text:
Toll Free 877.485.1973 | T: 541.485.1973 | F: 541.683.7543
| P.O. Box 11248 | Eugene, OR 97440
Siegfried Engelmann 1931-2019
NIFDI's Mission
Home Office Staff
On-Site Consultants
NIFDI Press
What is DI?
Common Myths & Misconceptions
DI vs. di
Siegfried "Zig" Engelmann on Instruction
Project Follow Through
Intro to DI Video Series
Timeline of DI Events
DI and the Common Core State Standards
Program Field Testing
Found an error in a DI program?
ELL/ELD
Direct Instruction Spoken English (DISE)
Español to English
Connecting Math Concepts
Corrective Math
DISTAR Arithmetic
Essentials for Algebra
Funnix Math
Corrective Reading
Funnix Reading
Reading Mastery
Science & Social Studies
REWARDS Plus Social Studies
Understanding U.S. History
Spelling Mastery
Spelling Through Morphographs
Writing & Language
Essentials for Writing
Expressive Writing
Language for Learning
Language for Thinking
Sentence Copying Program (Handwriting)
Using DI at Home
Teach Your Child to Read in 100 Easy Lessons
Overview of the DI Model
Ensuring Sufficient Personnel
Focusing on Student Performance
Scheduling Sufficient Instructional Time
Teaching to Mastery
Using a Single Instructional Program
Overview of NIFDI Services
Preservice
In-Service
Video In-Services
Peer Coaches
Off-Site Support
Implementation Options
Services FAQ
NIFDI's Research Office
History of DI Research
Over 40 Years of Research
Reviews of Direct Instruction
Evidence of Effectiveness
Meta-Analyses
Tips for Using the Database
Research Article Request
DI Bibliographies
Comprehensive Bibliography
Subject Area Bibliographies
Journal of DI (Archive)
Effective School Practices (Archive)
Educational Impact Calculator
About Our Training Events
National DI Conference (Eugene)
Administrator's Institute
Institute on Becoming a DI Trainer
Coaching Institute
Excellence in Education Awards
Southwest DI Training Conference
Institute on Becoming an Effective DI Trainer
Creating and Delivering In-services
Coaching Academies
Analyzing Data, Classroom Observations, and Providing Feedback
Enhanced Coaching and Facilitating Professional Development
Routines and Expectations
Reading Mastery Signature Edition
Connecting Math Concepts: Comprehensive Edition
Community Advocates for DI
Data Collection Forms and Tools
New to DI
DI in Middle School
New School Data Forms
New School Handouts
Teach Your Child to Read
Science and Social Studies
REWARDS Plus Science and Social Studies
Writing and Language
Language for Writing
RMSE Sentence Copying Program
What Works Clearinghouse (WWC)
Join the DI Discussion List
Share Your DI Story!
Schools Receiving NIFDI Support
Reading Mastery Format Practice Series
Reading Mastery Setup and Training Series
Siegfried "Zig" Engelmann
Selected Writings Discussion with Zig
National Direct Instruction Conference Keynotes
Video Supplements
Find a School Using DI
Get NIFDI News!
NIFDI News! (Archive)
Latest News in DI
DI News (Archive)
Blog: Dr. Martin Kozloff on Education
Most recent Blog: Dr. Kerry Hempenstall on DI
About Dr. Hempenstall
Referenced Documents
Kerry's Complete List of Blogs
Near and far transfer in cognitive training
Dr Kerry Hempenstall, Senior Industry Fellow, School of Education, RMIT University, Melbourne, Australia.
Any of my blogs can be downloaded from https://tinyurl.com/y6vat4ut
Process weaknesses and literacy
From time to time, a program is developed claiming that it holds the key that unlocks the problems of learning afflicting one or more cohorts of learners. The developers often claimed that there is a weakness in some underlying cognitive process that is impeding these students from attaining a skill, such as reading. The new program boosts this process, removing the blockage without the need for any instructional focus on reading, and the student, now unleashed, is able to progress rapidly and catch up with his peers. The process may or may not appear related to the task of learning to read. Often, the selected process does bear a relationship with reading, and hence may have an intuitive appeal. Other such approaches appear speculative at best.
When a program is developed that, it is argued, underpins literacy, then techniques designed to enhance that specific process must also produce a positive impact on literacy. For example, there has been recent interest in working memory training (WM) programs. It is well understood that students with strong working memory are able to hold information whilst performing operations with that information. In contrast to those with lesser working memory, they do so without their mind wandering and losing track of the task. Working memory is also known to be associated with numerous academic skills. Thus, it is tempting to target working memory, in particular for those students who struggle with academic tasks. But if you can show improvement in some WM abilities, will it necessarily be reflected in performance in, say, reading? For more on working memory research, see Brain training programs, such as working memory training. Do they aid reading development?
Near Transfer
The concepts of near and far transfer are useful in addressing this issue. Near transfer involves instruction that is successful in producing attainment of the actual skills being directly taught to the learner. For example, my Olfactory Reading Program© is designed to improve reading by enhancing students' sense of smell (scam alert!). I claim to have tested hundreds of children, and noticed that skilled readers are usually olfactorily superior; whereas, struggling readers tend to be olfactorily challenged. Also, neuroscience has shown that thousands of new olfactory bulb neurons are produced every day in the rodent brain (true). There, I've even addressed the new essential program component in education – neuroplasticity! Therefore, I figured, if I could improve struggling readers' sense of smell, then, voilà! their reading will quickly progress. Sure enough, my training group improved on my smell test by following my program. Thus, their reading must have progressed. I have some cool anecdotes from satisfied customers. Just look at my website under the heading –Research. Like my program? Just send me money.
So, that was an example of successful near transfer. You build your program on working memory or olfactory expertise or whatever other process you consider to be related to reading progress. If training it enhances the learner's performance in tasks similar to your trained examples, then near transfer has occurred.
Far transfer occurs when there is transfer of learner knowledge and skills from the taught context to another dissimilar context.
Far Transfer
Let's assume you've shown that the students have now improved their knowledge/skill in the process being addressed. Can they do things beyond that which you taught them? Does improvement in this capacity of itself produce improvement in the targeted literacy domain? If so, this represents far transfer. It is something of a holy grail in education.
"It is these underlying basic processes, insights, and modes of cognizing that are reputed to have enduring applicability beyond the specific lessons in which they are taught (see Sewell, Hauser, & Featherman, 1976; Walberg, 1982; Wiley, 1976). Hence, it is a presupposition of educators that a student taught to permute a set of items in school will transfer this skill to sets of items confronted outside of school; a student taught arithmetic will transfer this knowledge to calculate a bowling average; a student taught to organize items hierarchically will transfer this skill to answering questions on IQ tests (Ceci, 1991). The transferability of learning is of prime importance in evaluating these educational claims … If the skills developed by such efforts do not transfer beyond the training context, much of the investment may be considered wasted, as noted in a National Research Council report on enhancing human performance (Druckman & Bjork, 1994). Nonetheless, this is precisely the criticism that a number of scholars have made about the failure of transfer studies to document that training in one context or on one type of problem generalizes to related problems in different contexts. Consider these examples:
"Transfer has been one of the most actively studied phenomena in psychology. ….Reviewers are in almost total agreement that little transfer occurs." (Detterman, 1993, p. 5, 8).
"The question for which we do have some empirical answers has to do with how generalizable cognitive training is from one subject area to another. As of now, the answer is not very much (Schooler, 1989, p. 11)." (Barnett & Ceci, 2002, 613-614)
So, the research-based perspective is that far transfer in education doesn't usually occur – leading to one possible conclusion exemplified by the statement: What you teach is what you get, and where you teach it is where you get it (anon). In other words, directly teaching the requisite academic skills has produced superior outcomes to process training. That doesn't imply impossibility for cognitive process training to enhance academics, but strong evidence will be required before a research consensus about its value is likely to be obtained.
Examples of processes
The history of education has been littered with claims of resolving educational problems by improving underlying processes presumed to be important. For example, visual perception, vergence, strabismus, scotopic sensitivity, balance, primitive reflexes, auditory processing speed, executive function, perceptual motor skill, brain patterns, balance, working memory, and so on. Generally speaking, these endeavours have not been rewarded (Arter & Jenkins, 1979). In some cases, the interventions didn't improve the underlying processes; in some, they did improve the underlying processes but had no impact on reading skill. In others, there were difficulties in accurately assessing the processes and/or teaching them effectively. Many have followed this mantra - remove the obstacle to learning and attainment will then occur.
Empirical research has demonstrated that the underlying process approach so far represents an educational cul de sac. There were intractable problems in some or all of: ascertaining precisely what these fundamental processes were, reliably and validly assessing them, and then achieving far transfer.
"Process training has always made the phoenix look like a bedraggled sparrow. You cannot kill it. It simply bides its time in exile after being dislodged by one of history's periodic attacks upon it and then returns, wearing disguises or carrying new noms de plum, as it were, but consisting of the same old ideas, doing business much in the same old ways" (Mann, 1979, p. 539).
For example, the perceptual-motor deficit theory was very strong in the 1960's and 1970's, and an industry of intervention programs erupted. Though some children became adept at, say, drawing lines accurately within parallel boundaries (near transfer), there was no reliable impact on reading progress (Arter & Jenkins, 1979). In fact, the meta-analysis performed by Kavale and Forness (1985) produced an overall effect size for perceptual-motor training of 0.08, which is considered a small effect (Cohen, 1988). What was not readily apparent at that time was that being explicitly taught to read was the most effective way to master many of those skills. Hence valuable instructional time was better spent on the target task.
"If the goal is for children to learn a particular skill (like reading), it is more efficient to teach it directly than to expect it to transfer from other learning" (Singer & Balow, 1981, p. 107).
Kavale's (1990) summary of research into direct instruction concluded that the direct instruction is five to ten times more effective for struggling students than are practices aimed at altering unobservable learning processes such as perception.
More recently, Fuchs, Hale, and Kearns (2011) reviewed the evidence generally for such cognitively focussed aptitude-treatment interactions, asking the question: "Among low-performing students, do cognitively focused interventions promote greater academic growth than business-as-usual instruction?"(p.101). Their conclusions?
"There was no evidence for the notion that when a treatment is matched to a cognitive deficit it produces better effects. … Scientific evidence does not justify practitioners' use of cognitively focused instruction to accelerate the academic progress of low-performing children with or without apparent cognitive deficits and an SLD label. At the same time, research does not support "shutting the door" on the possibility that cognitively focused interventions may eventually prove useful to chronically nonresponsive students in rigorous efficacy trials" (p.101-102).
As Fuchs et al. note, the history of failure of underlying processing approaches doesn't mean that the next big thing won't work. It simply means that an array of strong empirical, independent evidence is necessary - because to back yet another lame horse has serious implications for struggling students. Even if the interventions are non-harmful, there is an opportunity-cost for students (and often a financial cost to parents), and a residue of negative emotion for both parents and child when the approach has no discernible effect.
How is it determined whether approaches to reading are effective?
There are two major areas of interest in judging whether an approach has merit. The first is to consider whether the theoretical constructs behind the approach are consistent with what is known about a given educational issue. In technical terms, is there face validity? This is not a perfect pass-fail test, as occasionally a new paradigm makes earlier theories redundant or in need of modification. However, that is rare. In the case of the various approaches that implicate vision problems as the cause of reading problems, one would acknowledge that they sound plausible (to a greater or lesser degree) as an intervention focus. In fact, the early history of reading research emphasised visual over language-based causation of reading problems.
The second criterion goes beyond the theoretical relevance, and is the issue of whether addressing the reading problem by intervening at the visual level has a positive impact on reading (far transfer). So, it becomes then an empirical issue, rather than a purely theoretical one.
Reading and vision as an example
The reading process requires some quite tricky eye movements. For example, rather than the eyes moving smoothly across a line of print, they travel in little staccato-like jerks called saccades (covering about 8 letter spaces usually), followed by brief fixations (250 ms) during which we gain visual information. These figures are not invariant, and may vary markedly with differences in text difficulty. It's easy to envisage problems occurring for some students in this complex visuo-perceptual coordination task, not to mention the impact of the complexity involved in fluent orthographic processing.
"Saccades challenge the visual system by producing abrupt changes in the retinal stimulus as the visual field image moves over the retina. Our brain ignores the retinal motion and compensates for the repositioning of gaze, generating perceptual constancy. Psychophysical studies in humans and electrophysiological data in primates indicate that, although not perceived, visual stimulation during saccades continues to be processed in the visual system, influencing processes at refixation (Ibbotson & Cloherty, 2009). The extent to which retinal motion modulates word processing in reading remains unknown. In addition to such visual effects, central mechanisms mediated by brain regions that control eye movements and attention alter visual processing after saccades. In primates, thalamic recordings typically reveal transsaccadic suppression followed by enhancement (Reppas et al., 2002; Royal et al., 2006). This pattern has been identified in a number of cortical visual areas (Ibbotson and Krekelberg, 2011), although results remain variable at the single-neuron level and controversial (Wurtz, 1969; DiCarlo and Maunsell, 2000; Gawne and Martin, 2002; Ibbotson et al., 2008; MacEvoy et al., 2008) Central suppression, reported from 100 ms before onset to 50 ms after the end of saccades, is thought to decrease the sensation of image motion in active vision (Burr et al., 1994; Ross et al., 2001). Postsaccadic facilitation lasting 200–400 ms presumably amplifies visual sensitivity at fixation (Ibbotson and Cloherty, 2009). In the absence of behavioral measures it is not known, however, if and how these opposite neural effects, individually or together, alter perception. Further, there is as yet no evidence that central postsaccadic mechanisms modulate word processing" (Temereanca et al., 2012, p.4482).
So, it's quite a challenge to learn to read. Making it tougher is that, as opposed to the relative ease with which oral language develops, evolution hasn't provided us with a dedicated brain module for reading.
" … rather (it is) the result of a neuronal recycling from an area of the brain that evolution has dedicated to the recognition of certain forms, notably intersections of straight lines or curves' (Quercia, Feiss, & Michel, 2013, p., 873).
"Reading is certainly the most complex oculomotor activity that modern humans use daily. The processing involved is classically separated into lower and higher levels. The first corresponds to the different steps involved in the ocular capture of the word's image, which is the start of cerebral analysis in the occipital cortex. The second represents the different cognitive phenomena that permit the identification of and then represent and make sense of the word just read. The constant interdependence between these phenomena, notably during the oculomotor phase of reading, makes this separation artificial" (Quercia, Feiss, & Michel, 2013, p. 869)
Research has noted that there are numerous visual skills in which a proportion of students diagnosed with dyslexia have been shown to be deficient. For example, Quercia, Feiss, and Michel (2013) list a number of them:
"Numerous scientific studies have also documented the presence of eye movement anomalies and deficits of perception of low contrast, low spatial frequency, and high frequency temporal visual information in dyslexics. Anomalies of visual attention with short visual attention spans have also been demonstrated in a large number of cases. Spatial orientation is also affected in dyslexics who manifest a preference for spatial attention to the right. This asymmetry may be so pronounced that it leads to a veritable neglect of space on the left side. The evaluation of treatments proposed to dyslexics whether speech or oriented towards the visual anomalies remains fragmentary" (Quercia, Feiss, & Michel, 2013, p.869).
Vellutino and Fletcher (2005) also described some low level visual deficits, in particular involving the magnocellular system:
"Difficulties in learning to read have also been attributed to low-level visual deficits, in particular, visual tracking problems caused by oculomotor deficiencies (Getman, 1985); visual masking effects caused by a hypothesized deficit in the "transient visual system" (Badcock & Lovegrove, 1981; Breitmeyer, 1989; Lovegrove, Martin, & Slaghuis, 1986; Stein, 2001); and abnormalities in visual motion perception (Eden et al., 1996). Moreover, transient system and motion perception deficits have both been linked to dysfunction in the magnocellular visual subsystem. The magnocellular subsystem is one of two parallel components of the visual system, the other being the parvocellular system. The magnocellular system consists of large neurons that are sensitive to movement and rapid changes in the visual field. It is often called the "transient system," insofar as it is presumed to be responsible for suppressing the visual trace that normally persists for a short duration (250 milliseconds) after a visual stimulus has disappeared. The parvocellular system consists of densely packed, small neurons that are sensitive to color and fine spatial details. In reading, the parvocellular system is believed to be operative during eye fixations and the magnocellular (transient) system is believed to be operative during saccadic movements of the eyes" (p.366).
Among other deficits that have been proposed as important are visual attention span (Bosse, Tainturier, & Valdois, 2007), and sluggish attentional shifting (Lallier, Donnadieu, Berger, & Valdois, 2010).
Correlation and causation
Such a list of apparent deficits sounds compelling; however, just because they co-occur doesn't demonstrate that one causes the other. So, a demonstrated relationship between two events may not be a causal one, or it may be causal but not in the direction expected. Additionally, it is possible that both the correlated variables are actually caused by a third variable. There has been an analogous finding in medicine in relation to back pain. Imaging techniques (MRI, CT, X-ray, etc.) are often recommended by those endeavouring to treat back pain, a condition that most people experience to some degree at some time in their life. The images will often show problems with the structure of the back, and various therapies may be recommended to treat the apparent site of the back problem. However, the empirical evidence has found that treating the apparent problem is not superior to no treatment at all. So, intrusive operations can be performed with no positive impact on back pain, but often reduced mobility is a consequence. Most (not all) back conditions resolve themselves eventually anyway, whether the patient rests or simply remains active. Why should this be so? It seems counter-intuitive. When studies were performed in which people with no back pain were provided with imaging, the results were surprising. There were also wonky looking backs among the symptom-free population. This suggests that the structural problems shown in the images were incidental to the back pain, not central or causal. They appeared to be a likely source of the distress, but weren't, because resolving the structural issue didn't fix the problem.
In a similar manner, the presence of a range of visual problems among struggling readers does not of itself mean that they are causes of reading problems. Although significant visual differences have been found between individuals with dyslexia and normally developing readers, only about 30% of dyslexics are so affected (Ramus et al., 2003). As with the back pain analogy, one can find visual processing deficits in skilled readers too, which indicates that a visual processing deficit is not a defining characteristic of dyslexia The identified oculomotor anomalies are considered by the majority of researchers to be secondary to difficulties of cognitive analysis of language (Quercia, Feiss, & Michel, 2013).
"Although it may be accurate that many students with LD have underlying neurological and/or processing disorders, researchers and educators have been singularly unsuccessful at reliably identifying these difficulties and designing specific treatments to remediate them. … However, it is important to note that despite lack of support for process identification and treatment models, they continue to persist." (Vaughn & Linan-Thompson, 2003, p. 141).
Another finding regarding dyslexic readers' eye movements was that they were subject to a higher rate of regressive eye movements than good readers. That is, their focus frequently shifted back to the left along the line instead of the right. It accompanies, therefore it causes. "Reading relies on vision; this child has a visual problem; therefore, we should fix the visual problem in order to resolve the reading problem." The product of this faulty logic was that a lot of children wasted potential instructional time with eye exercises. The trouble was that regressive eye movements do not cause reading problems - they are a consequence of reading problems. If you fix the reading problem through effectively teaching the alphabetic concept and provide adequate opportunities for practice, lo and behold, the regressive eye problems become normalised.
On the other hand, even if such processing skills are not a significant cause of reading problems, there could be a role for visual skill assessment as early predictors of reading problems. If it can be shown that these skills can be assessed in quite young children (prior to the introduction of reading instruction), it may be possible to discover and intervene earlier than occurs at present – after reading failure has occurred (Facoetti et al., 2010). The visual attention task used in one study employed tests that asked children to pick out specific symbols in the presence of visual distractions (Franceschini, Gori, Ruffino, Pedrolli, & Facoetti, 2012). It may also eventuate that this assessment will produce too many false positives. That is, it may identify students with visual problems, and some of them may be at-risk for reading problems. However, it may also identify those students with issues with their vision who would have no subsequent reading difficulties. Obviously, more research is required before this early prediction via visual processing assessment can be considered as worthwhile.
A final comment on vision and reading
"It is important in children with learning difficulties to exclude visual acuity problems. Few professionals would argue against the notion that every child with difficulty should have either an accurate and valid visual acuity screening test performed by a competent professional or, alternatively, should be assessed by an ophthalmologist or an optometrist. Where there are problems with visual acuity, it is appropriate to recommend corrective lenses. In the rare circumstance where other significant visual pathology is detected, then treatment should be directed appropriately." (National Health & Medical Research Council of Australia, 2009).
So, when we read of cognitive processes underlying language and literacy problems, it is important to ask how strong is the evidence for far transfer when attempts are made to ameliorate the process. Of course, if instruction in language and literacy is provided along with the process training, the cause of any positive outcomes becomes extremely difficult to disentangle, and it may appear that the whiz-bang new therapy was the cause of the improvement (apparent far transfer).
Some relevant quotes on various cognitive dimensions:
"Researchers are yet to reach an agreement about the actual possibility of obtaining far transfer of skills. Some authors have suggested, directly or indirectly, that the lack of far transfer is a fundamental characteristic in human cognition (e.g., Chase & Ericsson, 1982; Detterman, 1993; Sala & Gobet, 2017a; Simons et al., 2016). According to them, domain-specific skills acquired by training exert an impact on the relevant domain but hardly generalize to other domains. Moreover, even transfer of skills from one particular field of expertise to one of its sub-domains appears to lead to significant decrease in performance (e.g., Bilalić, McLeod, & Gobet, 2009; Rikers, Schmidt, & Boshuizen, 2002). This line of research is not inconsistent with the fact that some people manage to excel in more than one domain. However, it does not offer an explanation based on transfer. Rather, people with superior cognitive ability are more likely to excel in several domains because they acquire knowledge and process information better and faster than the general population (e.g., Burgoyne et al., 2016; Campitelli & Gobet, 2011; Chassy & Gobet, 2010; Detterman, 2014; Schmidt, 2017)." (p.9-10)
Sala,G., Aksayli, N.D., Tatlidil, K.S., Tomoko Tatsumi, T., Gondo, Y., & Gobet, F. (2019). Near and far transfer in cognitive training: A second-order metaanalysis. Collabra Psychology, 5(1), 18, https://doi.org/10.1525/collabra.203
"In the present meta-analysis we examined the near- and far-transfer effects of training components of children's executive functions skills: working memory, inhibitory control, and cognitive flexibility. We found a significant near-transfer effect (g 0.44, k 43, p < .001) showing that the interventions in the primary studies were successful in training the targeted components. However, we found no convincing evidence of far-transfer (g 0.11, k 17, p> .11). That is, training a component did not have a significant effect on the untrained components. By showing the absence of benefits that generalize beyond the trained components, we question the practical relevance of training specific executive function skills in isolation. Furthermore, the present results might explain the absence of far-transfer effects of working memory training on academic skills (Melby-Lervag & Hulme, 2013; Sala & Gobet, 2017)." (p.165)
Kassai, R., Futo, J., Demetrovics, Z., & Takacs, Z.K. (2019). A meta-analysis of the experimental evidence on the near- and far-transfer effects among children's executive function skills. Psychological Bulletin, 145(2), 165–188.
"As we have seen, cognitive training tends to produce only 'near transfer', that is, performance improvements to the task trained on or similar tasks, rather than more broadly across cognition (Sala & Gobet, 2017). Nevertheless, there remains a desire within educational neuroscience to find elusive activities that bring more widespread benefits to cognition. There is enthusiastic engagement from teachers/ public/media when such possibilities are raised, enthusiasm which is sometimes in advance of the actual science. This trend for seeking general benefits can also be found within the commercial sector in so-called 'brain training' products – though to date, commercial products have not yet achieved the advertised far transfer (Simons et al., 2016). Within educational neuroscience, a number of possibilities are currently under investigation, among them executive function training (Diamond & Ling, 2016), mindfulness training (see Felver et al., 2016), playing chess (Sala & Gobet, 2016), action video game playing (Bediou et al., 2018), learning a musical instrument or a second language (Moreno, Lee, Janus, & Bialystok, 2015), sleep (Sharman, Illingworth, & Harvey, in press) and aerobic fitness training (see Ruiz-Ariza et al., 2017). The jury is still out on many of these activities. Research is rendered more difficult on the one hand by the frequent lack of random allocation of participants to conditions, allowing for the possibility of confounds (e.g. that in some populations, bilinguals might also have higher education or SES levels; that those who successfully learn musical instruments may be more intelligent or dedicated to practise; that those who persistently play action video games may tend to have faster sensorimotor responses); and on the other hand, by the challenge of designing intervention studies to achieve random allocation. One recent review of the cognitive benefits of action video game playing suggested that intervention studies with random allocation produced effect sizes of around a third of the size of those observed in correlational studies without random allocation (Altarelli, Green, & Bavelier, in press). This suggests both possible effects of the training, and also that there are pre-existing differences between the sorts of young adults who frequently play action video games compared to those who do not. After promises of broad benefits, detailed research has sometimes revealed that transfer is not as far as first anticipated [e.g. for action video games, the main transfer is to selective visual and auditory attention (Altarelli et al., in press); working memory training improves performance on other working memory tasks but not other components of executive functioning, such as cognitive flexibility or inhibition (Diamond & Ling, 2016; Melby-Lervag, Redick, & Hulme, 2016)]. In any event, for each of these putative generally beneficial activities, it is desirable for investigators to propose and evaluate the cognitive and brain structures that mediate the transfer from training task to other cognitive skills. The less plausible the underlying mechanistic basis for the transfer, the more critically the published evidence in favour of the transfer must be examined. (p.485-486)
Thomas, M.S.C., Ansari, D., & Knowland, V.C.P. (2019). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477-492.
"'Brain training', or the goal of improved cognitive function through the regular use of computerized tests, is a multimillion-pound industry, yet in our view scientific evidence to support its efficacy is lacking. Modest effects have been reported in some studies of older individuals and preschool children, and video-game players outperform non-players on some tests of visual attention. However, the widely held belief that commercially available computerized brain-training programs improve general cognitive function in the wider population in our opinion lacks empirical support. The central question is not whether performance on cognitive tests can be improved by training, but rather, whether those benefits transfer to other untrained tasks or lead to any general improvement in the level of cognitive functioning. Here we report the results of a six-week online study in which 11,430 participants trained several times each week on cognitive tasks designed to improve reasoning, memory, planning, visuospatial skills and attention. Although improvements were observed in every one of the cognitive tasks that were trained, no evidence was found for transfer effects to untrained tasks, even when those tasks were cognitively closely related."
Owen, A.M., Hampshire, A., Grahn, J.A., Stenton, R., Dajani, S., Burns, A.S., Howard, R.J., & Ballard, C.G. (2010). Putting brain training to the test. Nature, 465(7299), 775-8.
"The results of our study, in combination with many meta-analyses (Melby-Lervåg et al., 2016, Sala and Gobet, 2017, Soveri et al., 2017) demonstrates that cognitive training fails to provide strong evidence for far-transfer effects." (p.13)
Landis, T.D., Hart, K.C., & Graziano, P.A. (2018). Targeting selfregulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum? Child Neuropsychology, 1-17. DOI: 10.1080/09297049.2018.1526271
"To conclude, the current results show that individuals already higher in WM or Gf are the ones that show greater WM training gains. This result is particularly concerning for those who wish to train lower performing students up to the level of their higher performing peers, under the assumption that individuals who show greater WM training gains should subsequently exhibit more transfer." (p.183)
Wiemers, E.A., Redick, T.S., & Morrison, A.B. (2019). The influence of individual differences in cognitive ability on working memory training gains. Journal of Cognitive Enhancement, 3, 174–185.
"The prediction of generalized transfer from improvement in perceptual tasks to complex linguistic tasks, implicitly assumes a bottom-up pattern of improvement and transfer. For example, Tallal et al. (1996) assumed that sluggish sensory processing underlies the deficits of individuals with language and reading disabilities in both simple pitch discrimination tasks (e.g., Tallal, 1980) and in acquiring expert linguistic skills. The underlying hypothesis was that training with simple tasks will "upgrade" sensory processing, and consequently improve the representations of more complex phonetic and then phonological representations. The expected outcome was improved phonological memory and phonological awareness. A different conceptualization is proposed by the Reverse Hierarchy Theory of perceptual learning (RHT; Ahissar & Hochstein, 2004; Ahissar et al., 2009). It proposes that learning progresses in a top– down manner. Improvement is driven by gradually gaining access to informative lower-level representations, by applying a top– down driven search for reliable inputs. Thus, training with two-tone discrimination yields improvement because of better task-specific access rather than because of improved sensory tuning at lower processing stages. Therefore, no transfer to tasks that do not benefit directly from this implicitly trained strategy is expected. It is important to note that this later claim is not in contradiction to the claim that training induces brain plasticity. Indeed, our shared assumption is that changes in behavior after training do reflect modifications in the brain; nonetheless, brain plasticity does not indicate transfer." (p.15
"Sensitivity to various dimensions of an auditory signal, specifically to frequency discrimination (FD) has been shown to be related to higher linguistic abilities. For example, reading skills are correlated with discrimination thresholds, both in the general population (Ahissar, Protopapas, Reid, & Merzenich, 2000) and in individuals with language impairments (Specific Language Impairment: McArthur & Bishop, 2004; Mengler, Hogben, Michie, & Bishop, 2005; Dyslexia: Ahissar, Lubin, Putter-Katz, & Banai, 2006; Halliday & Bishop, 2006). More important, poor FD abilities at infancy predict subsequent linguistic difficulties at toddlerhood (Cantiani et al., 2016). … Training WM. WM training typically involves training with a single, or a combined dual, task rather than with several tasks. A common protocol involves training with a single (or dual) n-back task (reviewed in Morrison & Chein, 2011). It was claimed that both WM abilities and a range of other cognitive abilities are enhanced by these training regimes (e.g., Foy & Mann, 2014; Jaeggi et al., 2008, 2011; Söderqvist & Bergman Nutley, 2015). However, all the studies that reported improvement in mildly far tasks lack control for rewarding challenges, enthusiastic experimenters, and participants, as noted in a series of critical review studies (Dougherty, Hamovitz, & Tidwell, 2016; Jacoby & Ahissar, 2013, 2015; Redick et al., 2013; Shipstead, Redick, & Engle, 2010; Shipstead, Hicks, & Engle, 2012), and meta-analyses (Melby-Lervåg & Hulme, 2013; Redick & Lindsey, 2013; Soveri, Antfolk, Karlsson, Salo, & Laine, 2017). Indeed, when a similarly challenging task was trained by an active control group, there was no evidence of relative benefit to the group trained with a WM n-back task (e.g., Hitchcock & Westwell, 2017; Metzler-Baddeley, Caeyenberghs, Foley, & Jones, 2016; Redick et al., 2013; Thorell, Lindqvist, Bergman Nutley, Bohlin, & Klingberg, 2009; Vermeij, Claassen, Dautzenberg, & Kessels, 2016; Wayne et al., 2016)." (p.2, 9)
Jakoby, H., Raviv, O., Jaffe-Dax, S., Lieder, I., & Ahissar, M. (2019). Auditory frequency discrimination is correlated with linguistic skills, but its training does not improve them or other pitch discrimination tasks. Journal of Experimental Psychology. General. PMID 30843719 DOI: 10.1037/xge0000573
Arter, J. A., & Jenkins, J. R. (1979). Differential diagnosis—Prescriptive teaching: A critical appraisal. Review of Educational Research, 49, 517–555.
Barnett, S.M., & Ceci, S.J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128(4), 612-637.
Bosse, M.L., Tainturier, MJ., & Valdois S. (2007). Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104(2), 198-230.
Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.), Hillsdale, NJ: Lawrence Earlbaum.
Facoetti, A., Trussardi, A.N., Ruffino, M., Lorusso, M.L., Cattaneo, C., Galli, R., Molteni, M., & Zorzi, M. (2010). Multisensory spatial attention deficits are predictive of phonological decoding skills in developmental dyslexia. Journal of Cognitive Neuroscience, 22(5), 1011-25.
Franceschini, S., Gori, S., Ruffino, M., Pedrolli, K., & Facoetti, A. (2012). A causal link between visual spatial attention and reading acquisition. Current Biology, 22, 814–819.
Fuchs, D., Hale, J.B., & Kearns, D.M. (2011). On the importance of a cognitive processing perspective: An introduction. Journal of Learning Disabilities, 44(2), 99-104.
Kavale, K.A. (1990). Variances & verities in learning disability interventions. In T. Scruggs & B. Wong (Eds.), Intervention research in learning disabilities (pp.3-33). New York: Springer Verlag.
Kavale, K.A., & Forness, S.R. (1985). The science of learning disabilities. San Diego: College Hill Press.
Lallier, M., Donnadieu, S., Berger, C., & Valdois, S. (2010). A case study of developmental phonological dyslexia: Is the attentional deficit in the perception of rapid stimuli sequences amodal? Cortex, 46(2), 231-41.
Mann, L. (1979). On the trail of process. New York: Grune & Stratton.
National Health & Medical Research Council of Australia. (2009). Alternative Therapies for ADHD. Retrieved from http://www.mental-health-matters.com/disorders/mood-disorders/bipolar/941-altervative-therapies-for-adhd?tmpl=component&type=raw&showall=1
Quercia, P., Feiss, L., & Michel, C. (2013). Developmental dyslexia and vision. Clinical Ophthalmology, 7, 869–881.
Singer, H. & Balow, I. H. (1981). Overcoming educational disadvantageness. In J. T. Guthrie (Ed.), Comprehension and teaching: Research review. Newark, DE: International Reading Association.
Temereanca, S., Hämäläinen, M.S., Kuperberg, G.R., Stufflebeam, S.M., Halgren, E., & Brown, E.N. (2012). Eye movements modulate the spatiotemporal dynamics of word processing. Journal of Neuroscience, 32(13), 4482-4494.
Vaughn, S., & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? Journal of Special Education, 37, 140-147.
Vellutino, F.R., & Fletcher, J.M. (2005). Developmental dyslexia. In Margaret J. Snowling and Charles Hulme (Eds). The science of reading: A handbook. Maldon, MA: Blackwell Publishing, pp. 362-378.
Teaching reading to students who are deaf and hard of hearing
Morphology – what's all the fuss about? May 2019
Humour? You must be joking
Vale Siegfried Engelmann, father of DI
Music to our ears? You wouldn't read about it. Music, reading and intelligence. Dec 2018
Brain training programs, such as working memory training. Do they aid reading development?
Teaching reading in secondary schools: Some theoretical and practical issues.
What does systematic instruction mean?
Is there an educational role for phonological processes other than phonemic awareness?
2020 Southwest Direct Instruction Conference
2020 National Direct Instruction Conference and Institutes
Session to Honor Siegfried Engelmann at Council for Exception Children Convention
Video of University of Oregon Follow Through Celebration Available
Plan on Attending NIFDI Enhanced DI Coaching Academy!
Spring Direct Instruction Leadership Academy Registration Open!
Site Designed & Maintained by Shockoe Studios
Toll Free 877.485.1973 | T: 541.485.1973 | F: 541.683.7543 |
P.O. Box 11248 | Eugene, OR 97440
Copyright © 2015 National Institute for Direct Instruction | All rights reserved


text:
Kravitz: Pacers hope test pays off
Frank Vogel says tough first rounds often equal deep runs. Will Indiana prove him right?
Kravitz: Pacers hope test pays off Frank Vogel says tough first rounds often equal deep runs. Will Indiana prove him right? Check out this story on jconline.com: http://on.jconline.com/1n93Hyo
Bob Kravitz, bob.kravitz@indystar.com Published 11:39 p.m. ET May 1, 2014
Will Frank Vogel continue to go with smaller lineups in Game 7? (Photo: Jason Getz/USA TODAY Sports )
ATLANTA – Pacers coach Frank Vogel had a lot of messages for his players before Game 6, and this was one of them:
"Teams that are tested like this in the first round usually go very deep in the playoffs," he told his team.
We'll just see about that. For now, though, it's about surviving and ultimately advancing against the Atlanta Hawks, who give them fits and force them to change personnel and personality.
The Pacers' season is still barely alive, and it's alive for a lot of the same reasons they won Game 4 in this building.
Once again, they made just enough big-boy plays to pull out a taut game that came down to the final two minutes.
Once again, there was David West, making all the huge baskets down the stretch. "He's our rock," Vogel said.
Once again, there was George Hill making two big baskets down the stretch.
Once again, there was Paul George, who is having a strong series, getting a monster steal and then hitting his free throws.
And don't dismiss the role played by Ian Mahinmi, who had a huge offensive rebound that led to a Pacers basket, and played strong defense against Paul Millsap down the stretch.
Exhale.
And cue the nervous laugher.
Atlanta can't win three games at Bankers Life Fieldhouse…can they?
"Our guys could have wilted," Vogel said, referring to a third-quarter stretch when George got his fourth foul and the Hawks went on a run, including a thunderous Mike Scott dunk over Mahinmi. "They toughed it out. They regained control of the game."
For days now, everybody on the Pacers roster who is under seven feet tall has begged for one thing: A smaller lineup. On the record. Off the record.
A lineup featuring the forgotten Chris Copeland. And West in the post. And C.J. Watson in the same backcourt with Hill. And even Rasual Butler (OK, nobody was screaming for Rasual Butler).
George made it abundantly clear when he spoke before this game: "We're in Game 6; it's time to switch things up and play a little smaller. The way they (the Hawks) play, they understand that they're small, they're going to double and trap and pressure up because we're playing big. So to negate that, we've got to play small and play their way."
When the night began, Vogel remained steadfast, starting the miscast Roy Hibbert at center. But soon, the Pacers had fallen behind 15-5, the Hawks running down every long miss and crushing the taller Pacers on the boards.
And then Vogel relented.
He brought in Copeland. He brought in Watson. He downsized all across the board. And he didn't play either Luis Scola or Evan Turner, which was eye-opening.
The offensive spacing was better. The shot selection was improved. The defensive closeouts on 3-point shooters were quicker; the Hawks were just 9 of 35 from 3 Thursday night. And the Pacers, who couldn't corral a 50-50 ball in the early minutes — and through most of this series — began finishing defensive stops with rebounds.
This is so simple, even an altitude-challenged journalist can figure it out: The only way the Pacers can stay with and ultimately beat the Hawks is by beating them at their own Biddy Ball game.
Vogel even benched Hibbert to start the second half, opting to play Mahinmi.
Sure, it's anathema to everything Vogel believes, runs counter to his desire to beat on smaller opponents with size and physicality. For a year, a couple of years, really, the Indiana Pacers have played one way — they've played big, doubling up in the post with Hibbert and West, packed the paint offensively and defensively. And it's worked; they took the Heat to seven games in the Eastern Conference Finals last year and finished with the NBA's second-best regular-season record this year.
But the "do what we do" stuff hasn't worked all series, and it won't work, not even in Game 7.
Vogel needs to remain small in Game 7. That should be abundantly clear by now, even if he starts Hibbert and plays him for a few short minutes.
"(Going small) is not something that philosophically I'm really against as a coach,'' he said. "It's just how our team is built and we've had success with it. You can have success with small lineups, but there's a risk because you have to change some things with how you play, particularly on the defensive end. You've got to get in a lot more rotations; that's takes work and it's difficult to do on the fly. But it's something we're trying to do."
If and when the Pacers finally put away the Hawks in Game 7 back home, the overwhelming sense will be this: "Good riddance, Hawks. Good riddance, small ball. Bring on the big boys."
Late charge not enough as Purdue falls at No. 17 Maryland
Purdue basketball vs. Maryland video highlights
WL boys win Hoosier Conference swimming title
Who are the referees for Purdue vs. Maryland?
Eastern's glue kept Purdue together but Boilermakers can't avoid another road loss
Purdue defensive coaching staff undergoes more changes

redpajama_set_name: RedPajamaCommonCrawl


text:
Popular Australian DJ Adam Neat Dies After Crashing Through Glass While Holidaying in Bali
The 42-year-old DJ, whose real name is Adam Neat, crashed through a glass door in the incident in Bali.
Top Australian DJ Adam Sky has died while reportedly rushing to the aid of a woman who fell from a villa in the Indonesian resort island of Bali, authorities confirmed on Monday. The 42-year-old DJ, whose real name is Adam Neat, crashed through a glass door in the incident on Saturday. Indonesian media reports said he severed a major artery in his arm, causing serious blood loss, the Australian Broadcasting Corporation reported.
It is believed his female friend had fallen several meters from their private terrace in the villa and suffered broken bones. Bali police are still investigating the circumstances of his death.
A post on Neat's official Facebook page, which has more than 900,000 followers, confirmed his death on Sunday night. "Relatives and friends of Adam are traveling to Bali today and handling all arrangements," the post said.
"We ask you to respect the families privacy at this moment while we all come to terms with our tragic loss." Neat was an internationally recognized DJ, having supported well-known artists including Fat Boy Slim, David Guetta and The Scissor Sisters.
Originally from Melbourne, Neat was based in Singapore and was described as a "rising Aussie superstar DJ" by JUICE Magazine Asia.
Adam Neatadam sky


text:
Wirral's No1 Wheelie Bin Cleaning Service
Book A Clean
SET UP DIRECT DEBIT OR PAYPAL
Patio & Driveway Cleaning/Repairs
These Terms and Conditions represent a contract between D & D (Down and Dirty) Wheelie Bin Cleaning Services (us) and the Customer (you).
The Customer agrees that by booking our service, whether by phone, email, through our online booking system or by any other means of communication, shall constitute the Customer's acceptance of these Terms and Conditions. Unless agreed, in writing, by D & D Wheelie Bin Cleaning Services, these Terms and Conditions shall prevail over any other Terms put forward by the Customer. No alteration or variation will be valid unless approved in writing by D & D Wheelie Bin Cleaning Services.
D & D Wheelie Bin Cleaning Services shall retain information about their Customers in the form of; the Customer's name, address, contact telephone number and email address. This information will be held in a secure data system. This information is for the use of D & D Wheelie Bin Cleaning Services only and will not, under any circumstances, we shared, sold or passed on to Third Party Companies. If the time comes when a Customer no longer wishes to use the services of D & D Wheelie Bin Cleaning Services, the Customer's information will be removed from the data system. By instructing the services of D & D Wheelie Bin Cleaning Services, the Customer agrees to being contacted by D & D Wheelie Bin Cleaning Services by any of the aforementioned means.
D & D Wheelie Bin Cleaning Services may contact our Customers with updates and/or news from the Company. By entering into this agreement, the Customer agrees to be contacted by D & D Wheelie Bin Cleaning Services by email or phone. Customers may also be contacted regarding any Promotions or Competitions being held.
D & D Wheelie Bin Cleaning Services agree to provide the Customer with a quality Wheelie Bin Cleaning Service, at an agreed cost and frequency. Customers may request the services of D & D Wheelie Bin Cleaning Services as frequent or infrequent as preferred, provided that this is understood when initially booking the services of D & D Wheelie Bin Cleaning Services. This ensures that the correct pricing can be quoted. For domestic Bin Cleaning D & D Wheelie Bin Cleaning Services shall provide either fortnightly cleaning, monthly cleaning or cleaning on a one-off basis. Any cleaning requested that is not regular i.e. fortnightly or monthly, will be charged in line with the one-off fee, detailed on our website. D & D Wheelie Bin Cleaning Services reserve the right to charge a one-off fee of £10 (to be paid by the Customer within 7 days) for any cancellations made, up to and including the first 3 cleans (6 cleans if the Customer has chosen the 'multiple bins option'). Initial cleans are an extremely thorough and time-consuming job and therefore the charge is higher to reflect this. Signing up for regular cleaning and cancelling after the initial clean shall be deemed as abuse of the service, by intentionally bypassing the one-off fee, and, again, the one-off fee of £10 shall be paid by the Customer within 7 days. D & D Wheelie Bin Cleaning Services endeavour to clean the Wheelie Bins on the date that the Council collect the waste. On very rare occasions, there can be delays to the cleaning of Wheelie Bins, that are deemed out of the control of D & D Wheelie Bin Cleaning Services, including (but not limited to) delays with Biffa. D & D Wheelie Bin Cleaning Services will always attempt to carry out their work on the first available occasion, following delays.
When Customers sign up to the service, the payment rate selected, and frequency of the service selected should corelate. For instance, if a Customer signs up to have one green bin cleaned on a fortnightly basis but later wishes to have one green and one grey cleaned on a monthly basis they should contact D & D Wheelie Bin Cleaning Services either by phone or email to have this actioned. The cost of a monthly clean is slightly higher than a fortnightly clean and, therefore, Customers would not be paying the correct amount, in these circumstances. D & D Wheelie Bin Cleaning Services will not action a request such as this until the payment rate had been amended.
If a Customer books a clean and wishes to have their bin cleaned the same day as booking D & D Wheelie Bin Cleaning Services would request that the Customer try to provide enough notice to avoid disappointment.
RIGHT TO REFUSAL
D & D Wheelie Bin Cleaning Services reserve the right to refuse or postpone any cleaning due to the following (but not limited) reasons: -
When waste has not been collected by the Council and remains in the Wheelie Bins. Provided that the Bin is not too full, the Cleaning Operative may decide that it is safe to remove the rubbish and clean the bin. The rubbish will always then be returned to the Customer's bin. Emphasis is placed on the fact that D & D Wheelie Bin Cleaning Services do not remove waste, under any circumstances.
When bins are contaminated by the likes of (but not limited to) wet paint, unbagged dog muck or harmful chemicals (we would expect our Customers to alert us of any harmful chemicals in their bins as soon as this becomes apparent to them).
Abuse to our staff. D & D Wheelie Bin Cleaners have a 'Zero Tolerance for Abuse' Policy. Any abuse aimed at our Company or staff, whether directly or indirectly (including online), will not be tolerated. D & D Wheelie Bin Cleaning Services will take any action deemed appropriate to report any abuse and/or slander. D & D Wheelie Bin Cleaning Services agree that the Company and its staff will conduct themselves in a professional and courteous manner. Any Customer that believes our staff have failed to adhere to this agreement should contact the office of D & D Wheelie Bin Cleaning Services on 0151 374 0205 to discuss. D & D Wheelie Bin Cleaning Services will update the Customer at the outcome of their investigation.
D & D Wheelie Bin Cleaning Services reserve the right to charge the Customer when they have attended to provide their service but cannot carry out their work, when this is due to no fault of the Company, such as (but not limited to) the Customer's bin(s) being inaccessible (locked away, blocked behind a car etc.). In some cases, D & D Wheelie Bin Cleaning Services may agree to return to clean your bin(s) prior to the next scheduled clean, however, this is not always possible. If we cannot return we will endeavour to clean your bin on the next bin collection date (2 weeks). If D & D Wheelie Bin Cleaning Services cannot clean a bin that is usually cleaned monthly, not fortnightly, then we will attempt to clean this again 2 weeks later, rather than waiting the 4 weeks.
Customers must inform D & D Wheelie Bin Cleaning Services when they move address (by email) and their credits will be transferred over to the new property, provided that this is also in the Wirral area. If a Customer fails to inform D & D Wheelie Bin Cleaning Services that they have moved address D & D Wheelie Bin Cleaning Services will no doubt have been cleaning the bin(s) at the previous address and no refund will be issued.
Customers should request the services of D & D Wheelie Bin Cleaning Services via the "Book A Clean" link on the website www.wheeliebincleaningwirral.com and, after the initial booking process, payment should be set up. D & D Wheelie Bin Cleaning Services currently offer the following payment methods: -
Direct Debit (via GoCardless)
PayPal Automatic Subscription
If D & D Wheelie Bin Cleaning Services receive your Booking Form but no payment method is selected then the Customer should be aware that they will not be added to our rounds, until a payment method is in place. D & D Wheelie Bin Cleaning Services may contact you about this.
Customers should be aware that Direct Debits will be collected on the chosen date and the chosen frequency that the Customer requested when signing up. If, for instance, the Customer specifies 31st of the month for payment to be taken from their account the Customer should note that there are not always 31 days in the month. This is a problem we have encountered many times. Payment will therefore be set up to come out on the 1st of the month. This Direct Debit will be ongoing until cancelled. In the event a payment fails via Direct Debit, Go Cardless will attempt to collect this payment a further 2 times. If, on both of those occasions, the payment fails, the Customer must arrange to pay that missed payment by an alternative payment method. D & D Wheelie Bin Cleaning Services will attempt to contact the Customer to request those funds but if this proves unsuccessful we will take this as cancellation of our service and any outstanding payments will become due immediately. If payment is still not made then future Direct Debit payments will be cancelled manually by D & D Wheelie Bin Cleaning Services. When a customer signs up to have their bin cleaned and opts to pay via Direct Debit and their chosen date for payment is 14 days from the date they originally "Booked A Clean" there is a possibility that the commencement of cleaning may not be until the next bin collection date. i.e. if a customer requests a clean on 1st of the month, for their bin to be cleaned that day, but requests payment to come out on 20th of the month, there is a period of 19 days before D & D Wheelie Bin Cleaning Services receives any payment and by that stage two cleans would have been provided. This ensures that the service is fair to all other Customers too.
PayPal payments are taken via an automatic PayPal subscription. These payments are requested on the day of booking and then again, automatically, at the rate of frequency that the Customer originally requested i.e. every 28 days, every 3 months, every 5 months, every 6 months or once per year. The PayPal Subscription will be ongoing until cancelled. In the event a payment fails via PayPal, PayPal will attempt to collect this payment 5 days later. If that payment fails, PayPal will attempt once more, a further 5 days later. Unfortunately, if that payment also fails PayPal will cancel the Subscription. D & D Wheelie Bin Cleaning Services will attempt to contact the Customer to have an alternative payment set up, but if this proves unsuccessful we will take this as cancellation of our service and any outstanding payments will become due immediately and must be paid within 7 days.
If payments are cancelled, then D & D Wheelie Bin Cleaning Services shall assume that the service is no longer required and will remove the Customer from their rounds. D & D Wheelie Bin Cleaning Services may attempt to contact the Customer regarding this cancellation to ensure that there is no misunderstanding. If the service and/or payments are cancelled and the Customer still has credits we will ensure that those credits are honoured as opposed to issuing refunds.
Some existing customers continue to pay via our "Pay in Advance" option. Those existing Customers should continue to telephone the office on 0151 374 0205 or online at www.wheeliebincleaningwirral.com under the "Pay My Bill" option in order to renew credits as and when payment is due. D & D Wheelie Bin Cleaning Services agrees to notify customers (with a slip through the door) on the day of the Customer's last clean. This provides the Customer with two weeks to renew their credits either by phone or online under the "Pay My Bill" option.
RECORDING EQUIPMENT AND VEHICLE TRACKING
By entering into this agreement, the Customer consents to D & D Wheelie Bin Cleaning Services using recording equipment near to their property (usually on the main road). Recording equipment is fixed to vans to ensure the safety or their Staff and Customers alike. Again, D & D Wheelie Bin Cleaning Services use tracking equipment. This ensures that we offer the best possible service by knowing where our vans and Staff are at all times. Recording equipment and trackers have been installed to also protect against crimes.
D & D Wheelie Bin Cleaning Services are fully insured to carry out their services. If any Customer requests evidence of Insurance, such as Public Liability, this shall be provided by D & D Wheelie Bin Cleaning Services.
GUARANTEE & COMPAINTS PROCEDURE
D & D Wheelie Bin Cleaning Services offer a 48-hour Guarantee against any Bin Cleaning work carried out. In the unusual and unlikely event that you are not 100% satisfied with our service, we will attend, within 48 hours to reclean your bin(s) free of charge. In some instances, such as permanent markings, not all 'stains' can be removed. In the event that we return to reclean your bin to realise that the stain cannot be removed a one-off charge can be applied. D & D Wheelie Bin Cleaning Services aims for 100% satisfaction and would never want any Customers to be dissatisfied with the service and will always attempt to rectify any issues or concerns the Customers raise to the Customer's satisfaction.
Any complaints should be directed to our office on 0151 374 0205 (9am-5pm Monday- Friday) or via email to wheeliebinwirral@gmail.com.
By instructing D & D Wheelie Bin Cleaning Services the Customer agrees that they accept the Terms and Conditions aforementioned.
These Terms and Conditions are governed by the Laws of England and Wales and are subject to the exclusive jurisdiction of the Courts of England and Wales.
D & D Wheelie Bin Cleaning Services reserve the right to amend these Terms and Conditions without notice.
D & D Wheelie Bin Cleaning Services
© www.wheeliebincleaningwirral.com 1999 - 2021 All rights reserved


My Registration Renewal Notice says "Smog Certification Required at a STAR Station". What does it mean?
STAR stations are smog check stations that meet higher performance standards established by the Bureau of Automotive Repair (BAR). In order to comply with state law, BAR directs a portion of the vehicles registered in Enhanced Smog Check Areas to STAR stations. Enhanced Areas are those parts of the state with "serious", "severe", or "extreme" ozone pollution problems. Directed Vehicles must have their smog check done at one of these stations.
If my Registration Renewal Notice says "Smog Certification Required" (not Directed Vehicles), can I have smog check done at a STAR Test-Only Station?
Yes, you can. STAR Test-Only facilities are licensed smog check stations that are allowed to perform any type of smog check for hybrid, gas- or diesel-powered vehicles.
What is an "EVAP" Test?
The Low-Pressure Fuel Evaporative Test (LPFET) checks for leaks in the fuel tank or associated evaporative system hoses and devices. As of December 2007, the state of California requires this test during a smog check for 1976 to 1995 model year vehicles, including all pre-OBDII vehicles.
Vehicles in their original factory configuration, with a fuel evaporative canister and fuel vapor hoses that are not accessible or would require the partial dismantling of the vehicle in order to gain access to them for testing.
Is my vehicles subject to a smog check?
Gas-powered vehicles six model years and newer are exempt from the biennial smog check inspection requirement.
Two-cylinder vehicles, electric-powered vehicles, two-cycle-powered vehicles (not including rotary engines), and motorcycles are exempt from the biennial smog check inspection requirement.
Diesel-powered vehicles 1998 and newer, up to 14,000 pounds gross vehicles weight rating are subject to smog check program. However, the gas-powered exemptions (see above) do not apply to diesel-powered vehicles.
A valid smog certificate is required, if you are selling or buying a vehicle. Smog certifications are good for 90 days from the date of issuance.
All 1976 to current year vehicles are required to obtain a smog check certificate of compliance prior to initial registration in California. Vehicles being initially registered in California that were previously registered in another state are exempt from the biennial smog check inspection requirements, if the vehicle is a 1975 or older model.


text:
Groenendyk, Huls, Dunker, Ulin, and DeMint Visit Lee County Speedway Victory Lane
Posted on May 24, 2015 by LCS
by Brian Neal
Donnellson, IA (Friday, May 22, 2015) – After two straight weeks of rain outs the Lee County Speedway in Donnellson, Iowa got back to action on Friday night with PEPSI Memphis Bottling Night. When the final checkered flag waved Tyler Groenendyk (Budweiser IMCA Modifieds), Abe Huls (Donnellson Tire and Service IMCA Stock Cars), Tony Dunker (Shottenkirk of Ft. Madison IMCA SportMods), Nick Ulin (Coors Light IMCA Hobby Stocks), and Travis DeMint (Armstrong Tractor IMCA Sport Compacts) found their way to victory lane.
The 15 lap Armstrong Tractor IMCA Sport Compact feature was the first to take to the track, with Brandon Lambert and Barry Taft leading the field to the drop of the green flag. Lambert would take advantage of his front row starting spot to grab the lead on lap 1 over Brandon Reu, who started 6th, and William Michel. Reu worked the bottom of the track to slip under Lambert for the top spot on lap 3. The action up front was slowed on lap 4, when debris in turn 4 brought out a caution. On the restart Reu jumped back out front, but now had Travis DeMint, who started 9th, glued to his back bumper. DeMint tried to get around Reu for the lead over the next 4 laps, but Reu was able to hold him off each lap. That was until lap 9, when DeMint was able to slip under Reu to grab the lead. DeMint then led the final 7 laps to claim his second win of the season at the track. Reu held on for 2nd, Kimberly Abbott started 8th and finished 3rd, Lambert was 4th, with Josh Barnes, who fell to last on the start, recovering to finish in 5th.
Up next was the 14 lap Coors Light IMCA Hobby Stock feature, with Kevin Koontz and Nick Ulin on the front row. Ulin used his front row starting spot to jump out into the lead on lap 1 over Dustin Griffiths, and Brandon Symmonds. Griffiths would look under Ulin over the entire 14 laps, as Symmonds followed both of them waiting for them to make a mistake. But Ulin was able to hold on the entire 14 laps to pick up his first win of the season at the track. Griffiths settled for 2nd, Symmonds was 3rd, John Irwin was 4th, with Koontz rounding out the top 5.
Brandon Ruffcorn and Brian Woodruff was suppose to lead the field to the green in the 20 lap Shottenkirk of Ft. Madison IMCA SportMod feature, but when Woodruff elected to go to the rear that would move Austin Howes to the outside of the front row. Just as the green flag waved the yellow light would come on, as Ashton Johnson spun in turn 4 to bring out the caution. On the restart Ruffcorn moved out front to lead lap 1 over Howes and Phillip Cossel. Howes, who was working the top of the track, was able to take the top spot away from Ruffcorn on lap 2. The action up front was slowed on lap 3 when Travis Hartman came to a stop in turn 2 to bring out the yellow. Howes jumped back out front on the restart, with Cossel over taking Ruffcorn for the runner up spot. While Howes set the pace out front, Adam Birck, who started 10th, Joey Gower, who started 11th, and Tony Dunker, who started 12th, were working their way towards the front. Howes lead, which was a half a straight away, was wiped out on lap 8 when Colton Bowman spun in turn 4 to bring out the yellow. On the restart a tire was clipped in turn 4 and pushed out onto the track to bring the caution light back on. The following restart saw Howes move back out front over Birck and Gower. Birck, who was working the bottom of the track, was able to slip under Howes to grab the lead away on lap 14. At the same time Dunker joined the battle up front to make it a three car battle for the top spot. With Birck and Howes both working the bottom of the track, Dunker decided to got to the top. Coming to the white flag Dunker was able to take over the lead. But Birck wouldn't give up as he pulled even with Dunker coming off turn 2. Dunker would use the momentum off of turn 4 coming to the checkered flag to pick up his first win of the season at the track. Birck settled for 2nd, Howes was 3rd, Robert Gould was 4th, with Ruffcorn coming home in 5th.
Up next was the 20 lap Donnellson Tire and Service IMCA Stock Car feature, with Ryan Fullenkamp and Jim Redmann making up the front row. Redmann took advantage of his front row starting spot to grab the lead on lap 1 over Jeremy Pundt and Fullenkamp. Redmann, who was working the top, and Pundt, who was working the bottom, ran the second lap side-by-side. Pundt would use the bottom of the track to edge out Redmann for the top spot on lap 3. Just as lap 3 was scored complete Jason See spun in turn 2 to bring out the caution. On the restart Andrew Hustead, who was running 4th, spun in turn 4 to bring the yellow light back on. The following restart saw Redmann get into the back of Pundt, who spun in turn 3 and collected Derrick Agee, who started 10th and had worked his way to 5th, to bring the yellow light back on. A third attempt of a restart saw Abe Huls, who started 6th, slip under Fullenkamp to take the top spot, with David Brandies, who started 7th, close behind in 3rd. Brandies would slip under Fullenkamp on lap 5 to move into second and then set his sights on Huls for the lead. Huls and Brandies, who were both running the bottom, then started to pull away from the two wide racing going on behind them. Brandies tried to get under Huls for the top spot over the next 10 laps, but Huls was able to hold him off every lap. Then coming off turn 2 on lap 14 Brandies was able to get up beside Huls, as the two raced into turn 3. Contact between the two resulted into Brandies cutting down a right rear tire, as he pulled into the infield on lap 15 to end his night. From there Huls pulled away to claim his third win of the season at the track. Jason Cook, who started 11th, was able to slip under Nathan Wood, who started 8th, on the last lap to finish 2nd, with Wood in 3rd, Pundt recovered from the spin on lap 3 to come back up to finish 4th, with Fullenkamp holding on for 5th.
The final feature to take to the track on the night was the 20 lap Budweiser IMCA Modifieds, with AJ Johnson and Jerad Fuller leading the field to the drop of the green flag. Johnson would take advantage of his starting spot to grab the lead on lap 1 over Fuller and Jeff Waterman. Johnson, who was running the bottom, and Fuller, who was up top, ran the first 7 laps side-by-side with Johnson edging out in front on each lap. That was until lap 8, when Fuller was able to taker the top spot away. Once Johnson got passed he would move to the top of the track, which allowed Tyler Groenendyk to use the bottom to make it a three car battle for the top spot. Coming off turn 4 on lap 11 Groenendyk was able to edge out Fuller at the line to take over the top spot. One lap later, lap 12, Ryan Cook, who was running 7th, spun in turn 2 to bring out the yellow. On the restart Groenendyk jumped back out front, with Fuller, Johnson, Scott Hogan and Bill Roberts Jr. battling for second. The final 8 laps went caution free, with Groenendyk pulling away to pick up his second win of the season at the track. Fuller won the battle for 2nd, Roberts Jr. was 3rd, Johnson was 4th, with Hogan rounding out the top 5.
Coming up next week at the Lee County Speedway will be the first visit of the season by the Sprint Invaders, which is being presented by Mohrfeld Electric. Also in action on the night will be the Budweiser IMCA Modifieds, Donnellson Tire and Service IMCA Stocks Cars, Shottenkirk of Ft. Madison IMCA SportMods, Coors Light IMCA Hobby Stocks, and Armstrong Tractor IMCA Sport Compacts.
Gates will open at 5 pm, with hot laps at 6:45 pm, and racing starting at 7:15 pm. Grandstands will be adults $16, seniors (60+) $14, students (11-17) $8, and kids 10 and under FREE! Pit passes will be $30, ages 7-13 $20, and ages 6 and under $10.
For more information about the Lee County Speedway you can call Mike Van Genderen at 641-521-0330.
For complete results and updated point standings, please click on the tabs at the top of the page.
This entry was posted in IMCA Hobby Stocks, IMCA Modifieds, IMCA Sport Compacts, IMCA Sport Mods, IMCA Stock Cars, News by LCS. Bookmark the permalink.


Download towards a new poverty agenda in asia social policies and economic transformation in pdf or read towards a new poverty agenda in asia social policies and economic transformation in pdf online books in PDF, EPUB and Mobi Format. Click Download or Read Online button to get towards a new poverty agenda in asia social policies and economic transformation in pdf book now. This site is like a library, Use search box in the widget to get ebook that you want.
This book describes the role of social policy in the context of globalization and rapidly changing economies and societies in Asia. It compares the social policy experience of a number of countries with a focus on comparing East Asian (China, Indonesia, Vietnam), and South Asian (India, Bangladesh, Sri Lanka) models and experiences. Over the last decade, particularly since the Asian financial crisis, and globalization, extension of social protection to people affected by crisis has been the main theme in national and international policy alike. In comparing the way social policy has evolved and studying its effects in various countries of Asia, the author provides a wide canvas and succeeds in bringing out similarities as well as differences in the individual experiences, while simultaneously providing explanations. His research brings together three separate streams of study in its scope-politics, sociology and economics-to analyse the ground reality of Asian experiences.
This book looks at developmental pathways to poverty reduction that emphasize employment-centred structural change, social policies that both protect citizens and contribute to economic development, and types of politics that support economic transformation and participation of the poor in growth processes.
This book brings together benchmark essays in the field of global political economy, covering the key political-economic issues of East Asian development: the relation between the state and markets; the changing nature of economic governance and its relation to inequality; and the rise of China and its international consequences.
This book is part of a study on future relations between Sweden and Africa and contains a selection of papers which served as background material to the debate at a conference in 1997 with scholars and policymakers from both Africa and Sweden.


DVDFab Blu-ray Ripper 11.0.2.5 by Fengtao Software Inc.
Retro Cars is a modern game about old cars, featuring beautiful graphics and realistic physics. Drive many of the legendary cars of the 20th century. A huge map means you'll always have new place to explore. Enjoy!
The finest soldiers were gathered in the training camp. In this arena, it's every man for himself, and the winner stands to win a lot of money. Try to get recognition and the money. Be better than the rest.


text:
Liverpool FC: Klopp pays tribute to Hillsborough families
Reds boss on 'very, very big moment'
Jurgen Klopp manager of Liverpool during a press conference at Estadio El Madrigal on April 27, 2016 in Villarreal, Spain. (Photo by Andrew Powell/Liverpool FC via Getty Images)
Sign up to FREE daily email alerts from Liverpool Echo - Liverpool FC
Liverpool boss Jurgen Klopp has paid tribute to the perseverance of the Hillsborough families in the wake of Tuesday's historic inquest verdict.
Klopp, who recently attended the memorial service at Anfield, expressed his delight at the fact jurors concluded that the 96 victims were unlawfully killed and that supporters were exonerated after 27 years of "fighting for the truth".
"What I saw, what I could see it was a very, very big moment for all the families," Klopp said.
"I'm really pleased for them, I am really happy for them. That finally they got the justice they wanted.
"I'm really happy. 27 years is an unbelievably long time but it shows all of us if you're ready, if you fight for the truth, and you're patient enough to wait for the moment, then it can happen.
"I'm really pleased for all the fans, it was a great moment."
Villarreal v Liverpool build up
Insight on the 'Spanish Leicester City'
Which players are on the plane?
Reds are favourites...just says pundit
Meet the referee
Klopp's Hillsborough tribute
Sakho
Pearce comment
Liverpool FCNo Man City players safe as Pep Guardiola plans transfer rebuild to overhaul LiverpoolManchester City manager Pep Guardiola is planning a summer transfer rebuild to try and overhaul Liverpool
CrimeBreastfeeding mum 'froze' in terror as 'scumbag' thief strolled into home
"I was terrified, I froze, I couldn't even shout"


text:
Our collective has dealt with over 14,000 data breach cases
Call free
NO WIN NO FEE
Types of Data Breaches
Government Data Breach
Private Company Data Breach
School Data Breach
Credit and Debit Card Data Breach
Bank Data Breach
App & Website Data Breach
NHS & Medical Data Breach
Charity Data Breach
Company Data Breaches
Easyjet Data Breach
Cambridge Water Data Breach
Dubsmash Data Breach
MyFitness Pal
Wattpad Data Breach
Simplify Conveyancing
Police Federation
Check Compensation
Start your Bristol City Council data breach compensation claim here
You could be in line for compensation worth thousands if you have been a victim of the Bristol City Council data breach.
Start your free Data Breach Claim
average refund
Why Choose Data Breach Claims
£4,000 Average Claim
Customers, on average claim £4,000 from incidents of data breach
Experts are ready and waiting to advise you in any way you need
All solicitors work on a no win, no fee basis. 100% free, unless your claim is successful
60 second check
It only takes 60 seconds to begin your check for a potentially huge payout
No risk involved
There's no risk in checking. It will not affect your credit score and it's free
What caused a data breach at Bristol City Council?
An email sending error by a council employee saw the identities of hundreds of families with disabled children shared with other families without their consent. The email was sent to over 400 primary carers for disabled children and those with special educational needs in an attempt to get their views on a new support service.
The information mistakenly shared included the names of all the children and the email addresses of their primary carers. These were viewable to all recipients of the email sent by the disabled children and specialist services department of Bristol City Council in November 2020.
The email was intended to go to multiple recipients, and should have been sent using the 'blind carbon copy' or 'Bcc' option, meaning that the email addresses of the other recipients are hidden. In this instance, the council employee sending the email used the standard 'carbon copy' or 'cc' function instead, so that every recipient could see the email address of every other recipient along with the name of their the disabled child. The data breach, as is required, was reported to the Information Commissioner's Office (ICO).
Can I make a Bristol City Council data breach claim?
The email sent by the Bristol City Council employee is believed to have exposed the names of 487 children as well as the email addresses of the parents or primary carers. Those who were affected by the data breach received a letter from the council, apologising for the error and asking them to delete the email they received.
In the letter from Ann James, the council director responsible for children and families, to those affected, the council admitted an accidental data breach had occurred and was due to human error. It appeared the person sending the email did not use 'blind carbon copy' when sending the email. If you received this communication then we can make a claim for data breach compensation for you on your behalf..
The revealing of children's names and email addresses of parents is a serious breach of General Data Protection Regulations (GDPR), especially given the sensitive nature of the incident. For some, the data breach can be particularly significant, especially for those who have a disabled child to care for, and for whom the sharing of their child's name and their email address could be particularly distressing.
How do I make a Bristol City Council data breach claim?
If you have been affected by the Bristol City Council data breach then get in touch. Our data breach solicitors will act for you on a No Win, No Fee basis. This means that even if you were to claim but did not win compensation, which would be somewhat unlikely, you will not have to pay us anything.
If you received a communication from the local authority informing you that you were part of the data breach, then you can make a compensation claim. As an affected parent or primary carer you have the right to claim for any distress and financial loss.
At Data Breach Claims we are here to support you and ensure you get the maximum compensation you deserve. The sensitive nature of the incident means that more substantial compensation could be available, so make sure you enquire with us today.
Think this applies to you? We'll check for free
Alternatively, give one of our solicitors a call free on 0330 828 1764
We offer a free data breach consultation to anyone who is looking to make a claim
If your case or cases have no financial payout to you, you don't pay a single penny
Data breach experts
We use dedicated data breach solicitors who have handled thousands of data breach claims
Why should I make a data breach claim against Bristol City Council?
Any primary carer affected by the data breach will rightly be concerned that some personal information relating to them and the person in their care has been leaked, and that this could potentially end up in the hand of those who would look to use it to their advantage The sharing of such information is a clear breach of GDPR and means that a compensation claim could be made.
The leaking of personal data of this nature exposes families to an increased risk of fraud, and could be misused by those who had access to it. It leads people to have to be wary of emails, calls or other communications, especially from those presenting themselves as representatives of Bristol City Council. By taking action will force organisations such as the council to tighten up how they store and manage data in future.
The leaking of your personal data by Bristol City Council means that you could make a compensation claim regardless of whether you suffered any financial losses or not. Data breach compensation can be claimed for both financial loss and distress. With the leaked information being of a sensitive nature that could have been highly distressing for families and their children, this opens up the possibility of much greater compensation amounts being awarded.
GDPR Claim
Lovely supportive team! Sarah is brilliant, she helped me get through a tough period, always stayed in contact with me and referred me to the best of people resulting in an excellent outcome. Highly recommend!
As featured in the national press.
Claimed compensation on my behalf thanks! Outstanding professional service!
Helped me get my claim over the line. Rachel was very helpful throughout
Very professional service, completed my claim swiftly
I found them a pleasure to deal with. Very clear and easy to understand. A good service.
They dealt professionally and quickly with our data breach compensation claim. The staff went above and beyond our expectations and were very friendly and helpful. Would definitely use again.
Click one to see more.
Under GDPR Can an Individual be Held Responsible?
The GDPR is a set of strict rules that must be adhered to when processing the personal data of EU citizens. Failure to comply with
My Child's Data Has Been Breached – What are my Options?
You could be in line for data breach compensation worth thousands if your child's data has been affected by a company's data breach Parents know
Data Breach Compensation No Win No Fee
If a company or organisation is storing your personal data and fails to keep it secure which has ultimately resulted in a breach, you have
We're ready to help you get the compensation you deserve
Lines open 9am – 5pm Mon to Fri
Lines open 9pm – 5pm Mon to Fri
Egerton House, 2 Tower Road, G5D, Birkenhead CH41 1FN
Start My Claim
Claim against
Simply Conveyancing
My FitnessPal
Compaints Procedure
© DataBreach Claims 2022. Data Breach Claims is a trading name of Evans Hughes Ltd company number 12573301. Authorised and regulated by the Financial Conduct Authority 927014. Evans Hughes Ltd is registered with the Information Commissioner's Office under registration reference ZA754708. This website is operating in accordance to the privacy policy. ICO reg no. ZA473694. Data Breach Claims connects clients to regulated solicitors who deal with data breaches. We do not perform any legal services but simply connect you to a legal representative.
Has your data been handled incorrectly?
Start Your Free Claim Today


Home › Forums › Bug Reports › Will the stuck notes bug get fixed?
This topic contains 2 replies, has 3 voices, and was last updated by fabi 6 months, 3 weeks ago.
This bug is hard to live with and is making me consider selling the Zaquencer….
Is there any chance it may get fixed or maybe we can have a workaround, such as the option to send an "all notes off" message at the end of every loop or manually?
for me using the release candidate from that other thread works just fine for my purposes.


text:
Questions about example sentences with, and the definition and usage of "Citaron"
Translations of "Citaron"
How do you say this in English (US)? me citaron para hablar sobre mi horario de trabajo
They called me in to talk about my work schedule
Meanings and usages of similar words and phrases
Example sentences with, and the definition and usage of "hablar"
Example sentences with, and the definition and usage of "horario"
Example sentences with, and the definition and usage of "Mi"
Example sentences with, and the definition and usage of "para"
Example sentences with, and the definition and usage of "sobre"
Example sentences with, and the definition and usage of "trabajo"
Example sentences with, and the definition and usage of "口"
Example sentences with, and the definition and usage of "ko"
Example sentences with, and the definition and usage of "cue"
Example sentences with, and the definition and usage of "Sasuke"
Example sentences with, and the definition and usage of "変える"
Example sentences with, and the definition and usage of "ダンプ"
Example sentences with, and the definition and usage of "talent"
Example sentences with, and the definition and usage of "idy"
Example sentences with, and the definition and usage of "afternoon"
Example sentences with, and the definition and usage of "russian"
Example sentences with, and the definition and usage of "scale"
Example sentences with, and the definition and usage of "こう"
Example sentences with, and the definition and usage of "味"
Example sentences with, and the definition and usage of "出せる"
Example sentences with, and the definition and usage of "DNA"
Example sentences with, and the definition and usage of "None"
Example sentences with, and the definition and usage of "説く"
Example sentences with, and the definition and usage of "snap"
Example sentences with, and the definition and usage of "giang"
Example sentences with, and the definition and usage of "中正"
Words similar to citaron
Example sentences with, and the definition and usage of "cistern"
Example sentences with, and the definition and usage of "cisterna"
Example sentences with, and the definition and usage of "cisto"
Example sentences with, and the definition and usage of "cisza"
Example sentences with, and the definition and usage of "cit"
Example sentences with, and the definition and usage of "cita"
Example sentences with, and the definition and usage of "citadel"
Example sentences with, and the definition and usage of "Citadino"
Example sentences with, and the definition and usage of "citaion"
Example sentences with, and the definition and usage of "citar"
Example sentences with, and the definition and usage of "citas"
Example sentences with, and the definition and usage of "citat"
Example sentences with, and the definition and usage of "citati"
Example sentences with, and the definition and usage of "citation"
Example sentences with, and the definition and usage of "citatorio"
Example sentences with, and the definition and usage of "citazione"
Example sentences with, and the definition and usage of "citcle"
Example sentences with, and the definition and usage of "cite"
Example sentences with, and the definition and usage of "citei"
Example sentences with, and the definition and usage of "Citem"
Words that start with "C"
Citaron


text:
Armenian CC head questioned, Steven Zaillian nominated for Oscar, 14.01.20 digest
Theme: Politics
Armenian News - NEWS.am presents a daily digest of Armenia-related top news as of 14.01.2020:
· Armenian Defense Minister Davit Tonoyan confirmed Tuesday that there was a historically minimum number of deaths in the army in 2019.
As for the deaths caused by interpersonal relations in the army, minister noted they will reach goals by improving discipline and increasing the level of officers' education.
· Armenian Constitutional Court president, Hrayr Tovmasyan, accused of abusing official powers, was questioned Monday at the Special Investigation Service.
No comment was received from this state body, and Tovmasyan's legal defender Amram Makinyan said he did not comment on the information, citing the CC law which imposes a certain prohibition on providing information on investigative activities involving judges.
· Armenian police ex-chief Vladimir Gasparyan was interviewed as a witness at the Special Investigation Service Tuesday, his attorney Tigran Atanesyan noted.
Atanesyan said that the interview had lasted ten minutes.
When asked under which case the ex-police chief was interviewed, the attorney didn't wish to say which case and stated that he would talk about it later.
· A Turkish court has announced the verdict over the murder of the Armenian serviceman Sevak Shahin Balikci at a military unit in Turkey on April 24, 2011.
As reported Istanbul's Agos Armenian Weekly, the Turkish Civil Court has ruled to sentence accused-on-trial Kvanc Agaoglu to 16 years and 8 months of imprisonment.
After the murder, the gendarmerie declared that Agagolu had accidentally fired the shot while joking with Balikci, however, Sevak's parents claim that their son was killed because he was Armenian.
· Singer Yusif Eyvazov, spouse of soprano Anna Netrebko of Azerbaijani descent, has reportedly refused to perform with Armenian singer Ruzan Mantashyan at the opening ceremony of the annual Dresden Opera Ball on February 7.
According to Famous soprano Hasmik Papian's Facebook post, Eyvazov said that Mantashyan is an Armenian, meaning he won't be performing with her for political considerations.
· Armenia Airways will resume its regular Yerevan-Tehran-Yerevan flights from January 14.
Following the recent statement made by the Armenian Civil Aviation Committee on the use of the Iranian airspace "our airline has requested from the Embassy of the Islamic Republic of Iran and received guarantees for the safe operation of the aircraft in the airspace of the Islamic Republic of Iran," the company said in a statement.
· The first Academy Awards nominees have been revealed on the official YouTube channel of the Oscars.
Screenwriter of The Irishman Steven Zaillian, Armenian by origin, has been nominated for the best adapted screenplay.
By the way, Zaillian has been nominated for Oscars three times.


A report from the Property Casualty Insurers Association of America noted that consumers who dealt with damage due to the recent tornado outbreak may be at risk of being taken advantage of by scam artists posing as contractors.
The firm noted that homeowners should go out of their way to check out references of contractors. In addition, friends and neighbors may have a go-to contractor option, or could have good advice on the situation. It is important to take note of any contractor who seems like they are rushing to get a deal done. This is even more of a red flag if the damages are not an emergency to get repaired.
"As the rebuilding process gets underway, unlicensed contractors and scam artists may be looking to cash in on your misfortune," said Christopher Hackett, PCI's director of personal lines policy. "Homeowners will save themselves a lot of time, money and frustration by taking the time to check the credentials of the businesses and individuals that they hire to repair your property."
Consumers who own a home shouldn't pay too much for their insurance, as uncovered repairs can be expensive. Examining various home insurance rates may help a person find a plan that is affordable.


1 Development of an Internet of Things Platform for Elementary School Students. Willner-Giwerc, Sara.
2 Evaporation of Elements in Inconel 718. Pleskus, Molly M.
3 Investigation of Solidification Pathways in CoSi Alloys. Barlow, Stanley M.
4 Tensile Stress-Strain Measurements of Nb3Sn Superconducting Strands and Cables at Room Temperature. Buechler, Elizabeth D.
5 Capacitive Micromachined Ultrasound Transducers for Martian Anemometry. Ligonde, Gardy K.
6 MEMS Shear Sensor. Torres, Daniela A.
7 Design and CFD Analysis of a Horizontal Axis Diffuser Augmented Tidal Turbine. Webster, John A., III.
8 Development of an Educational Robotics Platform Using Wireless Communication Between Components. Mueller, Matthew L.
9 Dynamic Imaging of Carbon Nanotube - Liquid Crystal Suspensions. Bjorkman, Raymond N.
10 Improving Human-Robotic Interactions with Applied Human Factors Principles: Robot Factors and Solutions in Tool Design. Regalado, Marcy S.
11 A Discussion of Techniques to Mitigate Non-Linearity in Scale Factor Within a Linear Accelerometer Under Capacitive Drive. Soni, Krishna M.
12 A Discussion of Techniques to Mitigate Non-Linearity in Scale Factor Within a Linear Accelerometer Under Capacitive Drive. Soni, Krishna M.
13 A Thermal Demonstration of High Density Processor Packages. Lewis, Peter H.
14 Frangible Glider Development. Vanderklein, Ian A.
15 Design, Construction, and Testing of an Experimental Apparatus for Single Optical Pyrometer-Based High- Temperature Differential Thermal Analysis for the Study of Rare Earth Material Properties. Andrews, Tyler C.
16 Integrating Engineering and Literacy: A Seventh Grade Case Study. Scolnic, Jessica M.
17 Ultra-high Temperature Measurement and Modeling of an Induction-Heated Reactor for Rapid Molten Oxide Electrolysis of Rare Earths. Nakanishi, Bradley Rex.
18 Evaluation of Pulsed & Steady Blowing Flow Control in a Slotted Leading Edge Configuration. Patterson, Colin Joseph.
19 Evaporation-Induced Shear Stress-Driven Heat Pipes. Melnick, Corey.
20 In-Situ Adhesive Strength Study of "Oilygel". Glenn, Matthew.
21 Design and Commissioning of an Apparatus for Evaluation of Data Center Cooling Technologies. Manno, Michael Vincent.
22 Modeling of Ethanol-Silica Alcogel Drying Using Supercritical Carbon Dioxide. Griffin, Justin Scott.
23 Wind Tunnel Simulation of Flow Control With Pulsed Impinging Air Jets. Dunne, Reeve.


text:
Dynastia Asturyjska

Dynastia Jimenez

Dynastia Burgundzka

Od 1230 r. unia Leonu z królestwem Kastylii.

Bibliografia
 J.E. Morby Dynastie świata

Zobacz też
 Królestwo Leónu
 Władcy Hiszpanii
 Władcy Kastylii-Leónu
 Władcy Kastylii
 Władcy Aragonii
 Władcy Asturii

Leon

redpajama_set_name: RedPajamaWikipedia