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César Eduardo Etcheverry fue un policía y criminalista argentino con actuación en la primera mitad del . A partir de su pertenencia a la División Investigaciones de la Policía de la Capital, nombre que por entonces recibía la fuerza pública de la Ciudad de Buenos Aires, y antecedente histórico inmediato de la Policía Federal Argentina, fue impulsor de la implantación del sistema de identificación dactiloscópica, de la cooperación internacional entre instituciones policiales y protagonista del proceso de profesionalización de la policía que tuvo lugar en las primeras décadas del siglo pasado en la Argentina.

Reseña Biográfica
Nació en la ciudad de Dolores, cabecera del Partido homónimo de la Provincia de Buenos Aires, el 5 de enero de 1884, en el seno de la familia conformada por sus padres Mariano Etcheverry y Martina Cornell, y siete hermanos más.

A mediados de 1904, con 20 años de edad ingresó a la ya mencionada institución policial,  de la que se convertiría en uno de los máximos referentes a lo largo de la década de 1920. Ya estando retirado, sería convocado para ejercer la jefatura de la Policía de la Provincia de Buenos Aires bajo la intervención federal de Octavio R. Amadeo.

Falleció en su pueblo natal el 5 de julio de 1948.

Desarrollo profesional
El 15 de junio de 1904 ingresó a la Sección Investigaciones de la Policía de la Capital en calidad de Agente de 3.ªClase, donde tomaría contacto con el reciente Sistema Dactiloscópico Argentino ideado por Juan Vucetich e implementado en la mencionada fuerza por José Gregorio Rossi a partir de 1901. Con Vucetich trabaría una relación personal que iría más allá de sus roles profesionales, al punto que este último contraería matrimonio con Dolores Etcheverry, una de sus hermanas.

A partir de 1906 se convierte en Instructor de Dactiloscopía de los aspirantes a ingresar a Investigaciones, y en 1909, ya como Oficial Inspector sería designado como Encargado de la Oficina de Dactiloscopía y Antropometría.

Sus conocimientos y experiencia en la materia lo llevarían a ser comisionado, también en 1906, al Departamento de Policía de Santiago de Chile, con el fin de organizar en ese país el archivo dactiloscópico . También, a ser designado profesor de Identificaciones en la Escuela de Cadetes de la Policía de la Capital. Estas actividades docentes se verían ampliadas en los años posteriores, en que se desempeñaría como Jefe de la Escuela de Investigaciones (1923) rol en el que sería secundado por otro notable policía de la época, Miguel A. Viancarlos, y más tarde, en 1933, como Profesor de Policía Científica . Ya retirado de la policía, en 1935, escribiría junto a Francisco L. Romay un trabajo académico titulado "La marcha del delito en la Capital Federal durante los últimos años", que sería publicado en la Revista de Criminología Psiquiatría y Medicina Legal y en el cual ponía énfasis en el rol de las medidas de prevención de la delincuencia .

En el año 1914 fue nombrado Comisario. Con ese cargo se desempeñaría primero como Jefe de la Sección Identificaciones hasta 1922. Entre esa fecha y 1925 se encontraría a cargo de la División Central y finalmente sería designado Jefe de la División Investigaciones entre 1925 y 1930.  Durante este último lapso ocuparía también la función de "Comisario de Órdenes" (una suerte de Nro. 2 de la Policía de la Capital), bajo la jefatura del Dr. Francisco Wright, funcionario nombrado por el presidente Marcelo Torcuato de Alvear. Con posterioridad al cambio presidencial y ya durante el segundo gobierno de Hipólito Yrigoyen, continuaría en el mismo cargo bajo la jefatura del inspector general Juan José Graneros .

Durante la década de 1920 representó a la Policía de la Capital en diversos foros internacionales, entre ellos la Conferencia Internacional de Federaciones de Policías, celebrado en Buenos Aires en febrero de 1920, y las Conferencias Internacionales de Policía que se reunieron en la ciudad de Nueva York los años 1922, 1923 y 1925. En todos ellos impulsó la cooperación internacional entre agencias encargadas de hacer cumplir la ley, en particular el intercambio de información sobre antecedentes de delincuentes internacionales . Fue también nombrado nexo de la fuerza con una comisión de agentes norteamericanos enviados por la Sociedad de las Naciones en mayo de 1924 que se encontraba investigando el funcionamiento de las redes de trata de mujeres con fines de explotación sexual a nivel continental .

El Golpe de Estado en Argentina de 1930 provocaría su alejamiento momentáneo, aunque sería convocado nuevamente hacia finales de ese año. En enero de 1931, en el marco de las reformas policiales emprendidas por el gobierno de facto del General José Félix Uriburu, fue ascendido a Subprefecto de Seguridad , aunque descontento con el protagonismo que ganaron dentro de la policía oficiales militares y funcionarios civiles que no provenían de las filas institucionales, presentó su renuncia el 1 de julio de 1931.

En 1940 se produciría la intervención federal de la Provincia de Buenos Aires, dispuesta por el presidente Roberto Marcelino Ortiz, quien nombró como interventor al Dr. Octavio R. Amadeo. Este, pocos días después de asumir sus funciones convocó a Etcheverry para desempeñarse como Jefe de la Policía de la Provincia de Buenos Aires  cargo que mantendría hasta el alejamiento de Amadeo en febrero de 1941. Culminada su gestión, se retiraría a la vida privada en forma definitiva.

Referencias

Nacidos en 1884
Policías de Argentina
Criminalística
Policía Federal Argentina

redpajama_set_name: RedPajamaWikipedia


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Pale Smartweed is a plant.
It grows up to 4 feet.
It belongs to Polygonaceae family.


Disney just announced that the new Rivers of Light nighttime show at Disney's Animal Kingdom at the Walt Disney World Resort that was supposed to open on April 22 has been delayed.
They also announced that they'll share more information around mid to late May, but no other details were shared, including a new opening date. In the meantime, they've shared this video showing the projections on the Tree of Life.
"The Station Breaks" Announces Concert in Richmond, VA on June 29!
Final Postcard Now Available for 'Code 8' Campaign!
Next story Sara Bareilles, Rebel Wilson, Darren Criss and John Stamos to Headline "The Little Mermaid" in Concert!
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Top Communities Stories First Time Mom Sons Wedding Lazy 20 Year Old Husband That Travels Every Week.
What sites can anyone reccomend on fun things to do with you kids inside. I live in NH and it is already cold out so we are stuck inside most of the time. I am also disabled do to leg injuries so I need time off my feet.
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text:
By Justine Testado
Oct 24, '18 4:19 PM EST
Gordon Strong Automobile Objective rendering. Credit: David Romero.
Out of the 1,171 architectural designs that Frank Lloyd Wright created in his lifetime, around 660 of them remained unbuilt. Using advanced visualization techniques, architect David Romero brings Wright's unbuilt designs one step closer to reality in a series of striking, computer-generated renderings. A longtime Wright enthusiast, Romero has been creating renderings of the legendary architect's designs since he launched the website Hooked on the Past in 2014.
Most recently, Romero worked with the Frank Lloyd Wright Foundation to create a series of renderings of Wright's unbuilt Gordon Strong Automobile Objective, which was a tourist attraction he envisioned in 1924 to be built at the top of Sugarloaf Mountain in Maryland. Romero has also recreated Wright's unbuilt designs for the Roy Wetmore Car Repair and Showroom, the Butterfly Wing Bridge, and the Valley National Bank, to name a few.
Rendering of the Butterfly Wing Bridge (San Francisco). Credit David Romero.
Rendering of the Roy Wetmore Car Repair and Showroom (Detroit, Michigan). Credit David Romero.
Rendering of the unbuilt Trinity Chapel for the University of Oklahoma in Norman, Oklahoma, 1958. Credit: David Romero.
Rendering of the Rose and Gertrude Pauson house in Phoenix, Arizona, 1940-42. Credit: David Romero.
In recreating the Gordon Strong Automobile Objective, Romero referred to photos of the Guggenheim Museum in New York to help him understand how the structure might have been realized. He then imported plans, sections, elevations, and Wright's drawings into AutoCAD to create the base of the structure, as well as Autodesk 3ds Max — with the RailClone plugin — to create the spiral. Romero then added details like traces of dirt and rain, imperfections, and wear to make the structure appear more realistic.
Recreating the Gordon Strong Automobile Objective. Credit: David Romero.
"While we will never know the true experience of visiting an unbuilt Wright design, these renderings can convey a bit more sense of space and light than the drawings alone," says Stuart Graff, president and CEO of the Foundation. "As we wonder what might have been if these designs had been realized, Romero's work gives us a sense of Wright's innovative genius that we can continue to learn from and be inspired by."
7 famous architectural dropouts and autodidacts
Blair Kamin calls restoration of Frank Lloyd Wright's Unity Temple "triumphant"
1970s Frank Lloyd Wright Fallingwater lookalike asks $3.5M in Greenwich, CT
Lloyd Wright's Sowden House gets a cameo in The xx's new music video
Frank Lloyd Wright's 'Tirranna' home in New Canaan, CT for sale
This private island with two Frank Lloyd Wright-designed homes is on the market for $14.9 mill
frank lloyd wright3d architectural renderingarchitectural visualizationvisualizationarchitectural history
sameolddoctor
History · Contact
"Realistic" -- lol
Oct 24, 18 5:10 pm
elianaacevedo
I was looking for this comment haha
Worth it just to read the name "Roy Wetmore."
Also, it's fine if folks want to spend time drawing FLW. Probably keeps them out of trouble.
Donna Sink
Agreed, on both counts!
markzogg
This posting incorrectly states that the Pauson house was "unbuilt." The house was indeed built but unfortunately burned down within two years of its construction.
davidhine
Hi there... Yes your right the first rose pauson house did Tragically succumb to fire. But this design posted here looks like a replacement design. as the first house looks much smaller in square footage than this "new" design... What are your thoughts???
I believe that the scale is pretty exact. According to Mr Romero's site it is a virtual reconstruction of the lost house. He did a massive amount of work and research on these 3D reconstructions with the help of the Frank Lloyd Wright forum. I followed much of the thread for the Pauson house reconstruction. It is a great example of crowd sourced research into a building that has limited documentation. A fascinating book on this house is available on this house: Building the Pauson House: The Letters of Frank Lloyd Wright and Rose Pauson which is edited by and introduced by Allan Wright Green, the great-nephew of Rose Pauson. This book contains much of the extant documentation on this much missed house although the format is smaller than I would like. I would also recommend Mr Romero's free VR app of the Larkin Building, another lost Wright masterpiece.

redpajama_set_name: RedPajamaCommonCrawl


text:
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From 20 January to 31 January, Aeroexpress trains will arrive and depart according to the amended timetable. Please call the hotline at +7-800-700-33-77 or visit the Timetable section for more details.
Aeroexpress Website Now Accessible to the Visually Impaired
Aeroexpress has made the Russian-language version of its website accessible for visually impaired people. The new website provides information about the train timetable in all cities where the company operates (Moscow, Vladivostok, and Kazan), as well as the Aerotaxi service and other services, fares, and discounted travel. It also enables users to purchase Aeroexpress tickets for Standard, Business, and Round Trip fares. The entire website was designed in accordance with GOST requirements for the visually impaired: all text is typed in large font size with the possibility to adjust the background colour. One can choose between white, grey, and black, while the font colour will change automatically depending on the background. The company's near-term plans include designing a similar version for the English-language website.
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text:
What I Learned in Elementary School
By Ron Aharoni
A friend of mine left a high-tech career in mid-life to work in mathematical education. In September 2000, just before the school year began, he called me: There is a project to promote mathematical education in elementary schools; come join. The project was in a development town called Maalot, in the far north of Israel. (Israeli development towns, built in the 1950s to settle new immigrants, are usually considered to be rather backward.)
I am a professional mathematician and, although I have been strongly interested in teaching (which is the reason that my friend had the idea of offering me the job), I had not set foot in an elementary school since I was a child. So I consulted whomever I could. The advice I got was uniform: Don't do it. Elementary math education is a profession in itself. There is no connection between it and teaching math at the university level.
In hindsight, sobriety should have dictated listening to this advice. Yet, had I listened, I would have missed one of the most fascinating adventures of my life.
The banner I was carrying at that time was that of "experience." The children should experience abstract concepts concretely, I thought, after which the abstractions should occur by themselves. I took the kids out to the playground. We measured lengths of shadows and compared them to the lengths of the objects themselves, then used this information to calculate the height of trees according to their shadows. (This idea is borrowed from Thales, who was born in the 7th century B.C.*) Then we measured the length and width of the classroom in various ways to find how many floor tiles fit into one square meter, and what the ratio was between the length of the classroom in meters and its length in tiles.
I learned the price of conceit the hard way—most of my lessons were a mess. I remember my first day of insight well: I took a fourth-grade class to the playground to draw circles on the pavement and then measure the diameters and circumferences. It soon became apparent that the kids were mainly using this opportunity to have fun outside, at which point the teacher I was working with suggested that we go back in and discuss what we had done. We drew circles on the board and, with the active participation of the children, discovered the ratio of perimeter to diameter. For me, this was a first glimpse of the power of common class discussion.
Fortunately, at around the same time, I started teaching first grade. This was a wonderful experience. First-graders are still open-minded; they go along with you wherever you lead them. Their reactions are direct, and they make it apparent to you what is working and what is not. First grade is the best place to learn about teaching. Further, by great good fortune, I was paired with an excellent teacher. She was ready to accompany me in the joint adventure, to our mutual gain. I would open the lesson, introduce an activity or an idea, and she would intervene when she felt that my didactics were less than perfect. Usually, that was when I had skipped a stage.
Since then, I have been learning intensively from each lesson and every conversation with teachers. I learn from unsuccessful lessons no less than from the better ones; mostly, I learn from those lessons that limp in the beginning, until the right thing is done and they take off.
What Did I Learn?
I learned a lot about how to approach young kids and the way children think. I learned the importance of being systematic, a characteristic that my teaching so desperately lacked in the beginning. I learned that concepts that adults perceive as a whole are in fact constructed from many small components, built one on top of the other, and none of them can be skipped. I learned that explaining in elementary school is usually futile; the youngster should experience the concepts for him or herself. In that notion, I was right from the beginning. It's just that I had no idea what "experiencing" really means. It does not refer to complex notions. Learning through experience relates to the most basic concepts, like that of number or of "smaller than" and "larger than," which can be revealed through the counting of objects.
But what surprised me most was that I learned mathematics. Actually, a lot of it. This would not be the case had I gone to teach in a high school. The mathematical concepts there are known to a professional mathematician. In elementary school, it's the teaching of the most basic principles that counts—the nature of numbers, the meaning of the arithmetical operations, the principles of the decimal system. About these, it is rare for a mathematician to stop and think.
I also learned that the understanding of these principles is inseparable from the didactics. Good teaching means bringing the children to experience the fine fundamental points.
Elementary mathematics is structured in the same way as high-level mathematics. Namely, it is layered. Each layer is built on top of the previous one. Just as in a complicated proof, the order in which the components are put together is important. So, in elementary mathematics, it is essential not to skip stages.
The difference is that the layers in elementary school are those at the bottom of the tower. The structures that are built are not tall. But, as if to compensate, there can be difficulties. They are often hidden, as if they were built under water, meaning that it is not always easy to realize what they are. Elementary mathematics is usually not sophisticated, but it is deep.
Here is an example. A first-grade class was given a picture of five apples, three of them green and two red. The children were supposed to tell arithmetical "stories," one on addition and one on subtraction. The importance of telling such stories cannot be overestimated. In order to understand the meaning of the operations, it is not enough to hear or read such stories. One has to be able to invent them on his or her own.
The addition story posed no difficulty: "I had three green apples and two red apples, how many apples did I have altogether?" But when they came to the subtraction story contained in the picture of three green and two red apples, confusion prevailed—and, as usually happens in elementary school, it manifested as inattention. Eventually, one of the children said: "I had five apples. I ate two. How many do I have left?" The problem was that this wasn't the "correct" story. It wasn't based on the drawing. The drawing didn't show two apples disappearing, by being eaten or any other way. That is why the children found the task difficult.
I was experienced enough to know that such confusion almost always originates from having skipped a stage. In this case the missing stage was the understanding that subtraction has more than one meaning. There is the meaning of "diminution," where objects are removed: I had 5 balloons, 2 of them burst, how many do I have left? This is the meaning the child used in his story—his apples disappeared. But there is also the meaning of "comparison of quantities," where nothing disappears: There are 5 children in a group, 2 of them are boys. How many are girls? Or perhaps: How many more green apples than red apples are there? In these cases, too, the exercise is one of subtraction, 5–2 or 3–2, but the meaning is different. This is the meaning depicted in the drawing.
The various meanings of subtraction are an example of a fine point that has to be taught explicitly. Skipping this stage will result in later difficulties with word problems.
The Importance of Explicit Naming
When I started teaching in elementary school, I was convinced that precise formulations and the explicit naming of principles was a matter for grownups. Children should learn things on an intuitive level, I thought. One of the greatest surprises that awaited me was to realize how wrong I was about that. Children need precise formulations. Such formulations consolidate their knowledge of the present layer and make it a safer basis on which higher layers can be built. Moreover, children love "adult" formulations and notations, and are proud of being able to use them. First-grade children who learn the notation "1/2" are happy to discover the notation for "1/3" by themselves.
The different meanings of subtraction—diminution and comparison—gave me the opportunity to realize the importance of the explicit naming of principles. I was lucky to accompany three different classes on this very same page in the first-grade textbook. The first lesson I taught was described above; we moved directly from the addition story to the subtraction story. In the second class, before getting to the subtraction story, I stopped the lesson and started an explicit discussion of the various meanings of subtraction. This went very smoothly, and the children had no difficulty identifying the type of subtraction in the picture. In the third class, I conducted an experiment. Instead of explicit discussion, I preceded the work on the page with an example: the problem of the five children of whom three were girls. This did not work. The example did not provide the children with a solid enough ground upon which to build. This was a good lesson to me on how important it is to formulate principles explicitly.
What Arithmetic Should Be Covered in Elementary School?
The embarrassingly simple answer is: the four basic operations—addition, subtraction, multiplication, and division.
Yet, this seemingly simple answer is deceptive in two ways. One is that there are actually five operations. In addition to the four classical operations, there is a fifth one that is even more fundamental and important. That is, forming a unit, taking a part of the world and declaring it to be the "whole." This operation is at the base of much of the mathematics of elementary school. First of all, in counting, when you have another such unit you say you have "two," and so on. The operation of multiplication is based on taking a set, declaring that this is the unit, and repeating it. The concept of a fraction starts from having a whole, from which parts are taken. The decimal system is based on gathering tens of objects into one unit called a "10," then recursively repeating it.
The forming of a unit, and the assigning of a name to it, is something that has to be learned and stressed explicitly. I met children who, in fifth grade, knew how to find a quarter of a class of 20, but had difficulty understanding how to find "three-quarters" of the class, having missed the stage of the corresponding process of repeating a unit in multiplication.
But there is another reason why learning "the four operations" in elementary school is not such a simple answer. That is because the operations have two distinct components. One is their meaning, and the other their calculation. I stress this seemingly simple fact because this distinction is not always clear to education policymakers, especially the writers of textbooks. Some textbooks start with calculation. Some do not stress the difference between "2 times 3" and "3 times 2." Most of them do not make the distinction between the two types of division (6 / 2 = 3, because 3 + 3 = 6, and 6 / 2 = 3, because two goes into six three times, namely 2 + 2 + 2 = 6).
The meaning of an operation is the link between it and reality, the real world operation corresponding to it. The calculation is finding the result. But again, there is something that is not often realized: It is not really finding the result. It is finding the decimal representation of the result. Ancient man, when adding eight and four, drew eight lines beside four lines, and represented the result by twelve lines—there is no "calculation" here, and ancient man did not have to send his children to school to learn this. In "8 + 4 = 12," on the other hand, there is calculation, and an invisible operation is performed: that of collecting ten units into one "10." And of course there is also the "place value" writing of the number, another non-trivial principle. Thus, understanding the algorithms for calculation is tantamount to deep understanding of the decimal system. If policymakers realized this, they might be less apt to introduce the use of calculators into elementary school.
To summarize, in elementary school, children (and mathematicians) learn the meaning of five operations and the decimal system.
Another important fact should be known about elementary school mathematics: Division has a special status in the study of arithmetic. This is true in most syllabi all over the world, and with good reason. It is awarded a greater portion of teaching time than any other operation. The turnabout occurs around the middle of the fourth grade. From this point on, until the end of the sixth grade, the children are taught the meanings of division, ratio problems (which are expressed by division), and the efficient, systematic tool used when discussing division and ratios: the fraction—both the simple fraction and the decimal fraction.
Why is division so special? Because addition and subtraction are operations too simple to describe the world. When things get complicated, multiplication and division are required. A large part of our world operates according to the principles of linear relationship. In elections, for example, the number of mandates each party receives is more or less linearly related to the number of votes it received. And linear relationships are expressed by division.
Another reason for spending more time on division is that it is more difficult than the other operations. Of the four operations, it has the most meanings, it is the hardest to calculate, and the problems it can represent are the most complicated.
The Curious Story of Mathematical Education in Israel
As an academic subject, mathematics education is very young, and all of us have had the misfortune of being its guinea pigs. Arguably, Israel has paid a higher price than anywhere else in the world for this experimentation.
The American "new math" reform of the 1960s was brought to Israel in a most strange and extreme form, called "structuralism" by its authors. It was imposed on practically all Israeli schools for a full quarter of a century. Its story may reflect on the politics of education, not only in Israel.
Two Australian researchers, Ken Clements and Nerida Ellerton, wondered why so many American and British educational "reforms" have been exported to other countries, despite having failed miserably in their country of origin. Their explanation was that people, studying for their PhD degrees in the U.S. or the U.K. at the time of the reform, returned home to their own countries bringing the untested gospel of reform with them.†
In this case, new math "structuralism" meant that no concept or operation was taught directly or through its meaning. For every concept there was a "representation," or substitute, whose study was supposed to lead to an understanding of the original concept. The four operations were taught using Cuisenaire rods. A face-like picture into which three numbers are put, two in the places of the eyes and one at the mouth, was supposed to teach children when to add and when to subtract. If the two numbers were at the eyes, and the missing number was at the mouth, it was an addition problem. If one number was at an eye and another at the mouth, it was a subtraction problem. (The children were made to recite: "Eye and eye is plus; mouth and eye is minus.") Division was taught as the reverse operation of multiplication, using so-called "multiplication rectangles." Most extreme was the teaching of the decimal system. Instead of the principle of the collection of tens, strange creatures were invented called "bodytails," which had bodies representing the tens and tails representing the units. And those are just a few of many such devices.
In international mathematics assessments, Israel dropped from first in the world in 1964 to 29th place in 1999—behind everyone except the developing nations.
Mathematics education in Israel has recently undergone a profound change. Together with other mathematicians and classroom teachers, we established a nonprofit organization, the Israeli Foundation for Math Achievement for All, to work for the improvement of mathematical education in Israel. We successfully lobbied the Ministry of Education to remove the "structuralist" textbooks from schools, replacing them with a more traditional curriculum that puts the focus on the content to be learned, rather than on how it should be taught.
Currently, the foundation is working directly in about 10 percent of the nation's Hebrew-speaking schools (a parallel movement has begun in Arabic-speaking schools). These schools are using translations of mathematics textbooks from Singapore, one of the world's highest performing nations in international assessments of mathematics achievement. These texts are direct, devoid of the use of sophistication for the sake of sophistication, and are based on mathematical wisdom. Mathematical concepts and procedures are introduced carefully, step by step, so as to minimize the possibility of missed stages and future confusion. The texts focus on the meaning of mathematical operations before they teach how to calculate using those operations.
Our approach is based on two principles: Start with the concrete and a lot of class discussion. There is much less individual work in workbooks than there used to be. In a typical lesson, the children experience some principle together, in a concrete way, and verbalize what they have experienced. For example, if the children calculate 23–5, they will have two groups of 10 sticks, bound by rubber bands, and 3 loose sticks. They are then asked to explain how 5 sticks can be subtracted, including why it is necessary to unbind one of the groups of 10 in order to accomplish this. They are then asked to write what they did, in vertical form, and relate this to the concrete process of subtraction. Although students do a lot of the talking, they sit facing a teacher at the front of the classroom, where she can guide the discussion and lead the children to the right concepts.
Our organization offers a lot of support to teachers as they implement the new methods and materials (every class is visited at least once a month), with professional development provided on a constant basis. We find that the teachers learn a lot of mathematics along with the children—just as I did.
"How" vs. "What"
I started by making the point that elementary mathematics has a lot of depth, with many subtle and sometimes hidden principles. To summarize, let me return to this point.
For the last 50 years, education policymakers have been researching how to teach mathematics. Our experience with this approach makes it clear that the what should come before the how. Sound teaching is based, first of all, on the understanding of the fine points of elementary mathematics and on the systematic unfolding of its concepts. "Fine points" do not mean sophistication. Quite the contrary; they mean that even ideas that may look obvious should be experienced and verbalized.
The current trend in education is to make children happy in their studies, so as to prevent "math anxiety." My experience is that children are happiest when they truly understand the principles of mathematics, not when we make believe that they do.
Ron Aharoni is a professor of mathematics at the Technion-Israel Institute of Technology in Haifa, Israel, and author of Arithmetic for Parents, a book for grownups on children's mathematics, published by Schocken Press in 2004. This article is adapted from a 2003 address to the British Mathematical Colloquium in Birmingham, England.
*Thales was the first mathematician in history to be mentioned by name. He used this method to calculate the height of the pyramids. (back to article)
†Clements, M.A. and Ellerton, N.F. (1996) Mathematics education research: Past, present and future. Bangkok: UNESCO. Also see Clements, M.A. (2003). An outsider's view of North American school mathematics curriculum trends. In G.M.A. Stanic and J. Kilpatrick (Eds.), A history of school mathematics (Vol. 2). Reston, VA.: National Council of Teachers of Mathematics. (back to article)
Helping Children Learn Mathematics
The Role of Curriculum
By William H. Schmidt
Knowing Mathematics for Teaching (PDF)
Who Knows Mathematics Well Enough to Teach Third Grade, and How Can We Decide?
By Deborah Loewenberg Ball, Heather C. Hill, and Hyman Bass
Mathematical Knowledge for Teaching: A Research Review
Mathematics for Teaching: Then and Now (PDF)
Mathematics Professor Richard Askey Provides Answers to "Mathematics for Teaching: Then and Now" (web extra, PDF)


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Complementing the audio are a wide selection of clips from more than a dozen of Brando's films and a carefully curated collage of home movies, newsreels and TV interviews. We see color footage of Brando touching up his makeup on the set of "On the Waterfront" and an excruciating 1955 appearance with his father on the Edward R. Murrow-hosted TV show "Person to Person.". And because Brando had his face digitized in the 1980s, we get a digitized version of him reciting the "sound and fury signifying nothing" soliloquy from "Macbeth." "You watch," he says impishly to his fellow performers. "Maybe this is the swan song for all of us.".
He said that although only 19 of the school's 720 students participated, he was happy with the turnout for the inaugural competition, He ballerina shoe frame embroidery designs frame embroidery design ballerina machine embroidery pattern ballet embroidery file ball said it was the first bee for most of the participants, and some were a little nervous about getting up in front of others, "We had this club called Rancho Dance Crew and the students were hesitant to get into it, but after they did the first rally, they had double the numbers," McMurray said, To stir up interest in next year's event, McMurray said the school could do things such as having a preview of the spelling challenge and asking someone well-known to host the bee..
Related ArticlesFall TV calendar: Dates for all the new and returning shows"RBG" (6 and 9 p.m., CNN): It's one of the year's top must-see documentaries. Acclaimed by critics and viewers, "RBG" explores the singular legal legacy and life of U.S. Supreme Court Justice, and multigenerational pop culture icon, Ruth Bader Ginsburg. CNN will air the documentary, which was a sensation at the Sundance Film Festival, with limited commercial interruption. "Adventure Time" (6 p.m., Cartoon Network): It's the end of an era as Cartoon Network's longest-running series bids farewell with an hourlong finale. In the episode, Princess Bubblegum gathers her allies, Finn (with and his magical stretchy dog, Jake) searches for a way to prevent the coming Great Gum War, and the fate of Ooo is revealed to two adventurers in the distant future.
Such language is not unusual coming from a U.S, president when directed at longstanding allies, like the leaders of Britain or Canada, It is highly unusual when directed at a long-time geopolitical adversary – much less one who has been accused of crimes against humanity for his regime's treatment of its citizens, In part, that's because the embrace of the American president, the leader of the free world, is a form of validation that can be used as propaganda ballerina shoe frame embroidery designs frame embroidery design ballerina machine embroidery pattern ballet embroidery file ball by such regimes, As such, past presidents have broadly avoided such flattery..
"I want to draw out whatever is in each student, the potential for them to shine and to reveal who they are through dance. Regardless of the innate talent that's there, if you can teach it correctly, everyone can shine in their own way. And that's our focus, to try to pull that out of each student. "Some kids come in and they're natural performers. Others, they're shy or they lack self-confidence. So it's a more interesting challenge. But that part is very exciting, because, for me, dance is much more about the life journey versus just, 'I'm going to go to class and become a dancer tomorrow.' There's a journey involved.".
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The Istanbul organization Turancı Hareket Platformu (Platform for the Pan-Turk movement) calls on citizens of Turkey and other Turkic states to come out in support of the Crimean Tatar people.
A video message with such a call from the Head of the platform Caner Öztürk was published on the organization's Facebook page.
Recalling that every day the life of the indigenous population of Crimea - the Crimean Tatars - is deteriorating due to the occupation by the ideological follower of Stalin - Vladimir Putin, Öztürk stressed that members of the Turkish organization are monitoring the developments in the occupied peninsula. Including the last detentions of the Crimean Tatars for holding single pickets. The head of the platform called on the Turkic world to go out to single pickets as well in order to support the Crimean Tatar people.
"On October 20, we urge the entire Turkic world to demonstrate its attitude to the atrocities in the occupied Crimea, to demand the freedom to the illegally arrested Ilmi Umerov and Akhtem Chyigoz. We invite you to come out on single pickets to the squares with the same posters they had in the Crimea," Öztürk said in a video message.
Previously, on October 14 in Crimea, a minimum of 34 people were detained for taking part in single pickets. More than 100 people participated in the protests in the occupied peninsula.
All the arrests were carried out with violation of even the current Russian legislation.
Police was massively detaining activists who went on single pickets, protesting against the arbitrariness of Russian security forces against the Crimean Tatars.
People came out with pickets throughout the Crimea. Pickets were held in Simferopol, Dzhankoy, Gvardeysk, Belogorsk and other cities of the occupied peninsula.
On October 11, occupants were massively conducting searches and detentions in the homes of Crimean Tatars in Bakhchysarai from the early morning.
Later, the Kremlin-controlled Simferopol court has chosen a measure of restraint for all six Crimean Tatars, who were searched on October 11. The activists were arrested for two months.
The lawyer of one of the detainees said that the arrests of the Crimean Tatars were caused by the fact that the latter refused to recognize the new order in the Crimea and the annexation of the peninsula by Russia.


It is almost the end of January and hopefully for those out there that make resolutions you are still working towards those goals! If one of your goals includes health, you are going to love and want to try these wellness shots.
I first discovered lemon ginger turmeric shots at Costco and I loved them. I found myself craving the tartness shots everyday. I also subscribe to the somewhat odd belief that if I have an insatiable craving for a food, it means I am missing some sort of vitamin or mineral and my body is telling me I need to get it now. Like when I was pregnant and craved red meat (which I rarely eat) and it was cuz I was anemic during pregnancy! It does not explain my random craving for candy, but whatever.
I do not peel the turmeric or ginger, it is not really necessary to do so, especially if you have a juicer.
A juicer would be much better to use, but I do not have one (considering it, but I hate having more kitchen appliances!) I use a blender and then strain the liquid to get the shot.
The shot is VERY tart and strong. You know in college when you took a shot of tequila and would then go WHEW and maybe get a tear in your eye? cuz it was so strong? Just me? That's kind of what this is like except it is healthy for you.
If you want to ease into it, add a bit of some kind of natural sweetener- juice of an orange, honey, etc. Nick hates tart so I add a bit of honey for his. I happen to love it, but I recognize I am not so normal in that regard, ha.


Irina Pochupey (in pink sweater) and other women work in the Sasha Seamstress Company in Slavutych, Ukraine, making clothes for children, while her husband works at the Chernobyl Nuclear Power Plant.
Original caption: .Workers at the Sasha clothes manufacturer in Slavutich. Full caption to come..


Unique and beautiful, this gold lotus and chalcedony necklace reminds us that beauty is indeed, found in any place our hearts and minds wish it to be. Calm and loving, this piece cultivates grounding and balancing and reminds us to take time to see the light and love. Drop your favorite essential oils on the lava stones, take a few deep breaths and you are ready to wear this necklace out to your favorite hang out spots, a night on the town or enjoy a beautiful sunset walk on the beach.
Chalcedony- a nurturing stone that promotes brother and sisterhood and good will. It absorbs negative energy. It brings the mind, body, emotions and spirit into harmony. Chalcedony instills feelings of benevolence and generosity. It alleviates hostility and transforms melancholy into joy.


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Reviewed in Times Higher Education
Ivor Gaber reviewed Political Turbulence on 21 January in Times Higher Education (THE).
"Chaotic pluralism…a new kind of pluralism, highly decentred and chaotic" is what we're living through, if we are to believe the authors of Political Turbulence. The authors, whose disciplinary backgrounds range across political science, computational science and physics, argue that this new status quo has resulted from the intrusion, if that's the right word, of social media into the political sphere, an intrusion that they describe as "unstable, unpredictable and often unsustainable". …Read more
By Scott Hale|2016-01-21T15:28:30+00:00January 21st, 2016|Press|Comments Off on Reviewed in Times Higher Education
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Las Palmas Poster by David Thornell. All posters at Wallstars are exclusively made and are always in a limited edition. We print only on top of the line photo paper with a very long lifetime. We know that you will be satisfied with your wall art from us. The frame is not included.
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Wallstars is a Swedish based company with a long experience in photo art and posters online. We offer you as a customer at Wallstars a large amount of exclusive poster prints to very reasonable prices. Our posters are only available at Wallstars and are not available in other stores. It's here you will find your favorite posters with text, quotes, or that photo you always wanted on your wall. All posters are chosen very thourougly from out pros at Wallstars. We work with the best products the world has to offer and we ship everything with UPS so your posters will get to your place fast and safe. We will ship your order the same day as you place it and you can track it on UPS all the way to your door.
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It is great to be back from our trip to Seattle! We were gone for 4 days, and it seemed like a lifetime of being away from the doggy daycare. We visited Seattle with Sarah Beth and she has a friend that lives out there who is also an amazing pet photographer. We went out with her photographer friend and asked what daycares we should check out. She named a few and we went to look at them. I had always known that some doggy daycares are in it for "money and to get rich", rather for the "fun and love of the animals" like we are. We visited a place that looked like $1 million and I have to give it to them, they had a great lobby, great branding, and an amazing looking building, but once we took a tour it was very obvious that all the money goes into the front of the building and not to the dogs or staff. I really believe that a good amount of money needs to be put into equipment and fun things for the dogs and the staff. We also visited another doggy daycare that reminded me of Pampered Pooch Playground. From the look and feel to they run the daycare, I felt like I was walking into Pampered Pooch Playground, the Seattle version. The owner was super cool and we have a great time talking with him for a few hours and sharing ideas.
Today,I went to our daycare and got to hang out with the dogs for a few hours. I guess I can't stay away. Meet Cheena, who is 13 and blind. She is spending the night in our pooch hotel for the next few nights. Cheena might be blind, but that does not stop her! She knows some pretty cool tricks and will do just about anything for a treat!


Painted drop-leaf writing table made in the Gustavian taste by Richard Mulligan. Features a 9" drop leaf that extends the depth to 34.5". The case is decorated with whimsical stars and a carved apron. The desk has a beautifully distressed finish and is supported by elegant cabriole style legs. Fronted by two drawers with wood pulls. Makers mark in drawer.
Condition: Excellent, wear consistent with age and use. Vintage distressed finish.


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Shipra Bihani
Shipra Bihani is joining the MPP programme from India, after having worked as a journalist with timesofindia.com, the digital offering of the world's largest broadsheet English daily. Her work on news reports and videos covered a range of areas - including politics, international affairs, the judiciary - and exposed her to several aspects of policy. Her passion for public policy was further strengthened by her involvement with 'Women Power Connect', through which she worked on a joint project of UN Women and the National Institute of Rural Development & Panchayati Raj (India). She holds a BA in History from Lady Shri Ram College for Women, Delhi University. Shipra believes the Cambridge MPP will enable her to take a holistic approach to policy-making, resulting in more impactful policies that can address the complex issues of today's world. A trained Indian classical vocalist, Shipra loves to cook and travel.


Maurice has been drawing from his early childhood in Liverpool, England. He is self taught and has been drawing and painting places that have inspired him on his extensive travels.
Maurice has held successful sales exhibitions here in Sydney that have been well received. His drawings and paintings are now being purchased by local as well as international buyers who have appreciated the realism in his work.
With his love of history, and a good eye for a picture, he is able to capture the moment in time in his drawings and paintings for lovers of fine art to appreciate.
He likes to work from his sketchbook along with his photos, to capture the fine detail in his drawings and paintings. He is happy to undertake commissions of family members, or favourite places from your own photographs.
With my drawing ability and eye for detail, I am able to capture a moment in time.


We started our week by welcoming a new pupil, Theo, to Year 6. He has had a super week and has told us he is really enjoying being part of his new school. We are really enjoying having you here too Theo.
Monday night saw me heading off to Piccadilly station to travel down to London with the heads of New Bridge, Hollinwood and Hawthorns. The reason for this was so we could attend the Apple Education Leadership Summit and what a worthwhile trip it was!
Representatives from over 20 countries attended to see first hand the latest innovations from Apple. We had an amazing demonstration of GarageBand, highlighting all of the enhancements that have been made to this app – I'm not exaggerating when I say it was brilliant. We also saw two fantastic demonstrations of apps that use AR – Augmented Reality. One was to study the human anatomy, so from a starting point of seeing 'a person's skeleton', we were able to 'grab' the heart and manipulate it so that we could see it in 3D from all angles. As if that is not clever enough, we could then strip away the muscle, then the chambers of the heart, to be left seeing how exactly the blood pumped through the heart itself. Very clever!
A similar activity showed us a frog, sat on the carpet in front of us! Of course, it was actually only on the iPad but looked so realistic. The user can walk around and get down to the level of the frog so that it appears like it is really there. You can see on the video that again the different levels could be stripped away to uncover extra detail. I cannot wait until our children can be using technology like this every day in school – it has the potential to completely change the way in which we teach and children learn.
Two things struck me particularly during the day; one was the speed at which technology is developing. It's quite scary to think that the ideas we have seen this week will probably be old news in just 2 or 3 years, as things develop at such a pace. It will be so important that we keep ahead of these changes so that we can ensure all of our learners have the best opportunities. Sharon O'Mara, the Senior Director of Education for Apple, said that technology should be able to "unlock the genius in every learner" and that "every learner is a creator with the potential to change the world." I have come back to school keen to explore the many ways in which we use technology to make a real impact to our children.
The second was having the opportunity to talk to many UK Apple executives who have been working closely with the schools within the New Bridge Group. They were keen to highlight that our schools are unique in that we are a group of special schools, catering for a wide range of needs/ages, that is rolling out the One to One iPad project to each and every one of those children/young people. I think that because of the pace that New Bridge 'gets things done', we just take this for granted a little? They were so impressed that Laura, the Head from Hollinwood, and Graham Quinn, stayed on an extra day to meet and share our progress with Doug Beck, who is the Head of Worldwide Education for Apple, and he wants to talk about what the New Bridge Group schools are doing with Tim Cook – the CEO of Apple in California!! Watch this space, exciting times ahead.
Back into school on Wednesday, we hit the ground running to start our review of the curriculum at Spring Brook. We are taking the opportunity to really consider what is important for our learners and what we want our curriculum to offer. It's vital that we equip them with the skills and knowledge they need to take the next steps in their learning journey and eventually into the world of work. One fact from the conference was that by 2020, there will be a shortage of 800,000 computing professionals. We need to ensure that our pupils can compete in that market.
Our children have been super busy too, learning through our topic of "Around the World in 80 days." Class 5 have been doing lots of cooking as part of their technology lessons, carefully following instructions..
They've made their own pizzas..
Last week they also made burgers which smelt gorgeous and today they have made salsa (with a kick thanks to Liam being in charge of the chilli!) and tzatziki which was lovely! Class 3 have had a wonderful day at the Yorkshire Sculpture Park and Class 4 headed off to Heaton Park where we discovered that Kobi "can talk chicken!" Photos to follow next week.
Finally, today we have been making the final arrangements for our venture to the Young Voices concert on 12th February at the MEN. 21 of our children will become part of an 8000 strong children's choir performing a range of songs that they have been learning for the last couple of months. Excitement is building and it promises to be a great night. Class 5 came up to Medtia with me today where we ordered the t-shirts that we will be wearing on the night. They were fascinated to see all the work that the students there were doing – thank you to everyone at Medtia for making us feel so welcome..
We welcome two more new pupils on Monday, both girls which will be lovely. We also have a new class opening led by Miss Todd, who has brought two very cuddly guinea pigs to live in class!
Well, I hope that you all have a lovely weekend.


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We stand for interior design, shopfitting and design, that inspires your customers!
With us, you enter into a new era of shopfitting with cutting-edge interior design concepts! Our team of architects and interior designers create and develop spatial culture for your business. Interior design and architecture to touch and feel! The time of large and packed presentation shelves in retail is over! Today, in the field of interior design and retail design – "less is more". Customers do not want to be overwhelmed with information, products and stimuli – shopping should be a pleasant experience. Appealing interior design highlights and original presentation of merchandise are emotional invitations to your customers.
Spending time together with your partner or maybe your best friend, just strolling, rummaging and discovering or even purposefully searching for something that needs to be purchased. It´s usually not about the need for new products but the desire to own something new. The little luxuries you want to treat yourself to. The structural design of the storefront as well as the interior design of the shop should be accordingly attractive. The goal is to create an atmosphere, a retail design, that awakens new needs and desires within your customers and thus motivates them to stay and buy.
Our creative team turns your business into a trendsetter in your industry!
Only the retailer who identifies himself with his retail design, the interior design concept, will be successful. A tailored shop design makes it easier for the owner to run the business successfully. HEIKAUS sets the stage for you as a performer – and you put YOUR play on this stage. We make sure that stage, actors and costumes are perfectly coordinated – with an interior design concept that is tailored to you and your customers.
This is also true for chain store owners – certain unique selling points generated by the interior design combined with regional references ensure authenticity and credibility in the customer's mind. Trust in your feeling and our experience in architecture and interior design.
Let´s create something new together.
Your success depends on your persuasiveness. At first, convince your own team of your new retail project, the presentation of merchandise, new materials, selected colours and style. If possible, involve your employees in the interior design and planning of the product presentation. Your workplace is a bit like your home – you need to feel good there.
We can support you with professional strategy consulting – we care about your success! Your customers will feel the difference. Thanks to your conviction you will motivate your customers to step in and get to know you, your shop, your products and your competence..
YOU write the script and YOU are the director!
All of your wishes as our customer regarding room design, interior design, product presentation and the necessary functional processes are at the same time our tasks in strategy consulting. This means that we combine your wishes and ideas with our project experience from more than 4000 projects in shop- and store design. Our team creates, together with you, your individual and unique shopping world – to touch and experience! You set the standard for your design!
Building architecture and interior design belong together!
Each store consists of a building, the façade, the shop windows and the entrance door. The facade with all its elements is an essential visual design area. The decision "yes or no" by your customers is taken in front of your store. Will he or she enter your space or move on? We combine the fields of architecture and interior design into one harmonious overall design. The façade can reflect what the customer may expect inside – or just the opposite.
This is the game with the opposites, the outside is simple but on the inside you get the "wow-effect"! Inspire, surprise and excite starting in front of your shop. With a general contractor at your side, you will find creative solutions.
Providing insights to generate interest!
The façade is an essential design element in the field of building architecture and it is directly related to interior design. Our design team creates exciting transparencies in your façade and shop window design. We develop a presentation of goods and insights into the shop, which make passersby attentive and curious.
Your shop windows are the "outdoor stages" of your store. Present your service and products as a personal invitation to passersby, customers and new customers. The structure of the shop window should correspond to your motivation and sense of interior design. You also convince here – if you can get into it. Rely on our competence in design and construction matters. We are your strategy consultant, idea finder and companion!
"We wished our shop to become an eyecatcher which also draws the attention of new customers. Our wish was realised to perfection! All our customers are impressed also by the second project which we conducted with HEIKAUS. Especially the modern, light-coloured, generous design with the pleasant atmosphere appeals to our clients."
Neverending discussion: online trading – certainly also your topic. The reason for this is the massive increase in online commerce. But is that a threat or maybe an opportunity? Think of it as your chance to show customers what you offer and provide. Be aware that it takes specialists to maintain customers and gain new ones.
Your and our goal is to spur on the brick and mortar retail trade, to create enthusiasm with shopfitting concepts. To create such demanding architecture and interior design, appealing room concepts and new shopping worlds as well as shopping experiences, especially in city centres, which have a magnetic effect and are talked about.
The significant added value of the brick and mortar retail and personal service, in contrast to the online market, must be communicated, transported and staged. Together we create shopfitting and shopping worlds which give your customers shopping pleasure. Pleasure they feel from the very beginning: when entering, experiencing, touching and tasting. Enough room for information, advice and a place just to stay. All added value the online market cannot offer.
Take advantage of the opportunities retail trade offers – with new design and concepts.
When planning and implementing a really good shopfitting and retail design, many aspects and requirements must be taken into account, starting with the structural engineer and, of course, also by the interior architect and the designer. HEIKAUS develops – together with you – YOUR personal "brand" for YOUR unique business, the presentation of your products and services.
Our team not only masters interior design and building construction architecture but also combines the requirements of product presentation and product staging into your individual shop fitting and retail design!
We make sure that you are recognized and get your own distinctive identity!
Shopfitting and retail design is more than just interior design. The development of an appealing interior design is not enough to be successful in retail business and in the market. In order to achieve this, both the building´s architecture on the exterior and in the façade area as well as your shop design and the entire interior fittings of the store should stand out thanks to peerless optics and functionality. All of the interior furnishings should be manufactured and assembled by specialists. With us as the general contractor by your side you can create something new and great.
The development of an individual, creative and functional interior design concept, including shopfitting, demands a great deal of you and us as planners. Because in the end, it is all about developing an innovative and holistic shop design idea, including detailed implementation and execution, as well as a turnkey handover to you.
Our interior designers and planners are your planning partners from "outside to inside" – your strategy consultant, shop-builder and implementer – your general contractor! HEIKAUS will make you even more successful!


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August 6, 2019 — In addition to this week's NewsBreaks article and the monthly NewsLink Spotlight, Information Today, Inc. (ITI) offers Weekly News Digests that feature recent product news and company announcements. Watch for additional coverage to appear in the next print issue of Information Today. For other up-to-the-minute news, check out ITI's Twitter account: @ITINewsBreaks.
EBSCO Teams Up With Arkivum for Better Long-Term Access and Discoverability
EBSCO Information Services and Arkivum entered into "a strategic partnership to expand value to institutions by making their research data, institutional records and digital assets usable, accessible and optimized for the long-term. The partnership will leverage EBSCO's SaaS-based portfolio, including EBSCO Discovery Service™ (EDS), and Arkivum Perpetua, an integrated long-term data management solution used by some of the world's most prestigious institutions."
Arkivum Perpetua will integrate with EDS to make content more discoverable and accessible across the combined solution. Staffers, researchers, and students can use it as a one-stop shop for finding archival content (via EDS) and viewing and using it (via Arkivum Perpetua).
2/12/2019 EBSCO Information Services Announces Acquisition of Stacks
3/26/2019 Reprints Desk's Article Galaxy Integrates With EBSCO Discovery Service
4/18/2019 EBSCO Provides Music Research Database
5/21/2019 EBSCO Information Services Makes Its Products More Accessible for Blind and Visually Impaired Users
6/13/2019 EBSCO Faculty Select Helps Provide OERs and DRM-Free Ebooks
11/7/2019 EBSCO Unveils PsycTHERAPY Database of Psychotherapy Videos
11/21/2019 EBSCO Provides Database on Career Readiness
1/23/2020 EBSCO Discovery Service Shares Its Road Map of Future Developments


They hiked into the woods with their friends following behind, looking for the spot they knew had to be there somewhere. And when they found it, they read each other Camus and talked about cubed ham.
She wore metallic Birkenstocks and golden beetle earrings and he carried their son.
Afterwards everyone went back to their house for tacos and hand pies. Music played quietly in the background as conversation took centerstage.
They took only what they wanted from tradition. Abandoned the rest to make room for their truth.


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Lithophane abita is a moth of the family Noctuidae. It is found in Alabama, Florida, Georgia, Louisiana, Maryland, Mississippi and North Carolina.

The forewing length is about 17 mm for both males and females. Adults are on wing from late November to late March in Louisiana. Elsewhere the flight season extends from mid October (in Maryland) to early April (in Mississippi and North Carolina).

The larvae probably feed on Taxodium distichum.

External links
New Lithophane species

abita
Moths described in 2009


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Home / Software / News
Feed Wrangler joins RSS competition with paid service
By Joel Mathis
Macworld APR 29, 2013 11:40 pm PDT
Feed Wrangler is also available as an iOS app.
With two months left to go, the post-Google Reader landscape of RSS services is still sorting itself out. The newest player? Feed Wrangler, a paid subscription service from the iOS developer of Check The Weather and Audiobooks.
Feed Wrangler launched Tuesday on the web and as an iOS app, sporting a membership fee of $19 a year. (Users can purchase access through the site or the app.) Developer David Smith said the paid model may be the best way for small services like his—and in the wake of Google's demise, well, all of the services will be relatively small—to survive and thrive into the future.
"You can easily build a sustainable business by making a service with a few thousand delighted customers who each pay a monthly subscription fee," Smith wrote on his blog in March. He said earlier in announcing Feed Wrangler: "I believe the reason that Google turned its back on Reader and left its users hanging is that they were users, not customers."
Aside from the paid service, Feed Wrangler should be familiar to anyone who has used an RSS reader—in fact, it's bit more stripped-down, visually than even Google Reader. It's possible to import one's collection of feeds from Google Reader into Feed Wrangler, although (in my testing of the service this week) it seems to have trouble distinguishing between various blogs from The Atlantic, and will just lump several of that magazine's author feeds into one Master Feed of everything that organization publishes.
After you've chosen your blogs, you'll see a feed list of blog headlines; just click on the headline to get the full post. If you like a piece, you can "star" it, or save it to read later in Pocket or Instapaper.
Users can also create feeds for, or filter out, certain topics in certain feeds.
There are no folders here. Instead, users can create "smart streams" by entering criteria for various topics that they want to read about; similarly, you can create filters to mark certain topics as "read" without having to skim through them. You'll never have to read about Congress again!
The iOS offering is similar, but perhaps slightly more aggressive in its aesthetic, with a bright blue banner across the top of the page, headlines in a bold font, and (unlike the Web version) a few words from the summary of each post. You can also use the "wrangle" button in the app to organize your feeds and mark everything read. If there are no new posts in your "unread" feed, the app will suggest you read something from whichever read-it-later service you've tied into the app.
Smith said in an email to Macworld that he hopes to soon have a Mac client to join the iOS app, but those might not be the only ways to get Feed Wrangler in the future: He'll open the API to third-party developers and allow them build off his platform. Because the money is in the subscription and not the app, Smith said, he can open up the ecosystem to anyone who wants to participate.
Google Reader, meanwhile, officially closes on July 1.
Author: Joel Mathis
Joel Mathis is a regular contributor to Macworld and TechHive. He lives in Philadelphia with his wife and young son.
Recent stories by Joel Mathis:
The Week in iOS Apps: Albert Einstein's brain
The Week in iOS Apps: MLB and PGA update apps for sports lovers
Review: Record and replay live radio with TuneIn Radio Pro for iOS


Entrance Bay Campground is the first campground as you enter Cultus Lake Provincial Park. It is close to the Jade Bay boat launch as well as a very large beach area. Be sure to reserve this campsite ahead of time through Discover Camping as sites book up quickly.


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Current: Skullkickers: Hail And Farewell [Gallery]
Skullkickers: Hail And Farewell [Gallery]
Image Comics: Edwin, one hundred—er, thirty-four issues is quite a run. What's the biggest change you've noticed in your art since you began?
Edwin Huang: My lines got a lot cleaner and simpler as time progressed. Economizing my lines helped with the cel-shading look we tried to achieve. I'm very happy with my current approach to line work and I hope it carries over to future projects.
IC: This is the first cover to SKULLKICKERS, and probably served as a first look at the series for a lot of your fans. What can you tell us about this cover? Did you have many discussions with Chris Stevens about what it needed to "say"?
Jim Zub: This cover illustration was done really early on and I think it reflects the roots of our series in the bloodier short stories Chris and I did for POPGUN. I like that the red pops right off the page and that it's so iconic. We used that skull outline shape as our trade dress for the majority of the series just based on this cover, so clearly it left a mark.
We wanted something graphic rather than just the typical "main characters posed for action" kind of cover. I think that was all I said to Chris when we were coming up with the look for it.
SKULLKICKERS #33:
IC: Metatext was a big part of SKULLKICKERS, as you rolled out alternate versions of your heroes, and even a bar-slash-nexus. What does metatext and breaking the fourth wall bring to the series for you?
JZ: There's a legacy of cartoon/comedy characters breaking though the fourth wall and communicating directly with the audience. It's a time-honored tradition and I thought we could cut through a lot of the pretentiousness of high fantasy by talking to the audience with that kind of irreverent, self-aware tone.
SKULLKICKERS was a love letter to sword & sorcery, but one that marinated itself in the ridiculous conventions of the genre. I love fantasy because it is so crazy. I wanted to dive headfirst into that and have fun with it.
IC: Here's the last SKULLKICKERS cover, for the long-awaited issue #100! Can you tell us a bit about the last cover of the run, and what your goals were with it?
JZ: Getting Chris back to do our final cover was a must. I dogged him for weeks until I broke his resolve. Then, once he'd committed to it, I gave him the brutal task of showing our boys fighting as many creatures as possible, a real whirlwind of monster mashing. No surprise, he delivered the goods.
IC: First page, final issue. How long did it take you two to finish this issue? Did you decide how it was going to end long ago, and it was just a matter of executing an idea, or was it a difficult issue to finish?
EH: It was the last time we saw the Baldy and Shorty doubles/clones, so it was pretty tough picking my favorites to draw in. The composition was all Zub's idea, so it was pretty straight forward for me.
JZ: This one took about twice as long as a normal issue just because we were both slammed with other work commitments and convention travel. Even though the issue was packed with difficult scenes, I think everyone on the team delivered their best right up to the end.
SKULLKICKERS was pitched as a mini-series that would hopefully become an ongoing and when that extension actually came to pass I sat down and planned out the majority of the story. Quite a few small elements changed in the middle but the ending, with its metaphysical literary claptrap and big picture sarcasm on the fantasy genre was exactly what I hoped for.
IC: Jim, what's your favorite aspect of Edwin's work?
JZ: Seeing Edwin's storytelling skills grow in leaps and bounds over the past five years was a thrill. He started off with solid skills and I really put him through the wringer in terms of clarity, facial expressions, unexpected pacing, and massive fight scenes jam-packed with characters. He never wavered and after 34 ludicrous issues he's finally free of my machinations (until our next series together). ;P
IC: Misty Coats served as colorist for the series. There's a remarkable difference between the first and last issues, as the colors get brighter and bolder over time. What's your working process like with her?
JZ: Misty came on board so strong right from day one. The first two pages of issue 1 are the test pages she did to get the gig. That's how strong she was. She stepped up, knocked it out and just started delivering the goods. Like Edwin, her skills grew over the years and she really embraced the colorful, dramatic, animation-influenced style of the series. Misty's colors made it all pop. SKULLKICKERS #17:
SKULLKICKERS #100: