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Figure 9-2 shows a Roomba with two markers attached to it in this fashion. Figure 9-3 shows an alternate attachment point. By removing the dirt bin, you get two vertical sides for attaching things. But without the bin, the Roomba is slightly unbalanced. This is usually an annoyance, because the Roomba will pop up on quick turns, but that can be used to lift the brush momentarily to create interesting drawing effects. If you don t want the popping behavior, either make all the turns the Roomba does be gradual and avoid drastic changes in directions or speed, or lay a weight on top of the Roomba. The Roomba is surprisingly strong it can move around with a ballast consisting of a full gallon of paint resting on its top.

I m Dr. Jekyll and Mr. Hyde when it comes to football. When I m on the field sometimes I don t know what I am doing out there. People ask me about this move or that move, but I don t know why I did something, I just did it. I am able to focus out the negative things around me and just zero in on what I am doing out there. Off the field I become myself again.

Illustrated TCP/IP by Matthew G. Naugle Wiley Computer Publishing, John Wiley & Sons, Inc. ISBN: 0471196568 Pub Date: 11/01/98

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Applying a bitmap fill You can apply a bitmap as a fill to a graphic object using the Color Mixer. Applying a bitmap as a fill tiles the bitmap to fill the object. The Fill Transform tool allows you to scale, rotate, or skew an image and its bitmap fill. See Transforming gradient and bitmap fills on page 84.

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evaluation In contrast, other streams of contemporary evaluation theory and practice view stakeholder participation as bene cial, but as instrumental to other evaluation activities and to evaluation use rather than as an intrinsic and necessary good In addition, while the empowerment and transformative literature emphasizes stakeholder process, the rest of the eld emphasizes evaluation ndings A second potential challenge involves the role of evaluation relative to several related endeavors in service of organizational learning Several evaluators have suggested that evaluation needs to merge with routine organizational learning and quality improvement methods (Fetterman, 2001; Torres & Preskill, 2001) The long-term challenge raised by this perspective involves whether the practice of evaluation will exist separately, or will instead be subsumed by tools of industrial engineering or quality improvement As even advocates of integration of evaluation and organizational learning recognize (eg.

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, Torres & Preskill, 2001), it may be important that evaluation as a practice area is not simply subsumed within these other endeavors Continuous quality improvement and organizational learning approaches may emphasize ongoing adjustments in organizational practices in order to try to achieve incremental improvements Although this kind of work certainly has its place, the eld of evaluation, as generally practiced by psychologists, also holds in high regard the kind of causal methods that can be used to assess the overall merit and worth of programs and policies The experience of DARE is illuminating In the last two decades DARE has come to be widely used as a drug abuse prevention program in schools A series of evaluations, mostly using quasi-experimental designs, have demonstrated that DARE was not effective and in some circumstances may actually back re.

Attention to underlying mechanisms helped to explain the null and occasional negative effects: By emphasizing the prevalence of drug use, DARE inadvertently made drug use seem to be normative, as something that people generally do and accept Based on the results of these cause-probing evaluations, major funding has been provided to carry out a complete reformulation of the DARE program If the evaluation of DARE had focused on organizational learning and continuous quality improvement, the risk is that the evaluation results would have amounted to, as the expression goes, rearranging deck chairs on the Titanic In essence, these two challenges sorting out the proper role of stakeholder participation and de ning the role of other forms of evaluation relative to organizational learning and quality improvement point to the same long-term need.