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ART-107: Drawing I

3 credit hours
Introduction to basic drawing skills and concepts. Projects in line, value, space and composition are among the topics that will be explored in a variety of media and through exposure to a variety of established and emerging artist’s work. In addition to classroom demonstrations, slide lectures on pertinent artists will be shown and discussed. This course can be used to satisfy University Studies requirements.


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Center For Living Peace

Good Happens

Solar Mamas – Why Poverty? Trailer

Happy Thursday! We recently saw this video describing Solar Mamasa documentary that looks at the Barefoot College in India.

From the TED blog: “Solar Mamas is part of ‘Why Poverty?,’ a multimedia film festival featuring 30 short and 8 full-length movies from filmmakers across the globe. Produced by the nonprofit Steps International and funded in part by the Gates Foundation and Skoll Foundation, the series will air on TV channels around the world, as well as online, with the goal of reaching 500 million people.

‘Why Poverty?’ short films are being released all through November. Meanwhile, the initiative’s eight longer offerings will air beginning on November 25. Check for the broadcast schedule to see when Solar Mamas is playing in your country.”

Good Happens.

Peace Grl Out!

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Posts Tagged ‘Larry King’

Malaria Envoy

Twitter seems to be a more amazing tool than I’ve previously been willing to admit–I’m considering Twitter to make quick updates and find additional ways to reach out with information. Other folks, far more social media advanced than I, are currently Tweeting to end malaria. There is now an official Malaria Envoy of celebrities and leaders of business and media who are using Twitter to raise awareness. Anderson Cooper, Arianna Huffington, Larry King, Ryan Seacrest, Sean Combs, Alyssa Milano, Ashton Kutcher—they are all part of the Envoy team.

It is the UN Secretary General’s goal that this year, 2010, we, as a planet, achieve 100% net coverage, so every person in a malaria zone has the possibility to sleep beneath a mosquito net. It is possible to get all those nets distributed out there, but we have to step it up. That ramping up of efforts will get us closer to the other time-pegged goal in 2015, when the plan is to bring malaria deaths down as close to zero as is scientifically possible.

World Malaria Day is not until April 25, but it is not too soon to use the social media tools in which you are already conversant to get your followers/friends/and fans active in the cause. Tweet or update your status today–it actually saves lives.

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Tag Archives | family vacations

Summertime Camping 101 (3)

Summertime Camping 101

  Does your family enjoy camping? Many consider summertime camping to be a requirement for the summer months. They know summertime camping equals summertime fun. If your family hasn’t gone camping in recent years, you may want to think about the following when you make plans: Where to go, what to take, safety concerns, costs […]

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3 Things (1)

3 Things to Do on Your Family Staycation

The economy may finally be on the road to recovery, but a lot of people are still feeling the squeeze. Sadly, one of the first things that gets dropped from a family budget is vacations. This is understandable, as they tend to be expensive and short-term. But it is also unfortunate because they are some […]

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A Family Vacation Might Be Just What Everyone Needs

No one can say this winter hasn’t been the worst on record. You’ve been indoors so long you need a change of scenery. Taking a family vacation not only rejuvenates, but allows the family to breathe, take in sites, engage in activities you’ve never been part of before, and meet people from another city or […]

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Cookies for a Cause! — Share Our Strength Bake Sale

This weekend, I had the privilege of helping out at the Great American Bake Sale‘s New York City location. The event was organized by the nonprofit group Share Our Strength, which works to educate people about childhood hunger and, by increasing awareness, take steps to supply children with healthy, affordable food. I found out about the bake sale as I was perusing one of the other baking blogs I frequent, and I thought it sounded like a fantastic opportunity to give back (after volunteering became second nature to me during my undergrad years, it seems odd to me that it’s so hard to get involved now).

I couldn’t have asked for a more fantastic group of food bloggers to sell baked goods with! Maggy, one of the masterminds behind Three Many Cooks, was our fearless leader, somehow organizing us all into a cohesive unit of metropolitan-area bakers. I also got the chance to meet Amber from Bluebonnets & Brownies, Andrea from High/Low Food/Drink, Lillian from Sweets by Sillianah, and Emily from Nomnivorous, all of whom were wonderfully welcoming and definitely made me feel at ease, even as a newbie blogger.🙂

Check out some photos from the event!

Andrea’s “Burger” Cupcakes and Cookie “Fries” were definitely the hit of the day!
Lillian’s macaron pops were so cute! And a big hit with the niche macaron market.
My double chocolate chip cookies held their own–see below for the recipe.
Individually packaged salted caramel walnut brownies. These bloggers put  me to shame with their thoroughness.
Amber’s Movie Theatre Cookies, with a double feature of raisinettes and kettle corn–mm!
Chocolate pecan cookies. And they’re made with love.
Red velvet cupcakes–in an adorable cocktail cup carrying case, no less.

Other blogger-bakers who I didn’t get a chance to meet or to chat with for as long included Jessica at Food Mayhem, Anna at Sweet by Half / London Foodie NY (to whom I send best wishes for a speedy recovery!!), Hazel from Tasty Pursuits, and Urvashee from Dessarts. I’m absolutely floored by how accomplished these bloggers are while still handling careers, marriages, families, and daily life–totally inspiring.

As my contribution to the bake sale, I decided to make double chocolate chip cookies–always a big hit among my college roommates, and ideal for anyone who has a love affair with chocolate. I tend to bake them on the smaller side (justification: you can eat more and not feel bad!), so I packaged these in baggies of three for the sale.

Double Chocolate Chip Cookies

1/2 cup unsalted butter, at room temperature
1/2 cup granulated sugar
1/2 cup brown sugar (In college I always used dark brown sugar, since for some reason that was all we had. I had light brown sugar in my cabinet this weekend, though, and it didn’t change the results at all.)
1 large egg
1 tsp vanilla extract
1 1/2 cups all-purpose flour
1/4 cup unsweetened cocoa powder
1/2 tsp baking soda
1/2 tsp baking powder
1/2 tsp salt
1/2 cup semisweet chocolate chips
1/2 cup white chocolate chips
(*Normally, I make these cookies uber chocolate-y and use 1/2 cup of semisweet and 1/2 cup of milk chocolate chips. This time, though, I thought the white chocolate chips would pop nicely in the cookies when you saw them on the table.)

1. Heat oven to 350 degrees F.
2. Cream the butter and sugars in a large bowl with an electric mixer on high speed.*
3. Lower to medium speed and add the egg and vanilla.
4. Sift together the flour, cocoa, baking soda, baking powder, and salt.
5. On low speed, add the dry mixture to the butter mixture. Beat until fully incorporated.
6. Fold in the chocolate chips. Your dough will be dark, as in the picture below, and it’ll also be pretty sticky–that’s okay. I find that this dough is less floury than other cookie doughs I’ve made, but the cookies always come out fantastic anyway. You’ll just have stickier fingers when you’re working with it.

7. Form the dough into approximately 1 1/2-inch balls. Place on parchment- or foil-lined baking sheets, 2 inches apart. Bake until centers are just set, about 11 minutes. Let cool on sheets for 5 minutes, then transfer to wire racks.

Please ignore the display of New York Mets pride that snuck into the background of this photograph.

*As you may have surmised from previous posts, I’m not lucky enough to own a KitchenAid stand mixer. It’s pretty much #1 on my list of “Things I Would Buy If I Won the Lottery” and/or “First Thing to Put on My Registry Not That I Think About Things Like That,” but as of now it’s just me and my wooden spoon. It takes a lot longer to get the butter/sugar mixture creamy, but I get a bicep workout and I feel pretty damn good about myself when it finally happens. Moral of the story: Don’t despair if you’re not in possession of the gadgets! Secondary moral: Drop a lot of strategic hints to people who might someday get one for you.

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13 thoughts on “Cookies for a Cause! — Share Our Strength Bake Sale

  1. Thanks!! It was so great to meet all the bloggers whose posts I read in person, especially for such a worthy cause. I hope Chicago's sale went well, despite the weather!

  2. It was so wonderful to meet you too, Lillian. I'm glad somebody else understands the perils of the LIRR! Your macarons were a thing of wonder–someday perhaps I'll get the courage to try making something like them!

  3. Emily, I'm so glad I got to meet you! I wished I could have stayed longer to chat, especially once I found out the name of your blog was "Nomnivorous" (I have single-handedly incorporated the word "nom" into the vocabularies of every person in my life, whether they like it or not). I definitely hope to be a participant in lots of future get-togethers.🙂

  4. Though unfortunately brief, it was nice to meet you yesterday. Now I have a new blog to read! You're right about the white chips making the cookies pop by the way. They look divine. Hope to chat some more at the next meet up!

  5. Hi Andrea! Thanks for the link.🙂 I hope that your KitchenAid finds its way back to you soon! Hmm, I've got to find someone to do *my* mixing for me in the meantime…

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Wings of Eagle Isaiah 40:31 Inspirational Gift Basket

Any day is a special day to celebrate and encourage, Christian men in thier role as the spiritual leader in their home. For those men who value the spirit of the eagle and all it represents, the ”Wings of Eagles” Gift Basket makes the perfect  gift.  Mighty and Majestic, the American bald eagle is the ultimate symbol of our most cherished – freedom, nobility, strength. The eagle has always had a special place in the hearts of men.

* Resin Antler Carving Eagle – “Wings as Eagles” imprint  Isaiah 40:31    4
* Eagle Plock by Rick Webb – ”But those who wait on he Lord shall renew their strength; they shall mount up with wings like eagles.”  Isaiah 40:31
*Isaiah 40:31 Bookmark – Brass plated – Golden Rules a pefect and welcome accessory to books and Bibles.
* License plate – Wings of Eagles Isaiah 40:31
* ”Blessed is the Man” Sailboat – Jeremiah 17:7, green trim with white accent stripe 7”
* Black License plate frame – “Jesus is Lord”
* Auto Emblem – Ichthus with a cross
 * Faith Builders by Dicksons  24 double-sided with 48 Inspirational Bible verses. Faith Builders is a powerful tool for building and strengthening your faith since you can place the Bible verse cards where you can see them often, helping you to memorize and integrate them into your thinking and living. Each card set comes in an attractive holder so you can keep it on your desktop, kitchen counter, bedside table or anywhere.
 * Personalized Scripture Hershey Candy Bar.
 * Each basket contains additional little Scripture gifts.
 * Scripture buttermints and candies individually wrapped.
 * Beautifully wrapped in cellophane and embellished with wildgrasses, a small Eagle, and complementing bow.

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THWACK! Keep those kids in line!

June 7, 2010 at 6:54 pm | Posted in behavior, best practices, culturally relevant teaching, inner city, learning modality, strategies | Leave a comment

It’s the end of the school year.  The students are tired.  You are tired.  The kids act more like caged monkeys than students.  And by golly, three weeks can last an eternity.Students act more like caged monkeys.

At this point, I don’t know who’s behavior is worse, the students or the teachers!

Now is not the time to slack off.  For the last few weeks, I noticed a definite pattern.  When I feel tired and plan for “fun” activities so that kids are “enthusiastic” about school is when I have the most behavior problems.  When I plan and execute rigorous lesson plans, my kids revert back to their pleasant, well-behaved student mode.

Here’s a link to a Responsive Classroom strategy, Interactive Modeling, that I’ve been using to remind my students of proper behavior.  I’ve noticed a significant difference in my students behavior after I’ve started using this strategy.  At the very least, my students don’t act as if I’ve never taught them rules and routines before.

Interactive Modeling uses several forms of modeling to teach rules and routines.  The teacher models, the students model, and then the students practice.  The interactive and physical modeling is far more successful at teaching rules and routines than simply telling students what to do.  This is particularly true of inner city kids, many of whom are English Language Learners and Standard English Learners and need the scaffolding that Interactive Modeling provides.

I’ve only discovered this strategy in April when this article came out, but I have added it to my repertoire of teaching skills.  I definitely intend on using this strategy repeatedly at the beginning, middle, and end of the next school year.

Organizing Ideas in Discourse and Writing

October 28, 2007 at 12:18 pm | Posted in best practices, culturally relevant teaching, elementary, graphic organizers, inner city, learning modality, second grade, strategies, thinking maps, writing | Leave a comment

One of the tenets of Culturally Responsive Teaching is that students from different cultural background would have different communication styles which may clash with the communication style of the teacher.  So, how do we teach students who communicate differently from us?

In America, the dominant way to organize communication is “topic-centered”.  We focus on one topic at a time and logically follow through to a conclusion in an orderly manner.  It’s very linear.  If we are part of the dominant culture, we automatically think this is the correct way of organizing our thinking, our speech, and our writing.

Research have shown that Latinos, African Americans, Native Americans and Hawaiians are inclined toward topic-associative style of organizing communication.  This style is thematic, associative, and integrative.  A topic-centered communicator would view this form of communication as rambling, straying off topic, and not organized, when in fact, the topic-associative communicator is giving you ALL the information, ALL the associations, EVERYTHING relevant to the topic.

In the Classroom

Be honest, in the classroom, particularly in a culturally diverse classroom, how many of you teachers think that your ethnic students are ramblers and don’t communicate well and that their writing is awful and disorganized?  I can point to each child and give an illustration of how the child is a topic-associative communicator in my classroom, and if I didn’t know about the difference in communication style, I would have immediately said my students are disorganized thinkers.  In actuality, they are organized in an associative manner, not topic-centered.

Here’s an anecdote.  My grandmother would try to tell these stories about her past.  However, for us young grandkids, she never quite got to the “point” of the stories.  She never gave us a plot with a problem and a solution or a punchline.  We never got to hear the ending of the stories because we got impatient and walked away.  Why?  She would spend all her time talking about the people and places related to the stories.  “Once, your grandfather took me to visit Uncle so and so.  Remember Uncle so and so?  He had that daughter who married so and so.  What was her name?  I think her name was so and so.  He gave her a pig for her wedding day.  That was a great day.  Your aunt so and so was there…”  We missed the entire point of why grandmother was talking with us..she was talking about people, not plotlines.  Grandmother was very much a topic-associative communicator.

How to Bridge the Styles in Writing – An Example

As a culturally responsive teacher who wants to use the students’ strengths to build a bridge to academic success in a dominant culture that IS topic-centered, what do you do?

Well, I’ve been thinking about why the way I’ve been teaching writing has been such a success with my inner city students.  I build in all sorts of scaffold.  I give them all sorts of graphic organizers.  I expect and receive successful writings.  All this and more.

But, looking at it through the lens of communication styles, I can clearly see now that I have created a bridge from one style to the other for my students, using the strength of one and carefully teaching my students how to do the other.  Or, to be more precise, “Write from the Beginning”, the writing program, has built this bridge.  I merely strengthen it.

Looking carefully at how I teach writing using Thinking Maps, we can see that we start with my students’ strength, topic-association, by using a Circle Map.  First in conversation, then in the graphic organizers, my students are encouraged to think about and write down everything that is associated with and related to the writing topic.  Because we are using a circle to organize our thinking, everything is related and nothing is more important than the other.  We honor all associations.

Next, we start making decisions about what we need to focus on, beginning the bridge to a topic-centered piece of writing.  We do this through a Tree Map, picking out three main ideas.  We then move to a Flow Map and piece, by piece, organizing our ideas in a topic-centered sequence, moving from one completed idea to the next and coming to a conclusion.

Our final writing is very much topic-centered and would please any topic-centered communicator.

When I remove this bridge, my second graders immediately produce writing that is topic-associative because that is their communication style.  That bridge is clearly not solid yet and my students still need scaffolding, but as we continue working together throughout the year, my students will become more adept at crossing that bridge independently.

My goal of course is for my students to be able to use two styles of communication and be able to make decisions about when is appropriate to use one or the other.  Already, I see two students who are able to do this by themselves, with minimal guidance.

Physical and Psychical Space in the Classroom

October 27, 2007 at 11:47 am | Posted in best practices, collaborative groups, education, learning modality, strategies, teachers | Leave a comment

Lately, this topic has been on my mind.  I would like to examine a “case study” to illustrate how physical space and what I jokingly call psychical space must align in order to produce real learning.

Physical Structure

In this real classroom at my school, a teacher arranges the tables and chairs into groups of six students.  The students face each other.  The table groups are arranged throughout the overall classroom.  The teacher explains that this fosters collaborative group learning.

On the surface, this sounds like a good idea.

Psychical Space

The table groups are arranged in such a way that there is no “carpet space”, a place for the students to come together on the carpet throughout the day to interact as a whole class.  The students are expected to remain at their tables and not interact with students at the neighboring tables.  The teacher has a desk at the front of the class and stays there.  He does not rotate or walk among the students.  Students in the “collaborative” groups are expected to work quietly at their individual work, with very little small group work assigned.  In reality, the students are isolated from each other and from the teacher.  There is no real collaborative learning going on.  (Also, because I’m nitpicky, a third of the students face the back of the class, a third face the sides, and only a third face the front where the teacher is and where instruction takes place.)

Almost any physical arrangements in the classroom can work to enhance learning, so long as teacher thinks through what the goals are in the classroom.

This teacher wanted a physical space that fosters collaborative group learning.  To make it work, he needs to arrange his teaching to foster collaborative group learning as well.  He needs to teach students how to work in groups in a focused manner and then have students actually work in groups in a focused manner, not just do quiet individual work sitting in a group.  He needs to collaborate with the students as well by interacting with them, moving among them, having conversations with each group and each student.  To further enhance collaborative group learning, he can change the groups for different activities, have students present to each other, have different groups converse with each other.  While not necessary, I prefer a carpet space where all students can come together and discuss as a whole group in close proximity to each other and with the class.  If the arrangement of the tables don’t have all students facing the “front” of the class, then have instruction take place all over the classroom.

So, what’s your physical space and psychical space like?

Please leave comments with your reflection or link back from your blog.

Collaborative Unit Openers

October 14, 2007 at 6:47 pm | Posted in best practices, education, elementary, learning modality, Open Court, teachers, unit opener | 1 Comment

For this coming week, I will be participating in Unit Opener Planning Week (and hope you will be too!).  This is primarily geared toward Open Court units, but always take ideas that you like and tweak them to suit your needs!

Okay, here’s my first idea which I heard through a colleague and hope to implement at my school.

Have collaborative unit openers among your grade level.

Among your grade level, have each teacher create one truly exciting 30 minutes unit opener lesson, rather than plan for an entire day of unit openers. On the day of the unit opener, each teacher will teach the one lesson to each class, rotating from one classroom to the next.  The benefits are many.  Teachers collaborate.  Teachers are only responsible for planning one 30 minutes lesson, but students benefit from 3 or 4 or 5 excellent lessons.  Students get to meet and experience being taught by different teachers, different modalities, different styles.  On a more selfish level, because teachers are teaching someone else’s students and know that other teachers will be teaching your students, you tend to feel competitive and want to create the “best” lesson, pushing your unit openers to a higher level of rigor and fun.

I can’t wait to try this at my school!

Friendly Letter – Oral Rehearsal Using a Flow Map

October 3, 2007 at 6:22 pm | Posted in best practices, ELD, elementary, graphic organizers, learning modality, second grade, strategies, thinking maps, writing | 4 Comments

This video was taken by a friend during our writing process about two weeks ago.

This student was absent during the days when we worked on our Flow Map so he had to use the class created Flow Map for his writing.  The other students use their own Flow Map.  In the video, the student is orally rehearsing his writing prior to writing.  He is doing what we call “Pull Out and Talk”.  For a more detailed explanation of our writing process, please visit this previous post.

This was our second major piece of writing in the second grade Open Court unit, Kindness.  The prompt was:  Please write a thank you letter to the elves as if you were the shoemaker.

Why Oral Rehearsal?

Why do I insist that my students orally rehearse before writing?  Almost all of my students are stronger in the oral language than they are in the written language.  I found that they were intimidated by writing and could sit for hours staring at a blank sheet of paper before writing or would write everything in three or four incomplete sentences.  Allowing my students to talk and think aloud reduces the affective filter.  Also, allowing my students to make plenty of mistakes while talking and then fixing their mistakes orally ensures that less mistakes show up on paper.  With oral rehearsal, my students’ writing is stronger and more detailed.

Addition – Two students use Manipulatives and Spiderman Math

October 3, 2007 at 7:37 am | Posted in education, elementary, games, learning modality, math, second grade, strategies | 1 Comment

This video was taken in my class two weeks ago by a friend.  The video shows two students playing a math “game” while independently practicing two digit addition.  Using two dice (or die, I could never tell), one student rolls the “tens” while another student rolls the “ones”.  They do this twice, writing down the two digit addition problem they have created.  Then, they add using manipulatives.  Listen carefully to the boy’s think-aloud.  He actually says he “expands” the number using manipulatives.  Then, the two students add using “Spiderman” math.  Spiderman math is just a fun way of calling addition using expanded form.

Spiderman math is the scaffolding step between using manipulatives and the standard algorithm.  These two students are not quite ready for the standard algorithm yet, but they are more than proficient with manipulatives…they are in the in-between stage, thus they use both manipulatives and Spiderman math.

These students are not ready to regroup, which is the old fashion carry and borrow concept.  The next problem they do which involves regrouping, they become totally confused.  They are able to do the problem using manipulatives, but don’t know what to do even in Spiderman math.  Imagine forcing these students to use the standard algorithm immediately.  They will spend the next two to three years of their lives randomly putting a “1” on top of their addition problems.  Ask third and fourth grade teachers if this is not true.  Allowing them to first explore addition using manipulatives, then Spiderman before the standard algorithm will help them understand when and why regrouping is necessary.

Other students in the class are at various stages.  Six students can only use manipulatives, and even then, two or three are having difficulty counting.  Two students are able to add two and three digit numbers using mental math quickly and accurately because they can visualize expanding the numbers, mentally grouping the tens and ones together.  And yes, I teach them this because if they can do this, they are truly understanding addition.  They are definitely NOT adding one column of number, then moving to the next to add that column of number, which is what many teachers demonstrate to students, thinking that the shortcut will help the students get the right sum.  Yes, the shortcut will get the students to the correct sum, but it will not help them understand addition and learning how to regroup will become even more difficult.  How do I know that these two students are not simply adding one column, then the next?  I listen to their think alouds.

Our class have not started learning to regroup yet, though most of my students are already able to do it using manipulatives.

I like teaching math like this.  I use games rather than an impersonally generated sheet of problems because the students are more motivated and they have fun.  Given a choice between a sheet of problems and generating your own problems using dice, which would you have more fun with?  Here, I am also tapping into many different modalities.  My tactile students have the dice and manipulatives.  My social students have partners.  Obviously, my verbal student is talking himself through his problems.  My visual students can see the numbers using manipulatives.  What other modalities can I tap into?

Day 5 of Big Test – We’re doing M&M Math!

May 28, 2007 at 10:19 pm | Posted in graphic organizers, high stakes testing, learning modality, math, third grade | 2 Comments

Originally uploaded by cityteacher
For math tomorrow, we’re going to use real m&ms to sort, tally, and graph. Lots of valuable math skills involved. We’re also using many different modalities and two graphic organizers. Math should be like this every day! The kids love this every year! I usually do this with the third graders, but with a little modification, you can do the same with younger students and older students.

Make sure you bring enough m&m bags for everyone. I will have the students work in pairs, but everyone should have their own bag of m&m to eat.

There are two pages to this activity.  The first page is the sorting, tallying, and graphing sheet.  The second page has the questions that students must answer using their graphic organizers.

You can download both pages as PDF from my

Flow Map for Writing – Explanation

April 16, 2007 at 12:13 pm | Posted in elementary, graphic organizers, learning modality, teachers, third grade, writing | 1 Comment

Let me explain a little further the use of the flow maps, a thinking map, in organizing writing.

You can see from the picture the parts of the flow map and its purpose.  It’s very self-explanatory.

Why do I enjoy the use of these thinking maps for my inner city students?  It is a visual way to organize writing.  I want to tap into as many modalities as possible when I teach, this is one way to tap the strength of my visual learners.

How do I teach this flow map initially?

I actually start with the main ideas.  We first create the rectangles for the main ideas and the blank lines for the details.  We focus on the main ideas and the three significant details for that main idea.  After we discuss the main ideas and details and finally feel in the flow map, then we move to the opening paragraph (Who, Did What, When, Where, and sometimes Why).  At the end, we work on the closing paragraph.

I find that my students have difficulty with main ideas and details.  Using a flow map and concentrating first on the main ideas and details is a wonderful scaffold for my students.  They immediately grasp the concept of main ideas and details (that it’s the chunk of their writing).  And everything else is just the bookends.

When you start with the opening paragraph, the students struggle with the content of the writing mentally, all the difficulty of the writing is there in the opening paragraph, they can’t get started, they have to do their entire writing right now and they can’t see the shape of what’s to come.  This way, they create the body first but just focusing on one main idea, flesh it out with details, and by the time they are done with al the main ideas, the entire writing is pretty much done except for a couple of sentences at the beginning and at the end.

Try teaching writing inside out like this!  You’ll see how easy it is to teach writing organization, content, main ideas and details!

Using Triangles to Teach Math Facts – Addition and Subtraction

April 15, 2007 at 6:48 pm | Posted in elementary, graphic organizers, learning modality, math, third grade | Leave a comment

Here is an illustration of how to use triangles to teach addition and subtraction math facts. See also that the commutative property of addition is embedded in the triangle. Also, notice that the significant number is at the top of the triangle. That is a visual reminder to students that subtraction is anticommutative, rather than commutative.

Thank you Andrew for introducing me to this idea! Next, adaptation for the kinesthetic learners!

Using Triangles to Teach Math Facts

April 14, 2007 at 9:39 am | Posted in graphic organizers, learning modality, math, third grade | 1 Comment

I learned this strategy from Andrew. Using triangles to teach math facts may become my favorite method for teaching math facts because it is small visual guide jam packed with a lot of facts! Memorizing is always difficult for my students and a visual like a triangle would be a great mnemonic for them.

Instead of multiplication/division, you can also teach addition and subtraction facts.

I’m thinking that, once students are taught how to use these triangles, they can have triangle flash cards to practice with at home and at school.

These triangles don’t just teach the facts, though. They are really powerful in illustrating to the students the commutative property of addition and multiplication, thus students understand why math facts work and why you can’t just throw in any number into the mix.

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Cardiovascular Outcomes Study of Naltrexone SR/Bupropion SR in Overweight and Obese Subjects With Cardiovascular Risk Factors (The Light Study)

This study has been terminated.
Information provided by (Responsible Party):
Orexigen Therapeutics, Inc Identifier:
First received: May 14, 2012
Last updated: April 26, 2016
Last verified: April 2016
No Study Results Posted on for this Study
  Study Status: This study has been terminated.
  Study Completion Date: August 2015
  Primary Completion Date: August 2015 (Final data collection date for primary outcome measure)
Publications automatically indexed to this study by Identifier (NCT Number):


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Valproic Acid in Treating Patients With Previously Treated Non-Hodgkin Lymphoma, Hodgkin Lymphoma, or Chronic Lymphocytic Leukemia

The recruitment status of this study is unknown because the information has not been verified recently.
Verified November 2009 by National Cancer Institute (NCI).
Recruitment status was  Recruiting
Information provided by:
National Cancer Institute (NCI) Identifier:
First received: November 19, 2009
Last updated: January 9, 2014
Last verified: November 2009

RATIONALE: Valproic acid may stop the growth of cancer cells by blocking some of the enzymes needed for cell growth. It may also help cancer cells become more like normal cells, and grow and spread more slowly.

PURPOSE: This phase II trial is studying how well valproic acid works in treating patients with previously treated non-Hodgkin Lymphoma, Hodgkin lymphoma, or chronic lymphocytic leukemia.

Condition Intervention Phase
Drug: valproic acid
Genetic: western blotting
Other: laboratory biomarker analysis
Other: pharmacological study
Phase 2

Study Type: Interventional
Study Design: Masking: Open Label
Primary Purpose: Treatment
Official Title: Epigenetic Therapy With Valproic Acid, an HDAC Inhibitor, in Refractory/Relapsed Non-Hodgkin Lymphoma, Hodgkin's Disease and CLL

Resource links provided by NLM:

Further study details as provided by National Cancer Institute (NCI):

Primary Outcome Measures:
  • Response to therapy (complete response, partial response, or stable disease) [ Designated as safety issue: No ]

Secondary Outcome Measures:
  • Length of response [ Designated as safety issue: No ]
  • Time to treatment failure [ Designated as safety issue: No ]
  • Survival duration [ Designated as safety issue: No ]

Estimated Enrollment: 52
Study Start Date: August 2009
Estimated Primary Completion Date: September 2011 (Final data collection date for primary outcome measure)
Detailed Description:

  • To determine if valproic acid has a response rate of ≥ 20% in patients with previously treated relapsed or refractory non-Hodgkin lymphoma, Hodgkin lymphoma, or chronic lymphocytic leukemia.
  • To determine if treatment with valproic acid leads to measurable levels of histone acetylation in peripheral blood.

OUTLINE: Patients are stratified according to disease diagnosis (indolent non-Hodgkin lymphoma [NHL] vs. aggressive NHL and Hodgkin lymphoma). Valproic acid doses are adjusted until therapeutic level is achieved.

Patients receive oral valproic acid daily for 3 weeks. Treatment repeats every 3 weeks for at least 2 courses and up to 2 years in the absence of disease progression or unacceptable toxicity.

Blood samples are collected periodically. Samples are analyzed for valproic acid levels; and hyperacetylation (caused by the valproic acid N-terminals of the histones H3 and H4) via western blot.

Ages Eligible for Study:   18 Years and older   (Adult, Senior)
Genders Eligible for Study:   Both
Accepts Healthy Volunteers:   No

  • Diagnosis of relapsed or refractory Hodgkin lymphoma (HL), non-Hodgkin lymphoma (NHL), or chronic lymphocytic leukemia (CLL )
  • Patient must have evaluable or measurable disease
  • Have failed prior treatment, as evidenced by 1 of the following:

    • Aggressive NHL

      • Failed at least 1 regimen containing rituximab and CHOP (cyclophosphamide, doxorubicin, vincristine, and prednisone) (unless anthracyclines are contraindicated) in addition to another salvage regimen (unless it is determined by the treating physician that it is to the patient's best interest to receive valproic acid after the first relapse)
    • Hodgkin lymphoma

      • Failed ABVD (doxorubicin, bleomycin, vinblastine, and dacarbazine) and received salvage chemotherapy with at least 1 salvage combination regimen
    • Indolent or low-grade lymphoma

      • Failed at least 1 combination regimen containing rituximab (patients who are intolerant to the available therapies or have contraindications for them are eligible for the study)
  • No CNS involvement by lymphoma

  • ECOG performance status 0-2
  • Absolute granulocyte count ≥ 1,000/mm^3
  • Platelet count ≥ 50,000/µL
  • AST and ALT ≤ 3 times upper limit of normal
  • Creatinine ≤ 2.0 mg/dL
  • Bilirubin ≤ 1.5 mg/dL
  • Not pregnant or nursing
  • Fertile patients must use effective contraception

  • More than 14 days since prior anticancer treatment
  • Prior high-dose chemotherapy with transplant allowed
  • No prior valproic acid
  • No concurrent corticosteroids
  Contacts and Locations
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the Contacts provided below. For general information, see Learn About Clinical Studies.

Please refer to this study by its identifier: NCT01016990

Puerto Rico
Centro de Cancer del Hospital Auxilio Mutuo Recruiting
San Juan, Puerto Rico, 00936-2712
Contact: Contact Person    787-771-7933
Sponsors and Collaborators
Auxilio Mutuo Cancer Center
Principal Investigator: Fernando Cabanillas, MD Auxilio Mutuo Cancer Center
  More Information Identifier: NCT01016990     History of Changes
Other Study ID Numbers: CDR0000659192  CCAM-HDACI
Study First Received: November 19, 2009
Last Updated: January 9, 2014
Health Authority: Unspecified

Keywords provided by National Cancer Institute (NCI):
recurrent adult Hodgkin lymphoma
recurrent adult Burkitt lymphoma
recurrent adult diffuse large cell lymphoma
recurrent adult diffuse mixed cell lymphoma
recurrent adult lymphoblastic lymphoma
recurrent grade 3 follicular lymphoma
recurrent mantle cell lymphoma
recurrent grade 1 follicular lymphoma
recurrent grade 2 follicular lymphoma
recurrent marginal zone lymphoma
recurrent small lymphocytic lymphoma
refractory chronic lymphocytic leukemia
recurrent cutaneous T-cell non-Hodgkin lymphoma
peripheral T-cell lymphoma
AIDS-related peripheral/systemic lymphoma
AIDS-related diffuse large cell lymphoma
AIDS-related immunoblastic large cell lymphoma
AIDS-related small noncleaved cell lymphoma
AIDS-related diffuse mixed cell lymphoma
AIDS-related diffuse small cleaved cell lymphoma
AIDS-related lymphoblastic lymphoma
Waldenström macroglobulinemia

Additional relevant MeSH terms:
Lymphoma, Non-Hodgkin
Leukemia, Lymphoid
Leukemia, Lymphocytic, Chronic, B-Cell
Hodgkin Disease
Neoplasms by Histologic Type
Lymphoproliferative Disorders
Lymphatic Diseases
Immunoproliferative Disorders
Immune System Diseases
Leukemia, B-Cell
Valproic Acid
Enzyme Inhibitors
Molecular Mechanisms of Pharmacological Action
GABA Agents
Neurotransmitter Agents
Physiological Effects of Drugs
Antimanic Agents
Tranquilizing Agents
Central Nervous System Depressants
Psychotropic Drugs processed this record on August 25, 2016


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Monmouth County completed the sales of the care centers as of December 31, 2015.

For further information about the John L. Thompson care center, now called Allaire Rehab and Nursing, located at 115 Dutch Lane Road in Freehold, call 732-431-7420. The website is

For further information about Geraldine L. Thompson care center, now called Preferred Care at Wall, located at 2350 Hospital Road in the Allenwood section of Wall, call 732-683-8600. The website is

Copyright © 2011 Monmouth County, NJ. All Rights Reserved. Privacy Policy and Disclaimer


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Elie Weisel z”l

Elie Weisel survived the Shoah. More than surviving, he insisted that we talk about it. He insisted that our talk not be an exercise in self-pity, but that we cultivate a willingness to put ourselves on the line for any group of people denied the dignity of their own humanity. He did so himself, time and again.

Now he is gone, but his words remain.

If you have not yet had a chance to read one of Mr. Weisel’s books, start with Night. It is one of the world’s great books.

Why Bernie Avishai winces at the term “radical Islam”

Image: Bernard Avishai, Photo by Neodbg (Own work) [CC BY-SA 3.0], via Wikimedia Commons

I hope that my readers will consider what Mr. Avishai has to say. The phrase “radical Islam” is useless. It plays into the fantasies of terrorists by elevating their status, when in fact they are merely murderers and thugs who find holy texts useful for justifying evil. Thank you, Rabbi John Rosove, for your thoughtful post which I have reposted here.

Rabbi John Rosove's Blog

I take seriously just about everything Bernard Avishai says and writes.

Bernie is an Adjunct Professor of Business at Hebrew University of Jerusalem, has taught at Duke University, the Massachusetts Institute of Technology (MIT), and Dartmouth College, and was director of the Zell Entrepreneurship Program at the Interdisciplinary Center Herzliya in Israel. A Guggenheim Fellow, Bernie holds a doctorate in political economy from the University of Toronto. Before turning to management, he covered the Middle East as a journalist. He has written many articles and commentaries for The New Yorker, The New York Review of Books, Harvard Business Review, Harper’s Magazine and other publications. He is the author of three books on Israel, including the widely read The Tragedy of Zionism, and the 2008 The Hebrew Republic. He lives in both Jerusalem and the United States.

Bernie doesn’t shoot from the…

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Jews Rejecting Trump

Image: Rabbi Rothbaum speaks as Hazzan Wallach and Susan Lubeck hold “Jews Reject Trump” signs. Photo by Bend the Arc.

Last night I participated in a prayer service outside Republican headquarters in my home town of San Leandro, CA.  It was part of a prayer service and demonstration organized nationally by Bend the Arc – Jewish Action.

This year, the Republican candidate for President of the U.S. has made such outrageous statements about Mexicans, Muslims, immigrants, and people of color that he has boosted the legitimacy of white supremacist organizations such as the Ku Klux Klan. He tried to avoid repudiating those organizations. His followers have targeted journalists with Jewish names on social media.

As I wrote earlier this month in Stop the Hateful Cycle:

“I believe in free speech and I also believe in the absolute necessity of challenging hateful speech, whether it is justified with a quote from the Bible, from the Quran, or from someone’s sainted grandma. It doesn’t matter how it is justified: it’s still hate.

 לֹא-תֵלֵךְ רָכִיל בְּעַמֶּיךָ, לֹא תַעֲמֹד עַל-דַּם רֵעֶךָ

Do not go slandering among your people. Do not stand upon the blood of your neighbor. – Leviticus 19:16

This verse has two parts. (1) Don’t slander. (2) Don’t stand on the blood of your neighbor.

These two commandments are side by side because they are related. Hateful speech leads to violence, and when we listen to hateful speech and do not challenge it, we stand in the blood of another human being. We do not remain clean.”

So when I got the call from Bend The Arc, a Jewish social justice organization, inviting me to participate in a rally against Trump (not for any other candidate, merely against Trump and his message) I was glad to participate. There was going to be a meeting at the Republican HQ, and we would be there to witness against racism.

We gathered outside the Republican office on MacArthur Blvd in San Leandro. Bay Area Regional Director Susan Lubeck briefed us quickly on the program and how to behave (support one another, be polite, de-escalate). The program was an observance of the yahrzeit of James Chaney, Michael Schwerner, and Andrew Goodman of blessed memory. They were murdered on June 21, 1964 for their voter registration and freedom school activities in segregated Philadelphia, Mississippi.

Susan had notified the San Leandro Police that we would be there, and the beat officer for the neighborhood came up before the program began, just as people were beginning to arrive for the meeting at the Republican HQ. We were careful not to block the door or create problems. The treasurer came out in hopes of shooing us away; he said they didn’t have anything to do with the national candidates. We made note of the “TRUMP” poster in the window and stayed.

Hazzan Risa Wallach led us in a nigun, a wordless hymn. We heard speeches from Rabbi Michael Rothbaum, from Susan Lubeck, and from a woman currently working to raise the minimum wage (I am sorry that I was unable to catch her name.) We also heard from Rabbi Harry Manhoff of Temple Beth Sholom in San Leandro. Hazzan Wallach chanted El Maleh Rachamim [God, Full of Mercy] and then we said Kaddish for the three martyrs.

Periodically people would come out of the meeting and photograph us on their cell phones and make videos. We ignored them. When we began to say Kaddish, they shut the door to the office and we did not interact with them again. Periodically people driving past saw our signs (“Jews Reject Trump”) and honked in support.

It was a quiet, peaceful event (thank goodness!) and over in less than an hour.

I am grateful to Bend the Arc – Jewish Action for their organizing prowess and to Rabbis Rothbaum and Manhoff for their eloquent words. May the day come, and speedily, when no such events are needed ever again.

Why Call It The Shoah?

Image: Barbed wire fence at Majdanek concentration camp in Poland. Photo by Barak Broitman via pixabay.com. Public domain.

The murder of six million Jews and many others (Roma, homosexuals, disabled persons, and others) in the 1930’s and 40’s in Europe are often referred to in English as “the Holocaust.” Some Jews, myself included, prefer the Hebrew word “Shoah.” Here’s why:

The word “holocaust” is the Anglicization of a Greek word, ολοκαύτωμα [complete combustion.] It appears in some English Bibles (for instance, the Douai – Rheims Catholic translation) as the translation for עֹלָה [oh-LAH, meaning offering that will be completely burnt.] An example:

Isaac said to his father: My father. And he answered: What wilt thou, son? Behold, saith he, fire and wood: where is the victim for the holocaust? – Genesis 22:7, Douay-Rheims translation)

Here is the same verse, in the Jewish Publication Society translation:

Isaac then said to Abraham his father, “Father!” He answered: “Here I am, my son.” And Isaac said, “Here is the firestone and the wood, but where is the lamb for the burnt-offering?” – Genesis 22:7, JPS translation

Later, the word “holocaust” was adopted by English writers to mean “complete destruction by fire.” It first appeared in reference to the treatment of the Jews by the Nazis in a British newspaper, the News Chronicle of December 5, 1942. From there the use spread until today, when that has become the primary definition of the word.

So why use “Shoah” instead?

“Holocaust” entered the English language as a term for a sacrifice, specifically for the sacrifices asked of the Jews by God. For anyone who grew up using a Douai-Rheims Bible, that still is a primary meaning of the word. It therefore implies a particular understanding of the events in Europe: that the murder of the Jews was a sacrifice acceptable to God. For many of us, this is a blasphemous implication.

That’s why I always use “Shoah” unless I am talking or writing to someone who is likely not to know the word. Even though “Holocaust” is generally in use as a term for the Nazi “Final Solution,” it still has the power to suggest that there was something acceptable to God in those events.

My own understanding of the Shoah is that it was the culmination of centuries of antisemitism in Europe, purely the actions and intentions of human beings, not anything wanted by the Holy One. That’s why I and many others prefer the term “Shoah.”

Anti-Zionism / Anti-Semitism

Rabbi John Rosove is a distinguished rabbi in Southern California. While I do not have the pleasure of knowing him personally, I am a longtime reader of his blog and I regard him as a senior rabbi from whom I learn, all the time. This week he posted this piece about anti-Zionism and anti-Semitism. It is so well-written, so clear that I know I cannot possibly explain the issues any better, so I’d like to share it with you.

Rabbi Ruth Adar

This past week I heard a young UCLA alumna say on a radio talk-show (KPFK FM) that it is not anti-Semitism when she said that the State of Israel has no right to exist. The program was addressing the run-up to the upcoming decision of the UC Board of Regents related to the debate on […]

via An Open Letter to a UCLA Alumna who confused anti-Zionism and Anti-Semitism — Rabbi John Rosove’s Blog

The Wind Report: Jews & Politics

Would you like to read some solid Jewish analysis of politics in this election year? I recommend The Wind Report, a blog by Steven Windmueller, Ph.D.

WindmuellerOne of the many interesting and valuable classes I took in rabbinical school had to do with Jewish community organizations and life. Dr. Windmueller was one of the teachers for that course. He has since retired from the faculty of Hebrew Union College – Jewish Institute of Religion and now his expertise is available to readers with wifi and a smartphone or computer.

Dr. Windmueller’s expertise is not purely academic. From 1973-1985 he served as Executive Director of the Jewish Federation in Albany, NY, and for the following ten years he was the Executive Director of the Los Angeles Jewish Federation‘s Community Relations Committee. His tenure at the LA Federation took place during a particularly tumultuous period for the city. In short, Dr. Windmueller knows politics, and he knows Jews and politics.

I also recommend his book, The Quest for Power: A Study in Jewish Political Behavior and Practice. In it, he puts the situation of 21st century American Jews into a historical and sociological context.

Don’t rely on random social media messages from who-knows-who for information about “the Jewish vote” in this election – check out The Wind Report for good information.

Religion in the United States

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. – First Amendment to the Constitution of the United States of America

Many of the refugees and immigrants who have built the United States of America were fleeing religious conflict, and our Founding Fathers wanted no part of established religion. Ironically, in the 227 years since that amendment was made to the Constitution, we have become one of the most religious nations on earth. The critical difference is that there is no established religion, no religion legislated to take official precedence and to benefit from tax revenues.

The majority of Americans are some variety of Christian. According to the Pew Forum, here’s the breakdown:

  • 25.4% of households identify as Evangelical Christians
  • 22.8% are Unafflilated (includes Atheists, Agnostics, and “nothing”)
  • 20.8% of households identify as Catholic
  • 14.7% identify as Mainline Protestant
  • 6.5% identify as Historically Black Protestant
  • 1.9% identify as Jewish
  • 1.6% identify as Mormon
  • 1.0% identify as Unitarians or other liberal faiths
  • 0.9% identify as Muslim
  • 0.8% identify as Jehovah’s Witnesses
  • 0.7% identify as Buddhist
  • 0.7% identify as Hindu
  • 0.6%, when asked, respond that they “don’t know.”
  • 0.5% identify as Orthodox Christians
  • 0.4% identify as “Other Christian”
  • 0.4% identify as “New Age” including Pagan or Wiccan
  • 0.3% identify as “Other World Religions”
  • 0.3% identify as following Native American religions

I confess that I find demographic information fascinating. I got all this information from a graphic on the Pew Forum website, but instead of arranging it by belief group, I’ve listed the groups by size. Some items that interest me:

  • Jews are definitely a minority. However, there are many religious groups even smaller than ours.
  • If we sometimes feel vulnerable, how must the people in even smaller groups feel?
  • Does the Jewish community have a responsibility to make sure that those “more minor” voices are heard in national discussions?
  • Do we have a responsibility to make sure that smaller groups are protected from persecution?
  • If we took an intersectional look at this list in terms of power and audible voices in the national discussion, how would it change? How do race, class, and similar factors intersect with religion?

What do you think? What does this list say to you?


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3 College Freshman

Transportation: The campus is relatively small so you can walk to where you need on campus. Campus however though isn't really that close to any stores or restaurants, so you will need to venture out if you need those things. Taxis will come on campus for pickup and delivery which is nice. The one thing I do not like though is that everyone has a designated parking lot they are allowed to park in and cannot park in any of the others without getting a $25 ticket. If you're running late to class, it would be nice to be able to drive over to your class.

3 College Junior

Transportation: I have not utilized campus transportation and neither have any students I know, therefore it must not be utilized often at all.

3 College Sophomore

Transportation: I usually just see kids driving their cars or walking to school.

3 College Sophomore

Transportation: there is only a bus to sports events

4 College Senior

Transportation: There is a bus that picks you up and drops you off on campus that I find very convenient for students and its only a dollar!

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Student Polls

How convenient is the campus-provided transportation?    Based on 32 responses

  • 25% Easily accessible, runs frequently and has many pick-up locations.
  • 22% Somewhat accessible with a schedule that usually parallels class times.
  • 16% Moderately difficult to utilize, the pick-up times and locations are far and few between.
  • 6% Extremely difficult to utilize-it's not reliable nor is it convenient for a student's schedule.
  • 31% Nonexistent.

How necessary is it to have a car on campus?    Based on 31 responses

  • 32% Campus is isolated, so students rely mostly on cars to get them where they need to go.
  • 16% The shuttle/bus service often fails to meet student needs, so a car is very practical.
  • 32% Students usually walk or take the bus, but cars are nice for venturing outside the bus line.
  • 19% Cars are totally pointless. Everything you need is within walking distance.
  • 0% You can't have a car here.

Rate the cost of the following transit options    Based on 19 responses

  • Campus shuttle
  • Public transportation
  • Taxis
  • Zip cars

Rate the convenience of the following transit options    Based on 18 responses

Very convenient
  • Campus shuttle
  • Public transportation
  • Taxis
  • Zip cars

Rate the convenience of long-distance transportation to travel between home and school    Based on 18 responses

Very convenient
  • Airport
  • Passenger bus
  • Passenger train
  • Ride sharing

How easy is it to get around town?    Based on 31 responses

  • 39% Very easy.
  • 52% Fairly easy.
  • 10% Fairly difficult.
  • 0% Very difficult.
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Category:Pontalba Buildings

The Pontalba Buildings are a pair of buildings on either side of Jackson Square, New Orleans, Louisiana. Built 1849-1851, they house shops on the ground floor and apartments above.

This is a category about a place or building that is listed on the National Register of Historic Places in the United States of America. Its reference number is 74000934
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IE11 developer tools (F12) do not scale correctly on high-DPI display on Windows 8.1 - by tttl

Status :

  Not Reproducible

		The product team could not reproduce this item with the description and steps provided.

		A more detailed explanation for the resolution of this particular item may have been provided in the comments section.

ID 835482 Comments
Status Closed Workarounds
Type Bug Repros 1
Opened 3/17/2014 6:35:54 AM
Access Restriction Public

On Lenovo W540 with high-DPI screen, IE11.0.4 UI scales otherwise ok, but developer tools (F12) are shown as too small.
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Posted by William Keen on 6/18/2015 at 8:47 AM
I can reproduce this issue as well. I have a dual monitor set up. One monitor is 2560x1440, the other is 4k. On the 2560x1440 monitor, which is my primary monitor in windows settings, IE looks fine. On the 4k monitor, IE is completely unusable and doesn't scale.
Posted by Paul Turner on 6/9/2015 at 4:48 PM
Similar issue on Windows 10 with IE 11. Developer toolbar is super scaled up and virtually un-usable.
Posted by Microsoft on 4/23/2014 at 10:01 AM
Hello tttl,
We are very glad to hear that the issue has been fixed in build 17031. We will go ahead
and close this feedback for now, but do not hesitate to post a comment or open a new bug
if the behavior resurfaces.

Best Regards,
The Internet Explorer Team
Posted by tttl on 4/18/2014 at 12:17 PM
Hi IE Team,
I can confirm that upgrading to 11.0.9600.17031 fixes the issue.

Thanks for your support!
Posted by Microsoft on 4/17/2014 at 7:17 AM
Hello tttl,
If you could, please take a moment to update your browser to 11.0.9600.17031. If you
are still reproducing the behavior with that build, then post here and we will continue

Best Regards,
The Internet Explorer Team
Posted by RubenRios on 4/16/2014 at 9:19 AM

I can't access your attachments so I'm not exactly sure what's your specific issue. However, we are aware of an issue where the Developer tool header icons were smaller than expected in HDPI displays.

This issue has been fixed in the Windows 8.1 Update release. If that’s the issue you are calling out, please make sure you install the updates and let us know if you are still having the issue.

Posted by Microsoft on 3/28/2014 at 11:40 AM
We will do our best to match your environment and see if we
are able to reproduce the behavior at that time.

Best Regards,
The Internet Explorer Team
Posted by tttl on 3/26/2014 at 10:29 AM

Additional details
•    PSR recording attached. In the recording, please compare the F12 tolls font to the IE menu font (it is way too small). Also, when I select the ctrl+0 zoom level (200% on this display), you can clearly see that the F12 pane is not scaling properly as the rest of the UI is
•    IE version info
o    Version: 11.0.9600.16521
o    Update versions: 11.0.4 (KB2925418)
•    Machine info
o    Lenovo W540 (20BG-001CMS)
o    Display: Wide viewing angle & High density FlexView Display 2880x1620
o    Resolution: 2880x1620 (Recommended)

Please let me know if you need anything else. I’ll be at Build next week in case somebody wants to have a look at the computer.
Posted by Microsoft on 3/26/2014 at 6:32 AM
                Thank you for the feedback. We have been testing this scenario with Windows 8.1 IE 11 GA and Windows 7 IE 11 GA builds and did not reproduce the issue. Perhaps we are missing something in our repro steps \ approach.

                Would it be possible for you to please collect the following information to help us in our investigation of this issue?

1)    IE version and build number listed in the Help|About dialogue
2)    Problem state recorder of the issue this will help us visualize the issue you are experiencing. Problem state recorder is a tool included with both Windows 7 and Windows 8
a.    Please open PSR.exe from C:\Windows\System32\psr.exe
b.    Please reproduce the issue you are experiencing
c.    Stop the PSR.exe and save the file
d.    Attach the PSR.exe output to connect.
The PSR.exe tool will take screen shots and mouse clicks so we can attempt to reproduce the issue here. NOTE: Please do not visit any sites that contain personal or sensitive data such as passwords or financial data while collecting the PSR.exe data.
Best regards,
The Internet Explorer Team
Posted by Microsoft on 3/19/2014 at 10:51 AM
Thank you for your feedback!

We will be investigating this issue further.

Best Regards,
The Internet Explorer Team


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Use These CDC E-Cards To Anonymously Tell Your Friends Their Kids Are Filthy

The Centers for Disease Control knows it’s a delicate task asking your swine flu-infected coworkers to stay home or suggesting that your friends bathe their disgusting children, so they’ve provided a handy, anonymous way to break the bad news.

The CDC site has all sorts of useful e-cards that allow you, a concerned but polite friend, to play varying levels of busybody in your friends’ lives. Aside from asking your friends to scrub their putrid offspring before bringing them over for a play date, you can tell that coughing, sneezing, attractive coworker to let swine flu consume her in the privacy of her home.

We’re big fans of anonymous e-cards as a way to avoid awkward conversations, and we’re happy to see they’re moving beyond just being used to share STD warnings to inform acquaintances about swine flu, hygiene, diabetes, and other health issues.

Check out the CDC’s other e-cards here