates original studio, interior, and exterior photographic works using Phase One digital backs on Hasselblad, Arca and Sinar cameras. The studio is equipped with professional photographic laboratories for developing black and white negative and positive photographic materials and scanners for digitalisation.

Opening hours

Tuesday     14:00 -17:00
Wednesday 14:00 -17:00
Thursday    14:00 -17:00

All visits only after prior arrangement.

A Photo Archive, Institute of Art History ASCR, Husova 4, 110 00 Praha, Czech Republic
T +420 221 183 509

Photographic Studio
T +420 221 183 517, +420 221 183 519, +420 221 183 520

Photographic Studio

The photo archive collects photographs of the heritage of old and modern art as an essential and important part of systematic research and related publications. Pictorial documentation from the Department's collection is used as part of lectures, conferences and exhibitions. It cooperates on a contractual basis with institutions working in the field, established publishing houses, and associations for the preservation and renewal of the artistic heritage.

The photo archive has extensive holdings of negatives and photographs. The collection was assembled gradually from 1953 onwards through the activity of a team of photographers from the Institute's own studio. Through purchases, donations, or bequests, the photo archive also acquired sets of pictures by leading Czech photographers such as Josef Sudek and Josef Ehm.

From the beginning emphasis has been placed on the quality of the photographic documentation of works of art as an independent branch of photography, which interprets as well as possible the intention of the artist and brings out the merits of his or her work. In the past, the following photographers have helped contribute to the high standard of the pictures: Miroslav Hák, Jiří Hampl, Prokop Paul and František Krejčí. Contemporary photographers whose work can be found in the collection include Zdeněk Matyásko, Jitka Walterová, Vlado Bohdan, Daniela Vokounová and Petr Zinke.

A database with thumbnail versions of pictures and photographs arranged on cards is available for visitors to the archive.

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  • Relive CSKA Moskva’s greatest night

    Relive CSKA Moskva’s greatest night

    Ahead of their return to Lisbon in this season’s play-off round, watch highlights of CSKA Moskva’s historic victory against Sporting at Estadio José Alvalade in the 2005 UEFA Cup final.
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The UESPWiki – Your source for The Elder Scrolls since 1995
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A sketch of a Great Ape, drawn by 'YR'.[1]

The Imga, or Great Apes, are native beastfolk of Valenwood. They see the Altmeri as their superiors and as a portrait of an ideal, civilized society. Imga go to desperate measures to emulate the Altmeri: they wear capes, practice with the dueling sword, and attempt to speak with perfect enunciation and courtly manners despite their gravelly, baritone voices.[1] These intelligent apes are said to have flourished in Valenwood long before the Aldmer ever arrived there.[2] They cohabit in the forests with the Bosmer tribes, and also inhabit many of the abandoned human trading posts which had been established during the Second Empire.[1]

Each individual bears some kind of title, be it Baron, Duke, Earl, or the like, which they use when addressing the members of the Thalmor (but despite what the titles suggest, there are no land-owning Imga). More extreme Imga shave their bodies and powder their skin white to seem more like the Altmeri. The Imga feel that Men are beneath them as lesser beastfolk and pretend to find their smell exceedingly offensive: when Men are around, Imga hold perfumed corners of their capes to their noses.[1] Their reproductive biology is not well understood.[3]

In Falinesti, colonies of Imga apes gather Kollopi, an arboreal rodent, from the ends of the slenderest branches of the graht-oaks. The "ape men" are naturally dexterous, and are renowned for their agility.[4][5] They climb beneath the Kollopi rodents then jump up to "pick" them from their perches. These Kollopi are then used to make a simple peasant dish of the same name.[5]

  1. ^ a b c d Pocket Guide to the Empire, 1st Edition: Aldmeri DominionImperial Geographical Society, 2E 864
  2. ^ Pocket Guide to the Empire, 3rd Edition: The Wilds Remain: ValenwoodImperial Geographical Society, 3E 432
  3. ^ Notes on Racial Phylogenythe Council of Healers, Imperial University
  4. ^ The Black Arrow, Part IGorgic Guine
  5. ^ a b The Red Kitchen ReaderSimocles Quo


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Oblivion talk:Speed

The UESPWiki – Your source for The Elder Scrolls since 1995
Jump to: navigation, search

Speed Limitation[edit]

Perhaps it should be said that if you increase Speed past 100 (oghma infinum, magic items) your actual speed continues to increase. --Nemini 10:35, 17 May 2007 (EDT)

-Added ~Tryzon — Unsigned comment by (talk) at 19:17 on 24 May 2008

Jump Height[edit]

The acrobatics page specifically shows the formula

JumpHeight = 64 + AcrobaticsSkill

Which does not include speed. So why does the speed page say it affects jump height?

Just decided to change it myself — Unsigned comment by (talk) at 14:31 on 16 May 2009

The page does not say that Speed affects a jump's height but length. --Rigas Papadopoulos 16:16, 20 September 2010 (UTC)

Athletics vs. Speed[edit]

Hey are you sure it's Speed that makes you run faster? Because I boosted my speed to 130 and I really can't notice any difference at all. I mean nothing. But when I boosted my Athletics to 150, now suddenly I run super-fast. I know Speed governs Athletics, but I just wanted to clear this up. Cause it took a hell of a long time to make a full suit of armor that boosted my speed...and I was pretty disgruntled when I didn't notice a difference =L — Unsigned comment by (talk) at 23:02 on 17 February 2010

They both have an effect, though Speed is usually the better choice. It all depends on your current statistics. Try timing yourself running a specific distance (I used the Imperial Bridge when testing the various effects) and you should notice the difference. There's a much more detailed analysis here and a discussion of Athletics vs. Speed on the talk page. ‒ Robin HoodTalk 20:08, 4 March 2010 (UTC)
Try drinking a few bottles of Skooma. The WurmTalk 00:35, 7 June 2010 (UTC)
Consider also, that using a full suit of armor that's enchanted to boost your speed, will weigh you down and decrease your speed if you aren't skilled enough in the type of armor you're wearing... Even a full suit of light armor will slow you down considerably if your level is too low. 05:52, 28 May 2011 (UTC)

I think that it should be noted that if you use spell stacking to get your speed to insanly high levels(10000-100000) the game displays a loading page, as if you just went into a city) and it usualy freezes. just a thought though. Kingbaby 23:13, 20 April 2010 (UTC)

Crazy things happen if you do insane things that defy the intents of the game. We don't point it out everywhere it's related. --GKtalk2me 04:07, 21 April 2010 (UTC)
That happens to me, but the loading screens are not endless. For more details, see here.

Does speed affect how fast you dodge? Or your attack speed, casting speed or shooting speed with a bow? In other words, all the animations? Norro 12:33, 31 July 2010 (UTC)

Nevermind, tested it myself. Casting, shooting and melee are not affected by speed, but moving, swimming, jumping and dodging are.Norro 13:49, 31 July 2010 (UTC)

Speed in animals[edit]

I have been wondering for a while why it is that a horse with 30 speed can outrun the player with significantly higher speed value's. So reading the horse page it stated they have a multiplier, i assume this is also present in other animals such as mountain lions and deer. With a look in the construction set i didn't find anything that indicated such a multiplier (altough my knowledge bout the CS is very limited)and putting the speed of a deer to a mere 40 made it run extremely fast. Anyway, more to the point, how does this work? if anyone knows. Razor 13:47, 20 January 2011 (UTC)

By default, a character's BaseSpeed is 90 + Speed * 0.4; while a creature's BaseSpeed is 5 + Speed * 2.95; at 40 Speed, the character has 106 BaseSpeed and the creature has 123. --Wizy (Talk/Contribs) 16:16, 20 January 2011 (UTC)

As I'm sure many people are aware one of the effects of skooma is Fortify Speed. What I found was when I drank 4 of these in a row I ran at a ludicrously fast speed, so if you have a large stock of these this trick can be used practically. Just thought I'd mention here because I don't know if it belongs on the main page due to being somewhat obvious and non-practical.— Unsigned comment by HardAdriano1 (talkcontribs) on 16 April 2012

Well, I'm not sure it would belong here as much as it would at Oblivion:Increasing Attributes. It would need a new section dedicated to "Temporarily Increasing Attributes", and the advice would have to be more generalized I imagine, but I don't see a problem with that. However, since it isn't an effect unique to skooma or the ilk, and we mention this on skooma's article, I don't see a reason to mention it here. --AKB Talk Cont Mail 17:18, 16 April 2012 (UTC)


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To use the UIT Backup Service, your computer must be connected to the network, have adequate disk space for installation, and be running an operating system supported by the TSM software. To use the service you must also have a registered account (nodename) and password obtained from the backup service group.

At present there is no quota system for data storage; however, we may limit or deny usage of any backup client that significantly degrades the performance or resources of the service.

The software package consists of the Backup program, Scheduler, Daemon, two preferences files and the help library. Some versions also include a command line interface (an option for Windows and UNIX clients only).

The Backup program is a GUI that allows a user to backup, restore or archive data manually. A user may also view the current backup date for any drive and the backup and archive retention policies for their data. The Scheduler and Daemon are designed to work together to run an unattended backup.

Contact Us
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60.35 - Blanket Purchase Orders

Last updated August 24, 2005

A. General. Blanket Purchase Orders (BPOs) are utilized by Purchasing Services in two specific situations:

A-1. High Volume Purchases. The department has a need to buy the same item or type of item(s) many times throughout the course of a given time period i.e., a semester or a fiscal year. The item(s) are routinely bought, usually in high volume. Examples are typically minor items such as office products, hardware items, laboratory supplies, and chemical products. The item(s) may belong to a family of items that share common market characteristics or are similar in nature, e.g., office products.

A-2. Multiple Purchases. The department has a need to buy the same item many times throughout the course of the same time period (fiscal year). E.G., Monthly copier charges.

B. Advantages of BPOs. By using BPOs, the University can gain the benefit of combining its purchases to get the best price, while minimizing the amount of paperwork. The department need only issue one requisition to cover the entire period, rather than issuing multiple requisitions throughout the year. Dollar amounts may be adjusted throughout the term as necessary using the Change Order form (FPACHAR).

C. Procedure. Purchasing Services can complete all of the necessary processing (competitive bidding if required, or contract negotiation) at one time, then establish a Purchase Order for the item(s) that will be valid for a fixed period. This is usually a time period or a dollar limitation.


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Monte Boisen, Ph.D.

Phone: 208-885-6742
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Mailing Address: 875 Perimeter Drive, MS 1103
Department of Mathematics
Moscow, ID 83844-1103

Department of Mathematics
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  • Research/Focus Areas
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    My main research interests lie in the area of Mathematical Crystallography. Some of the physical phenomena that I help model are bulk properties of crystalline structures, particularly SiO2 polymorphs. I am currently working with Professor Osamu Tamada on a project designed to model the weathering effects on silicate surfaces of water in the presence of NaOH. My book Mathematical Crystallography (with G.V. Gibbs) is an attempt to present the beautiful mathematical description of all possible symmetrical arrangements of atoms in crystals in a way that is accessible to and appealing to those working in mineralogy and material science.

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The Van Hiele Theory Of Geometric Thinking Education Essay

This chapter will provide a brief explanation of the theoretical framework on Van Hiele theory of geometric thinking. Consequently review and discuss on literature involving van Hiele theory and dynamic geometry software, follow by review of literature on teaching and learning of geometry by dynamic geometry software Cabri 3D as an instructional tool. Then chapter conclude by reviewing literature on designing learning activities.

The Van Hiele Theory of Geometric Thinking

The van Hiele model of geometric thinking is one theory that offers a model for explaining and describing geometric thinking. This theory resulted from the Dutch mathematics educator doctoral work of Dina van Hiele-Geldof and Pierre van Hiele at the University of Utrecht in the Netherlands which completed in 1957. Pierre van Hiele formulated the five levels of thinking in geometry and discussed the role of insight in the learning of geometry in this doctoral thesis. Van Hiele reformulated the original five levels into three during the 1980's. Dina van Hiele-Geldorf's doctoral thesis, which was completed in 1957, focused on the role of instruction in the raising of a pupil's thought levels. Her study centered on thinking of geometry and the role of instruction in assessing pupils to move though the levels.

The following summary of Van Hiele theory history is taken from Hanscomb,Kerry, (2005, p.77):

A convenient location for many primary sources on the Van Hiele model is Fuys et al. (1984).Other primary sources are van Hiele and Van Hiele-Geldof (1958) and Van Hiele (1986). Secondary sources for Van Hiele research are Mayberry (1983), who found that students may operate at different levels for different concepts; Mayson (1997),who claims that gifted students may skip van Hiele levels; and Clements and Battista (1992),who cite finding indicating that the van Hiele levels involve cognitive developmental factors as well as didactical factors.

The van Hiele theory has been applied to clarify students' difficulties with the higher order cognitive processes, which is necessary to success in high school geometry. In this theory if students do not taught at the proper Hiele level that they are at or ready for it, will face difficulties and they cannot understand geometry. The therapy that offered for students by this theory is that they should go through the sequence of levels in a specific way. (Usiskin, 1982b). It is possible to generalize the Van Hiele model to the other topics such as physics, science and arts. Because the main idea of this theory is the consequence of levels and believing that each level is built on properties of the previous level as many researches has done based on this theory on science education.

Characteristics of Van Hiele level of geometric thought

Van Hiele theory argues there are some misconstructions in teaching of school mathematics and geometry, which was existed for long time based on the formal axiomatic geometry and was created by Euclid more than two thousand years ago. Euclid logical construction is based on his axioms, definitions, theorems, and proofs. Therefore, the school geometry that is in a similar axiomatic fashion assumes that students think in a formal deductive level. However, it is not usually the case and the students have the lack of prerequisite understanding about geometry. Van Hiele discusses this lack creates a gap between their level of geometric thinking that they are, and the level of geometric thinking that they required for and they expected to learn. He supports Piaget's points of view "Giving no education is better than giving it at the wrong time". Teachers should provide teaching that is appropriate to the level of children's thinking. Van Hiele theory suggests: It depends on the students' level of geometric thinking the teacher can decide in which level the teaching should be begun.(Van Hiele, 1999)

According to the van Hiele theory, a student moves sequentially from the initial level (Visualization) to the highest level (Rigor). Students cannot achieve one level of thinking successfully without having passed through the previous levels. Furthermore, Burger &Shaughnessy (1986) and Mayberry (1983) have found that the level of thinking at an entry level is not the same in all areas of geometry.

During last decades many researchers and investigators tried to support the Van Hiele model or disapprove of it and still some try to improve or adjust this model. Many of the researcher used Van Hiele level of geometric thought as a suitable and proper theory in their research using dynamic geometry software (Smart, 2008).

The Van Hiele levels have certain properties specially for understanding the geometry. First of all, the stages have fixed sequence property. The five levels are hieratically, it means students must go through the levels in order. He/she cannot fit in level N without having gone through the previous level (N-1). Students cannot engage in geometry thinking at higher level without passing the lower levels.

Second property is adjacency of the levels. At each level of thought what is essential in the previous level become extrinsic in the existing level. Individual understanding and reflection on geometric ideas are needed to move from one level to the next one, rather than biological maturation.

Third each level has its own symbols and linguistic and relationships for connecting those symbols. This property is a distinction of the stages. For example when a teacher use a language for higher level of thinking than students level of thinking, students cannot understand the concepts and try to just memorizing the proofs and do the rote learning. In this case miscommunication emerge (Hong Lay, 2005).

The next characteristic, clarifies two persons in different levels cannot understand each other. As each level of thinking has its own language and symbols so students in different levels cannot understand each other.

Lastly, the Van Hiele theory emphasize on pedagogy and the importance of teacher instruction to assist students' transition through one level to the next one. This characteristic indicates that appropriate activities which allow students to explore and discover geometric concepts in appropriate levels of their thinking are the best activities to advance students 'level of thinking.

Phases of learning geometry

Van Hiele theory defines five levels of learning geometry which students must pass in order to obtain an understanding of geometric concept. To progress from one level to next level should be involve these five levels as Usiskin argued:

"The learning process leading to complete understanding at the next higher level has five phases, approximately but not strictly sequential, entitled:

Directed orientation

Free orientation

Integration" (p.6)(Usiskin, 1982a).

These five level are very valuable in designing activities and design instructional phases.

Phase one: Inquiry

First phase of learning geometry starts with inquiry or information satge. In this stage students learn about the nature of the geometric order to design appropriate activities, Teacher identify students' prior knowledge about new concept which need to be learnt. Then teacher design proper activities to encourage and encounter students with the new concept which is being taught.

Phase two: Directed orientation

During this phase while students doing their short activities with set of outcomes like: measuring, folding and unfolding, or geometry games, teacher provides appropriate activities base on students' levels level of thinking to encourage them be more familiar with the concept being taught.

Phase three: Explanation

As the name of this phase demonstrates, in this stage students try to describe their learning of new concept in their own words. Students in this phase start to express their conclusions and finding with their other classmates and teacher in their own words. They communicate mathematically. The role of teacher in this stage is supplying relevant mathematical terminology and language in a proper manner, by using geometrical and mathematical language accurately and correctly.

Phase four: Free orientation

In this phase geometrical tasks that appeal to numerous ways is presented to the students. This is the students who decide how to go about accomplishing these tasks. As the way of solid geometry, they have learned to investigate more complex open-ended activities.

Phase Five: Integration

In this stage students summarize completed tasks and overview whatever they have learned to develop a new network of concepts. By completing this stage it is expected that students attained a new level of geometric thought.

One of important properties of these phases of learning in Van Hiele theory is not linear in nature. Sometimes students need a cycle form of these phases by repeating more than one time to overcome certain geometrical concepts. The role of teaches here is providing suitable activities based on these five phases to develop each level of van Hiele geometric thinking.

The Van Hiele level of geometric thinking

According to Van Hiele theory, the development of student's geometric thinking considered regarding the increasingly sophisticated level of thinking. These levels are hierarchies and able to predict future students' enactment in geometry(Usiskin, 1982a). This model consists of five levels in understanding, which numbered from 0 to 4. However, in this research we defined these levels from 1 to 5 to be able categorize students, who are not fitted in the model as level 0.

Level 1, Visualization

Level 2, Analysis

Level 3, Informal deduction

Level 4, deduction

Level 5, rigor

Level 1: Visualization

The base stage of Van Hiele geometric thinking which is encountered with goals of mathematical domain is Level 1. The objectives of the first level are functions like the underpinning elements of everything that are going to be studied.

Understanding at this stage includes visualizing base objects. At this level visualization defines as comprehension or seeing initial objects in students' minds. For instance, a number line in this stage could be defined as real numbers in the domain of real numbers. Vectors and matrices can be seen as basic objects in the domain of leaner algebra. So perceiving vector as a directed segment or matrices as a rectangular table of numbers lies in level 1.

Elementary teachers know that it takes a few years of school for pupils to master visualization level. For example, it takes long time for students to see real numbers in a number line format. Similarly, perception of an ordered list or array of numbers, or an ordered pair of points is not something that occurs to an untaught mind and eye. Hence, serious teaching effort and introduction needed to students achieve Level 1and it is not assumed the visualization of initial objects to be obvious or trivial for students.

Geometry in Iran starts in elementary school and continues until level 8 with introducing geometry shapes like circles, squares, triangles, straight lines, etc. At the level 1 student learn to recognize geometric characteristics in objects that can be physically seen. At this stage student are assumed to be able to categorize geometric shapes by visual recognition, and know their names, for example, in solid geometry in level 1, if shown a picture of a polyhedron like a cube, students would be able to say that it is a cube because it looks like one for him or her. At this stage, it is not required to think of a cube, or any other geometric object, in terms of its properties, like saying a cube has 6 faces and 12 edges.

With visual recognition a student would be able to make a copy, by drawing, plotting or using some sort of dynamic geometry software, of a shape or configuration of shapes if they could be shown or told what it is they were supposed to be copying. In this stage, the instruction should be based on the name the student has memorized for the object and not the object's properties. For instance, it could be "draw a cube" not draw a "polygon with 12 equal edges that are perpendicular to the base and 6 equal faces.

Level 2: Analysis Stage

At analysis stage, students begin to analysis objects that were only visually perceived at pervious level, identifying their parts and relations among these parts. They focus on the properties of these objects. For example, focus on Real Numbers in this stage can be closure under operations. This property can be leading to distinguishing subsets of Real Numbers inside the set which are Integers and Rational Numbers.

In solid geometry, the analysis stage is where students begin seeing the properties associated with the different shapes or configurations. A cube will now become a shape with 6 equal faces which opposite faces are parallel and 12 edges and adjacent angles right angles and having opposite faces equal, as well as having the diagonals intersect in their middle. However, at this stage, it is not assumed that students will be seeking logical relationships between properties such as knowing that it is enough for a Parallelepiped as a solid with parallel opposite faces and all the other properties follow. Neither is it assumed that students will think about a cuboid as a special type of Parallelepiped. Therefore, students will identify shapes and solids based on the wholeness of their properties. In other words, relationships between shapes and configurations remain merely on the list of properties they have.

At this stage if a student were asked to describe a shape or solid, the description would be based on the object's properties. At the same time, if a student were asked to reproduce a shape or solid based on the list of properties, they would be capable of do so. Students would also be able to verify figures and solids hieratically by analyzing their properties. In this stage student can recognize the interrelation between figures and their properties. For example, knowing the property that the Parallelepiped the student would be able to deduce that cuboid is special kind of Parallelepiped.

Level 3: Informal Deduction Stage

Informal deduction is known as the third level of geometric thinking. Some of researchers name this level as abstract/Relation level too(Battista, 1999; Cabral, 2004). In this stage students can reason logically. This stage is achieved when a student can operate with the relation of figures and solids and is able to apply congruence of geometric figures to prove certain properties of a total geometric configuration of which congruent figures are a part. They become aware about sufficient and necessary condition for a concept. A student fit at this level after achieving pervious levels (visualization and analysis).

At this level more attention given to relations among properties. In other words, in this stage focus is "properties of sets of properties". In this level according to relationship between properties of objects students attempt to group these properties into subgroups. Students try to find out what are the minimum of properties that needed to describe of the initial base elements. They intend to categorize properties which are equivalent in certain situation. The mathematical relationships between properties are the main focus in this stage. Understanding and finding these relationships is a kind of informal deduction.

For example, in this stage students would start to improve the idea that some operations in real numbers follows from other sets like natural numbers. Then they would start making an approach understanding the Real Numbers axiom as a systematic commutative field. But they cannot make proofs for such informal observation. Just in the next stage student would be able to produce proofs and deductions. That is where using the tools like Cabri 3D as a dynamic geometry software play very important roles.

For most of the students jump to the third level, informal deduction, is not easy. Now they can group the properties and identify the minimum amount of the needed properties. For example a cube, which might have had at level 2 the properties of six equal square faces, twelve equal edges with equal diagonal, parallel edges, perpendicular Adjacent edges, now would describe with the smaller amount of the properties such as shape composed of six equal squares. As it is seen, students in this level start formulation definitions for classes of objects and figures. For instance, a right triangle can be defined as a special kind of triangle that has two perpendicular sides or a right angle. As in this stage parallelogram and rectangle are not independent shapes, cube and cuboid also would be a special model of Parallelepiped.

In this level students could give informal arguments to prove geometric results. They start deductively thinking about geometry and it is one of important aspects of the present stage. Some simple rules may be using here, because students follow just simple logics. For example, if A=B and B=C then A=c.

Most of fitted students in the informal deduction level would able to justify arguments that they presented before with informal logic relationships. Therefore, at this level they can give informal logical relationships and use them about earlier identified properties. All in all, students now start to recognize the significance of the deduction and logic in the Geometry.

Level 4: Deduction

Deduction is the fourth level of Van Hiele theory of geometric thinking. In this level students start to construct rather than just memorize the proofs. They are able to find differences between the same proofs.

The goal of the previous level was discovering the relations among properties of the bases element by the students. At level 4 those relations are used to deduce theorems about base elements based on laws of deductive logic. The main purpose of level 4 is the organization of the statements about relations from level 2 and 3 into deductive proofs.

Discussing to the real number example, at this level, it is expected of the students to prove, for real numbers if. Students are ready to accept a system of axioms, theorem, and definitions. They can create the proofs form the axioms and just using the models or diagrams to support their arguments. Thus, students are able to formally prove what they had proved previously in level 3 using diagrams and informal arguments. They also start to distinguish the need for undefined terms in Geometry, which is very hard concept to understand in purely logical system.

Another point in this stage is that, students begin to become aware, understand and identify the differences between contrapositive, converse, and a theorem. They can also prove or disprove any of those relationships. In this level students become aware of relationships and connections between theorems and group them correspondingly. These level is the stage at which high school students are taught in Iran. Mesal 3d

Level 5: Rigor

In level fifth which named rigor, traditionally students hyper analysed the deductive proofs from level 4. They are looking to find the relationships between proves. This level looks to identified organizations of pervious level.

"For example, at this level the questions of "are the proofs consistent with each other", "how strong of a relationship is described in the proof and "how do they compare with other proofs" would be asked. The level of Rigor involves a deep questioning of all of the assumptions that have come before.

This type of questioning also involves a comparison to other mathematical systems of similar qualities. For example, in Level 5if we considered Real Numbers we would begin to compare them as a field to other fields in general. It is fair to say that this level is usually only undertaken by professional mathematicians."(Smart, 2008)

At Level 5 of van Hiele theory students can work in non-Euclidean of geometric system. So this level does not met by the high school students and it is usually assigned to college or university students in higher education. At non-Euclidean geometry constructing visual models for recognition is not easy and useful, so the focus is more on abstract concepts. So, most of geometry which is done in this level is based on abstract and proof-oriented. Students in this stage are capable to compare axioms systems such as Euclidean and Non-Euclidean.

Most of the students who have fitted in this level become professionals in geometricians and geometry so they are able to carefully develop the theorems in different axiomatic geometric systems. Therefore as smart (2008) emphasis, this level usually is the work of professional mathematicians and their students in higher education that conduct research in other areas of the geometry.

The Van Hiele started his research after he found that most of the students have difficulty with learning geometry. He observed that these students struggled with geometry, although they easily understood other mathematics topics. The results of their study showed, most of the High school students are taught at level 3and 4. Then van Hiele deduced most of the students had difficulty in learning geometry at level 3 and 4, because they could not understand geometry at level 2 to be able to move onto grasping level. Therefore, for melting this problem more focus is needed at second stage, analysis level and more emphasis on third stage, informal deduction. Then it can be expected that they are able to success at the deduction level.(Battista, 1999)

Van hiele noted that students should pass through lower levels of geometric thinking smoothly and master them before attaining higher levels. Van Hiele theory recommends achieving higher level of thought needs a precise designed instructions. Since students are not able to bypass levels and achieve understanding, permanently dealing with formal proof can cause students to relay on memorization without understanding. In addition, geometric thinking is inherent in the types of skills we want to nurture in students.

Research involving the van Hiele Model of Geometric Thinking and Interaction with dynamic geometry software

Van Hiele described in his article (1999) that the learning geometry can be started in a playful environment to explore geometrical concepts with certain shapes, and properties, parallelism, and symmetry. He advised some mosaic puzzles in this purpose. In the line of his work, geometry based software provide the more powerful environment which can be used to enhance the level of geometric thinking. There are several studies carried out on effects of using some dynamic geometry software such as (geometers' Sketchpad) GSP on levels of van Hiele .

Different researches had been involving the Van Hiele geometric thinking since last decades. Some researchers used van Hiele Model as the theoretical framework while others used it as an analytic tool. Moreover many researches conduct study on geometric softwares like: Geometry Scratchpad used van Hiele theory to find out their effects on geometric reason, geometric thinking and other aspects.

In order to find out whether dynamic geometry software is able to enhance the level of geometric thinking or not several researches has been conducted. In general, the van Hiele Model has been used in their research as an analytic tool and theoretical framework. For example, July (2001) documented and described 10th-grade students' geometric thinking and spatial abilities as they used Geometer's Sketchpad (GSP) to explore, construct, and analyze three-dimensional geometric objects. Then he found out the role that can dynamic geometry software, such as GSP, play in the development of students' geometric thinking as defined by the van Hiele theory. He found there was evidence that students' geometric thinking was improved by the end of the study. The teaching episodes using GSP encouraged level 2 thinking of the van Hiele theory of geometric thinking by helping students to look beyond the visual image and attend to the properties of the image. Via GSP students could resize, tilt, and manipulate solids and when students investigated cross sections of Platonic Solids, they learned that they could not rely on their perception alone. In addition teaching episodes using GSP encouraged level 3 of the van Hiele thinking by aiding students learn about relationships within and between structure of Platonic solids(July, 2001).

Noraini Idris (2007) also found out the positive effects of using GSP on level of Van Hiele among Form Two students in secondary school. In addition she reported the positive reaction of students toward using this software in learning geometry.

In contrast Moyer,T(2003) in his PhD thesis used a non-equivalent control group design to investigate the effects of GSP on van Hiele levels. His research carried out in 2 control groups and 2 experimental groups in one high school in Pennsylvania. He had used Van Hiele' tests written by Usiskin. However, Comparison of pre-test and post-test did not show a significant difference on increasing Van Hiele level of geometric thinking(July, 2001; Moyer, 2003).

Fyhn (2008) categorized students' responses according to the van Hile levels in a narrative form of a climbing trip(Fyhn, 2008). The theoretical framework used Smart(2008) for his research" Introducing Angles in Grade Four" was a combination of a teaching theory called Realistic Mathematics Education (RME) and a learning theory called the van Hiele Model of Geometric Thinking. His research findings suggest the usefulness of using lesson plans based on the two theoretical frameworks in helping students develop an analytical conceptualization of mathematics. In this study the model was neither proved nor disproved but just accepted as an analytic framework.

Gills,J (2005) investigated students' ability to form geometric conjectures in both statistic and dynamic geometry environments in his doctoral thesis. All participates were exposed to both environment and take parted, up to eight lab activities. He also used van Hiele theory as the main theoretical framework with more emphasis on geometric reasoning.(Gillis, 2005)

Research that used the van Hiele Model as an accepted framework covers variety of different topics. For example, Gills,J (2005) find out the mathematical conjectures formed by high school geometry students when given identical geometric figures in two different, dynamic and statistic of geometric environments. Burger and Shaughnessy (1986) tested students from grade one to first year of university to determine in what level the students are functioning regarding triangles and quadrilaterals.

Cabri 3D

Most of the dynamic geometric software until 2005 has been constructed in 2 dimensions. Just a few dynamic geometry software, has constructed on Three-dimensional dynamic geometric software such as, Autograph and Cabri 3. Focus of present study is on Cabri 3D, which is a new version of Cabri II (2 dimensional software). Cabri 3D is a commercial interactive geometry software manufactured by the French company Cabrilog for teaching and learning geometry and trigonometry. It was designed with the ease-of-use in mind.

Cabri 3D as dynamic and interactive geometry provides a significant improvement over those drawn on a whiteboard by allowing the user to animate geometric figures, relationships between points on a geometric object may easily be demonstrated, which can be useful in the learning process. There are also graphing and display functions, which allow exploration of the connections between geometry and algebra. The program can be run under Windows or the Mac OS(CABRILOG SAS, 2009).

From Euclidean geometry, Compass, straightedge and ruler, for many years, have been used in as the unique method of teaching and learning geometry, and tools used to aid people in expressing their knowledge. With the creation of computers, new world opened up to teaching and learning geometry. The speed and memory of modern PCs, together with decreasing prices, have made possible the development of `virtual reality' computer games making use of the 3D graphics chips included on modern' graphics cards. some educational spin-off from this has been the development of 3D interactive geometry software such as Cabri 3D, Autograph ,etcâ€¦

But tools can contain particular conceptions so; the aim of designing a dynamic geometry software package is to provide new instructional tools to study, teaching and learning geometry. While all the dynamic geometry software attempt to model use of straightedge, compass and ruler in Euclidean geometry, other futures like measuring capability and dragging possibilities and changing the view of objects in 3 Dimensional (Gonzaílez & Herbst, 2009).

Cabri 3D launched in September 2004 by Cabrilog, this software has the capacity to revolutionize teaching and learning of 3D geometry, at all levels, in the same way that dynamic geometry software has for 2D (CABRILOG SAS, 2009). Cabri 3D can share the same aptitude for making new discoveries as a research tool. There are some important practical features of Cabri 3D. First, This program is capable to store the files as text in Cabrilog's development of the 'Extensible Markup Language' (XML). XML is the simplest version of the SGML standard for creating and designing HTML documents (suitable for use on Internet sites).XML designed by the World Wide Web Consortium as a more flexible replacement for HTML. Next, as Oldknow discussed, Files developed in Cabri 3D can be inserted as active objects in web-pages, spread sheets, word documents and etc. It is an interesting future because this objects which inserted in the files can be manipulated by users who do not own a copy of Cabri 3D in their computers.(Oldknow, 2006)

One of the important charactirisitc of Cabri package is draging.Arzarello, Olivero, Paola, &Robutti (2002) found that dragging in Cabri allows students to validate their conjectures. They claimed that work in Cabri is enough for the students to be convinced of the validity of their conjectures. If the teacher does not motivate students to find out why a conjecture is true, then the justifications given by students may remain at a perceptive-empirical level. Students would claim that the proposition is true because the property observed on the Cabri figure stays the same when dragging the drawing, given the hypotheses do not change. When such a belief is shared in the classroom, then Cabri might become an obstacle in the transition from empirical to theoretical thinking, as it allows validating a proposition without the need to use a theory. These researcher asserted, if teacher makes explicit the role of proof in justification, then students will be motivated to prove why a certain proposition is true (within a theory), after they know within the Cabri environment, that it is true. To paraphrase Polya (1954), first we need to be convinced that a proposition is true, then we can prove it.(Arzarello, Olivero, Paola, & Robutti, 2002).

In some researches the centrality has given to dragging in 2D dynamic geometry software and its implications for developing different types of reasoning (Arzarello et al. 2002).in addition because dragging is something which might make motion in 3D (on the 2D screen), it is more difficult to interpret and understand by the user. The various aspects of dragging in 3D DGE are issues that could usefully be the focus for research.(Hoyles & Baptiste Lagrange, 2010)

Jones, Keith and Mackrell, Kate and Stevenson, Ian in chapter four of Mathematics Education and Technology-Rethinking the Terrain book (2010) discussed that there are some set decisions that the designer of dynamic geometry software should make. One of these set of decisions is about how the 3D objects would look on-screen. For an object and its surfaces some characteristics should be noticed to have a 3D perspective and appearance. The designer should decide the ways in which the visual appearance of a 3D on-screen object depends not only upon its geometry but also upon the viewpoint by making use of lighting, shading, and, where appropriate, texture. These characteristics in programing and designing software call rendering. In terms of perspective, the default for the Cabri 3D is one-point perspective. The default viewing distance is 50 cm, representing the screen at arm's length from the viewer's eye, chosen as it was thought to be natural (Hoyles & Baptiste Lagrange, 2010). See Figure------

Figure :

A Snapshot of Cabri 3D

Figure :

Snapshot of Autograph 3

If we compare Cabri 3D with the Autograph, obviously the viewing distance chosen for Autograph 3 is more subjectively and shorter than Cabri. In addition, both Cabri 3D and Autograph 3 use shading, In terms of rendering. It means in both of these DGS, brightness of a surface is dependent on the direction in which it is facing relative to the inferred observer. But fogging is a unique ability for Cabri 3D which is not exist in Autograph. Fogging is a computer graphics terms for the effect by which objects at a distance appear to be fainter than objects close at hand. These characteristics is shown in figures ----

Using the mouse is further set of decisions relate to dragging objects, which should be considering by the software designers. On a flat screen Dragging only can give motion in 2 dimensions. For Cabri 3D dynamic software a decision was made that normal pressing and dragging can move the point and object parallel with the base plane. While dragging and pressing Shift key in the same time can move the object and point perpendicular with the base plane.

Designing Learning Activities to Engage

Teachers can construct the tasks by dynamic geometry software which are not possible with paper-and-pencil technology. Furthermore they can design more interactive and interesting activities with 3D geometry software (both Euclidean and co-ordinate).the designer of such activities must be aware of the complexity of the images on-screen, and the need for learners to orient themselves to a flat-screen representation of 3D. There may also be issues for users moving from 2D DGE to 3D software. For instance, in two dimensional dynamic geometry software , the perpendicular tool just produce a line or segment, while in Cabri 3D this tool produce a perpendicular plane to a line and perpendicular to a line is a plane. (Hoyles & Baptiste Lagrange, 2010).

Such new issues about using tools in 3dimesonal geometry software are just begin to research. Because these issues emerged while teachers and researchers started to use these software as a mediate the learners' understanding of geometry .for example, Accascina and Rogora (2006) found that Cabri 3D as a very effective for quickly introducing students 3D geometry and giving them enough intuitive support for understanding non trivial. Then they repeated the experiment of plane section with grade Eight students, who had not any pervious knowledge of three-dimensional geometry. They observed students enjoyed the activities and were able to grasp the main intuitive ideas. They suggested, teachers should be conscious about confusions and misconceptions which may arise when interpreting a Cabri 3D diagram. Otherwise student will face confusions in their minds (Accascina & Rogora, 2006).

Another example of study on using Cabri 3D task in learning geometry has done by Mackrell (2008).in this research she has found that students at Grade 7 and 8 students get highly motivated to use Cabri 3D to create their own structures. That structure was consisting of real-world objects. Overall, mathematics education has benefited from some useful connections between technology designers and users, perhaps no more so than in the area of geometry education.(Hoyles & Lagrange, 2009)

In this chapter Van Hiele theory as the main theoretical frame work with its characteristics and phases of learning discussed, then the related literature on van Hiele theory involving using dynamic geometry software highlighted. Subsequently relevant litrature on Cabri 3D that have been carried out have disseised, following by issues in designing learning activates.

All in all, The Van Hiele Model provides us with a unique learning theory that can be related to Geometry and other areas of mathematics as well. The hope is that teachers who understand the different levels of the van Hiele Model will be able to recognize the level their students are currently functioning at and adjust their teaching accordingly. At the same time, the van Hieles always professed that success is very much based on adequate teaching.

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LTD ZH-7 Review

manufacturer: ESP date: 02/06/2013 category: Electric Guitars
This is a metal guitar through and through for all things heavy.
 Sound: 10
 Overall Impression: 10
 Reliability & Durability: 10
 Action, Fit & Finish: 9
 Features: 10
 Overall rating:
 Reviewer rating:
 Users rating:
review (1) pictures (1) 7 comments vote for this gear:
overall: 9.8
LTD ZH-7 Reviewed by: TomBeaumont, on february 06, 2013
1 of 1 people found this review helpful

Price paid: A$ 1424

Purchased from: Troy Music

Features: This is a 2012 Korean made 7 string guitar. 24 XJ frets on an amazing smooth ebony fretboard. It has a Mahogany body with a neck thru maple neck and quilted maple top. The finish is a see thru black satin that is far more appetizing than most plain black 7 string finishes. It is a ESP Horizon body with a string-thru body bridge that feels perfect under the palm. It has active EMG pickups, an 81-7 in the bridge and a 707 in the neck. A master volume, master tone and 3 way toggle add a level of simplicity in the control area. Features ESP locking tuners that come with a really good ratio for fine tuning. The body how ever does feel a bit light for someone like myself who is a constant Les Paul player, so I will be putting some weights in it. The block inlays remind me of my Les Paul and make it all the more attractive. // 10

Sound: This guitar being a 7 string is perfect for anything heavy and evil, the neck is perfectly sized for being able to play low crushing riffs, then switching to leads without much fuss. I play all kinds of metal such as power metal, death metal, black metal, heavy metal and all the "core" variations. This guitar fits the bill for those genres. I run this through a Boss NS2 into a Vox Le Tonelab with custom tube. The sound once dialed in sounds incredibly tight and well balanced maintaining a level of thickness in the highs. The guitar isn't overly bright, but a little more distortion is required to get the full bone-crushing effect out of the pickups. // 10

Action, Fit & Finish: The action was fairly perfect for myself, the strings that come with it are a bit thin if you want to drop tune even to Drop A. So some thicker strings will be required due to the 25.5" scale on a 7 string. The pickups were installed perfectly, at a great height allowing the perfect sound once you have all your settings dialed in. The finish was even more beautiful than pictures could describe and the really simple routing is a plus when making minor adjustments inside the guitar. My two issues with this guitar, one completely to do with me was the weight, when I play fast riffs or anything with heavy picking, the guitar does like to move a fair amount which can prove to be annoying. The only proper issue is that the toggle switch that comes stock cannot take very much abuse for someone who switches quite hard between pickups, so anew one would be required with 6 months, but that is fairly usual among new guitars with toggle switches. // 9

Reliability & Durability: This guitar will be great for live playing putting minimal stress on your shoulder while maintaining a great action and feeling to keep you playing at your peak for longer. The hardware is solid and spins quickly and easily allowing easy shut off when required. The strap buttons were wide and firmly set but I replaced them for Dunlop straploks first thing because they add more firmness and security. This guitar is reliable as all hell, set up well and I would be more than confident playing live without a back-up as I already do. The finish is Bullet proof and after many many hours of playing has stayed unchanged. // 10

Overall Impression: This is a metal guitar through and through for all things heavy. I've been playing guitar for 4 years and violin for 3 years before that. I own studio equipment and various stompboxes and processors that make this guitar scream in the studio. If it were stolen or lost I would buy it again, already having one I am keen on buying another just because of the smooth playing it brings out in the player as well as the ebony fretboard which is beautiful and tonally exciting. I love the feel of the neck and how it sits with the body allowing a perfectly flat wrist to hand. I am still put off by the lightness but I will be changing that. My favourite feature would be the locking tuners that make string changing so easy, and tidy up the headstock incredibly. I compared this to the Dean Razorback 7, LTD MH-417, LTD EC-407 and various other guitars with this one coming out on top. // 10

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Ultimate Rollercoaster

June 16, 1999

Aerosmith Recorded Disney's Rock 'N Roller Coaster Soundtrack

Orlando, FL -- Sources have confirmed that Aerosmith, one of America's most popular rock-n-roll bands, signed with Disney to record the soundtrack for the new Rock 'N Roller Coaster ride at the Disney/MGM Studios.

The new multi-million dollar attraction is slated to open to the public in late-July and was Disney's response to growing theme park competition in central Florida.

The Rock 'N Roller Coaster is a custom LIM-launched looping steel coaster, which was designed by Vekoma International and Walt Disney Imagineering.

The new coaster will feature four 24-passenger trains, which are being decorated to look like stretch limos. Each limo features 120 speakers, which will play the five separate audio scores during the duration of the ride.

The entire attraction features over 900 speakers and over 32,000 watts of amplifier power to blast the Aerosmith soundtrack.

The ride will begin when the trains are accelerated from zero to nearly 60 mph in less than three seconds. During the launch riders will experience g-forces of more than 4 G's. The entire ride will last for just over three minutes according to Disney officials.

Related Stories:
Disney Unveils Details On Rock 'N Roller Coaster June 16, 1999


text:
UMass Amherst to Recognize 21st Century Leaders at Its Undergraduate Commencement May 24

AMHERST, Mass. – Eleven seniors will be presented with 21st Century Leaders awards during the 138th Commencement of the University of Massachusetts Amherst on Saturday, May 24 in Warren P. McGuirk Alumni Stadium.

The awards are designed to recognize students who are academically accomplished and who have contributed to the university through exceptional achievement or have enhanced the reputation of the campus. The recipients are nominated by faculty for strong leadership qualities; noteworthy original research, community service, the achievement of success by overcoming extraordinary personal circumstances, or public presentation through art, performance or athletic ability.

This is the sixth year the awards have been given. The awards are sponsored by the Chancellor’s Office and the UMass Amherst Alumni Association. “The presentation of these awards during the undergraduate Commencement helps focus the ceremony on the accomplishments of students,” says Thomas W. Cole Jr., interim chancellor. “The awards also bring deserved recognition to the families who have supported this group of excellent students.”

This year’s recipients are:

Anna Marie BuAbbud, a psychology-neuroscience major, from Shrewsbury, Mass.

John P. Barrett, a physics and mathematics major, from Townsend, Mass.

Benjamin Clemenzi-Allen, an English major, from Belchertown, Mass.

Ryan Walter Durkin, a finance and management major, from Andover, Mass.

Dawn Eriksen, a chemical engineering and biochemistry major, from Tyngsboro, Mass.

Kate L. Fontaine, a history and legal studies major, from Wilbraham, Mass.

Katie Huston, a journalism major, from Royal Oak, Mich.

Rachel Mandel, an anthropology and Bachelor’s Degree with Individual Concentration (BDIC) major, from Brewster, Mass.

Brooke E. Naylor, an operations management major, from Wakefield, Mass.

Amanda Woolley, a music education major, from Point Pleasant, N.J.

Adam P. Zinkievich, an English major, from Athol, Mass.

The recipients will receive a plaque and a monetary award from the UMass Amherst Alumni Association.


text:
Women's Rowing

UMass Advances All Seven Boats At Dad Vail Regatta

Rachel Boudreau helped the UMass Varsity 4+ finish first in its heat and advance to the second day of races at the Dad Vail Regatta.

Rachel Boudreau helped the UMass Varsity 4+ finish first in its heat and advance to the second day of races at the Dad Vail Regatta.

May 9, 2014

PHILADELPHIA - The University of Massachusetts rowing program advanced each of its seven entrants at the Dad Vail Regatta to the second day of competition with strong performances on Friday morning and afternoon. The Varsity 8+, Varsity 4+ and Novice 4+ all took first place in their respective heats.

The Varsity 4+ of Rachel Boudreau, Emily Hajjar, Gabrielle Hayward, Kyla Miller and Sam Wonderlin finished its heat in a time of 7:14.374 ahead of the entrants from Delaware, Drake, Lafayette, Lehigh and Jacksonville to advance to the semifinal. The Minutewomen outpaced the next boat during the race by more than 12 seconds as Drake took second in 7:26.897.

The Varsity 8+ cruised to a first place spot in its Friday morning heat as the group crossed the finish in 6:31.943 while Purdue took second in 6:42.610, a nearly 11-second margin. The Novice 4+ also took the top spot in its first race in 7:35.424, ahead of the competition by more than 32 seconds. Purdue was next with an 8:07.736 time.

Estefi Marti Malvido took second in the first heat of the Single event. She was edged out by the top finisher from Oklahoma City University, Liz Matthews, who earned a time of 8:25.392, ahead of Marti Malvido by only six-tenths of a second.

The Novice 8+ earned second ahead of American and Scranton in 7:03.861, but the Purdue boat was able to finish in 6:50.164 to take the top spot in the heat. The Junior Varstiy 8+ matched the Novice 8+ with its second place spot, earned with a time of 6:39.891.

The Pair boat, Julia Deane and Leanne Ondreicka, ended its heat in third place with an 8:09.990 time behind William and Mary (8:05.399) and Florida (8:08.475) to advance to the semifinals.

The Minutewomen continue racing at the Dad Vail Regatta on Saturday, May 10.

UMass At The Dad Vail Regatta - Chronological Order
Women's Varsity Heavyweight 4+ Heat (First - 7:14.374)
Participants: Emily Hajjar, Sam Wonderlin, Kyla Miller, Gabrielle Hayward, Rachel Boudreau

Women's Pair Heat (Third - 8:09.990)
Participants: Leanne Ondreicka and Julia Deane

Women's Varsity Heavyweight 8+ Heat (First - 6:31.943)
Participants: Heather Pekarovich, Allanah Rubi-Mooney, Lauren St. Pierre, Sam Kolovson, Candace Miller, Pippa Edwards, Marika Kopp, Emily Mann and Taryn Wilson

Women's Open Collegiate Single Heat (Second - 8:25.939)
Participant: Estefi Marti Malvido

Women's Novice 4+ Heat (First - 7:35.424)
Participants: Abigail Raichek, Mia Bornstein, Natalie Boisvert, Teagan Rolf von den Baumen and Hallie Dunlap

Women's Novice 8+ Heat (Second - 7:03.861)
Participants: Ellen Chow, Alisha Weinstein, Elaina Falcone, Kathryn Wheeler, Molly McCabe, Amanda Burton, Lindsey Brown, Abby Norwood and Erica Shannon

Women's Junior Varsity 8+ Heat (Second - 6:39.891)
Participants: Haley Eovine, Nicole Juul-Hindsgaul, Krysten Menks, Courtney Edson, Catherine Murphy, Hadley Irvin, Rebecca Adams, Hannah Monahan and Haley York

    Event Calendar

    Saturday, Oct 3
    vs Head of the Oklahoma All Day
    Sunday, Oct 4
    vs Head of the Oklahoma All Day
    Saturday, Oct 10
    vs Head of the Housatonic All Day
    Sunday, Oct 11
    vs Seven Sisters Sculling Regatta All Day
    Saturday, Oct 17
    vs Head of the Charles All Day
    Sunday, Oct 18
    vs Head of the Charles All Day
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      1 second ago


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St. Louis Mercantile Library

P-3: Ruth Ferris Collection of River Life and Lore

Image: Str. Pilothouse of the IDLEWILD. (Ruth Ferris Collection)

HISTORY: Miss Ruth Ferris was a river and steamboat historian and writer, and one of the most respected educators of St. Louis for over a half century. Besides her excellent scholarship, she traveled on the rivers, recording these experiences, and she was a life-long friend to river people, and those interested in the river. Her collection of river objects and papers expanded out of her basement to the River Room at the Missouri Historical Society, to the Becky Thatcher Museum, and to their final home at the Mercantile Library.

SCOPE: This collection covers many aspects of inland river history, particularly on the Mississippi River.Included are extensive research files on vessels, particularly the famous steam packets and excursion boats; river locations and communities; and biographical information on hundreds of individuals associated with the rivers. 10,000 photographs dated from 1870 to the 1970s, include rare images of steamboats, river, communities, landings, and people.

HOLDINGS: Approximately 200 linear feet; 300 volumes. This is a varied collection of books, photographs, artifacts, manuscripts, prints, and ephemera. It is literally anything that pertained to steamboats including pilot licenses, bills of lading, boat tickets, gingerbread trim and decoration, bells and whistles, china, silver, and gambling devices. Miss Ruth Ferris accumulated her research files and manuscript collections, which encompassed information concerning river history, boats, river people, companies, floods, folklore, art and statistics.

Bill of Lading of the Str. COURIER, built 1870. (Ruth Ferris Collection)

The majority of these pieces of paper which relate to business and vessel transporting goods are from the Ruth Ferris Collection, and are for the most part Bills of Lading. There are two listings one Alphabetical (.pdf) and the other Chronological (.pdf). These documents are located in folders labeled for instance, Courier � Realia, and soon a new database listing all Vessel folders will be searchable.

ACCESS: This is Special Collection P-3. Some of the collection may be photocopied, digitally scanned, or photographed, depending on condition.

Image: St. Louis Levee and Eads Bridge. February 17, 1934,
from the Str. BETSY ANNs pilothouse. (Ruth Ferris Collection)

St. Louis Levee and Eads Bridge. February 17, 1934,

Mercantile Hours


text:
Kansas-born troubadour's second LP

Product Overview

Overall rating:

Score 3

Major Matt Mason – Honey, Are You Ready For The Ballet?

Almost uniquely among the anti-folk crowd, New York resident Mason isn’t preoccupied with lo-fi aesthetics. His well-observed ditties may be furnished with little more than acoustic guitar, but a nasal whine and knack for turning out fully-constructed songs give him a robustness lacking in many of his contemporaries. As with fellow tunesmith Jeff Lewis, Daniel Johnston’s influence looms large, as do Dylan and Sonic Youth, but Mason has a wry way with words. His take on love? “My mitten became a glove/My chicken became a dove”. Charming.


text:
125 Home
    Fighting Irish
    Irish Hit Home Turf For First Time Against Eastern Michigan

    FIGHTING IRISH Kasey O'Connor
    Kasey O'Connor

    March 22, 2011

    Gameday ProgramGet Acrobat Reader

    NOTRE DAME, Ind. - A five-week, 22-game road stretch to start the season comes to a close Wednesday when the Notre Dame softball team welcomes Eastern Michigan to South Bend for a non-conference doubleheader beginning at 5:00 p.m. (ET). Complete coverage of the home opener at Melissa Cook Stadium - including live video, audio and stats - will be available at UND.com.

    Notre Dame Fighting Irish
    (16-6 overall, 0-0 BIG EAST)
    [und.com • bigeast.org]

    Eastern Michigan Eagles
    (9-4 overall, 0-0 Mid-American)
    [emueagles.com • mac-sports.com]
    Series: Notre Dame leads, 13-2
    Series streak: Notre Dame, W4
    First meeting: April 5, 1999 - Eastern Michigan, 5-4
    Last meeting: March 23, 2010 - Notre Dame, 9-3

    Live audio / chat / stats: UND.com
    IRISH ALERT (text message updates): UND.com
    Twitter: @und_com / @ ndsoftball / @ndcoachgumpf
    Facebook: facebook.com/unddotcom

    One-Hitters ...
    • Spring Break saw the Irish hit the West Coast for eight games, including six at the prestigious Judi Garman Classic ... after sweeping a doubleheader at Cal Poly, Notre Dame went 2-4 at the Judi Garman Classic ... that mark included a 2-1 victory over No. 9 Oklahoma, the first for Notre Dame over a top 10 opponent since 2009 ... that victory was also against (then) ninth-ranked Oklahoma during the same tournament.
    • With what is perhaps one of the most challenging non-conference schedules at this point of the season, Notre Dame has already faced four top 10 teams (No. 1 Alabama, No. 4 Washington, No. 5 Michigan and No. 9 Oklahoma) ... the Irish are 1-3 against those squads.
    • The Irish are currently on a two-game skid heading into their home opener ... the team posted a program-record nine straight wins (Feb. 18-Feb. 27) to start the season, later followed by a six-game winning streak (March 5-March 16).
    • Last season's home opener: Nine runs in each of the two contests during the 2010 home doubleheader - which was also pitted the Irish against Eastern Michigan - provided enough offense for Notre Dame to sweep the twinbill by respective scores of 9-0 and 9-3 ... Christine Lux and Kristina Wright were each good for one home run and one double on the day, as half of Notre Dame's 22 hits went for extra bases (11 doubles, four home runs, one triple) ... Dani Miller and Heather Johnson contributed four RBI apiece, with Johnson's entire load coming in the first game ... Jody Valdivia (14-2) tacked on her 13th straight win from the circle in game one ... she needed 5.0 innings to toss the four-hit shutout ... the Irish are 20-2 all-time in home openers.
    • Notre Dame is in its 23rd season of varsity competition with an all-time record of 907-417-3 (.685) ... the program boasts 15 NCAA Championship appearances (12 consecutive) and six BIG EAST Conference Tournament titles, the latest coming in 2009.

    Corporate Sponsors
    Team Notre Dame

      St. Joseph's Medical Center Medifast


text:
125 Home
    Fighting Irish
    Fighting Irish To Face Stacked Field At Diet Coke Classic

    FIGHTING IRISH Setter Jamel Nicholas eclipsed the 1,000 career assist mark during last weeks Idaho Volleyball Classic.
    Setter Jamel Nicholas eclipsed the 1,000 career assist mark during last weeks Idaho Volleyball Classic.

    Sept. 11, 2008

    Game Notes Get Acrobat Reader

    NOTRE DAME, Ind. - For the first time this season the Notre Dame volleyball team will face a ranked opponent - including two more top-20 teams for good measure - when the Irish travel to Minnesota's Diet Coke Classic Sept. 12-14. Notre Dame started the season with a pair of wins at the Shamrock Invitational and went 1-2 during last week's Idaho Volleyball Classic.

    Notre Dame dropped the 2007 season opener to Minnesota and later stumbled against California in a five-set thriller. The Irish leaped ahead of California, 2-0, before the Golden Bears staged a three-set comeback for the win at Santa Clara's Bronco Classic. The Irish won each of their two previous meetings versus Cal Poly, with those victories posted in the 2002 and 2004 seasons.

    Notre Dame Fighting Irish
    (3-3 overall / 0-0 BIG EAST)

    No. 16 Cal Poly Mustangs
    (4-2 overall / 0-0 Big West)
    Sept. 12 - 5:00 p.m. (CT)
    Live Stats: GopherSports.com

    No. 4 California Golden Bears
    (5-0 overall / 0-0 Pacific-10)
    Sept. 13 - 5:00 p.m. (CT)
    Live Stats: GopherSports.com

    No. 11 Minnesota Golden Gophers
    (5-1 overall / 0-0 Big Ten)
    Sept. 14 - 2:30 p.m. (CT)
    TV: Big Ten Network
    Live Stats: GopherSports.com

    Diet Coke Classic
    Sports Pavilion - Sept. 12-14
    University of Minnesota - Minneapolis, Minn.

    Sept. 12 - 5:00 p.m.
    Cal Poly vs. Notre Dame
    Sept. 12 - 7:30 p.m.
    California vs. Minnesota

    Sept. 13 - 5:00 p.m.
    California vs. Notre Dame
    Sept. 13 - 7:30 p.m.
    Cal Poly vs. Minnesota

    Sept. 14 - 12:00 p.m.
    Cal Poly vs. California
    Sept. 14 - 2:30 p.m.
    Minnesota vs. Notre Dame

    *all times local to site (Central)

    Bump, Set, Spike ...
    - Notre Dame dropped two of three contests at the Idaho Volleyball Classic (Sept. 5-6) ... a 3-0 sweep over Washington State was offset by losses to Eastern Washington and host Idaho ... junior Christina Kaelin had 20 kills on a .286 average in the opening-round match versus Eastern Washington (Sept. 5) ... for Kaelin, it was the sixth time in her career she has recorded at least 20 kills in a match, doing so through only 36 matches played in two seasons ... the feat moves her into a four-way tie for 10th place on the school's all-time list for 20+ kill matches... freshman Frenchy Silva has continued her steady defensive efforts for the Irish and has now registered at least 10 digs in each of Notre Dame's six matches this season ... she leads the team with a 4.19 digs/set average.

    - The Irish will face a trio of ranked opponents this weekend at the Diet Coke Classic ... the last time Notre Dame challenged ranked foes in there consecutive matches was in 2001 when they went to battle with No. 7 UCLA, No. 1 Nebraska and No. 15 Pepperdine at the U.S. Bank / Arby's Tournament in Lincoln, Neb. ... Notre Dame dropped each of the three matches.

    - The last time Notre Dame beat a ranked opponent was Nov. 11, 2007 ... this came in the form of a 3-1 win over No. 17 Louisville ... the last win over a top-10 opponent was a 3-2 win against No. 7 Louisville (Nov. 20, 2005) in the BIG EAST Championship match ... the highest-ranked opponent Notre Dame defeated in 29 seasons of action is No. 3 Nebraska (Sept. 25, 1993).

    Series Notes ...
    - The Golden Gophers have won the last three decisions in the six-match history of this series ... Minnesota knocked the No. 17 Irish out of the NCAA Tournament with a 3-2 first-round win at Minneapolis in 1993 ... Notre Dame took the first meeting between the two squads, a 3-1 win at home in 1987 ... No. 9 Minnesota swept the Irish in Notre Dame's season opener in 2007, the first season-opening loss ever for Irish head coach Debbie Brown since she took over the program in 1991.

    - The Irish and the Bears met last season at Santa Clara's Bronco Invitational ... despite leading 2-0 after the first two games against No. 11 California, Notre Dame could not withstand a late Golden Bear barrage as Cal took the final three games in a 3-2 (23-30, 24-30, 30-28, 30-24, 15-11) Irish loss ... Cal took the first match between the two schools in 1985 with a 3-0 win (6-15, 2-15, 6-15) ... at the NIVC Tournament in Fairborn, Ohio, Notre Dame tacked on a 3-2 win when the squads squared off again in 1991.

    - Two meetings with Cal Poly - both resulting in Irish wins - came during the early stages of the 2002 and 2004 seasons ... Notre Dame, then ranked 25th, swept the Mustangs in the Shamrock Invitational ... they later swept Cal Poly two years later in San Luis Obispo.

    - Middle blockers Kellie Sciacca (Notre Dame) and Ariana Filho (Minnesota) were high school teammates ... both played for Lewis-Palmer in Monument, Colo.

    Getting to Know the Golden Gophers ...
    Minnesota moved up to No. 11 in the most recent CSTV/AVCA Top 25 poll ... it matches the team's highest ranking in the top 25 since Oct. 8, 2007 when they were also No. 11 in the nation ... the Golden Gophers were 2-1 last week and finished second in the Honolulu Advertiser Challenge ... they lost a five-set match to No. 11 Hawaii, but bounced back to defeat Cincinnati and Wyoming in three sets two head back to Minneapolis with a two-match win streak.

    Calling On Cal Poly ...
    Cal Poly is fresh off a date with the nation's second-ranked program while heading into the Diet Coke Classic ... the Mustangs dropped a 3-0 home decision to No. 2 Nebraska last week ... outside hitter Kylie Atherstone earned her conference-record 10th Big West Player of the Week honor this past week after averaging 3.78 kills and 1.11 aces/set and hitting .342 as Cal Poly posted a 2-1 mark at its Sept. 5-6 Paso Robles Marriott Invitational last weekend ... during the tournament's opening contest versus Tulane, Atherstone tied a career single-match best with six aces ... through six matches Atherstone leads all Big West players with 16 aces ... she is also hitting .275.

    Breaking Down the Golden Bears ...
    California kept its flawless record in tact by winning three matches without dropping a set at the Golden Bear Invitational last weekend ... Cal has now won 15 consecutive sets on its way to a 5-0 overall record ... sophomore setter Carli Lloyd took home tournament MVP and Outstanding Setter honors and junior libero Kristen Kathan was named Defensive Standout for the second time this season.

    More Give Than Take ...
    Junior setter Jamel Nicholas reached noteworthy milestone at the Idaho Volleyball Classic (Sept. 5-6) by surpassing the 1000-assist plateau through just over two season with the Irish ... Nicholas' 1006 helpers ranks 10th on the program's all-time list ... coming out of the tournament in Idaho, Nicholas sat at the No. 10 spot in career assist average (1006 assists in 226 sets for a 4.45/set average) ... Nicholas shared time with Ashley Tarutis during her first two seasons with the Fighting Irish and now mentors freshman setter Beth Wildermuth.

    Pocket Aces ...
    Notre Dame served a season-high eight aces against Washington State (Sept. 6) ... Serinity Phillips, Jamel Nicholas, Tara Enzweiler and Beth Wildermuth each had two for the Fighting Irish.

    On Top of the Summit ...
    In 29 seasons of varsity volleyball, Notre Dame earned just its first win over a Summit League opponent with a 3-0 sweep of IPFW (Aug. 29) ... the league changed its name from the Mid-Continent Conference to Summit in June 2007 ... before the season-opening win over the Mastodons the Irish were 26-8 all-time against the conference and 14-3 under head coach Debbie Brown.

    It's Good To Be Home ...
    Head coach Debbie Brown earned her 200th home win at Notre Dame with a 3-1 win against Nevada (Aug. 30) ... the win moved Brown to 200-38 (.843) within the walls of the Joyce Center ... last season she picked up her 400th overall win as the Irish skipper.

    Give Silva the Shovel ...
    Freshman libero Frenchy Silva averaged 4.27 digs/set in four matches during the Shamrock Invitational (Aug. 29-31) ... that clip ranked fourth in the BIG EAST Conference and the best among league rookies ... Silva scooped 21 shots against Valparaiso (Aug. 31), the first 20-dig effort by an Irish player since Adrianna Stasiuk posted an identical total at Connecticut (Oct. 27) in 2007.

    Under .100 Is Fine With Us ...
    An Irish defense that totaled 13.0 team blocks and registered 58 digs in four sets during a win against Nevada (Aug. 30) held the Wolf Pack to an overall hitting average of .080 ... the Wolf Pack posted clips of .000, .162, .114 and .036 in the respective frames ... Georgetown (Nov. 2, 2007) was the last team to hit under .100 in a match versus the Irish, finishing with a .031 mark.

    Brown Honored By Former Team ...
    Head coach Debbie Brown was honored on Sept. 4 during the University of Southern California's match versus Oklahoma as part of the program's All-Time Great Night ... Brown, a former Trojan standout, was joined during the ceremony with longtime friend and teammate Sue Woodstra ... permanent banners with Woodstra and Brown's name and numbers are now displayed in the Galen Center ... after graduating from El Segundo High School (Calif.), Brown captained the University of Southern California to a 72-1 two-year record and national titles in both 1976 and 1977, including a 38-0 run in 1977 that, until 1998, was the only unbeaten season in Division I women's volleyball history ... her 1977 squad is still considered one of the all-time greatest at any level of volleyball ... Brown (then Debbie Landreth) twice was named a collegiate All-American and received the Mikasa Award as the "nation's best all-around player" in 1976 and 1977 ... the 5-8 outside hitter left USC prior to her junior year, accepting an invitation to train full-time with the U.S. national team ... she co-captained the team to a fifth-place finish at the 1978 World Championships ... a year later, she and her teammates - including Debbie Green, Flo Hyman, Rita Crockett and Woodstra - qualified for the Olympics in Moscow and were considered serious medal contenders before the United States elected to boycott the games.

    Early Experience ...
    Freshmen Kristen Dealy and Frenchy Silva each cracked the starting lineups in their collegiate debut versus IPFW (Aug. 31) ... last season, first-year players Kellie Sciacca and Angela Puente started in the season opener ... setter Beth Wildermuth also saw significant action on the court in the season's first weekend of play ... Silva and Dealy earned starting nods in each of Notre Dame's three matches ... Dealy led the Irish with 31 kills (2.82 kills/set) while Silva averaged 4.27 digs/set ... not to be outdone, Wildermuth split time with starting setter Jamel Nicholas and posted 3.73 assists/set.

    Enzweiler Energizes Irish ...
    Junior middle blocker Tara Enzweiler set career-high marks in virtually every statistical category during the Shamrock Invitational (Aug. 29-31) ... Enzweiler logged a pair of starts and matched or exceeded single-match personal bests in kills (5), attempts (13), aces (2), solo blocks (1), block assists (7), total blocks (8) and points (8.5).

    Setting Herself Up ...
    Junior setter Jamel Nicholas averaged 6.91 assists/set during the Shamrock Invitational (Aug. 29-31) but much of her aid to the Irish offensive attack against Valparaiso (Aug. 31) came by means of a career-high seven kills ... her previous high of two kills was set versus Butler (Sept. 15) during Nicholas' freshman campaign.

    Kaelin Christens Court ...
    Junior outside hitter Christina Kaelin returned from an injury that sidelined her for the duration of the 2007 campaign with three starts at the Shamrock Invitational (Aug. 29-31) ... her weekend was highlighted by 13 kills for a .480 clips versus Valparaiso (Aug. 31) ... Kaelin was one of Notre Dame's top offensive threats throughout her freshman campaign.

    Shamrock Stars ...
    Junior outside hitter Serinity Phillips and sophomore middle blocker Kellie Sciacca were each named to the Shamrock Invitational All-Tournament squad ... Phillips had 13 kills and 12 digs in the season opener against IPFW (Aug. 29) and scooped at least 10 digs in each of the invite's three matches ... Sciacca secured a double-double - the second of her career - against Nevada (Aug. 30) with a 14-kill, 10-block effort.

    BIG EAST Honors Sciacca ...
    Sophomore middle blocker Kellie Sciacca was selected to the league's weekly honor roll (Sept. 1) ... Sciacca totaled 30 kills (2.73/set) on a .359 average through three matches at the Shamrock Invitational (Aug. 29-31) ... she led Notre Dame with 20 blocks over the course of three matches (1.82 blocks/set) and also registered one ace ... Sciacca had 14 kills on a .464 average against Nevada (Aug. 30) along with 10 blocks for a double-double ... she had seven blocks against Valparaiso (Aug. 31) ... she finished with nine kills on 18 swings versus IPFW (Aug. 29).

    Corporate Sponsors
    Team Notre Dame

      St. Joseph's Medical Center Medifast


text:
Click on the [CC] button to view the trailer in other languages!

There is a hidden epidemic - millions of people living with perplexing illnesses that elude definition and treatment. Undiagnosed: Medical Refugees is a documentary about what it is like to exist in a constant state of unknown, struggling with undiagnosed illnesses and rare diseases, and existing as medical refugees in a modern health care system. The film aspires to bring objectivity to this controversial and timely subject by interviewing doctors, medical administrators, and people, both children and adults, who have the misfortune of suffering without a diagnosis. Research and professional opinions combine with gripping stories into an incredible narrative that showcases the strength of the human spirit and the need for change in our medical system.

Health Care Professionals Appearing on Trailer
(in order of appearance):

Jennifer Friedman, M.D.,
Clinical Professor Neurosciences & Pediatrics,
UCSD/Rady Children’s Hospital

Gurpreet Dhaliwal, M.D.,
Associate Professor of Clinical Medicine,
University of California San Francisco

Jonathan Hoffman, Ph.D., ABPP,
Clinical Director & Co-Founder,
NeuroBehavioral Institute

William Gahl, M.D., Ph.D.,
Clinical Director, National Human Genome Research Institute,
Director, NIH Undiagnosed Diseases Program

Becky Dennis,
Patient Advocate & Author,
Brain Wreck

David Newman-Toker, M.D. Ph.D.,
Associate Professor of Neurology & Otolaryngology,
The Johns Hopkins University School of Medicine

Vicki Whiting, Ph.D.,
Patient Advocate & Author,
In Pain We Trust

Gordon Schiff, M.D.,
Associate Director, Center for Patient Safety Research, Brigham and Women’s Hospital,
Associate Professor of Medicine, Harvard Medical School

Katia Moritz, Ph.D., ABPP,
Clinical Director & Co-Founder,
NeuroBehavioral Institute

Amy Goldstein, M.D.,
Director, Neurogenetics & Metabolism,
Children’s Hospital of Pittsburgh

Charles Mohan Jr.,
Chief Executive Officer,
United Mitochondrial Disease Foundation

Edward B. Clark, M.D.,
Chair, Department of Pediatrics,
University of Utah School of Medicine

Disclaimer: Undiagnosed: Medical Refugees includes footage from the National Institutes of Health (NIH). The NIH does not endorse the producer or its products or services.

© 2015 Undiagnosed Films LLC


text:
The way forward for the UN: we need to focus more on peace and stability

Women carrying placards ask for peace in the Democratic Republic of the Congo during the Secretary General's visit. Photo: Eskinder Debebe/UN Photos

How the international community, including the United Nations, approaches development may be about to change. In 2015, the Millennium Development Goals, a set of targets that mark major development milestones, are set to expire and a next generation of goals will take their place. However, what these new goals, commonly referred to as the Sustainable Development Goals, will entail is still up for debate.

Member States at the United Nations will have ample opportunity to build and then agree upon a new framework for the development agenda. One important part of the process will be the President of the General Assembly's Thematic Debate on Ensuring Peaceful Societies on 24-25 April. This debate offers governments around the world the opportunity to understand why peace and security should be at the centre of the agenda and a separate goal of its own right.

Without peace there can be no secure basis for development. It is well known that countries affected by conflict are also affected by poverty and have so far failed to achieve most -- if any -- of the MDGs. According to the Organization for Economic Development and Cooperation's 2014 Report on Fragile States, countries affected by conflict account for one-third of the world's population living below $ 1.25 per day.

Despite relying heavily on foreign aid, recent estimates show that for many of the most fragile countries, foreign aid decreased by 2.4 percent in 2011 and is expected to shrink further in the coming years. While the majority of the extremely poor in our world will be concentrated in these states by 2018, those who are most in need of aid are now also losing out the most.

By promoting peaceful and stable societies we not only ensure a basis for economic development, but also address the drivers of conflict itself and can prevent countries from relapsing repeatedly into violence. In an increasingly globalized world, the impact of countries affected by conflict has a greater reach than in the past. Conflicts create waves of refugees that spill across borders and destabilize neighboring regions.

In Syria, for instance, millions of refugees have sought refuge in Jordan, Lebanon and Turkey and are threatening to deplete already scant resources and upset the precarious balance of the entire region. Conflicts also disrupt international trade and create economic difficulties for nations around the globe. Another example is the conflict in Ukraine, where global oil and gas prices have already begun to rise and countries in Europe have begun to experience lower levels of gas distribution.

Through the discussion surrounding the future generation of the Millennium Development Goals after 2015, the United Nations Development Programme is proposing a shift in the way we approach development. Through international support, we can ensure that world populations live free from the fear of violence, and can develop in a way that is truly sustainable for future generations.


text:
Click for UNI web site search Click for online phone and e-mail directory search

University of Northern Iowa presents

U.S. Secretary of Education Arne Duncan

Friday, April 24, 2009
11 a.m.
Gallagher-Bluedorn Performing Arts Center - Great Hall

U.S. Department of Education Secretary Arne DuncanIt's up to everyone to get serious about real reform in education, according to U.S. Secretary of Education Arne Duncan. VIDEO   Duncan spoke to an audience of more than 1,000 people in the Gallagher-Bluedorn Performing Arts Center on the University of Northern Iowa campus. Duncan was interrupted by applause numerous times as he discussed the $411 million in economic stimulus money targeted for Iowa education, priorities in education reform, and changes to improve the No Child Left Behind program started by the Bush administration.

Among his ideas for reforming education are doing a better job of tracking student progress, especially in a way that can be measured against international benchmarks; improving the teacher/administrator evaluation system; developing a compensation system that rewards excellence in teaching and being more aggressive in turning around low-performing schools.

Part of the key to real reform, said Duncan, will be a willingness to be open to new ideas, such as charter schools, totally turning over the staff and administrators in severely underperforming schools and changing the school calendar. "The school calendar is still based on the agrarian calendar, which no longer makes sense, even in a farm state like Iowa," he said.

U.S. Department of Education Secretary Arne Duncan, UNI President Ben AllenDuncan outlined steps to improve the No Child Left Behind program, saying it had too many goals and was too prescriptive about the solutions. He called for fewer, more well-defined goals and fewer mandated solutions. VIDEO

Teacher training also needs to be closely examined, according to Duncan. He praised UNI's practice for teaching students to receive at least 150 hours of hands-on classroom experience before they graduate, so they are well-prepared for their first job.

Duncan addressed a group of high school students in the crowd who were at UNI to attend a Challenge of Teaching conference. Duncan said they were the answer to replacing the million-plus teachers expected to retire in the next decade. VIDEO  Duncan called on those students and professionals already in the workforce to consider a career in education. VIDEO

Duncan closed by saying he regards improving education as the civil rights issue of our generation. " With opportunity, guidance and support, our children can do extraordinary things, no matter where they come from." VIDEO

RealPlayer streaming video of Secretary Duncan's entire speech (Requires the free RealPlayer)

UNI News Release on the Secretary's visit

Click on the photos below for reaction to Secretary Duncan's speech

Secretary Duncan talking with UNI Dean of the College of Education Bill Callahan

U.S. Department of Education Secretary Arne Duncan, UNI President Ben Allen

UNI President Ben Allen, U.S. Senator Tom Harkin, U.S. Representative Bruce Braley, Secretary Duncan

UNI Senior Alex Davies and *** present Secretary Duncan with a UNI basketball jersey, #42, the same number he wore as a starting player in college

UNI Reaction video
Cindy Dietz
UNI Reaction
Dianna Briggs
UNI Office of
Student Field Experiences
UNI Reaction
Alex Davies
UNI Senior
West Union, Iowa
Video links open in new window in Flash Player format.


text:
Barbara A. Bakker, M.A.

Instructor - Health Promotion & Education

Barb Bakker's Vitae

Ms. Bakker is an instructor of School Health Education.  Her primary teaching responsibilities include School Health Education Methods and Curriculum courses and Program Coordinator for the School Health Education Endorsement Program. Prior to arriving at the University of Northern Iowa Ms. Bakker taught Health Education for 33 years and was head volleyball coach for 24 years in the Dike-New Hartford Community School District in Dike, Iowa. She also served for 10 years as an adjunct instructor in the Health Division at the University of Northern Iowa. Ms. Bakker was the 1989 recipient of the IAHPERD Health Educator of the Year Award. She has been inducted into the University of Northern Iowa Athletics Hall of Fame, the National High School Athletic Coaches Association Hall of Fame, and the Iowa Girls Coaches Association Volleyball Hall of Fame. She holds several State of Iowa coaching achievements including seven state championships and six state runner-up titles

(319) 273-2215
(319) 273-5958
Office Location:

WRC 231

Mailing Address:

University of Northern Iowa
203 Wellness & Recreation Center
Cedar Falls, IA 50614-0241

BA: University of Northern Iowa
MA: University of Northern Iowa

Courses Taught

HPE 3240 Secondary School Health Education; HPE 3344 Health Education Curriculum; HPE 4164 Health Care & the Consumer; HPELS 2045 Health & Physical Education for Elementary Teachers; HPE 4186 GSW2 Studies in Substance Abuse Prevention Education for School Health Educators; HPE 4186 GSW3 Studies in Sexuality Education for School Health Educators; HPE 4186 GSW4 Studies in Mental/Emotional Health for School Health Educators; HPE 4186 Studies in Secondary School Health Education Methods


text:
University Alliance > Campaigns > More than just a degree

More than just a degree

Read the stories »

  • alistair mills
  • Amy Guy
  • Carl Lewis
  • Chantelle Holt
  • Jamie White
  • John Muirhead
  • Lauren Baxendale
  • Michael Scott
  • Philip Cooper
  • sophie cousens

stories of empowered students

We have news for you.

Universities have changed and so have the students who study there – and not in the way you might think.

We refute notions of lazy students, unresponsive universities and unsatisfied employers and we have the stories to prove it.

They are stories of universities without borders – providing a multi-dimensional, incredibly broad environment. And of empowered students – dynamic, entrepreneurial, focussed – making the most of the endless possibilities on offer to learn, explore and grow.

Politicians and commentators quite rightly ask what we are getting in return for the investment in universities and universities haven’t always been good at explaining or demonstrating this. This is partly because the very aspects that are so valuable and unique about universities, that make the investment so worthwhile, can often seem intangible.

More than just a degree - cover

Download the publication »

Here at University Alliance, an organisation bringing together 23 UK universities with government and business, we wanted to find a better way of describing it; so we asked the students.

Over the course of six months we interviewed students from a number of Alliance universities. We wanted to find out what made them tick, what they wanted from life and to learn more about the ups and downs of their journey through university and
beyond. What emerges is a diverse picture of rich experiences driven by the unique aspirations and choices of each individual student.

Their stories are about so much more than lectures, seminars and essays. They are about building confidence, taking ownership and making the most of what is on offer: saying ‘yes’ at pivotal moments; exploring and shaping a broad learning environment; doing research on the shoreline; delivering a multi-national project; stepping into professional practice; endless opportunities at university and beyond. These students are fully in the driving seat to gain the education they need and to shape the experience that they want from their time at university.

David Willetts, Universities Minister, launching More than just a degree

It is often asked whether graduates are being adequately prepared for their future careers and the world around them. As these stories show, forward- thinking universities like the members of University Alliance consistently ask themselves the same question as they shape, plan and develop the experience they offer. They are coming up with innovative solutions to equip their students for the challenges ahead.

UA member university logos


text:
Re: UTF-8N?

From: Doug Ewell (
Date: Mon Jun 26 2000 - 23:19:02 EDT

Asmus Freytag <> wrote:

>> Yes. The Unicode Standard will deprecate the use of U+FFEF (Note: not
>> U+FFFE) as a zero-width non-breaking space (despite its formal name).
>> And U+FFEF should *only* be used as a byte order mark and/or
>> signature. (That is already ambiguous and trouble enough -- without
>> tossing in the orthogonal issue of the need for a non-breaking zero-
>> width space.)
> In my book, this is one of the most egregious recent mistakes by the
> UTC. Especially in light of the fact that the use of FEFF as ZWNBSP
> is supported today in widely distributed software - who's going to
> convert all the data, and what will happen when "programs will feel
> free to toss out U+FEFF" as someone recently suggested.

Is there really a large amount of support in present-day software for
the zero-width no-break space? I'm not really sure that many users or
developers are even aware that it exists, or what it is used for.
Then again, I could be way wrong....

-Doug Ewell
 Fullerton, California

This archive was generated by hypermail 2.1.2 : Tue Jul 10 2001 - 17:21:05 EDT