Torrance County is a county located in the center of the U. S. state of New Mexico. As of the 2010 census, the population was 16,383; the county seat is Estancia. The geographic center of New Mexico is located in Torrance County, southwest of the Village of Willard, in 2010, the center of population of New Mexico was located in Torrance County, near Manzano. Torrance County is included in NM Metropolitan Statistical Area. According to the U. S. Census Bureau, the county has a total area of 3,346 square miles, of which 3,345 square miles is land and 0.9 square miles is water. Most of the county is gently-rolling grassland ranging from 6000 to 6200 feet in elevation; the Manzano Mountains rising to 10,098 feet on the western edge of the county provide it with its only significant topographic relief. The Manzano Wilderness area includes the highest part of the mountains; the other notable geographic feature of the county is the series of playas and seasonal lakes centering on Laguna del Perro southeast of Estancia.
Santa Fe County - north San Miguel County - north Guadalupe County - east Lincoln County - south Socorro County - south Valencia County - west Bernalillo County - northwest Cibola National Forest Salinas Pueblo Missions National Monument County Commissioners District 1: Kevin McCall District 2: Ryan Schwebach District 3: Javier Sanchez County Manager - Wayne Johnson County Clerk - Linda Jaramillo County Treasurer - Tracy L. Sedillo County Assessor - Jesse Lucero County Sheriff - Martin Rivera As of the 2000 census, there were 16,911 people, 6,024 households, 4,391 families residing in the county; the population density was 5 people per square mile. There were 7,257 housing units at an average density of 2 per square mile; the racial makeup of the county was 73.89% White, 1.66% Black or African American, 2.09% Native American, 0.32% Asian, 0.13% Pacific Islander, 17.95% from other races, 3.97% from two or more races. 37.15% of the population were Hispanic or Latino of any race. There were 6,024 households out of which 37.80% had children under the age of 18 living with them, 55.40% were married couples living together, 12.30% had a female householder with no husband present, 27.10% were non-families.
23.20% of all households were made up of individuals and 7.90% had someone living alone, 65 years of age or older. The average household size was 2.72 and the average family size was 3.20. In the county, the population was spread out with 30.40% under the age of 18, 7.50% from 18 to 24, 29.20% from 25 to 44, 23.20% from 45 to 64, 9.70% who were 65 years of age or older. The median age was 35 years. For every 100 females there were 105.50 males. For every 100 females age 18 and over, there were 106.20 males. The median income for a household in the county was $30,446, the median income for a family was $34,461. Males had a median income of $29,403 versus $21,833 for females; the per capita income for the county was $14,134. About 15.20% of families and 19.00% of the population were below the poverty line, including 24.50% of those under age 18 and 12.00% of those age 65 or over. As of the 2010 census, there were 16,383 people, 6,264 households, 4,192 families residing in the county; the population density was 4.9 inhabitants per square mile.
There were 7,798 housing units at an average density of 2.3 per square mile. The racial makeup of the county was 76.1% white, 2.3% American Indian, 1.3% black or African American, 0.4% Asian, 15.5% from other races, 4.3% from two or more races. Those of Hispanic or Latino origin made up 39.1% of the population. In terms of ancestry, 17.5% were German, 12.2% were Irish, 10.0% were English, 2.3% were American. Of the 6,264 households, 31.8% had children under the age of 18 living with them, 48.5% were married couples living together, 12.0% had a female householder with no husband present, 33.1% were non-families, 27.6% of all households were made up of individuals. The average household size was 2.52 and the average family size was 3.06. The median age was 41.6 years. The median income for a household in the county was $37,117 and the median income for a family was $43,914. Males had a median income of $37,545 versus $28,826 for females; the per capita income for the county was $17,278. About 13.5% of families and 19.4% of the population were below the poverty line, including 30.7% of those under age 18 and 11.5% of those age 65 or over.
Moriarty Estancia Mountainair Encino Willard Duran Indian Hills Manzano Manzano Springs McIntosh Tajique Torreon Abo Cedarvale Clines Corners Progresso Wagon Wheel National Register of Historic Places listings in Torrance County, New Mexico USS Torrance, a U. S. Navy ship named after the county
The Arden family is, according to an article by James Lees-Milne in the 18th edition of Burke's Peerage/Burke's Landed Gentry, volume 1, one of only three families in England that can trace its lineage in the male line back to Anglo-Saxon times. The Arden family takes its name from the Forest of Arden in Warwickshire. Alwin, nephew of Leofric, Earl of Mercia, was Sheriff of Warwickshire at the time of the Norman Conquest, he was succeeded by his son, Thorkell of Arden, whose own son and principal heir, Siward de Arden, subsequently married Cecilia, granddaughter of Aldgyth, daughter of Ælfgar, Earl of Mercia, from this union the Ardens descend. Subsequent generations of the family remained prominent in Warwickshire affairs and on many occasions held the shrievalty. From the time of Sir Henry de Arden in the 14th century the Ardens had their primary estate at Park Hall, Castle Bromwich; the descent from Alwin is as follows: Beorthwine Alwin Thorkell of Arden Siward de Arden, m. Cecilia Henry de Arden William de Arden, m.
Galiena William de Arden, m. Avice Sir Thomas de Arden, m. Riese Ralph de Arden Ralph de Arden, m. Isabel de Bromwich Sir Henry de Arden, m. Ellen Sir Ralph Arden, m. Sybil Robert Arden, m. Elizabeth Clodshall Walter Arden, m. Eleanor Hampden Sir John Arden, m. Alice Bracebridge Thomas Arden, m. Mary Andrewes William Arden, m. Elizabeth Conway Edward Arden, m. Mary Throckmorton Robert Arden, m. Elizabeth Corbet Sir Henry Arden, m. Dorothy Feilding Robert Arden Robert Arden was executed in 1452 for supporting the uprising of Richard, Duke of York; the same fate befell Edward Arden in 1583, who came under suspicion for being head of a family that had remained loyal to the Catholic Church, was sentenced for plotting against Elizabeth I. His father William was second cousin to Mary Arden, mother of William Shakespeare. Edward's great-grandson Robert died unmarried and without issue in 1643, bringing the Park Hall male line to an end; the Arden family survives to this day in many branches descended from younger sons in earlier generations, with branches in Australia and the U.
S. A.. Arden Arden, Warwickshire List of monarchs of Mercia Baron Alvanley, of Alvanley in Cheshire, a title created in 1801 for senior judge Richard Pepper Arden and which passed to his sons in turn became extinct
Les Clips is a VHS recorded by the French singer Mylène Farmer, containing all the singer's videoclips from 1984 to 1987. It was released in November 1987 in France; this VHS contains all the video of the singles from the album Cendres de Lune, with the original version of "Tristana". This is the first VHS including the videoclips of an artist in France; this VHS content is included on the DVD Music Videos I. The magazine Top 50 said this VHS is a "great idea" and contains "four beautiful videoclips"; as for the French newspaper Le Provençal, it gave a positive analysis of the contents of this VHS. This video is available only on VHS. All these videos were directed by Laurent Boutonnat. Produced by: "Maman a tort", "Plus grandir": Stephane Sperry "Libertine", "Tristana": Alain Grandgérard / Movie-Box
Luke Leonard is an American artist whose work spans the performing and visual arts. He is a theater director, experimental playwright, actor and the Founding Artistic Director of Monk Parrots, a New York-based multidisciplinary theatre company. Leonard's stage productions have been described as "outstanding" by The New York Times, “bold and experimental...a clear vision...pure theatrical experience” by nytheatre.com. He lives in New York. Luke Landric Leonard was born and raised in Houston, Texas where he attended Cypress Creek High School, played football, acted in school plays, he left the football team after his junior year to become president of Cy Creek's Theatre Department and to focus on acting in preparation for college auditions. He studied theatre at Sam Houston State University before moving to New York City in 1995 to enroll in the BFA Acting Program at Brooklyn College where he graduated in 1998. 1996–2001 Leonard was among the pioneering artists living and working in DUMBO, Brooklyn where he founded DUMBO Theater eXchange a/k/a DTX with Natalie Cook Leonard and Yukihiro Nishiyama.
DTX promoted emerging talent by presenting new writers and directors and fostered neighborhood development within the downtown Brooklyn area. DTX. On December 15, 2000, a week before Christmas and his wife were illegally vacated from their loft on Water Street along with 60 other tenants. DTX presented 30 productions circa 2000–2001 and hosted all theater events for the 4th Annual DUMBO Arts Festival, produced by Joy Glidden/d.u.m.b.o. Arts center. Leonard studied acting and directing with legendary, experimental director Joseph Chaikin during this time and corresponded with Chaikin by letters until his passing in 2003. 2002–2004 Michelle Moskowitz-Brown hired Leonard to create a theatre series for a new performance space at Brooklyn Information and Culture called BRIC Studio. Leonard established Theater Nexus, a monthly series devoted to emerging and established theatre artists. After losing the DUMBO space, BRIC became DTX's new home for promoting alternative theatre in NYC. Curated by S. Melinda Dunlap and Leonard, Theater Nexus presented experimental work by numerous artists, such as, 13P, Mac Wellman, Jeffrey M. Jones, Young Jean Lee, Erin Courtney, Ken Rus Schmoll, Connie Congdon, S. Melinda Dunlap, Luke Leonard, David Todd, B. Walker Sampson, Barbara Cassidy, Jonathan Bernstein and Douglas Green, to name a few.
In 2003, Leonard became the father of actress Gates Leonard. 2007–2010 DTX changed its name to Monk Parrots in 2007 and Leonard was accepted to the selective graduate directing program at The University of Texas at Austin where he studied stage direction and studio art and received a Master of Fine Arts in 2010. Leonard was influenced by renowned artists at UT-Austin, such as, Michael Smith, sculptor Margo Sawyer, playwrights Kirk Lynn and Steven Dietz. In 2009 he worked at Berliner Ensemble for experimental theatre director and visual artist Robert Wilson and directed the Italian Premiere of Israel Horovitz's L'indiano vuole il Bronx. In 2010 he directed the Texas Premiere of David Lang and Mac Wellman's The Difficulty of Crossing a Field, nominated for eight Austin Critics' Table Awards including Best Opera. 2010–2012 Leonard returned to New York to resume his role as Artistic Director of Monk Parrots and began building a new body of performance work. His concept-driven approach explores the possibilities of theatre and with his company he began to hone an "edgy choreographed directorial style"Luke Leonard/Monk Parrots made Here I Go with playwright David Todd.
It was presented at 59E59 Theaters from May 22, 2012 to June 3, 2012. Leonard created the main character, her circumstances and a performance structure asked Todd to write six monologues that Monk Parrots could arrange during rehearsals; the staging was created first with five, nonspeaking actors a prerecorded voice of Lynette was added to the actors' movements. Reviewer David Roberts described Here I Go as "a brilliantly conceived and executed performance work that crosses artistic boundaries."2012–2014 Over brunch in New York, playwright Kirk Lynn asked Leonard what he was working on. Leonard handed him a copy of coaching legend Bum Phillips' autobiography and said he wanted to make an'opera' based on Phillips' life. Lynn smiled and Leonard asked if he would consider writing the libretto. Lynn agreed to create the libretto under the following condition, that Peter Stopschinski compose the score. Former Monk Parrots board member, Steven Beede, Esq. initiated a call for Leonard to speak with Bum and Debbie Phillips.
When asked how they felt about an opera based on Bum's life, Bum Phillips replied, "I can't sing a lick!" They arranged to meet in person Leonard and Leonard's parents traveled to the Phillips' ranch in Goliad, Texas to discuss the performance rights. Upon arrival, Leonard shook hands with Bum Phillips and said, "Mr. Phillips, it's a pleasure to meet you." Phillips replied, "It's a pleasure to want to be met at 89." They ate Subway sandwiches, baked beans, pecan pie and Leonard and Stopschinski left with the Phillips' blessing to make the opera. The world premiere of Bum Phillips Opera was presented in the Ellen Stewart Theatre at La MaMa Experimental Theatre Club in New York from March 12, 2014 to March 30, 2014, it was attended by Bum Phill
Oropi is a rural district located in the Bay of Plenty region of the North Island of New Zealand. It is located 43 kilometres north of Rotorua, it has been suggested. This is derived from the 1860s when government forces were based in the area at the time of the Battle of Gate Pā; the New Zealand Ministry for Culture and Heritage gives a translation of "place of covering up" for Ōropi. Oropi is a farming community of both agriculture and horticulture ranging from kiwifruit orchards to dairy farms. There has been some subdivision of farms into lifestyle blocks to take advantage of views of the coastline towards the Coromandel Peninsula and islands in the Bay of Plenty including Karewa Island, Mayor Island and Motiti Island. Local facilities include a 9-hole golf course, hot pools, a paintball course and mountain bike tracks; the local school is Oropi Primary School which has a roll which varies between 160 and 190 pupils and takes children of years 1-8
A cognitive tutor is a particular kind of intelligent tutoring system that utilizes a cognitive model to provide feedback to students as they are working through problems. This feedback will inform students of the correctness, or incorrectness, of their actions in the tutor interface; the name of Cognitive Tutor® now refers to a particular type of intelligent tutoring system produced by Carnegie Learning for high school mathematics based on John Anderson's ACT-R theory of human cognition. However, cognitive tutors were developed to test ACT-R theory for research purposes since the early 1980s and they are developed for other areas and subjects such as computer programming and science. Cognitive Tutors can be implemented into classrooms as a part of blended learning that combines textbook and software activities; the Cognitive Tutor programs utilize cognitive model and are based on model tracing and knowledge tracing. Model tracing means that the cognitive tutor checks every action performed by students such as entering a value or clicking a button, while knowledge tracing is used to calculate the required skills students learned by measuring them on a bar chart called Skillometer.
Model tracing and knowledge tracing are used to monitor students' learning progress, guide students to correct path to problem solving, provide feedback. The Institute of Education Sciences published several reports regarding the effectiveness of Carnegie Cognitive Tutor®. A 2013 report concluded that Carnegie Learning Curricula and Cognitive Tutor® was found to have mixed effects on mathematics achievement for high school students; the report identified 27 studies that investigate the effectiveness of Cognitive Tutor ®, the conclusion is based on 6 studies that meet What Works Clearinghouse standards. Among the 6 studies included, 5 of them show intermediate to significant positive effect, while 1 study shows statistically significant negative effect. Another report published by Institute of Education Sciences in 2009 found that Cognitive Tutor® Algebra I to have positive effects on math achievement based on only 1 study out of 14 studies that meets What Works Clearinghouse standards.it should be understood that What Works Clearinghouse standards call for large numbers of participants, true random assignments to groups, for a control group receiving either no treatment or a different treatment.
Such experimental conditions are difficult to meet in schools, thus only a small percentage of studies in education meet the standards of this clearinghouse though they may still be of value. Intelligent tutoring systems traditionally had a three-component architecture: domain model, student model, tutoring model. A fourth component was added: the interface component. Now ITS is known to have a four component architecture. Domain model contains the rules and knowledge related to the domain to be learned, it helps to evaluate students' performance and detect students' errors by setting a standard of domain expertise. Student model, the central component of an ITS, is expected to contain as much knowledge as possible about the students: their cognitive and affective states, the progress they gained as they learn; the functions of the student model is three folded: to gather data from and about the learner, to represent the learner's knowledge and learning process, to perform diagnosis of students' knowledge and select optimal pedagogical strategies.
Based on the data gained from domain model and student model, tutoring model makes decisions about tutoring strategies such as whether or not to intervene and how to intervene. Functions of tutoring model include content planning. Interface model reflects the decisions made by tutoring model in different forms such as Socratic dialogs and hints. Students interact with the tutor through the learning interface known as communication. Interface provide domain knowledge elements. A cognitive model tries to model the domain knowledge in the same way knowledge is represented in the human mind. Cognitive model enables intelligent tutoring systems to respond to problem-solving situations as the learner would. A tutoring system adopting a cognitive model is called a cognitive tutor. Cognitive model is an expert system which hosts a multitude of solutions to the problems presented to students; the cognitive model is used to trace each student's solution through complex problems, enabling the tutor to provide step-by-step feedback and advice, to maintain a targeted model of the student's knowledge based on student performance.
Cognitive Tutors provide step-by-step guidance as a learner develops a complex problem-solving skill through practice. Cognitive tutors provide such forms of support as: a problem-solving environment, designed rich and "thinking visible". Cognitive Tutors accomplish two of the principal tasks characteristic of human tutoring: monitors the student's performance and providing context-specific individual instruction, monitors the student's learning and selects appropriate problem-solving activities. Both cognitive model and two underlying algorithms, model tracing and knowledge tracing, are used to monitor the student's learning. In model tracing, the cognitive tutor uses the cognitive model in complex problems to follow the student's individual path and provide prompt accuracy feedback and context-specific advic