text:
Using Young People's Blood to Prevent Aging Has No Proven Clinical Benefits, FDA Warns
By Anna Edney / Bloomberg
Updated: February 19, 2019 5:01 PM ET
(Bloomberg) — Taking a young person's plasma and infusing it into an older person to ward off aging — a therapy that's fascinated some of the biggest names in Silicon Valley — has no proven clinical benefit, the Food and Drug Administration said.
The agency issued a safety alert on Tuesday about the infusion of plasma from young donors for the prevention of conditions such as aging or memory loss, or for the treatment of such conditions as dementia, Parkinson's disease, multiple sclerosis, Alzheimer's disease, heart disease or post‐traumatic stress disorder.
"There is no proven clinical benefit of infusion of plasma from young donors to cure, mitigate, treat or prevent these conditions, and there are risks associated with the use of any plasma product," the FDA said in a statement from Commissioner Scott Gottlieb and Peter Marks, head of the agency's biologics center.
The idea of infusing young blood to fight aging has attracted technology entrepreneurs like billionaire Peter Thiel and was lampooned in a 2017 episode of the HBO show "Silicon Valley." Thiel's reported interest was sparked by a company called Ambrosia, which has locations in five states across the U.S. and sells one liter of blood plasma from donors between the ages of 16 and 25 for $8,000, according to its website.
Ambrosia's website was updated Tuesday to say it has "ceased patient treatments" in compliance with the FDA's advisory.
Gottlieb and Marks said none of the plasma treatments has gone through the rigorous testing required by the agency. Ambrosia says "experiments in mice called parabiosis provided the inspiration to deliver treatments with young plasma." The FDA approval typically requires human trials before companies can make a specific health claim about a product.
"The reported uses of these products should not be assumed to be safe or effective," Gottlieb and Marks said. "We strongly discourage consumers from pursing this therapy outside of clinical trials under appropriate institutional review board and regulatory oversight."
Plasma, the liquid portion of blood, contains proteins to help the blood clot. Plasma infusion is an approved use by the FDA in trauma settings or in patients whose blood doesn't coagulate. But, the FDA says, there are risks, including allergic reactions, circulatory overload, lung injury and infectious disease transmission.
"We're concerned that some patients are being preyed upon by unscrupulous actors touting treatments of plasma from young donors as cures and remedies," Gottlieb and Marks said. "Such treatments have no proven clinical benefits for the uses for which these clinics are advertising them, and are potentially harmful."


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"Never give up building bridges!"
From becoming Martin Luther King's Nobel Peace Prize mail translator to thinking about his legacy
One of the greatest honors in my life occurred in May 1965 when I met Martin Luther King, Jr, who invited me to become his Nobel Peace Prize Mail translator. The parents of one of my American exchange sisters, Ruth Ewy White (the 1961-62 Bethel College exchange student at Wuppertal, my hometown), had invited me (the 1964-65 Wuppertal exchange student at Bethel College) to join them in visiting their daughter who was working as a civil rights worker at the Ebenezer Church and the Southern Christian Leadership Conference (SCLC). Ruth promised that she would introduce us to Dr. King.
The Ebenezer Baptist Church in Atlanta was crowded with church goers. I am ashamed to say that white Americans stayed away in droves. Ruth, her parents, and I were four of maybe six or so non-Africans that Sunday morning to hear the most famous living American (as Kennedy had already been assassinated). Many Americans at that time looked at King with suspicion. After all, he was preaching equality of all human beings and that meant the likely loss of cheap labor in the South and negroes (as African-Americans were called in those days) who would become "uppity and cause trouble."
I am a happy agnostic, but I must admit his sermon spoke to me on several levels. I will never forget his encouragement to everyone in the congregation: "Never give up building bridges," he said, and people nodded and cheered him on. After the service, Ruth introduced us to the "Mahatma Gandhi of the United States." He welcomed us, shook our hands, and I asked him to sign two books that he had written. He smiled, nodded, and signed. And then I asked him whether he could show me his Nobel Peace Prize. "Sure," he said, and then he looked me straight in the eye, doubt wrinkling his forehead. "Frankly," King said, "I don't know where I have that thing!"
Photo courtesy Washington Post
The world's greatest honor—"that thing." I realized that he was an extraordinarily busy man, but this sophomore from Germany really wanted to see the Nobel Peace Prize. I literally begged him: "Please, I REALLY would like to see it!" "All right," said one of America's busiest men. "Let me try to find it. Come and see me tomorrow." I could not sleep that night. After all, how often does a young college student get invited to see a Nobel prize in person. The next day, with great anticipation, I walked into his office at the SCLC which he headed. What struck me was the contrast between the area itself which looked economically deprived, even neglected by society, and the gold medal—the world's most famous honor—in the midst of this poverty. It seemed to me that the people of Scandinavia valued King's work more than many Americans, and that saddened me.
I was in awe holding King's Nobel Peace Prize in my hand, a gold medal with an image of Alfred Nobel on one side and the inscription "Pro pace et fraternitate gentium" ("For the peace and brotherhood of men") on the other side. Dr. King even had brought along a blue box for me. When I opened it, I unscrolled a parchment-like document which identified him as the winner of the Nobel Prize for 1964. It was signed by the King of Norway. I felt so honored that I asked right away whether I could do something for Dr. King. "I don't know," he said. And for the first time in my life I heard myself say that I was bilingual: able to speak and write German and English fluently. "Oh, German," he said, "there are all those letters."
Within minutes I found myself sitting at King's typewriter and translating letters from all over Germany, both East and West, and the whole of Eastern Europe where German was still the lingua franca. Every single one of the writers was thrilled about his award. I clipped my translations together with the originals and placed the most important one on top of the pile: an invitation from the Thomaner Kirche (Thomas Church) of Johann Sebastian Bach in Leipzig, (then) East Germany, an invitation that the Nobel Peace Laureate could not accept as he had been maligned as a Communist in the US and did not dare to visit the Thomaner Kirche in Leipzig. Years later I found out that he had briefly visited East Berlin, but the pressure back in the US was too great to travel further and meet fellow ministers, theologians, and the oppressed people of Communist East Germany.
Originally published on henrikeger.com, January 21, 2008

redpajama_set_name: RedPajamaCommonCrawl


text:
Unscramble iusnml
We have unscrambled the letters iusnml. The words found can be used in Scrabble, Words With Friends, and many more games.
Unscramble letters iusnml (ilmnsu)
6 letter words made by unscrambling iusnml
linums
a herbaceous plant genus of the family Linaceae with small sessile leaves
plain-woven cotton fabric
limns
trace the shape of
make a portrait of
an arithmetic operation in which the difference between two numbers is calculated
involving disadvantage or harm
on the negative side or lower end of a scale
lins
lums
a Swedish unit of length equivalent to 10 km
a metric unit of volume equal to one thousandth of a liter
a Cypriot monetary unit equal to one thousandth of a pound
an angular unit used in artillery; equal to 1/6400 of a complete revolution
a unit of length equal to one thousandth of an inch; used to specify thickness (e.g., of sheets or wire)
muns
a quantity of no importance
nims
game in which matchsticks are arranged in rows and players alternately remove one or more of them; in some versions the object is to take the last remaining matchstick on the table and in other versions the object is to avoid taking the last remaining matchstick on the table
take off weight
being of delicate or slender build
small in quantity
a district of a city marked by poverty and inferior living conditions
spend time at a lower socio-economic level than one's own, motivated by curiosity or desire for adventure; usage considered condescending and insensitive
an agency in the Department of Justice that enforces laws and regulations for the admission of foreign-born persons to the United States
a belief (or system of beliefs) accepted as authoritative by some group or school
United States sculptor and architect whose public works include the memorial to veterans of the Vietnam War in Washington (born in 1959)
a soft silver-white univalent element of the alkali metal group; the lightest metal known; occurs in several minerals
being one more than fifty
Chinese distance measure; approximately 0.5 kilometers
type genus of the Muridae: common house mice; the tips of the upper incisors have a square notch
estrangement from god
ratio of the length of the side opposite the given angle to the length of the hypotenuse of a right-angled triangle
commit a faux pas or a fault or make a serious mistake
an act that is regarded by theologians as a transgression of God's will
commit a sin; violate a law of God or a moral law
(Akkadian) god of the Moon; counterpart of Sumerian Nanna
the 21st letter of the Hebrew alphabet
determine the sum of
be a summary of
the final aggregate
a set containing all and only the members of two or more given sets
the whole amount
a quantity of money
a quantity obtained by the addition of a group of numbers
the choicest or most essential or most vital part of some idea or experience
first day of the week; observed as a day of rest and worship by most Christians
expose one's body to the sun
expose to the rays of the sun or affect by exposure to the sun
the rays of the sun
any star around which a planetary system revolves
a person considered as a source of warmth or energy or glory etc
the star that is the source of light and heat for the planets in the solar system
an organization of independent states formed in 1945 to promote international peace and security
a state in midwestern United States
to or toward the inside of
a unit of length equal to one twelfth of a foot
a rare soft silvery metallic element; occurs in small quantities in sphalerite
currently fashionable
directed or bound inward
holding office
a unit of length used in navigation; exactly 1,852 meters; historically based on the distance spanned by one minute of arc in latitude
a unit of length equal to 1,760 yards or 5,280 feet; exactly 1609.344 meters
the government agency in the United Kingdom that is responsible for internal security and counterintelligence overseas
a former British unit of length equivalent to 6,080 feet (1,853.184 meters); 800 feet longer than a statute mile
the government agency in the United Kingdom that is responsible for internal security and counterintelligence on British territory
destruction of heart tissue resulting from obstruction of the blood supply to the heart muscle
a midwestern state in north central United States in the Great Lakes region
the syllable naming the third (mediant) note of any major scale in solmization
the 12th letter of the Greek alphabet
North American republic containing 50 states - 48 conterminous states in North America plus Alaska in northwest North America and the Hawaiian Islands in the Pacific Ocean; achieved independence in 1776
Word unscrambler for iusnml
Words made by unscrambling letters iusnml has returned 43 results. We have unscrambled the letters iusnml using our word finder. We used letters of iusnml to generate new words for Scrabble, Words With Friends, Text Twist, and many other word scramble games.
seededc
ntciigin
stoige
alnso
fermlnto
spiceo
geeagn
eseing
dameet
ratile
plinkau
askance
idaeleed
adfria
psociou
griac


text:
What Do People Know About Excellent Teaching and Learning?
Report PDF (148 KB)
Report Mar 14, 2017
There's a large misalignment between what the public thinks and what the research says about student learning and effective teaching—and it has important implications for policy.
Ulrich Boser
Education, Education, K-12
A student uses his finger to follow along while reading a story at Watford City Elementary School in Watford City, North Dakota, on December 17, 2014. (AP/Eric Gay)
It's a set of questions that nags just about every parent with school-age kids: Does their child's teacher employ good instructional practices? What are educators doing to help their kid learn? Is the school using effective programs and approaches?
There's a problem, though, because it turns out that most people do not have a robust sense of what effective teaching looks like. Indeed, most Americans believe various myths about the nature of teaching and learning, and large swaths of the public support instructional practices that are ineffective or even hurtful to learning.
False beliefs about teaching and learning are a problem that goes far beyond the classroom. Myths about learning also prevent thoughtful efforts at school reform. For instance, if large segments of Americans believe in passive forms of learning, then they won't support initiatives to make learning more active and engaged.
Similarly, if the public widely believes that right- and left-brain differences affect learning or that children have different learning styles, for example, they'll expect schools to cater to students' right- or left-brain differences and styles, even though there's little evidence that these differences shape their ability to learn.1
In this regard, climate change provides a useful analogy. In some circles, skepticism around climate change runs high, and these beliefs have slowed meaningful policy action. This occurs despite far-ranging consensus that climate change is real—and potentially devastating to the planet.
There are a number of drivers of education myths, and it often seems like everyone believes that they are an education expert. Call it the been-there, done-that problem of school improvement: Since almost everyone in the United States has spent some time in schools, they are eager to expound on the quality and effectiveness of the latest reform or approach.
But what's clear is that experience in schools does not give someone a deep understanding of instruction. This is evident in the literature on teaching, and there's a library of studies that show that pedagogical training helps teachers in the classroom.2
Plus, there's a lot of teaching knowledge that's specific to certain subject areas. Accomplished math teachers know how to explain fractions, while skillful chemistry teachers have a keen sense of the common misconceptions that students might have about the nature of molecules.
Finally, there's now a science of learning, and over the past few decades, researchers have mapped out effective ways for people to learn. A tremendous amount of research exists, for instance, on how exactly young children learn to read.3 For more than a century, studies have shown that students gain much more if their learning is spaced out over time rather than concentrated in a short period.4 Experts have even identified the exact brain material—called white matter—that supports learning.5
To dig deeper into the public's attitudes about the nature of teaching and learning and what they mean for policy, the author conducted a research study using Amazon's Mechanical Turk website. The results of the study are discussed below.
While people believe that they can identify effective teaching, they actually have limited knowledge of effective teaching practice. In the study, nearly all respondents believed that they were relatively skilled at identifying great teaching strategies, and more than 75 percent considered themselves above average in evaluating instructional practice.
But when it came to actually identifying robust instruction, the public wasn't all that discerning. For instance, 71 percent of respondents indicated that teachers should motivate students by praising them "for being smart." But research by Stanford psychologist Carol Dweck and others has shown that such an approach can have negative effects on student outcomes.6
Members of the public also seemed somewhat skeptical of the value of students mastering basic content, and 36 percent of the public believes that "[f]acts can get in the way of understanding," despite the reality that researchers believe that students need to know facts in order to reach deeper levels of learning.7
To some degree, the issue is a matter of overconfidence, and there's a long line of research that suggests that people often overestimate their own expertise in just about every field, from driving a car to their grammar skills. Or as one research paper put it, "people tend to be blissfully unaware of their incompetence."8
But other more weighty issues are also at play. For one, education schools and elementary and secondary schools have not done enough to promote the science of learning to educators—or the public—and a number of teacher education schools continue to push the idea of learning styles and other inaccurate concepts about learning.9
At the same time, the media tends to perpetuate certain myths about teaching and learning. Newspaper articles, blog posts, and TV shows often promote ideas that turn out to have little basis in fact. Books have been devoted to helping families navigate schools based on right- and left-brain differences, for example.10
The public underestimates the amount of knowledge and practice that it takes to become an accomplished teacher. More than 40 percent of respondents believed that teachers don't need to know a subject area such as math or science if they have good instructional skills. In other words, much of the public believes that a great middle school math teacher can easily become a great history teacher—that a "great teacher can teach any subject."
But the evidence clearly suggests otherwise, and there's a large body of research that shows that teachers need deep subject area expertise in order to succeed in the classroom.11 To continue with the example above, it would be hard for a math teacher to become an effective history teacher without knowing a lot about history.
Also, many respondents underestimated the amount of dedicated training it takes to become an effective teacher, and more than one-quarter of respondents thought that a teacher needs as little as six months of practice teaching. These findings stand in stark contrast to the significant body of research that shows that novice teachers are less effective than their more experienced peers, as well as the experts who believe that most people need at least a year of residency training.12
These attitudes about teaching help explain why teaching is so devalued. If people believe that it's easy for someone to perform well in the classroom, then society shouldn't reward teaching because the job doesn't require rigorous training. In contrast, it's widely accepted that doctors and lawyers need a great deal of training to succeed, and people in those fields get paid a lot more. Those fields also do a lot more to support younger professionals. In medicine, there are residency programs, while law firms typically have systems to have experienced partners help younger lawyers.
Most people have a hard time recognizing richer, more active forms of teaching and learning. Within the learning sciences community, there's now a clear consensus that more active forms of learning promote richer understanding. Researchers from across the field argue that more engaged forms of education—such as quizzing, explaining, or teaching others—produce much better student outcomes and a deeper grasp of material. As psychologists Richard Mayer and Logan Fiorella argue, learning is "generative."13
The evidence on this point is so overwhelming that some researchers, such as Scott Freeman at the University of Washington, refuse to do any more studies comparing active forms of learning against less active forms of learning. If you're an educator and "you refuse do active learning, it raises an ethical question," Freeman says.14 "It's like a doctor giving you a less effective drug. You'd think it's an issue of malpractice."
But in the present research, the public appeared skeptical of this approach to learning. In fact, the public showed a lot of support for more passive approaches to learning. For instance, almost 90 percent of respondents believed that "[r]ereading is a highly effective approach to learning," though research suggests that the approach is not all that effective.15 Many also believed that highlighting is a successful approach, but again, studies show that the strategy is not that effective.
On the other hand, low-stakes quizzing is a highly effective form of active teaching and learning, and students who learn via quizzes will often learn a lot more than those who use more passive approaches such as underlining.16 But the public is skeptical of the practice, and around 60 percent argued that informal tests are not an effective approach to gaining new skills and knowledge.
An overwhelming share of the public believes in myths about teaching and learning. Close to 90 percent of respondents indicated that students should receive information in their own learning style. In this view of learning, an audio learner would receive material in an audio format, while a visual learner would get material in a visual format.
But there's no research to support learning styles, according to scholars. One major recent review stated simply that the authors "found virtually no evidence" for the approach.17 Instead, it seems that content makes the key difference. So students should learn music by listening to music, while students should learn reading by doing more reading.
The author's research revealed other persistent myths as well. The study found that 68 percent of people believed that sugary drinks make kids hyper, though there's very little evidence to support that view.18 In much the same way, many respondents believed that right- and left-brain differences shape learning, even though there's little evidence for the idea.19
The research also showed that more than one-quarter of the American population believes that "[i]ntelligence is fixed at birth." In other words, the public believes that nothing can be done to improve raw smarts, though there's plenty of research that shows that interventions such as preschool can boost scores on intelligence tests.20 Reading to young children also shows benefits, raising their IQ scores by a half-dozen points.
For the research instrument, the author developed his own items as well as relied on items from other surveys, tests, and research efforts. In some cases, the author used the exact language from items that had been developed by other researchers.
To gauge the level of belief in specific brain myths, the author relied on a paper by Paul Howard-Jones recently published in Nature, and the author used some items from Howard-Jones' research.21 The author also used test items from the Educational Testing Service's teacher licensure exam to determine if the public could accurately answer such questions.
The author also depended on work from the University of Michigan's Study of Instructional Improvement, which measures how much teachers know about instruction.22 Also helpful was the Organisation for Economic Co-operation and Development's "Neuromyths" publication.23
To develop the research approach, the author reviewed a large body of literature on the topic of learning.24 The author also had a group of learning science experts review the final version of the instrument and provide feedback. The experts included David Daniel, Stephen Chew, Dick Clark, Anastasia Kitsantas, and Bror Saxberg. These experts are not responsible for any of the content—or errors—in this document.
The author used Mechanical Turk to administer the instrument in spring 2015 to almost 3,000 individuals and then weighted the results by race, poverty, and education level. In the parlance of researchers, Mechanical Turk provides a convenience sample, which may not be representative of the public. Recent studies do, however, suggest that the Amazon Mechanical Turk website is a methodologically robust approach to collecting public opinion data, and the author weighted the results to make them more representative.25
To the author's knowledge, this research is the first to look at the intuitions of the American public about teaching and learning, showing a wide gap between the public's understanding of good educational practice and actual good educational practice. This gap has important implications for policy and the future of education reform, as the author argues in the recommendations section below.
Science does not always win out against public perception. A large number of people refuse to vaccinate their children, for instance. While the evidence on the benefits of vaccines is conclusive, many families decline vaccines because they believe—erroneously—that the shots are dangerous and could potentially harm their children.
While the myths about teaching and learning aren't quite as high-stakes as vaccines, the issue remains pressing. In order to successfully reform schools, policymakers need to make the case for better teachers and richer forms of learning. To that end, the author recommends the following.
Policymakers at all levels should do more to promote the science of teaching and learning, including:
Funding a center within the U.S. Department of Education to develop more practitioners guides that focus on the science of learning. Some of the Department of Education's practitioners guides have a dedicated following. But more could be done, and some of the guides have not been sufficiently disseminated. The department should also create a program similar to the White House petition program, through which parents and teachers could suggest ideas for guides and produce material that is easily disseminated to the public.
Providing more funding for research on the science of learning and the translation of that research into practice. The National Institutes of Health currently gets far more funding than the Department of Education's research arm.26 Policymakers should realize the benefits of learning science research and allocate more funding to basic and applied education research. Much more funding should also go to helping educators apply the research into classroom contexts, as David Daniel has argued.27 "The science of learning does not design interventions for use by educators," Daniel says, thus recommending more "translation" efforts.
Policymakers at all levels should help modernize the teacher workforce. As part of its TeachStrong effort, the Center for American Progress and its partners have outlined a set of principles that would dramatically modernize and elevate the teacher workforce.28 A few of the recommendations are particularly relevant, including:
"Reimagin[ing] teacher preparation to make it more rooted in classroom practice and a professional knowledge base, with universal high standards for all candidates."29 By ensuring that teacher preparation programs have rigorous standards for entry and training, policymakers can raise the status of the teaching profession to levels of other, more highly regarded careers. Improving teacher preparation would help correct the public's conception of teaching as a profession that does not require training, knowledge, and a specified skillset.
"Increas[ing] compensation in order to attract and reward teachers as professionals." By increasing compensation for all teachers and shortening the amount of time it takes for a teacher to achieve maximum salary, policymakers can send a clear signal to the public that teaching is a challenging career that requires advanced training and continued skill-building.
Policymakers at all levels should support demonstration projects of successful, next-generation learning. Such projects would go a long way toward building public narratives that support good practice. Recommendations include:
Developing so-called super charter schools based on the science of learning. Taking a page from the Small Business Innovation Research program, the author proposes that each state that receives Title I funds set aside 0.5 percent of those funds for super charters. These competitive contracts would help schools rethink education in ways that support the new science of learning. For instance, a school might develop a proposal to do more to space out student learning over time.
Providing active learning grants. Policymakers at the federal or state level should consider funding district-level programs devoted to developing more active forms of learning, such as quizzing, pretesting, and elaboration. This pilot program would help districts and schools develop active learning programs by providing funding as well as waivers for some current requirements. Similar to the innovation grants offered by the Department of Education, winners would need to work to publicize their lessons learned.
The misalignment between what the public thinks and what the research says about student learning and effective teaching is troubling. But the problem is clearly solvable, and researchers, practitioners, and policymakers must take focused steps to elevate the science of learning and communicate the findings to the public.
Ulrich Boser is a Senior Fellow at the Center for American Progress and the author of Learn Better.
Jesse Chandler managed the execution of the Mechanical Turk survey. Rob Hanna weighted the results. The author also thanks Rob Griffin, Perpetual Baffour, and Chris Ford for their help and feedback. Catherine Brown, David Daniel, Stephen Chew, Dick Clark, Anastasia Kitsantas, and Bror Saxberg all read early drafts of the document and provided helpful advice. The author, however, is responsible for any errors.
Paul A. Howard-Jones, "Neuroscience and education: myths and messages," Nature Reviews Neuroscience 15 (2014): 817–824.
Linda Darling-Hammond, "How Teacher Education Matters," Journal of Teacher Education 51 (3) (2000): 166–173.
Daniel T. Willingham, Raising Kids Who Read: What Parents and Teachers Can Do (San Francisco: Jossey-Bass, 2015).
Hermann Ebbinghaus, translated by Henry A. Ruger and Clara E. Bussenius, Memory: A Contribution to Experimental Psychology (New York: Columbia University, 1913).
Cassandra Sampaio and others, "Motor Skill Learning Induces Changes in White Matter Microstructure and Myelination," The Journal of Neuroscience 33 (50) (2013): 19,499–19,503.
Claudia M. Mueller and Carol S. Dweck, "Praise for Intelligence Can Undermine Children's Motivation and Performance," Journal of Personality and Social Psychology 75 (1) (1998): 33–52.
Daniel T. Willingham, "Inflexible Knowledge: The First Step to Expertise," American Federation of Teachers, available at http://www.aft.org/periodical/american-educator/winter-2002/ask-cognitive-scientist (last accessed Feburary 2017); Daisy Christodoulou, Seven Myths About Education (New York: Routledge, 2014); Daniel T. Willingham, Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom (Hoboken, NJ: John Wiley & Sons, 2010). Note that on another, differently worded CAP survey question, the public was less skeptical of facts, and more than 90 percent of respondents agreed with the statement, "To really learn a subject, you need to know the facts in that subject."
David Dunning and others, "Why People Fail to Recognize Their Own Incompetence," Current Directions in Psychological Science 12 (3) (2003): 83–87.
Laura Pomerance, Julia Greenberg, and Kate Walsh, "Learning About Learning: What Every New Teacher Needs to Know" (Washington: National Council on Teacher Quality, 2016), available at www.nctq.org/dmsView/Learning_About_Learning_Report; University of Illinois Extension, "Learning Styles," available at https://extension.illinois.edu/succeed/learningstyles.cfm (last accessed November 2016); Grace Chen, "How Well are Public Schools Adapting to Your Child's Learning Style?", Public School Review, June 20, 2016, available at https://www.publicschoolreview.com/blog/how-well-are-public-schools-adapting-to-your-childs-learning-style.
Cindy Gaddis, The Right Side of Normal: Understanding and Honoring the Natural Learning Path for Right-Brained Children (St. Petersburg, FL: Booklocker.com Inc., 2012).
David H. Monk, "Subject Area Preparation of Secondary Mathematics and Science Teachers and Student Achievement," Economics of Education Review 13 (2) (1994): 125–145.
Carmel Martin, Lisette Partelow, and Catherine Brown, "Smart, Skilled, and Striving: Transforming and Elevating the Teaching Profession" (Washington: Center for American Progress, 2015), available at https://americanprogress.org/issues/education/reports/2015/11/03/123747/smart-skilled-and-striving/; Lisette Partelow and Annette Konoske-Graf, "Starting Strong: How to Improve Teachers' Entry into the Profession" (Washington: Center for American Progress, 2017), available at https://americanprogress.org/issues/education/reports/2017/01/25/295885/starting-strong/.
Logan Fiorella and Richard E. Mayer, Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding (Cambridge, United Kingdom: Cambridge University Press, 2015). Mayer's work also appears in Ulrich Boser, Learn Better: Mastering the Skills for Success in Life, Business, and School, or, How to Become an Expert in Just About Anything (Emmaus, PA: Rodale, 2017).
Personal communication from Scott Freeman, principal lecturer, University of Washington, September 2016. Also appears in Boser, Learn Better.
John Dunlosky and others, "Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology," Psychological Science in the Public Interest 14 (1) (2013): 4–58.
Harold Pashler and others, "Learning Styles: Concepts and Evidence," Psychological Science in the Public Interest 9 (3) (2008): 103–119.
Howard-Jones, "Neuroscience and education."
John Protzko, Joshua Aronson, and Clancy Blair, "How to Make a Young Child Smarter: Evidence From the Database of Raising Intelligence," Perspectives on Psychological Science 8 (1) (2013): 25–40. Also see Richard Nisbett, Intelligence and How to Get It: Why Schools and Cultures Count (New York: W.W. Norton & Company, 2009).
Consortium for Policy Research in Education, "Study of Instructional Improvement," available at http://www.sii.soe.umich.edu/ (last accessed November 2016).
Centre for Educational Research and Innovation, "Neuromyths," available at http://www.oecd.org/edu/ceri/neuromyths.htm (last accessed November 2016).
For the development of the survey, the author relied on the following studies: Steven B. Robbins and others, "Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis," Psychological Bulletin 130 (2) (2004): 261–288; Willingham, Why Don't Students Like School; Richard E. Mayer, "Should There Be a Three-Strikes Rule Against Pure Discovery Learning? The Case for Guided Methods of Instruction," American Psychologist 59 (1) (2004): 14–19; Centre for Educational Research and Innovation, "Neuromyths,"available at http://www.oecd.org/edu/ceri/neuromyths.htm (last accessed November 2016); Barry J. Zimmerman and Anastasia Kitsantas, "Developmental phases in self-regulation: Shifting from process goals to outcome goals," Journal of Educational Psychology 89 (1) (1997): 29–36; Darshanand Ramdass and Barry J. Zimmerman, "Developing Self-Regulation Skills: The Important Role of Homework," Journal of Advanced Academics 22 (2) (2011): 194–218; Marcel V.J. Veenman and others, "Metacognition and learning: conceptual and methodical considerations," Metacognition Learning 1 (2006): 3–14; Henry L. Roediger III and Mary A. Pyc, "Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice," Journal of Applied Research in Memory and Cognition 1 (4) (2012): 242–248; Kimberly D. Tanner, "Promoting Student Metacognition," CBE—Life Sciences Education 11 (2012): 113–120; MET Project, "Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings of the MET Project's Three-Year Study" (Washington: Bill and Melinda Gates Foundation, 2013), available at http://www.edweek.org/media/17teach-met1.pdf; Lee Jussim and Kent D. Harber, "Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies," Personality and Social Psychology Review 9 (2) (2005): 131–155; Logan Fiorella and Richard E. Mayer, "The relative benefits of learning by teaching and teaching expectancy," Contemporary Educational Psychology 38 (4) (2013): 281–288; Monk, "Subject Area Preparation of Secondary Mathematics and Science Teachers and Student Achievement"; Carol S. Dweck, Mindset (London: Robinson, 2012); David S. Yeager and others, "How Can We Instill Productive Mindsets at Scale? A Review of the Evidence and an Initial R&D Agenda," Presented at White House meeting on "Excellence in Education: The Importance of Academic Mindsets," May 10, 2013, available at http://gregorywalton-stanford.weebly.com/uploads/4/9/4/4/49448111/yeagerpauneskuwaltondweck_-_white_house_r&d_agenda_-_5-9-13.pdf; Lisa S. Blackwell, Kali H. Trzesniewski, and Carol Sorich Dweck, "Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention," Child Development 78 (1) (2013): 246–263, available at http://mtoliveboe.org/cmsAdmin/uploads/blackwell-theories-of-intelligence-child-dev-2007.pdf; Carole Ames, "Classrooms: Goals, structures, and student motivation," Journal of Educational Psychology 84 (3) (1992): 261–271; Daniel Willingham, "Frequently Asked Questions," available at http://www.danielwillingham.com/learning-styles-faq.html (last accessed November 2016); Pashler and others, "Learning Styles"; Annemarie Sullivan Palincsar and Ann L. Brown, "Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activites," Cognition and Instruction 1 (2) (1984): 117–175; Consortium for Policy Research in Education, "Study of Instructional Improvement"; John Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (New York: Routledge, 2009); Charlotte Danielson, The Framework for Teaching: Evaluation Instrument (Princeton, NJ: Danielson Group, 2013); Educational Testing Service: The Praxis Series, "Elementary Education: Curriculum, Instruction, and Assessment 5011" (2014), available at http://www.ets.org/s/praxis/pdf/5011.pdf; Educational Testing Service: The Praxis Series, "Elementary Education: Curriculum, Instruction, and Assessment 5017" (2014), available at http://www.ets.org/s/praxis/pdf/5017.pdf.
Matthew J. C. Crump, John V. McDonnell, and Todd M. Gureckis, "Evaluating Amazon's Mechanical Turk as a Tool for Experimental Behavioral Research," PLOS ONE 8 (3) (2013).
Matt Hourihan and David Parkes, "Guide to the President's Budget: Research & Development FY 2017" (Washington: American Association for the Advancement of Science, 2016), available at http://www.aaas.org/sites/default/files/AAAS%20R%26D%20Report%20FY17%20web.pdf.
Personal communication from David Daniel, professor, Department of Psychology, James Madison University, December 2016.
TeachStrong, "The Path to Modernizing and Elevating Teaching," available at https://cdn.teachstrong.org/wp-content/uploads/2016/07/26172416/TeachStrong-Infographic-7-6-2016.png (last accessed December 2016).
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text:
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Robert P. Miles is a professional speaker, author, and acclaimed Warren Buffett expert. Pursued by renowned journalists and media moguls on just about each and every move that Mr. Buffett makes, Robert has had the great honor of getting to know Warren Buffett, the man and the remarkable wealth-building strategist.
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How to Build Wealth Like Warren Buffett
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You may be asking yourself how you can gain financial security in an economy that is constantly changing and highly unpredictable. In this unique and compelling program, you will be provided with insights and investment strategies that have weathered the violent storms and highs and lows of the everchanging marketplace. Learn More


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Self-Evaluation Document
School Website Review
Book a Consultant
International Consultancy
Focus Hubs
About Focus Education
Focus Education is a family-run company, providing advice and educational support to primary schools and academies. We are committed to enabling schools and academies to be the best that they can be.
We're proud of our work and our values; we use our backgrounds in education to build links with schools and academies; that's why we currently work with over 3,500 primary schools and early years' organisations in England.
Feedback from schools
Feedback from teachers and leaders in primary schools and early years' organisations
St Josephs Catholic Primary
Focus Education is always professional in all communication. Clive is a pleasure to work with and we very much value his view and opinion.
Shepherd Primary School
What fantastic customer service! She responded so promptly to my emails, has gone above & beyond to help us. She has done a first class job.
St Michael's Primary School
It has been a privilege to work with Clive who keeps us ahead of the curve. We have a very positive relationship which I value highly.
Oasis Academy Don Valley
Fantastic consultant who was very professional and led the session for all our staff with great enthusiasm. Great consultant to work with. Ros is extremely knowledgeable.
St Matthew's Primary School
Thank you for another fantastic day! Staff feedback was extremely positive and we look forward to working with you again.
Woodland View Primary School
Clive has become a valued member of our wider team due to his personable nature and immense knowledge.
Chapel Street Primary School
Clive was outstanding on all four days. He is an exemplary professional going above and beyond to have a positive impact at all times.
Hey With Zion Primary School
We are appreciative for the marvellous impact had by working with Ros Ferrara. Thanks for all Focus have done.
Beaver Road Primary School
We have benefitted enormously from Focus. Focus provides excellent support for long term, strategic planning & school improvement.
Escomb Primary School
Always a pleasure to have in school. Very easy to talk to honestly. Looking forward to the next time.
Deeplish Primary Academy
The consultant worked well with all, developing knowledge & skills in a positive manner. Teachers left sessions with concrete plans & ideas for further development.
Stamford Park Infant School
The consultant was able to meet the needs of a very broad range of staff in terms of skills. Lots of dialogue previous to training which was very useful.
Maple Court Academy
Our Standards in English continue to rise. Staff subject knowledge continues to increase. All staff feel confident and comfortable, Ros adapts her style to suit the people she is working with.
Parkstone Primary School
Absolutely brilliant! Lovely to work with, very knowledgeable, honest and gives great advice. A real asset to our SLT on the day.
Bankfields Primary School
Very professional and well informed on the subject delivered. Excellent! Appropriate use of humour to aid delivery and keep the audience engaged.
Woodland Community Primary School
As per the usual quality of Focus consultants is superb! A pleasure to work with. All staff enjoyed it.
Limehurst Community Primary School
Excellent – Concise & knowledgeable. Easy to communicate with! Down to earth & realistic about the challenges our school faces on a daily basis. Great with governors.
Ravensthorpe Junior School
Very good delivery. Content was well matched to our needs and our request. Clear, accurate, friendly and supportive. Extremely positive feedback from the different schools.
St Stephen's Catholic Primary School
Always a pleasure to have at our school! Made all staff feel comfortable, happy to advise all areas asked about. Adapted the sessions to meet our requirements.
Waltham Leas Primary Academy
The consultancy session managed to fill all our aspirations and expectations. It was everything we wanted.
Acre Rigg Academy
The design of the training was clearly based on what we had requested, the consultancy met our needs fully.
Over the years Focus has helped shape our thinking and enabled us to attain an 'Outstanding' Ofsted judgement.
Focus have made a huge contribution to our School over many years. They have helped us to the top and helped us keep the momentum to stay there.
Dunn Street Primary School
Your company is a wonderful support to schools and I look forward to attending many more courses in the future.
Colley Lane Primary School
Another great day of support and challenge for our school. Much of what you said and did will have immediate impact.
Mead Primary School
Very professional. Extensive knowledge of the curriculum and schools. Also empathic to the context of the school.
Elm Wood Primary
As usual a thoroughly professional package with insight and personalisation that exactly matched the needs of the personnel.
Holmwood School
Excellent! Adapted presentations to special schools and especially our school. Spoke confidently and with credibility.
Dovedale Infant School
Thorough understanding of content and implications for schools, imparted in a very natural, focused manner.
Wakefield Council
Knowledgeable and effective in conveying important messages to headteachers.
Established in 1993 by Clive & Linda Davies, Focus Inspection Services, now known as Focus Education UK Ltd is a private family owned and run business with both Clive and Linda Davies and their daughter Claire Duggan actively managing and working within the company.
The company has grown from a small inspection provider to a large Educational Consultancy operating nationally and internationally. 15 years ago Clive and Linda made the decision to expand the business into other markets.
Claire joined the business and set up the first ever Focus Education one-day course in Leeds, on the 27th September 2000. This was so successful it was closely followed by a further 4 courses. The realisation was that there was a real need for educational support in schools outside of the local authority. Focus Education went on to run 45 courses that year throughout England.
On the back of the courses came a real demand for inset in schools. Schools also started snapping up the range of subject leadership manuals Clive Davies had written. This was superseded later that year with a new book on 'Raising Standards by Setting Targets'. So successful was this publication that half of all the schools in England owned a copy!
It was during this time the family finally stopped 'working from home' and bought its first premises, a large office building in the local village of Uppermill in Saddleworth, just outside Oldham.
The family recruited another consultant and a further 2 team members to work alongside Clive, Linda, Claire and Linda's dad, Cliff.
The company outgrew these offices but resided there for 6 years, expanding the central admin and consultancy teams. Throughout this time, we built a strong reputation for quality, professionalism and value for money.
In 2008, Clive Davies was awarded an OBE for his services to Education.
In January 2008, the Focus Education team moved into the ground floor of Talking Point and have been there ever since. This is a renovated church in Saddleworth.
The team have expanded again both centrally and through consultancy, now running 250 conferences every academic year, selling a publications range that exceeded over 230 titles and working with over 3500 schools annually in the UK. Additionally, Focus Education also diversified into software, apps and subscription services.
We also carry out a large number of consultancies worldwide including America, UAE, Far East, Japan, Africa and Europe.
Setting up Focus-Trust
In 2012, the Focus-Trust was set up; a multi academy trust with Focus Education as the sponsor. This currently has 13 Primary Academies all based in the North of England. Clive, Linda and Claire are all actively involved with the Focus-Trust. Clive sits on the Board and is also a governor of one of the Trust's Academies. Clive describes the Trust as his legacy to primary education.
"I am extremely proud of what we have achieved in the Focus-Trust. It's not been easy as we have taken on under-performing schools, but the central team work really hard to support and challenge these academies. This is an opportunity for Focus Education to put its money where its mouth is. Children are at the heart of everything in the Trust and although Focus Education is a commercial company, the Focus-Trust is a charity and is an opportunity for us to give something back. We have contributed hundreds of thousands of pounds to the Trust, not to mention the set up costs but at the end of the day, the children will benefit."
Clive Davies
Focus Education will continue working hard to support schools nationally. We hope to grow the publications range and increase the numbers of schools we work with annually, while maintaining and improving the standard of service we give schools and academies.
"Most of Focus Education's business is through recommendations and word of mouth with much of it being repeat business. This is heart-warming to us as it means we are doing a great job. When the business started to grow, my parents and I maintained we wanted to continue to make a difference to schools, never lose the quality but provide a personal, professional and worthwhile service. No matter how big we get, we're still a family business and maintain those values in everything we do."
Claire Duggan
The visions and values of Focus Education define our company. Our vision is outlined below by the areas we consider key.
Quality Education Resources
Our Education resources are designed to save time for busy school leaders and teachers. They are all written by our expert education consultants. All our resources are designed to be simple and straightforward to use.
Practical Solutions
We work hard to keep things simple. We don't believe in jargon or being complex for the sake of it – it's why we take the difficult topics and present them in a user-friendly manner.
We work to do the right thing – keeping children at the centre of all advice and decision making.
Credible & High Quality Support
All our Education consultants come from an education background as teachers, headteachers or Ofsted inspectors and use this background to speak from experience.
We value diversity in all schools we work with and ensure that all our advice and practice reflects the diverse nature of the communities we serve.
The Best People
We employ the very best – our expert education consultants are the best in their field and their backgrounds as headteachers and Ofsted inspectors gives them a unique perspective.
A True Partnership with Schools
We work with you. Your agenda is our agenda. Our consultants want to understand your school and your needs to help make the biggest difference for your pupils.
The paper used in our books is FSC approved – this means all our paper is from responsible sources;
We recycle our ink cartridges;
Recycle paper, cardboard, plastic and bottles;
Encourage cycling and walking to work and car shares when possible;
All the Focus reports are produced and reported electronically, this saves heaps of paper during the year;
We use reusable glasses for our drinks.
If you have any suggestions please get in touch, we are always looking for new ways in which we can help the environment within the office.


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Sofia Vergara's Ex Nick Loeb Pens Op-Ed About Fight to Save Embryos
Loeb says he doesn't want the embryos he froze with the actress to be destroyed.
ByABC NEWS
Sofia Vergara's Ex Writes Op-Ed About Fight to Save Embryos
Nick Loeb is in a California legal battle to prevent the two embryos he froze with the actress from being destroyed.
— -- The ex-fiance of "Modern Family" star Sofia Vergara has broken his silence on his legal fight to prevent the two embryos he froze with the actress from ever being destroyed.
Nick Loeb, from whom Vergara announced her split in May 2014, penned an opinion piece published Thursday by the New York Times to explain why he wants to "protect" the embryos he says the couple used in-vitro fertilization to create.
"These are issues that, unlike abortion, have nothing to do with the rights over one's own body and everything to do with a parent's right to protect the life of his or her unborn child," Loeb wrote in the piece, titled, "Sofía Vergara's Ex-Fiancé: Our Frozen Embryos Have a Right to Live."
More Fun on the Road With Sofia Vergara and Reese Witherspoon
Sofia Vergara Details How She Finally Got Together With Joe Manganiello
Loeb, who filed the complaint over the embryos last August in Santa Monica, Calif., claims he was the one who pushed for children when the couple got engaged in 2012. He says they used in-vitro fertilization to create the two embryos in question in 2013, just six months before the couple broke up.
Vergara, whom Loeb claims planned to use a surrogate, spoke about freezing her eggs on "Good Morning America" in 2013.
"I wanted to make sure I already froze some eggs so, you know, I wanted to take advantage of the science and why not," the actress said in April 2013.
Loeb, a businessman and banking heir, does not allege that Vergara is actively trying to destroy the embryos. He writes that it is his mission to preserve them at all costs.
"I asked her to let me have the embryos, offering to pay for all expenses to carry our girls to term and raise them," he wrote. "She has refused."
The couple signed an agreement when the embryos were created, that states that "no unilateral action can be taken with regard to the embryos unless both parties consent."
Vergara is now engaged to "Magic Mike XXL" star Joe Manganiello and has spoken publicly about possibly expanding her family with Manganiello. Vergara has a 23-year-old son, Manolo, from a previous marriage.
Loeb writes in the New York Times that he also wants a family of his own.
"Many have asked me: Why not just move on and have family of your own? I have every intention of doing so. But that doesn't mean I should let the two lives I have already created be destroyed or sit in a freezer until the end of time," he wrote.
Vergara declined to comment on Loeb's opinion piece to ABC News.
In a statement earlier this month to People magazine, Vergara's attorney said the actress "has never wanted to destroy her embryos."
"Vergara, who has happily moved on with her life, is content to leave the embryos frozen indefinitely as she has no desire to have children with her ex, which should be understandable given the circumstances," her attorney, Fred Silberberg, said in a statement to People.
EDITOR'S NOTE: On the Friday, May 1 broadcast of "Good Morning America," in a segment about the embryo custody battle between Sofia Vergara and Nick Loeb, guest Nancy Grace, host of "Nancy Grace" on HLN, discussed another similar case. In regards to that case, involving Jacob Szafranski and Dr. Karla Dunston, Ms. Grace incorrectly stated that there was no written clause in their contract requiring joint consent before the embryos could be used. In fact, Mr. Szafranski's contract with Dr. Dunston does include such a clause.


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Vaughn Wiester's Famous Jazz Orchestra, 7:30 p.m. Mondays at the Clintonville Woman's Club, 3951 N. High St. Free parking. $10 general admission, $5 for students.
To add, remove or update a listing, email editorial@ thisweeknews.com.
AARP Foundation Senior Community Service Employment Program assists unemployed Franklin, Delaware and Licking county workers age 55 and older with employment. The program offers paid work experience, specialized training, upgrading of skills and job-search assistance. Age, income and residency requirements apply. Call 614-258-7295 or 614-322-0600, from 9 a.m. to 4 p.m. weekdays.
Art Therapy for Brain and Stroke Rehabilitation, 11 a.m. to noon every second Wednesday at the Dempsey Family Education and Resource Center at Riverside Methodist Hospital, 3535 Olentangy River Road, Columbus. Art therapy heals the mind and body. Artistic skills are not required. Parking vouchers are available to attendees. To register, call 614-788-6115.
Irish traditional music lessons, 7 to 8 p.m. the last Wednesday of the month in the cafeteria at Clinton Elementary School, 10 Clinton Heights. Lessons are to be offered in bodhran, an Irish drum; acoustic guitar; Irish whistle; fiddle, where students must have at least 1 year of violin experience and demonstrate bow control; and mandolin. Lessons are open to students in grades 3-12. At least one parent must accompany a child and bring an instrument with them. Call 614-893-8054 or visit columbusirish.com.
Whetstone Folk Dancing, free recreational international folk dancing, 7 to 8:30 p.m. Mondays at the Whetstone Community Center in the dance room. No partner required. Email Mike at sparkpass@yahoo.com or call 614-592-4696.
Columbus folk dancers, 7:30 to 10 p.m. Wednesdays at Clinton Heights Lutheran Church, 15 Clinton Heights Ave. First session is free. For more information, call 614-262-7248 or visit recfolkdancecolumbus.org/CFD.
Forum at Knightsbridge, Tai Chi classes, 1 p.m. Tuesday and Thursday at 4950 Knightsbridge Blvd. Sessions are free and open to the public. To register, call Barb Daily at 614-451-6793.
Mid-Ohio Boogie Club, swing dance club, 7 to 10 p.m. Wednesdays at the Powell Center, 144 E. Olentangy St., Powell. Dance lessons from 7 to 8 pm., with dancing afterward. Visit midohioboogieclub.org or call 614-939-1844.
Clintonville Hammer Dulcimer Club, 7 to 8:30 p.m. the second Thursday of the month at Wesley Glen Retirement Community, 5155 N. High St., Columbus. Attendees should bring their own hammer dulcimer. For more information, call 614-530-8827, email marxolin@gmail.com or visit barbfeick.com/dulcimer.
Senior Writing Group, 10:15 a.m. the third Friday of every month at Martin Janis Community Senior Center, 600 E. 11th Ave. Join the writing group for conversation and challenging assignments. For more information, email davidbell240@yahoo.com.
Columbus Area Boardgaming Society, the first and third Fridays and second and fourth Saturdays of each month at 670 Lakeview Plaza Blvd., Suite E, Worthington. Participants are invited to play board games from the more than 1,000 options in the CABS library. The first visit is free. For a meeting schedule, visit cabsgamers.org. For more information, email communications@cabsgamers.org.
Inventors Network, discussion of the invention process, 7 p.m. the second Tuesday of the month at the Ohio Business College, 4525 Trueman Blvd., Hilliard. Cost is $36 per year for membership (payable at any time, not pro-rated for a partial year), $5 per meeting for nonmembers at the door. Call 614-470-0144 or visit inventorscolumbus.com.
Urban Beekeepers of Central Ohio, 7 to 8:30 p.m. the second Thursday of every month at St. Andrew Presbyterian Church, 1450 E. Dublin-Granville Road, Columbus. Membership for calendar year is $10. Participants will learn from expert speakers, view demonstrations and join in activities. For more information email ubco2014@ yahoo.com.
Columbus Sacred Harp Singers, 4 to 6 p.m. the first and third Sundays at St. James Episcopal Church, 3400 Calumet St., Columbus. New members are invited to this participatory singing experience; learn the four-shape note system and sing early American hymns published in the Sacred Harp. Loaner books available. For more information, visit columbussacredharp.org or call Laura at 614-270-9160.
English Country Dancers of Columbus, 7:30 to 9:30 p.m. the first, third and fifth Sundays of the month, October through June, at Clinton Heights Lutheran Church, corner of North High Street and Clinton Heights Avenue. From July to September, the group meets the third Sunday only. First night is free; thereafter, a donation of $2 is requested. For more information, visit bigscioty.com/english.html or call Sue at 614-263-9501.
Heather 'N' Thistle Columbus Royal Scottish Country Dance Society, social classes, 7:30 to 9:30 p.m. most Thursdays from September to June at Gates-Fourth United Methodist Church, 1234 Fourth St. Participants learn the ballroom dances of Scotland. Beginners invited at all times, with no partner needed. For more information, visit rscdscincinnati.org and click on Columbus under "registration member classes" or call Laura at 614-270-9160.
Columbus Folk Dancers, recreational international folk dancing, 7:30 to 10 p.m. Wednesdays at Summit on 16th United Methodist Church. First-time guests can participate at no cost. For directions, visit recfolkdancecolumbus.org/ CFD. For more information, email Leslie atljsdancer@ gmail.com or call 614-262-7248, or Ann at annkangas336@gmail.com or 614-267-8183.
Columbus Area Chapter of the Embroiderers' Guild of America, 10 a.m. the second Thursday of the month (except August) at the Dublin Community Church, 81 W. Bridge St., Dublin. Coffee available at 9:30 a.m. EGA is a national nonprofit organization that fosters the art of embroidery. Guests are invited. For more information, visit sites.google. com/site/columbusareaega or Columbus Area Chapter EGA on Facebook.
Clintonville Beginning Dulcimer Club, 7 to 8:30 p.m. the second Monday of each month in the Education Room of Wesley Glen (by the swimming pool), 5155 N. High St., Columbus. Bring a dulcimer or call to ask about borrowing one. No need to read music. There is no fee. For more information, email Barb at marxolin@gmail.com or call 614-530-8827.
Central Ohioans for Peace, 7 p.m. the second and fourth Mondays at the Columbus Mennonite Church, 35 Oakland Park Ave. Call 614-436-3531.
Assistance League of Metro Columbus, 7 p.m. the fourth Monday of the month at 400 W. Wilson Bridge Road, Suite 170, Worthington. Call 614-404-8709 or visit AL Columbus.org.
New Neighbors League of Greater Columbus, monthly luncheon the second Tuesday of each month, informal monthly coffees in members' homes and monthly book clubs for women who have moved to the Columbus Metro areas within one year of relocation. Visit newneighborscolumbus. com for meeting times and locations. For more information, email nnlcolumbus@ yahoo.com.
Northwest Kiwanis, 6:30 p.m. Tuesdays at the MCL Cafeteria in Kingsdale Center. For more information, visit northwestkiwanis.com.
AmSpirit Business Connections -- Atlas Chapter, 7:30 a.m. Wednesdays at Panera Bread, 300 W. Lane Ave., Columbus. Email Frank Agin at frankagin@amspirit.com.
Columbus Audubon Society, 7 p.m. the fourth Tuesday of each month, September through April, at the Grange Insurance Audubon Center in the Scioto-Audubon Metro Park, 505 W. Whittier St. The group provides opportunities for members and other nature enthusiasts to learn about and enjoy all wildlife with an emphasis on birds. The meetings include a short program at 7 p.m., refreshments and door prizes at 7:15 p.m. followed by a main speaker at 7:30 p.m. Visit columbus.audu bon.org for more information.
Amps4ohio Inc., 6 to 8 p.m. second Wednesdays at American Orthopedics, 1151 W. Fifth Ave., Columbus. This amputee support and activity group offers monthly activities and recreation, education and support for amputees or those facing limb loss, their families and friends and practitioners. For more information, call 740-777-8180 or visit amps4ohio.com.
Maternal mental health, 6:30 to 8 p.m. the first Tuesday of each month at Columbus Birth & Parenting, Suite LL7, 6649 N. High St., Worthington. Perinatal outreach and encouragement for for mothers beyond the postpartum period with children from toddlers to teens. Sponsored by Mental Health America of Franklin County. Meetings subject to change. For more information, call 614-221-1441 or visit mhafc.org.
Steps Toward Healing, 7 to 8:30 p.m. Wednesdays through Nov. 23 at the Kobacker House, 800 McConnell Drive. This free group lets participants talk about the painful feelings of grief in a compassionate, nonjudgmental and confidential atmosphere. Registration is required; those interested can join at any time. For more information or to register, call 614-533-6060.
Behavioral Health Families in Touch Family Support Group, 4:30 to 5:30 p.m. every Tuesday in the Dempsey Family and Education Center at Riverside Methodist Hospital, 3535 Olentangy River Road. This support group for adult friends/family members of adults with mental illness is co-sponsored by OhioHealth and Mental Health America of Franklin County. The group is free, limited to adults, and features a monthly guest speaker. No registration is required. Meetings are subject to change; call to confirm. For questions call 614-566-2638 or 614-788-6115 or visit mhafc.org.
Nar-Anon family group, 8:30 to 9:30 p.m. Wednesdays at Meadow Park Church of God, 2425 Bethel Road, Columbus. The support group is for those who are concerned that someone close to them may have a drug problem. For more information, call 614-383-8086.
Giving Obsessive-compulsives Another Lifestyle friends and family support group, 6:30 to 8:30 p.m. the first and third Wednesdays of each month in the Browning Lounge at Worthington United Methodist Church, 600 High St. Sponsored by Mental Health America of Franklin County. Meetings subject to change. For more information or reservations, call 614-221-1441 or visit mhafc.org.
Bipolar peer support group, 7 to 8:30 p.m. the first and third Thursdays of each month in Room 158A, Meadow Park Church of God, 2425 Bethel Road, Columbus. The group is co-sponsored by Mental Health America of Franklin County and the Peers Enriching Each Other's Recovery Center. Meetings are subject to change; call to confirm at 614-221-1441 or visit mhafc.org.
Arthritis support group, 10 a.m. the first Friday of each month at Wesley Glen, 5155 N. High St., Columbus. For more information, call 614-396-4938.
Alcoholics Anonymous, 8 p.m. Tuesday and Sunday as well as 6 p.m. Monday, Wednesday and Friday at Maple Grove United Methodist Church, 7 W. Henderson Road.
Depression support group, sponsored by Mental Health America of Franklin County, 7 to 8:30 p.m. the first and third Monday of the month at Overbrook Presbyterian Church, 4131 N. High St. Additional groups meet from 7 to 8:30 p.m. the second and fourth Thursday of the month at North Central Mental Health, 1301 N. High St., and from 6:30 to 8 p.m. the second Monday of each month at Syntero, 299 Cramer Creek Court in Dublin. Call Megan to confirm at 614-221-1441. Meetings subject to change. For more information, visit mhafc.org.
GOALS (Giving Those with Obsessive-Compulsive Disorder Another Lifestyle) Support Group, 6:30 to 8:30 p.m. the first and third Wednesdays of the month in Room 314 at Worthington United Methodist Church, 600 High St. This group is co-sponsored by Mental Health America of Franklin County and Anxiety and Behavioral Health Services. Meetings are subject to change. Call Megan at 614-221-1441 to confirm. For more information, visit mhafc.org.
Alzheimer's caregiver support group, sponsored by the Alzheimer's Association, Central Ohio chapter, 10:30 a.m. the second Saturday of the month at Wesley Glen, 5155 N. High St. Open to anyone affected by Alzheimer's disease. Call Lauren Croman at 614-888-7492 before attending the first time to verify the meeting time. A group also meets at 6:30 p.m. Wednesdays at Columbus Alzheimer's Care Center, 700 Jasonway Ave. Call Marjorie Witkowski at 614-459-7050.
Alzheimer's men's breakfast caregiver support group, sponsored by the Alzheimer's Association, Central Ohio chapter, 8:30 a.m. the second Wednesday of the month at Panera Bread, 4519 N. High St. Call Matt Levering at 614-457-6003.
Cancer Support Community of Central Ohio, Pancreatic Cancer Networking and Support, 6:30 p.m. the first Thursday of each month at Cancer Support Community, 1200 Old Henderson Road. Pancreatic cancer survivors, including those in active treatment, are encouraged to join this group that will provide a forum for asking questions, meeting others and sharing stories. Patricia Summers, a registered nurse and experienced oncology nurse, is the leader. There is no fee. To register, visit CancerSupportOhio.org or call 614-884-4673.
Guy's Night: Men Supporting Men, 6:30 p.m. the second Tuesday of the month at Cancer Support Community, 1200 Old Henderson Road. The group, facilitated by Larry Walters, Bryan Loveless and Ricky Kitchen, will focus on male-specific cancers and other cancer diagnoses. Topics include healthful living, improved quality of life and ways to cope with diagnosis and treatment. To register, call 614-884-4673.
Men and Grief, 7 to 8:30 p.m. the first and third Monday of each month, at Kobacker House, 800 McConnell Drive. This group confronts the distinct issues men face in grieving, discussing strategies and tactics for coping and progressing. The group is sponsored by OhioHealth as part of its Community Bereavement Services Program. To register or for more information, call 614-566-5377.
Compassionate Friends, Providing Grief Support after the Death of a Child, 7 p.m. the second Tuesday of each month at Ascension Lutheran Church, 1479 Morse Road, Columbus. For more information, call 614-882-8986.
Parkinson's support group, 1:30 p.m. the second Thursday of each month in the third-floor multipurpose room at the Forum at Knightsbridge, 4625 Knightsbridge Blvd. Call Dodie Wood at 614-481-8888.
POEM (Perinatal Outreach and Encouragement for Moms) pregnancy-postpartum support group, meetings held twice a month at Northwest Counseling Services, 1560 Fishinger Road, Upper Arlington. These meetings, sponsored by Mental Health America of Franklin County, are subject to change. Call Tonya at 614-221-1441 for dates and times. For information visit mhafc.org.
Al-Anon, for friends and families of alcoholics; for meeting information, visit coafg.org.
Debtors Anonymous, a 12-step program for the financially challenged, 7:30 p.m. Mondays at Glen Echo United Presbyterian Church, 220 Cliffside Drive. Call 614-404-4827.
Eating disorder support groups for anorexia nervosa, bulimia nervosa, binge eating disorder support group and family and friends, 6:30 to 8 p.m. the first and third Tuesdays of each month (except holidays) at the Center for Balanced Living, 445 E. Dublin-Granville Road, Buildings M and O, Worthington. Free, but donations are accepted. For more information, call 614-293-9550 or visit thecenterforbalancedliving.org.
Cocaine Anonymous, for information on meetings, call 614-251-1122 or visit caohio.org.
Mended Hearts of Central Ohio, a support group for heart patients, caregivers and heart-care professionals, the second Wednesday of each month at the Ross Auditorium at the Ohio State University Medical Center, 452 W. 10th Ave. Call Jeff Davidson at 614-580-1561 or visitmendedheartscentral ohio.org.
Arthritis Peer Network, 6:30 to 8 p.m. the first Thursday of the month at Panera Bread, 4519 N. High St. This group is designed for working adults to share and offer support. Call the Arthritis Foundation at 614-876-8200.
Mental Health Through Will-Training, sponsored by Recovery International, 7 to 8:30 p.m. Thursdays at Worthington Presbyterian Church, 773 N. High St. Individuals struggling with stress, anxiety, panic, fatigue, depression or fear are invited. Freewill offerings accepted. For more information, call Paul at 614-895-6760 or email info@LowSelfHelpSystems.org.
Men's and women's conversational English group, 9:30 to 11:15 a.m. Fridays at Indianola Presbyterian Church, 1970 Waldeck Ave. Free sessions where international men and women can practice speaking American English in a comfortable, friendly group. Each individual, country, religion and culture will be respected. Email Bob Patton at rpatton6@columbus.rr.com or call Jack Kyle at 614-325-0208.
MOMS Club of Clintonville, a social and support group for stay-at-home moms and their children. Email clintonvillemomsclub@yahoo.com or visit clintonvillemomsclub.yolasite.com.
Overeaters Anonymous, 9:30 a.m. Saturdays at North Community Lutheran Church, 114 Morse Road. Also: 7 p.m. Wednesdays at Overbrook Presbyterian Church, 4131 N. High St. Call Carol at 614-777-8596 or visit oa.org.
Bipolar Anonymous, 7 p.m. Thursdays at Maple Grove United Methodist Church, 7 W. Henderson Road. For more information, call David at 614-895-1002.
Depression Bipolar Support Alliance of Northwest Columbus, 7 to 9 p.m. the second and fourth Tuesdays of the month at Meadow Park Church of God, 2425 Bethel Road. Call 614-547-9788. Meadow Park Church of God is not affiliated with the alliance.
Emotions Anonymous, a 12-step program for emotional wellness, meets from 4 to 5 p.m. Saturdays and 7:30 to 8:30 p.m. Sundays at North Community Lutheran Church, 114 Morse Road; and from 7 to 8 p.m. Tuesdays in Room 149C at Meadow Park Church of God, 2425 Bethel Road. Call 614-470-0397 or visit emotionsanonymous.org.
Families Anonymous, for parents of those with substance abuse or behavioral problems, 7:30 p.m. Thursdays at Overbrook Presbyterian Church, 4131 N. High St. Call 614-885-5199 or 614-875-8695.


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The Prime Minister Speaks With Benjamin Netanyahu, Prime Minister of Israel
Recent Statements
On April 12th, Prime Minister Justin Trudeau spoke with Israeli Prime Minister Benjamin Netanyahu:
"Prime Minister Trudeau congratulated Prime Minister Netanyahu on his fifth electoral success, and wished the country well as Israel moves ahead with the process of forming a coalition government. Prime Minister Trudeau said he looked forward to working closely with the new Israeli government, and underlined the two countries' long history as close friends and steadfast allies.
During the conversation, the two leaders spoke of the underlying democratic values shared by both countries. The Prime Minister expressed Canada's continued and strong support for Middle East peace efforts leading to a two-state solution while standing firmly with Israel in its right to live in peace and security with its neighbours. Canada and Israel cooperate closely on matters of regional security. The leaders discussed the operation to rescue the White Helmets and their families from Syria in July 2018, which would not have been possible without close cooperation between Canada and Israel.
Prime Minister Trudeau and Prime Minister Netanyahu discussed the benefits of trade between Canada and Israel, and how the updated Canada-Israel Free Trade Agreement will create jobs and economic growth in both countries. The new trade agreement will also increase the already strong and vibrant people-to-people ties between Canadians and Israelis in this 70th year of Canada-Israel diplomatic relations."


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Geek and Thief Come Face to Face Thanks to 'Find My iPhone'
A LiveJournal blogger tells the first riveting tale involving Find My iPhone, a new feature in the latest iPhone 3.0 operating system designed to help users recover their lost or stolen iPhones. Kevin Miller, who goes by the LJ handle HappyWaffle, recounts his experience quite thoroughly. In summary: After attending Brickworld, the world's largest Lego […]
A LiveJournal blogger tells the first riveting tale involving Find My iPhone, a new feature in the latest iPhone 3.0 operating system designed to help users recover their lost or stolen iPhones.
Kevin Miller, who goes by the LJ handle HappyWaffle, recounts his experience quite thoroughly. In summary: After attending Brickworld, the world's largest Lego convention, Kevin and his friends end up at a dive bar in uptown Chicago, where he accidentally (and perhaps drunkenly) leaves his iPhone. They return to the bar to recover it, but the iPhone is apparently in the hands of an individual who still subscribes to the philosophy of "Finders, Keepers."
The group proceeds to use a MacBook Pro and Sprint wireless EVDO card to log in to Apple's MobileMe internet service, where a map spits out the location of the iPhone. From thereon, the story gets exciting: The trio of "skinny white guys" stumbles into a Puerto Rican neighborhood. (He notes that he brings up race only to illustrate that he and his friends stood out awkardly.) Kevin uses MobileMe to send messages to his phone requesting it be returned.
Then, in a dramatic turn of events, the dot on the map begins to move, and the group follows it. After a game of refresh-the-map-and-chase, they eventually come face to face with the thief, and he sheepishly hands it over.
Amusing tale, though we're not very thrilled about the idea that Find My iPhone is conducive to confrontation, as demonstrated by Kevin. The outcome could have been far different had the thief been armed.
What are your thoughts about Find My iPhone and how it was used in this particular story? Any suggestions for how this feature can be used more prudently? Add your comments below.
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(Thanks, Mat!)
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Elder Scrolls 6 release date may be with UK gov, but it's not telling
The Elder Scrolls 6 release date appears to be known by the UK government, as Microsoft mentioned it in a redacted comment responding to the CMA's investigation
Will Nelson
The Elder Scrolls VI
The Elder Scrolls 6 release date is absolutely a long way off at this point, with the still-unknown Starfield release date set way before the next Bethesda RPG game that dives into the world of Tamriel. While we all wait for the release date, it looks like the UK government may already know it, even if they have smartly redacted any mention of it from official documents.
Don't get your hopes up too high, we're not here to tell you for definite that the UK government has the day, month, and year of the Elder Scrolls 6 release date, but it certainly looks like they were given a timeframe they've scrubbed from an official document.
This comes in Microsoft's response to the UK's CMA investigation of the Activision Blizzard acquisition, with the government recently publishing the documented response itself. In a segment on the response about incentives to keep Call of Duty cross-platform, Microsoft outlines how "decisions regarding mid-sized games are not evidence of Microsoft's incentives as they relate to Call of Duty," basically saying games that are markedly smaller than Call of Duty and Minecraft cannot be used to show Microsoft's strategy with those franchises.
Microsoft then uses the Elder Scrolls 6 as an example, which will be exclusive to Xbox consoles and PC, writing: "Titles such as Elder Scrolls 6 (which is not expected to be released before [REDACTED] with the last instalment in the series being released in 2011),
as well as other future titles, will not involve Microsoft forgoing ca. USD [REDACTED] per annum of revenue from PlayStation customers or disenfranchising ca. [REDACTED] million MAU on PlayStation."
You can find Microsoft's full response on the UK government's Microsoft and Activision Blizzard merger inquiry (thanks UESP_net).
So while removing the figures, Microsoft has basically told the CMA the broad Elder Scrolls 6 release date, or at least when it won't be releasing before. I imagine this release date given is just a year number, and is likely in the 2026 to 2028 range, with the Starfield release date set for after Redfall in 2023.
This, like many secrets of the games industry, comes courtesy of the Microsoft acquisition of Activision Blizzard. As part of the second phase of the UK's Competitive and Markets Authority investigation into the acquisition (with many other countries doing the same thing) Microsoft has issued a response, which has now been published.
While the CMA is a non-ministerial part of the UK government, it is still a government department; this is just a warning to stop you from watching any live House of Commons discussions in the hope that the MP for Wythenshawe will drop the Elder Scrolls 6 release date live on air – they don't know it.
If you can't wait for the Elder Scrolls 6 release date, we've got you covered with the best Skyrim mods to keep you entertained, alongside a Skyrim mod that adds a Starfield story and gadgets to the RPG.
The Elder Scrolls 6 release date speculation and rumours
Thanks to Skyrim, you'll be playing The Elder Scrolls 6 "for a decade at least"
Skyrim Grandma will be in The Elder Scrolls 6, but don't expect the game at E3
Where is the Elder Scrolls 6's setting?
Bethesda says it will "look into" including a tribute for deceased fan in Elder Scrolls 6
New FFXIV players are still falling foul of one of its oldest pitfalls
A fan of getting lost in never-ending dungeons, Will is happy to try any roguelike games you throw at him - and if your game has a dodge roll in it, even better. A big fan of games like Skyrim and Halo, Will is pleased with any classics. Formerly a freelance news writer for NME.
Elder Scrolls 6 release date


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Jonathan Nelson To Release New CD, "Finish Strong", On February 26, 2013
Karew (pronounced: Kuh-rue) Records announces the CD release of Jonathan Nelson's first album on Karew Records, Finish Strong. The album will be in stores on February 26, 2013. The album's title single, "Finish Strong," is available on iTunes and other online retail. The single was released on Election Day, November 6.
A leader in urban contemporary worship and praise, Nelson penned the single with Kenneth Shelton. "Finish Strong" captures the message of the whole album-whatever God has for you to do, you must continue to go after it, never give up and finish strong. It is a universal message that will appeal to a broad audience.
"I hope people will finish strong in whatever they are assigned to do in life," says Nelson. "It isn't about how well you start, but it is about how well you finish. You must run the race and do it with patience and endurance because it's not going to be easy.
You're going to have some road blocks, detours and delays, but you have to finish strong." Nelson also hopes to use this song as a platform to promote healthy living, encouraging people to get their "minds, bodies and souls" intact; and he wants to use the universal themes of the song to bring people to Christ.
CLICK HERE to read story
article courtesy of BreatheCast.com
Jonathan Nelson	, New Music Project
Jonathan Nelson To Release New CD, "Finish Strong",…


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Aerotech News & Review
Home Defense USS Carl Vinson conducts Osprey flight operations
USS Carl Vinson conducts Osprey flight operations
Navy photograph by PO3 George M. Bell
An MV-22 Osprey from Marine Medium Tiltrotor Squadron (VMM) 166 approaches for a touch-and-go landing on the flight deck of the aircraft carrier USS Carl Vinson (CVN 70). Carl Vinson is underway conducting Precision Approach Landing System (PALS) and flight deck certifications.
In preparation for the planned replacement of the C-2 Greyhound, USS Carl Vinson (CVN 70) received a V-22 Osprey from Marine Operational Test and Evaluation Squadron (VMX) 1 for landings and takeoffs, June 12.
The V-22 is being tested and evaluated as it is scheduled to become the singular logistics platform on an aircraft carrier for future carrier on-board delivery operations.
"These operations present an opportunity for our flight crews to gain experience landing on an aircraft carrier as opposed to landing on an amphibious ship," said Marine Corps Lt. Col. Brett Hart, VMX-1 executive officer. "It allows us to become accustomed to a different set of operating procedures, and additionally allows Air Department sailors on board Carl Vinson to become accustomed to landing and handling tilt rotor aircraft."
Since the Osprey is still a new platform for aircraft carriers, there were some things the flight deck crew had to be mindful of.
"I would encourage flight deck personnel to be aware of the extreme downwash that the V-22 generates," said Hart. "In fact, I would say it's even more extreme than an MH-53 [Sea Dragon helicopter], which can be dangerous. After today's operations, it's apparent that Carl Vinson's flight deck crew was prepared, and everyone involved with landing the aircraft seemed to be giving themselves a little extra room."
The operation proved to be a valuable training opportunity for Carl Vinson Sailors on the flight deck.
"As we phase out the C-2s and start implementing the V-22s during this evaluation phase, this is the first time our Sailors have had a chance to directly deal with a new aircraft," said Aviation Boatswain's Mate (Handling) 3rd Class Trell Matthias, an aircraft director assigned to Carl Vinson's Air Department, V-1 Division. "Aside from the increased prop exhaust, I thought it was almost the same as landing a helicopter."
Matthias added that day-to-day training and proper preparation are essential to make Air Department sailors ready to handle anything that may come across the deck.
"Only a handful of us are LSE (landing signalman enlisted) qualified and able to land helicopters and Ospreys," said Matthias. "But we train hard to get the job done, no matter the aircraft."
Hart went on to say that with the ability to take off and land like a helicopter, the Osprey is a valuable asset to both the Navy and Marine Corps. It possesses the speed, range and carrying capability of an airplane, but also offers the versatility and flexibility to land places that require neither runways or arresting wires.
"With the incorporation of the V-22, I think the fleet will also see additional capabilities from the entire group at-large, because we now have the option of taking cargo and personnel to some of the smaller decks without first having to come to the aircraft carrier," said Hart. "With that considered, the carrier can expect to have potentially more flight deck and air space freed up, allowing it to launch more sorties in support of combat operations."
Carl Vinson is currently underway conducting command assessment of readiness and training (CARAT) II off the coast of Southern California.
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