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(Wireless Phone Accessory) I had a cable internet connection, then switched to this device (purchased new from Amazon) to see if I could save some money and get away from the contracts, etc. After a few weeks of using this device, it has me running back to/knocking down the door of the big contract companies again. For what it’s worth, the software and device are essentially fool-proof to install, and you can share your purchased airtime among as many computers as you wish so long as they all have the Ready Broadband software installed and have the USB device attached to whichever computer you wish to have connected at the time. The USB device came with a small disc to install the software from a cd-rom drive. You can also download the latest version of the software from the Ready Mobile/Broadband website. Account activation over the phone was automated – didn’t have to talk to a rep, just pushed a few buttons and things were ready to go. Everything worked problem free for about two days. Then I started getting error messages every time I tried to connect. Ex: “The modem is already in use” “Device not connected”. Or the device would automatically disconnect while I would be in the middle of viewing a video, typing an email, or simply surfing. The unexpected disconnections are frequent and frustrating when I have to reload a page (which knocks off more from my data balance) and start all over again from the beginning – I am in a major city where signal strength shouldn’t be a problem. I often have to detach and reattach the USB device to get it recognized. Sometimes when restarting/reattaching, the Ready Broadband software freezes and locks up any open programs making me restart the whole computer. I’ve noticed for each time I load a page (not graphics loaded, just a simple text page or google), it takes off about 1-1.5 MB, even if the webpage content is less than that. For an approximately 9 minute youtube video, I got knocked down about 50 MB. This adds up extremely quickly and even for a very light internet user, your balance disappears quickly. Aside from the expected deductions, the way this keeps track of your balance is questionable. One day after disconnecting, I had 100 MB left. When I connected the next morning, it said I had 0!! I’m using the ’0′ balance right now, and have no idea if the software is correct or mistaken. I am able to have a connection right now even if it says I am in “negative” balance, but don’t know how long that will last. I have no confidence the data balance is deducted correctly. This device is only for those who need it as a last resort for mobile broadband service. Do not think this will be a reliable replacement for your main home connection needs.

Okay, I’m pretty sure I’m going to be out in left field somewhere all alone with my opinion but that’s okay – been there before…“Hot” isn’t all about a visual thing. Yeah, I’m a guy. Really. Used to be I’d look – say, “Hot damn!” and all subsequent thought would stop. Not so much any more. Now it’s – “Looks hot… I wonder how many guys out there are absolutely sick and tired of her sh*t.” With Danica, and after watching that little hissy fit she threw last year on the track, I’m betting the numbers are staggering if that is any indication of her personality. Too, I would like to hear more about drivers like David Gilliland who has surprised me a couple of times already this year with his driving or Ragan or… but I won’t. Not if Danica is here. I mean, you can’t get away from updates about Jr. and Tony, Johnson and Gordon, but even established names are going to lose air time to her if she makes the switch. I’d guess a good solid 15% of NASCAR coverage would be Danica this and Danica that. Finally, I am sick and tired of the almighty glorified female athlete. If a girl is good enough to make it – great. I don’t care what the sport. But focus on her greatness then and not what’s between her legs. I really think that what would happen would drive me to quit watching NASCAR and that would be a shame.

Putting aside her looks and sex for a moment (which, in theory, should not matter as far as driving a car goes), I don’t think she’s ready for NASCAR. As several people have already pointed out, she’s not proven herself in the IRL yet, and she still needs to mature as a driver. I’m curious to see how she does with Andretti Green this year.While NASCAR would love to have her because of the attention she gets, if someone were to drop her into a Cup car right now she would probably end up running in the middle of the pack at best at this point. That would probably be frustrating for her, and in such a results-based sport, if that’s all she did and kept her ride, others would call it favoritism. If she lost her ride, it would be career suicide. Either way, it’s not a good situation to be in right now. So, at this point, she’s better off setting herself some goals for IRL and not moving until she’s met those. She needs at least a couple of wins, and a top 5 finish in points. When she does that, she’ll have the clout to hook up with a good truck series team and work her way up. She’s young enough – she’s got plenty of time.

you beat me to the punch. That was my thought as well: a potentially good problem gone bad because in all likelihood the writers were too busy realize they had a chance to test an important geometric fact about prime v. composite numbers. Of course, had the assessment been other than multiple choice, there might have been a way to let students observe that fact (in both senses of “observe”), and show that they understood something. My repeated beef with multiple choice problems is that there’s really no way to know what kids do or don’t understand strictly based on what answer choice they bubble in: is it a clueless wild guess? A case of multiple errors “canceling one another out” so that the correct answer is selected for reasons that actually indicate misunderstanding rather than comprehension? A simple (or not so simple) literacy issue that reflects little or nothing about the student’s understanding or lack thereof of the pertinent mathematics? A case where the wrong answer doesn’t tell us WHAT error the student actually is making (because there are too many mathematical issues packed into one problem)? The list is endless as to what may be completely masked by the “results” of individual answers unless there are other data of a different sort to triangulate with, particularly ASKING the student why s/he put down a given answer or giving her/him a chance to show/explain the thinking that went into arriving at an answer. And that is ignoring the glaringly obvious fact that teachers virtually never are given a student’s individual score, let alone what is actually needed, which is what that student picked on each problem with a chance to speak with the student about why (and in a timely enough matter that the student might actually recall). There is little doubt that while many item authors mean well, they operate under constraints and with mandates that have little or nothing to do with investigating students’ mathematical abilities (at any given point, not as a fixed amount of “talent”) or thinking, let alone leading to information that teachers can then use to improve instruction and provide kids with specific, constructive feedback.Whether individual teachers do or would provide such feedback were they not under such pressure from high-stakes standardized multiple-choice dominated tests is another matter. If you read “Inside the Black Box” from a 1998 issue of the KAPPAN, you’ll start to see just how much the vast majority of our current assessment – high-stakes and externally-driven or not – misses the boat by several million miles.

I actually like the tile problem. I agree, kids could miscount the number of tiles and get the problem wrong, which might be a shame. But if kids do that, they’re most likely applying a procedural understanding of prime number to the problem (is the number on the list 2, 3, 5, 7, 11, 13, 17, 19, etc.) rather than a conceptual one. And they’re not checking their work.Kids can be guaranteed of success on the problem if they try to arrange the tiles in arrays other than 1xn arrays. That hinges on their conceptual knowledge of what prime means, and the context helps inspire that conceptual knowledge. In addition, if kids have that conceptual knowledge, then they can generate pretty fool-proof methods for solving the problem that allow them to check their work against their understanding of prime. The worst possible tactic is to count tiles and check that count against the memorized list of prime numbers, and the context of the problem both encourages kids to use a different tactic and penalizes those who don’t.

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(a) You are not correct about who buys lottery tickets — the poor and lower middle class buy them more often than any other group. In general, the higher your income and more education you have, the less frequently you buy lottery tickets of any kind.(b) Price matters. $2 tickets sell less than $1 tickets. $10 tickets sell a lot less than $5 tickets. Increase the price, decrease the sales (when you do it across the board).(c) current lottery sales are depressed across the board because of the economy. Again, because they are extremely dependent upon the poorest economically. They can’t meet their current promise to education. (b) Even if none of this (above) was true, $1 per ticket wouldn’t be enough to cover nationalized insurance for just a couple of big states, let alone all of them. The state lottery systems sell billions; but not nearly enough to cover health care.

you beat me to the punch. That was my thought as well: a potentially good problem gone bad because in all likelihood the writers were too busy realize they had a chance to test an important geometric fact about prime v. composite numbers. Of course, had the assessment been other than multiple choice, there might have been a way to let students observe that fact (in both senses of “observe”), and show that they understood something. My repeated beef with multiple choice problems is that there’s really no way to know what kids do or don’t understand strictly based on what answer choice they bubble in: is it a clueless wild guess? A case of multiple errors “canceling one another out” so that the correct answer is selected for reasons that actually indicate misunderstanding rather than comprehension? A simple (or not so simple) literacy issue that reflects little or nothing about the student’s understanding or lack thereof of the pertinent mathematics? A case where the wrong answer doesn’t tell us WHAT error the student actually is making (because there are too many mathematical issues packed into one problem)? The list is endless as to what may be completely masked by the “results” of individual answers unless there are other data of a different sort to triangulate with, particularly ASKING the student why s/he put down a given answer or giving her/him a chance to show/explain the thinking that went into arriving at an answer. And that is ignoring the glaringly obvious fact that teachers virtually never are given a student’s individual score, let alone what is actually needed, which is what that student picked on each problem with a chance to speak with the student about why (and in a timely enough matter that the student might actually recall). There is little doubt that while many item authors mean well, they operate under constraints and with mandates that have little or nothing to do with investigating students’ mathematical abilities (at any given point, not as a fixed amount of “talent”) or thinking, let alone leading to information that teachers can then use to improve instruction and provide kids with specific, constructive feedback.Whether individual teachers do or would provide such feedback were they not under such pressure from high-stakes standardized multiple-choice dominated tests is another matter. If you read “Inside the Black Box” from a 1998 issue of the KAPPAN, you’ll start to see just how much the vast majority of our current assessment – high-stakes and externally-driven or not – misses the boat by several million miles.