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The Indie Music Review
The Indie Music Review is an independent music reviewing organization dedicated to providing concise, quality reviews for independent bands and musicians. For more, visit www.indiemusicreview.org Also, check out www.indiemusictools.blogspot.com for daily updates on great tools for the independent musician.
Friday, May 6, 2011
Not only does this two-man band have the last good remaining band name in the U.S., they create some really interesting fusion/jazz/somewhat experimental music. The songs, which are a mixture of keyboard and percussion, can be found on their album (Also called "The Odd Get Even") at http://www.theoddgeteven.com/
Tuesday, April 26, 2011
As a pop/rap singer, Tenaj was a bit of a rap pioneer in her native Switzeland. She now resides and performes in Los Angeles, not only as a musician, but also as a prominent model. Her new single, "Special Queen" can be found at www.tenaj.us
This is a refreshingly unique sounding hip-hop band from the great hip-hop state of ... Iowa. Their songs are a nice break from the cookie cutter music found in more traditional hip-hop areas, and with song titles like "Spongebob Ready," how can you not check them out? bigbangxl.webs.com
Donna Loren is a singer, songwriter, and recording artist who was popularly known in the 1960s as the “Dr. Pepper Girl,” and was prominent as a singer and actress in several popular television and radio shows of the time.Throughout her early years, starting at the age of six, she performed in a variety of venues, ranging from radio commercials to television shows such as The Mickey Mouse Club.Her family was very involved in her career and brought her to auditions and radio shows around the country.In 1963, her “big break” finally came, and she was offered a position as a singing spokesperson for Dr. Pepper.Her position with the company gave her national exposure and soon led to even greater opportunities.She performed in ABC-TV’s Shindig, was prolific in the famed Beach Party movies, and made regular appearances on TV shows such as Batman, Dr. Kildare, and The Monkees.She also released her own album, which was named for one of Beach Party movies, “Beach Blanket Bingo.” Donna Loren retired from the music industry in 1968 to raise a family.She came back for a short time in the 1980s, then again left show business, this time to run a fashion business called ADASA Hawaii.She once again began writing music again in 2009, and has since recorded a new album, "Love It Away" and is writing her autobiography.
The Indie Music Review recently interviewed Donna Loren, who is now preparing a series of live performances.
IMR:You began your music career at a very early age, performing regularly and singing in radio commercials as a child.What was this experience like for someone so young?
Loren:First of all, thank you for the questions; it’s really good to talk with you and your viewers.I was a really tiny little girl, and it was a unique situation.I loved to sing when I was really tiny, and it was sort of like my comfort, and it became a family business.My father was a GI and an artist, but he didn’t make a lot of money, so my parents decided at a very early age that I could sing maybe well enough to earn money for the family.So when I began singing for a living, it was based on a family decision.So there was a lot of pressure on me, to be totally honest.I could do something I loved to do, but with the weight of responsibility on me.
IMR:Do you think that pressure was helpful in the long run?
Loren:Well, that’s an excellent question.I’m in my 60s now, and it’s been a long, long time.I was married, had three children, divorced, and on to a second marriage.I am writing a book (about it) now.There were many, many years of chaotic feelings about taking on responsibility.And I totally realize it’s not just children in show business, it spans the whole realm of any child raised in a situation where too much is flung on their shoulders.It can take its toll, and it’s very, very rare that you can find a well adjusted adult in a person that started out really young and had to basically go in to survival mode.
IMR:Throughout your career, you ventured far outside the box, and performed in a wide variety of venues, including acting in movies, recording commercials, and acting as a spokesperson for different brands.How did you become involved in such a wide variety of media?
Loren:To tell you the truth, I had no idea that everything I was doing then would have the lasting effect it has had.I loved to sing, and I went on constant auditions.I did have an agent, and because it was a family business, my father became my manager, even though he had a full time job.It was a family effort and I was constantly going to auditions and picking up work along the way, until I was 16.I was also recording and doing like, the whole California scene.I was doing all the radio hotspots, like KFWB in Los Angeles and KYA in San Francisco, and everything in between.I would get in the station wagon with the family and drive to Bakersfield and Fresno and Modesto and, you know, Sacramento and participate with DJs and do what they used to call “Record hops,” local TV shows that promoted your music.Along the way, I would meet Sonny and Cher doing the same stuff.Then my family got this call from my agent that Dr. Pepper was looking for a spokesperson for their newest ad campaign, and before I knew it, I was flying to Chicago for a screen test, and it was just one of those fluky things that gave me a seven year contract, which is really uncommon, to be locked in and have a sense of security. It worked out really well for my family, because then my father could stop working and go with me full time.Then one thing just led to another, and this wonderful opportunity of Shindig came along, which was kind of like the highlight of my life, because I was literally a senior in high school.I had to leave high school to work for Dr. Pepper full time, and I was enrolled in a professional school, which I rarely attended.I just sort of flailed through that (laughs) so pretty much whatever I’ve learned, I’ve learned on my own.Anyway, it was just like one thing led to another, the audition for Batman, and then the audition for the Monkees, and then the Beach Party movies I had no idea would sustain for all these decades.
IMR: This Versatility seems to have worked very well for you.Do you think that is still important for musicians today?
Loren:I would say, you have to do what your heart tells you, especially now more than ever.Whatever the strength of you own convictions, that’s what you have to be all about.If someone has the good fortune of doing music and something else, hey, go for it.Whatever it is, express yourself, and make your life worthwhile every day.Even if there are so called compromises, like, why am I doing this, I want to be doing something else.Be clear about where you are putting your energy and where you’re putting your faith.
IMR: The music industry has been changing rapidly over the past few years, with the prominence of illegal downloads and the internet in general.Do you think it will still be possible for independent musicians to make a living in the future?
Loren:Absolutely, I see musicians coming out of the woodwork.If music isn’t the answer right now on this planet, I don’t know what is.It is a common language and always has been.I know it has been getting more and more difficult, but I also believe this is the time for entrepreneurship, and it’s the time for innovation, and the internet is providing something that makes that possible if you apply yourself.You really have to search down to your core to find where you can take this, and then you just work at it, every single day.If it’s your passion, you just have to do it.I’m being very idealistic, but I think of groups like Radiohead saying we’re going to be non-conformist then of course, Justin Bieber,using the internet, that’s what it’s for.It’s the common language, it’s accessible, and it’s liberating.So you just have to dig deep, and do as your heart tells you, and the rewards can come, if that’s your chosen path.I do believe it’s possible, but as always, it takes a lot of work.
IMR:After years of raising a family and running a business, you returned to the music scene.What made you decide to come back?
Loren:Well, I’ve been carrying my piano, which is an old 1877 Steinway that I’ve had for many many years, and wherever I go, I’ve managed to take it with me.In 2008, some songs started coming to me after many years of a dry spell.So I accumulated about 8 or 10 original songs, and one thing led to another.I met this guy where I was living in Hawaii, about 10 miles away from me who has his own studio and record label.He’s a classical guitarist that ended up moving to Hawaii because he loved to surf, then went to the University of Hawaii, became a classical guitar professor, met some other musicians, and now 30 years later he’s got a phenomenal roster of Hawaiian artists.He let me rent studio time and helped me get my songs in a form where I could work with them.His name is Charles Brotmanand he ended up winning a Grammy, so I felt like I was in really good company.Then I was staying with my daughter Katie in Los Angeles and met a guy in Silver Lake who had a home studio, his name is Maurice Gainen.So between Charles in Hawaii and Maurice in Silver Lake, I managed to document the songs I was writing, and a few standards and rock classics to fill in the gaps, and the story I wanted to tell, and in about 3 or 4 months, I think it was, I was ready to release the second album of my career.I made one album, Beach Blanket Bingo, in 1965, and then in 2010, I released my second album (Love It Away).
IMR:What advice would you offer to aspiring musicians?
Loren:I think networking, finding the people you vibe with, playing with them, getting as much experience as you can, and connecting to people is so vital.You get that feedback.It seems like today, it’s really going back to that old way, not even like in rock and roll, but like when you were a traveling musician, you go as far as you can to connect with people on whatever level you can.And, if you’re in your own little town, and you have a venue, or several venues that you can keep as your places to stretch and to connect, that’s really vital.And then of course, you never know who you’re going to connect with.Lots and lots of artists are playing smaller venues, and that’s what I’m doing.I’m going to be doing my first performance in a place that only holds 49 people on May 5th in North Hollywood, Ca. There will be a live webcast for those that can't make it (http://kulakswoodshed.com/webcast ).
To find more on Donna Loren, visit her fan site, www.donnaloren.net, or check out her pages at www.facebook.com/DonnaLoren and www.myspace.com/donnalorenmusic
Thursday, April 21, 2011
Aaron Acosta is an independent composer based in Canada with an ear for experimental music. His latest CD, "Deep Field," is an interesting blend of electronic and acoustic music with combinations of varying dynamic levels, rhythms, and some unique minimalist ideas. To find out more about Aaron Acosta, visit www.aaronacosta.com
This Scottish alternative rock band in a good listen, although they might just lead the listener to bipolar disorder. Their soon to be released album, "Indecency of the Few" ranges from dark and even brooding to high energy, foot stomping rock. Check them out at www.dayofdays.co.uk
About Me
The Indie Music Review is the foremost international independent music reviewer dedicated to providing quality reviews of independent bands and musicians. For more information or to get your band reviewed, please visit www.indiemusicreview.org
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Syria opposition praises France's anti-Assad stance
PARIS, FRANCE- Syria's exiled opposition praised France on Sunday for maintaining its "exemplary" opposition to President Bashar al-Assad after a group of French lawmakers made a controversial visit to Damascus this week.
"The position of France has always been exemplary, and your country has consistently held to the side of the Syrian people against any attempt to rehabilitate the regime in Damascus under false protenses," the group's leader, Khaled Khoja, wrote in a letter to the French government.
His letter followed an unofficial trip by French lawmakers to the Syrian capital last week, during which they met with Assad and other senior officials. The trip reignited debate in Europe over whether it was time to rebuild diplomatic ties with the Syrian regime in order to counter the greater threat from jihadist groups such as the Islamic State. Khoja, who is due to meet French President Francois Hollande in Paris on Thursday, said such a policy would back-fire. "Those who argue they should cooperate with the Syrian regime to fight terrorism will only find the phenomenon worsening," he wrote in the letter, addressed to Hollande, Prime Minister Manuel Valls, and Foreign Minister Laurent Fabius. "The National Coalition for Syrian Revolution and Opposition Forces warmly welcomes the firm position expressed by France regarding the cause of the Syrian people and its aspiration to form a civil democratic state. "This aspiration absolutely requires the departure of the dictatorial regime of Bashar al-Assad," the letter said. The lawmakers' visit was strongly condemned by Hollande and Valls, who described Assad as a "dictator" and "a butcher". According to the Syrian Observatory for Human Rights monitoring group, the conflict in Syria, which started as a pro-democracy uprising seeking Assad's ouster in March 2011 and morphed into a full-blown war, has left more than 200,000 people dead. ----------------------------------------------------------------------------------------------
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Narnia author Lewis to be honored at Poets' Corner
LONDON (Reuters) - “Chronicles of Narnia” creator C.S. Lewis will be honored next year with a memorial stone in Poets’ Corner at Westminster Abbey in central London, the abbey said on Thursday.
Westminster Abbey is shrouded in early morning sunlight in central London April 22, 2011. REUTERS/Kieran Doherty
The novelist, poet, essayist and literary critic will join the likes of Geoffrey Chaucer, William Shakespeare, Charles Dickens and Thomas Hardy who are either buried or commemorated in the famous location.
The memorial will be dedicated at a special service to be held on November 22, 2013, the 50th anniversary of Lewis’s death at the age of 64. He was buried in Oxford.
Vernon White, Canon Theologian at Westminster Abbey, called Lewis “an extraordinarily imaginative and rigorous thinker and writer who was able to convey the Christian faith in a way that made it both credible and attractive to a wide range of people.
“He has had an enduring and growing influence in our national life,” White added.
Lewis is best known for his Narnia children’s fantasy series about the adventures of a group of children who stumble across a magical world where they encounter the talking lion Aslan and the evil White Witch among others.
The most famous was “The Lion, the Witch and the Wardrobe” published in 1950, and the seven-book series as a whole has sold over 100 million copies and been adapted for radio, television, stage and film.
Lewis’s other works include “The Screwtape Letters”, and Westminster Abbey described his “Mere Christianity” as “a classic of Christian apologetics, seeking to explain the fundamental Christian teachings to a general audience.”
Lewis was born in Belfast in 1898 and won a scholarship to study at Oxford University in 1916.
In 1917 he was commissioned as an officer and fought on the frontline during World War One where he was wounded in 1918.
Lewis returned to Oxford where he taught English and was a close friend of “The Lord of the Rings” author J.R.R. Tolkien.
He married late in life and his relationship with American Joy Gresham was captured in Richard Attenborough’s award-winning film “Shadowlands”. Lewis died on the same day that U.S. President John F. Kennedy was assassinated in Dallas.
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Women strive for equal play Olympics: The Games are expected to launch numerous American careers, and be a catalyst for women's progress in other countries.
July 17, 1996|By Don Markus | Don Markus,SUN STAFF
ATLANTA -- As with most female athletes of her generation, Nancy Lieberman-Cline didn't think much about being part of a cause while she was competing. As a high school senior and the youngest player, male or female, ever to play basketball for the United States in the Olympic Games, she was too busy helping her team win a silver medal in Montreal 20 years ago.
But now Lieberman-Cline thinks about it a lot.
"You never know what impact you're going to have," Lieberman-Cline said. "But you see it now because of the money being directed into women's sports. I'm thrilled to have been a part of it."
What Lieberman-Cline was a part of could be considered the ultimate grass-roots sports program. It began in 1972, when a piece of legislation called Title IX changed the athletic landscape of this country forever with a mandate for females to get the same opportunity as males in amateur sports. The byproduct of that landmark event will be in evidence over the next three weeks as the 1996 Olympic Games are played out in Atlanta.
The numbers are staggering: When the opening ceremonies are held at Olympic Stadium on Friday night, female athletes will gather in force as never before in the first century of this quadrennial competition. Of the estimated 10,800 athletes expected to compete, 3,800 will be women. The figure is even more impressive when you consider that several Muslim countries still don't allow women to compete in sports events where men are present.
This has been called the Women's Olympics, in particular for American women, who make up 43 percent of a delegation totaling 675 athletes. Aside from the anticipation surrounding the performances in individual sports such as swimming and track and field, team sports such as softball and soccer have been added to the Olympic schedule. There are also more female coaches than ever before, including two, Martha Karolyi and Mary Lee Tracy, coaching the U.S. women's gymnastics team for the first time in history.
And, for the first time, the U.S. women's basketball team is made up almost exclusively of players who have been together for nearly a year while each is being paid $50,000 a year by USA Basketball, the sport's governing body. It's barely a fraction of what their male counterparts on this year's Dream Team earn in the NBA, but the message speaks volumes about the potential.
"If you're a little girl watching the Olympics, this could be your job one day," said Lieberman-Cline, who, at age 38 and the mother of a 2-year-old son, is contemplating a comeback in the new, NBA-sponsored women's professional league starting this fall.
The Olympics has become a lucrative profession for many, from sprinter Gwen Torrence to beach volleyball player Holly McPeak. It could become a profession for others, particularly if the proposed U.S. leagues in soccer, softball and basketball get off the ground. Atlanta also could be the catalyst for countries still lagging behind to follow the standard set by the United States and other nations with progressive attitudes toward women's sports.
Not that it has been easy, or that the struggle is over -- even in America. When the modern Olympic Games were first held in Athens, Greece, in 1896, no women were allowed to compete. After six women collapsed while running the 800 meters at the 1928 Olympics in Amsterdam, the race was abandoned. It wasn't until the 1960 Olympics in Rome that women were allowed to run a distance longer than 200 meters. In 1984, the first women's marathon was held. This year, for the first time, women will run 5,000 meters.
"You plant the seed 25 years ago and this is what grows," said former Olympic swimming champion Donna de Varona, who competed in the 1960 Olympics and won two gold medals at the 1964 Summer Games in Tokyo.
What has also grown along with the number of female Olympians are organizations championing their cause. De Varona, along with tennis star Billie Jean King, founded the Women's Sports Foundation in 1974. Four years ago, Atlanta Plus was formed by three European women after they watched the opening ceremonies in Barcelona and were dismayed to see 35 countries without any female competitors.
Pointing out that the International Olympic Committee's charter is supposed to exclude any country that practices discrimination for gender or race, French human rights lawyer Linda Weil-Curiel recently told the Independent Newspaper of London, "We are saying that countries who exclude themselves from the Olympic Charter exclude themselves from the Olympic movement, and it is for the IOC to be strong enough to say so."
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If Mario and Nadia Spina are familiar names, you've been eating in Broward County a very long time. Back in 1985, the then-19-year-old Mario Spina opened Big Apple in Pompano Beach. It was a pizzeria that morphed, over its 22-year run, into a family-friendly trattoria.
The Spinas also went on to open and sell Mediterraneo Cafe and Grill in Pompano. In July, they shuttered their Mario Ristorante Italiano in Coconut Creek. That's because they accidentally came upon the space now occupied by Sunset Catch. A chance meeting with the owner of the Sands Harbor Marina led them to a tour of an eerily abandoned restaurant that had been closed for seven years.
"When I opened the door, it was like the Titanic," Mario Spina says. "They were using it for storage."
But for this Sicily-born chef, the view of the Intracoastal from the second floor terrace was all he needed. Who wouldn't want a restaurant with a view of the Intracoastal?
He gutted the space — this chef knows how to swing a hammer — and transformed the wreck into a 220-seat restaurant that borrows heavily from schlocky nightclub design. Textured white walls and the white- and blue-tiled bar reflect the ever-changing LED lighting system. The first floor of the building houses a dive shop, but as you ascend to the second floor by elevator, the view that sold the Spinas sells you. There are 110 seats inside, as well as a private room for 40 people.
The Sunset Catch menu is a hybrid of seafood and Italian. We started, for instance, with wonderful beef carpaccio ($13), drizzled with balsamic fig glaze and topped with Parm-Reg and a bit of arugula. Chopped heirloom tomatoes and garlic top bread slices in the bruschetta basket ($6). Octopus-and-conch ceviche ($12) gets its kick from lemon, and its colorful presentation from diced red pepper and minced scallion. The ceviche is a hit.
Less successful were two dishes that would be more suited to a bar menu than to Sunset Catch. Crab bites ($9) are orbs of deep-fried crab meat served with honey-mustard sauce. Coconut shrimp ($12) are deep-fried after being encrusted with finely shredded coconut. They're served with sweet Thai chili sauce. I don't know. Maybe diners expect this kind of stuff when they have a water view.
There's lots of lobster (market price) on the menu, given, I suppose, to its current low price. You can have whole steamed lobster, fra diavolo lobster over linguine or even a lobster BLT sandwich ($16), with maple-cured bacon, iceberg lettuce and tomatoes on a sweet roll. Branzino ($24) is butterflied, deboned and then pan-seared in a light scampi sauce. It's served over broccoli rabe.
Every day brings a different cut of meat, but grilled lamb chops ($26) are always on the menu. The tender double-cut rack is served with rosemary-aged-port-wine-reduction sauce and two sides. Sides include fried zucchini with marinara, broccoli rabe, baby bella mushrooms Marsala and truffle-oil fries. They can also be ordered a la carte ($4-$8).
The dining room and the wait staff — who wear khaki pants, polo shirts and deck shoes — are overseen by Nadia Spina, who surveys the dining room and checks in with tables. Service is solid, although some staff members clearly have more experience than others. The Spinas' partner in Sunset Catch is retired physician Walter Severyn — a.k.a. the Wine Doctor — who has put together an approachable and well-priced small wine list.
For dessert ($7), chef Spina imports frozen limoncellos that arrive from Italy in their own flutes. The chef makes the creamy tiramisu and the hard-to-find sfogliatelle, small, shell-shaped, flaky, pastry filled with vanilla custard.
If you can't decide between Italian and seafood, you might consider Sunset Catch.
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Your favorite pen deserves better than the bottom of your satchel, which is why Leuchtturm has come up with their Pen and Pencil Loop. This simple loop can be attached easily to an...View full details››
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Pics
Ghana
Gap year Ghana
Ghana is one of the most popular gap year destinations in Africa, and little wonder. Along with a varied landscape, it’s a settled country with a stable democracy, and one that’s keen to modernise. You’ll find an intriguing mix of traditional West African and old colonial, all updated with a busy modern twist. This gives it a unique character, exemplified by the brightly coloured traditional clothing seen alongside Western suits in the cities.
Adventure travel Ghana
Because Ghana is near the equator, it offers an amazing array of terrains to explore whikle you travel. You can find adventure in deep tropical forests, where the wildlife includes everything from the fearsome forest elephant to darting colobus monkeys, or relax on the miles of gorgeous beaches, where an alternative surf scene comes with the hot climate you need to enjoy it properly.
Student travel Ghana
Safe, friendly and rapidly modernising, Ghana is a great place for students to travel. As well as the outdoor activity, it has a rich history, including a dark past as one of the points in the triangular slave trade, which can be explored at Cape Coast, the centre of the trade. There’s a thriving music scene here too, particularly in the capital, Accra, where old-school hi-life mixes with hip hop and Afro reggae to make hip-life.
Volunteer work Ghana
Going to Ghana as a student volunteer is a great way to make a contribution to a developing country, and you’ll see real results even on a short visit. You can care for children in orphanages, help out with volunteer work on healthcare projects or teach in local schools.
8 Trips
Spend three fun filled weeks in one of Africa’s friendliest countries whilst experiencing its rich and diverse culture and unique landscapes from lush jungles, long sandy beaches and refreshing waterfalls, to historic forts, bustling markets and natural savannah for safari.
This medical work experience internship is ideal if you are considering studying medicine at university, or are currently training in the medical field as part of your elective. Students from around the world join our internship programme, which is designed specifically to give unparalleled experience working in some of Ghana’s top hospitals and clinics, and valuable insight into the medical services that exist in Africa and the issues they face.
An exciting and thoroughly rewarding experience awaits you when you decide to become a childcare volunteer in Ghana. Like many countries in the developing world, Ghana has a large number of abandoned children across the country, many of whom, for a variety of reasons have been left to fend for themselves.
Our Journalism and Media internship placement is designed and tailored for students and graduates who are seeking or already have experience in the media and journalism industry. Both aspiring media students and professionals are warmly welcomed and the placements will be tailored to suit your level of expertise and experience.
Over the past few years Rugby has been introduced into the Ghanan sports scene, and with great success too! However we want to spread the Rugby love out to more young people of Ghana, and our project gives the children a place to enjoy and play the sport. It's a great way to build team working skills!
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// Copyright 2009 The Go Authors. All rights reserved.
// Use of this source code is governed by a BSD-style
// license that can be found in the LICENSE file.
package hex
import (
"bytes"
"testing"
)
type encDecTest struct {
enc string
dec []byte
}
var encDecTests = []encDecTest{
{"", []byte{}},
{"0001020304050607", []byte{0, 1, 2, 3, 4, 5, 6, 7}},
{"08090a0b0c0d0e0f", []byte{8, 9, 10, 11, 12, 13, 14, 15}},
{"f0f1f2f3f4f5f6f7", []byte{0xf0, 0xf1, 0xf2, 0xf3, 0xf4, 0xf5, 0xf6, 0xf7}},
{"f8f9fafbfcfdfeff", []byte{0xf8, 0xf9, 0xfa, 0xfb, 0xfc, 0xfd, 0xfe, 0xff}},
{"67", []byte{'g'}},
{"e3a1", []byte{0xe3, 0xa1}},
}
func TestEncode(t *testing.T) {
for i, test := range encDecTests {
dst := make([]byte, EncodedLen(len(test.dec)))
n := Encode(dst, test.dec)
if n != len(dst) {
t.Errorf("#%d: bad return value: got: %d want: %d", i, n, len(dst))
}
if string(dst) != test.enc {
t.Errorf("#%d: got: %#v want: %#v", i, dst, test.enc)
}
}
}
func TestDecode(t *testing.T) {
for i, test := range encDecTests {
dst := make([]byte, DecodedLen(len(test.enc)))
n, err := Decode(dst, []byte(test.enc))
if err != nil {
t.Errorf("#%d: bad return value: got:%d want:%d", i, n, len(dst))
} else if !bytes.Equal(dst, test.dec) {
t.Errorf("#%d: got: %#v want: %#v", i, dst, test.dec)
}
}
}
func TestEncodeToString(t *testing.T) {
for i, test := range encDecTests {
s := EncodeToString(test.dec)
if s != test.enc {
t.Errorf("#%d got:%s want:%s", i, s, test.enc)
}
}
}
func TestDecodeString(t *testing.T) {
for i, test := range encDecTests {
dst, err := DecodeString(test.enc)
if err != nil {
t.Errorf("#%d: unexpected err value: %s", i, err)
continue
}
if !bytes.Equal(dst, test.dec) {
t.Errorf("#%d: got: %#v want: #%v", i, dst, test.dec)
}
}
}
type errTest struct {
in string
err string
}
var errTests = []errTest{
{"0", "encoding/hex: odd length hex string"},
{"0g", "encoding/hex: invalid byte: U+0067 'g'"},
{"0\x01", "encoding/hex: invalid byte: U+0001"},
}
func TestInvalidErr(t *testing.T) {
for i, test := range errTests {
dst := make([]byte, DecodedLen(len(test.in)))
_, err := Decode(dst, []byte(test.in))
if err == nil {
t.Errorf("#%d: expected error; got none", i)
} else if err.Error() != test.err {
t.Errorf("#%d: got: %v want: %v", i, err, test.err)
}
}
}
func TestInvalidStringErr(t *testing.T) {
for i, test := range errTests {
_, err := DecodeString(test.in)
if err == nil {
t.Errorf("#%d: expected error; got none", i)
} else if err.Error() != test.err {
t.Errorf("#%d: got: %v want: %v", i, err, test.err)
}
}
}
func TestDumper(t *testing.T) {
var in [40]byte
for i := range in {
in[i] = byte(i + 30)
}
for stride := 1; stride < len(in); stride++ {
var out bytes.Buffer
dumper := Dumper(&out)
done := 0
for done < len(in) {
todo := done + stride
if todo > len(in) {
todo = len(in)
}
dumper.Write(in[done:todo])
done = todo
}
dumper.Close()
if !bytes.Equal(out.Bytes(), expectedHexDump) {
t.Errorf("stride: %d failed. got:\n%s\nwant:\n%s", stride, out.Bytes(), expectedHexDump)
}
}
}
func TestDump(t *testing.T) {
var in [40]byte
for i := range in {
in[i] = byte(i + 30)
}
out := []byte(Dump(in[:]))
if !bytes.Equal(out, expectedHexDump) {
t.Errorf("got:\n%s\nwant:\n%s", out, expectedHexDump)
}
}
var expectedHexDump = []byte(`00000000 1e 1f 20 21 22 23 24 25 26 27 28 29 2a 2b 2c 2d |.. !"#$%&'()*+,-|
00000010 2e 2f 30 31 32 33 34 35 36 37 38 39 3a 3b 3c 3d |./0123456789:;<=|
00000020 3e 3f 40 41 42 43 44 45 |>?@ABCDE|
`)
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CAKE BROWSER FEATURES, BENEFITS, DRAWBACKS
Cake browser is the new browser in town freaking out Chrome, Safari, UC and trust me they all are freaking out badly seeing the trending app browser named after Cake. Yes, Cake, Cake browser is a fresh and new app produced by the startup company Cake found in 2016. The cake has recently announced that they have raised about $5 million dollars for the efforts from Peak Ventures, Pelion Ventures, and Kickstart Seed Fund.
The working of the browser is pretty unique comparing to the other browsers. As soon as you search anything, the browser will show the first result instead of a long list and if you want to see the next result, all you have to do is to swipe right.
The other top results will be cached by the browser so that you don’t have to waste time in loading the other if the first doesn’t satisfy you. It also lets the user choose their preferred search engines, from Google, Yahoo, Yandex, and Bing. The US developers have made the app for Android and iOS both. It can run only on mobile phone, not on desktop
You can set the source the categories like limiting the search to images, shopping, videos, and news by changing the settings. It comes with
Inbuilt ad-blocker,
Private browsing
Bookmarks
Multi-tabs.
It comes with a little drawback which I will feel that in other browsers we get to see some preview and read it, if we find it according to our need then we can open it and read the full article but here the whole article is displayed beforehand.
Hurry and download this cool app for free and let us know in the comment box whether this cake is sweet or not.
Jaya, a writer keen interested in knowing about Science, Space, Environment and other Science fiction news. Jaya completed her graduation a year ago and is now serving science news readers at Uptobrain.
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7, q, 0.5, 0.4 in ascending order.
0.4, 0.5, 6/7, q
Suppose 0 = -5*g - 98 - 357. Let s = g - -77. Let n be s*(-2)/(-4)*(-2)/7. Put n, -4, -6 in descending order.
n, -4, -6
Suppose 0 = 2*g + 74*h - 69*h + 7, 2*g + 6 = -4*h. Sort g, -216, 1/2, 2 in descending order.
2, 1/2, g, -216
Let o(j) = 2*j**3 + 3*j**2 + 2*j. Let k be o(-1). Let l = -1028 + 1028.5. Sort k, l, -3.3.
-3.3, k, l
Let a be 46/(-46) - (-16)/22. Put a, -1/9, -6, 4 in increasing order.
-6, a, -1/9, 4
Let o = -80 + 7. Let i = 73.5 + o. Let k = 0.1 + 0.2. Put k, 5, 2, i in descending order.
5, 2, i, k
Let h = 216 - 1509/7. Let i = -2.05 - 0.25. Let o = i - -2.4. Put o, -0.1, h in descending order.
h, o, -0.1
Let o be 0/(-2)*-1 - (-5 - -2). Suppose -o = 3*u - 9. Suppose 0 = -7*d + u*d + 15. Sort 2, d, -4 in ascending order.
-4, 2, d
Let u(r) = -737*r + 369*r + 0 + 371*r + 17. Suppose -q = 2*q + 12. Let k be u(q). Put -4, k, -3 in decreasing order.
k, -3, -4
Let s = -48 + 76. Let d be s/7 - (0 + 6). Let r be (-4)/(-14) + (548/(-56) - -9). Put 0.5, r, d in decreasing order.
0.5, r, d
Let f = 53 - 50. Let n be 30/f + -13 + 7. Suppose 0*r + 4*r + 16 = 0. Put 5, n, r, 2 in descending order.
5, n, 2, r
Let h be (-12)/15 + 261/45 + -5 + 5. Sort 0.4, h, -0.5, -5, -1/15 in ascending order.
-5, -0.5, -1/15, 0.4, h
Let t(r) = 150*r - 3600. Let b be t(24). Sort b, -5, 5 in decreasing order.
5, b, -5
Let x be 3 + (3/6)/(3/6). Let v = -34 + 41. Suppose h - 3*f + v + 20 = 0, -16 = -x*f. Put 0, h, -1 in decreasing order.
0, -1, h
Suppose 399*i - 555*i + 329*i = -39963. Sort -5, 1, -3, i.
i, -5, -3, 1
Suppose -4*p + 3*x = 19, -p + x = 4*p + 21. Let t = 8 + -16. Let d = -724 - -725. Sort t, d, p.
t, p, d
Suppose 8*c + 49 = 5*m, 6*c + 22 = -2*m + 4*c. Sort 6, 9, m, -5 in increasing order.
-5, m, 6, 9
Let q be (5/150)/(8/40). Sort 1/13, q, 0.8, -0.3 in decreasing order.
0.8, q, 1/13, -0.3
Suppose 3*v + 22 = 2*a, 4*v + 11 = 4*a - 25. Let q = -54 - -54.1. Sort a, q, 6 in ascending order.
q, a, 6
Let b be ((-4)/(-6))/(208/(-48)). Let u = -985 - -988. Put -1.2, b, -4, u in descending order.
u, b, -1.2, -4
Let j be ((-2)/(-10))/(28/210). Let v = -475.08 + 504. Let o = v - -0.08. Sort j, o, 1.
1, j, o
Let p = -0.7197 - 612.5803. Let c = p + 613. Put c, -16, 4 in descending order.
4, c, -16
Suppose 8*l = 5 - 5. Suppose l*r + d + 38 = 5*r, r - 10 = -d. Sort -5, -1, r, 2.
-5, -1, 2, r
Suppose 51*r = 989 - 938. Put r, 0.136, -5, 0 in decreasing order.
r, 0.136, 0, -5
Let y be -5*1157/1170*-3. Sort 5/3, 4, y.
5/3, 4, y
Let f(b) = 20*b**2 - 7*b - 5. Let h be f(-1). Suppose 33*s = -4*i + 38*s - h, 4*s = 3*i + 16. Sort 3, -1, i in ascending order.
i, -1, 3
Let w(k) = k**3 - 5*k**2 + 4*k. Let h be w(4). Let o be (5/(-3))/(4 - 26/6). Suppose -5*d + g - 30 + 6 = 0, o*g = 20. Put h, d, 2 in descending order.
2, h, d
Suppose 1277*w = 1253*w + 48. Suppose 4*g = -3*k, 2*g + 2 = -2*k - 0. Sort w, -0.5, 14, g in increasing order.
-0.5, w, g, 14
Let f = -2 - -1. Let s = -72 + 155. Let w = s + -83.3. Sort f, w, -4/5.
f, -4/5, w
Let a(q) = q - 25. Let u be a(50). Put 2, 4, -1, 3, u in descending order.
u, 4, 3, 2, -1
Suppose -2*b + 0*b + 2*r = -4, 3*r + 12 = 0. Suppose 0 = c + 5*y - 120, -4*y - 4 = 8. Let j be c/(-117) + (-6)/(-195)*5. Sort b, j, -5 in decreasing order.
j, b, -5
Let j be 11/(-33) - 2/3. Let b = 5 - 18. Let g = b - -16. Put -63, g, j in increasing order.
-63, j, g
Suppose -u = u - 4. Let p be (u/14)/((-336)/392). Sort -0.02, p, -1/10 in decreasing order.
-0.02, -1/10, p
Let m(i) = -19*i**2 - 6. Let f be m(3). Let a be f/(-15) + ((-12)/15 - -1). Let x be (0 - a/(-3)) + -4. Sort -3, -1, x in descending order.
x, -1, -3
Let w = 0.0381 + 3.9619. Sort w, 0.703, -0.4 in ascending order.
-0.4, 0.703, w
Let g = 15 + -19. Let y = -2390 - -2393. Sort g, 14.1, y in ascending order.
g, y, 14.1
Let w = 43623/104 + -5448/13. Let v(r) = -r**3 - 5*r**2 + r + 4. Let d be v(-5). Sort -82, d, w in descending order.
w, d, -82
Let z be (-20 + 19)*(-4 + 5)*-1. Sort 5, -44, 4, z.
-44, z, 4, 5
Let x = -19 - -23. Suppose -x*u + 19 + 17 = 0. Suppose 2 = u*a + 38. Sort 4, 1, a in decreasing order.
4, 1, a
Let f = -0.4272 + 0.0272. Let r be -4 - (2 + -2) - 10/(-5). Sort f, -1/4, r, 0.2 in ascending order.
r, f, -1/4, 0.2
Suppose 0 = 60*d - 52*d + 120. Let h be (2/d*-3)/((-8)/(-680)). Sort h, -1/4, -2/19 in decreasing order.
h, -2/19, -1/4
Suppose 4*k - 3*k = 3*d - 25, -4*d = -5*k - 37. Let q be (-4)/d - (41/2)/(-1). Suppose 0 = 17*j - q*j + 3. Put 5, j, -2 in descending order.
5, j, -2
Let i = 256 - 257. Let x = -9 + 9. Suppose 2*p = 3*c + 1, -3*p + 8 = -x*c + 2*c. Sort c, 3, i, 2.
i, c, 2, 3
Let t = -0.24 - 11.76. Let d = -382.9864 + -0.0136. Let k = -386 - d. Put 2, -1, t, k in decreasing order.
2, -1, k, t
Suppose 0 = -4*c + 3*f - 134 + 157, -5 = 5*f. Put -1, 2, 1, -253, c in increasing order.
-253, -1, 1, 2, c
Let z be 322/(-98) - 14/(-49). Let g be (2 - 2) + 6/9. Sort 6, z, 3, g in decreasing order.
6, 3, g, z
Let i(s) = 238*s + 4764. Let k be i(-20). Let v(q) = q - 2. Let h be v(0). Put h, 14, k in increasing order.
h, k, 14
Let v = -5660.2 + 5660. Put 1/10, -0.4, v, -0.9, 2/11 in descending order.
2/11, 1/10, v, -0.4, -0.9
Suppose -5*m + 416 = 251. Suppose m*l = 30*l + 15. Put 4, 3, l, 1 in decreasing order.
l, 4, 3, 1
Suppose 21*f = -132978 - 17729 + 23531. Sort 2, f, -4.
f, -4, 2
Let i(w) = -10 + 3*w + w**3 - 6*w - 6*w + 7*w**2. Let b be i(-8). Suppose -5*x + 0*m - 25 = -5*m, 4*x - 34 = -5*m. Sort x, b, 4 in descending order.
4, x, b
Suppose 8431 = -14*z + 8361. Put z, 4, 5, -16 in decreasing order.
5, 4, z, -16
Let b = 6 + -3. Suppose 0*k = 2*k - 10. Let m be (-5)/(-2)*26/(-65). Sort k, m, b, -2 in increasing order.
-2, m, b, k
Suppose -119 = -5*t + j + 319, 0 = 4*j + 32. Sort -4, -1, -2, -8, t.
-8, -4, -2, -1, t
Let j = 743.42 - 747.42. Let o = -0.8 - -0.3. Sort 5/3, o, 1, j in ascending order.
j, o, 1, 5/3
Let t = -11260 + 11262. Put 4, t, -142 in ascending order.
-142, t, 4
Suppose -15*c = -16*c - 20*c. Let q(y) = -y**2 - 7*y - 6. Let b be q(-5). Sort c, b, 6 in descending order.
6, b, c
Suppose 2*x - 9*m = -8*m + 1, -m - 2 = -3*x. Sort x, 980, -2, -4 in decreasing order.
980, x, -2, -4
Let s = -3.97538 + -0.02462. Put 0.4, 9, 0.5, 0.1, s in descending order.
9, 0.5, 0.4, 0.1, s
Suppose -683*p + 586*p = 2813. Let y be ((-8)/6)/(2/(4 - -2)). Sort y, -5, p in ascending order.
p, -5, y
Let x = 8.9 - 9.3. Let t(b) = -6*b**2 + 70*b + 25. Let r be t(12). Put x, 12, -2, r in descending order.
12, r, x, -2
Let l = 10124 - 10128. Suppose -3*x + 6*x - 3 = 2*m, 0 = 3*m - 2*x - 8. Sort -5, l, m, -2 in decreasing order.
m, -2, l, -5
Let b = 103 - 107.988. Let r = -2351.988 - -2352. Let c = r - b. Put 4, 2/7, 1, c in ascending order.
2/7, 1, 4, c
Let k = -363/32 - -367/32. Let r = 1.2 - 0.2. Let n = r + -1. Put k, n, -0.1 in ascending order.
-0.1, n, k
Suppose -3*w + 20 = -2*p + p, -p = -4. Let i = 7 - w. Let c = -0.1457 + 0.2457. Sort c, i, 3, 19 in ascending order.
i, c, 3, 19
Let h = 0.07 + -0.37. Let x = -144155/12 + 72079/6. Put -0.2, -0.5, x, h in descending order.
x, -0.2, h, -0.5
Suppose -2*a = -3*u - 9, 5*u + 11 = -4. Let y be (5/(-10) - 1)*(-20)/6. Suppose 3*s = -4*r - a*s - y, 14 = -r - 5*s. Sort -8, -4, 5, r in decreasing order.
5, r, -4, -8
Suppose b + 4*g + 13 = 3, -3*b - 5*g = 9. Suppose -2 = b*u - 16. Suppose 0 = i - 5 + u. Sort -9, -1, i.
-9, i, -1
Let d = 59.9 - 65.8. Sort -0.3, -2, 1/2, d in ascending order.
d, -2, -0.3, 1/2
Let s = 9 + -5. Let h = 0.8333 - 0.8933. Sort h, s, 1, -0.01.
h, -0.01, 1, s
Let b = 0.64 + -31.64. Let v = 28 + b. Sort -0.78, -0.1, v.
v, -0.78, -0.1
Let h = 25205.02 + -25205. Put h, -3/55, 0.4 in decreasing order.
0.4, h, -3/55
Suppose 7*n = 10*n. Let m be (-2)/(-6)*n + 0. Suppose 17*u - 18*u = -2*t - 6, -5*u + t = -12. Sort 25, u, m in descending order.
25, u, m
Let v be (-1)/((-4)/(-36)*3). Let z = 44.84 - 44. Let k = z + -0.44. Sort v, k, 4 in decreasing order.
4, k, v
Let s = 54 + -52. Suppose -5*k - 16 = n, -n + s*k = 1 - 6. Let u be ((-1)/(-2))/((-9)/(-30)). Sort u, n, -3.
-3, n, u
Let t(u) = -u**3 + 6*u**2 - 7*u + 7. Let r be t(5). Let v = -52 - -121. Suppose -65*k = -v*k - 28. Sort -4, k, r in decreasing order.
r, -4, k
Let w be (-2)/(-1) - (-119 + 1 - -1). Let t = w + -116. Let g = -9
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Fri. 2/22/13 10:40am
jlowe:
Last night I had a dream that I was stalked then attacked by a bear...never had a bear attack dream...then I turn on your show and "Bear Attack" by search party is playing...you have a new fan my friend...
Fri. 2/22/13 10:41am
DCE:
I'd be pretty damn careful about hiking in the next few days, jlowe
Fri. 2/22/13 11:52am
Scott McDowell:
By the way, I have that LaMonte Young LP sitting here, but couldn't fit it in today.......
Fri. 2/22/13 11:54am
irban:
Thanks for the great show - very nice on a sick day.
Fri. 2/22/13 11:54am
dk:
oooh, yeah, can't wait to hear that get played. both of the dodgy ones that have come out lately are completely amazing, but i think the one with him and miriam is best.
Fri. 2/22/13 11:56am
dk:
but both of them are pretty much things where you have to listen straight through to at least one side, and the latest one is a raga split across both sides. it would've sucked to give up any of the amazing stuff in this playlist even for that much goodness.
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Search
Farey
Arden Farey, FIDSA A Personal Remberance I first met Arden in 1970 when I interviewed for an industrial design “dream” job at Ampex Corporation in Elk Grove Village, Illinois. The dream part of the job actually turned out to be Arden himself. Conventional wisdom held that design managers usually were not the best designers and were sometimes even part of the problem. Much to my surprise, Arden was definitely the exception to the rule. As I got to know him, I believed that our group was on the cutting edge of consumer electronics design with a leader who knew how to make it happen. He just seemed to know when to push, when to manage, and when to coach, and he did it with the quiet confidence of a true winner. In the midst of all this design euphoria, Arden told us that he had been diagnosed with Multiple Sclerosis. I knew it was serious but the thing that I remember most was Arden’s attitude about it. I can’t really describe it except to say it was inspirational. Shortly after that, we all got bad news. Ampex Corporation had a financially disastrous year and our young division was being closed. Arden was transferred to Ampex corporate headquarters in Redwood City, California. His MS was rapidly progressing but hadn’t affected his positive outlook. Arden continued to actively promote good design, but he also began to think about the role of design with a more holistic vision, one that considered design’s impact on the planet’s ecosystem. In a time when most designers were myopically self-serving their own narrow interests, Arden was thinking in much broader terms. Following this thinking into action, in the late ‘70s he formed a Task Force to redefine the IDSA Code of Ethics to promote industrial design’s global ethical responsibilities. The proposed Code of Ethics was unanimously adopted by the Board of Directors. Arden presented his vision at Thrival (Thrive + Survive), the 1978 IDSA National Conference in Monterey, California.
Copyright Information:
I own or have obtained the rights to the image(s) included with this article and grant industrialdesignhistory.com the right to post it(them) on its website and make use of it(them) in print media with proper attribution.
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Prometheus Server
=================
One of Promgen's primary roles is to manage a list of targets for Prometheus to scrape.
For high availability, it is generally prefered to have multiple Prometheus servers running together.
There are multiple ways to deploy these targets to a Prometheus server.
Worker Model (Push)
-------------------
.. image:: /images/worker.png
Promgen's Push mode relies on `celery <http://docs.celeryproject.org>`__ to push updates to Prometheus.
A Promgen worker is run on each Prometheus server which subscribes to a named queue to signal when to write
out an updated configuration file, and update Prometheus.
.. code-block:: bash
# Assuming we have a Prometheus shard named promshard and two servers we
# may deploy the workers like this
promgen register-server promshard prometheus001 9090
promgen register-server promshard prometheus002 9090
# Then on each Prometheus server, we would want to run a celery worker with
# the queue name matching the name that we registered
celery -A promgen -l info --queues prometheus001
# If running within docker, the same command would look like this
docker run --rm \
-v ~/.config/promgen:/etc/promgen/ \
-v /etc/prometheus:/etc/prometheus \
line/promgen worker -l info --queues prometheus001
Cron Model (Pull)
-----------------
.. image:: /images/cron.png
In some cases it is not possible (or not desired) to install Promgen beside Prometheus.
In this case, Promgne's pull mode can be used by trigging a small script running from cron
or any other job framework. This only requires the server where Prometheus is running,
to be able to access Promgen over HTTP.
.. code-block:: bash
#!/bin/sh
set -e
# Download all the targets from Promgen to a temporary file
curl http://promgen/api/v1/targets --output /etc/prometheus/targets.tmp
# Optionally you could download from a specific service or project
# curl http://promgen/service/123/targets -o /etc/prometheus/targets.tmp
# curl http://promgen/project/456/targets -o /etc/prometheus/targets.tmp
# Move our file to make it more atomic
mv /etc/prometheus/targets.tmp /etc/prometheus/targets.json
# Tell Prometheus to reload
curl -XPOST http://localhost:9090/-/reload
If it's possible to install Promgen, then there is a Promgen helper command that
handles the same basic steps as the above command. This will however require
the Prometheus server to be able to access the same database as the Promgen
web instance.
.. code-block:: bash
# Internally Promgen uses an atomic write function so you can give
# it the path where you want to save it and have it --reload automatically
promgen targets /etc/prometheus/targets.json --reload
Filtering Targets (Both)
------------------------
In both models, you will want to ensure that the Prometheus server only scrapes
the correct subset of targets. Ensure that the correct rewrite_labels is configured
.. code-block:: yaml
- job_name: 'promgen'
file_sd_configs:
- files:
- "/etc/prometheus/promgen.json"
relabel_configs:
- source_labels: [__shard]
# Our regex value here should match the shard name (exported as __shard)
# that shows up in Promgen. In the case we want our Prometheus server to
# scrape all targets, then we can ommit the relable config.
regex: promshard
action: keep
|
```jsx
import { PlayerContextConsumer } from '@cassette/core';
<PlayerContextConsumer filterList={['currentTime', 'paused', 'onTogglePause']}>
{({ currentTime, paused, onTogglePause }) => (
<React.Fragment>
<div>
The track is {paused ? 'paused' : 'playing'}. The time is {currentTime}.
</div>
<button onClick={onTogglePause}>Toggle pause!</button>
</React.Fragment>
)}
</PlayerContextConsumer>;
```
|
My name is Carter LaCorte and I am a 5th grader from Long Island, NY. I started this blog so I could write articles about the NHL and MLB. My favorite teams are the New York Yankees and the New York Islanders.
Tuesday, February 28, 2017
NHL trade review: Habs trade Desharnais to Oilers
The Edmonton Oilers have acquired center David Desharnais from the Montreal Canadiens in exchange for defenseman Brandon Davidson. Let's get into details.
The Oilers have been rebuilding for about a decade. They had first overall picks many times but didn't win really big ever. But finally, the Oilers drafted center Connor McDavid with the first overall pick in the 2015 NHL draft, and McDavid is already a top player in the league. Now the Oilers are playoff contenders. They sit 3rd in the Pacific division with 74 points (a record of 33-22-8). Adding center depth in Desharnais can help them if they make the playoffs. They have defensive depth, and Davidson was probably going to be taken by the Vegas Golden Knights in the 2017 NHL expansion draft, so trading him rules that out. Desharnais, 30, has 10 points (4 goals and 6 assists) in 31 games this season. He has 250 points (79 goals and 171 assists) in 435 career NHL games, all with the Habs.
The Habs are looking to beef up a weak defensive core. They have all-star Shea Weber, but the rest isn't that good. GM Marc Bergervin acquired defenseman Jordie Benn Monday, and is probably going to make more moves at the trade deadline. Getting Davidson gives them defensive depth, which is good. Davidson, 25, has 1 point (an assist) in 28 games this season, all in the NHL. He has 13 points (5 goals and 8 assists) in 91 career NHL games.
|
Update Episode
Out on the Roof
Synopsis
One of Charlies friends is arrested and Charlie arranges to have Jerry handle the case, but then is put in front of Charlies boss, Judge Kessler. Michelle calls Jerry in to intercede on one of Bobbis cases.
|
How to Buy Speedo Practice Swimsuit
Buying a Speedo practice swimsuit means you have high quality practice swimwear that differs from your performance gear. Swimmers know that the suit matters, but the suit
How to Buy Speedo Practice Swimsuit
should be different for practice than it is for competing in a meet. Swimsuits for practice differ from competitive swimsuits in minor areas, but are still designed for performance.
1. Multiple practice swimsuits are the norm. Because you or your child regularly swim during the week, multiple practice swimsuits are required. Anywhere from 2-4 suits are required, depending on how many practices you or your child have per week. Practice suits are durable enough to be worn many times and rinsed thoroughly between each wear.
2. Know the differences in fabric. Typically practice swimwear is comprised of polyester and Lycra, just like competitive swimsuits. Sometimes practice suits are made of nylon for increased durability. Most Speedo practice swimsuits are made of polyester and Lycra to mimic the same feel and fit that swimmers are used to competing in. The fit of a practice Speedo swimsuit may be slightly looser or relaxed than a competitive swimsuit. This creates less constriction when practicing.
3. Care for your Speedo practice swimsuit properly. Suits should have about 24 hours to rest between wears. Chlorine water puts a lot of wear and tear on a practice swimsuit. Polyester, Lycra and Spandex blends are essentially memory yarns that need time to “snap back” into place after a swim. Let practice swimsuits air dry, but never in the sun light. Rinse the practice swimsuit and place it in the bathroom to drip dry. Sun light can damage a suit’s colors with fading and heat can break down the fibers and elasticity in your swimsuit. Because of this, you also want to avoid drying the swimsuit in the dryer.
4. Reach for quality name brands like Speedo. There’s a reason brands like Speedo have become synonymous with competitive swimming. Speedo deliver the quality you need from swimsuits that are worn repeatedly for practice or competition meets. Speedo swimwear is treated with chlorine resistance for durability and minimal fading even with consistent use.
Wearing a Speedo practice swimsuit means wearing quality swimwear that will stand up to the most intense practices. Speedo swimsuits are well-known for a reason in both the practice and competitive realms. For both men and women, boys and girls, Speedo swimsuits offers high quality swimwear meant for swimmers who take the sport seriously.
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Sunday, December 24, 2006
Saving Master Apoc: Part 5 (Becca)
Tatooine and I were standing in front of, I don’t know, like a portcullis or something. We were geared up to fight for information. I wasn’t worried.
Back on Earth we had these things called Malls, and these Malls were a festival of bad smells, and people, all rushing and caring very little about if you live or die. Sometimes you would fight them to get these, I don’t know, these anything.
It got really, really bad around Christmas time… People would hit you with purses and other things to get you away from them and their items.
When our Big Gatey thing rose, Tatooine and I walked out. We were alone. The gate on the other side opened. Gamorians, big Orcish looking things came running out. Their leader came at me directly. And Tatooine jumped in front of me.
I didn’t understand why he was doing that, but it wasn’t like the Gamorian was going to get to me, I looked into his eyes, and he looked into mine, and I implanted a thought. All of his allies were us, and we were his only allies.
I don’t know, I’ve seen a lot of things, but him running at me, stopping, then cutting into his friend with a vibro axe, and then this dog pile of Gamorians all fighting each other with vibro axes was probably on the top of my yuck list.
Tatooine smiled and leapt up and down, “He’ll tell us about Mommy now! He’ll tell us about Mommy!”
“You have two more rounds!” I heard over a loud speaker, “That is, if you survive this one.”
I looked down at Tatooine and I am sure we both looked the same way. That’s when the gate opened, and a huge bug looking thing came out. I don’t know what it was, but it was ugly.
I don’t know, but I haven’t wanted to kill a bug and been as scared of a bug this bad since I was working with the Men in Black on Earth.
Flashback
“Hey Bee,” I held my cricket gun a little unsteady looking at the mass of bug in front of us.
“I don’t know Jay.”
“Shoot the bug!”
“But Kay is in it.”
“Shoot the bug!”
I held the cricket unsteadily and I aimed at it, then closed my eyes and shot. I hit the UFO it was trying to get on.
“Shoot the bug! The Bug!”
I aimed again and closed my eyes, and I heard metallic grinding.
“Not the Ship Bee! The Bug!”
“You shoot the bug!”
“No, Shoot the bug!”
Meanwhile, the Bug leapt down and was standing face to face with me, and I heard a sound like a charging battery or something, and then the bug exploded, and I got covered in bug guts.
“I quit!” I said while my whole body shook in frustration.
End Flashback
Tatooine and I stared at the large buggy thing. I withdrew both of my blasters. Tatooine reflexively moved behind me.
I began to fire at it. Blast after blast. Unrelenting. The creature just stood there as the blasts reflected off of it. And there was no mind controlling this thing.
“Tatooine,” I said calmly, “I don’t know what I am going to do, but distract it. You know the game we place sometimes, when I have you walk up to a cute guy and ask him those questions?”
“Yes Auntie Becca.”
“Okay, I need you to go do that with it, but run, I won’t let it hurt you. I promise.”
So Tatooine ran up, and did what he did best. I ran to the pile of gross bloody Gamorians and I reached in, and found a vibro axe. I chased after the big buggy thing, and when I got to its back leg I swung the axe, blindly.
I missed of course, I don’t know. I just don’t like hurting things. I swung again, and the bug’s leg was cut in two and it started to lose its balance. I cut the other back leg, and it fell to the ground. It used its front claws to try and get at Tatooine.
I jumped on its back, and ran up to what looked like its head. I cut into it, and it dropped limp. I fell off of it and landed in the dirt with a thud, and it kicked dust up all around me.
Tatooine ran over to me and licked my face, just missing my eyes with his electro-horns.
Star Wars and all related characters are trademarks of Lucasfilm Ltd. This site is intended as a parody. As such, use of copyrighted and trademarked images is allowed under Fair Use. Erifia Apoc, Becca the Magnificant and Tatooine the Tauntaun, are all characters made by the author, using some Lucasfilm Ltd. Ideas.
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Slashdot videos: Now with more Slashdot!
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We've improved Slashdot's video section; now you can view our video interviews, product close-ups and site visits with all the usual Slashdot options to comment, share, etc. No more walled garden! It's a work in progress -- we hope you'll check it out (Learn more about the recent updates).
eldavojohn (898314) writes "The ACLU has recently identified Network Neutrality a key free speech issue and said in a lengthy PDF report: 'Freedom of expression isn't worth much if the forums where people actually make use of it are not themselves free. And the Internet is without doubt the primary place where Americans exercise their right to free expression. It's a newspaper, an entertainment medium, a reference work, a therapist's office, a soapbox, a debating stand. It is the closest thing ever invented to a true "free market" of ideas.' The report then goes on to argue that ISPs have incentive and capability of interfering with internet traffic. And not only that but the argument that it is only 'theoretical' are bogus given they list ten high profile cases of it actually happening. If the ACLU can successfully argue that Net Neutrality is a First Amendment Issue then it might not matter what businesses (who fall on either side of the issue) want the government to do."Link to Original Source
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Our Story
Our Mission
National reach with local impact. The mission of the MBA Opens Doors Foundation is to help vulnerable families with critically ill or injured children stay in their homes while a child is in treatment.
Our Vision
Supporting families across America. Our vision is a world where families with sick children receive mortgage or rental payment assistance while a child is in treatment, allowing parents and guardians to focus on the medical needs of a child rather than on a home in jeopardy.
About The Foundation
Committed to helping families around the country stay in their homes while a child is being treated for a critical illness or injury, the Mortgage Bankers Association (MBA) established the MBA Opens Doors Foundation (Opens Doors) to help families in need meet their mortgage and rental obligations.
Under the leadership of David and Mary Stevens and Dan Arrigoni and launched in October 2011 with $50,000 in seed funding from the MBA, Opens Doors established the Home Grant Program. The program provides mortgage and rental payment assistance to families with critically ill or injured children, allowing parents and guardians to be by a child’s side during treatment.
In early 2012, the Foundation was granted 501(c)(3) status and began disbursing grants to families in need. By the end of that year, 37 grants were made to families through a relationship with Children’s National Medical System in Washington, DC. The relationship connected Opens Doors with social workers at the hospital who work directly with families in need, facilitating an application process that allowed a small but committed Opens Doors Board of Directors to review and award the Foundation’s grants.
Since its founding, MBA, has generously provided support that covers the Foundation’s administrative expenses so that every dollar donated goes directly to supporting families in need.
"Thank you so much for taking care of our mortgage payment for the month of July. We can't express enough how truly grateful we are for this grant opportunity during this difficult time. After 37 days in the hospital, Brynn is finally home and is doing well. Again, thank you for this kind gesture. Organizations such as MBA Opens Doors are such a blessing for families such as ours."
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Pages
Wednesday, July 26, 2017
Fear
"The Lord, Himself will fight for you. Just stay calm." (Exodus 14:14)It's funny how fear can creep in at the most unexpected time. I'm not talking about a fear of spiders, mice or velour pants. I'm talking about disturbances that throw off your balance.I have a fear of confrontation. Isn't that silly?A woman over the age of (ahem) 40ish, afraid of heated conversations. And fights. And disappointments. One who would rather NOT tell a good friend that they have been hurt, and instead, pretend it never happened.
Sometimes the confrontations are childish, like, not liking what someone said about you. Or maybe it's even more silly, like when you really don't want to talk to the phone company about cancelling their services. But sometimes they feel so much more monstrous. Like when someone takes you to court and they want you to acquiese. Or your character is being defamed, and your friends are believing it.What then?I love how GOD's Word always pops up at the most perfect time. Always. I love how His Word is filled with examples of awful confrontations, including being hunted as a dog, so that you can be assured that He is there. No matter what.Moses was chased by his enemies, while he was supposed to lead people to safety. Can you even imagine the stress? But GOD was there, wasn't He? Fed them, watered them, parted the Red Sea.Noah had to build an ark amongst scourners and friends turning against him. And then he had to watch them all die. I'm sure he felt something, then. GOD was there, too. We have the glorious rainbow to remind us.David was one of GOD's chosen and yet his friend, hunted him to kill him. David had to hide in mountains, sleeping on rocks, but not sleeping because what if he didn't hear someone come in? GOD was there.Poor Mary had to deal with wondering whether or not Joseph would believe her, when she said that GOD chose her pregnancy and it wasn't another man. I'm sure she didn't sleep well, either. Imagine the worry, but also the joy of knowing you were chosen."Blessed is the man who trusts in the LORD, and whose hope is in the LORD." (Jer 17:7)It is so easy to forget that we have the greatest Warrior on our side. That He will take care of us. Sometimes it's easier saying the words, then believing them. But they're true.So. Be brave, friend. "GOD'S got your back."
2 comments:
Jenn, thank you for your encouragement today. I experienced such fear only yesterday due to an impending medical appointment. Fortunately, I had my Wednesday night prayer mtg to attend and it came just at the right time. I was able to surrender the fear and receive the Lord's supernatural peace. It was wonderful to feel the Lord's presence so near.
And now having had the appointment and all was good ... I realise there was need to fear.
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Renters Insurance
Renters who don’t purchase renters insurance could be committing a major financial error. While the insurance policies of property owners and landowners cover the structure, such as the condominium or home that renters occupy, they don’t cover the personal property of renters. Uninsured renters put their electronics, collectibles, clothing, furniture, and decor in danger.
The average renters policy protects against harm to their personal property by fire, smoke or water damage due to drainage issues and air conditioning problems. They additionally give insurance holders cash if their belongings are stolen.
Taking photographs or making a video showing the items in the living space is the ideal way to take stock of what you own. This documentation is additionally useful to renters in choosing what amount of insurance they require when purchasing a plan. Insurance providers will require a list of belongings lost, damaged or stolen before they issue payment for a claim.
All renters insurance policies also offer liability coverage. If someone is harmed in the tenant’s space, the insurance company pays medical expenses, etc. On the off chance that the living space the tenant lives in becomes unlivable, the coverage will also normally cover the lodging and food costs.
One important choice is between the actual value or the replacement cost of the belongings. The primary type of coverage pays value based on what the belonging is worth now, which can be much less than the replacement cost. Replacement cost coverage pays the expense of purchasing new items without deducting anything for devaluation.
Life delivers many unexpected twists and turns. If you are a renter, it’s essential to consider renters insurance. It can make the difference between incurring significant debt and the peace of mind of having your belongings financially protected, come what may.
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Ask Microsoft's Security VP
An extremely interesting read, Slashdot has sent questions over to the Microsoft Security VP Mike Nash, who agreed to answer them with no PR scrubbing. A ton of information is in the response, which is a fairly long read. As you may have guessed, so of the information is good news and others is not. It's clear that the original Microsoft security push in 2002 was nothing but lip service. It's also clear that, while security clearly has a much higher priority now, some within Microsoft are stilling ignoring that and just don't get it. An anonymous Microsoftie points out a specific example in one of the questions. The article also gives you a little appreciation for just how large Microsoft is. The shear number of initiatives, acronyms, procedures and policies in place is astounding. It's no wonder it's taking so long to turn the security train around. Old habits die hard and business pressures are currently clearly very high at Microsoft. Given the option of not getting a product shipped on time or shipping it on time with security flaws, I think most Microsoft teams are still choosing the latter. It is fantastic to see someone this high up at Microsoft speaking directly to users though and there is a ton from the Q/A that I didn't cover here….so I recommend you read the full article.
–jeremyMicrosoft, security, Trustworthy Computing Initiative, Mike Nash
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Serenity, Beauty and Location meet at 636 Wrights Road, in Princeton B.C.
On offer for the first time in 40 years. This gorgeous 1,111 acres ranch has 4 titles with a year around creek running through it. The property has 2 homes and 2 yard sites only 5 kms from Princeton.
A great private, pristine setting along the banks of Bromley Creek, with 120 acres irrigated alfalfa/grass hayfields, a mix of open grazing along with mature stands of timber and natural open sub irrigated meadows. The property is fenced and cross fenced for easy movement of livestock. The ranch has a perfect location being ½ km off HWY 3, 2 hours west to Chilliwack Just over 3 hours to downtown Vancouver and 2 hours to the international airport in Kelowna.
The ranch comes with much history as you can find an old homesite at the end of the meadows on the north end of the 800 acres. There are two homes on the ranch, one being a 20 year old 3 bedroom and 2 bathroom home perched up and nestled into the hill behind with a very nice architectural design. The second home is an old time ranch home, 3 bedroom , 2 bathroom with a great yard site beside one of the beautiful hayfields. The ranch has an older hop roof barn for cattle handling, and a second serviced yard site.
This ranch would suit a mix of a farming operation, a cow calf operation, a great spot to build your dream private ranch retreat or just a great addition to a real estate holding portfolio.
For more information or to set up a viewing please call Tim Terepocki 250 280 7653
Princeton centres on seven blocks of businesses along Bridge Street and five blocks on Vermilion Avenue; there are also businesses along British Columbia Highway 3.[7]
Historically, the area’s main industry has been mining—copper, gold, coal, and some platinum—The town’s biggest employers are Copper Mountain Mine and a sawmill owned by Weyerhaeuser, along with a few smaller timber companies, such as Princeton Wood Preservers and Princeton Post and Rail.[8][5][4
Before European contact, the land around today’s Princeton was known among First Nations people as a source of red ochre. Beginning no later than 1846, fur traders, settlers, and miners established trails connecting what was then known as Vermilion Forks to the Pacific Coast of British Columbia. John Fall Allison became, in 1858, the first permanent settler of European ancestry.[4] To this day, the site of his home functions locally as a kilometre zero, with creeks east of Princeton having names like “Five Mile” based on their distance from that location.[7] The town he founded was renamed “Prince Town” (later corrupted to “Princeton”) to honour an 1860 visit to eastern Canada by Prince Edward (later King Edward VII).[4]
Until 1961, Princeton was home to a brewery, the Princeton Brewing Company. Until the 1940s, the brewery kept its beer cool in the Vermilion Cave. The cave, which held up to 20 railway cars at a time, was largely demolished to make way for the Hope-Princeton Highway, part of the Crowsnest Highway (British Columbia Highway 3).[9]
Princeton joined the Canadian Board of Trade (later Chamber of Commerce) in 1913, and was incorporated as a village in 1951, and as a town in 1978.[7] Beginning in the 1980s, Princeton began to revitalize its downtown, a plan that included red brick sidewalks and new streetlights. In the 1990s, they adopted a “heritage” theme, with many businesses converting their exteriors to match architectural styles from roughly a century earlier.[5] Further landscaping of the town centre continues as of 2008.[7]
The historic Princeton Hotel on Bridge Street, having been in operation since 1912, burned to ground on April 8, 2006.
The name Vermilion Forks survives in the name of Vermilion Forks Indian Reserve No. 1, which is immediately adjacent to the town of Princeton, to the east, and is one of the reserves of the Upper Similkameen Indian Band, whose head offices are in Hedley.
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This afternoon, after lunch, I was craving for some Shahi Tukda, and then I sat and looked at random pictures on Google, and that made the craving soooo strong, I wanted some immediately.
But to make the rabdi, it takes a lot of time, and I didn’t want to work so long for it. I’ve used brown bread, pan-fried instead of deep-fry, condensed milk instead of rabdi and reduced the amount of sugar used.
So here’s presenting a super quick Shahi Tukda, with some slight modifications to make it as healthy, tasty, and as quickly as possible.
I happened to read a lotttt, about the benefits of fenugreek, especially about how it helps slow down the rate of sugar and carbohydrate absorption into blood, thereby being of service to people like me who gorge on carbs and desserts 24*7.
Chicken being one of our lunching-regulars, I thought of the ‘chicken + methi’ duo.
The combination of ‘methi’ and chicken is absolutely exquisite, resulting in a beautiful unique flavor, very different when compared to the other varieties you may have tried.
This recipe is an adaptation of the recipe by VahChef, and its so simple, this dish is going to be one of the most loved at your place.
Cutlets make a classic Indian snack. Mom used to make them when I was in school and I remember finishing all of it in one go. I absolutely love tuna and adding potato to it just takes it to another level.
Step 2: In a non-stick pan, heat some oil (4 tbsp ). Toss in the onions and saute until translucent. Mix in the ginger-garlic paste, tuna, and all the spices. Add salt according to taste. Heat until the flavors infuse well.
Step 3: Form balls and flatten them to make the desired shape.
Step 4: Dip each one in the egg mixture and then coat well with breadcrumbs.
I happen to love anything with purple cabbage (also known as red cabbage), and I just couldn’t wait to try my very own version of a salad with my favorite purple cabbage in it, and with the ingredients I had in hand. 😀
Back home in Kerala, tapioca is one of the most loved snacks. In the olden days, it used to be grown in most homes, so they would just pluck and prepare, whenever they want. I guess it’s that love for tapioca, that my parents have. When they hear tapioca, or ‘kappa’, they just jump with joy like they’ve found their long lost love. 😛
One of the ways tapioca can be enjoyed is with a nice and tangy chutney.
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Phosphorylation and dephosphorylation of histone (V (H5): controlled condensation of avian erythrocyte chromatin. Appendix: Phosphorylation and dephosphorylation of histone H5. II. Circular dichroic studies.
During avian erythropoiesis, the blast cells of the bone marrow mature into polychromatic erythrocytes (late stages knwon as reticulocytes) and then into mature red blood cells. When chickens are made anemic, the proportion of immature cells in the anemic bone marrow increases dramatically. The level of the lysine-rich histones. H1 and H5, has been found to be constant in the blood and bone marrow of normal and anemic chickens. This implies that H5 replaces H1 quantitatively. Urea-aluminum-lactate starch gel electrophoresis of H5 from these sources show that the degree of phosphorylation of H5 is proportional to the number of immature cells. About 70% of the H5 from the most immature bone marrow is phosphorylated, while 50% of the H5 from anemic blood is phosphorylated and H5 in normal blood is almost completely devoid of phosphate. When immature cells of the anemia bone marrow are incubated in the presence of inorganic 32P and [3H]lysine and [3H]arginine, extensive 32P incorporation is found in the phospho species. A minimum of nine phosphorylated components have been demonstrated by starch gel electrophoresis. The incorporation of 3H is time dependent. After 1.5 h of labeling, 3H is found in H5 containing 0, 1, 2, and 3 phosphates. tthe combined data suggest that newly synthesized H5 becomes progressively phosphorylated and that at the terminal stage of development, the phosphorylated H5 is completely dephosphorylated. These events may be important in controlling the timing of chromatin condensation.
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Report: F.B.I. Has Doubled Counterterrorism Forces
Jeff Stein: Justice Department Inspector General Glenn A. Fine reported that in fiscal 2009 "the F.B.I. used 26 percent of its field agents to address counterterrorism matters, while using 51 percent to address criminal matters."
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Apple’s New iPad Faces One More Problem, This Time It’s 3G Connection
For most Apple fans, the iPad 3 is a dream come true. And with amazing features like retina display, high definition video recording capabilities, built-in 5 megapixel camera, and the feature rich iOS 5 system, it’s easy to see why so many people love it.
Unfortunately, Apple Inc. (NASDAQ:AAPL) latest incarnation has hit a sour note with a few glitches in the system and that is off-putting for many iPad 3 users who wind up sharing their frustrations on the Apple support communities. The most notable problem is with the 3G connection. Some people have reported that the LTE edition tends to lose the 3G connection and then you will have to reset to get connected again. Its a problem that concerns users from all over the world, but its a problem that primarily concerns those outside the U.S. and in other counties like the United Kingdom, Germany, Norway, Singapore, and Australia.
One of the community members suggested the culprit could be a glitch with iOS 5.1 or the tablet’s Qualcomm chipset. Some of the other users said that they tried everything from resetting to replacing the sim card but nothing seems to solve the issue. Many of the users also think that the glitch is unique to iPad 3 and that they have not had any similar issues with previous versions.
Another user complained that although their iPad 3 works fine when they are at home, it doesn’t work when they are at extended coverage.
For the sake of Apple’s future, let’s hope they can find a solution quick. I will admit that it’s a little odd that their newest iPad has such a problematic glitch but I guess it was bound to happen sooner or later. Perhaps they should have done a little more beta testing on the tablet before releasing it. Let’s just hope that they will have this glitch fixed before they roll out the iPad 4.
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/*
* JBoss, Home of Professional Open Source
* Copyright 2012, Red Hat, Inc., and individual contributors
* by the @authors tag. See the copyright.txt in the distribution for a
* full listing of individual contributors.
*
* Licensed under the Apache License, Version 2.0 (the "License");
* you may not use this file except in compliance with the License.
* You may obtain a copy of the License at
* http://www.apache.org/licenses/LICENSE-2.0
* Unless required by applicable law or agreed to in writing, software
* distributed under the License is distributed on an "AS IS" BASIS,
* WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
* See the License for the specific language governing permissions and
* limitations under the License.
*/
package org.jboss.weld.tests.resolution.weld911;
import org.jboss.arquillian.container.test.api.Deployment;
import org.jboss.arquillian.junit.Arquillian;
import org.jboss.shrinkwrap.api.Archive;
import org.jboss.shrinkwrap.api.BeanArchive;
import org.jboss.shrinkwrap.api.ShrinkWrap;
import org.jboss.weld.test.util.Utils;
import org.junit.Assert;
import org.junit.Test;
import org.junit.runner.RunWith;
/**
* @author Christian Bauer
* @author <a href="mailto:ales.justin@jboss.org">Ales Justin</a>
*/
@RunWith(Arquillian.class)
public class DependentScopeInjectionTest {
@Deployment
public static Archive getDeployment() {
return ShrinkWrap.create(BeanArchive.class, Utils.getDeploymentNameAsHash(DependentScopeInjectionTest.class))
.addClasses(Bar.class, BarImpl.class, Foo.class, Holder.class);
}
@Test
public void testFoo(Holder holder) {
final Foo f1 = holder.foo();
Assert.assertNotNull(f1);
final Foo f2 = f1.foo();
Assert.assertNotNull(f2);
Assert.assertTrue(f1 != f2);
}
}
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Categories
Toledo Mochila
The Toledo mochila has a intricate design that will add a pop to any outfit. Hand crafted in Colombia this bag makes the ultimate fall statement. We love to pair back to our favorite sweater and jeans look for the ultimate cool girl daytime outfit.
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By seeking to understand the reason and purpose behind an affair, both the betrayed and the betrayer can approach healing — and even redemption — with insight and wisdom.
And that’s true regardless of whether or not they stay together.
How infidelity changes you depends not only on who you and your spouse are heading into the affair, but who you are committed to becoming once the affair is exposed.
No matter what circumstances led to the affair, no one in its wake will be left unscathed. Yes, that goes for the cheater, too.
Again, there are always reasons — not excuses — and a purpose behind the unfaithful spouse’s choice to stray. But “once a cheater always a cheater” doesn’t have to be part of the aftermath.
If you have been betrayed by your spouse, you can probably imagine how infidelity changes you. You may already be living it.
If you are the betrayer, you may not have thought about the impact on your spouse and family. And you may not have even considered the lasting effects on your own life.
The effects of infidelity run the gamut from emotional to physical to neurological. The agony isn’t just in your head; it’s in your body.
Let’s first look at how infidelity changes you if you were betrayed.
Your self-esteem and self-worth are shattered.
You wonder why you weren’t “good enough”...and why someone else was “better.” Because your self-esteem is destroyed, you start looking for ways that you caused your spouse to stray. Surely it must have been something you did (or didn’t do).
You feel stupid...and wonder how you didn’t see the affair.
Trust is never quite the same again.
The affair is always in the back of your mind. And even if you stay together, trust isn’t as unencumbered and naturally given as it once was.
You’re afraid to love again.
The prospect of either falling in love again with someone else or staying with your spouse is frightening. You never want to give your power to someone again.
Because you become afraid to let your guard down, the world becomes a less happy and promising place in which to live. Holding onto the notion of love is a challenge because you now associate it with unbearable pain.
Your brain takes a beating.
Neuroscience has shown that the rejection from infidelity has both short- and long-term consequences to brain chemistry. Because love is actually as addictive to the brain as cocaine, being cut off by the dagger of infidelity impacts the addictive neural pathways in similar ways.
You physically hurt.
Referring to the same neuroscience, breakups and betrayals activate parts of the brain that respond to physical discomfort. The emotional experience becomes integrated into the physical experience, and you hurt...everywhere.
You can’t stop obsessing.
Women are especially prone to rumination, constantly replaying all the possible causes, scenarios and consequences of the affair. They are also more inclined than men to feel somehow responsible for a spouse’s infidelity.
Your eyes are opened.
Despite how infidelity changes you negatively, it also affords you clarity after the shock and anger are mitigated. You begin to see what you may have ignored, and learn how you make choices in mates. This allows you to make better choices if and when the time comes to trust again.
Now let’s look at effects of infidelity on the spouse who is the betrayer.
Humiliation.
At some point, most, if not all of the people in your life catch on to what is happening. You have failed to protect and defend the very values you swore to honor, and everyone knows. Even people who don’t know you seem to know. And God forbid the news hits social media.
Your spouse has permanent ammunition against you.
No matter your reasons for straying or your efforts toward penance, you will always be “the one who cheated.” Your spouse may use that sin as a dumping ground for everything involving blame, anger, judgment and abuse.
Your children may blame you.
Children will not know how to properly process their fears and sense of loss without professional help, especially if they know something damning about one or both parents. Even as adults, they may reach back and blame you for their own choices or unfulfilled lives.
You can’t trust others to be loyal to you.
As you try to balance your ability to cheat on your spouse against what you know to be a personal core of goodness, you have to face the irony. If you are capable of doing something so unthinkable, what’s to keep someone else from doing the same to you?
Everything you do is questioned.
You know you can’t blame your spouse for not trusting you, but you also can’t live forever under a microscope. Short of having a spouse-appointed chaperone, you will always have the company of “who, what, where, when and why.”
If you and your spouse decide to work on your marriage, you will have to be painfully, humbly transparent while your spouse inches toward a new kind of trust. And that means answering a lot of questions.
You lose credibility.
You may do a lot of soul-searching to answer for your infidelity and take responsibility for it; but there will always be those who resort to the “once a cheater always a cheater” conclusion.
Your confidence may get a boost.
During the affair, that is. After all, neuroscience reminds us that people who are addicted are seeking a dopamine rush. And settling into a long marriage isn’t known for those feel-good jolts.
An affair, on the other hand, can reawaken the confidence that comes from a dopamine rush. As with an addiction, however, that confidence can easily come crashing down in a pile of guilt. And that guilt can play a huge role in your attitudes and behaviors going forward.
That’s not to say, obviously, that infidelity is a viable consideration for marital improvement and personal growth. But recognizing the many ways that infidelity can change you can help both spouses in the painful aftermath of an affair.
And, hopefully, having the awareness up front will take the consideration of infidelity off the table altogether.
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La Chaise Au Plafond
| Lesquin
The creperie La Chaise Au Plafond, located in the arts district next to the cultural center Dany Boon in Lesquin, welcomes you in a modern and bright. Tasty pancakes and pancakes, as well as PEDONE salads or homemade ice creams will delight your taste buds.
At the Ceiling Chair, our cakes and pancakes are made with flour from Waast mills in Mons-en-Pévèle, butter made from opal rib and French milk, all cooked on site to offer you the taste inimitable from home.
All our ciders, made by ciders in the respect of the tradition, come from Norman or Breton producers.
|
# Dont-Starve-Together-Docker-Cluster
根据配置文件快速建立饥荒联机版 (DST)Docker 集群
## 运行状况
- 镜像大约 `580m`，包括底层 Ubuntu 镜像的话大约 `1G`
- 大概每个实例(带洞穴的)占内存`1G`左右，CPU似乎不怎么占用
- 存档在生成的 `data/名字/Master/save` 里面，要备份的话，请用 `chown` 到自己的用户名，再进行备份
- Mod的话请查看 `./template/dedicated_server_mods_setup.lua` 文件，有具体说明，建议 PC 机先建立一个世界，再把 Mod 配置好，最后再复制到对应位置( `dedicated_server_mods_setup.lua` 文件需要自行整理)
## 运行环境配置
### 不推荐使用 Windows
如果需要使用，则需要手动修改 Python 脚本文件中的对应 `mkdir cp` 等命令——因为这里是直接使用 `system(shell)` 脚本实现的。
### Python3 环境配置
1. 在 [Python官网](https://www.python.org/downloads/)下载对应自己操作系统的安装包
2. 然后安装环境，再配置环境变量(如果没有自动配置的话)
### Docker环境配置
1. 请根据自己的操作系统，在 [Docker 官方网站](https://docs.docker.com/engine/installation/#server)选择适合的 **DockerCE**
2. 如果是 Linux 的话，最好把自己的管理员用户添加到 Docker 用户组里，以免每次打命令都得加入 sudo，命令：`sudo usermod -aG docker $USER`
3. 安装 `docker-compose` :如果你是 Ubuntu ，可以直接使用命令:`sudo apt install docker-compose`，如果不是，请前往 [Docker官方网站](https://docs.docker.com/compose/install/)，并寻找自己的操作系统的安装方式
4. 至此，你应该有了一个正常的 Docker 环境，如果有问题可以根据 END 区的联系方式提交
## 基本使用说明
### 步骤介绍
1. Clone 项目:`git clone https://github.com/Thoxvi/Dont-Starve-Together-Docker-Cluster.git`
2. 进入目录:`cd ./Dont-Starve-Together-Docker-Cluster`
3. 根据模板修改 infos 文件，提供一个测试 Token (每一行对应一个实例,# 号注释，如果不需要密码的话请留空对应位置)
4. 执行生成脚本:`python3 makedata.py`
5. 转到工作目录:`cd data`
6. 启动容器:`docker-compose up`
7. 若不想查看 Log 的话，可以在`启动容器`步骤使用:`docker-compose up -d`
8. 更新,转到工作目录, `docker-compose stop` , 然后 `docker-compose up -d`
### 一套带走
```shell
git clone https://github.com/Thoxvi/Dont-Starve-Together-Docker-Cluster.git
cd ./Dont-Starve-Together-Docker-Cluster
python3 makedata.py
cd ./data
docker-compose up
```
## END
- 如果有任何建议或者 Bug 可以提 issue ，或者可以邮箱联系`A@Thoxvi.com`
- (｡･ω･｡)ﾉ♡
|
I haven't seen a post in a long time. Is it e's growing up taking up all your time, a new addition to the family, or is there something more at play here.
Well, we go back a long way dear. Every time, I've come here, I've seen a slice of life. Smiling. And have admired your keen take on little yet beautiful facets of life. If there was a personal definition of classy, for me its you.
ABG, hello, hello! Thanks so much for the sweet comment. Yes, busy with a new baby lately! Good guess! I really have been trying to get back to a daily routine like old times, especially with taking photos with the camera instead of the phone.
in the header
About Me
I am a writer and researcher specializing in retail and travel, who loves to travel, be creative, take photographs, read and solve puzzles, in essence a curious mind. I live in Dubai with my husband and baby girl, who is the absolute joy of our lives.
|
//------------------------------------------------------------------------------
// GB_red: hard-coded functions for reductions
//------------------------------------------------------------------------------
// SuiteSparse:GraphBLAS, Timothy A. Davis, (c) 2017-2020, All Rights Reserved.
// http://suitesparse.com See GraphBLAS/Doc/License.txt for license.
//------------------------------------------------------------------------------
// If this file is in the Generated/ folder, do not edit it (auto-generated).
#include "GB.h"
#ifndef GBCOMPACT
#include "GB_atomics.h"
#include "GB_ek_slice.h"
#include "GB_control.h"
#include "GB_red__include.h"
// The reduction is defined by the following types and operators:
// Assemble tuples: GB_red_build__eq_bool
// Reduce to scalar: GB_red_scalar__eq_bool
// Reduce each vector: GB_red_eachvec__eq_bool
// Reduce each index: GB_red_eachindex__eq_bool
// A type: bool
// C type: bool
// Reduce: s = (s == aij)
// Identity: true
// Terminal: ;
#define GB_ATYPE \
bool
#define GB_CTYPE \
bool
// declare scalar
#define GB_SCALAR(s) \
bool s
// Array to array
// W [k] = (ztype) S [i], with typecast
#define GB_CAST_ARRAY_TO_ARRAY(W,k,S,i) \
W [k] = S [i]
// W [k] += (ztype) S [i], with typecast
#define GB_ADD_CAST_ARRAY_TO_ARRAY(W,k,S,i) \
W [k] = (W [k] == S [i])
// W [k] = S [i], no typecast
#define GB_COPY_ARRAY_TO_ARRAY(W,k,S,i) \
W [k] = S [i]
// W [k] += S [i], no typecast
#define GB_ADD_ARRAY_TO_ARRAY(W,k,S,i) \
W [k] = (W [k] == S [i])
// Array to scalar
// s = (ztype) Ax [p], with typecast
#define GB_CAST_ARRAY_TO_SCALAR(s,Ax,p) \
s = Ax [p]
// s = W [k], no typecast
#define GB_COPY_ARRAY_TO_SCALAR(s,W,k) \
s = W [k]
// s += (ztype) Ax [p], with typecast
#define GB_ADD_CAST_ARRAY_TO_SCALAR(s,Ax,p) \
s = (s == Ax [p])
// s += S [i], no typecast
#define GB_ADD_ARRAY_TO_SCALAR(s,S,i) \
s = (s == S [i])
// Scalar to array
// W [k] = s, no typecast
#define GB_COPY_SCALAR_TO_ARRAY(W,k,s) \
W [k] = s
// W [k] += s, no typecast
#define GB_ADD_SCALAR_TO_ARRAY(W,k,s) \
W [k] = (W [k] == s)
// break the loop if terminal condition reached
#define GB_HAS_TERMINAL \
0
#define GB_TERMINAL_VALUE \
(none)
#define GB_BREAK_IF_TERMINAL(t) \
;
// panel size for built-in operators
#define GB_PANEL \
8
// special case for the ANY monoid
#define GB_IS_ANY_MONOID \
0
// disable this operator and use the generic case if these conditions hold
#define GB_DISABLE \
(GxB_NO_EQ || GxB_NO_BOOL || GxB_NO_EQ_BOOL)
//------------------------------------------------------------------------------
// reduce to a scalar, for monoids only
//------------------------------------------------------------------------------
GrB_Info GB_red_scalar__eq_bool
(
bool *result,
const GrB_Matrix A,
GB_void *GB_RESTRICT W_space,
int ntasks,
int nthreads
)
{
#if GB_DISABLE
return (GrB_NO_VALUE) ;
#else
bool s = (*result) ;
#include "GB_reduce_panel.c"
(*result) = s ;
return (GrB_SUCCESS) ;
#endif
}
//------------------------------------------------------------------------------
// reduce to each vector: each vector A(:,k) reduces to a scalar Tx (k)
//------------------------------------------------------------------------------
GrB_Info GB_red_eachvec__eq_bool
(
bool *GB_RESTRICT Tx,
GrB_Matrix A,
const int64_t *GB_RESTRICT kfirst_slice,
const int64_t *GB_RESTRICT klast_slice,
const int64_t *GB_RESTRICT pstart_slice,
GB_void *Wfirst_space,
GB_void *Wlast_space,
int ntasks,
int nthreads
)
{
#if GB_DISABLE
return (GrB_NO_VALUE) ;
#else
#include "GB_reduce_each_vector.c"
return (GrB_SUCCESS) ;
#endif
}
//------------------------------------------------------------------------------
// reduce to each index: each A(i,:) reduces to a scalar T (i)
//------------------------------------------------------------------------------
GrB_Info GB_red_eachindex__eq_bool
(
GrB_Matrix *Thandle,
GrB_Type ttype,
GrB_Matrix A,
const int64_t *GB_RESTRICT pstart_slice,
int nth,
int nthreads,
GB_Context Context
)
{
#if GB_DISABLE
return (GrB_NO_VALUE) ;
#else
GrB_Info info = GrB_SUCCESS ;
GrB_Matrix T = NULL ;
(*Thandle) = NULL ;
#define GB_FREE_ALL ;
#include "GB_reduce_each_index.c"
(*Thandle) = T ;
return (info) ;
#endif
}
//------------------------------------------------------------------------------
// build matrix
//------------------------------------------------------------------------------
GrB_Info GB_red_build__eq_bool
(
bool *GB_RESTRICT Tx,
int64_t *GB_RESTRICT Ti,
const bool *GB_RESTRICT S,
int64_t nvals,
int64_t ndupl,
const int64_t *GB_RESTRICT I_work,
const int64_t *GB_RESTRICT K_work,
const int64_t *GB_RESTRICT tstart_slice,
const int64_t *GB_RESTRICT tnz_slice,
int nthreads
)
{
#if GB_DISABLE
return (GrB_NO_VALUE) ;
#else
#include "GB_reduce_build_template.c"
return (GrB_SUCCESS) ;
#endif
}
#endif
|
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|
Padraic Colum (18811972). The Golden Fleece and the Heroes Who Lived before Achilles. 1921.
Part II. The Return to Greece
Chapter VI. In the Land of the Phæacians
WEARIED were the heroes now. They would have fain gone upon the island of Circe to rest there away from the oars and the sound of the sea. But the wisest of them, looking upon the beasts that were men transformed, held the Argo far off the shore. Then Jason and Medea came aboard, and with heavy hearts and wearied arms they turned to the open sea again.
No longer had they such high hearts as when they drove the Argo between the Clashers and into the Sea of Pontus. Now their heads drooped as they went on, and they sang such songs as slaves sing in their hopeless labor. Orpheus grew fearful for them now.
For Orpheus knew that they were drawing toward a danger. There was no other way for them, he knew, but past the Island Anthemssa in the Tyrrhenian Sea where the Sirens were. Once they had been nymphs and had tended Persephone before she was carried off by Aidoneus to be his queen in the Underworld. Kind they had been, but now they were changed, and they cared only for the destruction of men.
All set around with rocks was the island where they were. As the Argo came near, the Sirens, ever on the watch to draw mariners to their destruction, saw them and came to the rocks and sang to them, holding each others hands.
They sang all together their lulling song. That song made the wearied voyagers long to let their oars go with the waves, and drift, drift to where the Sirens were. Bending down to them the Sirens, with soft hands and white arms, would lift them to soft resting places. Then each of the Sirens sang a clear, piercing song that called to each of the voyagers. Each man thought that his own name was in that song. O how well it is that you have come near, each one sang, how well it is that you have come near where I have awaited you, having all delight prepared for you!
Orpheus took up his lyre as the Sirens began to sing. He sang to the heroes of their own toils. He sang of them, how, gaunt and weary as they were, they were yet men, men who were the strength of Greece, men who had been fostered by the love and hope of their country. They were the winners of the Golden Fleece and their story would be told forever. And for the fame that they had won men would forego all rest and all delight. Why should they not toil, they who were born for great labors and to face dangers that other men might not face? Soon hands would be stretched out to themthe welcoming hands of the men and women of their own land.
So Orpheus sang, and his voice and the music of his lyre prevailed above the Sirens voices. Men dropped their oars, but other men remained at their benches, and pulled steadily, if wearily, on. Only one of the Argonauts, Butes, a youth of Iolcus, threw himself into the water and swam toward the rocks from which the Sirens sang.
But an anguish that nearly parted their spirits from their bodies was upon them as they went wearily on. Toward the end of the day they beheld another islandan island that seemed very fair; they longed to land and rest themselves there and eat the fruits of the island. But Orpheus would not have them land. The island, he said, was Thrinacia. Upon that island the Cattle of the Sun pastured, and if one of the cattle perished through them their return home might not be won. They heard the lowing of the cattle through the mist, and a deep longing for the sight of their own fields, with a white house near, and flocks and herds at pasture, came over the heroes. They came near the Island of Thrinacia, and they saw the Cattle of the Sun feeding by the meadow streams; not one of them was black; all were white as milk, and the horns upon their heads were golden. They saw the two nymphs who herded the kinePhæthusa and Lampetia, one with a staff of silver and the other with a staff of gold.
Driven by the breeze that came over the Thrinacian Sea the Argonauts came to the land of the Phæacians. It was a good land as they saw when they drew near; a land of orchards and fresh pastures, with a white and sun-lit city upon the height. Their spirits came back to them as they drew into the harbor; they made fast the hawsers, and they went upon the ways of the city.
And then they saw everywhere around them the dark faces of Colchian soldiers. These were the men of King Æetes, and they had come overland to the Phæacian city, hoping to cut off the Argonauts. Jason, when he saw the soldiers, shouted to those who had been left on the Argo, and they drew out of the harbor, fearful lest the Colchians should grapple with the ship and wrest from them the Fleece of Gold. Then Jason made an encampment upon the shore, and the captain of the Colchians went here and there, gathering together his men.
Medea left Jasons side and hastened through the city. To the palace of Alcinous, king of the Phæacians, she went. Within the palace she found Arete, the queen. And Arete was sitting by her hearth, spinning golden and silver threads.
Arete was young at that time, as young as Medea, and as yet no child had been born to her. But she had the clear eyes of one who understands, and who knows how to order things well. Stately, too, was Arete, for she had been reared in the house of a great king. Medea came to her, and fell upon her knees before her, and told her how she had fled from the house of her father, King Æetes.
She told Arete, too, how she had helped Jason to win the Golden Fleece, and she told her how through her her brother had been led to his death. As she told this part of her story she wept and prayed at the knees of the queen.
Arete was greatly moved by Medeas tears and prayers. She went to Alcinous in his garden, and she begged of him to save the Argonauts from the great force of the Colchians that had come to cut them off. The Golden Fleece, said Arete, has been won by the tasks that Jason performed. If the Colchians should take Medea, it would be to bring her back to Aea and to a bitter doom. And the maiden, said the queen, has broken my heart by her prayers and tears.
King Alcinous said: Æetes is strong, and although his kingdom is far from ours, he can bring war upon us. But still Arete pleaded with him to protect Medea from the Colchians. Alcinous went within; he raised up Medea from where she crouched on the floor of the palace, and he promised her that the Argonauts would be protected in his city.
Then the king mounted his chariot; Medea went with him, and they came down to the seashore where the heroes had made their encampment. The Argonauts and the Colchians were drawn up against each other, and the Colchians far out-numbered the wearied heroes.
Alcinous drove his chariot between the two armies. The Colchians prayed him to have the strangers make surrender to them. But the king drove his chariot to where the heroes stood, and he took the hand of each, and received them as his guests. Then the Colchians knew that they might not make war upon the heroes. They drew off. The next day they marched away.
It was a rich land that they had come to. Once Aristæus dwelt there, the king who discovered how to make bees store up their honey for men and how to make the good olive grow. Macris, his daughter, tended Dionysus, the son of Zeus, when Hermes brought him of the flame, and moistened his lips with honey. She tended him in a cave in the Phæacian land, and ever afterward the Phæacians were blessed with all good things.
Now as the heroes marched to the palace of King Alcinous the people came to meet them, bringing them sheep and calves and jars of wine and honey. The women brought them fresh garments; to Medea they gave fine linen and golden ornaments.
Amongst the Phæacians who loved music and games and the telling of stories the heroes stayed for long. There were dances, and to the Phæacians who honored him as a god, Orpheus played upon his lyre. And every day, for the seven days that they stayed amongst them, the Phæacians brought rich presents to the heroes.
And Medea, looking into the clear eyes of Queen Arete, knew that she was the woman of whom Circe had prophesied, the woman who knew nothing of enchantments, but who had much human wisdom. She was to ask of her what she was to do in her life and what she was to leave undone. And what this woman told her Medea was to regard. Arete told her that she was to forget all the witcheries and enchantments that she knew, and that she was never to practice against the life of any one. This she told Medea upon the shore, before Jason lifted her aboard the Argo.
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wildness, wonder, and the spirit of place
Tag Archives: Phoenix
I am back, pre-dawn, scrambling up a hot jumble of granite boulders. Burning my hands, then knees, all to investigate scat, what appears to be a busted lamp someone discarded, a broken mano, a dead ground squirrel.
At 8am, it is already 98 degrees with high humidity, but I come here for the silence and solitude, like they can somehow relieve the heat. At least I will enjoy the quiet. A few minutes pass in this surreal repose until a hiker comes my way. Shit. There is still noise from the road, the distant hum of highways.
The hiker warns me that there is an old guy and some younger women having sex down below the boulders, in the parking lot. We give each other a knowing nod of what’s going on.
This sanctuary, it seems, keeps secrets. The heat drives out most people, but oh…there are the solitude seekers who come in all forms, some to praise the miserable indifference of a July morning among baked rock, and others to find a place to hide their lives from view.
Watched I – A. Sato
Whatever the situation, I am disturbed, and angry, and ultimately sad. Why here? Why this morning of all mornings? The hiker assured me that he phoned the police and took photos of the guy’s license plate. None of this will change much, but I appreciate his concern.
“Men come and go, cities rise and fall, whole civilizations appear and disappear – the earth remains, slightly modified. The earth remains, and the heartbreaking beauty where there are no hearts to break….I sometimes choose to think, no doubt perversely, that man is a dream, thought an illusion, and only rock is real. Rock and sun.”
I pray his sentiment was right when he also longed for man to be an illusion and rock, and I would add all other forms of life, to be the only thing that is real.
The only thing that lasts.
Cradled – A. Sato
The desert keeps her secrets. But after the rain it is easier to understand her – hedgehogs burst their tiny strawberry blooms. A gray fox meanders the wash where dragonflies dance above muddy tinajas.
Nothing is subtle after the rain.
I follow the delicate tracks of javelinas while fighting off mosquitoes that make a feast of this convenient, warm-blooded host. Scanning the ground, I find a bit of rabbit fur caught in cholla spines. I imagine some plump coyote, lounging somewhere nearby, smiling his sanguine smile with full belly.
Making my way to a clear patch among the cholla, I wait for the welcomed sort of morning traffic: a troop of chatty Gambel’s quail scatter from beneath an ironwood. A mockingbird sings his patchwork morning song. Behind a small clump of brittlebush, two long ears rise. I wonder if it was his friend who became coyote’s supper. Carefully, the rabbit emerges, sniffing the air.
I have a fondness for rabbits. Their fear is understandable and relatable. Our vulnerability to life is sometimes less palpable, but nonetheless just as real.
Coyote deserves our understanding, too. Feed or be someone’s food…eventually. Too often we want to align with rabbit, all of our fears protecting us from responsibility. Sometimes we want to align with coyote, never allowing gentleness to expose us to the inevitable.
Flesh – A. Sato
The truth is that both coyote and rabbit embody life, all that life entails, all that is necessary.
The sun burns my neck and distorts my view of the world. Or maybe this is exactly how it should appear. Rabbit makes his way back to his den, belly full from the morning’s good measure of work.
As I reach the parking lot, there is no trace of the man or his Mercedes, or the young woman. The distant traffic continues to hum.
“Therefore, the places in which we have experienced day dreaming reconstitute themselves in a new daydream, and it is because our memories of former dwelling-places are relived as day-dreams these dwelling-places of the past remain in us for all the time.”
― Gaston Bachelard, The Poetics of Space
When I was a young girl, I used to spend many hours sitting on my grandparents’ porch, gazing at the wide field across the road. The field seemed enormous then – and frighteningly as vast as space itself. I remember a distinct sense of loneliness as I looked across that empty space and watched the sun descend. At the same time, just under the loneliness, a sense of hope, of fullness.
It’s been 6 years since I have been back. The old house is now in the possession of another family. Things, as they do when we age, seem smaller, more contained.
The last time I was there we said goodbye to my grandfather and buried him on the edge of yet another field, familiar as home since the bones of many family members rest there, too.
Before returning to the desert, I sat at the edge of that field, among violets and freshly mowed grass, and breathed in the enormity again, the space that made me feel so small against it.
I was born a child of the woods. Open space, more than the darkness of dense pine stands and overgrown creek beds, seemed to contain the elements of childhood fear: exposure, vulnerability, and enormity. In the woods I was never alone. I was surrounded by brother trees and sister animals – deer, feral dogs, squirrels, cows. In their life was a recognition of my own.
But something happened. I grew to love vastness.
Creosote Hills, A. Sato
Throughout my adult life, my choices have always led me to the assurance of fields, prairies, deserts – perhaps to finally embrace the price of life, complete vulnerability to it.
As I now gaze across another vast terrain – one of thorn and rock – I still seek that fullness, that hope I felt as a girl on my grandparents’ porch. To meet the emptiness feels like surrendering to something more powerful than my hemmed in perception and fears.
No matter where I am, the edge of a verdant field or beneath a burning sun on blackened rock, there is always space – and in this space, possibilities beyond the imaginings of a girl and the regrets of a woman.
If happiness is the absence of suffering, then the end of summer here in Phoenix means I am a slap happy fool.
The mornings are now in the high 60s-70 degree range. The birds are back to joyous morning arias. The oleander outside my window is heavy with white blossoms. And, here I am with all of my desert topographic maps spread across the floor, finally feeling like sweaty is no longer my daily adjective.
There are plans on the horizon to trek across some formidable volcanic landscapes, to befriend a few places unknown. I look forward to getting into solo backpacking and hiking again – both a tinge unnerving and blissfully unblemished by “company”.
Somewhere out there – A. Sato
I’ll admit to being a curmudgeon. I find it harder these days to find consistent company I enjoy when I am outdoors – and forget about hiking groups. Of course, being alone comes with its risks – a twisted ankle, a wacko on the trail, being dragged off by the Mogollon Monster (now, that would be a story). Still, I have made it this far, and there are precautions I always take.
But, when I am alone I notice things – things I might not notice otherwise. I am more aware, more alive in my senses.
I’ve learned to be content with my isolation, so that when I can share my time with others, it feels right, not forced.
I look forward to sharing some of these magical observations this winter.
Along with planning upcoming desert adventures, I have revived my voluntary simplicity group here in the Valley of the Sun. I’ve done this for a few reasons – first, I like idea-sharing, especially when it comes to cheap/free resources – and second, I need to be motivated on order to make next spring’s plans come to fruition.
Really, next spring is a carry-over from last spring’s dead-in-the-water plan to get out of Phoenix by way of some type of off-grid or nomadic lifestyle. This entails quite a bit of planning and the purchase of a truck. Ideally, I would like to find a group of other off-grid, low impact types to form a resource-sharing community of sorts.
Knowing others who share my approach to living is important. And, I recognize this and grapple with being a contrary isolationist (see above) versus someone who longs for a community and family.
I also have accepted that I need some initial seed money.
I mean, I could go live in a cave somewhere (and, I could – see below), but that wouldn’t allow me to participate in a land purchase, buy building materials, take care of my furry companions who count on me for food, vet care, etc., and gather together the resources to get out of here and reestablish elsewhere.
Despite being fascinated with those who choose a cash-free existence, I also acknowledge that supreme sacrifice as being counterproductive to my objectives and responsibilities. I recognize some cash flow is necessary and also will help get me to the point of greater self-sufficiency.
So, I need to look at this time in Phoenix as an incubation period.
My options are to go back to corporate marketing (stabs self in neck) or I could split time between maintaining my freelancing workload and adding PT nonprofit hours.
The quandary I have been pondering is how to do what I would like to do as cheaply as possible while continuing to freelance and wander around (what I love).
I have lived on $12-15K before and without trying all that hard (I am my Depression era grandparents’ granddaughter, for sure).
Looking at my low impact life plans, I can see where my $ is going:
* Higher cost of living in a downtown urban center
* Convenience foods/specialty foods
* Entertainment/eating out
* Healthcare/insurance for self, cat, and dog
* Car maintenance and gas (no car payment, but an old car needs lots of TLC)
Given there is room for cost reduction in each of these, I’m hoping to get a solid group of low impact-minded individuals together to share those important ideas and resources, and perhaps even do a little bit of bartering.
Imagination is free – a child’s offering to the forest fey
All of this is to say, The Wild Muse will be a place where I will share my experiences going as low impact, off-grid, and feral-girl as possible, along with stories of my usual shenanigans in the wild.
If you are interested in tagging along for the ride, follow my blog or bookmark for future tales of joy and foibles.
It’s 6:55 a.m. and the first light of morning appears above the familiar hills and peaks of the South Mountains in Phoenix, Arizona. I have hiked into the western edge of the San Juan Valley, currently closed off to bike and car travel and thus creating a secret spot, an oasis of quiet for now. Many wild species have taken advantage of this unusual pause in humanity. Javelina run across the pavement, shitting on roads and under ramadas. Coyotes yawn, unmotivated, along rock walls.
From a granite boulder, I watch the light fall across a cluster of cholla and brittlebush whose blue-gray leaves are the color of calm to me, if color could be assigned to a state of mind. Six coyotes take their places along the opposite ridge, watching me as I watch them. Together we listen to the old morning song of a grandfather Great Horned… all owls seeming ancient, a forgotten species of gnarled bone and pale-faced time.
Ocotillo – A. Sato
Looking at the Sierra Estrellas, I consider my place here, or rather my lack of place. As the city swells itself into a greater beast, highways dig their tracks where stands of mesquite and creosote fall. We make way for more neighborhoods to plop their massive girth atop old habitat. The mountains, oh the mountains, wait patiently for human time to tumble, our animal selves to collapse and with it, all of our concepts and ideas.
Is this the mountains’ dream, or is it just the dream of a tired misanthrope?
Cloud Hill – A. Sato
Coming here, I am a stranger. By saying home, do I make it so? Many people would say yes, but I have my doubts.
I grew up among tulip trees and farms, verdant hills of hay and soybean, ponds and cattle. I slept beneath the field’s wide skies and woke with dew on my sleeping bag. I rested with the song of whippoorwill and cricket. I never had to long for the smell of rain, the touch of moisture. I spoke to deer. I sang to yarrow. I wandered the woods, consumed with its treasures.
Given that watery upbringing, it might strike you as odd that I am now not only infatuated with the Sonoran desert, I am distinctly and inseparably tied to this arid place.
The rain I follow in small hollows of granite, fleshed into pockets against long washes, is water enough. These tinajas, now known to me as intimately as the smooth flesh of deer—the food of my people, the bane of every Midwestern driver. I rest here, against the cool stone, as the heat of the morning warms my skin.
The desert and I had an awkward introduction.
I rambled with the shopping cart wheels and asphalt of my first desert home, where my family spent a short year bargaining with the devils of pipelines and job-promise. My Las Vegas childhood… holding the prize of stuffed toys tight while the adults swam in their longed for loot and oppression.
When I think back on this time, I remember metal screen doors and blinding aqua pools with too much chlorine and chipping paint. Is this also my origin? Or can I claim a desert that has no history for me?
Search Light – A. Sato
I have friends who can trace their ancestry here for centuries—before the settlers, before the promise and betrayal.
I look out upon these foothills as the city spreads, filling everything with its plastic and concrete. Can I make peace with my body here—like the manicured palms, the asphalt, the ever-encroaching unrest that stitches the hymns of us together?
Animals of great distance—how I love their propensity for movement. We, too, are a moving species and our stories of creation, in turn, create us—give us place to our wandering, order to chaos. We may fall from the sky or sprout from the ground or be born in the image of… but in the end we are animals of movement.
No matter how much our minds long to connect us to place, we have—at some point in time—been the wanderer, the interloper, the dreaded other.
Many wanderers and scientists, story tellers and poets tread lightly on the topic of home. Untethered and centuries away from place, there remains an ache to find home, and so the sweeping topography of earth becomes that destination.
The problem therein is the problem of the wandering animal—the humanity that propels us across the next geographic barrier, the next country, the new.
When I was a girl, my family was too poor to own anything, but the countryside itself was ours, a place of unbridled adventure—a challenge to not be caught between one man’s field and the next. We swam in ponds owned by farmers, slept in the shadows of stone quarries, ventured beyond the boundaries of national forests, and walked the deer paths of unintentional wildlife preserves.
Places we call ours, places we call theirs. Among other animals, these fables matter little.
Cholla Morning – A. Sato
When I was a girl, I longed to be a woman of movement. I wanted to continue to climb over fences, to follow the call of the spellbound hawk, the night-silent owl, the mouse who made his bed wherever he desired.
My mythology is not to be replicated here. I have no claims to make, no flags to plant. Being in the desert is the closest I have come to feeling at home. A child of coal mines and forgotten lineage, I can only hope to know the stories, my place among these stones.
Last night, on my way across the concrete sprawl of Central Phoenix, I encountered a scene straight out of some 1940s dystopic novel. The sky lit into an orange-black mass where funnels of smoke formed and people wandered around bus stops in 115 degrees, waiting for the bus… maybe just waiting. Sirens and helicopters stabbed at any kind of silence and bled into white noise. The streets were dirty. It was a mess. I watched the slow motion surrealism at the intersection in my jeep – now without air conditioning – waiting (and sweating) for the light to change and I could once again be moving through.
For someone who loves being in the stillness and retreat of nature, this scene is jarring. It occurred to me, in the cacophony and chaos, that there are very few of us who are willing and able to leave the noise and crowds for an experience to know ourselves without familiar surroundings and many distractions. Babies scream. Dogs are left in backyards to bark through day and night. Traffic hums. The heat here even seems to make some kind of sound – the exhaustion of overworked air conditioners, the muted phone conversations of people hermetically sealed in their air-conditioned sedans.
The noise is almost like a cover for a deepen truth none of us are willing to face. Could it be we have lost our innate senses? Have we stopped listening to the wind? Do we know what our skin feels like in July or how certain places contain intense magic and mystery? Do we run from intuition?
At the office, fear dominates. We fear not getting enough or getting more than we can handle. We fear getting laid off – the next best employee scooping our promotion. This fear stays tantamount to our misery. It has its own sound: in rumbling, upset guts, in whispered gossip, in our hearts constricting under high blood pressure and lethargy-borne diseases.
At home, we talk on phones at imaginary connections. When not on our phones, we blast TVs from two rooms away, play music… distract ourselves online. Then we drop into bed with the weight of insomnia and too few hours of sleep to hit the repeat button the next day.
In love, we seek the tide of desire. We escape into the flower-blood romance – the pulsating glow of sighs and cars. We sell ourselves to marriage, to encounters, to sexual fears so spoiled in their claustrophobic expressions we do not even begin to know them.
“What do you want…really,” I ask.
Inside, I turn answers of my own around some imaginary playground where children, the children I – maybe – someday – want – sing their child songs.
I turn lovers into fables. I make myths of men – their diamond promises and vampire kiss.
In the heart of Phoenix, I believe I am always leaving on one of the planes flying in and out of here.
Outside, the lights of the city blot out the star-scape. I wish for one night of darkness. I watch my neighbors walk their dogs. It is late and the desperate voices talk over dinner… hushed, wondering….
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Although Zee has been working out of Belly’s BØTA House (Beware of the ANMLS) studio in Toronto, “Collins Av” was recorded during one of Zee’s recent trips to Miami. Check it out below and stay tuned for the video coming soon. Follow Zee on Twitter @JuliusZeezer.
The views of our contributors are their own, and not necessarily those of Boi-1da.
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This is a public service announcement! Get in the pictures with your kiddos and often. Things happen, life happens. Your kids are changing every single day. Today, my 4-year-old unbuckled his own seat belt and got himself out of the truck and closed the door. He says,...
I blinked and suddenly my kid turned 4! He’s coloring in the lines, writing his name, and even doing (very simple) math problems. He is also one handsome fella! He knows how to work it too. He’ll smile at me and tilt his little head to the side at just...
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PHP (SSA:2005-242-02)
New PHP packages are available for Slackware 8.1, 9.0, 9.1, 10.0, 10.1, and -current to fix security issues. PHP has been relinked with the shared PCRE library to fix an overflow issue with PHP's builtin PRCE code, and PEAR::XMLRPC has been upgraded to version 1.4.0 which eliminates the eval() function. The eval() function is believed to be insecure as implemented, and would be difficult to secure.
Note that these new packages now require that the PCRE package be installed, so be sure to get the new package from the patches/packages/directory if you don't already have it. A new version of this (6.3) was also issued today, so be sure that is the one you install.
More details about these issues may be found in the Common Vulnerabilities and Exposures (CVE) database:
Here are the details from the Slackware 10.1 ChangeLog:+--------------------------+patches/packages/php-4.3.11-i486-3.tgz: Relinked with the system PCRE library, as the builtin library has a buffer overflow that could be triggered by the processing of a specially crafted regular expression. Note that this change requires the pcre package to be installed. For more information, see:http://cve.mitre.org/cgi-bin/cvename.cgi?name=CAN-2005-2491 (* Security fix *) Upgraded PEAR::XMLRPC to version 1.4.0, which eliminates the use of the insecure eval() function. For more information, see:http://cve.mitre.org/cgi-bin/cvename.cgi?name=CAN-2005-2498 (* Security fix *)+--------------------------+
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The Four Winns Express Cruisers are highly regarded for their workmanship, style, accommodations and a strong responsive ride. "Tiller Gale" is a prime example of well maintained Express Cruiser with spacious seating and berthing areas, an extended swim platform, a fully instrumented helm station with GPS, a complete galley, carpet, full camper package and finely detailed "creature comforts" such as Air Conditioning throughout.
This Express has been had her outdrive serviced and her engine serviced and upgraded with new parts when needed. Her bottom and zincs are serviced monthly. She has low (215) hours and is ready and waiting to give a new owner more years of pleasure and adventure on the water.
Tankage
Fuel: 85 Gals. Water: 21 Gals. Holding: 21 Gals.
Accommodations and Salon
The tastefully designed cabin with high grade fabrics throughout has a port and starboard bench seat arrangement with storage compartments under both seats and the "V" portion forward. This area is served by a removable 47" X 25" table. With the table removed a filler cushion is inserted to provide a 7' long "V" berth with long storage shelving above, two curtained opening ports and a 29" wide oval mirror at the head of the berth. There is a white opaque 19" round overhead hatch. Headroom in the cabin is 6'1"
Helm and Cockpit
Entry to the cabin is via a white translucent plastic cabin door and sliding top. There is a secondary screened door that can be used when the main door is stored in the open position. Next to the door are three molded fiberglass steps up to the opening windshield allowing access to the foredeck of the boat. There is a 54" wide helm bench seat with two storage compartments underneath. Aft of the helm is the optional cockpit seating arrangement including: 57" Bench seat directly behind the helm seat; 21" side filler seat and removable 51" wide transom bench seat. This "U" shaped arrangement is served by a 28" Starboard oval shaped table. Access to the engine compartment is in this area. Outside the transom area is a 31" X 19" stern storage locker above the swim platform and next to the storage locker is a Hot & Cold freshwater shower and freshwater inlet.
Galley
Located on the port side as you enter the boat, two steps down from the bridge there are two above the counter cabinets, one under counter drawer and one under counter storage compartment, a 14" X 13" X 15" molded sink ans single burner Kenyon alcohol/electric stove with black opaque plastic cover.
GoldStar microwave
Norcold dual voltage under counter refrigerator
Six gallon water heater
Pressure water system
12 volt accessory plug
110 volt outlet
Electronics
Cruisaire 5,000 BTU reverse cycle air conditioner
GPS
VHF Radio
12 volt accessory plug at helm
Hummingbird depth sounder
Danforth 4" compass with hood
Sony CD stereo with Sony speakers
Guest battery switch and two new (11/09)batteries
30 amp shore power
Shore power cord, kept in small portside gunnel compartment
Deck and Hull
Whale hot & cold transom freshwater shower
Transom freshwater inlet
Stainless steel anchor pulpit
Fortress FX-11 anchor
Blue bimini
"Four Winns" monogramed bimini boot
Exterior removable carpet
Interior carpet
Additional Equipment
Bait Tank designed to keep bait alive for prolonged time periods is mounted on the Swim Step
Four step aluminum coated fold-over hidden boarding ladder with rubber steppads
14" Leather wrapped tilt steering wheel
Helm fire extringuisher
Attwood V1250 bilge pump
Kidde fire watch automatic fire extinguishing system
Aluminum trim tabs
CO2 cabin detector. Located in San Diego California.
19' Four Winns runabout ski boat with wakeboard tower that is in excellent condition. I am the second owner of this boat that has always been stored in the garage under a custom made cover. It only 320 hours of use and is in almost new condition. Please only contact me if you will be coming to see the boat and are serious about buy a good boat. Text me at (619) 664-9822.. Located in Vista California.
2001 Four Winns 328 Vista Cruiser, 32 feet ( LOA: 35'), Private owner sale perfect all around express boat. Original owner (nearly, she was traded in during her 1st season). Excellent condition, both visually and mechanically. She is powered by twin Volvo Penta 5.7L GSi engines (only 286 hrs.) along with Volvo Penta Duoprop drives w - SS props (280 HP each) which means shes fast (top speed 40 MPH, cruise at 30 MPH), but economical. Cabin is in near new condition and cockpit area is equally well maintained (all seating areas are bright white and free of marks or tears). Vessel comes with nearly all factory options including upgraded Captains (navy blue) interior, Raymarine navigation package (radar - plotter - gps), and two sets of covers (camper back style full enclosures and additional winter - mooring cover). Eisenglass was updated in 2011 and she has new bow pads for lounging, new cockpit carpet, new salon carpet and new 19" flat screen TV with combo DVD. All service - maintenance has been professionally performed yearly (records available) and she is detailed twice each season. Boat has recently been launched following a full spring commission. Serious purchasers are STRONGLY encouraged to view - inspect the boat (seeing is believing see how well she has been cared for). Please call or e-mail to schedule appointments. Boat is located in Monmouth Beach, NJ. Additional boat details, including full specs can be found at www.fourwinns.com - past product - catalogs. View the 2001 model year, 328 Vista Cruiser. Boat is priced thousands below comparable vessels.. Located in Monmouth Beach New Jersey.
2002 24 foot Four Winns Horizon. Boat looks runs mint. Merc Cruiser 350 EFI, good fuel milage. outdrive is a Bravo 3 merc duo prop, great for getting skiers out of the water quick. Boat has enclosed head, bimini top, tilt steering, trim tabs. always maintained by Quirks Marina, Pittsfield MA. Fresh water only, trailered most of its life. We are the second owners. Boat comes with matching four winns trailer with electric hydraulic disk brakes. call with any questions 413-446-1930. Located in Pittsfield Massachusetts.
Its been a long winter Why not enjoy your summer on the lake! Great fun sports boat 3.0 liter 135 HP engine, 16'6", comes with life preservers, all canvas covers, AM FM CD stereo system, seats seven, carpets are removable for easy washing, swim ladder, trailer, good condition. Ready to go in the water!. Located in New Fairfield Connecticut.
bt00149 - This a great looking cruiser with every option, the Four Winns 268 Vista keeps a handsome profile with the high freeboard required by boats of this type to gain interior headroom (6?3?). She is a feature-rich, competitively priced family cruiser with an extended swim platform, an attractive mid-cabin interior and a comfortable cockpit, that packs a big-boat interior into a trailerable 28-footer. She is built on a solid fiberglass deep-V hull, which gives the 268 added stability in rough conditions. The roomy cockpit of the 268 has more seating than many 26-footers because of a huge U-shaped aft settee that, with filler, converts into a sun lounge. Visibility from the helm is very good, and a walk-through windshield with molded steps next to the helm provides easy access to the foredeck (with sun pads). The interior, which is very upscale and well furnished, comes with Corian counters, premium fabrics, a V-berth, full galley, dinette table and a private head with a shower. Highlights include a transom storage locker, shore power, a removable cooler, and a tilt steering wheel. Additional features include, radar arch, GPS, Fishfinder a 5-kw Kohler generator (144-hours), Vacuflush head system, a remote spotlight and many other extras. Our boat has a single 5.7 GXI-E-DP 320-hp Volvo fuel injected engine (only 140-hours), also features a Volvo duel ssteel prop stern drive that will cruise this vessel in the mid 20 s and top out at 40 miles per hour and makes maneuvering a breeze. She is loaded with equipment including air conditioning/heat, automatic anchor windlass, CD player/stereo, flat panel DVD, two sets of full canvas, trim tabs and many other options. This boat is ready for cruising or weekend getaways, so please give us a call for more details or an appointment to view her. For more information about this listing please call Mike at 678-923-4457.. Located in Gainesville Georgia.
This 2004 Four Winns 298 Vista is fully loaded and one of the best customized models we've seen. Starting with the classy styling of the two tone navy - white gel-coated hull, white boot stripe and green bottom paint, along with the faux teak swim platform, this vessel is sure to catch peoples eyes when entering the harbor. Powered by Twin Volvo Penta 5.0 GXi - DuoProp 270 hp engines with under 160 hrs on each! Outfitted with optional 5kw Kohler generator, fresh water engine flush input,cockpit icemaker and more. Along with reverse cycle air con - heat and the camper canvas package for the cockpit, this is a 3 season boat. Come view today and see why the 298 Vista is one of Four Winns most popular models ever.
Exterior boat photos are of actual boat. Interior and cockpit photos are from manufacturer provided images but give accurate portrayal of layout and color schemes. This was done due to boat being covered and in winter storage mode at time of listing.. Located in Jamestown Rhode Island.
Mint Condition,very low miles on the boat, only usded two or three days per summer to do water sports with kids, Open Bow, bench seats, cap. 8, stereo system with satelite radio,trailer with removable tongue. Great for fishing and water sports. All factory mourning covers in perfect shape, Garmin GPS and sounder model # 498 ready for water sports.Bimini top, New spare tire.. Located in NEW HYDE PARK New York.
Please contact the owner Gary @ 518-424-7170 or gdschirnhofer(at)aol(dot)com.
2004 Four Winns 378 Vista with Volvo Penta Motors. 376 Operating hours on engines. Fresh water boat kept on the Sacandaga Lake, NY since new. Has a large cockpit that will entertain your family and friends without feeling crowded and has enough refrigerator space to keep all your food and drinks nice and cool. Will sleep 6 comfortably and has a full galley and head with separate shower. Three (3) flat screens TV's, one in the main cabin; one in forward berth; and one in cockpit. Also included is a full camper canvas and cockpit mooring cover. This is a one owner boat that has been properly maintained. Hardtop Windlass GPS 7.5KW Generator, Air Conditioning with Heat. Refrigerators and Ice Maker. Two (2) 150 gallon fuel tanks; a 70 gallon water tank and a 45 gallon holding tank. Please call Gary at 518-424-7170 for more information. Will consider trade.. Located in Sacandaga Lake New York.
Four Winns 328 Vista 2004 For Sale in Dallas, TX - Motivated To Sell!
From her sleek styling, abundant creature comforts, and cruising characteristics, the Four Winns 328 Vista is the perfect blend between performance and on the water relaxation. Her beamy 11' 9" modified-vee hull givers her a "big-boat" feel and generous living space for a boat her size. Powered by twin Volvo Penta 5.7L GI engines with only 200 hours she delivers 560 hp enabling her to come up on plane quickly and get you clipping along at speeds of over 40 mph. Her performance capabilities can only be matched by her equally impressive interior, with enough seating for 10 adults and overnight accommodations for 6, she is the perfect vessel to entertain the entire crew all weekend long!
Stepping aboard "High Five" from her expansive swim platform with stow-able swim ladder and transom locker, you'll first be drawn to her plush U-shaped lounge seating area to aft complete with removable table, wet bar with sink, ice-maker, and ample storage. Moving forward she has a double settee to port which offers a great perspective of the action at the helm! Her large captains bench seat offers plenty of room for both the Captain and their companion. Complete with bolster seating, tilt steering column, racing inspired gauges, and quick ergonomic access to all on board systems the Four Winns 328 Vista is just as much a performance powerboat as she is a luxurious pleasure cruiser! Below deck her spacious cabin offers a large lounge seat amidship to starboard with a removable dinette table which quickly converts to a double berth, a seating area and double berth aft, and a generous v-berth complete with an entertainment center, and privacy curtain. Her underway galley has every amenity you'll need including, refrigerator, galley sink, double stove-top, microwave, coffee maker, and lots of cabinet space. Amidship to port is the head complete with electric toilet, sink, stand-up shower, and toiletry cabinets.
"High Five" has been gently used and carefully maintained, with only 173 hours on her Kohler 5KW generator and only a fraction of the hours of similar vessels of her vintage! She is ready for endless weekend cruises and countless more seasons! Put yourself behind the helm of this incredible, remarkably clean, and well appointed cruiser by contacting the listing broker today!. Located in Dallas Texas.
Very clean 205 Sundowner with extended swim platform. AM/FM/CD/Sirius sat radio, marine radio, full camper canvas and mooring cover, trailer, fresh water supply with aft shower and sink/ cutting board. This boat is good on gas and with the large swim platform is fun to swim and ski from. Boat is kept on trailer when not used. This is a cuddy with porta potti and will sleep four.. Located in Traverse City Michigan.
Please contact the owner Gary @ 518-424-7170 or gdschirnhofer(at)aol(dot)com.
2004 Four Winns 378 Vista with Volvo Penta Motors. 376 Operating hours on engines. Fresh water boat kept on the Sacandaga Lake, NY since new. Has a large cockpit that will entertain your family and friends without feeling crowded and has enough refrigerator space to keep all your food and drinks nice and cool. Will sleep 6 comfortably and has a full galley and head with separate shower. Three (3) flat screens TV's, one in the main cabin; one in forward berth; and one in cockpit. Also included is a full camper canvas and cockpit mooring cover. This is a one owner boat that has been properly maintained. Hardtop Windlass GPS 7.5KW Generator, Air Conditioning with Heat. Refrigerators and Ice Maker. Two (2) 150 gallon fuel tanks; a 70 gallon water tank and a 45 gallon holding tank. Please call Gary at 518-424-7170 for more information. Will consider trade.. Located in Sacandaga Lake New York.
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Research Study: The Effectiveness of TV
RTE Media Sales study
RTÉ Television Sales commissioned a qualitative research study with Behaviour & Attitudes using an initial preparatory media consumption diary exercise to gauge consumer insights into the perceived strengths of TV as an Advertising Medium.
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Though many, many photos taken on were shared using Instagram, the sheer scale of the demonstration was not easy to comprehend on the ground.
However, Instagrammer Phil M was inside a nearby highrise building, and was able to snap some images showing the crowds. One of his photos, captioned “That’s a lot of people,” showed some of the masses gathering ahead of the march’s commencement.
The photo received 113 likes on Instagram, though it saw more attention on Twitter and Facebook. It was tweeted more than 1,800 times and had almost 5,000 Facebook likes by midday Wednesday.
The river of red coursed through Montreal, and it was thanks to Instagram that we saw it more as a massive delta than a stream.
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Tuberculosis is a worldwide epidemic disease caused by
Mycobacterium tuberculosis
, with an estimated one-third of the human population currently affected. Treatment of this disease with aminoglycoside antibiotics has become less effective owing to antibiotic resistance. Recent determination of the crystal structure of the M. tuberculosis Rv3168 protein suggests a structure similar to that of
Enterococcus faecalis
APH(3’)-IIIa, and that this protein may be an aminoglycoside phosphotransferase. To determine whether Rv3168 confers antibiotic resistance against kanamycin, we performed dose-response antibiotic resistance experiments using kanamycin. Expression of the Rv3168 protein in
Escherichia coli
conferred antibiotic resistance against 100 μM kanamycin, a concentration that effected cell growth arrest in the parental
E. coli
strain and an
E. coli
strain expressing the Rv3168
D249A
mutant, in which the catalytic Asp249 residue was mutated to alanine. Furthermore, we detected phosphotransferase activity of Rv3168 against kanamycin as a substrate. Moreover, docking simulation of kanamycin into the Rv3168 structure suggests that kanamycin fits well into the substrate binding pocket of the protein, and that the phosphorylation-hydroxyl-group of kanamycin was located at a position similar to that in
E. faecalis
APH(3’)-IIIa. On the basis of these results, we suggest that the Rv3168 mediates kanamycin resistance in
M. tuberculosis
, likely through phosphotransferase targeting of kanamycin.
Tuberculosis is a worldwide epidemic disease, and it has been estimated that up to one-third of the human population harbors Mycobacteriumtuberculosis, the causative agent of the disease [13]. Although a combination of several antibiotics is normally used for the treatment of tuberculosis, complete cure of tuberculosis is made difficult by the existence of mutant strains and the acquisition of antibiotic resistance. Among the antibiotics used for treating tuberculosis, aminoglycosides are a class of broad-spectrum antimicrobial compounds that contain an amino-modified sugar [17].
Aminoglycosides have an affinity for decoding the aminoacyl site of 16S rRNA in the bacterial 30S ribosomal subunit, thereby effecting the dissociation of aminoacyltRNA from the 30S subunit, resulting in protein miscoding and loss of bacterial cell wall integrity [6,9]. It has been shown that the major mechanism of bacterial resistance to aminoglycosides is based on the chemical modification of the antibiotic by bacterial enzymes [16]. Enzymes that modify aminoglycosides form a large and diverse group that is classified into three general classes, depending on the chemical group of the antibiotic that is modified; namely, ATP-dependent phosphotransferases (APH), ATPdependent adenylyltransferases (ANT), and acetyl CoAdependent acetyltransferases (AAC). Studies have shown several structures of the APH enzymes, including APH (3’)-IIIa [1,3,5], APH (3’)-IIa [10], APH (2’’)-IIa [11], APH (2’’)-IVa [14], and APH (9’)-Ia [4].
Recent studies on the genome sequence of M. tuberculosis have suggested candidate genes responsible for the acquisition of aminoglycoside resistance [12,16], and we have previously reported the crystal structure of Rv3168, a putative aminoglycoside phosphotransferase [7]. Although lacking significant amino acid sequence similarity, the overall structure of Rv3168 was similar to that of E. faecalis APH(3’)-IIIa, which is a characterized aminoglycoside phosphotransferase. Moreover, the structure of the ATPbound form of Rv3168 implied an ATP-binding mode similar to that of E. faecalis APH(3’)-IIIa. Together with the existence of a large negatively charged substrate-binding pocket located near the ATP-binding pocket of Rv3168, these data collectively suggest that Rv3168 is a candidate phosphotransferase that confers aminoglycoside antibiotic resistance in M. tuberculosis[7].
Here, we report that an E. coli strain in which the Rv3168 expression is induced exhibits resistance to a concentration of kanamycin that is lethal to strains in which the Rv3168 is not induced. Moreover, Rv3168 protein has phosphotransferase activity against kanamycin as a substrate. Finally, docking simulation of kanamycin into the Rv3168 structure suggests a possible binding of the kanamycin substrate and the enzyme.
Materials and Methods
- Antibiotic Resistance Test
The Rv3168 coding gene (Gene ID: 888778) was cloned into pPROEX HTa (Life Technology), and the resulting plasmid pPROEX HTa:Rv3168 was transformed into the E. coli BL21(DE3) strain. The strain was grown overnight and the culture, to the final concentration of 1%, was inoculated into 1 L of LB broth liquid medium containing ampicillin at 37℃. When the OD600 reached at 0.4, the Rv3186 protein was induced by adding 1 mM IPTG. At 30 min after the induction, various concentrations of kanamycin (0, 50, 100, and 200 μM) were added to the culture, and the cell growth was measured spectrophotometrically at A600. For control experiments, cells without IPTG induction were grown, and their growth rates were measured. The viable cell growth was measured by plating the aliquots of the cell culture as well. The cell growth of the E. coli strains transformed with the pPROEX HTa empty vector and the pPROEX HTa:Rv3168D249A were measured with the same method as described above, under 100 μM kanamycin.
- Preparation of Rv3168 Proteins
For the preparation of the Rv3168D249A mutant protein, a sitedirected mutagenesis method was applied using the pPROEX HTa:Rv3168 plasmid as a template. The primers 5’-GTTGCTGTGGGGGGCCGCGCGGGTGGGCA-3’ and 5’-TGCCCACCCGCGCGGCCCCCCACAGCAAC-3’ were used for the polymerase chain reaction. The recombinant wild-type Rv3168 and Rv3168D249A mutant proteins were prepared by following a previously reported procedure [8]. Briefly, the IPTG-induced cell culture was harvested by centrifugation at 5,000 ×g at 277 K. The cell pellet was resuspended in ice-cold buffer A (50 mM Tris-HCl, pH 8.0, 5 mM β-mercaptoethanol) and disrupted by ultrasonication. The cell debris was removed by centrifugation at 11,000 ×g for 1 h, and lysate was bound to Ni-NTA agarose (Qiagen). After washing with buffer A containing 10 mM imidazole, the bound proteins were eluted with 300 mM imidazole in buffer A. The 6× His-tag was released from the Rv3168 proteins by incubating with rTEV protease (Gibco). A trace amount of contamination was removed by applying HiTrap Q ion exchange and Superdex75 size exclusion chromatography.
- Phosphotransferase Activity Assay
For the phosphotransferase activity assay, the reaction mixture, containing 10 μl of 40 mM Tris-HCl, pH 8.0, 2.5 mM MgCl2, 5 mM ATP, 25 mM kanamycin, and 50 μM Rv3168 protein, was incubated overnight at room temperature, and 1 μl aliquot of the reaction mixture was spotted onto a cellulose-F TLC plate (Merck). For the controls, the ATP and ADP molecules and the reaction mixture without the protein were spotted as well. Ascending TLC was performed with a buffer containing saturated ammonium sulfate, 3M sodium acetate, and isopropanol (80/6/2) in the closed chamber for 3 h. The hydrolysis of ATP was monitored by visualizing nucleotides under UV light.
- Docking Simulation
The docking simulations of a kanamycin molecule to the Rv3168 structure was performed using the Autodock Vina program [15]. As a template, the crystal structure of Rv3168 in complex with Mg2+ and ATP was used (PDB code 3ATT). The water, acetate, calcium, and glycerol molecules were removed from the crystal structure of Rv3168 and hydrogen atoms were added in accordance with only polar atoms. The structure of kanamycin was obtained from PDBeChem [2] and was prepared as pdbqt files. For the precise docking simulation, the substrate binding site of the Rv3168 structure was defined using Autodocking tools software. The simulation results were checked using the PyMOL software.
Results and Dicussion
- Kanamycin Resistance of Rv3168-Expressing E. coli
We previously reported the crystal structure of Rv3168 protein, a putative aminoglycoside phosphotransferase in M. tuberculosis. Based on the structural comparison of M. tuberculosis Rv3168 with Enterococcus faecalis APH(3’)-IIIa, a characterized aminoglycoside phosphotransferase that confers aminoglycoside resistance in this strain, we speculated that Rv3168 was a candidate phosphotransferase family enzyme conferring aminoglycoside resistance to M. tuberculosis. We first determined whether Rv3168 confers the antibiotic resistance effect when expressed in E. coli. A pPROEX HTa vector harboring an inducible Rv3168 gene was transformed into an E. coli strain, which was then treated using various concentrations of kanamycin. The Rv3168-expressing E. coli exhibited resistance to 100 μM of kanamycin (Figs. 1A- 1D), a concentration which effected growth arrest in the E. coli strains in which Rv3168 was not expressed and in strains harboring an empty pPROEX HTa vector (Figs.1A- 1D). The growth rate of the Rv3168-expressing E. coli was dramatically decreased at kanamycin concentrations in excess of 200 μM (Fig. 1E).
Kanamycin resistance of the E. coli strain expressing the Rv3168 protein. For the measurement of the antibiotic resistance activity of Rv3168 against kanamycin, the Rv3168 coding gene was cloned into the pPROEX HTa vector, and the resulting plasmid was transformed into E. coli strain BL21(DE3). The cell growth under various concentrations of kanamycin was measured spectrophotometrically at A600. Each experiment was performed with and without IPTG induction, and presented with open and closed circles, respectively. pEX is an abbreviation of a pPROEX HTa vector. (A) The cell growth of the E. coli strain harboring pEX:Rv3168 without kanamycin. (B) The cell growth of the E. coli strain harboring an empty pEX vector under 100 μM kanamycin. (C-E) The cell growth of the E. coli strain harboring pEX:Rv3168 under 50, 100, and 200 μM kanamycin, respectively. (F) The cell growth of the E. coli strain harboring pEX:Rv3168D249A under 100 μM kanamycin.
Viable cell measurements of the kanamycin resistance effect of Rv3168. The aliquots of each cell culture presented in Fig. 1 were collected after 90 min of the induction, and spread on the LBAMP plates. The plates were incubated at 37℃ for overnight. (A) The cell growth of the E. coli strain harboring pEX:Rv3168 without kanamycin. (B) The cell growth of the E. coli strain harboring an empty pEX vector under 100 μM kanamycin. (C-E) The cell growth of the E. coli strain harboring pEX:Rv3168 under 50, 100, and 200 μM kanamycin, respectively. (F) The cell growth of the E. coli strain harboring pEX:Rv3168D249A under 100 μM kanamycin.
Structural comparison of M. tuberculosis Rv3168 with E. faecalis APH(3’)-IIIa suggested that both enzyme catalysis is mediated by aspartic acid residues in M. tuberculosis Rv3168 (Asp249) and E. faecalis APH(3’)-IIIa (Asp190). We next performed the kanamycin resistance test by using an E. coli strain harboring an Rv3168D249A mutant, in which the catalytic aspartic acid residue was mutated to alanine. Loss of Asp249 resulted in a cell growth rate, in 100 μM of kanamycin, comparable to an E. coli strain harboring an empty vector, confirming that Rv3168 mediates kanamycin resistance (Fig. 1F).
To confirm the kanamycin resistance activity of Rv3168, we collected aliquots of each of the above cultures, and spread them on LB solid medium with ampicillin. The viable cell growth showed marked results with the same tendency as those observed using spectrophotometric cell growth measurement (Fig. 2). The E. coli strain expressing Rv3168 showed high cell growth in the presence of 100 μM kanamycin, whereas no significant cell growth was observed for strains in which Rv3168 expression was not induced (Figs. 2A-2D). Moreover, the viable cell count of the E. coli strain expressing Rv3168 was markedly decreased by the addition of 200 μM kanamycin (Fig. 2E). As anticipated, the E. coli strain expressing the Rv3168D249A mutant had low viability in 100 μM kanamycin (Fig. 2F). Based on these spectrophotometric and viable cell growth measurements, we concluded that Rv3168 confers antibiotic resistance at low concentrations of kanamycin.
- Phosphotransferase Activity of Rv3168
To determine whether the kanamycin resistance was mediated by possible phosphotransferase activity of the Rv3168 protein, we performed a phosphotransferase activity assay by using the recombinant Rv3168 protein. When the reaction mixture containing 5 mM ATP, 50 mM kanamycin, and 50 μM of Rv3168 was incubated for 20 min, and spotted on a TLC plate, no significant phosphotransferase activity was detected (Fig. 3). Increasing the time to overnight, however, resulted in detectable ATP hydrolysis, indicating that the recombinant Rv3168 protein has very low phosphotransferase activity (Fig. 3). Moreover, ATP hydrolysis was undetectable in a reaction mixture containing the Rv3168D249A mutant protein instead of the wild-type Rv3168 protein (Fig. 3). These results indicate that the Rv3168 protein has kanamycin phosphotransferase activity, which may confer kanamycin resistance to M. tuberculosis. The low kanamycin phosphotransferase activity of the Rv3168 protein is consistent with the results showing that the Rv3168 protein conferred antibiotic resistance only in low concentrations of kanamycin. The low phosphotransferase activity and mild antibiotic resistance effect of Rv3168 in E. coli are conceivably attributable to the fact that the protein originates from the wild-type M. tuberculosis H37Rv strain, which does not show a strong antibiotic resistance to aminoglycosides. In general, mutations in the target proteins of antibiotics confer antibiotic resistance to the organism, as previously shown in the wild-type M. tuberculosis strain H37Rv, which acquired aminoglycoside resistance through mutations in the 30S ribosomal subunit. We speculated that mutations in the Rv3168 protein might increase its aminoglycoside phosphotransferase activity, thereby conferring greater aminoglycoside resistance to M. tuberculosis. With this in mind, the examination of Rv3168-coding sequences in aminoglycoside-resistant M. tuberculosis strains may shed light on whether specific mutations, if any, play a role in conferring resistance.
Phosphotransferase activity of Rv3168. As standard nucleotides, the ATP and ADP molecules are spotted, and labeled on the left side of the figure. The contents of each reaction mixture are shown at the bottom of the figure with“+” and “-” for representing addition and no addition, respectively. W/T and D249A indicate wild-type and D249A mutant proteins of Rv3168, respectively. Time indicates reaction time, and O/N is an abbreviation of overnight.
- Kanamycin Binding Simulation
The previously reported crystal structure of Rv3168 showed that the highly charged large substrate binding pocket can accommodate a charged aminoglycoside substrate, and that Gly248, Asp249, Asn254, and Asp267 form an xxDxxxxNx kinase motif that is located in the tunnel connecting the ATP and substrate-binding pockets. We next modeled the complex structure of Rv3168 bound to kanamycin to identify the substrate binding mode of the protein. Unfortunately, we were unable to obtain the complex structure owing to the blocking of the substratebinding entrance by a neighboring molecule of the P212121 crystal packing, thereby preventing the entry of a kanamycin molecule. We then performed autodocking simulation of a kanamycin molecule by using the ATP-bound form of the Rv3168 structure (PDB code 3ATT). In the simulated Rv3168- kanamycin complex structure, a kanamycin molecule was observed to fit well in the substrate-binding pocket (Fig. 4A). The charged kanamycin substrate appeared to be stabilized by the charged residues, including Asp50, Thr52, Glu57, Asp249, Arg251, Glu269, Thr344, Arg347, Arg348, and Glu353. The overall orientation of bound kanamycin in Rv3168 was distinct from that in E. faecalis APH(3’)-IIIa, whereas the orientation and the binding mode of ATP were almost identical (Fig. 4A). Interestingly, when the simulated structure of the Rv3168-kanamycin complex was superimposed onto that of the kanamycin-bound E. faecalis APH(3’)-IIIa, the phosphorylation-hydroxyl groups of kanamycin of the two proteins were observed to be located at the same positions (Fig. 4B). Moreover, the phosphorylation-hydroxyl group of kanamycin in Rv3168 is proximal to the catalytic Asp249 residue ~3.2 Å, which is comparable to that observed in the kanamycin-bound form of E. faecalis APH(3’)-IIIa (Fig. 4B). These observations suggest that kanamycin is a natural substrate for Rv3168, which functions as a kanamycin phosphotransferase with a reaction mechanism similar to that of E. faecalis APH(3’)-IIIa.
Docking simulation of a kanamycin molecule to the Rv3168 structure. Docking simulation of a kanamycin molecule into the ATP-bound form of the Rv3168 structure was performed using the Autodock Vina program. (A) Comparison of kanamycin binding to Rv3168 (top) and E. faecalis APH(3’)-IIIa (bottom). The proteins are presented as electrostatic potential models. The bound kanamycin and ATP molecules are shown as stick models with cyan and yellow colors, respectively, and labeled. (B) Positions of bound kanamycin molecules. The simulated kanamycin-bound form of Rv3168 was superposed with the kanamycin-bound form of E. faecalis APH(3’)-IIIa. The catalytic Asp residues, the bound magnesium atoms, and kanamycin molecules of M. tuberculosis Rv3168 are shown with cyan color and indicated as “Rv”. Those of E. faecalis APH(3’)-IIIa are shown with green color and indicated as “Ef”. The phosphorylationhydroxyl atoms of Rv3168 and E. faecalis APH(3’)-IIIa are indicated by dotted circles with cyan and green colors, respectively. The distances between the catalytic Asp residue and the phosphorylation-hydroxyl atom of Rv3168 and E. faecalis APH(3’)-IIIa are shown with cyan and green colors, respectively.
We also performed the antibiotic resistance test of Rv3168 against other aminoglycoside antibiotics such as neomycin and streptomycin, resulting in no significant resistance effect, and the protein exhibited no detectable phosphotransferase activity with these antibiotics as well (data not shown). Taken together, we suggest that Rv3168 does not have broad aminoglycoside substrate specificity, but rather the resistance is limited to kanamycin. In future studies, we recommend the detailed examination of this protein.
Acknowledgements
This work was supported by a National Research Foundation of Korea (NRF) grant funded by the Korean Government (MEST) (NRF-2009-C1AAA001-2009-0093483) and by a Korea Research Foundation grant funded by the Korean Government (MEST; 2010-0021927), and also funded by a part of the project titled “Gyeongbuk Sea Grant Program” funded by the MLTM, Korea.
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Creepy Stories and Theories About the Black Knight Satellite
Black Knight satellite conspiracy theories are so juicy you wanna believe them. From ancient civilizations to alien technology, the source material is too good to be denied. Nikola Tesla is even involved. Everything connected to Tesla is too good to be true, including David Bowie’s portrayal of him in Christopher Nolan’s The Prestige. Wait, and didn’t Nolan also direct The Dark Knight? Doesn’t that sound a lot like Black Knight? There’s another conspiracy for you right there.
It Was Discovered by Nikola Tesla
In 1901, Tesla published an article in Collier’s Weekly detailing his experiments with electrical currents. He claims he experienced unexplained disturbances in electrical signals, and concludes that the source may have been extraterrestrials trying to communicate.
He wrote, “It was some time afterward when the thought flashed upon my mind that the disturbances I had observed might be due to an intelligent control. Although I could not decipher their meaning, it was impossible for me to think of them as having been entirely accidental. The feeling is constantly growing on me that I had been the first to hear the greeting of one planet to another.”
A Norwegian Engineer Heard Its Signal Transmissions
In 1927, amateur Norwegian radio operator Jørgen Hals discovered long delayed echoes (LDEs), which are echoes of short-wave transmissions. He couldn’t figure out what was causing the LDEs, and neither could anyone else; scientists still don’t know what causes them. One theory is that these echoes were the same signals Tesla heard—and they were coming from intelligent beings in space.
It Could Be a Bracewell Probe
Tesla and Hals both heard radio signals they attributed to intelligent beings from space, but in 1960, Ronald Bracewell took things a step further by publishing a theory on how other life forms might try to communicate with us. According to Bracewell, they would fill a probe or satellite with all the information they wanted to communicate and launch it into space. The probe would then seek civilizations capable of interpreting its messages.
Such a probe is necessary because it can travel great distances, and would need to get close to whichever planet it was trying to communicate with in order to transmit its messages. Were the transmissions Tesla and Hals heard coming from such a satellite?
It Was First Sighted in 1954
In 1954, reports emerged that Dr. Lincoln LaPaz of the University of New Mexico spotted two satellites orbiting the Earth. LaPaz denied the claims, but it’s possible the government was trying to cover up the sighting.
There Was a Second Witness
Clyde Tombaugh, famed astronomer who discovered Pluto, was at UNM with Lincoln LaPaz during the supposed Black Satellite sighting. Tombaugh and LaPaz were doing secret research for the military on the existence of alien satellites and the origins of other unexplained phenomena. Tombaugh also denied the satellite reports, but in a much more cryptic manner than his colleague.
A Famed UFOlogist Backed the “Two Satellites” Theory
DAYTON, Ohio — Sputnik I exhibit in the Missile & Space Gallery at the National Museum of the United States Air Force. (U.S. Air Force photo)
The first satellite released into space, Sputnik 1, was launched by Russia in October 1957. In 1954, three years before Sputnik, retired Marine Corps Major Donald Keyhoe claimed that two satellites were orbiting Earth, and that Secretary of the Air Force Harold Talbott had personally seen one of them. Talbott denied the claims. Keyhoe was a UFO expert who wrote several nonfiction books on the subject and was taken quite seriously as a journalist.
A Sighting in 1960 Was Covered Up
In February 1960, several magazines and newspapers reported on a mysterious satellite detected by the US military. No one knew where it came from. In March 1960, Time magazine claimed that the object was a retrorocket from a Discoverer satellite. See, when a satellite returns to Earth, it fires a retrorocket to slow its descent; the retrorocket has a parachute, and is supposed to be picked up by scout planes as it falls.
According to Time, when this particular Discoverer launched its retrorocket in August 1959, it disappeared, and no one noticed it orbiting for five months, even though the Department of Defense (DOD) employed people whose sole responsibility was monitoring objects in space. These DOD employees used a radar detector dubbed “Dark Fence” to help alert them to objects orbiting over the US. Here’s how Time explained the blunder:
“Instead of slowing the recovery capsule and bringing it down, the rocket’s thrust had increased the capsule’s speed and put it in a different and higher orbit, where it circled for five months before the still-inexperienced Dark Fence watchers noticed it. With this experience behind them. the space watchers could be expected to do better the next time a silent, unknown satellite starts criss-crossing the sky.”
With that stellar explanation, it’s no wonder some people believe Time’s story was a cover-up.
Did Astronaut Gordon Cooper See It?
Some claim that, in 1963, astronaut Gordon Cooper saw a UFO cut across the sky while on the Mercury 9 space flight over Perth, Australia. Reports indicate the object was also seen on the radar at Muchea Tracking Station, outside Perth. Cooper has explicitly denied these claims, but others are convinced he was coerced into silence.
It Comes From Epsilon Boötis
In 1974, Scottish astronomy writer Duncan Lunan purported to have decoded the LDEs Jørgen Hals heard in the ’20s. Lunan claimed they were a map of star system Epsilon Boötis. Could the message have come from aliens on a planet in the Epsilon Boötis system?
It’s More Than 13,000 Years Old
Photo: Public Domain/
There’s only one problem with Duncan Lunan’s decoded map theory: Arcturus, a bright star from the Boötes constellation, where the Epsilon Boötis system is located, was in the wrong place when checked against star charts. Lunan did some research and discovered that Arcturus had once been located where the map claimed it was—13,000 years ago. This means the probe must have been launched more than 13,000 years ago, when Arcturus was still in that position.
The Endeavor Captured a Picture of It in 1998
On a 1998 mission, the Endeavor space shuttle captured a picture of something floating outside the craft. NASA wrote it off as a lost thermal blanket, but others contend it seems too rigid to be a blanket.
It Has Visited Earth
In August 2015, footage emerged from Jacksonville, FL showing a mysterious object hovering in the sky. It looked suspiciously like the object in the photo from the Endeavor, and some claim that it’s the Black Knight satellite.
Pepsi Made a Movie Blaming the Government for Covering Up Knowledge of the Black Knight (WTF?)
In 2015, Pepsi released a short film entitled Black Knight Decoded. The story follows characters played by David Oyelowo and Freida Pinto as they decode transmissions from the Black Knight satellite and release them to the world. Throughout the short, the government tries desperately to shut the operation down.
Does the government actually know something about the Black Knight? Maybe, but take this evidence with a grain of salt: it was written and produced by noted liar James Frey. Also, it’s basically just an extended music video for an Usher song. And was made by Pepsi.
It Was Spotted Near the International Space Station
In January 2016, footage from the International Space Station (ISS) showed an object that looks suspiciously like the Black Knight satellite floating nearby. NASA provided no explanation for the mystery object. Is is Sandra Bullock? Did they leave her up there after shooting Gravity? Or could it be the Black Knight satellite?
Philip K. Dick Was Contacted by It
Philip K Dick, author of Do Androids Dream of Electric Sheep?, which was adapted into Blade Runner, kept a journal, in which he documented his experiences with an extraterrestrial being. Parts of this journal were published in a collection called The Exegesis, which included detailed passages about recurring hallucinations Dick experienced. These visions involved an entity he called the Vast Active Living Intelligence System (VALIS). Dick claimed VALIS was a satellite, the sole purpose of which was to act as a communication tool between humans and extraterrestrial beings. Sound familiar?
One Thing We Don’t Know
No one has been able to pinpoint when these sighting and stories started to coalesce into the Black Knight satellite theory; similarly, no one knows where the name “Black Knight” came from. Some speculate it was taken from a British rocket, but it’s never been proven.
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<h4>Motivation</h4>
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The C++ function and template parameter lists are special syntactic constructs, and it is impossible to directly
manipulate or generate them using C++ constructs.
This leads to unnecessary code repetition.
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<div>
Consider the implementation of the <code>is_function<></code> metafunction is Boost.
The implementation uses an overloaded <code>is_function_tester()</code> function that is used for testing if a type is convertible
to a pointer to a function.
Because of the special treatment of parameter lists, it is not possible to directly match a function with an arbitrary parameter list.
Instead, the <code>is_function_tester()</code> must be overloaded for every distinct number of parameters that is to be supported.
For example:
</div>
<div class="code"><pre>
template<class R>
yes_type is_function_tester(R (*)());
template<class R, class A0>
yes_type is_function_tester(R (*)(A0));
template<class R, class A0, class A1>
yes_type is_function_tester(R (*)(A0, A1));
template<class R, class A0, class A1, class A2>
yes_type is_function_tester(R (*)(A0, A1, A2));
// ...
</pre></div>
<div>
The need for this kind of repetition occurs particularly frequently while implementing generic components or metaprogramming facilities,
but the need also manifests itself in many far simpler situations.
</div>
<h4>Typical Solutions</h4>
<div>
Typically the repetition is done manually.
Manual code repetition is highly unproductive, but sometimes more readable to the untrained eye.
</div>
<div>
Another solution is to write an external program for generating the repeated code or use some other extra linguistic means such as a smart editor.
Unfortunately, using external code generators has many disadvantages:
<ul>
<li>Writing the generator takes time. (This could be helped by using a standard generator.)</li>
<li>It is no longer productive to manipulate C++ code directly.</li>
<li>Invoking the generator may be difficult.</li>
<li>Automating the invocation of the generator can be difficult in certain environments. (Automatic invocation is desirable for active libraries.)</li>
<li>Porting and distributing the generator may be difficult or simply takes precious time.</li>
</ul>
</div>
<h4>What about the preprocessor?</h4>
<div>
Because C++ comes with a preprocessor, one would assume that it would support these kinds of needs directly.
Using the preprocessor in this case is highly desirable because:
<ul>
<li>The preprocessor is highly portable.</li>
<li>The preprocessor is automatically invoked as part of the compilation process.</li>
<li>Preprocessor metacode can be directly embedded into the C++ source code.</li>
<li>Compilers generally allow viewing or outputting the preprocessed code, which can be used for debugging or to copy and paste the generated code.</li>
</ul>
</div>
<div>
Most unfortunately, the preprocessor is a very low level preprocessor that specifically does not support repetition or recursive macros.
Library support is needed!
</div>
<div>
<i>For detailed information on the capabilities and limitations of the preprocessor, please refer to the C++ standard <a href="../bibliography.html#std">[Std]</a>.</i>
</div>
<h4>The Motivation Example Revisited</h4>
<div>
Using the primitives of the preprocessor library, the <code>is_function_tester()</code>'s could be implemented like this:
</div>
<div class="code"><pre>
#include <boost/preprocessor/arithmetic/inc.hpp>
#include <boost/preprocessor/punctuation/comma_if.hpp>
#include <boost/preprocessor/repetition.hpp>
#ifndef MAX_IS_FUNCTION_TESTER_PARAMS
#define MAX_IS_FUNCTION_TESTER_PARAMS 15
#endif
#define IS_FUNCTION_TESTER(Z, N, _) \
template<class R BOOST_PP_COMMA_IF(N) BOOST_PP_ENUM_PARAMS(N, class A)> \
yes_type is_function_tester(R (*)(BOOST_PP_ENUM_PARAMS(N, A))); \
/**/
BOOST_PP_REPEAT(BOOST_PP_INC(MAX_IS_FUNCTION_TESTER_PARAMS), IS_FUNCTION_TESTER, _)
#undef IS_FUNCTION_TESTER
</pre></div>
<div>
In order to change the maximum number of function parameters supported, you now simply change the <code>MAX_IS_FUNCTION_TESTER_PARAMS</code> definition and recompile.
</div>
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This document is provided "as is" without express or implied warranty and with no claim as to its suitability for any purpose.
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</br><i>© Copyright Paul Mensonides 2002</i>
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<p><small>Distributed under the Boost Software License, Version 1.0. (See
accompanying file <a href="../../../../LICENSE_1_0.txt">LICENSE_1_0.txt</a> or
copy at <a href=
"http://www.boost.org/LICENSE_1_0.txt">www.boost.org/LICENSE_1_0.txt</a>)</small></p>
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I am approaching the 8 month mark. I just last week had my 7 month exam. I had severe dry eyes thru the winter months Astigmatism and blurred vision/ghosting in my left mostly. I posted in here and asked Glenn questions and he kept saying as my doctor said, sound like the dry eyes are causing the vision problems.
I was always concerned about needing and enhancement, or waiting it out. I got comfort in reading the posts in here and related well to some of stories. Fortunately, my vision has been always improving slightly. They say it is a six month process, but in my case I think it is longer. I have actually noticed more improvement over the last 2 months (7&8), then I have in the 3 months prior.
My doctor said my vision was 20/25 in each eye. He said, like he has at each visit and post op, that my flaps and my eyes look terrific. He is a top surgeon and I value what he says. I spoke to him about putting my on Restassis, which he did. He said for me to come back in about 3 months to look again.
I am glad that I have been patient, I feel that I probably don’t need an enhancement. I'm glad that I did not
Panic and do something stupid. I have noticed over the last month that when I wake up, my vision for the first hour is pretty dam good (better than pre op with glasses). After one hour I feel the moisture leaving my eye and my vision slipping.
I am hopeful that the restassis can finish my recovery and make me see perfect. Looking back I think I always had some dry eye issues as to why I could not see well even with glasses. I can’t tell for sure because my hindsight is only 20/25.
I'm with ya . I don't know how all these enhancments are done so soon if it takes some 6+ months to heal. Especially older patients. On one hand my Doctor tells me how some people come in after 1 week with perfect vision, and then he tells me I have 50+ year old eyes (meaning it's gonna take time) I am curious what was you prescription before correction, and what is it now, or how much has it changed in (say the last 6 months) Has the numbers changed or just your QUALITY of vision that changed. I asked my Doc for Restasis because I have read online, it helps the healing process , but ole Doc says I don't need it and if he was me he would not put anything in his eyes he didn't need. So I didn't push it. By the way I'm 6 months post op...vision is preety good, except at night because of blended vision (mono) , but a -1.00 over the undercorrected eye takes it to really good. Bob
Hi,
Both your comments are similar to my experience also. I have 41 year old eyes. My pre op was -5 in the left and -4.75 in the right. My doctor tells me my combined vision now is 20/20 and I am about 20/25 or 30 in each individual eye with a very slight astigmatism in each. My overall vision is good, but I have ghosting/double vision in the left eye. However, every time I go back to the doctor he says, it will just take time. That I have stubborn type A eyes and they are overfocusing. Each reading he's taken has improved. He has put in temporary plugs that dissolve every ~ 6 weeks and has me come back to check. He says the dryness continues to improve and that by 6 months my tear production should be close to what it was pre surgery (I'm 4 months in now). I continue to be concerned about the double vision as it impacts the overall clarity of how I see far away. For example, I can see people clearly, but when they are beyond say 15 ft, the have like a head and a 1/2. Makes going to plays and sporting events not so pleasant, but he doesn't want to give me glasses for those, because he feels it will interfere with my focusing and brain adjustment. Guess the story is the same, e.g. give it more time. And, he definitely has not entertained enhancement yet. Its just frustrating when you think (and honestly, outside these boards everyone I talk to who has had it says) that you are going to wake up and see wonderfully. Not the case here. I chose not to do PRK because of the healing time, yet here I am in the situation where its taken me just as long, now it looks like longer, with LASIK with the associated flap risks I could have avoided. The one bright light, as you mentioned, is that my flaps are healing wonderfully and I continue to see very incremental improvement.
Mr.UnPerfect wrote:I'm with ya . I don't know how all these enhancments are done so soon if it takes some 6+ months to heal. Especially older patients. On one hand my Doctor tells me how some people come in after 1 week with perfect vision, and then he tells me I have 50+ year old eyes (meaning it's gonna take time) I am curious what was you prescription before correction, and what is it now, or how much has it changed in (say the last 6 months) Has the numbers changed or just your QUALITY of vision that changed. I asked my Doc for Restasis because I have read online, it helps the healing process , but ole Doc says I don't need it and if he was me he would not put anything in his eyes he didn't need. So I didn't push it. By the way I'm 6 months post op...vision is preety good, except at night because of blended vision (mono) , but a -1.00 over the undercorrected eye takes it to really good. Bob
I don't actaully know what my prescription was before and now. I never asked. I am 43. My quality of vision has changed a lot since my surgery. Post op and the weeks to follow my vision was not to clear and would vary day to day. As I drove the Speed limit signs would and appear doubled on top of the other and when I got closer would merge back at about 25 yards. Now that is gone away. After my surgery even though I could not read normal print on TV, I could see the lines that made up the images. I think that was the over correction, but now I am seeing the print pretty good and I can't the lines anymore.
My eyes were extremely dry during the 3 to 5 month period were as I had to use drops every 5 minutes. At the 5 month mark that improved (it now turned spring and the heat is shut off). I feel my eyes are dry more now that I am in AC at work.
noodles wrote:Hi,I continue to be concerned about the double vision as it impacts the overall clarity of how I see far away. For example, I can see people clearly, but when they are beyond say 15 ft, the have like a head and a 1/2.
The one bright light, as you mentioned, is that my flaps are healing wonderfully and I continue to see very incremental improvement.
My doctor said after surgery, the following day, 3 month and 7 months, that my flaps are perfect. I do believe him because I experienced not one tiny bit of discomfort. No burning, no feeling of something in my eye, no nothing post op. My eyes felt the same as they did when I walkin in. My eye sockets were a little irritated from the tool that keeps the eye open.
As you mention. My sight beyond 15 feet was no good either, but I am still seeing improvement in that area. So I would say to keep watching and waiting. I kind of feel that it's not time for an enhancement until all improvement stops.
[quote="FLOPGUY"]I have noticed over the last month that when I wake up, my vision for the first hour is pretty dam good (better than pre op with glasses). After one hour I feel the moisture leaving my eye and my vision slipping.
Once your vision "slips" after the first hour, does it remain in this blurry state for the rest of the day?
I am 2 years post Lasik with an extremely MILD prescription (+0.25 -0.5 x12), I too wake up and for the first hour have superb vision. After the first hour the vision in my right eye goes double and I am un able to read a book or a road sign. Thus after the first hour I am confined to glasses (which do not fully address the situation).
The doctor cannot see anything wrong! My advice to people thinking of having Lasik is stay away - I am one of many that are left with complications that I will have to live with for the rest of my life.
I wish you the best and advice you not to be persuaded to have any "enhancements".
Rich:
How many enhancements did you have?
Were they with the original surgeon?
Was it just one eye or both at the same time?
Did you get second opinions from others?
I think I read you are in another country, so it I'm not sure if it is more difficult than here in the states and if there is a good talent pool to pick from.
Have you considered seeing someone here in the states or emailing them and then mailing them your information?
There are a few in different states that seem to be the most experienced and may be able to give you some more information.
One is certified on this site.
Well, their obviously IS something wrong, so you need to see a different doctor. Even if that means traveling out of the country.
I too am weary of recommending Lasik to anyone and certaily wouldn't encourage anyone to do it. However, I don't think it's wise for you to discourage people because you had a bad outcome, and mostly likely had a bad doctor. Which is why you're having problems in the first place.
What I do rather then recommend the surgery, I recommend people do tons and tons of research about it and find the absolute best Lasik surgeons. Only then should they make THERE OWN decision.
richbron wrote:Once your vision "slips" after the first hour, does it remain in this blurry state for the rest of the day?
My vision remains blurry, but I do start to see a pick up in vision again in the evening. My vision is still improving and I can still progress so I am not too worried yet (now a couple days shy of 8 months). I have noticed a huge decrease in things like street signs be doubled. I am still optimistic because in my trouble eye I can still physically feel that it is dry as my symtoms are at its worst. In the morning when I get up my tear flow is very good. That is why I am really hoping that the restassis will help.
JPD wrote:I too am weary of recommending Lasik to anyone and certaily wouldn't encourage anyone to do it. However, I don't think it's wise for you to discourage people because you had a bad outcome, and mostly likely had a bad doctor. Which is why you're having problems in the first place.
I would not say my Dr was "bad" - he is internationally renowned. Patients heal and respond to Lasik differently. The symptoims I am left are enough for me to share my experience (and then as you say let people make up their own mind). I had Lasik and although I have very little prescription have DOUBLE vision in my right eye and night blindness (glare, halo and starbursts) so badly that I can no longer drive at night.
Even though I wear glasses ALL the time, these do not fully correct me as my astigmatism axis CHANGES throughout the day - starts at about 40 degrees and by the late afternoon its 65 degrees. If you have/had astigmatism you will know that this will have a huge effect on quality of vision. Oh and I can no longer wear contacts - another myth about post Lasik that you can simply wear soft disposables post surgery ....
I am not alone in my suffering and appreciate that I had an 'elective'procedure. All I am doing is sharing my expereince - this has nothing to do with the skill of the Dr - believe me he is regarded as one of the best internationally. I am just letting people know that poor results are possible that ruin lives.
I hope that my experience will help people - if I had my time again, I would NEVER have undergone Lasik, its just not worth it.
JPD wrote:What I do rather then recommend the surgery, I recommend people do tons and tons of research about it and find the absolute best Lasik surgeons. Only then should they make THERE OWN decision..
I absolutely agree with you - I know I did NOT do enough research. The vast majority of people do have a great outcome, I was driven to have surgery based on the great outcomes I read about. People should also research the sites that highlight the DISASTER outcomes as part of their research. Doctors do not tell you about the possibility of inducing Higher Order Aberrations which CANNOT be corrected with regular glasses/contacts.
I never recommend any surgery to anybody. I always say to people do your diligence. Life has a built in element of risk in everything we eat or do. If you put a spoonful of peanutbutter in everyone on the earths mouth, you would have 10's of thounds of people dropping dead in minutes.
To people I say: make sure you are a good canidate, go to couple places that offer a free consultation and see if that say you are a good canidate. Try to talk to people who have had it done and see if they like how they were handled. Listen and ask question to the doctor and see if he is truly listening to you in the begining. Then Study, Study, Study....
It's one thing to fall short on one's vision from this thing, but to get side effects that are not correctable with contacts or glasses is not good. I got tired of hearing, your just sensitive from my original docs, so I continued up the industry until I found professional knowledgeable docs who could answer what was going on and did so fairly quickly in comparison.
I do believe that only certain surgeons, say the top 200 or so should be doing this procedure. That way it is controlled and being performed by the most competent and skillful surgeons. Unfortunately, it's a growth industry that has allowed too many unskilled surgeons at the expense of some patients.
This is an excellent site and should be on all consent forms. That way people truly have a centralized site that has an enormous amount of information and can make a knowledgeable decision without trying to piecemeal info from various sites that aren't as good.
I do believe that there are reasons behind most of these bad/mediocore outcomes that can be answered, but unfortunately one needs to have lots of time, money and courage to figure it out - along with this website.
Richbron there is an excellent doctor in the states here in the midwest (Kansas) and part of this site that is worth contacting if you haven't already. He seems to be the most or one of the most experienced in treating post lasik issues. I believe he does lots of research in addition to have done lots of procedures. No guarantees, but you might as well look into another top opinion. - Hang in there things have a way of turning around sooner or later.
I had Lasik and then had an astigmatic Keratotomy (2 incisions per eye)
DryEye wrote:Were they with the original surgeon?
Yes
DryEye wrote:Was it just one eye or both at the same time?
Both eyes
DryEye wrote:Did you get second opinions from others?
Pre Lasik I had 3 different consultations with the three top local guys
DryEye wrote:Have you considered seeing someone here in the states or emailing them and then mailing them your information?
Yes I have and will try do it next year - my wife is having our 2nd child nexy week so travel is going to be difficult for the next few of months.
I enjoy reading your quotes as I feel we have had similar experiences with our results.
Having your time again, would you go through it again?
Are you currently wearing contacts or glasses?
I rememeber reading (I think) that you too were left with Higher Order Aberrations. Does this impact on the quality of your vision, if so what treatment does your surgeon sgeest. (what are the HOA numbers?)
Richbron
I only had one procedure 13 months ago - VISX customvue
I developed microstriae, dry eyes, have some HOA's, left over astigmatism along with some visual things that never occurred before lasik
They say my HOA's aren't that high, but I do have starbursting around some car headlights (some more than others) and I see at times 1 1/2 green stop lights and some things on my computer screens don't look the same.
In general, I do not see as well (some things I do) as I used to in my contacts and glasses and still use far too many drops to see better.
I have seen a few other surgeons along with a corneal specialist.
I did find a top refractive surgeon and may eventually do an enhancement with him once my schedule clears up. My thinking was and is if I am going to do this again it has to be with a top experienced surgeon something I and everyone should have done the first time around.
I don't wear contacts (said they won't help, but may try one anyway) and I have trial glasses, which help my right eye see better, but smear the stoplights and some lights (LCD's, etc.) more.
It wasn't the 20 minute miracle or even day miracle that everyone I know got.
You seem to have it the hardest from what i have read on this board.
Definitely, contact some of these other docs even it is via email just to get their opinions.
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Covers the Legislature, as well as local politics and policy and the activities of Nevada's congressional delegation. His column appears Sunday, Tuesday, Wednesday and Friday in Opinion. He also writes the daily blog, "Slash Politics," found at slashpolitics.com.
You can’t quite call him “Senator Feelgood,” but you can count Senate Majority Leader Harry Reid among the supporters of medical marijuana.
Reid last week said in an interview with the Las Vegas Sun that he wasn’t always a supporter of marijuana as a palliative for the sick, but he’s changed his mind.
“If you’d asked me this question a dozen years ago, it would have been easy to answer — I would have said no, because [marijuana] leads to other stuff,” Reid said, according to the Sun’s Karoun Demirjian. “But I can’t say that anymore.”
“I think we need to take a real close look at this,” Reid went on. “I think that there’s some medical reasons for marijuana.”
Actually, senator, we did ask you a dozen years ago. In fact, we asked everybody. After years of legislative indifference, activists put an initiative to amend the state constitution on the 1998 and 2000 ballots. It passed easily, 65 percent to 35 percent the second time around.
But that was followed by more than a decade of further legislative indifference, a dark time during which people could get prescriptions for marijuana but could not legally buy the drug. They could grow their own, if they were willing to break the law to buy seeds or plants. That ridiculous scheme was ended during the 2013 Legislature, when lawmakers led by state Sens. Tick Segerblom, D-Las Vegas, and Mark Hutchison, R-Las Vegas, passed a bill to establish medical marijuana dispensaries in Nevada.
If Reid really does think the state needs to take “a real close look at this,” he should call his friends on the Henderson City Council, which along with the city of Las Vegas has passed a moratorium on issuing licenses to dispensaries while the state works out regulations. The law gives local governments the ability to opt out of having any dispensaries in their city limits.
Reid may still harbor doubts about marijuana, however, inasmuch as he said he doesn’t favor outright legalization, the way it’s been done in Colorado and Washington state. But he said his personal experience led him to soften his stance on medical uses for marijuana. He said the ailing son of an unidentified Las Vegas official used the drug to good effect.
“He was so skinny and doing so poorly and somebody told him and his mom, you know, you should smoke some marijuana, because one of the side effects is … you get the munchies, you get extremely hungry,” Reid said. “He tried it and sure enough, he was able to eat for the first time, he got hungry. So I thought, you know there might be some medical reasons for taking another look at this.”
Like the apostle Thomas, who believed in the risen Christ only after he’d seen with his own eyes, there are those who will not believe in the healing power of marijuana until they know somebody who’s personally been helped by it. That’s a perfectly legitimate reason to change one’s mind. But blessed are those who, even without that experience, believe that sick people should be allowed to use a drug prescribed by a physician without interference from the state.
Speaking of, Reid said he didn’t think it was very smart to keep arresting and prosecuting people just for smoking dope.
“I guarantee you one thing,” Reid said. “We waste a lot of time and law enforcement going after these guys that are smoking marijuana.”
Indeed, if only we knew somebody who could do something about that! Somebody with influence in the Congress, who could maybe write a bill or something that would remove marijuana from the list of Schedule I controlled substances (which also includes LSD, PCP, fentanyl and powerful club drugs). If only we knew somebody like that, huh?
Oh, wait …
Steve Sebelius is a Review-Journal political columnist and author of the daily blog SlashPolitics.com. Follow him on Twitter (@SteveSebelius) or reach him at 702-387-5276 or ssebelius@reviewjournal.com.
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Aww, little Bindi Irwin is all grown up. And she’s celebrating her latest good news as the first contestant to be announced in the upcoming 21st season of ABC’s Dancing With the Stars! Bindi joked in a retweet today from an interview with Good Morning America, “I’m more afraid of the judges than I am of Crocs!”
Daughter of the late Steve Irwin, best known as television’s Crocodile Hunter, Bindi is no stranger to the spotlight. After Steve tragically died from a stingray barb in 2006, Bindi (then only 8-years old) delivered a heartfelt public eulogy to a TV audience of more than 300 million viewers, going on in later years to star in My Daddy the Crocodile Hunter as well as various fitness and music DVDs.
CLICK THE CONTINUE READING BUTTON FOR MORE!
Bindi tells PEOPLE that she’s “absolutely thrilled” to be a part of the new season of DWTS, adding, “I think that it is going to be a truly unbelievable new experience. I can’t wait to see what is to come.”
In a recent interview with Fox News, Bindi shared her ongoing love and admiration for her father, citing, “Dad is and always will be my living, breathing superhero.” She also revealed that she’s currently got “someone special” in her life, 18-year-old professional wakeboarder Chandler Powell. “Life is wonderful at the moment,” shared Bindi.
As the first to be announced this season, Bindi must be flying pretty high right now. No news on other contestants for DWTS season 21 yet, but I’m betting more news will be coming our way very soon!
TELL US: WHO DO YOU HOPE TO SEE ON DWTS FOR SEASON 21? ARE YOU EXCITED TO SEE BINDI AS A CONTESTANT?
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The book contains four chapters: Chapter 1 explains what is computer graphics all about. Chapter 2 introduces the general hardware and software concept behind computer graphics, and presents a profile of products available at the time. Chapter 3 introduces the graphic features of the Apple II computer: plotting simple equations, drawing lines and vectors, creation of simple geometric shapes as well as gaming figures, shape shifting, random art work, detailed drawing and the use of digitizing tables and moving figure animation
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Something happens to me once the clock strikes 12 on 25th December. Maybe it’s a response to the sugar rush that comes from stealing the kids’ selection boxes, but my thoughts turn away from those Christmas lights to the darker side of local history.
Ooops
I always take my ghost stories and legends with a decent pinch of salt and if they’re served with a measure of good humour too, so much the better. As such, I was delighted to discover a story in the Lichfield Mercury from Friday 2nd September 1932, called ‘The Haunted Secret Passage of Lilleshall’.
In what sounds like my ideal night out, a group of archaeologists and diviners congregated in a candle lit vault next to the so-called dungeon at Lilleshall Abbey. As they waited to hear if diggers had located an underground tunnel, ‘the sounds of the shovels and picks ‘awoke eerie echoes in the leper’s cell above’. The reason for the gathering, according to the BBC’s Domesday Reloaded site, was that in 1928 a caretaker and his family had moved into a cottage on the site and heard ghostly moaning from beneath the Abbey. At first, they attributed the sounds to the men working at Lilleshall Colliery. However, when it was discovered that the mine didn’t extend as far as the Abbey, and the son reported seeing a shadowy figure and the sounds of the pages of a book being turned, they began to suspect a more unearthly cause. A £50 prize was promised by the estate agent to anyone who could locate the subterranean passage the noises were believed to be coming from and people began turning up to try and solve the mystery in a variety of idiosyncratic ways. These included a man with a hazel twig he manipulated between his fingers, a white bearded professor, who refused to communicate with anyone and ‘went around the ruins with a little toffee hammer, sounding the ground at various places’ and an old tutor of the Duke of Sutherland, whose family owned the Abbey until 1917, who was relying on his memory to tell him where the entrance to the tunnel was.
The ruins of Lilleshall Abbey
A psychic dental surgeon from Birmingham agreed to spend a night in the dungeon. Surely if anyone was going to find an old cavity, it would be him? However, as dawn broke the following morning, he was nowhere to be found, having fled in terror. Two young men who spent the night in one of the old Abbey cells reported ghostly footsteps and ‘a monk with a high-pitched voice saying prayers in a foreign language’. Although to be honest, that could just have been the frit Brummie dentist running away.
Lilleshall Abbey
The shenanigans also involved a Mr Noel Buxton, a member of the Cambridge Antiquarian Society, who declared he was prepared to stay on-site until the tunnel was found. I didn’t see him when I visited with friends last summer, so perhaps that means it was… The reports at the time are ambiguous – in the Birmingham Gazette on Friday 26th August 1932 it was reported that in a vault next to a dungeon, a diviner received a violent shock which led to the discovery of an underground passage. However, the estate agent said it had not yet been decided whether or not it was the tunnel they were looking for.
Diviner: OMG I did it! I found an underground tunnel!
Estate Agent: Yes…but is it the right underground tunnel?
Diviner: Yes. It is a tunnel and it is underground. Now give me my £50.
Estate Agent: Yes but if it was the right tunnel it would have ghostly monks in and as you can see, this one is phantom friar free. Sorry old chap, better luck next time. Um, please put the stick down…
So, whilst the competition and the talk of haunted dungeons were a clever bit of marketing to attract tourism, it’s fair to say that the notion of a underground tunnel at Lilleshall was not entirely without foundation. As well as the diviner’s discovery, in June 1886, in Eddowes’s Journal, and General Advertiser for Shropshire, and the Principality of Wales, a correspondent writes that his mother, then aged 75, visited the Abbey as a girl and remembered stories of an underground passage said to run from the Abbey to Longford Church, or Longford Hall, and that once a heavy cart passing over Longford Fields broke into it, but ‘it was not explored on account of the air in it being so foul’. Was this the same tunnel that tuned up in the 1930s?
Lilleshall Abbey
I am genuinely fascinated by the idea of secret tunnels and subterranean passages because everyone else is so fascinated by them! As we’ve discussed before on the blog, Lichfield is apparently riddled with them (as is pretty much every city, town and village in the country) if the stories are to be believed. And that’s the £50 question – are they?
Notes
Fascinating article here from November 2017 about how ten out of twelve water companies in the UK use water dowsing to find leaks and pipes https://www.theguardian.com/business/2017/nov/21/uk-water-firms-admit-using-divining-rods-to-find-leaks-and-pipes
I am available for secret tunnel hunting – you do not have to pay me £50 and I can supply my own toffee hammer too.
Borrowcop Hill is a place that doesn’t want to give up its secrets easily. What interests me about places like this is how gaps in our knowledge create a space where legends and folklore can grow unchecked. It’s not just a hill with a nice view. It’s the burial place of kings and martyrs, the site of Lichfield Castle.
Stand at the summit and you’re standing at the highest point in Lichfield. Beacons have been lit here certainly for celebrations, possibly as warnings. The grammar school moved here from St John Street in 1903 and in 1971, merged with the adjacent Kings Hill secondary modern school to form the current King Edward VI School. Interesting how the folklore was even referenced in the school name here. Another school on the site, the just as evocatively named Saxon Hill, was opened in 1979.
At last year’s Lichfield Discovered talk by Peter Young on Philip Larkin’s connections to the city, he told us that that whilst staying with relatives at Cherry Orchard in 1940, Larkin had written three poems. Only one, ‘Out in the Lane’, was published but all three were inspired by his temporary surroundings. Peter believes the arched field of ‘Christmas 1940’ refers to Borrowcop Hill. I’ve reproduced it here from a folio collated by The Philip Larkin Society for their celebration of his birthday in August 2001. I hope they don’t mind, but I can’t find it anywhere else!
The name ‘Borrowcop’ does hint that there was once something here. Its earliest written forms, Burwey or Burwhay, feature the Old English element ‘burh’, suggesting a fortified place (1). Whilst there are vague reports of Erasmus Darwin recovering bits of burnt bone from somewhere up here, according to the Heritage Environment Report, ‘more recent excavations have so far failed to recover any evidence for human activity’. Well, I went up there on Sunday and I found this:
And this:
“The bubbles up your nose, spill on your summer clothes”
And this:
Plenty of human activity in what Five Spires Live , the Lichfield satirist who also doesn’t give up his secrets easily, yesterday described as “… the perfect setting for bit of Larkin”. See, as much as I like legends, I also like the real. I like layers of history that celebrate everything a place is and not just what we want it to be. The way our own memories of a place form our own folklores. The title for this post is one I’ve appropriated from one of my favourite songs by one of my favourite bands. It’s summer nights, it’s cheap cider (or ‘energy and guava’, if you’d rather), it’s messing about with your mates in a space maintained by the council because you’ve nowhere else to go. It’s perfect. Borrowcop or not, we’ve all been there. And like it or not, that’s as much a part of history as those kings and castles are.
1) A Survey and Analysis of the Place-Names of Staffordshire’ by David Horovitz, https://lichfieldlore.files.wordpress.com/2015/06/397633_vol1.pdf
According to Pevsner, the Church of St Lawrence features some of the most exciting Norman work in the county. Here be dragons and other fantastical creatures, Saxon and Scandinavian influences, a green man and other ancient faces. There are no wolves though.
Norman arch, Gnosall church
Carving at Gnosall
Possible Saxon stonework, Gnosall
Legend has it that the last wolf in Staffordshire was killed here in Gnosall in a pit near Brough Hall and that the effigy in the Lady Chapel is that of its slayer, Baron Brough As much as I wish it were true, there is no evidence for this tale and no reason to believe the Baron ever even existed outside of Gnosall mythology. Several other names have been linked with the alabaster knight over the years, but his true identity remains unknown. Whilst such personal details are lacking, there is physical detail here in abundance, from the broken angel and the helmet at his head, to the lion at his now missing feet and experts have used these features to date the monument to the early fifteenth century. In recent years, the knight has been joined by the church’s only other effigy, taken from the recess on the opposite side of the church known as the Easter Sepulchre.
Two effigies at Gnosall church
Defaced – the unknown knight of Gnosall
Even less is know about this second effigy, but due to its diminutive stature, it is often described as depicting a child. However, after visiting the church, words that I’d read in a paper by Dr Sophie Oosterwijk in relation to the famous Stanley Boy monument at Elford came back into my mind – “A small-sized tomb may deceive the beholder into thinking that it must commemorate a child, but there may be other explanations”. One of Dr Oosterwijk’s other explanations is that these tiny tombs may represent heart burials. It’s not only the size of the effigy that’s convinced me that someone left their heart here in Gnosall, but also the position of his or her hand over the chest, a feature it has in common with another example thought to be a fourteenth century heart burial at Coberley in Gloucestershire.
Effigy possibly depicting a heart burial at Gnosall
Despite the abundance of surviving Romanesque architecture here, the church is missing its original font. However, at nearby Bradley. and Church Eaton there are examples which date to the twelfth century and recall some of the patterns and themes found at Gnosall, perhaps giving us an idea of what the Norman font at St Lawrence may have looked like. Interestingly, the broken Church Eaton font was reinstated at St Editha’s after apparently being found buried in a garden, and so it’s possible that Gnosall’s is out there somewhere, awaiting discovery under someone’s lawn.
One of Gnosall’s most intriguing features can be found outside, high on the south side of the church where stonemasons (we assume) who extended the tower in the mid fifteenth century have carved a large chalice into the stonework alongside the belfry window.
South face of the church tower at Gnosall
Chalice carving on Gnosall church tower (photo by Kenneth Ingram)
Less mysterious in origin, but still of interest, are the grooves along the wall, said to have been created by the sharpening of arrows when the grounds were used for archery practice.
Arrow grooves at Gnosall Church
There is also a rumour that this wall of the church bears the scars of target practice during the Civil War (Rodwell: 223). What we do know for certain about the church of St Lawrence and the civil war is that there are two soldiers buried here. The parish register records that on 1st October 1642, a tall young man known as John Bayne (or Bayle), ‘one of the King’s souldiers’, was buried here and that on 25th March 1643, David James, another of ‘the King’s souldiers’, was laid to rest. The date of the second may be especially significant, coming less than a week after the Battle of Hopton Heath, fought just ten miles away. Amidst the other burials and baptisms of the parish register, an interesting entry appears on an otherwise blank page. At some time between 20th March 1684 and 19th April 1685, an ‘unlettered’ hand has written the following:
Fere god and honour the KingHonor your parents at all timesWimins tongues air like [unfinished]
Whether the writer of the verse was interrupted or simply ran out of inspiration is unknown, but we are left to draw our own conclusions on the nature of ‘wimins tongues’. However, when it comes to singing the praises of this incredible building, I shall not be holding mine. See it for yourself on the weekend of 4th/5th July 2015, when the Church of St Lawrence, including the tower, will be open for tours as part of the G-Fest celebrations held in the village each year. Now that is exciting.
Tombstone in the graveyard at the Church of St Lawrence, Gnosall
With thanks to Norman and Sheila Hailes, for their tour and invaluable knowledge of the church, and to Kathleen Ingram and Cllr Kenneth Ingram and the other residents of Gnosall, for showing us around not once, but twice!
I’ve written previously about how the appearance (and apparently, the actual location!) of St Chad’s well has changed over the years here, but I’ve recently found some contemporary accounts of the well’s previous incarnation – a ‘vertical tube built of engineering bricks, covered with a kind of gloomy sentry-box of stone’, which had apparently become so neglected in the 1940s that only a few inches of stagnant water covered in a green scum remained in the bottom of the pool. (1)
In November 1946, the Bishop of Stafford lamented that the well had once been a place of great pilgrimage but had fallen into a state of neglect and considerable disrepair and in April 1948, E Sutton, a former caretaker of the well, described it as having degenerated into a wishing well. A few weeks later, Mr Sutton submitted a further letter to the Mercury, advising, ‘I have again visited the site and found it in a worse state than on my visit there last Autumn. Then boards covered the Well. These are now removed and the Well is full of rubbish, among brick-bats and wood being a worn out coal bag! I noticed too, among the bricks and stonework lying around in wild confusion the ancient ‘St Chad’s Stone’, which the historian Leland, writing of his visit to the Well some four hundred years ago, states was then believed to be the very stone upon St Chad stood in the icy water as an act of penance, it then being the bottom of the Well. When the small building was erected over the Well in Stuart times, this stone was incorporated into the building, no doubt in order to preserve it. Many hundreds of hands have been placed upon it, mostly with reverence, since. It now lies among the rubbish, one corner broken. A fitting symbol of the ideals of 1948!’ (2)
St Chad’s Well today
Saint Chad’s Well c.1915. Taken from Wikipedia
I’m intrigued by this reference to ‘the ancient St Chad’s stone’. When James Rawson described the site prior to his restoration in the 1830s, he noted that, ‘the well-basin had become filled up with mud and filth; and on top of this impurity a stone had been placed, which was described as the identical stone on which Saint Chad used to kneel and pray!’. Despite Rawson’s apparent scepticism about these claims, was he somehow persuaded to use this stone in his new well structure, thereby perpetuating the myth? I’d love to see what went on in those discussions and I’d really like to know what happened to this legendary stone. St Chad may not have been anywhere near it, but the fact that people believed he had should have made it worth saving for posterity’s sake.
Water in the well
Unfortunately for Mr Sutton, the restoration of the well did not put a stop to people using St Chad’s Well for wishes, as evidenced by the layer of coins that still glint beneath the water, tossed in at some point over the last half century or so. It’s often suggested that this is the continuation of a ritual that our ancestors were carrying out a long, long time before St Chad arrived in Lichfield. Some things change. Some stay the same.
(2) A little off topic, but it’s amusing to see that it’s not just nowadays that letters appear in the Lichfield Mercury suggesting that society is going to hell in a handcart. Once again, some things stay the same…
Recently, I’ve spent more time in churches than ever before in my life (with the possible exception of the Summer of 2004, when I went to so many weddings that I was able to recite 1 Corinthians 13 off by heart). When I was younger, history for me was all about the castles. Churches were boring. The only remotely interesting thing about them was that, with their crenellations, some of them looked a bit like castles. Now I know that they can tell stories just as good as any castle, but you just need to know where to look.
Before even stepping inside All Saints in Kings Bromley, there are plenty of interesting tales. ‘Lady Godiva’s’ cross in the churchyard, originally dates back to the 14th century, but was restored in 1897.
I was delighted but intrigued to see a reference to one of my childhood heroines here. The story I knew as a little girl was that Godiva pleaded with her husband Leofric, Earl of Mercia, to reduce the taxes he imposed on the people of Coventry. Leofric tried calling her bluff by saying he would do so, if she rode through the marketplace in the buff. Unfortunately for him, his wife not only had compassion, but also really, really long hair which according to Roger of Wendover who first recorded the story, ‘covered the whole of her body like a veil’, as she climbed onto her horse and successfully carried out her legendary protest. The connection with Kings Bromley is that Godiva and Leofric had a summer residence or hunting lodge here, where Leofric died in 1057 and may well have been involved with an earlier church which could have stood on this site.
Unlike others I’ve seen recently, I’m pleased to say the church itself hasn’t been fully restored by those pesky Victorians, but has a range of architectural styles and features dating back to at least the eleventh century, but possibly even earlier than that – the HER description says that this is an Anglo-Saxon wall, and somewhere within it there is possibly even a Romano-British brick. On a buttress near to this ancient wall is a medieval scratch dial which, with the assistance of the sun, would once have helped the priest be on time for mass. On the buttress in-between the porch and the sixteenth century tower there is another carving, but unlike the scratch dial, no-one is quite sure of its significance.
The daisy wheel carving is described as a mason’s mark in the churches information sheet. Although this is the first I’ve seen, this symbol regularly crops up on old buildings, especially churches. Whilst some believe these carvings have a practical function, others believe they were carved for good luck or protection against evil spirits.
On a bit of a tangent, on the subject of childhood and daisies and folklore, I did wonder about some of the little rituals surrounding these flowers that we unthinkingly carried out as kids. The name is thought to come from the old English ‘Daes Eage’ meaning ‘day’s eye’, and refers to the way the flower opens and closes with sunlight. I’ve read that wearing daisy chains was thought to protect you from being abducted by fairies (must work, I’m still here!) and that one of its folk names is ‘Measure of Love’, from the game where you pull off the petals one by one, chanting, ‘He loves me, he loves me not’. Apparently, there is another less risky version of this game in which you chant, ‘He loves me, he loves me lots’. If only someone had told me this at the time, I wouldn’t have had to cheat so much.
Anyway, as it says in those half remembered lines from Corinthians, I’ve put away childish things. Well, most of them anyway….
A beautiful ruin dating back in part to the twelfth century, with the base of a medieval weeping cross and the shrouded effigies of two sisters in the churchyard, the remains of the old church of St Augustine in Rugeley are a real treat.
Old tower, new tower, power tower
The chancel dates back to the 12thc
With the population of Rugeley rising in the early nineteenth century (in 1801 there were 2,030 inhabitants; by 1821 the population had risen to 2,667 inhabitants, many of whom were employed in the manufacture of felts and hats), the old church was outgrown and a new one was built on land opposite.
The ‘new’ church of St Augustine
Consecrated on 21 January 1823, the new St Augustine’s was built on land belonging to Viscount Anson, the cost met from a variety of sources. According to some, stone from the nave of the old church was sold off to raise funds, leaving just an arcade of arches to connect the fourteenth century tower with the old chancel.
I understand that in the 1970s the church yard was landscaped (or possibly vandalised, depending on how you look at it), and the gravestones which once surrounded the church (as shown in a photograph from the 1860s here on Staffordshire Pasttrack) were broken up and used to pave what was once the nave and north aisle, creating a mosaic of carved names and epitaphs belonging to the old inhabitants of Rugeley.
The outline of the roof line traced by weather onto the tower
Others have carved their own names into the stone of the tower where bells once rang, but doves and (slightly less romantically) pigeons now coo.
How did H Parsons carve his name so neatly?
As already mentioned, one tomb that does remain in the churchyard itself is that of two women, Elizabeth Cuting who died in 1695 and her sister Emma Hollinhurst who passed away a year later. Effigies of the sisters tied into their burial shrouds are carved on top of the tomb. An information board nearby tells how this unusual monument gave rise to a local legend that that the women had been buried alive in sacks by Oliver Cromwell, despite Cromwell dying in 1658. Full marks for imagination but, if you are going to make up a story that you want people to believe, you should probably check your dates first.
The board also directs you to the remains of a fourteenth century cross, with a recess in one of the corners suggesting that it was a ‘weeping cross’ where penitents would once come to kneel in prayer.
As nosey as ever, I wanted to see inside as well as out and so I peeked through a a dirty window into the old chancel, and spotted some interesting looking stonework and signs that it still seems to be being used in some capacity.
I believe that at one time it was used a Sunday school and also a classroom for the now demolished Rugeley Grammar school which once stood next to the churchyard, where the Chancel Primary school now is. Incidentally, the school has the possibly the loveliest school library I’ve ever seen, in the form of its new Discovery Deck narrowboat, built in 2013 by Nick Thorpe in Hixon and painted over the Christmas holidays by staff and parents.
Unsuprisingly for a town with a canal running through it, this wasn’t the only narrowboat we saw. As we crossed back over the Trent and Mersey one was passing another of Rugeley’s ruins – an old canalside mill dating back to 1863. It seems that this part of the town’s industrial past may become apartments in the future and why not? Living in an old mill, alongside a canal, in a charming old town with the Staffordshire countryside on your doorstep? I can think of worse places to live…
I had to pop into Wolverhampton today. I knew from my search for an ancient cross in Lichfield a couple of years back that there was a Saxon cross shaft here and went to find it. Unlike the Lichfield cross, I didn’t have to try too hard – it’s huge! Its size, and also the fact that it is made from sandstone not found in Wolverhampton, has led some archaeology types to suggest that it is probably a reused Roman column, possibly from Wroxeter or even just up the road in Wall.
The elements and pollution have not treated the shaft kindly but its still clear that this was an incredible piece of craftmanship – the Black Country History website describes it as, ‘one of the finest cross shafts in the Midlands’. The carvings of acanthus leaves which decorate the shaft alongside those of birds and beasts have given archaeologists some problems when trying to establish a date as they suggest different periods. The plaque accompanying the shaft in the churchyard has decided to go with the earlier date of the ninth century, whilst others believe late tenth century is more accurate.
On the way out of the churchyard I noticed another stone with a good back story. Known as the Bargain Stone, its said to be where the good (and probably not so good) folk of Wolverhampton would agree sales and make deals by shaking hands through the hole. The nearby plaque suggests it is an old gargoyle and the hole is what remains of its mouth.
Talking of hands, why didn’t it occur to me to put my hands over the railings to take a better photo?
As if ancient crosses and stones weren’t enough of a treat, we also found Holden’s Brewery’s Great Western near to the train station. This is a proper pub – cobs on the bar, Holden’s Golden Glow (amongst other delights) on tap and really friendly staff. Although we were tempted to sit outside in the sun, the interior was so quirky and there was such a nice atmosphere, we sat inside.
Wished I’d got the train. Definitely not driving next time.
The great Great Western
We walked off our pork baps with a little bit of a wander around the city streets. This building caught my eye, not only because it has no floors, meaning you can see down into the cellar, but also because of the handwritten sign someone had stuck to the window.
I’m not sure a traffic warden would be the person I’d turn to in a trapped bird scenario but maybe they do things differently in Wolverhampton.
Another perplexing sign is the one suggesting that the half timbered building on the junction of Victoria St and St John’s Lane was built in AD1300. It wasn’t and no-one knows the reason behind the claim – the best suggestions anyone has seems to be that it was some kind of joke to emphasise that it was a really, really old building! It more likely dates back to the seventeenth century when it was once an inn known as The Hand. These days its home to Wolverhampton Books & Collectables, where you can buy anything from an ancient tome on the history of Staffordshire to a souvenir 1950s Wolverhampton Wanderers hankerchief (which you may, or may not, wish to blow your nose on, depending on your allegiances…).
We took the scenic route back to Lichfield (not through choice but because I went the wrong way on the ring road), passing through Wednesfield, Sneyd, the intriguingly named New Invention and Brownhills before stopping off at Waitrose for a couple bottles of Golden Glow.
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One Canadians view at make up and beauty. Product reviews, tutorials, hauls and deals.
Wednesday, June 16, 2010
FOTD - OCC Lips
I'm a sucker for peachy, coral lip colour! I wear it almost as much as a bright red!
At IMATS Vancouver this year I picked up a couple of hot items, one of those items was a couple of the OCC Lip Tars.
I picked up 4, they were only $10 at the booth, and worth every penny!!
I used Grandma and Hush this past Monday. Now the picture looks a little juicy, that's not at all from the Lip Tars, they dry very matte.
I used MAC Lip Pencil in Mouth Off
Then OCC Lip Tar in Grandma on the outer corners and blended in OCC Lip Tar in Hush in the middle
Then I topped it off with Estee Lauder Lip Gloss in the peachy colour from the Michael Korres collection a while back. I don't remember the colour, this gloss lives in my purse and the label fell off a while back.
These Lip Tars are super hyper mega ultimate pigmented (and that doesn't even cover how pigmented these are). I used less than a drop of each colour and there was still enough left on my brush to do another set of lips. The only thing I'm not a big fan of is the lack of staying power if you put a gloss over top. I went to work and an hour later grabbed a coffee from Starbucks. All over that classic white lid was my lip colour. :(
All products were purchased by me with my own money. All opinions are mine, and mine alone, with no outside influences.
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ul.nav ul.sub li {
clear: left; /* must clear any immediately preceding LI.has-sub */
}
ul.nav ul.sub li.has-sub {
float: left; _display: inline;
_clear: none; /* (5) don't clear any immediately preceding LI.has-sub in IE6 since clearing is not necessary anyway in this browser,
* and doing so on an LI.has-sub causes breakage when there are at least two consecutive submenu items both with subsubmenus;
* however, we keep the clear on other LIs to work around another bug in which, whenever the first item of a submenu is an
* li.has-sub with clear:none and the second item is a normal LI, a one-item-high vertical gap appears before normal LI
* unless it has clear:left */
margin-top: -10000px; /* (1) set offscreen distance */
height: 25px; /* height of child A... */
height: 10025px; /* (3) ...which IE6 expands by 10000 to enclose its child A */
}
/*HEIGHT*/
.nav {
height:1.563em;/*you could remove this and clear the float differently, but to me this makes the most sense*/
}
.nav a {
padding:.2em 0;/*apply padding to links, to vertically center them, be careful with horizontal padding in IE5, correct width must be maintained*/
}
.nav a.main {
height:1.563em;/*needs to be the same as the persistent background trick and so that the sublevels are properly aligned*/
line-height:1.563em;/*not really necessary, but in this specific case it vertically centers the main link text*/
overflow:hidden;/*making it more bulletproof*/
padding:0;/*remove the padding that was applied above*/
}
.nav ul {
padding-top:1.563em;/*persistent background trick*/
margin-top:-1.563em;/*persistent background trick*/
}
.nav ul ul {
position:relative;/*so that it can be moved top/left*/
top:-1.563em;/*this is the sole reason why the main links must have a fixed height*/
}
/*WIDTH (!IMPORTANT)*/
/*change each width value below, else the dropdown will stop working (:hover will still work in modern browsers because of the opera fix)*/
/*set the link width here*/
.nav .link,
.nav a {
width:9em;/*same as width*/
}
.nav ul li {
/*force ie8 to float-drop*/
max-width:9em;/*same as width*/
}
/*set the sublink left shift width here (same as width)*/
.nav ul ul {
/*move the sublinks to the side, so they dont overlap*/
left:9em;/*same as width*/
}
.nav li.reversed ul {/*reverse the direction of sublinks for the last dropdown*/
left:auto;
right:9em;/*same as width*/
}
/*add the negative value of "width - 1px" here (because css can't do math)*/
/*or (width - 0.063em) where 0.063em is 1px on 16px base size*/
.nav a {
/*makes the links very thin, so that the sublinks can hide inside the main link*/
margin-right:-8.937em;/*make this width - 1px*//*or width - 0.063em*/
}
/*Dropper Dropdown*/
/*supports up to 4 sub-levels in IE5-7, more can be added*/
/*modern browsers already support any amount of sublevels*/
/*made by Timo Huovinen*/
How it works:
Same as the simplified dropdown but i have nested the dropdowns, now any link hovered withing the dropdown expands, causing a float drop for every level
Info:
This dropdown was created because of my hate of javascript based dropdowns.
This dropdown serves to proove that it is indeed possible to create a true css only dropdown.
It took about a month to make the dropdown (from idea to reality), and a week to simplify it with the help of Paul and another week to make it multilevel.
And another several months to reach it's current state.
It was also featured as a quiz on Paul's CSS quizzes on Sitepoint (my forum's alias is YuriKolovsky).
Terms of use:
The software referenced within this license is distributed free of charge and free from any warranty. It may be used freely for any purpose whatsoever. The author created and released this work because he is genuinely a Nice Person!
The author sincerely hopes that end users enjoy and appreciate the hard work that went into creating it, and would appreciate being referenced in future modifications of the code since it was based on the author’s original concept and work.
Users are nonetheless encouraged to provide reciprocity whenever possible as it provides positive reinforcement and encouragement to the author. Furthermore, the minimum reciprocation I ask is to leave a ‘thank you’ comment in the area below:
I really like your more "easily customizable" version, it's much more neatly organized.
I have two questions about it, however -- and I apologize in advance if the questions are elementary in nature.
First, I would like the "Main" link at the top to be a certain color in the hover state (say blue, for instance), and for it to stay that color when I scroll down through the submenu's (which should stay a different color from the "Main" link at the top). I should add that I'd like the Main link to have a clear background when it's not being used. I was able to acheive this in Anton's version, but I'm having trouble duplicating this effect in yours. Do you have any advice on how to make this possible?
Also, the second question may be a bit more obvious to some -- but I'd like to know how to make the #navigation div flush with the top of the screen, without any space in between.
Hope this isn't too many questions. Thanks again for all your wonderful help.
if you want the navigation to stick to the top, then you need to remove the margins and paddings from the css body element
i suggest using a css reset [google it] or just this css* {margin:0; padding:0;}
i also found a different version of anton p's version, that i will post shortly, where he claims the bug is not present, the fixed version is a direct simplification of my version, while the broken version is a version of another persons version of my version. hope that makes it clearer :P
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/*
* Licensed to the Apache Software Foundation (ASF) under one or more
* contributor license agreements. See the NOTICE file distributed with
* this work for additional information regarding copyright ownership.
* The ASF licenses this file to You under the Apache License, Version 2.0
* (the "License"); you may not use this file except in compliance with
* the License. You may obtain a copy of the License at
*
* http://www.apache.org/licenses/LICENSE-2.0
*
* Unless required by applicable law or agreed to in writing, software
* distributed under the License is distributed on an "AS IS" BASIS,
* WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
* See the License for the specific language governing permissions and
* limitations under the License.
*/
package org.apache.camel.component.atmosphere.websocket;
import org.apache.camel.test.AvailablePortFinder;
import org.apache.camel.test.junit5.CamelTestSupport;
import org.eclipse.jetty.server.Server;
import org.eclipse.jetty.servlet.ServletContextHandler;
import org.eclipse.jetty.servlet.ServletHolder;
import org.junit.jupiter.api.AfterEach;
import org.junit.jupiter.api.BeforeEach;
public class WebsocketCamelRouterWithInitParamTestSupport extends CamelTestSupport {
public static final String CONTEXT = "/mycontext";
public static final String CONTEXT_URL = "http://localhost/mycontext";
protected static final int PORT = AvailablePortFinder.getNextAvailable();
protected boolean startCamelContext = true;
protected Server server;
protected ServletHolder servletHolder;
@Override
@BeforeEach
public void setUp() throws Exception {
server = new Server(PORT);
ServletContextHandler context = new ServletContextHandler(ServletContextHandler.SESSIONS);
context.setContextPath("/");
server.setHandler(context);
if (startCamelContext) {
super.setUp();
}
servletHolder = new ServletHolder(new CamelWebSocketServlet());
servletHolder.setName("CamelWsServlet");
servletHolder.setInitParameter("events", "true");
context.addServlet(servletHolder, "/*");
server.start();
}
@Override
@AfterEach
public void tearDown() throws Exception {
if (startCamelContext) {
super.tearDown();
}
server.stop();
server.destroy();
}
}
|
Armed robbery suspects sought in Rolling Hills incident
LOWER POTTSGROVE — Police are investigating a robbery in which two men reportedly pointed handguns at their victims before stealing two cell phones Sunday.
Four people were inside a residence at Rolling Hills Apartments when the two robbers entered and pointed silver and dark colored semi-automatic handguns at them around 6:25 p.m., according to Lower Pottsgrove Police.
The men asked for money from the victims but settled for the cell phones when they found out the victims had no money on them, police said.
The suspects then fled on foot toward the front of the apartment complex, the same way they approached the apartments.
After a K-9 unit from the Limerick Police searched the area, the suspects were not found and there was no conclusive direction of travel on their escape.
No one was injured in the incident, according to the Lower Pottsgrove Police.
Both suspects are described by police as being clean-shaven black males in their 20s.
The first suspect reportedly was light-skinned, wearing a blue hooded sweatshirt, tan or camouflage pants, a knit hat and Timberland boots. The second suspect was reportedly dark-skinned and wearing dark-colored clothing.
The Lower Pottsgrove Police and Limerick Police were assisted on scene by the New Hanover, Douglass (Montgomery) and Pottstown police.
Anyone with information on the incident or the suspects’ identities is asked to contact Officer Dan Kienle or Detective Joe Campbell with the Lower Pottsgrove Police at 610-323-1508. An anonymous tip may be left at the Lower Pottsgrove Police’s tip line at 610-323-1130.
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Fresh off one of their worst games in recent memory, Central Michigan will get a chance to rebound against…Virginia Tech. Not exactly the opponent a MAC team is looking for coming off a flat performance, but the Chippewas matchup against the Hokies should be a good indicator of where CMU currently...[details]
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Keyondra Lockett
Keyondra Lockett
From Keyondra Lockett
Keyondra Lockett
For Fans Of
Connect
From Keyondra Lockett
Keyondra Lockett, a member of Stellar Nominated Gospel Group Zie'l, presents her music with a jazzy, soulful, gospel mix. Currently her renditions of Faith Evans "Again" and Elle Varners "Refill",featured on the mixtape Soul Couture are being played nation wide by radio and internet stations. She looks forward to continuing a successful gospel career magnifying His utmost.
Soul Couture available NOW!!!!!!!
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The present invention relates to a plasma processing apparatus and a plasma processing method, and in particular to a plasma processing method of conducting a matching operation with respect to a radio frequency (RF) power supply having periodical repetition of a high output period and a low output period.
In recent years, further high precision of working has been demanded in etching processing using plasma with the progress of miniaturization and integration of semiconductor devices. As a solution for such a problem, it has been known from the past that selectivity of a film of a processing target formed in advance on a top surface of a sample can be improved by changing with lapse of time (temporally), the magnitude or frequency of RF power applied to a sample or electrodes within a sample stage which holds the sample, in order to form bias potential over the sample, or changing power which forms an electric field supplied to form plasma, i.e., conducting the so-called modulation, during processing of the sample of the etching processing target.
Furthermore, it has been known that the amount of deposits which adhere to an inner wall of a processing chamber within a vacuum vessel where plasma is formed and processing on a sample is performed, during processing of the sample, or peeling off of the deposits can be reduced, by periodically repeating increase or decrease of the magnitude (amplitude) of RF power for forming a bias. For example, it has been known to conduct etching by conducting amplitude modulation on RF power for forming bias potential during etching processing with repetition of a high output period and a low output period
As such related art, a technique disclosed in JP-A-2013-012624 is known. JP-A-2013-012624 discloses a plasma processing apparatus or a plasma processing method that facilitates control and cleaning of dust particles by using RF power for forming bias potential having periodical repetition of a high output period and a low output period and thereby causing a quality of material of a film deposited on a surface of a working shape such as grooves and holes of the film of the processing target during processing to become amorphous.
|
start
= (bcv_hyphen_range / sequence / cb_range / range / ff / bcv_comma / bc_title / ps151_bcv / bcv / bcv_weak / ps151_bc / bc / cv_psalm / bv / c_psalm / b / cbv / cbv_ordinal / cb / cb_ordinal / translation_sequence_enclosed / translation_sequence / sequence_sep / c_title / integer_title / cv / cv_weak / v_letter / integer / c / v / word / word_parenthesis / context)+
/* Multiples */
sequence
= val_1:(cb_range / bcv_hyphen_range / range / ff / bcv_comma / bc_title / ps151_bcv / bcv / bcv_weak / ps151_bc / bc / cv_psalm / bv / c_psalm / b / cbv / cbv_ordinal / cb / cb_ordinal / context) val_2:(sequence_sep? sequence_post)+
{ val_2.unshift([val_1]); return {"type": "sequence", "value": val_2, "indices": [peg$savedPos, peg$currPos - 1]} }
sequence_post_enclosed
= "(" sp sequence_sep? val_1:(sequence_post) val_2:(sequence_sep? sequence_post)* sp ")"
{ if (typeof(val_2) === "undefined") val_2 = []; val_2.unshift([val_1]); return {"type": "sequence_post_enclosed", "value": val_2, "indices": [peg$savedPos, peg$currPos - 1]} }
sequence_post
= sequence_post_enclosed / cb_range / bcv_hyphen_range / range / ff / bcv_comma / bc_title / ps151_bcv / bcv / bcv_weak / ps151_bc / bc / cv_psalm / bv / c_psalm / b / cbv / cbv_ordinal / cb / cb_ordinal / c_title / integer_title / cv / cv_weak / v_letter / integer / c / v
// `cv_weak` is after `integer` in `val_2` to avoid cases like "Mark 16:1-6 10". `b` is a special case to avoid oddities like "Ezekiel - 25:16".
range
= val_1:(bcv_comma / bc_title / ps151_bcv / bcv / bcv_weak / ps151_bc / bc / cv_psalm / bv / b &(range_sep (bcv_comma / bc_title / ps151_bcv / bcv / bcv_weak / ps151_bc / bc / bv / b)) / cbv / cbv_ordinal / c_psalm / cb / cb_ordinal / c_title / integer_title / cv / cv_weak / v_letter / integer / c / v) range_sep val_2:(ff / bcv_comma / bc_title / ps151_bcv / bcv / bcv_weak / ps151_bc / bc / cv_psalm / bv / b / cbv / cbv_ordinal / c_psalm / cb / cb_ordinal / c_title / integer_title / cv / v_letter / integer / cv_weak / c / v)
{ if (val_1.length && val_1.length === 2) val_1 = val_1[0]; // for `b`, which returns [object, undefined]
return {"type": "range", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
/* Singles */
b
= "\x1f" val:any_integer ("/" [1-8])? "\x1f"
{ return {"type": "b", "value": val.value, "indices": [peg$savedPos, peg$currPos - 1]} }
// `v_explicit` is OK only if we're sure it's a cv--otherwise, treat it as a bv.
bc
= val_1:b (v_explicit &(c cv_sep v) / cv_sep+ / cv_sep_weak+ / range_sep+ / sp) val_2:c
{ return {"type": "bc", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
// Used only in bcv_comma.
bc_comma
= val_1:b sp "," sp val_2:c
{ return {"type": "bc", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
bc_title
= val_1:(ps151_bc / bc) val_2:title
{ return {"type": "bc_title", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
bcv
= val_1:(ps151_bc / bc) !("." v_explicit v / sequence_sep? v_explicit cv) ((cv_sep / sequence_sep)? v_explicit / cv_sep) val_2:(v_letter / v)
{ return {"type": "bcv", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
bcv_weak
= val_1:(ps151_bc / bc) cv_sep_weak val_2:(v_letter / v) !(cv_sep v)
{ return {"type": "bcv", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
// A special case that happens with surprising frequency ("Matt, 5, 6" = "Matt 5:6").
bcv_comma
= val_1:bc_comma sp "," sp val_2:(v_letter / v) !(cv_sep v)
{ return {"type": "bcv", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
// A special case ("Matt 5-6-7") of a range that might otherwise get interpreted in a different way.
bcv_hyphen_range
= val_1:b ("-" / space)? val_2:c "-" val_3:v "-" val_4:v
{ return {"type": "range", "value": [{"type": "bcv", "value": [{"type": "bc", "value": [val_1, val_2], "indices": [val_1.indices[0], val_2.indices[1]]}, val_3], "indices": [val_1.indices[0], val_3.indices[1]]}, val_4], "indices": [peg$savedPos, peg$currPos - 1]} }
// A sequence_sep is only OK if followed by an explicit verse indicator.
bv
= val_1:b (cv_sep+ / cv_sep_weak+ / range_sep+ / sequence_sep+ &v_explicit / sp) val_2:(v_letter / v)
{ return {"type": "bv", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
cb
= c_explicit val_1:c in_book_of? val_2:b
{ return {"type": "bc", "value": [val_2, val_1], "indices": [peg$savedPos, peg$currPos - 1]} }
cb_range
= c_explicit val_1:c range_sep val_2:c in_book_of? val_3:b
{ return {"type": "cb_range", "value": [val_3, val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
cbv
= val_1:cb sequence_sep? v_explicit val_2:v
{ return {"type": "bcv", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
cb_ordinal
= val_1:c ("th" / "nd" / "st") c_explicit in_book_of? val_2:b
{ return {"type": "bc", "value": [val_2, val_1], "indices": [peg$savedPos, peg$currPos - 1]} }
cbv_ordinal
= val_1:cb_ordinal sequence_sep? v_explicit val_2:v
{ return {"type": "bcv", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
c_psalm
= "\x1f" val:any_integer "/1\x1f"
{ return {"type": "c_psalm", "value": val.value, "indices": [peg$savedPos, peg$currPos - 1]} }
cv_psalm
= val_1:c_psalm sequence_sep? v_explicit val_2:v
{ return {"type": "cv_psalm", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
c_title
= c_explicit val_1:c val_2:title
{ return {"type": "c_title", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
cv
= v_explicit? val_1:c !("." v_explicit v) (cv_sep? v_explicit / cv_sep) val_2:(v_letter / v)
{ return {"type": "cv", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
cv_weak
= val_1:c cv_sep_weak val_2:(v_letter / v) !(cv_sep v)
{ return {"type": "cv", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
c
= c_explicit? val:integer
{ return {"type": "c", "value": [val], "indices": [peg$savedPos, peg$currPos - 1]} }
// No `b` or `ps151`.
ff
= val_1:(bcv / bcv_weak / bc / bv / cv / cv_weak / integer / c / v) sp "kk" abbrev? ![a-z]
{ return {"type": "ff", "value": [val_1], "indices": [peg$savedPos, peg$currPos - 1]} }
integer_title
= val_1:integer val_2:title
{ return {"type": "integer_title", "value": [val_1, val_2], "indices": [peg$savedPos, peg$currPos - 1]} }
context
= "\x1f" val:any_integer "/9\x1f"
{ return {"type": "context", "value": val.value, "indices": [peg$savedPos, peg$currPos - 1]} }
// The `ps151` rules should round-trip `Ps151.1` and `Ps151.1.\d+` OSIS references. Without these rules, `Ps151` gets interpreted as a `bc`, throwing off future verses.
ps151_b
= "\x1f" val:any_integer "/2\x1f"
{ return {"type": "b", "value": val.value, "indices": [peg$savedPos, peg$currPos - 1]} }
ps151_bc
= val:ps151_b ".1" ![0-9]
{ return {"type": "bc", "value": [val, {"type": "c", "value": [{"type": "integer", "value": 151, "indices": [peg$currPos - 2, peg$currPos - 1]}], "indices": [peg$currPos - 2, peg$currPos - 1]}], "indices": [peg$savedPos, peg$currPos - 1]} }
ps151_bcv
= val_1:ps151_bc "." val_2:integer
{ return {"type": "bcv", "value": [val_1, {"type": "v", "value": [val_2], "indices": [val_2.indices[0], val_2.indices[1]]}], "indices": [peg$savedPos, peg$currPos - 1]} }
v_letter
= v_explicit? val:integer sp !( "kk" ) [a-e] ![a-z]
{ return {"type": "v", "value": [val], "indices": [peg$savedPos, peg$currPos - 1]} }
v
= v_explicit? val:integer
{ return {"type": "v", "value": [val], "indices": [peg$savedPos, peg$currPos - 1]} }
/* BCV helpers */
c_explicit
= sp ( "fej" ( "ezet" [ée]i "ben" / "ezet" / abbrev? ) ) sp
{ return {"type": "c_explicit"} }
v_explicit
= sp ( "vers" ( "ekre" / "ek" / abbrev? ) ) ![a-z] sp
{ return {"type": "v_explicit"} }
cv_sep
= sp (":"+ / "." !(sp "." sp ".") ) sp
cv_sep_weak
= sp ["'] sp / space
/* The opening regexp is overwritten during post-processing to allow flexibility on including the comma. */
sequence_sep
= ([,;/:&\-\u2013\u2014~] / "." !(sp "." sp ".") / [ée]i "s" / "v" [öo]i / "vagy" / space)+
{ return "" }
range_sep
= sp ([\-\u2013\u2014] sp / "k" [öo]i "v" sp )+
title
= (cv_sep / sequence_sep)? val:"c" [íi]i "m"
{ return {type:"title", value: [val], "indices": [peg$savedPos, peg$currPos - 1]} }
in_book_of
= sp ("from" / "of" / "in") sp ("the" sp "book" sp "of" sp)?
abbrev
= sp "." !(sp "." sp ".")
/* EU-style separators, where "," is a cv separator and "." is a sequence separator. The sequence is post-processed into the grammar rather than specified here. */
eu_cv_sep
= sp "," sp
/* Translations */
// Prevents a reference entirely enclosed in parentheses from incorrectly grabbing the closing parenthesis of the reference rather than just the closing parenthesis of the translation.
translation_sequence_enclosed
= sp [\(\[] sp val:(translation (sequence_sep translation)*) sp [\)\]]
{ return {"type": "translation_sequence", "value": val, "indices": [peg$savedPos, peg$currPos - 1]} }
translation_sequence
= sp ("," sp)? val:(translation (sequence_sep translation)*)
{ return {"type": "translation_sequence", "value": val, "indices": [peg$savedPos, peg$currPos - 1]} }
translation
= "\x1e" val:any_integer "\x1e"
{ return {"type": "translation", "value": val.value, "indices": [peg$savedPos, peg$currPos - 1]} }
/* Base nodes */
// Integer is never four or more digits long or followed by, e.g., ",000". The build process overwrites this function with a faster version.
integer
= val:([0-9] [0-9]? [0-9]?) !([0-9] / ",000")
{ return {"type": "integer", "value": parseInt(val.join(""), 10), "indices": [peg$savedPos, peg$currPos - 1]} }
// The build process overwrites this function with a faster version.
any_integer
= val:([0-9]+)
{ return {"type": "integer", "value": parseInt(val.join(""), 10), "indices": [peg$savedPos, peg$currPos - 1]} }
word
= val:( [^\x1f\x1e\(\[]+ )
{ return {"type": "word", "value": val.join(""), "indices": [peg$savedPos, peg$currPos - 1]} }
// Don't gobble up opening parenthesis in an enclosed translation sequence--stop parsing when reaching an unmatched parenthesis.
word_parenthesis
= val:[\(\[]
{ return {"type": "stop", "value": val, "indices": [peg$savedPos, peg$currPos - 1]} }
sp
= space?
// Older IE doesn't consider `\xa0` part of the `\s` class. The build process overwrites this function with a faster version.
space
= [ \t\r\n\xa0\*]+
|
XBMC: Perfect Home Media Server.
Intro & Hardware
Since I’ve recently made the move from Mac OSX to Linux, I’ve been toying with the idea of swapping my standard (and expensive) cable TV for something slightly more suitable…
I’ve used XBMC (xbox media center, which nowadays has nothing to do with xbox) for a while on other systems and with some config, I reckon it could make a good TV.
I had some old hardware laying around, a HP xw4400, Dual Core Duo Intel CPU, 4GiB RAM, new DVD drive and new 1TiB HDD and the standard 300ish GiB HDD, I slapped a cheap £30 graphics card in there so it can handle HD well and a gigabit NIC, wired of course.
I ran an Ethernet from my AirPort Extreme router to the TV with the HP computer (connected by HDMI) and started on the software…
Software and Server
After toying with #! (crunchbang 10 – also see my Skype hack) and realising, although it is an amazing OS, it’s certainly not up to scratch for an everyday-telly.
I found that XBMC had it’s own Ubuntu based OS called XBMCbuntu 12, and as it is based on Ubuntu it’s very stable and versatile.
After installing, it turns out, it’s based on the LXDE Ubuntu (the new-ish lightweight desktop edition) with some custom settings and skins. (there is very little online documentation for the XBMCbuntu OS)
By default, if memory serves me correctly, XBMCbuntu OS when first installed tries to boot directly into the plain XBMC session, which is not quite what I’m after as even though XBMC App is very good at what it does, it cannot replace the Desktop Environment for running other programs (such as Firefox) or managing files quite yet.
XBMCbuntu OS will always use the last used session when automatically logging in so we only need to change the session once to have our TV boot into a Desktop Environment every time – then we can manually start XBMC App by clicking the desktop icon or setting it to autostart, we can always get back to the DE underneath by closing XBMC App by clicking the ‘power’ icon in the bottom-left of the default XBMC App skin and choosing “Exit”.
To change the session, simply logout.
From the LXDE session (aka XBMCbuntu), just go to Menu > Logout
From XBMC session, go to the ‘Power’ button on the bottom-left of the default XBMC App skin and choose ‘Exit’.
Once logged out, go to the dropdown box and choose which session you would like to use, in my case, XBMCbuntu (LXDE).
Config
Note: I had a problem with the text being massive or really small, I can’t quite remember – but to fix it, all you need to do is manually change the xorg.conf DPI settings – there is loads on Google about this…
Setting up extra internal HDD
Next I needed to setup the new internal 1TB HDD which will store all the movies and TV Shows for XBMC App. (mine was already formatted to ext4, you can always install gparted via synaptic if yours needs formatting, I recommend using ext3 or ext4).
To easily setup a HDD, use MountManager which can be installed via synaptic and have it mount the HDD to “/mnt/1TB” or something similar, later you can then get XBMC App to look in there for the movies and TV shows.
Installing Other Software
First things first, to make package/software installing easy and not all via the terminal, install Synaptic Package Manager, by entering this in a Terminal (Menu > System Tools > XTerm):
sudo apt-get install synaptic
Now we wont need to constantly use the terminal to install software, which is nice when your using a primarily GUI orientated environment for a TV.
File Management and Useful Programs
By default XBMCbuntu OS comes with PCManFM a lightweight file manager, I much prefer Thunar and Thunar’s Bulk Renaming facility can come in handy for renaming lots of TV Shows.
I also installed Firefox over the default Chromium, Xarchiver for unpacking rar/zip/tar files, leafpad or geany for editing config files and Transmission bit-torrent client for downloading all my Linux based OS’s, see my Transmission post for info about optimising.
Netflix
Check out my installing Netflix on Ubuntu or XBMCbuntu post. (soon to come)
HID – Remote Control
One of the major issues with replacing your TV with a media server like this is the lack of a remote control. Now, I do have a wireless keyboard and mouse but they can be quite inconvenient when watching TV from the sofa.
I would much prefer to use my iPhone/iPad/other computer to control the TV.
While using XBMC App, you can use one of the many iOS apps such as Constellation(my fav – just turn the phone sideways to see the remote) which can operate XBMC out-of-the-box, without any additional software.
However, if you want to operate the Desktop Environment without using the keyboard and mouse, the best way is to use VNC, IMHO.
When at another computer you can use a VNC client as usual.
When on the sofa, you can use HippoRemote, for iOS – which basically turns your iPhone into a laptop-trackpad-style mouse. (I highly recommend)
Auto-Starting Programs
You might want to automatically start some programs with your LXDE (XBMCbuntu session), such as:
Transmission (minimised to try – see my custom shortcut)
VNC Server
or even XBMC App its self.
Luckily with LXDE, this is easy. You only need to add a desktop shortcut to a particular folder.
To make your own desktop shortcuts (e.g. for a custom VNC server bash sript) you need to make a text file called “whatever.desktop” containing these lines:
Or you can just right click on a menu item and click “Add to Desktop” and copy the shortcut from the desktop.
When you’ve got the shortcuts for the programs you’d like to autostart, simply copy them into the folder:
/home/USER/.config/autostart/
Where “USER” is replaced with your username also remember that folders starting with a dot are hidden.
If the autostart folder doesn’t exist, just create it.
Custom Programs
Above I mentioned a few custom shortcuts that I use to load YouTube TV (a little known service from youtube which can be accessed from [https://youtube.com/tv/]) and my VNC server bash script.
VNC Server – after you install x11vnc(a rather good VNC server), you can have it autostart by using a shortcut in the “~/.config/autostart/” folder pointing to this bash script:
#!/bin/bash
/usr/bin/x11vnc -display :0 -forever -bg
If your using the shortcuts I made and offered up for download above, just copy this code into and text editor like leafpad and save to “/home/USER/Programs/vnc-server-0.sh” and don’t forget to edit the username in my downloadable shortcuts! (to allow the .sh file to run, you need to make it executable by right-clicking it and going to Properties > Permissions and ticking “Allow this file to run as a program”) or use the code in the download above.
File Transfer and SSH
SSH comes installed by default in XBMCbuntu OS, so you might want to secure that by following my posts about SSH Basics and Safer SSH.
|
Objects
This will print 'textmore text'. But if I do a similar thing with a String object, the value doesn't change. For example :
s will still print out surrounded by spaces. I'm assuming that the reason for this is the same reason that makes any other object equal to sb change at the same time that you change sb. Whereas, changing the value of s will not change the value of any object that was set equal to it. Thanks!
Ok Jessica ... it seems quite interesting and confusing..Yes Strings are immutable..and I was thnking if this is the case than perhaps in case1: ******** String x = " test "; x = x.trim(); System.out.println(x); will print the test without spaces...what I am assuming that : 1. in first step it is acually doing String x = new String(" test "); 2. In second step it reassigning the value ..that is Ok as in immutable I can't change but reassign the things. 3. And in third step my Sytem print is printing the trimmed value. But in second case: case2: ***** String x = " test "; System.out.println(x.trim()); why it is trimming the value? I am not reassinging and if it is immutable than it can't altered this? One of collegue has an idea that when you do System println it actually works in Stringbuffer in background and converts back to String using toString() method... is it so? if not how the JVM is alterring the value? regards, Arun
pascal betz
Ranch Hand
Posts: 547
posted 14 years ago
hi in your second case your printing the return value of the trim() method which is of type String. so String x = " * " creates a String, and x.trim() returns a copy of this string with whitespaces ommitted. in your println statement you do not assign the return value (you cannot access it outside of the println statement). here is what javadoc says: Returns: A copy of this string with leading and trailing white space removed, or this string if it has no leading or trailing white space. p
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Ground Zero is a Rock 'N Roll club that has hosted such artists as: Incubus, Hank III, White Chapel, Lamb Of God, Bullet For My Valentine, Slayer, Kid Rock, Ted Nugent, Megadeth, and ICP just to name a few.
Open to any genre and everyone is welcome.Cash bar, cheapest drinks, and a lot of history.Over 20 years of history and counting...
The Upstate's home for music lovers...
Hours:
Hours vary depending on the show, so be sure to check out our Calendar on our facebook https://www.facebook.com/groundzeroSC/
|
Popular content
It’s mid-summer and there’s no end in sight for the travelers heading to Smith Mountain Lake. At the SML Visitor Center located at Bridgewater Plaza, our staff and volunteers have the unique opportunity to speak with everyone who enters our doors. A larger than usual number are first-time visitors and many have expressed their joy in discovering Smith Mountain Lake. In fact, they LOVE this region.
There seems to be an up-tick in the number and severity of incidents around the lake over the past several weeks.
Smith Mountain Lake Marine Volunteer Fire Rescue reports:
* We have had two drownings at the lake this year.
* Two 14 year old children were very seriously injured while operating jet skis in Hatcher Creek. The skis collided with each other at speed resulting in the injuries.
North Korea has upped its level of threats against the United States. As of this writing, senior North Korean officials have threatened to simultaneously launch four ballistic missiles toward Guam sometime in the second half of this month. The missiles are to pass over Japan and land in the ocean near Guam.
When liberals first pointed out that American racists were now known as “the alt right,” and calling themselves “white nationalists,” conservatives said, huh, what? We’ve never even heard of that, they claimed.
Well, after last week’s tragic events in Charlottesville, they know about it now, don’t they? Or will they continue to bury their heads in the sand, and act as though Donald Trump wasn’t largely elected by racists, the “angry whites” we’ve heard so much about.
Four family stories of endurance begin in the Ohio wilderness of 1798. A bone-chilling wind whipped through the forest, the howling harbinger of a driving snowstorm. John Hosbrook had run into a blizzard on his homeward hike from the fort where he had replenished his family’s salt supply. That family and a warm cabin awaited him—if only he could get there.
Toilets at Liberty High School’s (LHS) new baseball field were a major part of a presentation on the Liberty Middle School construction project.
The project includes building a competition gym for the high school and the new gym is displacing the high school’s baseball field. A new high school baseball field is being built on a portion of the land purchased for the middle school.
As the new school year begins, I’d like to make our community aware of a wonderfully meaningful experience that has been in our area for several years: The Big Brothers Big Sisters Site-Based Mentor Program.
It is designed to pair a caring adult with a child in need of extra support. They meet once weekly at school for about an hour during the child’s lunch/recess time.
Matt Uselton, Liberty’s new head golf coach, stepped into an unfamiliar role... or rather, sport, in June 2017. The English teacher has been coaching since the early 2000s, but is tackling the challenge of coaching his third different sport.
Uselton’s athletic coaching career began at William Byrd in 2005 with boys varsity tennis. He also assisted with Byrd’s JV girls soccer team for a season. He then moved into Bedford County where he assisted Staunton River’s boys soccer team with former Liberty teacher, Kris McCoy.
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Impact : guidelines for North Carolina media and technology programs
IMPACT:
Guidelines for North Carolina Media and Technology Programs
PUBLIC SCHOOLS OF NORTH CAROLINA
State Board of Education | Department of Public Instruction
Instructional Technology Division AUGUST 2005
STATE BOARD OF EDUCATION
In compliance with federal law, NC Public Schools administers all state-operated educational programs,
employment activities and admissions without discrimination because of race, religion, national or ethnic origin,
color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints should be directed to:
Dr. Elsie C. Leak, Associate Superintendent : : Office of Curriculum and School Reform Services
6307 Mail Service Center :: Raleigh, NC 27699-6307 :: Telephone 919-807-3761 :: Fax 919-807-3767
Visit us on the Web:: www.ncpublicschools.org
HOWARD N. LEE
Chairman : : Raleigh
JANE P. NORWOOD
Vice Chair : : Charlotte
KATHY A. TAFT
Greenville
MICHELLE HOWARD-VITAL
Wilmington
EDGAR D. MURPHY
Durham
SHIRLEY E. HARRIS *
Troy
MELISSA E. BARTLETT *
Mooresville
ROBERT “TOM” SPEED
Boone
WAYNE MCDEVITT
Asheville
JOHN TATE III
Charlotte
BEVERLY PERDUE
Lieutenant Governor :: New Bern
RICHARD MOORE
State Treasurer : : Kittrell
* not yet confirmed
May 25, 2005
NORTH CAROLINA MEDIA AND TECHNOLOGY PROFESSIONALS:
It is with great pleasure that I commend to you the revised IMPACT: Guidelines
for North Carolina Media and Technology Programs. The acknowledgement of the
equal importance of both the school library media and the instructional technology
programs in teaching and learning is the premise of these guidelines.
We know that school library media and instructional technology programs are the
foundation of a 21st Century education. The access to information that these programs
afford makes the difference between the textbook-bound classroom of the past and
the far-reaching, resource-based curriculum of today and tomorrow. Research tells
us that instructional technology, used appropriately, results in higher test scores.
It is remarkably effective in sparking student interest, increasing motivation, and
raising self-esteem, thus positively impacting student achievement. Research also
tells us that a school library media center that provides up-to-date, accurate, and
attractive resources managed by a professional school library media coordinator who
collaborates with teachers to augment and enhance classroom instruction also results
in increased test scores, especially in reading. IMPACT reflects both the reality of
this research and the commitment to assuring that every teacher and student has
the academic and personal advantage of access to these high quality programs.
No North Carolina citizen can be left behind! Implementing the IMPACT Guidelines
in your school assures that our youngest citizens, their parents, and their teachers will
have the skills necessary to enter the 21st Century world of work and civic responsibility.
The school library media and instructional technology program and the resources it
promotes are central to the success of North Carolina’s ABCs of Public Education and
to Governor Easley’s 21st Century Learning Skills priority--in fact, to all school reform
initiatives throughout the state. IMPACT and the excellence it fosters are a part of
the vision and accountability necessary to produce schools that are First in America.
Howard N. Lee,
Chairman, Start Board of Education
ACKNOWLEDGMENTS
We welcome the opportunity to express appreciation to the following workgroup
participants who contributed their time, enthusiasm, and expertise in the development
of this document.
LOCAL EDUCATION AGENCIES
Beaufort County Patricia Morris
Carteret County Janet McLendon
Catawba County Judith Ray
Charlotte-Mecklenburg Schools Hennie Driggers
Chapel Hill-Carrboro Mary Gray Leonard
Chatham County Kimberly M. Johnson
Davidson County Karen Perry
Gaston County Vivien R. Timmons
Granville County Dasie Roberts
Harnett County Tammy Genthe
Haywood County L. Kinney
Iredell-Statesville Barb Thorson
Lenoir County Julie Lee
Orange County Sonya Terry
NW RESA Karen Lowe
Perquimans County Victor Eure
Perquimans County Melissa Fields
Perquimans County Cynthia Stallings
Pitt County Kerry Mebane
Rockingham County Martha Carroll
Rockingham County Donna Edrington
Transylvania County Carrie H. Kirby
Wake County Rusty Taylor
Watauga County Shannon Carrol
Wilkes County Jaye Ellen Parks
Winston-Salem/Forsyth County Jackie Pierson
Winston-Salem/Forsyth County Jo Sapp
INSTITUTIONS OF HIGHER EDUCATION
Appalachian State University Robert Sanders, PhD
East Carolina University Diane D. Kester, PhD
University of North Carolina at Chapel Hill Evelyn Daniel, PhD
University of North Carolina at Greensboro Nona Pryor
NORTH CAROLINA DEPARTMENT OF PUBLIC INSTRUCTION
Frances Bryant Bradburn
John Brim
Glen Buck
Karen Creech
Mary Lou Daily
Acacia Dixon
Janice Dunning
Zena Harvley-Felder
Benny Hendrix
Melanie Honeycutt
Ouida Myers
Campbell Price
Donna Sawyer
Gerry Solomon
Dan Sparlin
Wynn Smith
Annemarie Timmerman
FOREWORD
Welcome to the revised edition of IMPACT: Guidelines for North Carolina Media and
Technology Programs!
IMPACT continues to be a part of the overall vision of the North Carolina Department
of Public Instruction. It recognizes that an effective school library media and technology
program is the infrastructure that supports both teaching and learning. This program
is the key to making education relevant to a knowledge-based society and its economy.
IMPACT is aligned to Information Power: Building Partnerships for Learning, the national
standards for media and technology programs, the ISTE National Educational Technology
Standards, and a growing body of school library media and instructional technology
research. Also reflecting the recommendations of the 2005-2009 North Carolina
Educational Technology Plan, IMPACT acknowledges the importance of staffing each
school in North Carolina with both a school library media coordinator and a technology
facilitator. It also reflects a commitment to provide a roadmap for an integrated
media and technology program once these positions are in place. It offers assessment
instruments to assist in the evaluation of the media and technology program designed
to move us toward the State Board of Education goals of rigor, relevance, and
relationships, the foundation of a 21st Century educational and economic environment.
The revision of IMPACT reflects the reality that the media and technology program and
its resources are not static. In fact, they are constantly evolving, mandating on-going
update and revision. Thus, while there is a one-time print edition of this document, it
is also a Web-based publication <www.ncwiseowl.org/impact.htm>. The online version
of IMPACT will be updated regularly, new resources created, further links added.
It will always be a work in progress.
IMPACT is also a publication for many audiences. Media and technology personnel
can no longer publish a document simply for themselves. IMPACT for Administrators
and <http://www.ncwiseowl.org/Impact/Admin/AdminImpact.htm> IMPACT for
Classroom Teachers <http://www.ncwiseowl.org/kscope/impact/> are targeted at those
whom our program directly affects: students, teachers, administrators, parents, and
the community. Also available are videos that allow everyone to see and expand their
understanding of how an IMPACT Model School functions on a day-to-day basis.
<http://video.dpi.state.nc.us/eforums/impact_videos/> Only when everyone concerned
with the education of our children understands the integral part that the media and
technology program plays in high student achievement will the commitment to fund
these resources be made. Thus, it is imperative that we use IMPACT to inform all
citizens in North Carolina of the importance of our role in education.
Media and technology professionals live in exciting times. The public is beginning to
understand the link between our programs and services and a high quality education.
We dare not squander this opportunity. IMPACT is a tool that will help media and
technology personnel at both the state and local levels work together to plan and
build effective, comprehensive teaching and learning environments for the 21st
Century. We look forward to the challenge!
Frances Bryant Bradburn, Director
Division of Instructional Technology
TABLE OF CONTENTS
TABLE OF CONTENTS
INTRODUCTION
INTRODUCTION ...............................................................................................................1
IMPLEMENTING THE IMPACT MODEL
IMPLEMENTING THE IMPACT MODEL: A HOW-TO GUIDE ..................................................5
PHASE 1: Building Support ....................................................................................5
PHASE 2: Readiness Assessment ............................................................................6
PHASE 3: Setting the Stage for Successful Collaboration ..........................................6
PHASE 4: Formal Collaboration ...............................................................................7
PHASE 5: Beyond the Classroom .............................................................................7
On-going: Evaluation ...............................................................................................8
DEALING WITH THE CHANGE THAT THE IMPACT MODEL WILL BRING ...............................9
Using the Concerns-Based Adoption Model (CBAM) to Move Teachers
Forward in the IMPACT Model .................................................................................9
What Teachers Must Be Willing to Do .....................................................................11
THE TECHNOLOGY FACILITATOR SCENARIO ....................................................................13
SCHOOL LIBRARY MEDIA COORDINATOR SCENARIO .......................................................15
WORKS CITED ...............................................................................................................17
TABLE OF CONTENTS i
TEACHING AND LEARNING
VISION ..........................................................................................................................19
COLLABORATION ...........................................................................................................19
INTEGRATION OF INFORMATION AND TECHNOLOGY SKILLS ............................................20
ACCESS TO INFORMATION RESOURCES AND SERVICES IN THE TEACHING/
LEARNING PROCESS .....................................................................................................22
COLLABORATION FOR ASSESSMENT, RESEARCH, AND STUDENT ACHIEVEMENT ..............23
PROFESSIONAL DEVELOPMENT .....................................................................................24
Professional Development for Media and Technology Professionals ............................25
Assessing Professional Development .......................................................................25
Planning High Quality Professional Development .....................................................25
Ensuring High Quality Professional Development .....................................................26
The National Staff Development Council Standards .................................................27
North Carolina Professional Development Standards ................................................27
COLLABORATION THROUGH FLEXIBLE ACCESS ..............................................................31
FLEXIBLE ACCESS LOOKS LIKE THIS ..............................................................................33
COLLABORATING TO ACHIEVE INSTRUCTIONAL GOALS ...................................................33
LEADERSHIP AND THE CHANGE PROCESS .....................................................................34
MAKING FLEXIBLE ACCESS AND COLLABORATION WORK ...............................................34
ROLES AND RESPONSIBILITIES OF COLLABORATIVE PARTNERS .....................................36
IMPLEMENTING EFFECTIVE COLLABORATIVE PLANNING SESSIONS ................................38
ADVOCACY: COMMUNICATING FLEXIBLE ACCESS AND COLLABORATION .........................40
READING AND LITERACY ...............................................................................................41
COLLABORATION: MEDIA AND TECHNOLOGY, READING, AND LITERACY ..........................42
READING PROGRAMS OR READING? ..............................................................................45
WORKS CITED ...............................................................................................................47
ii IMPACT: Guidelines for North Carolina Media and Technology Programs
INFORMATION ACCESS AND DELIVERY
INFORMATION ACCESS AND DELIVERY: THE HEART OF EFFECTIVE PROGRAMS ..............53
RESOURCES, NEEDS, AND CHOICES ..............................................................................54
MAKING RESOURCES ACCESSIBLE ................................................................................55
The Role of Media and Technology Professionals .....................................................55
Vital Components for Resource Access and Delivery .................................................55
PLANNING AND DESIGNING FACILITIES FOR LEARNING .................................................58
People and Responsibilities ...................................................................................58
Overall Facility Design: Basic Considerations ...........................................................60
Important Elements of Good Design .......................................................................61
Access .................................................................................................................62
Location ..............................................................................................................62
Exceptional Children Facilities ...............................................................................63
Aesthetics and Atmosphere ...................................................................................64
Ergonomics ..........................................................................................................64
Mechanics and Engineering ...................................................................................65
Safety ..................................................................................................................66
Security ...............................................................................................................66
Design Considerations for Spaces within the Facility ................................................67
Designing for Growth and Development ...................................................................68
Designing for the Infusion of Technology .................................................................68
Designing for Expanded Hours and Use ..................................................................68
Designing for Flexible Use .....................................................................................68
DEVELOPING EDUCATIONAL SPECIFICATIONS ................................................................69
Details Matter ......................................................................................................69
Four Preliminary Steps ..........................................................................................69
Components of Educational Specifications ..............................................................71
EDUCATIONAL SPECIFICATIONS FOR SCHOOL AND MEDIA/TECHNOLOGY SPACES ..........72
Classrooms ...........................................................................................................73
Flexibly Accessed Computer Labs .........................................................................75
Distance Learning via the N.C. Information Highway ...............................................76
Staff Offices ........................................................................................................77
Technology Administration and Planning .................................................................78
Conference Areas .................................................................................................79
Workrooms ..........................................................................................................80
Auditoriums, Cafeterias, and Gymnasiums .............................................................81
TABLE OF CONTENTS iii
EDUCATIONAL SPECIFICATIONS FOR THE SCHOOL LIBRARY MEDIA CENTER ..................82
Visualizing Use of Space ......................................................................................82
Some Key Design Questions .................................................................................82
Charts of Recommendations .................................................................................82
Minimum Square Footage .....................................................................................83
Large Group Instruction .......................................................................................85
Reference ...........................................................................................................86
Story Sharing ......................................................................................................87
Independent Work Areas .......................................................................................88
Small Group Activity ............................................................................................88
Informal Reading .................................................................................................89
Production ..........................................................................................................90
Periodical Storage ................................................................................................91
Administration and Planning .................................................................................92
Circulation ..........................................................................................................93
Automated Catalog ..............................................................................................94
Professional Area .................................................................................................95
Parent Resource Area ...........................................................................................96
Workroom ...........................................................................................................97
Display and Exhibit ..............................................................................................98
Secure Equipment Storage, Distribution, and Maintenance .....................................98
EDUCATIONAL SPECIFICATIONS FOR FURNITURE, SHELVING, AND BUILT-INS ................99
General Considerations .........................................................................................99
Guidelines for Shelving .......................................................................................100
Maximum Heights for Different Types of Furniture and Shelving .............................101
More Helpful Tips about Furniture and Shelving ...................................................102
GENERAL TECHNOLOGY INFRASTRUCTURE FOR INSTRUCTION .....................................104
Network Server, Head-end Area ...........................................................................104
Video Wiring Closet Area ......................................................................................104
WORKS CITED ..............................................................................................................105
iv IMPACT: Guidelines for North Carolina Media and Technology Programs
PROGRAM ADMINISTRATION
PLANNING THE PROGRAM ............................................................................................107
Why Plan? ..........................................................................................................107
Vision: the Key to Success ..................................................................................108
Short-term and Long-term Planning .....................................................................108
BEING THE CHANGE AGENT .........................................................................................109
Advocating for the Program ..................................................................................110
MEDIA AND TECHNOLOGY ADVISORY COMMITTEE MEMBERSHIP
AND RESPONSIBILITIES ...............................................................................................116
BUDGETING FOR THE PROGRAM ..................................................................................118
Some Facts about Budget and Funding ................................................................118
Developing an Effective Budget ...........................................................................118
Primary Sources of Funding ................................................................................121
Other Sources of Funding ...................................................................................121
Writing Budget Proposals ....................................................................................122
POLICY ........................................................................................................................123
Policy and Procedure Defined ...............................................................................123
Creating Policy and Procedure Manuals .................................................................125
Components of a Policy Document ........................................................................126
Components of a Procedure Document .................................................................127
Policy, Procedures, and Guidelines Implementation Chart .......................................128
COLLECTION DEVELOPMENT ........................................................................................129
Vision .................................................................................................................129
Role of the MTAC in Collection Development .........................................................129
Role of the School Library Media Coordinator ........................................................130
Role of the Technology Facilitator .........................................................................130
Assessing the Collection ......................................................................................131
Assessing the Collection: Methods ........................................................................132
Assessing the Collection: Collection Mapping .........................................................133
Assessing the Collection: Resource Alignment ........................................................135
Assessing the Collection: Systematic Random Sampling .........................................136
Automated Assessments ......................................................................................137
Weeding the Collection ........................................................................................139
Guide to Weeding the Collection ...........................................................................141
Collecting Data ...................................................................................................143
The Non-print Collection ......................................................................................143
Writing a Collection Development Plan ..................................................................147
Developing a Budget ...........................................................................................148
TABLE OF CONTENTS v
Selecting Resources ............................................................................................149
Some Guiding Questions for Selecting Resources ...................................................149
Selecting Equipment, Hardware, and Infrastructure ................................................151
Conducting an Inventory ......................................................................................152
What is inventory? ...............................................................................................152
Why inventory? ....................................................................................................152
Guidelines for Scheduling Inventory ......................................................................152
School Equipment Inventory .................................................................................152
WORKS CITED ..............................................................................................................153
SYSTEM-LEVEL GUIDELINES
SYSTEM-LEVEL LEADERSHIP ........................................................................................157
TEACHING AND LEARNING ...........................................................................................159
Collaborating to Achieve Goals ............................................................................159
Being Involved with the Curriculum .....................................................................159
Providing Professional Development .....................................................................160
Planning, Research, and Development .................................................................160
INFORMATION ACCESS AND DELIVERY .........................................................................161
Establishing Infrastructure and Connectivity .........................................................161
Standardizing Resources and Equipment ..............................................................161
Planning for New and Renovated Facilities ...........................................................162
Ensuring Equity .................................................................................................162
Managing Resources ...........................................................................................162
PROGRAM ADMINISTRATION .......................................................................................163
Strengthening Communication and Public Relations ..............................................163
Establishing Policies and Procedures ...................................................................163
Recruiting, Selecting, and Retaining Personnel .....................................................164
Attending to Budget Basics .................................................................................164
Developing Collections ........................................................................................165
Evaluating Programs ...........................................................................................165
WORKS CITED ..............................................................................................................166
vi IMPACT: Guidelines for North Carolina Media and Technology Programs
RESEARCH AND EVALUATION
COMPELLING DATA FROM CURRENT RESEARCH ...........................................................167
RESEARCH ...................................................................................................................172
Scientifically Based Research ...............................................................................173
Action Research ..................................................................................................174
Data-Driven Decision Making in the Media and Technology Program ........................175
Measuring the Media and Technology Program .......................................................175
Using School Data for Program Decisions ..............................................................175
EVALUATION ................................................................................................................176
HOW TO EVALUATE PROGRAMS ....................................................................................177
Guidelines for Evaluation .....................................................................................178
USING OUTPUT MEASURES FOR EVALUATION ...............................................................179
REFERENCE CHART: MEASURES AND WHAT THEY SUPPORT .........................................183
RESEARCH AND EVALUATION MODELS ..........................................................................184
Comprehensive Program Evaluation Model .............................................................184
Technology Focused Evaluation Models .................................................................185
PROGRAM EVALUATION RUBRICS .................................................................................186
Media and Technology Program Evaluation Rubrics ................................................187
System-Level Leadership and Support Evaluation Rubrics .......................................197
WORKS CITED ..............................................................................................................205
TABLE OF CONTENTS vii
APPENDICES
APPENDICES TABLE OF CONTENTS .............................................................................207
AMTR Guidelines ................................................................................................209
Collaborative Planning Session Rubric ...................................................................213
How to Talk to a Principal ....................................................................................217
Guidelines for Baseline Information in Media and Technology Policies .....................219
Suggested Guidelines for the Reconsideration of Instructional Materials –
Sample Policy .....................................................................................................239
Job Descriptions ..................................................................................................245
Media and Technology Advisory Committee ............................................................265
One-to-One Computing ........................................................................................269
Media Coordinator Performance Appraisal Instrument .............................................271
Technology Facilitator Performance Appraisal Instrument ........................................275
Sample Schedules – Media and Technology ...........................................................279
School Library Media Coordinator without a Technology Facilitator ...........................287
Wireless Local Area Network ................................................................................289
GLOSSARY
GLOSSARY ..................................................................................................................293
BIBLIOGRAPHY
BIBLIOGRAPHY ...........................................................................................................303
viii IMPACT: Guidelines for North Carolina Media and Technology Programs
INTRODUCTION
INTRODUCTION 1
INTRODUCTION
“TECHNOLOGY IGNITES OPPORTUNITIES FOR LEARNING, ENGAGES TODAY’S
STUDENTS AS ACTIVE LEARNERS AND PARTICIPANTS IN DECISION-MAKING
ON THEIR OWN EDUCATIONAL FUTURES AND PREPARES OUR NATION FOR
THE DEMANDS OF A GLOBAL SOCIETY IN THE 21ST CENTURY.”
Toward A New Golden Age In American Education: How the Internet, the Law, and Today’s
Students are Revolutionizing Expectation, National Education Technology Plan 2004, U.S.
Department of Education, <http://www.nationaledtechplan.org/default.asp>
“THE CHALLENGE FACING AMERICA’S SCHOOLS IS THE EMPOWERMENT
OF ALL CHILDREN TO FUNCTION EFFECTIVELY IN THEIR FUTURE, A FUTURE
MARKED INCREASINGLY WITH CHANGE, INFORMATION GROWTH, AND
EVOLVING TECHNOLOGIES. TECHNOLOGY IS A POWERFUL TOOL WITH
ENORMOUS POTENTIAL FOR PAVING HIGH-SPEED HIGHWAYS, [MOVING THEM]
FROM OUTDATED EDUCATIONAL SYSTEMS TO SYSTEMS CAPABLE OF
PROVIDING LEARNING OPPORTUNITIES FOR ALL, TO BETTER SERVE THE
NEEDS OF 21ST CENTURY WORK COMMUNICATIONS, LEARNING, AND LIFE.”
National Educational Technology Standards for Students, Connecting Curriculum and Technology,
International Society for Technology in Education, 2000.
2 IMPACT: Guidelines for North Carolina Media and Technology Programs
“INFORMATION LITERACY--THE ABILITY TO FIND AND USE INFORMATION--
IS THE KEYSTONE OF LIFELONG LEARNING. CREATING A FOUNDATION FOR
LIFELONG LEARNING IS AT THE HEART OF THE SCHOOL LIBRARY MEDIA
PROGRAM. JUST AS THE SCHOOL LIBRARY MEDIA CENTER HAS MOVED FAR
BEYOND A ROOM WITH BOOKS TO BECOME AN ACTIVE, TECHNOLOGY-RICH
LEARNING ENVIRONMENT WITH AN ARRAY OF INFORMATION RESOURCES,
THE SCHOOL LIBRARY MEDIA SPECIALIST TODAY FOCUSES ON THE PROCESS
OF LEARNING RATHER THAN DISSEMINATION OF INFORMATION. THE LIBRARY
MEDIA PROGRAM COMBINES EFFECTIVE LEARNING AND TEACHING
STRATEGIES AND ACTIVITIES WITH INFORMATION ACCESS SKILLS.
INFORMATION AVAILABILITY WILL UNDOUBTEDLY CONTINUE TO MUSHROOM
INTO THE NEXT CENTURY, WHICH WILL MAKE A STRONG SCHOOL LIBRARY
MEDIA PROGRAM EVEN MORE ESSENTIAL TO HELP ITS USERS ACQUIRE
THE SKILLS THEY WILL NEED TO HARNESS AND USE INFORMATION FOR
A PRODUCTIVE AND FULFILLING LIFE.”
Information Power: Building Partnerships for Learning, American Library Association,
Chicago, 1998.
Through the State Board of Education’s Strategic Plan for Excellent Schools, every
child has the opportunity to achieve at his or her highest potential in the fast-paced,
ever-changing environment of the 21st century. The rapid advance of technology
requires that all educators continually upgrade their skills, knowledge bases,
and perspectives.
Media and technology programs are an integral part of education. Collaboration
is the key. Teachers and media and technology personnel collaborate to create
a 21st century learning environment in which student learning is the focus. Students
simultaneously collaborate with each other and their teachers to learn how to solve
problems, complete real world tasks, and take charge of their own progress. The
added value of this collaborative, media and technology-enhanced environment
is thoughtful planning, differentiated instruction, and smaller class size.
IMPACT: Guidelines for North Carolina Media and Technology Programs, released
in 2000, provided guidelines for school library media coordinators and technology
facilitators in North Carolina. The 2005 revision of the document updates information
in the original, continues to reflect national, state, and professional standards,
and adds a step-by-step guide to becoming an IMPACT school. It also provides
recommendations for programs, personnel, budgets, policies, resources, and facilities
that will guide media and technology programs as they support a resource-rich,
technology-rich learning environment.
IMPACT will help meet the information and technology challenge facing North Carolina
schools in the new millennium. As a result, media and technology programs will:
IMPACT TEACHING,
IMPACT LEARNING,
IMPACT MOTIVATION, AND
IMPACT STUDENT ACHIEVEMENT.
INTRODUCTION 3
4 IMPACT: Guidelines for North Carolina Media and Technology Programs
IMPLEMENTING THE IMPACT MODEL
A How-to Guide
Dealing with the Change that the IMPACT Model
Will Bring
The Technology Facilitator Scenario
School Library Media Coordinator Scenario
Works Cited
IMPLEMENTING THE IMPACT MODEL: A HOW-TO GUIDE
Educators in schools interested in implementing the IMPACT Model always ask,
“What is the best way to begin?” While one school might decide to implement all
portions of the model simultaneously--hiring all the staff, implementing flexible access,
and initiating monthly grade-level collaborative planning sessions, others prefer a
phased-in model to help staff prepare for the change in school culture that will ensue.
The following guide offers strategies for implementing the IMPACT Model regardless
of the timeline that a school adopts. Please be aware, however, that all change is
difficult. Moving quickly and resolutely toward a new program may be less painful
than a drawn-out implementation.
PHASE 1: Building Support
The first step in implementing the IMPACT Model is creating an awareness of the
benefits of the model to students and teachers.
Administrative support is critical to implementing the model. The principal
should be an instructional leader who participates fully in the Media and
Technology Advisory Committee (MTAC).
Teachers and all stakeholders should be represented on the MTAC. Research
on the benefits of flexible scheduling can be shared with the MTAC whose members
will serve as advocates for the IMPACT Model within the school and community.
Parents and community members should be represented on the MTAC.
The school library media coordinator and technology facilitator should be active
participants in the School Improvement Team, ensuring that information and
technology skills are addressed within the school improvement plan.
A school wide planning retreat focusing on change, flexibility, and collaboration
provides the opportunity to share research on the IMPACT Model and address
initial concerns among the total staff.
The MTAC should communicate with educators in other schools in North Carolina
that have successfully implemented the IMPACT Model and learn from their
experiences.
IMPLEMENTING THE IMPACT MODEL 5
PHASE 2: Readiness Assessment
The second step in implementing the IMPACT Model is determining the readiness of your
school for successful implementation. Consider the following needs as you design this
assessment:
The school library media coordinator and technology facilitator, in collaboration
with the system-level technology director and system-level media director, should
review IMPACT guidelines and North Carolina Educational Technology Plan
recommendations for determining additional personnel.
The media coordinator and technology facilitator should conduct a needs assessment
for staff to determine their readiness to utilize technology and information in a
collaborative environment. This assessment may include technology application
skills, technology integration skills, flexible scheduling utilization, understanding
of collaborative teaching and learning, and how to ask open-ended questions.
Content area curriculum mapping/pacing guides should be reviewed and updated
for alignment to the Standard Course Of Study, relevance to current classroom
practice, and consistency across grade levels and subject areas.
The infrastructure should be evaluated for adequacy according to the standards
described in the North Carolina Educational Technology Plan.
Hardware access and software resources should be evaluated for adequacy and age
appropriateness according to North Carolina Educational Technology Plan standards.
The media collection should be evaluated through a collection analysis that maps
resources to the curriculum.
A long-term collection development plan should be created based on the collection
analysis. The collection should balance print and nonprint resources.
The media center schedule should be evaluated for its capacity to provide
point-of- need resources and services to students and staff. The master schedule
should be reviewed for options to create flexible access to media and technology
facilities and personnel.
The existing budget should be evaluated for the capacity to fund needs identified
in the readiness assessment. All potential external and internal sources of funding
should be identified in consultation with the system-level technology director, the
system-level media director, and the principal.
The MTAC should conduct a benchmark assessment of the media and technology
program using IMPACT rubrics.
PHASE 3: Setting the Stage for Successful Collaboration
The next step in implementing the IMPACT Model is to create a foundation for
collaborative planning that addresses needs identified in the readiness assessment.
The principal will attempt to meet personnel needs through re-assignment of
existing staff and recommendations to the superintendent for hiring additional staff.
With the support of the MTAC, the principal should articulate school-wide
expectations for collaboration. This may include a master planning calendar
based on curriculum mapping/pacing guides.
The principal will develop a schedule to provide flexible access to the school
library media coordinator and technology facilitator and facilities.
The media coordinator and technology facilitator will acquire print and non-print
resources based on the collection development plan.
6 IMPACT: Guidelines for North Carolina Media and Technology Programs
The media coordinator and technology facilitator will acquire adequate hardware/
software according to the recommendations of the North Carolina Educational
Technology Plan and the MTAC committee. These acquisitions should include
adaptive technologies for students with special needs.
The media coordinator and technology facilitator will offer professional development
on best practices in using technology and media resources to support student
achievement.
The system-level technology director will upgrade building infrastructure to meet
North Carolina Educational Technology Plan standards.
The media coordinator and technology facilitator, with the principal and teachers,
will analyze student data to identify school-wide student needs.
As members of the School Improvement Team, the media coordinator and
technology facilitator will identify goals for technology/information skills integration
in the School Improvement Plan.
The media coordinator and technology facilitator, with input from the MTAC,
will redesign the media center and classrooms to accommodate differentiation
of instructional activities with technology and flexible grouping.
PHASE 4: Formal Collaboration
The ultimate step in implementing the IMPACT model is creating collaborative planning
times. Using this time, the school library media coordinator, technology facilitator, and
classroom teachers collaboratively will:
Plan together to create and evaluate multidisciplinary units of instruction
integrating technology/information skills across the curriculum;
Design differentiated instructional activities to meet individual student needs;
Identify regular common planning time for team collaboration by grade level
and subject;
Assess student products emerging from collaboratively planned units of instruction
(New assessment tools and rubrics should be created as needed.);
Celebrate student achievement and recognize teachers for their successes;
Evaluate the outcomes of common planning times using a variety of methods
such as surveys, reflections, and plus/delta charts.
PHASE 5: Beyond the Classroom
Collaborative planning will expand the opportunities for integrating resources beyond
the classroom. The increased use of media and technology resources in instruction
makes it important to expand access to these resources beyond the traditional school
day and the traditional school community.
The school library media coordinator and technology facilitator will identify and
integrate outside resources into collaborative units of instruction. These resources
may include local, state, and national educational resources including print, digital,
and human resources.
The media coordinator and technology facilitator will work with partners to provide
after school programs for children, parents, and community members. (For example,
Computer Camps, Computer Clubs, Book Clubs, technology training for adults, family
technology and reading nights.) The media center and technology facilities may be
opened extended hours and staffed by educators who have negotiated flexible hours
with the administration, by separately hired staff, and/or by volunteers.
IMPLEMENTING THE IMPACT MODEL 7
ON-GOING: Evaluation
Implementation of the IMPACT Model may be evaluated by the MTAC using
the following guided reflection questions.
What impact does a supportive environment have on media and technology
access and use?
What impact do media, technology, and collaboration have on the total
school program?
What impact does communication have on the total school program?
What impact do research-based practices in technology, literacy, and
information skills have on student learning?
Does integration of technology/information skills throughout the curriculum
enhance student learning?
What areas of the curriculum can most effectively be enhanced with technology/
information skills?
Does the use of technology as a learning tool improve student achievement?
To what extent is data used in making decisions about hardware/software
allocations and selection of media resources?
To what extent are technology and media resources accessible to all students?
To what extent are technical support personnel provided and technical support
procedures implemented?
To what extent are technology and media resources accessible during and
beyond the school day?
To what extent has the school established and maintained an effective
communications system?
To what extent does the school support and promote collaboration?
To what extent are procedures used to monitor, evaluate, and review progress
of technology initiatives?
To what extent is effective professional development provided?
To what extent are student/curricular needs being fulfilled by identified
media and technology resources?
ORIENTATION FOR NEW STAFF AND ADMINISTRATORS:
The school must recruit and hire teachers who are receptive to the
IMPACT Model.
The MTAC will provide orientation for new staff and administrators
to the IMPACT Model.
8 IMPACT: Guidelines for North Carolina Media and Technology Programs
DEALING WITH THE CHANGE THAT THE IMPACT MODEL WILL BRING
“THE CONVICTION THAT LEARNING GOALS SHOULD BE FIXED AND TIME A
FLEXIBLE RESOURCE OPENS UP PROFOUND OPPORTUNITIES FOR CHANGE.”
(United States. Department of Education. “Prisoners of Time.”)
USING THE CONCERNS-BASED ADOPTION MODEL (CBAM) TO MOVE
TEACHERS FORWARD IN THE IMPACT MODEL
In order for the IMPACT Model to work in a school, it must have the support and under-standing
of classroom teachers. Teachers must understand the changes that will occur
in their classrooms and in their teaching as a result of this model. The administrative
and media and technology staff must support and nurture teachers through this change.
Supporting and nurturing means addressing teachers as individuals and understanding
their concerns about the changes they are or will be experiencing. According to the
CBAM model of change, individuals involved in change can be identified as one of the
following:
INNOVATOR: Approximately 8% or any group can be considered innovators.
These individuals are eager to try new ideas, are open to change, and are willing
to take risks.
LEADER: Approximately 17% of any group can be considered leaders. These
individuals are open to change, but more thoughtful about getting involved.
EARLY MAJORITY: Approximately 29% of any group can be considered as the early
majority. These individuals are cautious and deliberate about deciding to adopt an
innovation.
LATE MAJORITY: Approximately 29% of any group can be considered as the late
majority. These individuals can skeptical of adopting new ideas and are “set in
their ways.”
RESISTER: Approximately 17% of any group can be considered resisters. These
individuals are suspicious and generally opposed to new ideas. (Hord, S., et al, 1998.)
It is important to recognize that these identifiers are not meant to be negative or
positive, but rather they allow a change facilitator to recognize what is needed to move
an individual through the change process. For the IMPACT Model, this means being
able to recognize how a teacher approaches a change to classroom practice and working
with each individual to better utilize the model.
Once the school library media coordinator, technology facilitator, and/or administrator
have identified each teacher’s adopter level, they should identify Stages of Concern.
The Stages of Concern help to identify how a person feels and thinks about a given
initiative. In the implementation of the IMPACT Model, teachers will move through
the stages as they become more comfortable with the collaborative process and the
IMPACT culture.
” IMPLEMENTING THE IMPACT MODEL 9
“CHANGE:
is a PROCESS,
not an event
is made by
INDIVIDUALS
first, then
institutions
is a highly
PERSONAL
experience
entails
DEVELOPMENTAL
growth in
feelings and
skills
(Hord, S., et al, 1998.)
STAGES OF CONCERN
0. AWARENESS: The individual either isn’t aware of the change being proposed
or doesn’t want to learn it.
1. INFORMATIONAL: The individual has heard of the program, but needs more
information.
2. PERSONAL: The individual’s main concern is how this program will affect
them on a personal level.
3. MANAGEMENT: The individual’s main concern is about the management,
scheduling, etc., of a specific program.
4. CONSEQUENCE: The individual’s primary concern is how the program will
affect students or how they can make the program work for their students.
5. COLLABORATION: The individual’s primary concern is how to make the
program work better by actively working on it with colleagues.
6. REFOCUSING: The individual’s primary concern is seeking out a new and
better change to implement.
When the media coordinator, technology facilitator, and/or administrator have identified
each teacher’s Stage of Concern, they can more easily communicate the needs of both
the teacher and the program. Teachers in the early stages of concern will need more
one-on-one assistance and encouragement than those in the later stages.
10 IMPACT: Guidelines for North Carolina Media and Technology Programs
WHAT TEACHERS MUST BE WILLING TO DO
When teachers understand that a change will take place, they will need to be completely
aware of what implementing the IMPACT Model will mean to their classroom and their
teaching practice.
TEACHERS MUST BE WILLING TO:
BE FLEXIBLE
Take risks
Try new things
Step out of the box
ASSESS STUDENT NEEDS
Analyze test scores
Understand individual learning styles
Survey individual interests
INITIATE COLLABORATION
Brainstorm ways the collaboration process can work for them and their students
Share ideas with school library media coordinator/technology facilitator and
other teachers
Begin the collaboration process
Evaluate project successes
FAIL
Technology doesn’t always work
Students don’t always work well collaboratively
The “best” lesson plan doesn’t always work out the way you planned
ASK FOR HELP
Students
Teachers
School library media coordinator
Technology facilitator
CELEBRATE SUCCESSES
Tell other teachers what is working well
Share with school library media coordinator and technology facilitator
Share with other schools
Share at conferences
USE: Web sites, bulletin boards, newsletters, displays, sharing lessons,
press releases, system-level collaboration fairs, school-wide activities
(Poetry Day, Technology Night), etc.
IMPLEMENTING THE IMPACT MODEL 11
CHANGE ROLES
Move from being the “sage on the stage” or “guide on the side” to the
“mentor in the center”
Facilitate the learning process
Allow students to begin taking responsibility for their own learning
Become a team member
Become a life-long learner
12 IMPACT: Guidelines for North Carolina Media and Technology Programs
THE TECHNOLOGY FACILITATOR SCENARIO
“THE IMPORTANT ISSUE IN EFFECTIVENESS FOR LEARNING IS NOT THE
SOPHISTICATION OF THE TECHNOLOGIES, BUT THE WAYS IN WHICH THEIR
CAPABILITIES AID AND MOTIVATE USERS”
(Dede, C., 2001).
Innovation Middle School is wired. Every classroom has three multimedia, Internet
accessible computers, an LCD projector, a Digital Interactive Whiteboard, a DVD player,
and curriculum appropriate hardware and software. Networked printers are located
on every hall, and each grade, 6th, 7th, and 8th, has a mobile computer lab. For
Mrs. Ray, the technology facilitator, a wired school means a very busy schedule.
Mrs. Ray has worked at Innovation Middle School for many years. Through her
experience and education, she has gained and applied many insights about technology
and the job of teaching.
Mrs. Ray knows that technology brings new resources into the classroom (Bajcsy, 2002).
For instance, this is the first year that Mr. Price has participated in the Global Lab
project with his eighth grade 1st period science class. Global Lab students around
the world create environmental profiles of their school. Students measure parameters
such as light intensity, carbon dioxide concentrations, air and soil temperature, and
soil moisture, then compile their data and exchange it with other schools across the
globe. Through the global lab project, Mr. Price’s students have information that
has not been available to his students in previous years. With observations available
from other students in diverse environments, his students make comparisons of their
environmental profile with profiles of other environments to make hypotheses and
observations. This morning Mrs. Ray works with Mr. Price and his students organizing
the data from the various environments in a database. While Mrs. Ray works with
students on creating a database, Mr. Price will work with students on organizing
and synthesizing the information in appropriate searchable fields and records.
Mrs. Ray also knows that with technology, teachers are able to develop new forms of
instruction (Means, 2000). Last summer, the Innovation Middle School Social Studies
team, developed lessons and an accompanying selection of online resources and
software, of texts, photographs, audio and video content. This morning in Mrs. Foust’s
second period social studies class, students are using the resources to create multimedia
reports instead of the traditional written reports on Asian history and culture. The group
assigned to explore the economy of China, uniquely explore the ties between the
American economy and China’s economy and working conditions in their multimedia
report titled Made in China. Students use photographs and voiceovers to explain the
implications of importing products from China to the United States. This morning Mrs.
Ray and Mrs. Powder, the school library media coordinator, are working with the students
on their projects. Mrs. Powder is instructing students on how to correctly cite sources
for multimedia and online resources. Mrs. Ray is helping students incorporate multime-dia
sources into their presentations correctly. Mrs. Foust comments that using the multi-media
resources gives greater content and depth to instruction and student assignments.
Discussions with many teachers confirm something else Mrs. Ray already knows.
Technology motivates student learning. Teachers suggest that technology motivates
students, because it creates an environment that involves students more directly than
traditional teaching tools (Schacter, 1999). Before Mrs. Ray heads to the sixth grade
team weekly planning meeting, she stops by Mrs. Brown’s 8th grade language arts class.
IMPLEMENTING THE IMPACT MODEL 13
Since Mrs. Brown replaced journal writing on required reading assignments with
Weblogs, her students’ writing has increased dramatically. Students are so involved
in writing and reading Weblog entries that they all scramble to get on the computers
before lunch. Because students are posting their responses online where every other
student can read the entry, students are reading the young adult literature thoroughly
and are posting more in-depth observations about what they are reading. Mrs. Brown
is ecstatic. Not only are students more engaged in the literature, but they are also
taking responsibility for their own learning.
After lunch Mrs. Ray heads for Mr. Mulroney’s room. Technology has been extremely
helpful in individualizing instruction for students, many of whom are served in excep-tional
classrooms (Lou, 2001). While Mr. Mulroney believes that technology helps
adapt instruction to student learning styles, he does not believe in isolated learning.
In Mr. Mulroney’s class, students are learning about volcanoes together through a
variety of activities. Mark and Adam are building a model volcano from everyday
kitchen products. Mary is using simulation software to simulate a volcanic eruption
by combining different gases with magma and rock. Linda and James are creating a
Hyperstudio stack on Mount St. Helen’s in Washington. Mr. Mulroney asked Mrs. Ray
to join the class this afternoon as students’ work on their different projects.
As students are leaving school, Mrs. Ray is setting up for professional development.
Mrs. Ray knows that effective use of instructional technology is dependent on the
teacher (Grove, Strudler, and Odell, 2004). Teachers must be confident in applying
technology when and where appropriate. To maintain their technology competency
in a fast-paced environment, professional development has becomes a high priority
for teachers. Today, Mrs. Ray is teaching sixth grade teachers about handhelds.
Before Mrs. Ray leaves for the day, she checks the next day’s schedule. She notes
that tomorrow Mrs. Caison, the music teacher, is using midi software in music
appreciation class . . .
For online video examples of technology facilitator scenarios visit the following Web site:
<http://www.ncwiseowl.org/IT/TFPAI/TFPAI.htm>
14 IMPACT: Guidelines for North Carolina Media and Technology Programs
SCHOOL LIBRARY MEDIA COORDINATOR SCENARIO
INFORMATION LITERACY IS A TRANSFORMATIONAL PROCESS IN WHICH THE LEARNER
EVALUATES AND USES INFORMATION IN ITS VARIOUS FORMS FOR PERSONAL, SOCIAL,
AND PROFESSIONAL PURSUITS
(paraphrased from Abilock, 2004).
It is 7:00 a.m. – just another day in the Innovation school media center. Students
cluster in the foyer waiting for the library doors to open. The library is always used
heavily before the school day begins. Some students will come to the media center to
work on class assignments. Others will check out books. Teachers stop by to schedule
a class in the media center for a project. At 8:00 a.m., the first bell rings and the
media center empties while students flock to homeroom class.
Mr. Reynold’s seventh grade math class is the first class of the day for Mrs. Wright,
the school library media coordinator. Geometry is always a favorite part of the math
curriculum in seventh grade because students never tire of constructing shapes and
figures. Today, students are exploring an engineering geometric wonder of the world,
domes. Mrs. Wright is excited today to share some of the books in the media center
on the design and construction of structures. Some of Mrs. Wright’s favorites are
Building Big by David Macaulay, Experiment! Spiderwebs to Skyscrapers: The Science
of Structures by David Darling, and Eyewitness Books: Force & Motion by Peter Lafferty.
After Mr. Reynold’s class leaves, Mrs. Wright checks on a couple of eighth grade boys
who are investigating the various estuaries in North Carolina. Their assignment is to
locate an estuary to visit on a field trip. Mrs. Rowland, the media assistant, helps the
boys do a search on the Internet on estuaries in North Carolina. So far the boys have
information on the Neuse River, the Albemarle, and the Pamlico River Estuary. Mrs.
Wright directs the eighth grade boys to resources in the reference collection. Several
books on North Carolina can aid their decision. Notably, The Nature of North Carolina’s
Southern Coast: Barrier Islands, Coastal Waters and Wetlands by Dirk Frankenberg
describes several estuaries of interest.
The Lunchtime Book Club meets today. Students who join the club bring their lunch
to the library and discuss a book that they are reading. Currently, they are reading
The DoubleLife of Zoe Flynn by Janet Lee Carey about a girl who hides the fact from
her classmates that her family lives in a van. Mrs. Wright has several book clubs to meet
the varied interests of students. Her personal favorite is the sports heroes book club she
jointly coordinates with Mr. Reynolds. When reading is connected to real-world contexts
and personal interest students are more motivated to read (Ivey and Broaddus, 2001).
After lunch Mrs. Wright meets with the sixth grade collaborative planning team for the
afternoon. Each year the sixth grade teachers focus the instructional program around a
central theme. This year the theme is cities. The team has already decided the theme
for next year will be detectives. Today, they want to pinpoint resources and plan ideas
for integrating the theme with the SCOS. Mrs. Wright is excited. The detective/mystery
genre of young adult literature is always a favorite with middle grade students. Today
she suggests to Mrs. Johnson, the language arts teacher, Wolf Rider by Avi and Getting
Lincoln’s Goat by E. M. Goldman as literature for next year.
IMPLEMENTING THE IMPACT MODEL 15
Mrs. Wright also thinks the history detectives Web site (http://www.pbs.org/opb/
history detectives/index.html) will be the perfect fit for the social studies curriculum.
During the planning meeting she shows this Web site to Mr. Carter, the sixth grade
social studies teacher while Mr. Grady, the science teacher and Mr. Brown, the math
teacher discuss some ideas for integrating math and science with a detective theme.
Mrs. Wright has appreciated the insight that a theme-based approach has brought to
the sixth grade teachers. The sixth grade teachers recognize that their role as the
content specialist combined with the media specialist’s role as resource specialist
has helped build a stronger, more dynamic instructional program (Russell, 2002).
Theoretically, every unit of instruction in any subject curriculum has an opportunity
for a problem- or inquiry-based learning component that requires data, information,
and knowledge (Georges, 2004, p. 34). For Mrs. Wright, her role within the educational
institution is clear. It is her responsibility to seize every opportunity, to provide her
colleagues with instructional activities, and to create a collaborative atmosphere that
fosters information literacy.
For online video examples of school library media coordinator scenarios visit the
following Web site: <http://www.ncwiseowl.org/IT/MCPAI/MCPAI.htm>
16 IMPACT: Guidelines for North Carolina Media and Technology Programs
WORKS CITED
Abilock, D. “Information Literacy from Prehistory to K-20: A New Definition.”
Knowledge Quest 32.4 (2004): 9-11.
Bajcsy, R. “Technology and Learning.” Visions 2020: Transforming Education and
Training through Advanced Technologies. Washington, DC: U.S. Department of
Commerce, 2002.
Dede, C. “Vignettes about the future of Learning Technologies.” Visions 2020:
Transforming Education and Training through Advanced Technologies. Washington, DC:
U.S. Department of Commerce, 2002.
Georges, F. “Information Literacy, Collaboration, and ‘Killer Apps’: New Challenges
for Media Specialists.” Library Media Connection 23.2 (2004): 34-35.
Grove, K., N. Strudler, and S. Odell. “Mentoring Toward Technology Use: Cooperating
Teacher Practice in Supporting Student Teachers.” Journal of Research on Technology
in Education 37 (2004): 85-109.
Hord, S., W. Rutherford, L. Huling-Austin, and G. Hall. Taking Charge of Change.
Austin, TX: Southwest Educational Development Laboratory, 1998.
Ivey, G. and K. Broaddus. “Just Plain Reading: A Survey of What Makes Students
Want to Read in Middle School Classrooms.” Reading Research Quarterly 3. 4 (2001):
350-377.
Lou, Y., et al. “Small Group and Individual Learning with Technology: A Meta-Analysis.”
Review of Educational Research 71. 3 (2001): 449-521.
Means, B. “Accountability in Preparing Teachers to Use Technology.” 2000 State
Educational Technology Conference Papers. Washington, DC: Council of Chief State
School Officers, 2000.
Schacter, J. The Impact of Education Technology on Student Achievement: What the
Most Current Research Has to Say. Milken Exchange on Education Technology, 1999
<http://www.milkenexchange.org >.
United States. Department of Education. “Prisoners of Time.” National Education
Commission on Time and Learning. Apr. 1994
<http://www.ed.gov/ZipDocs/PrisonersOfTime.zip>.
IMPLEMENTING THE IMPACT MODEL 17
18 IMPACT: Guidelines for North Carolina Media and Technology Programs
TEACHING AND LEARNING
Vision
Collaboration
Integration of Information and Technology Skills
Access to Information Resources and Services
Collaboration for Assessment, Research, and Student
Achievement
Professional Development
Collaboration through Flexible Access
Flexible Access Looks Like This
Collaborating to Achieve Instructional Goals
Leadership and the Change Process
Making Flexible Access and Collaboration Work
Roles and Responsibilities of Collaborative Partners
Implementing Effective Collaborative Planning Sessions
Advocacy: Communicating Flexible Access and Collaboration
Reading and Literacy
Collaboration: Media and Technology, Reading, and Literacy
Reading Programs or Reading?
TEACHING AND LEARNING
VISION
School library media and technology programs should focus on student achievement
and involve the entire staff in collaboratively planning instructional programs that
are authentic and engaging, enriched by high-quality resources, current technologies,
and effective models of integration. A learner-centered approach to instruction
focuses attention on media and technology programs as vital instructional forces
that complement, support, and expand classroom learning. The ongoing assessment
of media and technology programs is the responsibility of teachers and administrators
working together with media and technology professionals. An effective media and
technology program supports the teaching and learning community through data-driven
collaboration, literacy, integration of technology and information skills with the total
curriculum, resources, staff development, and assessment.
COLLABORATION
“CREATING THE CONTEXT OF A COLLABORATIVE CULTURE REQUIRES MORE THAN
ENCOURAGING EDUCATORS TO WORK TOGETHER. THE TRADITION OF TEACHER ISOLATION
IS TOO DEEP TO BE UPROOTED SIMPLY BY OFFERING OPPORTUNITIES FOR COLLEGIAL
ENDEAVORS. COLLABORATION BY INVITATION NEVER WORKS. LEADERS WHO FUNCTION AS
STAFF DEVELOPMENT LEADERS EMBED COLLABORATION IN THE STRUCTURE AND CULTURE
OF THEIR SCHOOLS. TEACHERS’ WORK IS SPECIFICALLY DESIGNED TO ENSURE THAT EVERY
STAFF MEMBER IS A CONTRIBUTING MEMBER OF A COLLABORATIVE TEAM. CREATING AN
APPROPRIATE STRUCTURE FOR TEACHER COLLABORATION IS VITALLY IMPORTANT, BUT
ALSO INSUFFICIENT. LEADERS MUST DO MORE THAN ORGANIZE TEACHER TEAMS AND
HOPE FOR THE BEST. THEY MUST PROVIDE THE FOCUS, PARAMETERS, AND SUPPORT
TO HELP TEAMS FUNCTION EFFECTIVELY”
(“Designing Powerful Professional Development,” 2005).
Collaboration should be evident in all areas of the school environment as well as at the
system, regional, and state levels. Within the school, the school library media coordinator
and the technology facilitator work closely with teachers, administrators, students, and
support personnel. All of these people must be involved in the planning, implementation,
and evaluation of an instructional program integrated with media and technology.
For more information refer to the section on Collaboration Through Flexible Access.
TEACHING AND LEARNING 19
INTEGRATION OF INFORMATION AND TECHNOLOGY SKILLS
“TODAY’S STUDENT LIVES AND LEARNS IN A WORLD THAT HAS BEEN RADICALLY ALTERED
BY THE READY AVAILABILITY OF VAST STORES OF INFORMATION IN A VARIETY OF FORMATS.
THE LEARNING PROCESS AND THE INFORMATION SEARCH PROCESS MIRROR EACH OTHER:
STUDENTS ACTIVELY SEEK TO CONSTRUCT MEANING FROM THE SOURCES THEY ENCOUNTER
AND TO CREATE PRODUCTS THAT SHAPE AND COMMUNICATE THAT MEANING EFFECTIVELY.
DEVELOPING EXPERTISE IN ACCESSING, EVALUATING, AND USING INFORMATION IS IN
FACT THE AUTHENTIC LEARNING THAT MODERN EDUCATION SEEKS TO PROMOTE”
(NC Information Skills Curriculum Philosophy, 1999).
The school library media coordinator and technology facilitator play an integral role
in teaching students how to access, evaluate, and use information. They also support
students in being able to choose the most appropriate tool for collecting information
in multiple formats and then organizing, linking, evaluating, and through synthesis,
discovering how to present the information. “An array of tools for acquiring information
and for thinking and expression allows more students more ways to enter the learning
enterprise successfully and to live productive lives in the global, digital, and information-based
future they all face” (Philosophy: North Carolina Standard Course of Study, 2004).
These skills are embedded throughout the Information and Computer/Technology Skills
curricula and are essential to teaching and learning. It is vital that these skills are fully
integrated across the curriculum.
To integrate these skills seamlessly across the curriculum, the media coordinator
and technology facilitator need to “provide strong and creative leadership in building
and nurturing the culture of learning, both as a teacher and as an instructional
partner” (AASL and AECT, 1998). As teachers, the school library media coordinator
and technology facilitator will need to “use both traditional materials and innovative
resources” (AASL and AECT, 1998) to provide meaningful instruction. This can
be achieved through instruction in a full range of information concepts and
strategies, so that students will have the skills needed to interact effectively with
all information resources.
A research process is one of the types of innovative resources that can be used
whenever students are in a situation, academic or personal, that requires information
to solve a problem, make a decision, or complete a task. A systematic research model
such as the Big Six provides an information problem-solving process, and a set of skills
that provide a strategy for effectively and efficiently meeting information needs.
It is important to remember that the integration of information and computer/
technology skills across the curriculum does not take place in isolation, but occurs
through collaborative planning. The involvement of media and technology professionals
in all aspects of curriculum implementation is fundamental to collaboration.
20 IMPACT: Guidelines for North Carolina Media and Technology Programs
BEING INVOLVED WITH THE CURRICULUM TO ACHIEVE INSTRUCTIONAL GOALS MEANS:
Developing a thorough knowledge of the North Carolina Standard Course
of Study for all subject areas and grade levels within the school
<http://www.ncpublicschools.org/curriculum>;
Working with teachers to integrate media and technology into instruction across
all subject areas and grade levels (See scenarios for school library media coordinator
and technology facilitator in Implementing the IMPACT Model);
Serving on the School Improvement Team;
Working on subject area and grade level teams and committees at the building,
system, and state level;
Taking leadership roles on the Media and Technology Advisory Committee;
Analyzing the School Improvement Plan for areas of instructional focus;
Reflecting the School Improvement Plan in instruction and in the acquisition
of resources;
Analyzing test data with teachers to improve instructional focus;
Participating in grade level/departmental meetings;
Recommending appropriate information and technology resources to support
information and computer/technology skills, and critical thinking throughout
the curriculum;
Collaborating with teachers, staff, and other members of the learning community
to integrate information literacy competencies throughout the teaching and learning
process;
Developing a deep understanding of the information and computer/technology
skills for student learning and of the specific relationship between the skill and
the curricular goals of the school and system (AASL and AECT, 1998);
Developing and promoting specific plans for incorporating the information literacy
standards for student learning into day-to-day curricular and instructional activities
(AASL and AECT, 1998);
Collaborating regularly with teachers and other members of the learning community
to encourage students to become information literate, independent in their learning,
and socially responsible in their use of information and information technology
(AASL and AECT, 1998).
RESEARCH MODEL RESOURCES
THE BIG SIX OR THE SUPER THREE
<www.big6.com>
FLIP-IT
<www.aliceinfo.org/FLIPit.html>
FOLLETT’S INFORMATION SKILLS MODEL
<www.sparkfactor.com/clients/follett/home.html>
JAMIE MCKENZIE’S RESEARCH CYCLE
<http://questioning.org/rcycle.html>
TEACHING AND LEARNING 21
ACCESS TO INFORMATION RESOURCES AND SERVICES
IN THE TEACHING/LEARNING PROCESS
The media and technology program provides intellectual and physical access to a full
range of information and services for a community of learners and serves as a model
for responsible and creative information use. The school library media coordinator
and the technology facilitator collaborate with the school community to play an even
more important role as the quantity of information continues to grow. They guide
and promote a student-centered program; provide flexible and equitable access to
information for learning; and use the North Carolina Standard Course of Study to
help all students “construct meaning from the sources they encounter and to create
products that shape and communicate that meaning effectively” (NC Information
Skills Curriculum Philosophy, 1999).
It is critical for students to have the ability to process and create understanding from
all types of media in our exploding world of information. Real research and questioning
can become lifelong tools to encourage independent thinking and to guide classroom
inquiry at any time students are engaged in reading, viewing, or listening activities.
ENSURING EQUITABLE ACCESS TO INFORMATION MEANS:
Providing accurate, up-to-date, and developmentally appropriate print, non-print,
and technology resources that meet the curriculum-related and data-driven needs
of students and teachers;
Providing meaningful instruction in the full range of information concepts and
strategies that students need to interact effectively with all information resources;
Supporting intellectual freedom and students’ right to read.
Providing flexible access to media and technology resources, staff, and facilities
throughout the day;
Providing adequate staffing for the media center and computer labs before, during,
and after school for use by students, teachers, and members of the community;
Providing technologies (such as laptops, portable text devices, and digital cameras)
for individual, small group, classroom, and offsite use;
Purchasing software and assistive/adaptive hardware (such as speech synthesis
software, voice input technologies, and touch screens) that provide access to all
media and technology for students and teachers with special needs;
Providing large screen monitors or data/video projection devices for whole
class instruction.
22 IMPACT: Guidelines for North Carolina Media and Technology Programs ”
““FLEXIBLE,
EQUITABLE, AND
FAR-REACHING
ACCESS . . .
IS ESSENTIAL TO
THE DEVELOPMENT
OF A VIBRANT,
ACTIVE LEARNING
COMMUNITY”
(AASL and AECT, 1998).
COLLABORATION FOR ASSESSMENT, RESEARCH, AND
STUDENT ACHIEVEMENT
Effective collaboration, clear instructional goals, the use of data, and continual
feedback impact achievement in a powerful way. The school library media coordinator
and the technology facilitator collaborate with teachers in the assessment of student
performance in many ways. Grade-level or subject area teams of teachers, along with
the school library media coordinator and the technology facilitator, meet routinely to
identify instructional strengths and weaknesses, analyze scores and other assessments,
and develop strategies to address the instructional needs of students. This process
is ongoing and involves continual examination of teaching practices and learning
opportunities as a means of becoming more effective. In this context, assessment
can be seen as part of the teaching and learning process as opposed to being a
separate task.
Collaboration to assess student learning should be evident in all areas of the school
environment, with the school library media coordinator and the technology facilitator
working closely with teachers, administrators, students, and support personnel. All
must be involved in the planning, implementation, and evaluation of an instructional
program integrated with media and technology.
School library media coordinators and technology facilitators are knowledgeable about
research and best practices and skilled in applying the findings to a variety of situations.
Media and technology programs can have a tremendous impact on student achievement
if they follow the direction provided by research and best practice, and then apply it
to ongoing assessment. In short, effective media and technology programs routinely
consult the research, see where it fits and how it applies, and then study the effects
so that necessary adjustments to the teaching and learning process can be made.
REFLECTION
Reflection is an important part of the educational process. Taking time to revisit
daily practice by asking the following questions allows educators the opportunity to
collaboratively and systematically assess teaching and learning practices, extract the
best strategies, and make refinements that ultimately lead to higher student achievement.
How did the use of technology influence student achievement and increase
motivation?
How many opportunities were offered for critical thinking and problem solving?
Did students use technology to solve real-life problems?
Did students engage in meaningful, relevant conversation?
Did students learn with one another through collaborative work and group problem
solving?
Did students have time to form opinions, debate, persuade, discover new
concepts, and make decisions?
Did students exercise choice at any point in the activity?
Did students engage in reflective debriefing and answer questions such as,
“What happened?” “What made you think that?” “What would you change?”
TEACHING AND LEARNING 23
PROFESSIONAL DEVELOPMENT
Quality professional development provides educators with the knowledge and skills to
build powerful collaborative teams and provide the interpersonal support and synergy
necessary for creatively addressing complex teaching and learning issues.
According to the North Carolina Office of Professional Development, professional devel-opment
leaders “must:
1. Provide time for collaboration in the school day and school year.
2. Identify critical questions to guide the work of collaborative teams.
3. Ask teams to create products as a result of their collaboration.
4. Insist that teams identify and pursue specific student achievement goals.
5. Provide teams with relevant data and information”
(“Designing Powerful Professional Development,” 2005).
The school library media coordinator and technology facilitator play an important role in
the planning and implementation of professional development that helps define and
achieve standards of excellence to ensure the success of every student. Teachers need
the skills, knowledge, time, and autonomy to decide what professional development they
need. The media coordinator and technology facilitator must work with building- and
system-level administrators to ensure that the professional development provided in their
school is based on needs assessment and data collection.
Media and technology personnel need to have an understanding of the school culture to
build a learning community within the school that encourages continuous learning.
Teachers should be rewarded for and encouraged to take risks, and be given the opportu-nity
to learn and share together. Effective professional development experiences provide
opportunities for teachers to build their knowledge and skills and broaden their teaching
approaches, so they can create better learning opportunities for students. Media coordi-nators
and technology facilitators acquire a school-wide perspective of professional devel-opment
needs as they plan collaboratively with teachers. This school-wide perspective
enables them to make decisions about appropriate data-driven professional development
and to acquire the resources to design it.
Media and technology professionals must encourage a data-driven process to determine
what professional development to provide, implement their process, and evaluate its
impact on student learning. This will ensure that teachers receive the quality professional
development they need so that all students can be successful.
In order to be effective, professional development must be assessed on a regular basis so
that improvements can be made. This will help to guarantee a positive impact on teach-er
effectiveness and student learning. Evaluation to determine the overall effectiveness
of a professional development program must be built in during the initial planning stage.
The collection of formative and summative assessment data should occur across the pro-fessional
development program. Formative assessments are conducted throughout the
professional development program, and summative evaluation occurs at the conclusion of
the program. Summative evaluation “should be collected at three levels: educator prac-tices,
organizational changes, and student outcomes” (“Designing Powerful Professional
Development,” 2005).
24 IMPACT: Guidelines for North Carolina Media and Technology Programs
PROFESSIONAL DEVELOPMENT FOR MEDIA AND TECHNOLOGY PROFESSIONALS
The school library media coordinator and the technology facilitator are aware of the need
for appropriate professional development. They expect to continue learning throughout
their teaching career and to be able to improve their practice significantly through a vari-ety
of learning opportunities. Professional development must be provided for media and
technology personnel through local, state, and national opportunities. Professional devel-opment
not only benefits the individual in shaping his or her profession, but also helps
to ensure that best practice is everyday practice and that the most effective approaches
are used.
ASSESSING PROFESSIONAL DEVELOPMENT NEEDS MEANS:
Using formal assessment tools to determine professional development needs.
Prioritizing professional development opportunities based on needs assessment.
Evaluating the effectiveness of professional development efforts at regular intervals.
Using student test data in determining professional development.
Effective professional development is based on theory, research, and proven practice.
No Child Left Behind calls for professional development that:
is sustained, intensive, and classroom-focused,
is grounded on scientifically-based research,
is aligned with state content standards and assessments,
gives teachers of limited English proficient (LEP) students the knowledge and skills
necessary to teach them,
provides preparation in the appropriate use of curricula and assessments,
instructs in methods of teaching children with special needs,
is developed with extensive participation of teachers and principals, and
is regularly evaluated for impact on increased teacher effectiveness and improved
student academic achievement (NSDC Standards for Staff Development, 2001).
PLANNING HIGH QUALITY PROFESSIONAL DEVELOPMENT MEANS:
Participating in regularly scheduled system-level, regional, and state meetings,
and sharing information with school staff;
Attending state, regional, and national conferences to report back on professional
development initiatives and trends;
Serving on professional development committees at the school and system levels.
Involving principals, teachers, and paraprofessionals in the planning of professional
development;
Assessing needs of administrators, teachers, and paraprofessionals for targeted
professional development;
Reflecting licensure requirements, ABC goals and objectives, and school
improvement goals in the school professional development plan -
<http://abcs.ncpublicschools.org/abcs/>;
TEACHING AND LEARNING 25
Providing a variety of professional development including online opportunities
that integrate media and technology into all curriculum areas;
Aligning professional development to the North Carolina Professional Development
Standards - <http://www.ncpublicschools.org/profdev/>;
Aligning professional development to the National Educational Technology Standards
for Teachers - <http://cnets.iste.org/teachers/t_stands.html>;
Using research-based models for professional development.
ENSURING HIGH QUALITY PROFESSIONAL DEVELOPMENT MEANS:
Planning professional development that is aligned with building- and system-level
goals and promotes evaluation and follow-up.
Reflecting current research on teaching and learning.
Respecting and drawing from the knowledge and experience of teachers,
administrators, and paraprofessionals.
Providing a variety of professional development opportunities (such as just-in-time,
small-group, large-group, North Carolina Information Highway (NCIH), and online).
Providing that professional development is relevant to the classroom setting and
reflective of test data.
Providing professional development that gives teachers the knowledge and skills
necessary to work with all students.
Providing time for professional development design, and implementation.
Providing professional development for instructional leaders in data analysis,
collective inquiry, and collaborative planning.
Providing professional development that includes processes for formative and
summative assessment.
Creating an ongoing calendar of professional development opportunities tailored
to meet assessed professional development needs.
Providing time to learn, practice, and incorporate new skills into instruction.
Providing resources to support teachers as they implement new strategies in their
classrooms.
Providing follow-up through re-teaching, one-on-one tutoring, troubleshooting,
modeling, and other forms of support.
Evaluating professional development efforts on a continuing basis to ensure they
are meeting the needs of teachers and staff.
Providing the opportunity for self-assessment of needs and interests by teachers
prior to setting goals for professional growth.
26 IMPACT: Guidelines for North Carolina Media and Technology Programs
THE NATIONAL STAFF DEVELOPMENT COUNCIL STANDARDS
The National Staff Development Council (NSDC) issued standards for high quality
professional development which state that professional development:
should organize adults into learning communities whose goals are aligned with
those of the school and district;
requires skillful school and district leaders who guide continuous instructional
improvement;
requires resources, including time, to support adult learning and collaboration;
should use disaggregated student data to determine adult learning priorities,
monitor progress, and help sustain continuous improvement;
should use multiple sources of information to evaluate effectiveness; and
should prepare educators to understand and teach all students. (NSDC Standards
for Staff Development, 2001)
NORTH CAROLINA PROFESSIONAL DEVELOPMENT STANDARDS
Based on research by the National Staff Development Council (NSDC), the North
Carolina Professional Development Standards provide the vision and framework for
making professional development more responsive to the learning needs of both
educators and students. The standards propose that professional development “should
contribute to measurable improvement in student achievement” and that higher student
achievement is the goal. “Professional development that does not produce changes
in practice, [the standards emphasize] does not support improved student performance;
[furthermore] professional development must be powerful enough to result in changes
in schools and practice that lead to higher student achievement and higher teacher
performance” (“Designing Powerful Professional Development,” 2005).
“No Child Left Behind (NCLB) solidifies the presence of high-stakes accountability
systems in our schools, and as we raise the expectations for students and teachers,
we must provide high quality professional development [as it is essential for excellence
in teaching and learning]” (Professional Development, 2005). The National Staff
Development Council (NSDC) believes that one of the primary purposes of professional
development is school improvement as measured by the success of every student.
Success is evident through overall high student achievement (NSDC Standards for
Staff Development, 2001).
The North Carolina Professional Development Standards recommend that professional
development efforts must closely align with school improvement plans and thrive within
existing school operations and structures. This systems-thinking approach to planning
can be guided by the following questions:
What are our goals for our students?
What must we (the adults) learn in order to help our students learn?
What is the best design for the adult learning?
What is in place in our school that we would need to change or strengthen
in order to meet our learning goals and our student goals?
How would we know if we were achieving our goals?
(“Designing Powerful Professional Development,” 2005)
TEACHING AND LEARNING 27
The North Carolina Professional Standards recommend that a well-designed professional
development program will include “a clear and specific presentation of the theory
supporting the new practices: modeling, demonstration, coaching, feedback, and
practice. Questions to guide evaluation of program quality include:
Is this model appropriate for the intended outcomes?
Does the program design include inquiry into how learning can be improved?
Which model of professional development was used to design this program?”
(“Designing Powerful Professional Development,” 2005)
The North Carolina Professional Development Standards are organized according
to the context/process/content schema:
CONTEXT STANDARDS: address the organization, system, and culture in which
the new learning will be implemented
PROCESS STANDARDS: refer to the “how” of professional development describing
the learning processes used in the acquisition of new
knowledge and skills and addressing the use of data,
evaluation and research.
CONTENT STANDARDS: refer to the “what” of professional development.
28 IMPACT: Guidelines for North Carolina Media and Technology Programs
NORTH CAROLINA PROFESSIONAL DEVELOPMENT STANDARDS
CONTEXT STANDARDS
LEARNING Professional development that improves the learning of all
students organizes adults into learning communities whose
goals are aligned with those of the school and district.
LEADERSHIP: Professional development that improves the learning of all
students requires skillful school and district leaders who guide
continuous instructional improvement.
RESOURCES: Professional development that improves the learning of all
students requires resources to support adult learning and
collaboration.
PROCESS STANDARDS
DATA-DRIVEN: Professional development that improves the learning of all
students uses disaggregated student data to determine adult
learning priorities, monitor progress, and help
sustain continuous improvement.
EVALUATION: Professional development that improves the learning of
all students uses multiple sources of information to guide
improvement and demonstrate its impact.
RESEARCH-BASED: Professional development that improves the learning of
all students prepares educators to apply research to
decision making.
DESIGN: Professional development that improves the learning of all
students uses learning strategies appropriate to the intended goal.
LEARNING: Professional development that improves the learning of all
students applies knowledge about human learning and change.
COLLABORATION: Professional development that improves the learning of all
students provides educators with the knowledge and skills
to collaborate.
CONTENT STANDARDS
EQUITY: Professional development that improves the learning of
all students prepares educators to understand and appreciate
all students, create safe, orderly and supportive learning
environments, and hold high expectations for their academic
achievement.
QUALITY TEACHING: Professional development that improves the learning of all
students deepens educators’ content knowledge, provides them
with research-based instructional strategies to assist students
in meeting rigorous academic standards, and prepares them
to use various types of classroom assessments appropriately.
FAMILY INVOLVEMENT: Professional development that improves the learning of all
students provides educators with knowledge and skills to
involve families and other stakeholders appropriately.
(“Designing Powerful Professional Development,” 2005)
TEACHING AND LEARNING 29
COMMUNITIES:
RESOURCES TO SUPPORT PROFESSIONAL DEVELOPMENT PLANNING
Data and Research
<http://www.nsdc.org/library/research.cfm#tools>
Designing Powerful Professional Development for Teachers, Administrators,
and School Leaders
<http://www.ncpublicschools.org/docs/profdev/guidelines/ncguidelines/guidetodesigning.pdf>
How Teachers Learn Best
<http://www.fno.org/mar01/howlearn.html>
Is This School a Learning Organization – 10 Ways to Tell
<http://www.nsdc.org/library/publications/jsd/brandt241.cfm>
Learning by the Numbers
<http://www.edutopia.org/php/article.php?id=Art_924>
Professional Development Articles
<http://www.fsc.follett.com/resources/professional_development.cfm>
Professional Development IQ Test
<http://www.nsdc.org/library/basics/profdevIQ.cfm>
The Toolbelt: A Collection of Data-Driven Decision-Making Tools for Educators
<http://www.ncrel.org/toolbelt/index.html>
What Works in the Elementary School: Results-Based Staff Development
<http://www.nsdc.org/connect/projects/resultsbased.cfm>
What Works in the Middle: Results-Based Staff Development
<http://www.nsdc.org/midbook/index.cfm>
What Works in the High School: Results-Based Staff Development
<http://www.nsdc.org/connect/projects/hswhatworks.pdf>
30 IMPACT: Guidelines for North Carolina Media and Technology Programs
COLLABORATION THROUGH FLEXIBLE ACCESS
“WHAT SETS COLLABORATION APART . . . IS THAT THE OUTCOME IS GREATER THAN
THE SUM OF THE PARTS.”
(Bush, 2003)
DEFINITION OF TERMS
Flexible access enables students and teachers to use and circulate the resources of the
media center and computer lab throughout the day and to have the services of the school
library media coordinator and technology facilitator at point, time, and location of need.
Collaboration is a process facilitated by flexible access. Collaboration within the
IMPACT Model means that the school library media coordinator and technology facilitator
work closely with teachers to plan, implement, and evaluate classroom lessons, units,
and the overall instructional program.
Preparing students to succeed in the 21st century is an enormous challenge that
requires the combined efforts of all educators. Teachers need ongoing support for their
instructional programs to meet the challenges of addressing individual student needs
and learning styles. A key component of the research-based IMPACT Model is that the
media and technology program plays a vital role in today’s schools by providing flexible
access to relevant resources and flexible instruction based on collaborative planning.
Flexible access and collaboration impact student achievement by using student data
to design focused instructional strategies, allowing for differentiation of student
learning, addressing multiple learning styles, allowing for timely individual intervention,
and reducing class size.
No Child Left Behind emphasizes the importance of implementing educational programs
and practices proven effective in improving student learning and achievement through
rigorous scientific research. A substantive body of scientifically-based research has
documented the positive impact of flexible access and collaboration on student
achievement (<http://www.lrs.org/impact.asp>).
“A SUBSTANTIAL BODY OF RESEARCH SINCE 1990 SHOWS A POSITIVE RELATIONSHIP
BETWEEN SCHOOL LIBRARIES AND STUDENT ACHIEVEMENT. THE RESEARCH STUDIES SHOW
THAT SCHOOL LIBRARIES CAN HAVE A POSITIVE IMPACT ON STUDENT ACHIEVEMENT—
WHETHER SUCH ACHIEVEMENT IS MEASURED IN TERMS OF READING SCORES, LITERACY,
OR LEARNING MORE GENERALLY. A SCHOOL LIBRARY PROGRAM THAT IS ADEQUATELY
STAFFED, RESOURCED, AND FUNDED CAN LEAD TO HIGHER STUDENT ACHIEVEMENT
REGARDLESS OF THE SOCIO-ECONOMIC OR EDUCATIONAL LEVELS OF THE COMMUNITY”
(School Libraries Work!, 2004).
Collaboration is sharing new ideas, strategies and resources to create dynamic and
well-planned lessons that foster active learning. The involvement of media and
technology professionals in all aspects of curriculum implementation is fundamental
to the collaborative process. This is facilitated by flexible access to both the media
center and the computer lab and to all their resources, as well as to the services
of these professionals during common planning periods.
TEACHING AND LEARNING 31
“HIGH-ACHIEVING SCHOOLS TEND TO HAVE MORE TECHNOLOGICAL RESOURCES. BAULE
(1997) FOUND THAT SCHOOLS WITH EXEMPLARY TECHNOLOGY WERE ALSO MORE LIKELY
TO HAVE HIGH-QUALITY SCHOOL LIBRARY MEDIA PROGRAMS. YETTER (1994) OBSERVED
THAT THE LIBRARY MEDIA CENTERS IN SUCCESSFUL RESOURCE-BASED LEARNING SCHOOLS
HAD MODERN, SPACIOUS FACILITIES DESIGNED FOR FLEXIBLE USE AND ACCESS TO
TECHNOLOGY. GEHLKEN (1994) NOTED THAT ALL THREE BLUE RIBBON SCHOOLS STUDIED
HAD LIBRARY MEDIA CENTERS WHICH WERE COMMITTED TO INCREASING STUDENT ACCESS
TO TECHNOLOGY, AND WHICH HAD THE FLEXIBILITY AND ELECTRONIC CAPABILITIES
TO ACCOMMODATE THE CHANGING NEEDS CREATED BY NEW TECHNOLOGIES”
(Michigan State Government, 2003).
The collaborative process begins with an integration phase, develops into cooperatively
planned activities, and culminates with full collaborative units.
Integration is the alignment of media and technology resources to support classroom
topics and the instructional needs of students.
Cooperative activities result when media and technology personnel design lessons
independently in support of classroom objectives and instruction.
Collaboration requires co-planning between teachers and media and technology
personnel to create cross-curricular lessons and units that are jointly delivered
and evaluated.
Initially, media and technology professionals meet occasionally with classroom teachers
to plan cooperatively. There may be a combination of fixed classes, as well as times
for open access. At the next stage, media and technology professionals meet with
teachers on a regular basis to plan learning experiences, and there are no fixed times for
instruction in the media center or computer lab. At the highest level of implementation,
formal units of instruction are collaboratively planned, implemented, and evaluated.
Teachers and media and technology professionals meet routinely to analyze and use
data and to determine instructional strategies and resources to improve teaching and
learning. At this stage, media and technology professionals may also co-teach with
classroom teachers.
Once a collaborative environment is established, the school library media coordinator
and technology facilitator will continue to work at the various levels to support classroom
instruction as needs arise. With in-depth collaborative planning, teachers and media
and technology professionals meet routinely to analyze and use data and to determine
instructional strategies and resources to improve teaching and learning.
“THE NATIONAL LIBRARY POWER PROJECT, INVOLVING 700 SCHOOLS IN 19 SCHOOL
DISTRICTS, REQUIRED IMPLEMENTATION OF COOPERATIVE PLANNING AND TEACHING
AND FLEXIBLE SCHEDULING OF THE LIBRARY. RESULTS OF THE STUDY INDICATED:
MORE COLLABORATIVE WORK ENVIRONMENTS AND INSTRUCTIONAL PROGRAMS
FOCUSING ON INTERDISCIPLINARIY, INQUIRY- AND PROBLEM-BASED LEARNING;
MORE FREQUENT VISITS TO THE LIBRARY AS A RESULT OF IMPLEMENTATION OF
FLEXIBLE SCHEDULING;
MORE ENGAGING AND EDUCATIONALLY RICH LEARNING ACTIVITIES FOR STUDENTS”
(Research on Flexible Access to School Libraries, 2002).
32 IMPACT: Guidelines for North Carolina Media and Technology Programs
FLEXIBLE ACCESS LOOKS LIKE THIS:
Students and teachers move freely in and out of the school library media center
and the computer lab for activities such as researching print and electronic resources
for an assignment and creating a multimedia presentation.
Students come to the media center all day long to check out books and other
resources regardless of other activities taking place in the media center.
Students move in and out of the computer lab throughout the day to use
electronic resources.
One grade level group of teachers is planning with the school library media
coordinator and/or the technology facilitator for a new collaborative unit of instruction.
Meanwhile, children, under the supervision of media or technology assistants, come
from various classes to the media center to check out a book or read a magazine,
or to use resources in the computer lab.
Teachers check with the technology facilitator and school library media coordinator
for available blocks of time to bring in their classes to begin work on a collaborative
unit--or send a small group of students to work with the school library media
coordinator and/or the technology facilitator
A fourth grade class and their teacher enter the computer lab to work with the
technology facilitator on the development of their North Carolina portfolios.
Those same fourth graders may leave the computer lab periodically to find print
resources in the media center to aid in the development of their portfolio. All
students are working with the teacher, the school library media coordinator, and
the technology facilitator to find resources and learn skills that will help them finish
their assignment.
While a class may stay in the computer lab or media center only twenty minutes
during a curriculum-related activity, such as using a software application or
participating in story time, other students may be in the computer lab and/or the
media center for two or three hours, depending on the time allotted for an activity.
COLLABORATING TO ACHIEVE INSTRUCTIONAL GOALS
LOOKS LIKE THIS:
SCHOOL LIBRARY MEDIA COORDINATORS AND TECHNOLOGY FACILITATORS:
Develop strong instructional partnerships with classroom and special area teachers
by working together to plan and implement instruction and to evaluate instructional
outcomes;
Use the best available models of instruction, collaboration, and cooperative learning;
Ensure that instruction takes place in a student-centered, project-based environment;
Plan projects and activities with teachers that are relevant to real-life problems and
support the development of critical thinking and problem-solving skills in students;
Create small group activities with heterogeneous groupings to accomplish curriculum
goals and objectives;
Help teachers to address different learning styles by using high-quality resources
in a variety of formats;
Involve students with setting goals for learning;
Work with teachers and students to create rubrics for project evaluation;
TEACHING AND LEARNING 33
Create and share a file or database within the school of collaboratively developed lesson
plans and related materials keyed to the North Carolina Standard Course of Study;
Search for lesson plans and successful teaching models in other schools, at conferences,
and in the professional literature;
Participate actively in the planning and evaluation of local, regional, and state activities
such as Battle of the Books, Multimedia Mania, technology fairs, Quiz Bowl, and the
North Carolina Children’s Book Award.
(See <http://video.dpi.state.nc.us/eforums/impact_videos/> )
“COLLABORATION AFFORDS GENERAL EDUCATORS, SPECIAL EDUCATORS, AND SUPPORT
PERSONNEL OPPORTUNITY TO ESTABLISH REWARDING AND LONG LASTING SOCIAL AND
PROFESSIONAL RELATIONSHIPS. ACCORDINGLY, MORE SCHOOL PERSONNEL RECOGNIZE
THAT COLLABORATION FOSTERS A SENSE OF SHARED RESPONSIBILITY FOR EDUCATING
HETEROGENEOUS GROUPS OF STUDENTS (FRIEND & COOK, 2000). FINALLY, THE
GROWING EMPHASIS ON COLLABORATION STEMS FROM THE VERY NATURE OF SCHOOLS
THEMSELVES-SETTINGS IN WHICH A RANGE OF RESPONSIBILITIES AND DEMANDS CAN
BE ADDRESSED MORE APPROPRIATELY BY COLLABORATIVE OR TEAM APPROACHES THAN
BY INDIVIDUAL, ISOLATED EFFORTS”
(Gable, 2004).
LEADERSHIP AND THE CHANGE PROCESS
In order to implement flexible access and collaboration, school library media and
tech-nology professionals need to understand their leadership roles as change agents
and the change process, itself. Implementing flexible access and collaboration changes
school climate, so ultimately, media and technology professionals are catalysts for school
reform. When media and technology professionals assume leadership roles, they have
the opportunity to facilitate discussions about how flexible access and collaboration can
support teaching and learning and positively impact student achievement. At the same
time, they build the capacity to implement change. Together, they should co-chair the
Media and Technology Advisory Committee (MTAC) and should have a voice within the
School Leadership Team (SIT). Membership on the SIT can open the door for media
and technology professionals to be involved in the master scheduling of the school,
including decisions regarding planning time.
WHAT MAKES FLEXIBLE ACCESS AND COLLABORATION WORK?
Vision, informed leadership, flexible attitudes, and professional development, along with
staffing, budget, resources, and common planning time are the pre-existing conditions
essential to making flexible access and collaboration work in schools.
“FLEXIBLE ACCESS TO MEDIA AND TECHNOLOGY RESOURCES AND PERSONNEL CAN MAKE
AN IMMEDIATE SIGNIFICANT CHANGE IN THE USE AND INTEGRATION OF MEDIA/TECHNOLOGY
RESOURCES WITH ADEQUATE STAFFING, RESOURCES, PROFESSIONAL DEVELOPMENT AND
ADMINISTRATIVE SUPPORT. THIS CHANGE CAN HAPPEN QUICKLY IF THESE CRITICAL
ELEMENTS ARE IN PLACE. THE SINGLE MOST CRITICAL FACTOR AFFECTING THE EASE OF
TRANSITION TO FLEXIBLE SCHEDULING APPEARS TO BE THE PREPARATION, EXPERIENCE
AND ATTITUDE OF THE MEDIA COORDINATOR AND TECHNOLOGY FACILITATOR”
(Stallings, 2005).
34 IMPACT: Guidelines for North Carolina Media and Technology Programs
MEDIA AND TECHNOLOGY STAFFING FOR FLEXIBLE ACCESS/COLLABORATION
POSITION CERTIFIED CLASSIFIED ROLE IN FLEXIBLE ACCESS
SCHOOL LIBRARY 076
MEDIA COORDINATOR
TECHNOLOGY 079 OR
FACILITATOR 077
FULL-TIME Yes
MEDIA ASSISTANT*
FULL-TIME Yes
TECHNOLOGY
ASSISTANT*
TECHNICIAN Yes
* Appropriate media and technology assistant staffing supports collaboration by maintaining access
to the media and technology resources and facilities while collaborative partners plan and conduct
instructional activities.
TEACHING AND LEARNING 35
Maximize access to all resources through effective
management
Provide resources to support the curriculum in a
timely manner
Provide instructional support at the point of need
(small or large group)
Co-Lead the Media and Technology Advisory
Committee (MTAC)
Participate in the School Improvement Team (SIT)
Maximize access to all technology resources
through effective management
Provide technology resources to support the
curriculum in a timely manner
Provide instructional technology support at the
point of need (small or large group)
Co-Lead the Media and Technology Advisory
Committee (MTAC)
Participate in the School Improvement Team (SIT)
Serve as liaison between the school and the
system-level technology director
Manage circulation of resources to provide access
throughout the day.
Provide clerical assistance for resources management
Provide support for reference and research activities
Manage technology resources to provide access
throughout the day
Troubleshoot minor technology problems to ensure
access to resources throughout the day
Maintain technology infrastructure, hardware,
software
Serve as liaison between the school and
system-level technical support staff
36 IMPACT: Guidelines for North Carolina Media and Technology Programs
ROLES AND RESPONSIBILITIES OF COLLABORATIVE PARTNERS
The integration of school library media and technology programs with instruction is the
joint responsibility of teachers, administrators, and media and technology professionals
working together to accomplish objectives that support desired outcomes for students.
COLLABORATING PARTNER RESPONSIBILITY
CLASSROOM TEACHER Curriculum content
Learning Styles
Student interest
Initiate collaboration
Facilitate the learning process
Share student data (IEP, AIG, and Testing data)
Chair collaborative meetings
SCHOOL LIBRARY Integrate information skills into the core curriculum
MEDIA COORDINATOR Understand the total curriculum
Share resources in a variety of formats
Share instructional strategies
Support small group instruction
Support differentiated learning
Advocate for a collaborative environment
TECHNOLOGY Integrate technology skills into the core curriculum
FACILITATOR Understand the total curriculum
Share resources in a variety of formats
Share instructional strategies
Support small group instruction
Support differentiated learning
Advocate for a collaborative environment
RESOURCE TEACHERS Integrate skills from their area of specialization with core curriculum content
Support the necessary use of assistive technology resources
Share student assessment data (IEP, AIG)
ADMINISTRATORS Allocate time for the collaborative process to occur
Provide financial support for acquisition of information resources
Support flexible access of media and technology programs and resources
Establish expectations for a collaborative environment
Evaluate effectiveness of media and technology programs
Support the leadership role of the school library media coordinator and
the technology facilitator
MTAC Advocate for a collaborative environment
(Media and Technology Participate in the selection of resources
Advisory Committee) Prioritize budget needs
Facilitate long term plans for the media and technology programs
Evaluate effectiveness of media and technology programs
SIT Advocate for a collaborative environment
(School Improvement Team) Distribute media and technology resources appropriately
Facilitate long term plans for media and technology programs
Determine alignment of MTAC recommendations with the school
improvement plan
Successful implementation of flexible access and collaboration requires long-term
planning. Development of the IMPACT Model, including flexible access to media
and technology resources and instructional support, will take 3-5 years. It is
important that the MTAC and the SIT have a shared vision for the learning process
that incorporates the key components of the IMPACT Model:
Technology-rich teaching and learning environment through flexible access
Resource-rich teaching and learning environment through flexible access
Collaboration among teachers and media and technology personnel facilitated
through flexible access
Strong administrative leadership and support
Adequate budget
TEACHING AND LEARNING 37
IMPLEMENTING EFFECTIVE COLLABORATIVE PLANNING SESSIONS
Extended time is required for teachers to meet with the technology facilitator and school
library media coordinator to analyze student test data, identify instructional objectives
and appropriate strategies for individual needs, and determine outcomes and evaluation
methods. Each grade-level or department team should have a 2-3 hour planning block
every four to six weeks when all instructional partners can meet and plan together.
TWO IDEAS FOR PROVIDING EXTENDED PLANNING TIME:
Each team meets on a different morning or afternoon, and classes are covered
by assistants from other classes (lending/borrowing approach);
Several or all grade-level teams meet on the same day in rotation with classes
covered by a team of substitutes who move around the building as the teams
do their planning. Substitutes are paid from staff development funds.
HOW DO YOU IMPLEMENT EFFECTIVE COLLABORATIVE PLANNING SESSIONS?
AS YOU PLAN TOGETHER:
THE CONVERSATION
Discuss curriculum goals and objectives
Brainstorm possible activities and scientifically-based teaching strategies
based on the analysis of student test scores and the identification of individual
weaknesses and strengths
Assign responsibilities for instruction
Determine and review necessary resources
Determine outcomes and how to evaluate
Schedule time for instructional activities
RULES OF THE ROAD
Lead teacher or department head chairs the meeting
Teachers talk about curriculum goals and ideas for instructional activities
School library media coordinator and technology facilitator bring related
resources and activity ideas
TOOLS TO GUIDE THE PROCESS
Curriculum maps/pacing guides
IMPACT for Teachers Web site
School-wide research process (Big6, FLIP it!, I-Search, etc.)
Planning forms
Collaboration Toolkit (see Appendix)
38 IMPACT: Guidelines for North Carolina Media and Technology Programs
Strategies for long-term implementation of flexible access and collaboration
should include:
alignment of the goals of flexible access and collaboration with the school
improvement plan
facilitated collaborative planning sessions
appropriate professional development
prioritized budget needs
development of a communication plan for internal and external stakesholders
What interim strategies can be used in the first year of implementing flexible access?
Implement flexible access for instruction in stages by grade-level (over no more
than one year)
Fixed circulation for primary during 1st semester; transition to flexible circulation
2nd semester
Fixed instructional schedule for specified days/times; flexible access for other
days/times
Individual schools are encouraged to assess the needs of their students and staff and
examine their school culture to determine what is needed to promote the IMPACT Model
and flexible access such as:
Self-checkout/in
Access to the online catalog from any workstation
User login procedures
Process and procedures for communication
Record keeping for collaboration with each teacher or grade-level/department team
Space/workstation utilization for small group and individual use
TEACHING AND LEARNING 39
ADVOCACY: COMMUNICATING WHAT FLEXIBLE ACCESS
AND COLLABORATION MEAN
The benefits of flexible access and collaborative planning to support instruction must
be communicated to the education community. While many view flexible access as the
loss of planning time for teachers, the benefits of flexible access to resources and media
and technology personnel in schools far outweigh any perceived loss of planning time.
When addressing administrators, teachers, parents and other members of the learning
community, emphasize these benefits:
FLEXIBLE ACCESS ENABLES
access to media center and computer lab resources when they are needed to support,
supplement, and enhance teaching and learning, thus impacting student achievement;
the school library media coordinator and the technology facilitator to plan with for
instruction with teachers and staff;
students to conduct in-depth research for information and resources, thus fostering
independence and life-long learning;
differentiated instruction in support of the goals and objectives of No Child Left
Behind and the ABCs Plus of Public Education
development of collaborative units of study culminating in student projects that
require higher-order thinking skills based on real-world challenges;
implementation of The Balanced Curriculum as recommended by the Instructional
Services Division, NC DPI;
teachable moment and just-in-time access to information and resources for students;
integration of information and technology skills into all curriculum areas as defined
by the NC Standard Course of Study;
reduction of the student-teacher ratio;
instruction to be delivered one-on-one, in small groups, or in whole-class settings
in order to address a variety of learning styles.
When advocating for flexible access, help administrators and teachers understand the
high price of a fixed schedule both academically and financially. Base all arguments
on the research that supports appropriate use of the school library media center and
the computer lab to impact student achievement (<http://www.lrs.org/impact.asp>).
Volunteer to help the principal brainstorm alternatives for coverage of teacher release
time so that the media center and computer lab are outside the planning block.
“IN A STUDENT-CENTERED LIBRARY MEDIA PROGRAM, LEARNING NEEDS TO TAKE
PRECEDENCE OVER CLASS SCHEDULES, SCHOOL HOURS, STUDENT CATEGORIZATIONS,
AND OTHER LOGISTICAL CONCERNS.”
(AASL and AECT, 1998).
40 IMPACT: Guidelines for North Carolina Media and Technology Programs
READING AND LITERACY
WHAT ARE WE REALLY ALL ABOUT?
Current emphases on student reading and writing, accompanied by testing mandates
and both state and national legislation, have certainly placed literacy achievement at
the forefront of what educators do. The vast array of definitions and terminology used
by education professionals today to define their missions or areas of expertise is giving
way to the recognition that all educators share both common ground and a common goal
for students: to ensure that all develop the skills necessary to be effective lifelong users
of ideas and information. Effective language and communication for the 21st century
involves all of the various “literacies” noted above, including enabling skills such as
reading, writing, and computing, as well as creative thinking and problem solving,
interpersonal skills, negotiation, and teamwork. Literacy is literacy is literacy.
Literacy is the business of the entire school and requires significant collaboration in
order to create a climate and culture that clearly values literacy skills and stresses their
importance. Schools must recognize that comprehension skills are not just the business
of the reading teacher, that reading promotion is not just the job of the school library
media program, and that Internet research strategies are not just the domain of the
instructional technology facilitator.
School library media coordinators and technology facilitators can provide leadership
in reinforcing the “big picture” focus, simultaneously demonstrating how the various
parts (such as independent reading, project-based authentic research, online strategies,
reading motivation, etc.) fit together with classroom instruction into a greater whole
through successful collaboration. Effective collaboration, however, requires effective
communication, and too often, semantics interferes in our efforts to work together.
“OUR CONCEPT OF LITERACY HAS BEEN BASED ON THE ASSUMPTION THAT PRINT IS THE PRIMARY
CARRIER OF INFORMATION IN OUR CULTURE AND THAT THE MOST IMPORTANT SKILLS ARE THOSE
THAT ENABLE STUDENTS TO UNDERSTAND AND EXPRESS THEMSELVES IN TEXT. THE NEW DEFINITION
OF LITERACY IS BASED ON A DIFFERENT ASSUMPTION: THAT DIGITAL TECHNOLOGY IS RAPIDLY
BECOMING A PRIMARY CARRIER OF INFORMATION AND THAT THE BROADER MEANS OF EXPRESSION
THAT THIS TECHNOLOGY MAKES POSSIBLE ARE NOW CRITICAL FOR EDUCATION. TEXT LITERACY
IS NECESSARY AND VALUABLE, BUT NO LONGER SUFFICIENT”
(Meyer and Rose, 2000).
Effective instructional technology and school library media programs recognize that
“digital-age literacy” involves much more than basic skills in reading and writing.
Both the school library media and instructional technology communities frequently
express frustration that “their message” is not getting across with classroom teachers,
administrators, or policy makers at the school board, state or federal levels. The news
media fails to pay adequate attention to school libraries or instructional technology
programs by focusing instead upon test scores and “why Johnny can’t read.” Media
and technology professionals must recognize that public attention, and that of classroom
teachers, administrators, and policy makers at the local, state, and national levels,
is focused more upon such traditional concepts of reading and writing than upon
“information literacy” or “instructional technology skills.” Likewise, others seem to
ignore or focus less on research about the impact and effectiveness of strong instructional
technology and school library media programs. School library media coordinators and
technology facilitators must effectively learn the terminology, best practices, and research
of the reading and literacy community, and then translate media and technology
terminology, best practices, and research into “their” language and experience.
TEACHING AND LEARNING 41
”
““READING” -
“LITERACY” -
“INFORMATION
LITERACY” -
“INSTRUCTIONAL
TECHNOLOGY SKILLS” -
“MEDIA LITERACY” -
“VISUAL LITERACY” -
“CONTEMPORARY
LITERACY” -
“NEW LITERACIES” -
“THINKING SKILLS” -
“21ST CENTURY
SKILLS”
The following examples highlight this “translated” collaboration, in which school library
media coordinators and/or technology facilitators use current research, models, and best
practices in literacy instruction to develop strong media and technology programs.
COLLABORATION: MEDIA AND TECHNOLOGY, READING,
AND LITERACY
MODELED READING AND SHARED READING (as described in models for balanced
literacy instruction – Routman, 1991; Fountas and Pinnell, 1996; Cooper, 2003)
Reading aloud to students has long been a staple of school library media programs.
Occasionally utilizing specific strategies and questioning techniques as a part of school
library media read-aloud sessions reinforces the same kinds of explicit instruction that
are used in scaffolded classroom instruction. Such strategies are thoroughly discussed
in Read It Again!: Revisiting Shared Reading by Brenda Parkes (Stenhouse, 2000);
Creating buddy or partner reading programs that regularly pair readers to read aloud
to each other alternately;
Developing collections of books on tape to help develop fluency in independent
reading (Allen, 2000);
Readers’ theater strategies, including adapting picture books with large amounts of
dialogue into scripts or using web-based resources such as Aaron Shepard’s RT Page.
READING-WRITING WORKSHOP MODEL
“Internet Workshop: Making Time for Literacy” (Leu, 2000) provides a parallel
management structure to be utilized in flexibly accessed technology/computer labs
and/or school library media centers, and which could serve as a model for classroom
teachers seeking to integrate technology seamlessly into their daily literacy activities.
PRINT-RICH INSTRUCTIONAL ENVIRONMENTS AND BROAD CLASSROOM
LIBRARY COLLECTIONS
Existing classroom library collections can be broadened significantly by the addition
of monthly-rotating “classroom collections” drawn from the school library media
collection (Routman, 1991).
Although school library media collections are organized by Dewey numbers, classroom
libraries are frequently structured to be “browser-friendly” by organizing materials in
a way that makes immediate sense to the student. Browsing bins or tubs of high-interest
materials organized by genre or topic, author, etc. (such groupings need not
be permanent) could rotate out as student interests change (Fountas & Pinnell, 1996).
RENEWED EMPHASIS ON COMPREHENSION OF NONFICTION AND EXPOSITORY TEXT
In Strategies That Work: Teaching Comprehension to Enhance Understanding
(Stenhouse, 2000) and Nonfiction Matters: Reading, Writing, and Research in
Grades 3-8 (Stenhouse, 1998), Stephanie Harvey and Anne Goudvis provide
multiple strategies that parallel those modeled and taught by school library media
coordinators and technology facilitators when helping students with research projects.
Literacy strategies common to classroom instruction such as KWL or other kinds
of graphic organizers are useful for a variety of research activities.
Reading strategies for traditional print and linear text and those used for hypertext
on Web pages and Internet resources are remarkably similar, though some (e.g.,
skimming or scanning, using guided questions, text features, etc.) may deserve
greater emphasis when reading text online (Schmar-Dobler, 2003).
42 IMPACT: Guidelines for North Carolina Media and Technology Programs
Literature-based instruction and literature studies, which have traditionally focused
on novels and fiction, must include multiple forms of literacy. School library media
coordinators should be booktalking, creating recommended booklists, and providing
reading guidance for nonfiction. Scho
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IMPACT:
Guidelines for North Carolina Media and Technology Programs
PUBLIC SCHOOLS OF NORTH CAROLINA
State Board of Education | Department of Public Instruction
Instructional Technology Division AUGUST 2005
STATE BOARD OF EDUCATION
In compliance with federal law, NC Public Schools administers all state-operated educational programs,
employment activities and admissions without discrimination because of race, religion, national or ethnic origin,
color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints should be directed to:
Dr. Elsie C. Leak, Associate Superintendent : : Office of Curriculum and School Reform Services
6307 Mail Service Center :: Raleigh, NC 27699-6307 :: Telephone 919-807-3761 :: Fax 919-807-3767
Visit us on the Web:: www.ncpublicschools.org
HOWARD N. LEE
Chairman : : Raleigh
JANE P. NORWOOD
Vice Chair : : Charlotte
KATHY A. TAFT
Greenville
MICHELLE HOWARD-VITAL
Wilmington
EDGAR D. MURPHY
Durham
SHIRLEY E. HARRIS *
Troy
MELISSA E. BARTLETT *
Mooresville
ROBERT “TOM” SPEED
Boone
WAYNE MCDEVITT
Asheville
JOHN TATE III
Charlotte
BEVERLY PERDUE
Lieutenant Governor :: New Bern
RICHARD MOORE
State Treasurer : : Kittrell
* not yet confirmed
May 25, 2005
NORTH CAROLINA MEDIA AND TECHNOLOGY PROFESSIONALS:
It is with great pleasure that I commend to you the revised IMPACT: Guidelines
for North Carolina Media and Technology Programs. The acknowledgement of the
equal importance of both the school library media and the instructional technology
programs in teaching and learning is the premise of these guidelines.
We know that school library media and instructional technology programs are the
foundation of a 21st Century education. The access to information that these programs
afford makes the difference between the textbook-bound classroom of the past and
the far-reaching, resource-based curriculum of today and tomorrow. Research tells
us that instructional technology, used appropriately, results in higher test scores.
It is remarkably effective in sparking student interest, increasing motivation, and
raising self-esteem, thus positively impacting student achievement. Research also
tells us that a school library media center that provides up-to-date, accurate, and
attractive resources managed by a professional school library media coordinator who
collaborates with teachers to augment and enhance classroom instruction also results
in increased test scores, especially in reading. IMPACT reflects both the reality of
this research and the commitment to assuring that every teacher and student has
the academic and personal advantage of access to these high quality programs.
No North Carolina citizen can be left behind! Implementing the IMPACT Guidelines
in your school assures that our youngest citizens, their parents, and their teachers will
have the skills necessary to enter the 21st Century world of work and civic responsibility.
The school library media and instructional technology program and the resources it
promotes are central to the success of North Carolina’s ABCs of Public Education and
to Governor Easley’s 21st Century Learning Skills priority--in fact, to all school reform
initiatives throughout the state. IMPACT and the excellence it fosters are a part of
the vision and accountability necessary to produce schools that are First in America.
Howard N. Lee,
Chairman, Start Board of Education
ACKNOWLEDGMENTS
We welcome the opportunity to express appreciation to the following workgroup
participants who contributed their time, enthusiasm, and expertise in the development
of this document.
LOCAL EDUCATION AGENCIES
Beaufort County Patricia Morris
Carteret County Janet McLendon
Catawba County Judith Ray
Charlotte-Mecklenburg Schools Hennie Driggers
Chapel Hill-Carrboro Mary Gray Leonard
Chatham County Kimberly M. Johnson
Davidson County Karen Perry
Gaston County Vivien R. Timmons
Granville County Dasie Roberts
Harnett County Tammy Genthe
Haywood County L. Kinney
Iredell-Statesville Barb Thorson
Lenoir County Julie Lee
Orange County Sonya Terry
NW RESA Karen Lowe
Perquimans County Victor Eure
Perquimans County Melissa Fields
Perquimans County Cynthia Stallings
Pitt County Kerry Mebane
Rockingham County Martha Carroll
Rockingham County Donna Edrington
Transylvania County Carrie H. Kirby
Wake County Rusty Taylor
Watauga County Shannon Carrol
Wilkes County Jaye Ellen Parks
Winston-Salem/Forsyth County Jackie Pierson
Winston-Salem/Forsyth County Jo Sapp
INSTITUTIONS OF HIGHER EDUCATION
Appalachian State University Robert Sanders, PhD
East Carolina University Diane D. Kester, PhD
University of North Carolina at Chapel Hill Evelyn Daniel, PhD
University of North Carolina at Greensboro Nona Pryor
NORTH CAROLINA DEPARTMENT OF PUBLIC INSTRUCTION
Frances Bryant Bradburn
John Brim
Glen Buck
Karen Creech
Mary Lou Daily
Acacia Dixon
Janice Dunning
Zena Harvley-Felder
Benny Hendrix
Melanie Honeycutt
Ouida Myers
Campbell Price
Donna Sawyer
Gerry Solomon
Dan Sparlin
Wynn Smith
Annemarie Timmerman
FOREWORD
Welcome to the revised edition of IMPACT: Guidelines for North Carolina Media and
Technology Programs!
IMPACT continues to be a part of the overall vision of the North Carolina Department
of Public Instruction. It recognizes that an effective school library media and technology
program is the infrastructure that supports both teaching and learning. This program
is the key to making education relevant to a knowledge-based society and its economy.
IMPACT is aligned to Information Power: Building Partnerships for Learning, the national
standards for media and technology programs, the ISTE National Educational Technology
Standards, and a growing body of school library media and instructional technology
research. Also reflecting the recommendations of the 2005-2009 North Carolina
Educational Technology Plan, IMPACT acknowledges the importance of staffing each
school in North Carolina with both a school library media coordinator and a technology
facilitator. It also reflects a commitment to provide a roadmap for an integrated
media and technology program once these positions are in place. It offers assessment
instruments to assist in the evaluation of the media and technology program designed
to move us toward the State Board of Education goals of rigor, relevance, and
relationships, the foundation of a 21st Century educational and economic environment.
The revision of IMPACT reflects the reality that the media and technology program and
its resources are not static. In fact, they are constantly evolving, mandating on-going
update and revision. Thus, while there is a one-time print edition of this document, it
is also a Web-based publication . The online version
of IMPACT will be updated regularly, new resources created, further links added.
It will always be a work in progress.
IMPACT is also a publication for many audiences. Media and technology personnel
can no longer publish a document simply for themselves. IMPACT for Administrators
and IMPACT for
Classroom Teachers are targeted at those
whom our program directly affects: students, teachers, administrators, parents, and
the community. Also available are videos that allow everyone to see and expand their
understanding of how an IMPACT Model School functions on a day-to-day basis.
Only when everyone concerned
with the education of our children understands the integral part that the media and
technology program plays in high student achievement will the commitment to fund
these resources be made. Thus, it is imperative that we use IMPACT to inform all
citizens in North Carolina of the importance of our role in education.
Media and technology professionals live in exciting times. The public is beginning to
understand the link between our programs and services and a high quality education.
We dare not squander this opportunity. IMPACT is a tool that will help media and
technology personnel at both the state and local levels work together to plan and
build effective, comprehensive teaching and learning environments for the 21st
Century. We look forward to the challenge!
Frances Bryant Bradburn, Director
Division of Instructional Technology
TABLE OF CONTENTS
TABLE OF CONTENTS
INTRODUCTION
INTRODUCTION ...............................................................................................................1
IMPLEMENTING THE IMPACT MODEL
IMPLEMENTING THE IMPACT MODEL: A HOW-TO GUIDE ..................................................5
PHASE 1: Building Support ....................................................................................5
PHASE 2: Readiness Assessment ............................................................................6
PHASE 3: Setting the Stage for Successful Collaboration ..........................................6
PHASE 4: Formal Collaboration ...............................................................................7
PHASE 5: Beyond the Classroom .............................................................................7
On-going: Evaluation ...............................................................................................8
DEALING WITH THE CHANGE THAT THE IMPACT MODEL WILL BRING ...............................9
Using the Concerns-Based Adoption Model (CBAM) to Move Teachers
Forward in the IMPACT Model .................................................................................9
What Teachers Must Be Willing to Do .....................................................................11
THE TECHNOLOGY FACILITATOR SCENARIO ....................................................................13
SCHOOL LIBRARY MEDIA COORDINATOR SCENARIO .......................................................15
WORKS CITED ...............................................................................................................17
TABLE OF CONTENTS i
TEACHING AND LEARNING
VISION ..........................................................................................................................19
COLLABORATION ...........................................................................................................19
INTEGRATION OF INFORMATION AND TECHNOLOGY SKILLS ............................................20
ACCESS TO INFORMATION RESOURCES AND SERVICES IN THE TEACHING/
LEARNING PROCESS .....................................................................................................22
COLLABORATION FOR ASSESSMENT, RESEARCH, AND STUDENT ACHIEVEMENT ..............23
PROFESSIONAL DEVELOPMENT .....................................................................................24
Professional Development for Media and Technology Professionals ............................25
Assessing Professional Development .......................................................................25
Planning High Quality Professional Development .....................................................25
Ensuring High Quality Professional Development .....................................................26
The National Staff Development Council Standards .................................................27
North Carolina Professional Development Standards ................................................27
COLLABORATION THROUGH FLEXIBLE ACCESS ..............................................................31
FLEXIBLE ACCESS LOOKS LIKE THIS ..............................................................................33
COLLABORATING TO ACHIEVE INSTRUCTIONAL GOALS ...................................................33
LEADERSHIP AND THE CHANGE PROCESS .....................................................................34
MAKING FLEXIBLE ACCESS AND COLLABORATION WORK ...............................................34
ROLES AND RESPONSIBILITIES OF COLLABORATIVE PARTNERS .....................................36
IMPLEMENTING EFFECTIVE COLLABORATIVE PLANNING SESSIONS ................................38
ADVOCACY: COMMUNICATING FLEXIBLE ACCESS AND COLLABORATION .........................40
READING AND LITERACY ...............................................................................................41
COLLABORATION: MEDIA AND TECHNOLOGY, READING, AND LITERACY ..........................42
READING PROGRAMS OR READING? ..............................................................................45
WORKS CITED ...............................................................................................................47
ii IMPACT: Guidelines for North Carolina Media and Technology Programs
INFORMATION ACCESS AND DELIVERY
INFORMATION ACCESS AND DELIVERY: THE HEART OF EFFECTIVE PROGRAMS ..............53
RESOURCES, NEEDS, AND CHOICES ..............................................................................54
MAKING RESOURCES ACCESSIBLE ................................................................................55
The Role of Media and Technology Professionals .....................................................55
Vital Components for Resource Access and Delivery .................................................55
PLANNING AND DESIGNING FACILITIES FOR LEARNING .................................................58
People and Responsibilities ...................................................................................58
Overall Facility Design: Basic Considerations ...........................................................60
Important Elements of Good Design .......................................................................61
Access .................................................................................................................62
Location ..............................................................................................................62
Exceptional Children Facilities ...............................................................................63
Aesthetics and Atmosphere ...................................................................................64
Ergonomics ..........................................................................................................64
Mechanics and Engineering ...................................................................................65
Safety ..................................................................................................................66
Security ...............................................................................................................66
Design Considerations for Spaces within the Facility ................................................67
Designing for Growth and Development ...................................................................68
Designing for the Infusion of Technology .................................................................68
Designing for Expanded Hours and Use ..................................................................68
Designing for Flexible Use .....................................................................................68
DEVELOPING EDUCATIONAL SPECIFICATIONS ................................................................69
Details Matter ......................................................................................................69
Four Preliminary Steps ..........................................................................................69
Components of Educational Specifications ..............................................................71
EDUCATIONAL SPECIFICATIONS FOR SCHOOL AND MEDIA/TECHNOLOGY SPACES ..........72
Classrooms ...........................................................................................................73
Flexibly Accessed Computer Labs .........................................................................75
Distance Learning via the N.C. Information Highway ...............................................76
Staff Offices ........................................................................................................77
Technology Administration and Planning .................................................................78
Conference Areas .................................................................................................79
Workrooms ..........................................................................................................80
Auditoriums, Cafeterias, and Gymnasiums .............................................................81
TABLE OF CONTENTS iii
EDUCATIONAL SPECIFICATIONS FOR THE SCHOOL LIBRARY MEDIA CENTER ..................82
Visualizing Use of Space ......................................................................................82
Some Key Design Questions .................................................................................82
Charts of Recommendations .................................................................................82
Minimum Square Footage .....................................................................................83
Large Group Instruction .......................................................................................85
Reference ...........................................................................................................86
Story Sharing ......................................................................................................87
Independent Work Areas .......................................................................................88
Small Group Activity ............................................................................................88
Informal Reading .................................................................................................89
Production ..........................................................................................................90
Periodical Storage ................................................................................................91
Administration and Planning .................................................................................92
Circulation ..........................................................................................................93
Automated Catalog ..............................................................................................94
Professional Area .................................................................................................95
Parent Resource Area ...........................................................................................96
Workroom ...........................................................................................................97
Display and Exhibit ..............................................................................................98
Secure Equipment Storage, Distribution, and Maintenance .....................................98
EDUCATIONAL SPECIFICATIONS FOR FURNITURE, SHELVING, AND BUILT-INS ................99
General Considerations .........................................................................................99
Guidelines for Shelving .......................................................................................100
Maximum Heights for Different Types of Furniture and Shelving .............................101
More Helpful Tips about Furniture and Shelving ...................................................102
GENERAL TECHNOLOGY INFRASTRUCTURE FOR INSTRUCTION .....................................104
Network Server, Head-end Area ...........................................................................104
Video Wiring Closet Area ......................................................................................104
WORKS CITED ..............................................................................................................105
iv IMPACT: Guidelines for North Carolina Media and Technology Programs
PROGRAM ADMINISTRATION
PLANNING THE PROGRAM ............................................................................................107
Why Plan? ..........................................................................................................107
Vision: the Key to Success ..................................................................................108
Short-term and Long-term Planning .....................................................................108
BEING THE CHANGE AGENT .........................................................................................109
Advocating for the Program ..................................................................................110
MEDIA AND TECHNOLOGY ADVISORY COMMITTEE MEMBERSHIP
AND RESPONSIBILITIES ...............................................................................................116
BUDGETING FOR THE PROGRAM ..................................................................................118
Some Facts about Budget and Funding ................................................................118
Developing an Effective Budget ...........................................................................118
Primary Sources of Funding ................................................................................121
Other Sources of Funding ...................................................................................121
Writing Budget Proposals ....................................................................................122
POLICY ........................................................................................................................123
Policy and Procedure Defined ...............................................................................123
Creating Policy and Procedure Manuals .................................................................125
Components of a Policy Document ........................................................................126
Components of a Procedure Document .................................................................127
Policy, Procedures, and Guidelines Implementation Chart .......................................128
COLLECTION DEVELOPMENT ........................................................................................129
Vision .................................................................................................................129
Role of the MTAC in Collection Development .........................................................129
Role of the School Library Media Coordinator ........................................................130
Role of the Technology Facilitator .........................................................................130
Assessing the Collection ......................................................................................131
Assessing the Collection: Methods ........................................................................132
Assessing the Collection: Collection Mapping .........................................................133
Assessing the Collection: Resource Alignment ........................................................135
Assessing the Collection: Systematic Random Sampling .........................................136
Automated Assessments ......................................................................................137
Weeding the Collection ........................................................................................139
Guide to Weeding the Collection ...........................................................................141
Collecting Data ...................................................................................................143
The Non-print Collection ......................................................................................143
Writing a Collection Development Plan ..................................................................147
Developing a Budget ...........................................................................................148
TABLE OF CONTENTS v
Selecting Resources ............................................................................................149
Some Guiding Questions for Selecting Resources ...................................................149
Selecting Equipment, Hardware, and Infrastructure ................................................151
Conducting an Inventory ......................................................................................152
What is inventory? ...............................................................................................152
Why inventory? ....................................................................................................152
Guidelines for Scheduling Inventory ......................................................................152
School Equipment Inventory .................................................................................152
WORKS CITED ..............................................................................................................153
SYSTEM-LEVEL GUIDELINES
SYSTEM-LEVEL LEADERSHIP ........................................................................................157
TEACHING AND LEARNING ...........................................................................................159
Collaborating to Achieve Goals ............................................................................159
Being Involved with the Curriculum .....................................................................159
Providing Professional Development .....................................................................160
Planning, Research, and Development .................................................................160
INFORMATION ACCESS AND DELIVERY .........................................................................161
Establishing Infrastructure and Connectivity .........................................................161
Standardizing Resources and Equipment ..............................................................161
Planning for New and Renovated Facilities ...........................................................162
Ensuring Equity .................................................................................................162
Managing Resources ...........................................................................................162
PROGRAM ADMINISTRATION .......................................................................................163
Strengthening Communication and Public Relations ..............................................163
Establishing Policies and Procedures ...................................................................163
Recruiting, Selecting, and Retaining Personnel .....................................................164
Attending to Budget Basics .................................................................................164
Developing Collections ........................................................................................165
Evaluating Programs ...........................................................................................165
WORKS CITED ..............................................................................................................166
vi IMPACT: Guidelines for North Carolina Media and Technology Programs
RESEARCH AND EVALUATION
COMPELLING DATA FROM CURRENT RESEARCH ...........................................................167
RESEARCH ...................................................................................................................172
Scientifically Based Research ...............................................................................173
Action Research ..................................................................................................174
Data-Driven Decision Making in the Media and Technology Program ........................175
Measuring the Media and Technology Program .......................................................175
Using School Data for Program Decisions ..............................................................175
EVALUATION ................................................................................................................176
HOW TO EVALUATE PROGRAMS ....................................................................................177
Guidelines for Evaluation .....................................................................................178
USING OUTPUT MEASURES FOR EVALUATION ...............................................................179
REFERENCE CHART: MEASURES AND WHAT THEY SUPPORT .........................................183
RESEARCH AND EVALUATION MODELS ..........................................................................184
Comprehensive Program Evaluation Model .............................................................184
Technology Focused Evaluation Models .................................................................185
PROGRAM EVALUATION RUBRICS .................................................................................186
Media and Technology Program Evaluation Rubrics ................................................187
System-Level Leadership and Support Evaluation Rubrics .......................................197
WORKS CITED ..............................................................................................................205
TABLE OF CONTENTS vii
APPENDICES
APPENDICES TABLE OF CONTENTS .............................................................................207
AMTR Guidelines ................................................................................................209
Collaborative Planning Session Rubric ...................................................................213
How to Talk to a Principal ....................................................................................217
Guidelines for Baseline Information in Media and Technology Policies .....................219
Suggested Guidelines for the Reconsideration of Instructional Materials –
Sample Policy .....................................................................................................239
Job Descriptions ..................................................................................................245
Media and Technology Advisory Committee ............................................................265
One-to-One Computing ........................................................................................269
Media Coordinator Performance Appraisal Instrument .............................................271
Technology Facilitator Performance Appraisal Instrument ........................................275
Sample Schedules – Media and Technology ...........................................................279
School Library Media Coordinator without a Technology Facilitator ...........................287
Wireless Local Area Network ................................................................................289
GLOSSARY
GLOSSARY ..................................................................................................................293
BIBLIOGRAPHY
BIBLIOGRAPHY ...........................................................................................................303
viii IMPACT: Guidelines for North Carolina Media and Technology Programs
INTRODUCTION
INTRODUCTION 1
INTRODUCTION
“TECHNOLOGY IGNITES OPPORTUNITIES FOR LEARNING, ENGAGES TODAY’S
STUDENTS AS ACTIVE LEARNERS AND PARTICIPANTS IN DECISION-MAKING
ON THEIR OWN EDUCATIONAL FUTURES AND PREPARES OUR NATION FOR
THE DEMANDS OF A GLOBAL SOCIETY IN THE 21ST CENTURY.”
Toward A New Golden Age In American Education: How the Internet, the Law, and Today’s
Students are Revolutionizing Expectation, National Education Technology Plan 2004, U.S.
Department of Education,
“THE CHALLENGE FACING AMERICA’S SCHOOLS IS THE EMPOWERMENT
OF ALL CHILDREN TO FUNCTION EFFECTIVELY IN THEIR FUTURE, A FUTURE
MARKED INCREASINGLY WITH CHANGE, INFORMATION GROWTH, AND
EVOLVING TECHNOLOGIES. TECHNOLOGY IS A POWERFUL TOOL WITH
ENORMOUS POTENTIAL FOR PAVING HIGH-SPEED HIGHWAYS, [MOVING THEM]
FROM OUTDATED EDUCATIONAL SYSTEMS TO SYSTEMS CAPABLE OF
PROVIDING LEARNING OPPORTUNITIES FOR ALL, TO BETTER SERVE THE
NEEDS OF 21ST CENTURY WORK COMMUNICATIONS, LEARNING, AND LIFE.”
National Educational Technology Standards for Students, Connecting Curriculum and Technology,
International Society for Technology in Education, 2000.
2 IMPACT: Guidelines for North Carolina Media and Technology Programs
“INFORMATION LITERACY--THE ABILITY TO FIND AND USE INFORMATION--
IS THE KEYSTONE OF LIFELONG LEARNING. CREATING A FOUNDATION FOR
LIFELONG LEARNING IS AT THE HEART OF THE SCHOOL LIBRARY MEDIA
PROGRAM. JUST AS THE SCHOOL LIBRARY MEDIA CENTER HAS MOVED FAR
BEYOND A ROOM WITH BOOKS TO BECOME AN ACTIVE, TECHNOLOGY-RICH
LEARNING ENVIRONMENT WITH AN ARRAY OF INFORMATION RESOURCES,
THE SCHOOL LIBRARY MEDIA SPECIALIST TODAY FOCUSES ON THE PROCESS
OF LEARNING RATHER THAN DISSEMINATION OF INFORMATION. THE LIBRARY
MEDIA PROGRAM COMBINES EFFECTIVE LEARNING AND TEACHING
STRATEGIES AND ACTIVITIES WITH INFORMATION ACCESS SKILLS.
INFORMATION AVAILABILITY WILL UNDOUBTEDLY CONTINUE TO MUSHROOM
INTO THE NEXT CENTURY, WHICH WILL MAKE A STRONG SCHOOL LIBRARY
MEDIA PROGRAM EVEN MORE ESSENTIAL TO HELP ITS USERS ACQUIRE
THE SKILLS THEY WILL NEED TO HARNESS AND USE INFORMATION FOR
A PRODUCTIVE AND FULFILLING LIFE.”
Information Power: Building Partnerships for Learning, American Library Association,
Chicago, 1998.
Through the State Board of Education’s Strategic Plan for Excellent Schools, every
child has the opportunity to achieve at his or her highest potential in the fast-paced,
ever-changing environment of the 21st century. The rapid advance of technology
requires that all educators continually upgrade their skills, knowledge bases,
and perspectives.
Media and technology programs are an integral part of education. Collaboration
is the key. Teachers and media and technology personnel collaborate to create
a 21st century learning environment in which student learning is the focus. Students
simultaneously collaborate with each other and their teachers to learn how to solve
problems, complete real world tasks, and take charge of their own progress. The
added value of this collaborative, media and technology-enhanced environment
is thoughtful planning, differentiated instruction, and smaller class size.
IMPACT: Guidelines for North Carolina Media and Technology Programs, released
in 2000, provided guidelines for school library media coordinators and technology
facilitators in North Carolina. The 2005 revision of the document updates information
in the original, continues to reflect national, state, and professional standards,
and adds a step-by-step guide to becoming an IMPACT school. It also provides
recommendations for programs, personnel, budgets, policies, resources, and facilities
that will guide media and technology programs as they support a resource-rich,
technology-rich learning environment.
IMPACT will help meet the information and technology challenge facing North Carolina
schools in the new millennium. As a result, media and technology programs will:
IMPACT TEACHING,
IMPACT LEARNING,
IMPACT MOTIVATION, AND
IMPACT STUDENT ACHIEVEMENT.
INTRODUCTION 3
4 IMPACT: Guidelines for North Carolina Media and Technology Programs
IMPLEMENTING THE IMPACT MODEL
A How-to Guide
Dealing with the Change that the IMPACT Model
Will Bring
The Technology Facilitator Scenario
School Library Media Coordinator Scenario
Works Cited
IMPLEMENTING THE IMPACT MODEL: A HOW-TO GUIDE
Educators in schools interested in implementing the IMPACT Model always ask,
“What is the best way to begin?” While one school might decide to implement all
portions of the model simultaneously--hiring all the staff, implementing flexible access,
and initiating monthly grade-level collaborative planning sessions, others prefer a
phased-in model to help staff prepare for the change in school culture that will ensue.
The following guide offers strategies for implementing the IMPACT Model regardless
of the timeline that a school adopts. Please be aware, however, that all change is
difficult. Moving quickly and resolutely toward a new program may be less painful
than a drawn-out implementation.
PHASE 1: Building Support
The first step in implementing the IMPACT Model is creating an awareness of the
benefits of the model to students and teachers.
Administrative support is critical to implementing the model. The principal
should be an instructional leader who participates fully in the Media and
Technology Advisory Committee (MTAC).
Teachers and all stakeholders should be represented on the MTAC. Research
on the benefits of flexible scheduling can be shared with the MTAC whose members
will serve as advocates for the IMPACT Model within the school and community.
Parents and community members should be represented on the MTAC.
The school library media coordinator and technology facilitator should be active
participants in the School Improvement Team, ensuring that information and
technology skills are addressed within the school improvement plan.
A school wide planning retreat focusing on change, flexibility, and collaboration
provides the opportunity to share research on the IMPACT Model and address
initial concerns among the total staff.
The MTAC should communicate with educators in other schools in North Carolina
that have successfully implemented the IMPACT Model and learn from their
experiences.
IMPLEMENTING THE IMPACT MODEL 5
PHASE 2: Readiness Assessment
The second step in implementing the IMPACT Model is determining the readiness of your
school for successful implementation. Consider the following needs as you design this
assessment:
The school library media coordinator and technology facilitator, in collaboration
with the system-level technology director and system-level media director, should
review IMPACT guidelines and North Carolina Educational Technology Plan
recommendations for determining additional personnel.
The media coordinator and technology facilitator should conduct a needs assessment
for staff to determine their readiness to utilize technology and information in a
collaborative environment. This assessment may include technology application
skills, technology integration skills, flexible scheduling utilization, understanding
of collaborative teaching and learning, and how to ask open-ended questions.
Content area curriculum mapping/pacing guides should be reviewed and updated
for alignment to the Standard Course Of Study, relevance to current classroom
practice, and consistency across grade levels and subject areas.
The infrastructure should be evaluated for adequacy according to the standards
described in the North Carolina Educational Technology Plan.
Hardware access and software resources should be evaluated for adequacy and age
appropriateness according to North Carolina Educational Technology Plan standards.
The media collection should be evaluated through a collection analysis that maps
resources to the curriculum.
A long-term collection development plan should be created based on the collection
analysis. The collection should balance print and nonprint resources.
The media center schedule should be evaluated for its capacity to provide
point-of- need resources and services to students and staff. The master schedule
should be reviewed for options to create flexible access to media and technology
facilities and personnel.
The existing budget should be evaluated for the capacity to fund needs identified
in the readiness assessment. All potential external and internal sources of funding
should be identified in consultation with the system-level technology director, the
system-level media director, and the principal.
The MTAC should conduct a benchmark assessment of the media and technology
program using IMPACT rubrics.
PHASE 3: Setting the Stage for Successful Collaboration
The next step in implementing the IMPACT Model is to create a foundation for
collaborative planning that addresses needs identified in the readiness assessment.
The principal will attempt to meet personnel needs through re-assignment of
existing staff and recommendations to the superintendent for hiring additional staff.
With the support of the MTAC, the principal should articulate school-wide
expectations for collaboration. This may include a master planning calendar
based on curriculum mapping/pacing guides.
The principal will develop a schedule to provide flexible access to the school
library media coordinator and technology facilitator and facilities.
The media coordinator and technology facilitator will acquire print and non-print
resources based on the collection development plan.
6 IMPACT: Guidelines for North Carolina Media and Technology Programs
The media coordinator and technology facilitator will acquire adequate hardware/
software according to the recommendations of the North Carolina Educational
Technology Plan and the MTAC committee. These acquisitions should include
adaptive technologies for students with special needs.
The media coordinator and technology facilitator will offer professional development
on best practices in using technology and media resources to support student
achievement.
The system-level technology director will upgrade building infrastructure to meet
North Carolina Educational Technology Plan standards.
The media coordinator and technology facilitator, with the principal and teachers,
will analyze student data to identify school-wide student needs.
As members of the School Improvement Team, the media coordinator and
technology facilitator will identify goals for technology/information skills integration
in the School Improvement Plan.
The media coordinator and technology facilitator, with input from the MTAC,
will redesign the media center and classrooms to accommodate differentiation
of instructional activities with technology and flexible grouping.
PHASE 4: Formal Collaboration
The ultimate step in implementing the IMPACT model is creating collaborative planning
times. Using this time, the school library media coordinator, technology facilitator, and
classroom teachers collaboratively will:
Plan together to create and evaluate multidisciplinary units of instruction
integrating technology/information skills across the curriculum;
Design differentiated instructional activities to meet individual student needs;
Identify regular common planning time for team collaboration by grade level
and subject;
Assess student products emerging from collaboratively planned units of instruction
(New assessment tools and rubrics should be created as needed.);
Celebrate student achievement and recognize teachers for their successes;
Evaluate the outcomes of common planning times using a variety of methods
such as surveys, reflections, and plus/delta charts.
PHASE 5: Beyond the Classroom
Collaborative planning will expand the opportunities for integrating resources beyond
the classroom. The increased use of media and technology resources in instruction
makes it important to expand access to these resources beyond the traditional school
day and the traditional school community.
The school library media coordinator and technology facilitator will identify and
integrate outside resources into collaborative units of instruction. These resources
may include local, state, and national educational resources including print, digital,
and human resources.
The media coordinator and technology facilitator will work with partners to provide
after school programs for children, parents, and community members. (For example,
Computer Camps, Computer Clubs, Book Clubs, technology training for adults, family
technology and reading nights.) The media center and technology facilities may be
opened extended hours and staffed by educators who have negotiated flexible hours
with the administration, by separately hired staff, and/or by volunteers.
IMPLEMENTING THE IMPACT MODEL 7
ON-GOING: Evaluation
Implementation of the IMPACT Model may be evaluated by the MTAC using
the following guided reflection questions.
What impact does a supportive environment have on media and technology
access and use?
What impact do media, technology, and collaboration have on the total
school program?
What impact does communication have on the total school program?
What impact do research-based practices in technology, literacy, and
information skills have on student learning?
Does integration of technology/information skills throughout the curriculum
enhance student learning?
What areas of the curriculum can most effectively be enhanced with technology/
information skills?
Does the use of technology as a learning tool improve student achievement?
To what extent is data used in making decisions about hardware/software
allocations and selection of media resources?
To what extent are technology and media resources accessible to all students?
To what extent are technical support personnel provided and technical support
procedures implemented?
To what extent are technology and media resources accessible during and
beyond the school day?
To what extent has the school established and maintained an effective
communications system?
To what extent does the school support and promote collaboration?
To what extent are procedures used to monitor, evaluate, and review progress
of technology initiatives?
To what extent is effective professional development provided?
To what extent are student/curricular needs being fulfilled by identified
media and technology resources?
ORIENTATION FOR NEW STAFF AND ADMINISTRATORS:
The school must recruit and hire teachers who are receptive to the
IMPACT Model.
The MTAC will provide orientation for new staff and administrators
to the IMPACT Model.
8 IMPACT: Guidelines for North Carolina Media and Technology Programs
DEALING WITH THE CHANGE THAT THE IMPACT MODEL WILL BRING
“THE CONVICTION THAT LEARNING GOALS SHOULD BE FIXED AND TIME A
FLEXIBLE RESOURCE OPENS UP PROFOUND OPPORTUNITIES FOR CHANGE.”
(United States. Department of Education. “Prisoners of Time.”)
USING THE CONCERNS-BASED ADOPTION MODEL (CBAM) TO MOVE
TEACHERS FORWARD IN THE IMPACT MODEL
In order for the IMPACT Model to work in a school, it must have the support and under-standing
of classroom teachers. Teachers must understand the changes that will occur
in their classrooms and in their teaching as a result of this model. The administrative
and media and technology staff must support and nurture teachers through this change.
Supporting and nurturing means addressing teachers as individuals and understanding
their concerns about the changes they are or will be experiencing. According to the
CBAM model of change, individuals involved in change can be identified as one of the
following:
INNOVATOR: Approximately 8% or any group can be considered innovators.
These individuals are eager to try new ideas, are open to change, and are willing
to take risks.
LEADER: Approximately 17% of any group can be considered leaders. These
individuals are open to change, but more thoughtful about getting involved.
EARLY MAJORITY: Approximately 29% of any group can be considered as the early
majority. These individuals are cautious and deliberate about deciding to adopt an
innovation.
LATE MAJORITY: Approximately 29% of any group can be considered as the late
majority. These individuals can skeptical of adopting new ideas and are “set in
their ways.”
RESISTER: Approximately 17% of any group can be considered resisters. These
individuals are suspicious and generally opposed to new ideas. (Hord, S., et al, 1998.)
It is important to recognize that these identifiers are not meant to be negative or
positive, but rather they allow a change facilitator to recognize what is needed to move
an individual through the change process. For the IMPACT Model, this means being
able to recognize how a teacher approaches a change to classroom practice and working
with each individual to better utilize the model.
Once the school library media coordinator, technology facilitator, and/or administrator
have identified each teacher’s adopter level, they should identify Stages of Concern.
The Stages of Concern help to identify how a person feels and thinks about a given
initiative. In the implementation of the IMPACT Model, teachers will move through
the stages as they become more comfortable with the collaborative process and the
IMPACT culture.
” IMPLEMENTING THE IMPACT MODEL 9
“CHANGE:
is a PROCESS,
not an event
is made by
INDIVIDUALS
first, then
institutions
is a highly
PERSONAL
experience
entails
DEVELOPMENTAL
growth in
feelings and
skills
(Hord, S., et al, 1998.)
STAGES OF CONCERN
0. AWARENESS: The individual either isn’t aware of the change being proposed
or doesn’t want to learn it.
1. INFORMATIONAL: The individual has heard of the program, but needs more
information.
2. PERSONAL: The individual’s main concern is how this program will affect
them on a personal level.
3. MANAGEMENT: The individual’s main concern is about the management,
scheduling, etc., of a specific program.
4. CONSEQUENCE: The individual’s primary concern is how the program will
affect students or how they can make the program work for their students.
5. COLLABORATION: The individual’s primary concern is how to make the
program work better by actively working on it with colleagues.
6. REFOCUSING: The individual’s primary concern is seeking out a new and
better change to implement.
When the media coordinator, technology facilitator, and/or administrator have identified
each teacher’s Stage of Concern, they can more easily communicate the needs of both
the teacher and the program. Teachers in the early stages of concern will need more
one-on-one assistance and encouragement than those in the later stages.
10 IMPACT: Guidelines for North Carolina Media and Technology Programs
WHAT TEACHERS MUST BE WILLING TO DO
When teachers understand that a change will take place, they will need to be completely
aware of what implementing the IMPACT Model will mean to their classroom and their
teaching practice.
TEACHERS MUST BE WILLING TO:
BE FLEXIBLE
Take risks
Try new things
Step out of the box
ASSESS STUDENT NEEDS
Analyze test scores
Understand individual learning styles
Survey individual interests
INITIATE COLLABORATION
Brainstorm ways the collaboration process can work for them and their students
Share ideas with school library media coordinator/technology facilitator and
other teachers
Begin the collaboration process
Evaluate project successes
FAIL
Technology doesn’t always work
Students don’t always work well collaboratively
The “best” lesson plan doesn’t always work out the way you planned
ASK FOR HELP
Students
Teachers
School library media coordinator
Technology facilitator
CELEBRATE SUCCESSES
Tell other teachers what is working well
Share with school library media coordinator and technology facilitator
Share with other schools
Share at conferences
USE: Web sites, bulletin boards, newsletters, displays, sharing lessons,
press releases, system-level collaboration fairs, school-wide activities
(Poetry Day, Technology Night), etc.
IMPLEMENTING THE IMPACT MODEL 11
CHANGE ROLES
Move from being the “sage on the stage” or “guide on the side” to the
“mentor in the center”
Facilitate the learning process
Allow students to begin taking responsibility for their own learning
Become a team member
Become a life-long learner
12 IMPACT: Guidelines for North Carolina Media and Technology Programs
THE TECHNOLOGY FACILITATOR SCENARIO
“THE IMPORTANT ISSUE IN EFFECTIVENESS FOR LEARNING IS NOT THE
SOPHISTICATION OF THE TECHNOLOGIES, BUT THE WAYS IN WHICH THEIR
CAPABILITIES AID AND MOTIVATE USERS”
(Dede, C., 2001).
Innovation Middle School is wired. Every classroom has three multimedia, Internet
accessible computers, an LCD projector, a Digital Interactive Whiteboard, a DVD player,
and curriculum appropriate hardware and software. Networked printers are located
on every hall, and each grade, 6th, 7th, and 8th, has a mobile computer lab. For
Mrs. Ray, the technology facilitator, a wired school means a very busy schedule.
Mrs. Ray has worked at Innovation Middle School for many years. Through her
experience and education, she has gained and applied many insights about technology
and the job of teaching.
Mrs. Ray knows that technology brings new resources into the classroom (Bajcsy, 2002).
For instance, this is the first year that Mr. Price has participated in the Global Lab
project with his eighth grade 1st period science class. Global Lab students around
the world create environmental profiles of their school. Students measure parameters
such as light intensity, carbon dioxide concentrations, air and soil temperature, and
soil moisture, then compile their data and exchange it with other schools across the
globe. Through the global lab project, Mr. Price’s students have information that
has not been available to his students in previous years. With observations available
from other students in diverse environments, his students make comparisons of their
environmental profile with profiles of other environments to make hypotheses and
observations. This morning Mrs. Ray works with Mr. Price and his students organizing
the data from the various environments in a database. While Mrs. Ray works with
students on creating a database, Mr. Price will work with students on organizing
and synthesizing the information in appropriate searchable fields and records.
Mrs. Ray also knows that with technology, teachers are able to develop new forms of
instruction (Means, 2000). Last summer, the Innovation Middle School Social Studies
team, developed lessons and an accompanying selection of online resources and
software, of texts, photographs, audio and video content. This morning in Mrs. Foust’s
second period social studies class, students are using the resources to create multimedia
reports instead of the traditional written reports on Asian history and culture. The group
assigned to explore the economy of China, uniquely explore the ties between the
American economy and China’s economy and working conditions in their multimedia
report titled Made in China. Students use photographs and voiceovers to explain the
implications of importing products from China to the United States. This morning Mrs.
Ray and Mrs. Powder, the school library media coordinator, are working with the students
on their projects. Mrs. Powder is instructing students on how to correctly cite sources
for multimedia and online resources. Mrs. Ray is helping students incorporate multime-dia
sources into their presentations correctly. Mrs. Foust comments that using the multi-media
resources gives greater content and depth to instruction and student assignments.
Discussions with many teachers confirm something else Mrs. Ray already knows.
Technology motivates student learning. Teachers suggest that technology motivates
students, because it creates an environment that involves students more directly than
traditional teaching tools (Schacter, 1999). Before Mrs. Ray heads to the sixth grade
team weekly planning meeting, she stops by Mrs. Brown’s 8th grade language arts class.
IMPLEMENTING THE IMPACT MODEL 13
Since Mrs. Brown replaced journal writing on required reading assignments with
Weblogs, her students’ writing has increased dramatically. Students are so involved
in writing and reading Weblog entries that they all scramble to get on the computers
before lunch. Because students are posting their responses online where every other
student can read the entry, students are reading the young adult literature thoroughly
and are posting more in-depth observations about what they are reading. Mrs. Brown
is ecstatic. Not only are students more engaged in the literature, but they are also
taking responsibility for their own learning.
After lunch Mrs. Ray heads for Mr. Mulroney’s room. Technology has been extremely
helpful in individualizing instruction for students, many of whom are served in excep-tional
classrooms (Lou, 2001). While Mr. Mulroney believes that technology helps
adapt instruction to student learning styles, he does not believe in isolated learning.
In Mr. Mulroney’s class, students are learning about volcanoes together through a
variety of activities. Mark and Adam are building a model volcano from everyday
kitchen products. Mary is using simulation software to simulate a volcanic eruption
by combining different gases with magma and rock. Linda and James are creating a
Hyperstudio stack on Mount St. Helen’s in Washington. Mr. Mulroney asked Mrs. Ray
to join the class this afternoon as students’ work on their different projects.
As students are leaving school, Mrs. Ray is setting up for professional development.
Mrs. Ray knows that effective use of instructional technology is dependent on the
teacher (Grove, Strudler, and Odell, 2004). Teachers must be confident in applying
technology when and where appropriate. To maintain their technology competency
in a fast-paced environment, professional development has becomes a high priority
for teachers. Today, Mrs. Ray is teaching sixth grade teachers about handhelds.
Before Mrs. Ray leaves for the day, she checks the next day’s schedule. She notes
that tomorrow Mrs. Caison, the music teacher, is using midi software in music
appreciation class . . .
For online video examples of technology facilitator scenarios visit the following Web site:
14 IMPACT: Guidelines for North Carolina Media and Technology Programs
SCHOOL LIBRARY MEDIA COORDINATOR SCENARIO
INFORMATION LITERACY IS A TRANSFORMATIONAL PROCESS IN WHICH THE LEARNER
EVALUATES AND USES INFORMATION IN ITS VARIOUS FORMS FOR PERSONAL, SOCIAL,
AND PROFESSIONAL PURSUITS
(paraphrased from Abilock, 2004).
It is 7:00 a.m. – just another day in the Innovation school media center. Students
cluster in the foyer waiting for the library doors to open. The library is always used
heavily before the school day begins. Some students will come to the media center to
work on class assignments. Others will check out books. Teachers stop by to schedule
a class in the media center for a project. At 8:00 a.m., the first bell rings and the
media center empties while students flock to homeroom class.
Mr. Reynold’s seventh grade math class is the first class of the day for Mrs. Wright,
the school library media coordinator. Geometry is always a favorite part of the math
curriculum in seventh grade because students never tire of constructing shapes and
figures. Today, students are exploring an engineering geometric wonder of the world,
domes. Mrs. Wright is excited today to share some of the books in the media center
on the design and construction of structures. Some of Mrs. Wright’s favorites are
Building Big by David Macaulay, Experiment! Spiderwebs to Skyscrapers: The Science
of Structures by David Darling, and Eyewitness Books: Force & Motion by Peter Lafferty.
After Mr. Reynold’s class leaves, Mrs. Wright checks on a couple of eighth grade boys
who are investigating the various estuaries in North Carolina. Their assignment is to
locate an estuary to visit on a field trip. Mrs. Rowland, the media assistant, helps the
boys do a search on the Internet on estuaries in North Carolina. So far the boys have
information on the Neuse River, the Albemarle, and the Pamlico River Estuary. Mrs.
Wright directs the eighth grade boys to resources in the reference collection. Several
books on North Carolina can aid their decision. Notably, The Nature of North Carolina’s
Southern Coast: Barrier Islands, Coastal Waters and Wetlands by Dirk Frankenberg
describes several estuaries of interest.
The Lunchtime Book Club meets today. Students who join the club bring their lunch
to the library and discuss a book that they are reading. Currently, they are reading
The DoubleLife of Zoe Flynn by Janet Lee Carey about a girl who hides the fact from
her classmates that her family lives in a van. Mrs. Wright has several book clubs to meet
the varied interests of students. Her personal favorite is the sports heroes book club she
jointly coordinates with Mr. Reynolds. When reading is connected to real-world contexts
and personal interest students are more motivated to read (Ivey and Broaddus, 2001).
After lunch Mrs. Wright meets with the sixth grade collaborative planning team for the
afternoon. Each year the sixth grade teachers focus the instructional program around a
central theme. This year the theme is cities. The team has already decided the theme
for next year will be detectives. Today, they want to pinpoint resources and plan ideas
for integrating the theme with the SCOS. Mrs. Wright is excited. The detective/mystery
genre of young adult literature is always a favorite with middle grade students. Today
she suggests to Mrs. Johnson, the language arts teacher, Wolf Rider by Avi and Getting
Lincoln’s Goat by E. M. Goldman as literature for next year.
IMPLEMENTING THE IMPACT MODEL 15
Mrs. Wright also thinks the history detectives Web site (http://www.pbs.org/opb/
history detectives/index.html) will be the perfect fit for the social studies curriculum.
During the planning meeting she shows this Web site to Mr. Carter, the sixth grade
social studies teacher while Mr. Grady, the science teacher and Mr. Brown, the math
teacher discuss some ideas for integrating math and science with a detective theme.
Mrs. Wright has appreciated the insight that a theme-based approach has brought to
the sixth grade teachers. The sixth grade teachers recognize that their role as the
content specialist combined with the media specialist’s role as resource specialist
has helped build a stronger, more dynamic instructional program (Russell, 2002).
Theoretically, every unit of instruction in any subject curriculum has an opportunity
for a problem- or inquiry-based learning component that requires data, information,
and knowledge (Georges, 2004, p. 34). For Mrs. Wright, her role within the educational
institution is clear. It is her responsibility to seize every opportunity, to provide her
colleagues with instructional activities, and to create a collaborative atmosphere that
fosters information literacy.
For online video examples of school library media coordinator scenarios visit the
following Web site:
16 IMPACT: Guidelines for North Carolina Media and Technology Programs
WORKS CITED
Abilock, D. “Information Literacy from Prehistory to K-20: A New Definition.”
Knowledge Quest 32.4 (2004): 9-11.
Bajcsy, R. “Technology and Learning.” Visions 2020: Transforming Education and
Training through Advanced Technologies. Washington, DC: U.S. Department of
Commerce, 2002.
Dede, C. “Vignettes about the future of Learning Technologies.” Visions 2020:
Transforming Education and Training through Advanced Technologies. Washington, DC:
U.S. Department of Commerce, 2002.
Georges, F. “Information Literacy, Collaboration, and ‘Killer Apps’: New Challenges
for Media Specialists.” Library Media Connection 23.2 (2004): 34-35.
Grove, K., N. Strudler, and S. Odell. “Mentoring Toward Technology Use: Cooperating
Teacher Practice in Supporting Student Teachers.” Journal of Research on Technology
in Education 37 (2004): 85-109.
Hord, S., W. Rutherford, L. Huling-Austin, and G. Hall. Taking Charge of Change.
Austin, TX: Southwest Educational Development Laboratory, 1998.
Ivey, G. and K. Broaddus. “Just Plain Reading: A Survey of What Makes Students
Want to Read in Middle School Classrooms.” Reading Research Quarterly 3. 4 (2001):
350-377.
Lou, Y., et al. “Small Group and Individual Learning with Technology: A Meta-Analysis.”
Review of Educational Research 71. 3 (2001): 449-521.
Means, B. “Accountability in Preparing Teachers to Use Technology.” 2000 State
Educational Technology Conference Papers. Washington, DC: Council of Chief State
School Officers, 2000.
Schacter, J. The Impact of Education Technology on Student Achievement: What the
Most Current Research Has to Say. Milken Exchange on Education Technology, 1999
.
United States. Department of Education. “Prisoners of Time.” National Education
Commission on Time and Learning. Apr. 1994
.
IMPLEMENTING THE IMPACT MODEL 17
18 IMPACT: Guidelines for North Carolina Media and Technology Programs
TEACHING AND LEARNING
Vision
Collaboration
Integration of Information and Technology Skills
Access to Information Resources and Services
Collaboration for Assessment, Research, and Student
Achievement
Professional Development
Collaboration through Flexible Access
Flexible Access Looks Like This
Collaborating to Achieve Instructional Goals
Leadership and the Change Process
Making Flexible Access and Collaboration Work
Roles and Responsibilities of Collaborative Partners
Implementing Effective Collaborative Planning Sessions
Advocacy: Communicating Flexible Access and Collaboration
Reading and Literacy
Collaboration: Media and Technology, Reading, and Literacy
Reading Programs or Reading?
TEACHING AND LEARNING
VISION
School library media and technology programs should focus on student achievement
and involve the entire staff in collaboratively planning instructional programs that
are authentic and engaging, enriched by high-quality resources, current technologies,
and effective models of integration. A learner-centered approach to instruction
focuses attention on media and technology programs as vital instructional forces
that complement, support, and expand classroom learning. The ongoing assessment
of media and technology programs is the responsibility of teachers and administrators
working together with media and technology professionals. An effective media and
technology program supports the teaching and learning community through data-driven
collaboration, literacy, integration of technology and information skills with the total
curriculum, resources, staff development, and assessment.
COLLABORATION
“CREATING THE CONTEXT OF A COLLABORATIVE CULTURE REQUIRES MORE THAN
ENCOURAGING EDUCATORS TO WORK TOGETHER. THE TRADITION OF TEACHER ISOLATION
IS TOO DEEP TO BE UPROOTED SIMPLY BY OFFERING OPPORTUNITIES FOR COLLEGIAL
ENDEAVORS. COLLABORATION BY INVITATION NEVER WORKS. LEADERS WHO FUNCTION AS
STAFF DEVELOPMENT LEADERS EMBED COLLABORATION IN THE STRUCTURE AND CULTURE
OF THEIR SCHOOLS. TEACHERS’ WORK IS SPECIFICALLY DESIGNED TO ENSURE THAT EVERY
STAFF MEMBER IS A CONTRIBUTING MEMBER OF A COLLABORATIVE TEAM. CREATING AN
APPROPRIATE STRUCTURE FOR TEACHER COLLABORATION IS VITALLY IMPORTANT, BUT
ALSO INSUFFICIENT. LEADERS MUST DO MORE THAN ORGANIZE TEACHER TEAMS AND
HOPE FOR THE BEST. THEY MUST PROVIDE THE FOCUS, PARAMETERS, AND SUPPORT
TO HELP TEAMS FUNCTION EFFECTIVELY”
(“Designing Powerful Professional Development,” 2005).
Collaboration should be evident in all areas of the school environment as well as at the
system, regional, and state levels. Within the school, the school library media coordinator
and the technology facilitator work closely with teachers, administrators, students, and
support personnel. All of these people must be involved in the planning, implementation,
and evaluation of an instructional program integrated with media and technology.
For more information refer to the section on Collaboration Through Flexible Access.
TEACHING AND LEARNING 19
INTEGRATION OF INFORMATION AND TECHNOLOGY SKILLS
“TODAY’S STUDENT LIVES AND LEARNS IN A WORLD THAT HAS BEEN RADICALLY ALTERED
BY THE READY AVAILABILITY OF VAST STORES OF INFORMATION IN A VARIETY OF FORMATS.
THE LEARNING PROCESS AND THE INFORMATION SEARCH PROCESS MIRROR EACH OTHER:
STUDENTS ACTIVELY SEEK TO CONSTRUCT MEANING FROM THE SOURCES THEY ENCOUNTER
AND TO CREATE PRODUCTS THAT SHAPE AND COMMUNICATE THAT MEANING EFFECTIVELY.
DEVELOPING EXPERTISE IN ACCESSING, EVALUATING, AND USING INFORMATION IS IN
FACT THE AUTHENTIC LEARNING THAT MODERN EDUCATION SEEKS TO PROMOTE”
(NC Information Skills Curriculum Philosophy, 1999).
The school library media coordinator and technology facilitator play an integral role
in teaching students how to access, evaluate, and use information. They also support
students in being able to choose the most appropriate tool for collecting information
in multiple formats and then organizing, linking, evaluating, and through synthesis,
discovering how to present the information. “An array of tools for acquiring information
and for thinking and expression allows more students more ways to enter the learning
enterprise successfully and to live productive lives in the global, digital, and information-based
future they all face” (Philosophy: North Carolina Standard Course of Study, 2004).
These skills are embedded throughout the Information and Computer/Technology Skills
curricula and are essential to teaching and learning. It is vital that these skills are fully
integrated across the curriculum.
To integrate these skills seamlessly across the curriculum, the media coordinator
and technology facilitator need to “provide strong and creative leadership in building
and nurturing the culture of learning, both as a teacher and as an instructional
partner” (AASL and AECT, 1998). As teachers, the school library media coordinator
and technology facilitator will need to “use both traditional materials and innovative
resources” (AASL and AECT, 1998) to provide meaningful instruction. This can
be achieved through instruction in a full range of information concepts and
strategies, so that students will have the skills needed to interact effectively with
all information resources.
A research process is one of the types of innovative resources that can be used
whenever students are in a situation, academic or personal, that requires information
to solve a problem, make a decision, or complete a task. A systematic research model
such as the Big Six provides an information problem-solving process, and a set of skills
that provide a strategy for effectively and efficiently meeting information needs.
It is important to remember that the integration of information and computer/
technology skills across the curriculum does not take place in isolation, but occurs
through collaborative planning. The involvement of media and technology professionals
in all aspects of curriculum implementation is fundamental to collaboration.
20 IMPACT: Guidelines for North Carolina Media and Technology Programs
BEING INVOLVED WITH THE CURRICULUM TO ACHIEVE INSTRUCTIONAL GOALS MEANS:
Developing a thorough knowledge of the North Carolina Standard Course
of Study for all subject areas and grade levels within the school
;
Working with teachers to integrate media and technology into instruction across
all subject areas and grade levels (See scenarios for school library media coordinator
and technology facilitator in Implementing the IMPACT Model);
Serving on the School Improvement Team;
Working on subject area and grade level teams and committees at the building,
system, and state level;
Taking leadership roles on the Media and Technology Advisory Committee;
Analyzing the School Improvement Plan for areas of instructional focus;
Reflecting the School Improvement Plan in instruction and in the acquisition
of resources;
Analyzing test data with teachers to improve instructional focus;
Participating in grade level/departmental meetings;
Recommending appropriate information and technology resources to support
information and computer/technology skills, and critical thinking throughout
the curriculum;
Collaborating with teachers, staff, and other members of the learning community
to integrate information literacy competencies throughout the teaching and learning
process;
Developing a deep understanding of the information and computer/technology
skills for student learning and of the specific relationship between the skill and
the curricular goals of the school and system (AASL and AECT, 1998);
Developing and promoting specific plans for incorporating the information literacy
standards for student learning into day-to-day curricular and instructional activities
(AASL and AECT, 1998);
Collaborating regularly with teachers and other members of the learning community
to encourage students to become information literate, independent in their learning,
and socially responsible in their use of information and information technology
(AASL and AECT, 1998).
RESEARCH MODEL RESOURCES
THE BIG SIX OR THE SUPER THREE
FLIP-IT
FOLLETT’S INFORMATION SKILLS MODEL
JAMIE MCKENZIE’S RESEARCH CYCLE
TEACHING AND LEARNING 21
ACCESS TO INFORMATION RESOURCES AND SERVICES
IN THE TEACHING/LEARNING PROCESS
The media and technology program provides intellectual and physical access to a full
range of information and services for a community of learners and serves as a model
for responsible and creative information use. The school library media coordinator
and the technology facilitator collaborate with the school community to play an even
more important role as the quantity of information continues to grow. They guide
and promote a student-centered program; provide flexible and equitable access to
information for learning; and use the North Carolina Standard Course of Study to
help all students “construct meaning from the sources they encounter and to create
products that shape and communicate that meaning effectively” (NC Information
Skills Curriculum Philosophy, 1999).
It is critical for students to have the ability to process and create understanding from
all types of media in our exploding world of information. Real research and questioning
can become lifelong tools to encourage independent thinking and to guide classroom
inquiry at any time students are engaged in reading, viewing, or listening activities.
ENSURING EQUITABLE ACCESS TO INFORMATION MEANS:
Providing accurate, up-to-date, and developmentally appropriate print, non-print,
and technology resources that meet the curriculum-related and data-driven needs
of students and teachers;
Providing meaningful instruction in the full range of information concepts and
strategies that students need to interact effectively with all information resources;
Supporting intellectual freedom and students’ right to read.
Providing flexible access to media and technology resources, staff, and facilities
throughout the day;
Providing adequate staffing for the media center and computer labs before, during,
and after school for use by students, teachers, and members of the community;
Providing technologies (such as laptops, portable text devices, and digital cameras)
for individual, small group, classroom, and offsite use;
Purchasing software and assistive/adaptive hardware (such as speech synthesis
software, voice input technologies, and touch screens) that provide access to all
media and technology for students and teachers with special needs;
Providing large screen monitors or data/video projection devices for whole
class instruction.
22 IMPACT: Guidelines for North Carolina Media and Technology Programs ”
““FLEXIBLE,
EQUITABLE, AND
FAR-REACHING
ACCESS . . .
IS ESSENTIAL TO
THE DEVELOPMENT
OF A VIBRANT,
ACTIVE LEARNING
COMMUNITY”
(AASL and AECT, 1998).
COLLABORATION FOR ASSESSMENT, RESEARCH, AND
STUDENT ACHIEVEMENT
Effective collaboration, clear instructional goals, the use of data, and continual
feedback impact achievement in a powerful way. The school library media coordinator
and the technology facilitator collaborate with teachers in the assessment of student
performance in many ways. Grade-level or subject area teams of teachers, along with
the school library media coordinator and the technology facilitator, meet routinely to
identify instructional strengths and weaknesses, analyze scores and other assessments,
and develop strategies to address the instructional needs of students. This process
is ongoing and involves continual examination of teaching practices and learning
opportunities as a means of becoming more effective. In this context, assessment
can be seen as part of the teaching and learning process as opposed to being a
separate task.
Collaboration to assess student learning should be evident in all areas of the school
environment, with the school library media coordinator and the technology facilitator
working closely with teachers, administrators, students, and support personnel. All
must be involved in the planning, implementation, and evaluation of an instructional
program integrated with media and technology.
School library media coordinators and technology facilitators are knowledgeable about
research and best practices and skilled in applying the findings to a variety of situations.
Media and technology programs can have a tremendous impact on student achievement
if they follow the direction provided by research and best practice, and then apply it
to ongoing assessment. In short, effective media and technology programs routinely
consult the research, see where it fits and how it applies, and then study the effects
so that necessary adjustments to the teaching and learning process can be made.
REFLECTION
Reflection is an important part of the educational process. Taking time to revisit
daily practice by asking the following questions allows educators the opportunity to
collaboratively and systematically assess teaching and learning practices, extract the
best strategies, and make refinements that ultimately lead to higher student achievement.
How did the use of technology influence student achievement and increase
motivation?
How many opportunities were offered for critical thinking and problem solving?
Did students use technology to solve real-life problems?
Did students engage in meaningful, relevant conversation?
Did students learn with one another through collaborative work and group problem
solving?
Did students have time to form opinions, debate, persuade, discover new
concepts, and make decisions?
Did students exercise choice at any point in the activity?
Did students engage in reflective debriefing and answer questions such as,
“What happened?” “What made you think that?” “What would you change?”
TEACHING AND LEARNING 23
PROFESSIONAL DEVELOPMENT
Quality professional development provides educators with the knowledge and skills to
build powerful collaborative teams and provide the interpersonal support and synergy
necessary for creatively addressing complex teaching and learning issues.
According to the North Carolina Office of Professional Development, professional devel-opment
leaders “must:
1. Provide time for collaboration in the school day and school year.
2. Identify critical questions to guide the work of collaborative teams.
3. Ask teams to create products as a result of their collaboration.
4. Insist that teams identify and pursue specific student achievement goals.
5. Provide teams with relevant data and information”
(“Designing Powerful Professional Development,” 2005).
The school library media coordinator and technology facilitator play an important role in
the planning and implementation of professional development that helps define and
achieve standards of excellence to ensure the success of every student. Teachers need
the skills, knowledge, time, and autonomy to decide what professional development they
need. The media coordinator and technology facilitator must work with building- and
system-level administrators to ensure that the professional development provided in their
school is based on needs assessment and data collection.
Media and technology personnel need to have an understanding of the school culture to
build a learning community within the school that encourages continuous learning.
Teachers should be rewarded for and encouraged to take risks, and be given the opportu-nity
to learn and share together. Effective professional development experiences provide
opportunities for teachers to build their knowledge and skills and broaden their teaching
approaches, so they can create better learning opportunities for students. Media coordi-nators
and technology facilitators acquire a school-wide perspective of professional devel-opment
needs as they plan collaboratively with teachers. This school-wide perspective
enables them to make decisions about appropriate data-driven professional development
and to acquire the resources to design it.
Media and technology professionals must encourage a data-driven process to determine
what professional development to provide, implement their process, and evaluate its
impact on student learning. This will ensure that teachers receive the quality professional
development they need so that all students can be successful.
In order to be effective, professional development must be assessed on a regular basis so
that improvements can be made. This will help to guarantee a positive impact on teach-er
effectiveness and student learning. Evaluation to determine the overall effectiveness
of a professional development program must be built in during the initial planning stage.
The collection of formative and summative assessment data should occur across the pro-fessional
development program. Formative assessments are conducted throughout the
professional development program, and summative evaluation occurs at the conclusion of
the program. Summative evaluation “should be collected at three levels: educator prac-tices,
organizational changes, and student outcomes” (“Designing Powerful Professional
Development,” 2005).
24 IMPACT: Guidelines for North Carolina Media and Technology Programs
PROFESSIONAL DEVELOPMENT FOR MEDIA AND TECHNOLOGY PROFESSIONALS
The school library media coordinator and the technology facilitator are aware of the need
for appropriate professional development. They expect to continue learning throughout
their teaching career and to be able to improve their practice significantly through a vari-ety
of learning opportunities. Professional development must be provided for media and
technology personnel through local, state, and national opportunities. Professional devel-opment
not only benefits the individual in shaping his or her profession, but also helps
to ensure that best practice is everyday practice and that the most effective approaches
are used.
ASSESSING PROFESSIONAL DEVELOPMENT NEEDS MEANS:
Using formal assessment tools to determine professional development needs.
Prioritizing professional development opportunities based on needs assessment.
Evaluating the effectiveness of professional development efforts at regular intervals.
Using student test data in determining professional development.
Effective professional development is based on theory, research, and proven practice.
No Child Left Behind calls for professional development that:
is sustained, intensive, and classroom-focused,
is grounded on scientifically-based research,
is aligned with state content standards and assessments,
gives teachers of limited English proficient (LEP) students the knowledge and skills
necessary to teach them,
provides preparation in the appropriate use of curricula and assessments,
instructs in methods of teaching children with special needs,
is developed with extensive participation of teachers and principals, and
is regularly evaluated for impact on increased teacher effectiveness and improved
student academic achievement (NSDC Standards for Staff Development, 2001).
PLANNING HIGH QUALITY PROFESSIONAL DEVELOPMENT MEANS:
Participating in regularly scheduled system-level, regional, and state meetings,
and sharing information with school staff;
Attending state, regional, and national conferences to report back on professional
development initiatives and trends;
Serving on professional development committees at the school and system levels.
Involving principals, teachers, and paraprofessionals in the planning of professional
development;
Assessing needs of administrators, teachers, and paraprofessionals for targeted
professional development;
Reflecting licensure requirements, ABC goals and objectives, and school
improvement goals in the school professional development plan -
;
TEACHING AND LEARNING 25
Providing a variety of professional development including online opportunities
that integrate media and technology into all curriculum areas;
Aligning professional development to the North Carolina Professional Development
Standards - ;
Aligning professional development to the National Educational Technology Standards
for Teachers - ;
Using research-based models for professional development.
ENSURING HIGH QUALITY PROFESSIONAL DEVELOPMENT MEANS:
Planning professional development that is aligned with building- and system-level
goals and promotes evaluation and follow-up.
Reflecting current research on teaching and learning.
Respecting and drawing from the knowledge and experience of teachers,
administrators, and paraprofessionals.
Providing a variety of professional development opportunities (such as just-in-time,
small-group, large-group, North Carolina Information Highway (NCIH), and online).
Providing that professional development is relevant to the classroom setting and
reflective of test data.
Providing professional development that gives teachers the knowledge and skills
necessary to work with all students.
Providing time for professional development design, and implementation.
Providing professional development for instructional leaders in data analysis,
collective inquiry, and collaborative planning.
Providing professional development that includes processes for formative and
summative assessment.
Creating an ongoing calendar of professional development opportunities tailored
to meet assessed professional development needs.
Providing time to learn, practice, and incorporate new skills into instruction.
Providing resources to support teachers as they implement new strategies in their
classrooms.
Providing follow-up through re-teaching, one-on-one tutoring, troubleshooting,
modeling, and other forms of support.
Evaluating professional development efforts on a continuing basis to ensure they
are meeting the needs of teachers and staff.
Providing the opportunity for self-assessment of needs and interests by teachers
prior to setting goals for professional growth.
26 IMPACT: Guidelines for North Carolina Media and Technology Programs
THE NATIONAL STAFF DEVELOPMENT COUNCIL STANDARDS
The National Staff Development Council (NSDC) issued standards for high quality
professional development which state that professional development:
should organize adults into learning communities whose goals are aligned with
those of the school and district;
requires skillful school and district leaders who guide continuous instructional
improvement;
requires resources, including time, to support adult learning and collaboration;
should use disaggregated student data to determine adult learning priorities,
monitor progress, and help sustain continuous improvement;
should use multiple sources of information to evaluate effectiveness; and
should prepare educators to understand and teach all students. (NSDC Standards
for Staff Development, 2001)
NORTH CAROLINA PROFESSIONAL DEVELOPMENT STANDARDS
Based on research by the National Staff Development Council (NSDC), the North
Carolina Professional Development Standards provide the vision and framework for
making professional development more responsive to the learning needs of both
educators and students. The standards propose that professional development “should
contribute to measurable improvement in student achievement” and that higher student
achievement is the goal. “Professional development that does not produce changes
in practice, [the standards emphasize] does not support improved student performance;
[furthermore] professional development must be powerful enough to result in changes
in schools and practice that lead to higher student achievement and higher teacher
performance” (“Designing Powerful Professional Development,” 2005).
“No Child Left Behind (NCLB) solidifies the presence of high-stakes accountability
systems in our schools, and as we raise the expectations for students and teachers,
we must provide high quality professional development [as it is essential for excellence
in teaching and learning]” (Professional Development, 2005). The National Staff
Development Council (NSDC) believes that one of the primary purposes of professional
development is school improvement as measured by the success of every student.
Success is evident through overall high student achievement (NSDC Standards for
Staff Development, 2001).
The North Carolina Professional Development Standards recommend that professional
development efforts must closely align with school improvement plans and thrive within
existing school operations and structures. This systems-thinking approach to planning
can be guided by the following questions:
What are our goals for our students?
What must we (the adults) learn in order to help our students learn?
What is the best design for the adult learning?
What is in place in our school that we would need to change or strengthen
in order to meet our learning goals and our student goals?
How would we know if we were achieving our goals?
(“Designing Powerful Professional Development,” 2005)
TEACHING AND LEARNING 27
The North Carolina Professional Standards recommend that a well-designed professional
development program will include “a clear and specific presentation of the theory
supporting the new practices: modeling, demonstration, coaching, feedback, and
practice. Questions to guide evaluation of program quality include:
Is this model appropriate for the intended outcomes?
Does the program design include inquiry into how learning can be improved?
Which model of professional development was used to design this program?”
(“Designing Powerful Professional Development,” 2005)
The North Carolina Professional Development Standards are organized according
to the context/process/content schema:
CONTEXT STANDARDS: address the organization, system, and culture in which
the new learning will be implemented
PROCESS STANDARDS: refer to the “how” of professional development describing
the learning processes used in the acquisition of new
knowledge and skills and addressing the use of data,
evaluation and research.
CONTENT STANDARDS: refer to the “what” of professional development.
28 IMPACT: Guidelines for North Carolina Media and Technology Programs
NORTH CAROLINA PROFESSIONAL DEVELOPMENT STANDARDS
CONTEXT STANDARDS
LEARNING Professional development that improves the learning of all
students organizes adults into learning communities whose
goals are aligned with those of the school and district.
LEADERSHIP: Professional development that improves the learning of all
students requires skillful school and district leaders who guide
continuous instructional improvement.
RESOURCES: Professional development that improves the learning of all
students requires resources to support adult learning and
collaboration.
PROCESS STANDARDS
DATA-DRIVEN: Professional development that improves the learning of all
students uses disaggregated student data to determine adult
learning priorities, monitor progress, and help
sustain continuous improvement.
EVALUATION: Professional development that improves the learning of
all students uses multiple sources of information to guide
improvement and demonstrate its impact.
RESEARCH-BASED: Professional development that improves the learning of
all students prepares educators to apply research to
decision making.
DESIGN: Professional development that improves the learning of all
students uses learning strategies appropriate to the intended goal.
LEARNING: Professional development that improves the learning of all
students applies knowledge about human learning and change.
COLLABORATION: Professional development that improves the learning of all
students provides educators with the knowledge and skills
to collaborate.
CONTENT STANDARDS
EQUITY: Professional development that improves the learning of
all students prepares educators to understand and appreciate
all students, create safe, orderly and supportive learning
environments, and hold high expectations for their academic
achievement.
QUALITY TEACHING: Professional development that improves the learning of all
students deepens educators’ content knowledge, provides them
with research-based instructional strategies to assist students
in meeting rigorous academic standards, and prepares them
to use various types of classroom assessments appropriately.
FAMILY INVOLVEMENT: Professional development that improves the learning of all
students provides educators with knowledge and skills to
involve families and other stakeholders appropriately.
(“Designing Powerful Professional Development,” 2005)
TEACHING AND LEARNING 29
COMMUNITIES:
RESOURCES TO SUPPORT PROFESSIONAL DEVELOPMENT PLANNING
Data and Research
Designing Powerful Professional Development for Teachers, Administrators,
and School Leaders
How Teachers Learn Best
Is This School a Learning Organization – 10 Ways to Tell
Learning by the Numbers
Professional Development Articles
Professional Development IQ Test
The Toolbelt: A Collection of Data-Driven Decision-Making Tools for Educators
What Works in the Elementary School: Results-Based Staff Development
What Works in the Middle: Results-Based Staff Development
What Works in the High School: Results-Based Staff Development
30 IMPACT: Guidelines for North Carolina Media and Technology Programs
COLLABORATION THROUGH FLEXIBLE ACCESS
“WHAT SETS COLLABORATION APART . . . IS THAT THE OUTCOME IS GREATER THAN
THE SUM OF THE PARTS.”
(Bush, 2003)
DEFINITION OF TERMS
Flexible access enables students and teachers to use and circulate the resources of the
media center and computer lab throughout the day and to have the services of the school
library media coordinator and technology facilitator at point, time, and location of need.
Collaboration is a process facilitated by flexible access. Collaboration within the
IMPACT Model means that the school library media coordinator and technology facilitator
work closely with teachers to plan, implement, and evaluate classroom lessons, units,
and the overall instructional program.
Preparing students to succeed in the 21st century is an enormous challenge that
requires the combined efforts of all educators. Teachers need ongoing support for their
instructional programs to meet the challenges of addressing individual student needs
and learning styles. A key component of the research-based IMPACT Model is that the
media and technology program plays a vital role in today’s schools by providing flexible
access to relevant resources and flexible instruction based on collaborative planning.
Flexible access and collaboration impact student achievement by using student data
to design focused instructional strategies, allowing for differentiation of student
learning, addressing multiple learning styles, allowing for timely individual intervention,
and reducing class size.
No Child Left Behind emphasizes the importance of implementing educational programs
and practices proven effective in improving student learning and achievement through
rigorous scientific research. A substantive body of scientifically-based research has
documented the positive impact of flexible access and collaboration on student
achievement ().
“A SUBSTANTIAL BODY OF RESEARCH SINCE 1990 SHOWS A POSITIVE RELATIONSHIP
BETWEEN SCHOOL LIBRARIES AND STUDENT ACHIEVEMENT. THE RESEARCH STUDIES SHOW
THAT SCHOOL LIBRARIES CAN HAVE A POSITIVE IMPACT ON STUDENT ACHIEVEMENT—
WHETHER SUCH ACHIEVEMENT IS MEASURED IN TERMS OF READING SCORES, LITERACY,
OR LEARNING MORE GENERALLY. A SCHOOL LIBRARY PROGRAM THAT IS ADEQUATELY
STAFFED, RESOURCED, AND FUNDED CAN LEAD TO HIGHER STUDENT ACHIEVEMENT
REGARDLESS OF THE SOCIO-ECONOMIC OR EDUCATIONAL LEVELS OF THE COMMUNITY”
(School Libraries Work!, 2004).
Collaboration is sharing new ideas, strategies and resources to create dynamic and
well-planned lessons that foster active learning. The involvement of media and
technology professionals in all aspects of curriculum implementation is fundamental
to the collaborative process. This is facilitated by flexible access to both the media
center and the computer lab and to all their resources, as well as to the services
of these professionals during common planning periods.
TEACHING AND LEARNING 31
“HIGH-ACHIEVING SCHOOLS TEND TO HAVE MORE TECHNOLOGICAL RESOURCES. BAULE
(1997) FOUND THAT SCHOOLS WITH EXEMPLARY TECHNOLOGY WERE ALSO MORE LIKELY
TO HAVE HIGH-QUALITY SCHOOL LIBRARY MEDIA PROGRAMS. YETTER (1994) OBSERVED
THAT THE LIBRARY MEDIA CENTERS IN SUCCESSFUL RESOURCE-BASED LEARNING SCHOOLS
HAD MODERN, SPACIOUS FACILITIES DESIGNED FOR FLEXIBLE USE AND ACCESS TO
TECHNOLOGY. GEHLKEN (1994) NOTED THAT ALL THREE BLUE RIBBON SCHOOLS STUDIED
HAD LIBRARY MEDIA CENTERS WHICH WERE COMMITTED TO INCREASING STUDENT ACCESS
TO TECHNOLOGY, AND WHICH HAD THE FLEXIBILITY AND ELECTRONIC CAPABILITIES
TO ACCOMMODATE THE CHANGING NEEDS CREATED BY NEW TECHNOLOGIES”
(Michigan State Government, 2003).
The collaborative process begins with an integration phase, develops into cooperatively
planned activities, and culminates with full collaborative units.
Integration is the alignment of media and technology resources to support classroom
topics and the instructional needs of students.
Cooperative activities result when media and technology personnel design lessons
independently in support of classroom objectives and instruction.
Collaboration requires co-planning between teachers and media and technology
personnel to create cross-curricular lessons and units that are jointly delivered
and evaluated.
Initially, media and technology professionals meet occasionally with classroom teachers
to plan cooperatively. There may be a combination of fixed classes, as well as times
for open access. At the next stage, media and technology professionals meet with
teachers on a regular basis to plan learning experiences, and there are no fixed times for
instruction in the media center or computer lab. At the highest level of implementation,
formal units of instruction are collaboratively planned, implemented, and evaluated.
Teachers and media and technology professionals meet routinely to analyze and use
data and to determine instructional strategies and resources to improve teaching and
learning. At this stage, media and technology professionals may also co-teach with
classroom teachers.
Once a collaborative environment is established, the school library media coordinator
and technology facilitator will continue to work at the various levels to support classroom
instruction as needs arise. With in-depth collaborative planning, teachers and media
and technology professionals meet routinely to analyze and use data and to determine
instructional strategies and resources to improve teaching and learning.
“THE NATIONAL LIBRARY POWER PROJECT, INVOLVING 700 SCHOOLS IN 19 SCHOOL
DISTRICTS, REQUIRED IMPLEMENTATION OF COOPERATIVE PLANNING AND TEACHING
AND FLEXIBLE SCHEDULING OF THE LIBRARY. RESULTS OF THE STUDY INDICATED:
MORE COLLABORATIVE WORK ENVIRONMENTS AND INSTRUCTIONAL PROGRAMS
FOCUSING ON INTERDISCIPLINARIY, INQUIRY- AND PROBLEM-BASED LEARNING;
MORE FREQUENT VISITS TO THE LIBRARY AS A RESULT OF IMPLEMENTATION OF
FLEXIBLE SCHEDULING;
MORE ENGAGING AND EDUCATIONALLY RICH LEARNING ACTIVITIES FOR STUDENTS”
(Research on Flexible Access to School Libraries, 2002).
32 IMPACT: Guidelines for North Carolina Media and Technology Programs
FLEXIBLE ACCESS LOOKS LIKE THIS:
Students and teachers move freely in and out of the school library media center
and the computer lab for activities such as researching print and electronic resources
for an assignment and creating a multimedia presentation.
Students come to the media center all day long to check out books and other
resources regardless of other activities taking place in the media center.
Students move in and out of the computer lab throughout the day to use
electronic resources.
One grade level group of teachers is planning with the school library media
coordinator and/or the technology facilitator for a new collaborative unit of instruction.
Meanwhile, children, under the supervision of media or technology assistants, come
from various classes to the media center to check out a book or read a magazine,
or to use resources in the computer lab.
Teachers check with the technology facilitator and school library media coordinator
for available blocks of time to bring in their classes to begin work on a collaborative
unit--or send a small group of students to work with the school library media
coordinator and/or the technology facilitator
A fourth grade class and their teacher enter the computer lab to work with the
technology facilitator on the development of their North Carolina portfolios.
Those same fourth graders may leave the computer lab periodically to find print
resources in the media center to aid in the development of their portfolio. All
students are working with the teacher, the school library media coordinator, and
the technology facilitator to find resources and learn skills that will help them finish
their assignment.
While a class may stay in the computer lab or media center only twenty minutes
during a curriculum-related activity, such as using a software application or
participating in story time, other students may be in the computer lab and/or the
media center for two or three hours, depending on the time allotted for an activity.
COLLABORATING TO ACHIEVE INSTRUCTIONAL GOALS
LOOKS LIKE THIS:
SCHOOL LIBRARY MEDIA COORDINATORS AND TECHNOLOGY FACILITATORS:
Develop strong instructional partnerships with classroom and special area teachers
by working together to plan and implement instruction and to evaluate instructional
outcomes;
Use the best available models of instruction, collaboration, and cooperative learning;
Ensure that instruction takes place in a student-centered, project-based environment;
Plan projects and activities with teachers that are relevant to real-life problems and
support the development of critical thinking and problem-solving skills in students;
Create small group activities with heterogeneous groupings to accomplish curriculum
goals and objectives;
Help teachers to address different learning styles by using high-quality resources
in a variety of formats;
Involve students with setting goals for learning;
Work with teachers and students to create rubrics for project evaluation;
TEACHING AND LEARNING 33
Create and share a file or database within the school of collaboratively developed lesson
plans and related materials keyed to the North Carolina Standard Course of Study;
Search for lesson plans and successful teaching models in other schools, at conferences,
and in the professional literature;
Participate actively in the planning and evaluation of local, regional, and state activities
such as Battle of the Books, Multimedia Mania, technology fairs, Quiz Bowl, and the
North Carolina Children’s Book Award.
(See )
“COLLABORATION AFFORDS GENERAL EDUCATORS, SPECIAL EDUCATORS, AND SUPPORT
PERSONNEL OPPORTUNITY TO ESTABLISH REWARDING AND LONG LASTING SOCIAL AND
PROFESSIONAL RELATIONSHIPS. ACCORDINGLY, MORE SCHOOL PERSONNEL RECOGNIZE
THAT COLLABORATION FOSTERS A SENSE OF SHARED RESPONSIBILITY FOR EDUCATING
HETEROGENEOUS GROUPS OF STUDENTS (FRIEND & COOK, 2000). FINALLY, THE
GROWING EMPHASIS ON COLLABORATION STEMS FROM THE VERY NATURE OF SCHOOLS
THEMSELVES-SETTINGS IN WHICH A RANGE OF RESPONSIBILITIES AND DEMANDS CAN
BE ADDRESSED MORE APPROPRIATELY BY COLLABORATIVE OR TEAM APPROACHES THAN
BY INDIVIDUAL, ISOLATED EFFORTS”
(Gable, 2004).
LEADERSHIP AND THE CHANGE PROCESS
In order to implement flexible access and collaboration, school library media and
tech-nology professionals need to understand their leadership roles as change agents
and the change process, itself. Implementing flexible access and collaboration changes
school climate, so ultimately, media and technology professionals are catalysts for school
reform. When media and technology professionals assume leadership roles, they have
the opportunity to facilitate discussions about how flexible access and collaboration can
support teaching and learning and positively impact student achievement. At the same
time, they build the capacity to implement change. Together, they should co-chair the
Media and Technology Advisory Committee (MTAC) and should have a voice within the
School Leadership Team (SIT). Membership on the SIT can open the door for media
and technology professionals to be involved in the master scheduling of the school,
including decisions regarding planning time.
WHAT MAKES FLEXIBLE ACCESS AND COLLABORATION WORK?
Vision, informed leadership, flexible attitudes, and professional development, along with
staffing, budget, resources, and common planning time are the pre-existing conditions
essential to making flexible access and collaboration work in schools.
“FLEXIBLE ACCESS TO MEDIA AND TECHNOLOGY RESOURCES AND PERSONNEL CAN MAKE
AN IMMEDIATE SIGNIFICANT CHANGE IN THE USE AND INTEGRATION OF MEDIA/TECHNOLOGY
RESOURCES WITH ADEQUATE STAFFING, RESOURCES, PROFESSIONAL DEVELOPMENT AND
ADMINISTRATIVE SUPPORT. THIS CHANGE CAN HAPPEN QUICKLY IF THESE CRITICAL
ELEMENTS ARE IN PLACE. THE SINGLE MOST CRITICAL FACTOR AFFECTING THE EASE OF
TRANSITION TO FLEXIBLE SCHEDULING APPEARS TO BE THE PREPARATION, EXPERIENCE
AND ATTITUDE OF THE MEDIA COORDINATOR AND TECHNOLOGY FACILITATOR”
(Stallings, 2005).
34 IMPACT: Guidelines for North Carolina Media and Technology Programs
MEDIA AND TECHNOLOGY STAFFING FOR FLEXIBLE ACCESS/COLLABORATION
POSITION CERTIFIED CLASSIFIED ROLE IN FLEXIBLE ACCESS
SCHOOL LIBRARY 076
MEDIA COORDINATOR
TECHNOLOGY 079 OR
FACILITATOR 077
FULL-TIME Yes
MEDIA ASSISTANT*
FULL-TIME Yes
TECHNOLOGY
ASSISTANT*
TECHNICIAN Yes
* Appropriate media and technology assistant staffing supports collaboration by maintaining access
to the media and technology resources and facilities while collaborative partners plan and conduct
instructional activities.
TEACHING AND LEARNING 35
Maximize access to all resources through effective
management
Provide resources to support the curriculum in a
timely manner
Provide instructional support at the point of need
(small or large group)
Co-Lead the Media and Technology Advisory
Committee (MTAC)
Participate in the School Improvement Team (SIT)
Maximize access to all technology resources
through effective management
Provide technology resources to support the
curriculum in a timely manner
Provide instructional technology support at the
point of need (small or large group)
Co-Lead the Media and Technology Advisory
Committee (MTAC)
Participate in the School Improvement Team (SIT)
Serve as liaison between the school and the
system-level technology director
Manage circulation of resources to provide access
throughout the day.
Provide clerical assistance for resources management
Provide support for reference and research activities
Manage technology resources to provide access
throughout the day
Troubleshoot minor technology problems to ensure
access to resources throughout the day
Maintain technology infrastructure, hardware,
software
Serve as liaison between the school and
system-level technical support staff
36 IMPACT: Guidelines for North Carolina Media and Technology Programs
ROLES AND RESPONSIBILITIES OF COLLABORATIVE PARTNERS
The integration of school library media and technology programs with instruction is the
joint responsibility of teachers, administrators, and media and technology professionals
working together to accomplish objectives that support desired outcomes for students.
COLLABORATING PARTNER RESPONSIBILITY
CLASSROOM TEACHER Curriculum content
Learning Styles
Student interest
Initiate collaboration
Facilitate the learning process
Share student data (IEP, AIG, and Testing data)
Chair collaborative meetings
SCHOOL LIBRARY Integrate information skills into the core curriculum
MEDIA COORDINATOR Understand the total curriculum
Share resources in a variety of formats
Share instructional strategies
Support small group instruction
Support differentiated learning
Advocate for a collaborative environment
TECHNOLOGY Integrate technology skills into the core curriculum
FACILITATOR Understand the total curriculum
Share resources in a variety of formats
Share instructional strategies
Support small group instruction
Support differentiated learning
Advocate for a collaborative environment
RESOURCE TEACHERS Integrate skills from their area of specialization with core curriculum content
Support the necessary use of assistive technology resources
Share student assessment data (IEP, AIG)
ADMINISTRATORS Allocate time for the collaborative process to occur
Provide financial support for acquisition of information resources
Support flexible access of media and technology programs and resources
Establish expectations for a collaborative environment
Evaluate effectiveness of media and technology programs
Support the leadership role of the school library media coordinator and
the technology facilitator
MTAC Advocate for a collaborative environment
(Media and Technology Participate in the selection of resources
Advisory Committee) Prioritize budget needs
Facilitate long term plans for the media and technology programs
Evaluate effectiveness of media and technology programs
SIT Advocate for a collaborative environment
(School Improvement Team) Distribute media and technology resources appropriately
Facilitate long term plans for media and technology programs
Determine alignment of MTAC recommendations with the school
improvement plan
Successful implementation of flexible access and collaboration requires long-term
planning. Development of the IMPACT Model, including flexible access to media
and technology resources and instructional support, will take 3-5 years. It is
important that the MTAC and the SIT have a shared vision for the learning process
that incorporates the key components of the IMPACT Model:
Technology-rich teaching and learning environment through flexible access
Resource-rich teaching and learning environment through flexible access
Collaboration among teachers and media and technology personnel facilitated
through flexible access
Strong administrative leadership and support
Adequate budget
TEACHING AND LEARNING 37
IMPLEMENTING EFFECTIVE COLLABORATIVE PLANNING SESSIONS
Extended time is required for teachers to meet with the technology facilitator and school
library media coordinator to analyze student test data, identify instructional objectives
and appropriate strategies for individual needs, and determine outcomes and evaluation
methods. Each grade-level or department team should have a 2-3 hour planning block
every four to six weeks when all instructional partners can meet and plan together.
TWO IDEAS FOR PROVIDING EXTENDED PLANNING TIME:
Each team meets on a different morning or afternoon, and classes are covered
by assistants from other classes (lending/borrowing approach);
Several or all grade-level teams meet on the same day in rotation with classes
covered by a team of substitutes who move around the building as the teams
do their planning. Substitutes are paid from staff development funds.
HOW DO YOU IMPLEMENT EFFECTIVE COLLABORATIVE PLANNING SESSIONS?
AS YOU PLAN TOGETHER:
THE CONVERSATION
Discuss curriculum goals and objectives
Brainstorm possible activities and scientifically-based teaching strategies
based on the analysis of student test scores and the identification of individual
weaknesses and strengths
Assign responsibilities for instruction
Determine and review necessary resources
Determine outcomes and how to evaluate
Schedule time for instructional activities
RULES OF THE ROAD
Lead teacher or department head chairs the meeting
Teachers talk about curriculum goals and ideas for instructional activities
School library media coordinator and technology facilitator bring related
resources and activity ideas
TOOLS TO GUIDE THE PROCESS
Curriculum maps/pacing guides
IMPACT for Teachers Web site
School-wide research process (Big6, FLIP it!, I-Search, etc.)
Planning forms
Collaboration Toolkit (see Appendix)
38 IMPACT: Guidelines for North Carolina Media and Technology Programs
Strategies for long-term implementation of flexible access and collaboration
should include:
alignment of the goals of flexible access and collaboration with the school
improvement plan
facilitated collaborative planning sessions
appropriate professional development
prioritized budget needs
development of a communication plan for internal and external stakesholders
What interim strategies can be used in the first year of implementing flexible access?
Implement flexible access for instruction in stages by grade-level (over no more
than one year)
Fixed circulation for primary during 1st semester; transition to flexible circulation
2nd semester
Fixed instructional schedule for specified days/times; flexible access for other
days/times
Individual schools are encouraged to assess the needs of their students and staff and
examine their school culture to determine what is needed to promote the IMPACT Model
and flexible access such as:
Self-checkout/in
Access to the online catalog from any workstation
User login procedures
Process and procedures for communication
Record keeping for collaboration with each teacher or grade-level/department team
Space/workstation utilization for small group and individual use
TEACHING AND LEARNING 39
ADVOCACY: COMMUNICATING WHAT FLEXIBLE ACCESS
AND COLLABORATION MEAN
The benefits of flexible access and collaborative planning to support instruction must
be communicated to the education community. While many view flexible access as the
loss of planning time for teachers, the benefits of flexible access to resources and media
and technology personnel in schools far outweigh any perceived loss of planning time.
When addressing administrators, teachers, parents and other members of the learning
community, emphasize these benefits:
FLEXIBLE ACCESS ENABLES
access to media center and computer lab resources when they are needed to support,
supplement, and enhance teaching and learning, thus impacting student achievement;
the school library media coordinator and the technology facilitator to plan with for
instruction with teachers and staff;
students to conduct in-depth research for information and resources, thus fostering
independence and life-long learning;
differentiated instruction in support of the goals and objectives of No Child Left
Behind and the ABCs Plus of Public Education
development of collaborative units of study culminating in student projects that
require higher-order thinking skills based on real-world challenges;
implementation of The Balanced Curriculum as recommended by the Instructional
Services Division, NC DPI;
teachable moment and just-in-time access to information and resources for students;
integration of information and technology skills into all curriculum areas as defined
by the NC Standard Course of Study;
reduction of the student-teacher ratio;
instruction to be delivered one-on-one, in small groups, or in whole-class settings
in order to address a variety of learning styles.
When advocating for flexible access, help administrators and teachers understand the
high price of a fixed schedule both academically and financially. Base all arguments
on the research that supports appropriate use of the school library media center and
the computer lab to impact student achievement ().
Volunteer to help the principal brainstorm alternatives for coverage of teacher release
time so that the media center and computer lab are outside the planning block.
“IN A STUDENT-CENTERED LIBRARY MEDIA PROGRAM, LEARNING NEEDS TO TAKE
PRECEDENCE OVER CLASS SCHEDULES, SCHOOL HOURS, STUDENT CATEGORIZATIONS,
AND OTHER LOGISTICAL CONCERNS.”
(AASL and AECT, 1998).
40 IMPACT: Guidelines for North Carolina Media and Technology Programs
READING AND LITERACY
WHAT ARE WE REALLY ALL ABOUT?
Current emphases on student reading and writing, accompanied by testing mandates
and both state and national legislation, have certainly placed literacy achievement at
the forefront of what educators do. The vast array of definitions and terminology used
by education professionals today to define their missions or areas of expertise is giving
way to the recognition that all educators share both common ground and a common goal
for students: to ensure that all develop the skills necessary to be effective lifelong users
of ideas and information. Effective language and communication for the 21st century
involves all of the various “literacies” noted above, including enabling skills such as
reading, writing, and computing, as well as creative thinking and problem solving,
interpersonal skills, negotiation, and teamwork. Literacy is literacy is literacy.
Literacy is the business of the entire school and requires significant collaboration in
order to create a climate and culture that clearly values literacy skills and stresses their
importance. Schools must recognize that comprehension skills are not just the business
of the reading teacher, that reading promotion is not just the job of the school library
media program, and that Internet research strategies are not just the domain of the
instructional technology facilitator.
School library media coordinators and technology facilitators can provide leadership
in reinforcing the “big picture” focus, simultaneously demonstrating how the various
parts (such as independent reading, project-based authentic research, online strategies,
reading motivation, etc.) fit together with classroom instruction into a greater whole
through successful collaboration. Effective collaboration, however, requires effective
communication, and too often, semantics interferes in our efforts to work together.
“OUR CONCEPT OF LITERACY HAS BEEN BASED ON THE ASSUMPTION THAT PRINT IS THE PRIMARY
CARRIER OF INFORMATION IN OUR CULTURE AND THAT THE MOST IMPORTANT SKILLS ARE THOSE
THAT ENABLE STUDENTS TO UNDERSTAND AND EXPRESS THEMSELVES IN TEXT. THE NEW DEFINITION
OF LITERACY IS BASED ON A DIFFERENT ASSUMPTION: THAT DIGITAL TECHNOLOGY IS RAPIDLY
BECOMING A PRIMARY CARRIER OF INFORMATION AND THAT THE BROADER MEANS OF EXPRESSION
THAT THIS TECHNOLOGY MAKES POSSIBLE ARE NOW CRITICAL FOR EDUCATION. TEXT LITERACY
IS NECESSARY AND VALUABLE, BUT NO LONGER SUFFICIENT”
(Meyer and Rose, 2000).
Effective instructional technology and school library media programs recognize that
“digital-age literacy” involves much more than basic skills in reading and writing.
Both the school library media and instructional technology communities frequently
express frustration that “their message” is not getting across with classroom teachers,
administrators, or policy makers at the school board, state or federal levels. The news
media fails to pay adequate attention to school libraries or instructional technology
programs by focusing instead upon test scores and “why Johnny can’t read.” Media
and technology professionals must recognize that public attention, and that of classroom
teachers, administrators, and policy makers at the local, state, and national levels,
is focused more upon such traditional concepts of reading and writing than upon
“information literacy” or “instructional technology skills.” Likewise, others seem to
ignore or focus less on research about the impact and effectiveness of strong instructional
technology and school library media programs. School library media coordinators and
technology facilitators must effectively learn the terminology, best practices, and research
of the reading and literacy community, and then translate media and technology
terminology, best practices, and research into “their” language and experience.
TEACHING AND LEARNING 41
”
““READING” -
“LITERACY” -
“INFORMATION
LITERACY” -
“INSTRUCTIONAL
TECHNOLOGY SKILLS” -
“MEDIA LITERACY” -
“VISUAL LITERACY” -
“CONTEMPORARY
LITERACY” -
“NEW LITERACIES” -
“THINKING SKILLS” -
“21ST CENTURY
SKILLS”
The following examples highlight this “translated” collaboration, in which school library
media coordinators and/or technology facilitators use current research, models, and best
practices in literacy instruction to develop strong media and technology programs.
COLLABORATION: MEDIA AND TECHNOLOGY, READING,
AND LITERACY
MODELED READING AND SHARED READING (as described in models for balanced
literacy instruction – Routman, 1991; Fountas and Pinnell, 1996; Cooper, 2003)
Reading aloud to students has long been a staple of school library media programs.
Occasionally utilizing specific strategies and questioning techniques as a part of school
library media read-aloud sessions reinforces the same kinds of explicit instruction that
are used in scaffolded classroom instruction. Such strategies are thoroughly discussed
in Read It Again!: Revisiting Shared Reading by Brenda Parkes (Stenhouse, 2000);
Creating buddy or partner reading programs that regularly pair readers to read aloud
to each other alternately;
Developing collections of books on tape to help develop fluency in independent
reading (Allen, 2000);
Readers’ theater strategies, including adapting picture books with large amounts of
dialogue into scripts or using web-based resources such as Aaron Shepard’s RT Page.
READING-WRITING WORKSHOP MODEL
“Internet Workshop: Making Time for Literacy” (Leu, 2000) provides a parallel
management structure to be utilized in flexibly accessed technology/computer labs
and/or school library media centers, and which could serve as a model for classroom
teachers seeking to integrate technology seamlessly into their daily literacy activities.
PRINT-RICH INSTRUCTIONAL ENVIRONMENTS AND BROAD CLASSROOM
LIBRARY COLLECTIONS
Existing classroom library collections can be broadened significantly by the addition
of monthly-rotating “classroom collections” drawn from the school library media
collection (Routman, 1991).
Although school library media collections are organized by Dewey numbers, classroom
libraries are frequently structured to be “browser-friendly” by organizing materials in
a way that makes immediate sense to the student. Browsing bins or tubs of high-interest
materials organized by genre or topic, author, etc. (such groupings need not
be permanent) could rotate out as student interests change (Fountas & Pinnell, 1996).
RENEWED EMPHASIS ON COMPREHENSION OF NONFICTION AND EXPOSITORY TEXT
In Strategies That Work: Teaching Comprehension to Enhance Understanding
(Stenhouse, 2000) and Nonfiction Matters: Reading, Writing, and Research in
Grades 3-8 (Stenhouse, 1998), Stephanie Harvey and Anne Goudvis provide
multiple strategies that parallel those modeled and taught by school library media
coordinators and technology facilitators when helping students with research projects.
Literacy strategies common to classroom instruction such as KWL or other kinds
of graphic organizers are useful for a variety of research activities.
Reading strategies for traditional print and linear text and those used for hypertext
on Web pages and Internet resources are remarkably similar, though some (e.g.,
skimming or scanning, using guided questions, text features, etc.) may deserve
greater emphasis when reading text online (Schmar-Dobler, 2003).
42 IMPACT: Guidelines for North Carolina Media and Technology Programs
Literature-based instruction and literature studies, which have traditionally focused
on novels and fiction, must include multiple forms of literacy. School library media
coordinators should be booktalking, creating recommended booklists, and providing
reading guidance for nonfiction. Scho
|
# Copyright (c) Microsoft Corporation. All rights reserved.
# Licensed under the MIT License.
""" Orthogonal instrumental variable estimation of ATE.
"""
import numpy as np
from econml.utilities import hstack
from sklearn.model_selection import KFold, StratifiedKFold
from sklearn.linear_model import LinearRegression
import scipy.stats
from sklearn.base import clone
class DMLATEIV:
"""
Implementation of the orthogonal/double ml method for ATE estimation with
IV as described in
Double/Debiased Machine Learning for Treatment and Causal Parameters
Victor Chernozhukov, Denis Chetverikov, Mert Demirer, Esther Duflo, Christian Hansen, Whitney Newey, James Robins
https://arxiv.org/abs/1608.00060
Requires that either co-variance of T, Z is independent of X or that effect
is not heterogeneous in X for correct recovery. Otherwise it estimates
a biased ATE.
"""
def __init__(self, model_Y_X, model_T_X, model_Z_X, n_splits=2,
binary_instrument=False, binary_treatment=False):
"""
Parameters
----------
model_Y_X : model to predict E[Y | X]
model_T_X : model to predict E[T | X]. In alt_fit, this model is also
used to predict E[T | X, Z]
model_Z_X : model to predict E[Z | X]
n_splits : number of splits to use in cross-fitting
binary_instrument : whether to stratify cross-fitting splits by instrument
binary_treatment : whether to stratify cross-fitting splits by treatment
"""
self.model_Y_X = [clone(model_Y_X, safe=False) for _ in range(n_splits)]
self.model_T_X = [clone(model_T_X, safe=False) for _ in range(n_splits)]
self.model_Z_X = [clone(model_Z_X, safe=False) for _ in range(n_splits)]
self.n_splits = n_splits
self.binary_instrument = binary_instrument
self.binary_treatment = binary_treatment
def fit(self, y, T, X, Z):
"""
Parameters
----------
y : outcome
T : treatment (single dimensional)
X : features/controls
Z : instrument (single dimensional)
"""
if len(Z.shape) > 1 and Z.shape[1] > 1:
raise AssertionError("Can only accept single dimensional instrument")
if len(T.shape) > 1 and T.shape[1] > 1:
raise AssertionError("Can only accept single dimensional treatment")
if len(y.shape) > 1 and y.shape[1] > 1:
raise AssertionError("Can only accept single dimensional outcome")
Z = Z.flatten()
T = T.flatten()
y = y.flatten()
n_samples = y.shape[0]
res_t = np.zeros(n_samples)
res_z = np.zeros(n_samples)
res_y = np.zeros(n_samples)
if self.n_splits == 1:
splits = [(np.arange(X.shape[0]), np.arange(X.shape[0]))]
elif self.binary_instrument or self.binary_treatment:
group = 2*T*self.binary_treatment + Z.flatten()*self.binary_instrument
splits = StratifiedKFold(
n_splits=self.n_splits, shuffle=True).split(X, group)
else:
splits = KFold(n_splits=self.n_splits, shuffle=True).split(X)
for idx, (train, test) in enumerate(splits):
# Calculate residuals
res_t[test] = T[test] - \
self.model_T_X[idx].fit(X[train], T[train]).predict(X[test])
res_z[test] = Z[test] - \
self.model_Z_X[idx].fit(X[train], Z[train]).predict(X[test])
res_y[test] = y[test] - \
self.model_Y_X[idx].fit(X[train], y[train]).predict(X[test])
# Estimate E[T_res | Z_res]
self._effect = np.mean(res_y * res_z)/np.mean(res_t * res_z)
self._std = np.std(res_y * res_z)/(np.sqrt(res_y.shape[0]) * np.abs(np.mean(res_t * res_z)))
return self
def effect(self, X=None):
"""
Parameters
----------
X : features
"""
if X is None:
return self._effect
else:
return self._effect * np.ones(X.shape[0])
def normal_effect_interval(self, lower=5, upper=95):
return (scipy.stats.norm.ppf(lower/100, loc=self._effect, scale=self._std),
scipy.stats.norm.ppf(upper/100, loc=self._effect, scale=self._std))
@property
def std(self):
return self._std
@property
def fitted_nuisances(self):
return {'model_Y_X': self.model_Y_X,
'model_T_X': self.model_T_X,
'model_Z_X': self.model_Z_X}
class ProjectedDMLATEIV:
"""
Implementation of the orthogonal/double ml method for ATE estimation with
IV as described in
Double/Debiased Machine Learning for Treatment and Causal Parameters
Victor Chernozhukov, Denis Chetverikov, Mert Demirer, Esther Duflo, Christian Hansen, Whitney Newey, James Robins
https://arxiv.org/abs/1608.00060
Here we also project the insturment on the treatment and use E[T|X,Z] as the instrument.
Requires that either co-variance of T, Z is independent of X or that effect
is not heterogeneous in X for correct recovery. Otherwise it estimates
a biased ATE.
"""
def __init__(self, model_Y_X, model_T_X, model_T_XZ, n_splits=2,
binary_instrument=False, binary_treatment=False):
"""
Parameters
----------
model_Y_X : model to predict E[Y | X]
model_T_X : model to predict E[T | X]
model_T_XZ : model to predict E[T | X, Z]
n_splits : number of splits to use in cross-fitting
binary_instrument : whether to stratify cross-fitting splits by instrument
binary_treatment : whether to stratify cross-fitting splits by treatment
"""
self.model_Y_X = [clone(model_Y_X, safe=False) for _ in range(n_splits)]
self.model_T_X = [clone(model_T_X, safe=False) for _ in range(n_splits)]
self.model_T_XZ = [clone(model_T_XZ, safe=False) for _ in range(n_splits)]
self.n_splits = n_splits
self.binary_instrument = binary_instrument
self.binary_treatment = binary_treatment
def fit(self, y, T, X, Z):
"""
Parameters
----------
y : outcome
T : treatment (single dimensional)
X : features/controls
Z : instrument
"""
if len(T.shape) > 1 and T.shape[1] > 1:
raise AssertionError("Can only accept single dimensional treatment")
if len(y.shape) > 1 and y.shape[1] > 1:
raise AssertionError("Can only accept single dimensional outcome")
if len(Z.shape) == 1:
Z = Z.reshape(-1, 1)
if (Z.shape[1] > 1) and self.binary_instrument:
raise AssertionError("Binary instrument flag is True, but instrument is multi-dimensional")
T = T.flatten()
y = y.flatten()
n_samples = y.shape[0]
pred_t = np.zeros(n_samples)
proj_t = np.zeros(n_samples)
res_y = np.zeros(n_samples)
if self.n_splits == 1:
splits = [(np.arange(X.shape[0]), np.arange(X.shape[0]))]
# TODO. Deal with multi-class instrument
elif self.binary_instrument or self.binary_treatment:
group = 2*T*self.binary_treatment + Z.flatten()*self.binary_instrument
splits = StratifiedKFold(
n_splits=self.n_splits, shuffle=True).split(X, group)
else:
splits = KFold(n_splits=self.n_splits, shuffle=True).split(X)
for idx, (train, test) in enumerate(splits):
# Calculate nuisances
pred_t[test] = self.model_T_X[idx].fit(
X[train], T[train]).predict(X[test])
proj_t[test] = self.model_T_XZ[idx].fit(hstack([X[train], Z[train]]),
T[train]).predict(hstack([X[test], Z[test]]))
res_y[test] = y[test] - \
self.model_Y_X[idx].fit(X[train], y[train]).predict(X[test])
# Estimate E[T_res | Z_res]
res_z = proj_t - pred_t
res_t = T - pred_t
self._effect = np.mean(res_y * res_z)/np.mean(res_t * res_z)
self._std = np.std(res_y * res_z)/(np.sqrt(res_y.shape[0]) * np.abs(np.mean(res_t * res_z)))
return self
def effect(self, X=None):
"""
Parameters
----------
X : features
"""
if X is None:
return self._effect
else:
return self._effect * np.ones(X.shape[0])
def normal_effect_interval(self, lower=5, upper=95):
return (scipy.stats.norm.ppf(lower/100, loc=self._effect, scale=self._std),
scipy.stats.norm.ppf(upper/100, loc=self._effect, scale=self._std))
@property
def std(self):
return self._std
@property
def fitted_nuisances(self):
return {'model_Y_X': self.model_Y_X,
'model_T_X': self.model_T_X,
'model_T_XZ': self.model_T_XZ}
class SimpleATEIV:
"""
A non-doubly robust simple approach that predicts T from X,Z
and then runs a regression of Y on E[T | X, Z] and X. No cross-fitting
is used.
"""
def __init__(self, model_T_XZ, model_final):
"""
Parameters
----------
model_T_XZ : model to predict E[T | X, Z]
model_final : final model for predicting Y from E[T|X,Z], X
"""
self.model_T_XZ = model_T_XZ
self.model_final = model_final
def fit(self, y, T, X, Z):
"""
Parameters
----------
y : outcome
T : treatment (single dimensional)
X : features/controls
Z : instrument
"""
if len(T.shape) > 1 and T.shape[1] > 1:
raise AssertionError("Can only accept single dimensional treatment")
if len(y.shape) > 1 and y.shape[1] > 1:
raise AssertionError("Can only accept single dimensional outcome")
if len(Z.shape) == 1:
Z = Z.reshape(-1, 1)
T = T.flatten()
y = y.flatten()
pred_t = self.model_T_XZ.fit(hstack([X, Z]), T).predict(hstack([X, Z]))
self.model_final.fit(hstack([pred_t.reshape(-1, 1), X]), y)
return self
def effect(self, X, T0=0, T1=1):
"""
Parameters
----------
X : features
"""
if not hasattr(T0, "__len__"):
T0 = np.ones(X.shape[0])*T0
if not hasattr(T1, "__len__"):
T1 = np.ones(X.shape[0])*T1
X0 = hstack([T0.reshape(-1, 1), X])
X1 = hstack([T1.reshape(-1, 1), X])
return self.model_final.predict(X1) - self.model_final.predict(X0)
@property
def coef_(self):
return self.model_final.coef_
|
Circadia 2014 Sauvignon Blanc
This wine looked pretty exciting to me: neat graphics on the label, cool name, pretty color of the wine (pale greenish yellow). It’s flavors of green and yellow melon and yellow pear were pretty good, classic SB flavors, but they were very light. What was there was good, but there just wasn’t much of it. The fruit was a little more forward and acid the next day, but not enough to save it.
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One thought on “Circadia 2014 Sauvignon Blanc”
Finally opened this up. I like it. Don’t love it but for $5 what can you expect. It’s crisp but also a little perfumey without being cloying. I think I get pear. Anyway, if you’re like me and don’t like chardonnays and buttery whites you might find this serviceable.
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raise NotImplementedError("warnings is not yet implemented in Skulpt")
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here's a piece i worked on tonight in between soldering all those anagram letters (pic tomorrow). it is meant to go to the Country Living Fair with me, but i forgot and posted it on Facebook and might have some interested parties in it. so if you are interested you can email (keeshagirl4@aol.com) me for the details. i won't be listing it on my website because of my intent on taking it to Ohio.
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The pope emeritus reportedly disclosed God has planted the ‘absolute desire’ in his heart ‘to remain alone with him, secluded in prayer.’
VATICAN CITY — Pope Emeritus Benedict XVI has reportedly said that he retired from the papacy after a “mystical experience” and because “God told me to.”
The news comes from an anonymous source who visited the former pope a week ago, according to the Zenit news agency.
Asked why he resigned, the pope emeritus said, “God told me to,” but added that he had not received any kind of apparition or similar phenomenon. Rather, it was a “mystical experience” in which the Lord planted a seed of “absolute desire” in his heart “to remain alone with him, secluded in prayer.”
According to the source, this mystical experience has lasted throughout these past months, increasing “more and more” his longing for a unique and direct relationship with the Lord. It has not been an “escape” from the world, he reportedly said, but a means of seeking “refuge in God and living in his love.”
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He also said that the more he sees of the “charisma” of his successor, Pope Francis, the more he realizes that his decision to resign the papacy was “the will of God.”
Despite living a cloistered life in the Mater Ecclesiae Monastery in the Vatican Gardens, Benedict XVI does occasionally receive visitors privately. A few weeks ago, a seminarian at the North American College was surprised to be invited to the pope emeritus’ quarters to have a private conversation.
But during these meetings, Benedict XVI remains very prudent and typically discreet. He doesn’t reveal any secrets or say anything that may weigh on the new pontificate. He wishes to avoid declarations that could be thought of as “words said by the other pope,” Zenit reported.
At most, he will express wonder at how the Holy Spirit is working through his successor or he will talk about how his decision to resign was the result of Divine inspiration.
Although the source of last week’s meeting is anonymous, various Vatican officials have confirmed the veracity of his remarks. A senior Curial official also told the Register that he believes the source is "reliable" and that the account "completes" what Benedict XVI has said about his resignation on previous occasions.
The news comes after Benedict XVI paid a three-hour visit to the papal summer residence in Castel Gandolfo on Sunday. During his brief trip, he prayed the Rosary, took a stroll in the Vatican Gardens and attended a small, private piano recital held in his honor.
Pope Francis, who has chosen to stay in the Vatican to work, invited his predecessor to stay at Castel Gandolfo in his stead. Benedict reportedly turned down his offer in order to keep a low profile and to avoid drawing attention to himself when transferring to the papal villas.
Edward Pentin is the Register’s Rome correspondent.
He will be a frequent contributor to EWTN News Nightly, which makes its debut Sept. 3.
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Panthers defeat visiting Jacket girls hockey
Published November 21, 2011 at 8:09 am
Spring Lake Park scored just over three minutes into the game and went on to defeat visiting Cambridge-Isanti-Mora-Pine City 3-1 in Nov. 19 girls hockey action. The Bluejackets, however, owned the shots-on-goal edge for the game, with Alex Nelson scoring the team’s lone goal in the third period.
Coach Jeff McCann: “They came out of the gates fast and they were quick. They beat us to most of the loose pucks in the first period. We generated shots on goal, out shooting them 16-5 in the first period and 35-26 in the game but couldn’t find the back of the net. The girls worked hard, but we were just a step out of position and couldn’t get things to click.”
The Bluejackets next travel to Holy Family Catholic in Victoria for a 7 p.m. game on Tuesday, Nov. 22.
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When Google stops demanding I put my real name and photograph on the Internet, I might start to believe someone at Google gives a damn about my security and privacy. The "don't be evil" crap at Google was stomped into the ground on the day of their IPO.
As long as rich people can use drones, either by paying for such programs or by ensuring that only government officials can use them (at their behest), they don't have to worry about poor people using them for their own needs instead of, say, using Google services to obtain information about their neighbors.
You people are disingenuous ass-hats. Google doesn't invade your privacy. Don't want to use a google service? Don't use it! Don't want to be recorded in your backyard by a flying camera? Sure, don't sign up for...OH WAIT! It's not the same goddamned thing at all!
malle-herbert:Ahem... Google tracks you all across the internet even if you have never used their services... never heard of google-analytics have you ?
Google Analytics? What, you mean that tool that lets you analyze how customers are using your website in order to improve it? THAT thing? Oh yeah, that's evil. That's the thing that's functionally equivalent to observing patrons in your store? THAT Thing?
No.. it's the part of google that is integrated into almost every frikki'n webpage on the net so it can track your every move...(google-analytics.com)Every website you ever visited...every page you looked at everything you clicked on etc...
All this information is gathered and stored by google to build an 'anonymous' profile of you...
Lexx:malle-herbert: Ahem... Google tracks you all across the internet even if you have never used their services... never heard of google-analytics have you ?
Google Analytics? What, you mean that tool that lets you analyze how customers are using your website in order to improve it? THAT thing? Oh yeah, that's evil. That's the thing that's functionally equivalent to observing patrons in your store? THAT Thing?
If by observing your patrons you mean follow them to the next store and the next and then home and for the rest of their lives after that. Yah, that thing.
Disingenuous ass-hat, good ring to that one, the sort of thing that should be remembered in some way, some sort of marker that permanently affixes information to a particular individual.
malle-herbert:No.. it's the part of google that is integrated into almost every frikki'n webpage on the net so it can track your every move...(google-analytics.com)Every website you ever visited...every page you looked at everything you clicked on etc...
All this information is gathered and stored by google to build an 'anonymous' profile of you...
Public place = no expectation of privacy. Drones can fly anywhere, and private use of them certainly won't have the same amount of individual oversight as lawmakers have to google's mapping project.
Stop making goddamn false equivalencies, you jackasses. Google's CEO, who probably has to spend more hours of his life than ANYONE contemplating privacy issues & legislation, is freaked out at the idea that his neighbor can buy a $200 drone and fly it over his yard & monitor his family in their home. Yes, it's a legitimate concern. No, this is not the place to go on your mindless bashing.
Public place = no expectation of privacy. Drones can fly anywhere, and private use of them certainly won't have the same amount of individual oversight as lawmakers have to google's mapping project.
Stop making goddamn false equivalencies, you jackasses. Google's CEO, who probably has to spend more hours of his life than ANYONE contemplating privacy issues & legislation, is freaked out at the idea that his neighbor can buy a $200 drone and fly it over his yard & monitor his family in their home. Yes, it's a legitimate concern. No, this is not the place to go on your mindless bashing.
Go home Mr Schmidt, you're drunk.
Welcome to fark, I think it goes without saying that we're all of the same mind when it comes to these things, its just also fun to point out the irony of him leading the charge. This guy built an empire out of wiggling around privacy laws, pushing the boundaries of acceptable collection strategies and even delving into the beyond acceptable whenever they can get away with it (wardriving routers while mapping streets, etc etc). It kind of makes you wonder what his opinion would have been if following every single person around with such a drone was a viable business model for google instead.
I believe that he is pushing the topic specifically because Google wants to use drones. He's right that there is very little regulation that applies to drones and (almost) none that applies *specifically* to drones. What he's trying to do is raise it as an issue (using scary stories) and thereby prompt some action on regulation. Why would he do that? Because he wants Google to be able to help shape that regulation via lobbying of all sorts.
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Shailene Woodley in Insurgent review
This may be the most challenging review I’ve ever written. For one thing, YA dystopia stories are not my bag. For another, I have neither read nor seen Divergent, so I’m walking into this franchise blind, as it were. And finally, Insurgent isn’t a real movie, so I’m not sure how to go about reviewing it. I’m tempted to just share my opinion on nachos because nachos have as much to do with Insurgent as Insurgent has to do with movies, which it to say—nothing. I can’t even go to town on it for being terrible because it isn’t terrible. It’s just boring.
Though I haven’t read the books—save your breath, books aren’t relevant when discussing movies—nor seen the first movie, Insurgent does, at least, do a good job catching up the uninitiated. Not all franchise entries are good at that, but the screenwriting team of Brian Duffield, Akiva Goldsman, and Mark Bomback use a monologue by future overlord Jeanine (Kate Winslet) to recap the previous movie’s events, which director Robert Schwentke stages against the characters in action in the movie’s present timeline. The result is that the audience can quickly and easily make sense of the setup. It’s the best trick Insurgent has in its bag.
It also helps that very little seems to have happened in the first movie that actually matters for this one. There’s an attempt at setting up a conspiracy plot pitting the plucky rebels against Jeanine and her team of evil Mac geniuses—why does the future always look like an Apple store?—but it’s quickly and easily solved via truth serum. Seriously—truth serum. Insurgent is just a series of conveniences advancing characters from one totally inconsequential plot point to the next totally inconsequential plot point. There are no stakes and every problem encountered is resolved through a convenient device. They might as well have called it MacGuffin: The Movie.
The story revolves around Tris (Shailene Woodley) and her plucky rebel lover, Four (Theo James), as they try to take out Jeanine. In this particular dystopia, the supposed remains of humanity have been divided into five factions, one of which has lately been destroyed in Jeanine’s conspiracy. Divergent people, like Tris and Four, belong to more than one faction and that’s bad because f*ck you. There’s no real explanation for why Divergents are bad, except that their lack of order seems to offend control freak Jeanine. There are also the “Factionless”, those who belong nowhere, which is different from being Divergent because F*CK YOU. (Factionless and Divergent are the same thing—if you don’t fit into one of the five predetermined groups you’re Factionless. Divergents, by virtue of NOT BELONGING, should also be Factionless.)
There are two major issues with Insurgent: 1) No one is compelling, and 2) half the “movie” is a dream sequence. Let’s start with #1—Tris is a terrible protagonist. It isn’t just that she’s unlikeable—Shailene Woodley isn’t the kind of actress who can win us over in spite of that. Woodley is plenty talented, though she struggles with this material and often seems at a loss for what to do, but she isn’t really charming. She’s not the kind of actress who can just smile and make us love her character. Theo James fares no better with Four, and Ansel Elgort also fails to register as Tris’s jerk brother. Really, if it weren’t for Miles Teller popping up occasionally and lighting up the screen, Insurgent would be unwatchable.
The second problem are those dream sequences. The crux of the conflict is that Jeanine needs a Divergent to pass “sims” of the five factions in order to unlock a special box—what the f*ck, how did this sh*t become a best seller?—and receive a message from the people who set up their five-faction system. Naturally, Tris is her ideal test subject, which means that about half of the movie is Tris in a simulation testing her emotions. The problem is that we know nothing happening has stakes, and we’re not invested enough in Tris as a character to care when she resolves an inner conflict. All of this “sim” stuff should have been a montage.
And that’s the real issue with Insurgent—it’s a place holder. There’s not enough material here for a two-hour movie. Maybe if the focus had been more on the falling out between Tris and her brother—perhaps investigating how the faction system makes people afraid to embrace differences—or the reconciliation between Four and his long-lost mother, with the “sim” stuff relegated to a C-plot, it would have stood up better. But as it is, the filmmakers focus on Tris and her “sims”, resulting in the movie being a never-ending series of scenes in which Tris wakes up from a dream. That’s not compelling; that’s like the worst episode of Quantum Leap ever.
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Getting 'Kinky': Nanoscale Atomic Interfaces Have Serious Flaws
Below:
Next story in Tech and gadgets
Scientists have long believed that the strength of a material
lies in the way it is structured at the molecular level.
For example, shatter points and grain boundaries, found in
substances like crystals and metals, are structural flaws in the
way the compound's individual molecules or crystals hold
themselves together. These flaws often become the site of
fracturing, corrosion and weakness.
Using
nanoscopic tools, scientists have found a way to correct
these types of defects by changing the way the individual
molecules or crystals interface with each other to form a
structure.
The "perfect" means of structuring a crystal or metal, called a
"coherent twin boundary," was discovered in 2004. Coherent twin
boundaries were considered "perfect" because they appeared to be
thin, perfectly flat planes of atoms.
Forming these coherent twin boundaries at the nanoscale in
materials like gold and copper makes them not only stronger, but
also more malleable and durable. The metals were also shown to
become more conductive as well, greatly increasing their
effectiveness in electronic hardware applications.
Using a high-resolution electronic microscope, researchers at the
University of Vermont researchers examined
coherent twin boundaries in a sample of copper and saw, to
their surprise, that the bonds weren't straight at all — in fact,
the bonds had small kinks and curves that made them look more
like rickety stairs than straight lines.
"We had no idea such defects existed. So much for the perfect
twin boundary. We now call them defective twin boundaries,"
Frederic Sanzos, a University of Vermont engineer, said in a news
release.
With their jagged lines and arbitrary angles, the coherent twin
boundaries in copper may not be as pretty to look at anymore, but
that doesn't mean they don't work. In fact, the researchers found
that the strength of the coherent twin boundary is actually
because of these "flaws," not in spite of them.
The discovery that the coherent twin boundaries in copper are
"inherently defective" means that researchers will have to go
back and re-examine coherent twin boundaries in other materials
as well. It also opens up the question of why the so-called
defects actually contribute to the material's strength.
"There are all manner of defects in nature… The point of this
paper is that some defects make a material stronger," Sansoz
said.
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Description:
Ensure IEEE compliant floating-point operations (overflow and division by zero).
Files:
m4/fpieee.m4
Depends-on:
configure.ac-early:
AC_REQUIRE([gl_FP_IEEE])
configure.ac:
Makefile.am:
Include:
License:
LGPLv2+
Maintainer:
all
|
Power Shift - Rampant City Gas Leaks
Air Date: Week of January 13, 2012
stream/download this segment as an MP3 file
The natural gas business is booming- sometimes with deadly results. Bruce Gellerman sniffs out the cracks in the nearly two million miles of pipeline that run under our cities, including leaks near the Massachusetts State House.
Transcript
GELLERMAN: 65 million American households use natural gas to heat and cook. And thanks to the mining technique known as hydraulic fracturing, supply is soaring and so is demand. The International Energy Agency says we’re on the verge of “the golden age of natural gas”, that promises to transform the world’s energy economy. It’s a bridge fuel to the future.
But delivering on natural gas’s promise, and distributing trillions of cubic feet through a maze of millions of miles of pipelines is fraught with so many potential problems and real dangers that critics say: natural gas might be a bridge too far.
[SOUND OF DOOR CLOSING, KEYS JINGLING]
GELLERMAN: My investigation led me to natural gas sleuth Nathan Phillips. I followed him up a steep, secretive flight of stairs at Boston University.
PHILLIPS: That’s right, that’s right. And so, in the back there, is what we call the urban metabolism meter or sensor. And so that kind of contraption there on that little mast is measuring the carbon dioxide level and the methane concentration as it passes by that meter. We call it the pulse of the city. It gives us information about where humans are and what they’re doing, where the natural systems and what they’re doing at any time of day. We’re measuring this 10 times a second, every minute, every hour, 24/7, 365 days a year.
GELLERMAN: From this vantage point, using sophisticated instruments Professor Phillips takes the pulse of the city - precisely measuring urban metabolism: the emissions of greenhouse gases produced by the comings and goings of cars and trucks, the burning of fuels to power factories and utilities, heat homes and office buildings.
In terms of global warming, molecule for molecule, methane is 21 times more powerful a greenhouse gas than carbon dioxide. It’s odorless, colorless, lighter than air - and combustible, which is why methane is so useful. It’s the major component of natural gas.
[SOUND OF STREET BELOW]
GELELRMAN: Below the streets of our nation’s cities snakes a massive network of natural gas pipelines - more than two million miles of low pressure pipes. But weather, water, and accidents all take their toll on these gas distribution pipes, creating problems that most of the time are out of sight and mind - but literally under our noses.
[SMELLING THE AIR]
GELLERMAN: Professor Nathan Philips stands on Boston’s Commonwealth Ave, not far from Fenway Park, and uses another sensitive measuring device to monitor for methane: his nose.
[SMELLING THE AIR]
GELLERMAN: Leaks in the gas distribution pipeline network costs billions of dollars a year in property damage, explosions kill people and methane contributes to climate change. In fact, critics say so much of the powerful greenhouse gas leaks into the atmosphere that, over the short term, natural gas may disrupt the climate more than oil or coal.
PHILLIPS: About 9 months since I became aware of this problem, and ever since then I’ve started to, you know, keep a smell out for - well I guess you’d say leaks.
GELLERMAN: And right there, in the street - by the curb - there’s the tell-tale smell.
PHILLIPS: So mercaptan is the substance they put in natural gas so that if there is a leak people can smell that. And…
PHILLIPS: Yes; Everyone I talk to… many people I talk to know about a leak, they say: ‘Oh there’s one just down the street from me.’ And really, we have a million anecdotes about leaks but when you put it all together and map it it’s pretty amazing how many leaks there are distributed over a city like Boston.
GELLERMAN: And mapping Boston for leaks is just what Nathan Phillips did. He drove around the city with pipeline expert Bob Ackley.
ACKLEY: Okay, we’re going to go right up Harvard street to Commonwealth Ave and we’ll go right up Commonwealth Ave to Kenmore Square.
GELLERMAN: Bob Ackley is a former gas company leak investigator. Now he runs a consulting firm: Gas Safety USA – and on his truck is a sensitive Picarro methane tracking device similar to the one Professor Phillips uses at his rooftop lab. You’ve got two special pipes - nostrils I guess - on the front end of your SUV - here, what are those?
ACKLEY: Well that draws in an air sample from ground level and tests it with my gas ionization unit so I’ll be able to drive down the street and detect gas and I also have one on the rear for my Picarro instrument that will actually document the methane readings on Google Earth. It tracks them and will place them via GPS point, so I can take a running sample from the ground and it will chart it right on Google Earth.
PHILLIPS: Okay, we’re at Commonwealth and Gloucester…five point three …okay, lots of leaks here…two point two….
GELLERMAN: The natural background level of methane is two parts per million but as Ackley and Phillips drive around the area where I had smelled a leak, the digital readout jumps.
[BEEPING SOUND]
PHILLIPS: Two point seven…two point eight….oh, five point two….Okay, so there was a big spike that we just… 11 point one! So that’s over about five times the global background value! Back down to two point four, so very noisy in here - five point four…this is one of those, what we call an area of neglect.
GELLERMAN: The team also drove around San Francisco mapping gas leaks.
PHILLIPS: What we see are some clean streets and then streets that have been neglected - so leak, leak, leak as you drive through… it’s kind of a hodge podge.
GELLERMAN: Some of the methane leaks Nathan Phillips and Bob Ackley detected measure 30 parts per million ---that’s 15 times the natural background level. But Ackley says even small leaks can quickly add up to a large volume.
ACKLEY: Well, we’ve captured as much as, I think it is around, 600 cubic feet a day out of a leak…so, I mean, the average household use about 200 feet. So that would be three days of gas leaking out of one leak in one day.
PHILLIPS: I was very surprised to see how many leaks there were.
[STREET NOISE]
GELLERMAN: One reason Professor Nathan Phillips was surprised is because Boston’s gas utility spent 71 million dollars making the system more efficient, but just last year - it’s estimated gas lost from leaks was worth more then 40 million dollars.
PHILLIPS: I wasn’t expecting to see anything like what we saw.
GELLERMAN: You’d expect that a gas company would want to fix their leaks because they’re losing gas, they’re losing money.
PHILLIPS: Well, the costs of the leaks are not borne by the industry. They are borne by the rate payers, so you and I – to the extent that we are using gas, we’re bearing the costs of the inefficiencies in the system.
GELLERMAN: How much…what kind of percentage…a guestimate of the gas that is going thru these pipes is leaking to the atmosphere?
PHILLIPS: That’s a big unknown. So the industry is required to report what they call “lost and unaccounted gas” to the federal government. The amount of unaccounted and lost gas reported to the Energy Information Administration is all over the map.
GELLERMAN: Neither the Pipeline Hazardous Safety Materials Administration - the federal agency in charge of gas pipes - nor National Grid - the largest natural gas utility in New England - would talk with me about gas leaks.
But I did speak with Mark McDonald. He used to inspect leaks for National Grid and now heads the New England Gas Workers Association, which had to file a lawsuit to learn how many gas leaks were reported by Massachusetts utilities.
MCDONALD: Right now it’s generally three-four percent of all gas in the distribution site is lost.
GELLERMAN: You estimate there are 22 thousand gas leaks in Massachusetts?
MCDONALD: That’s not an estimation, that’s exact. I have documentation from each gas company showing at least 22 thousand. Now that makes up 90 percent of the companies in Massachusetts. So that number is even higher. I would probably guess around 25 thousand - and there are many that haven’t even been detected, I’m sure. So it’s significant. It’s definitely significant.
GELLERMAN: Most leaks are small – the size of pinholes - gas utilities rank them a three on a scale from one to three. Some are twos, they’re leaks to watch and schedule for repair, but a three can quickly turn into a two, and a two into a deadly one. It’s what happened in Philadelphia.
[AUDIO FROM TV NEWS: With daylight a crater of clues from this explosion in a neighborhood where reported smelling gas… EXPLOSION... MAN: Boom…the corner store just went up…]
GELLERMAN: One gas worker died, six were injured. That was in January 2011. And that September, it happened in Seattle …
[AUDIO FROM TV NEWS: The couple went to the hospital with serious injuries after the natural gas explosion utterly wiped out their home. Investigators now believe the huge fireball may be linked to a tiny discovery. We have excavated the pipe and there is a small leak consistent with what we found.]
[SOUNDS OF BOSTON STREETS]
GELLERMAN: Homes within a five-mile radius were evacuated. Four other gas pipeline leaks were discovered. Less dramatic, but also deadly is the effect tiny gas leaks in the ground can have on nearby plants. Environmental professor Nathan Phillips says natural gas leaks disrupt the urban metabolism.
PHILLIPS: What we know is bad for many trees is they need oxygen in the soil.
GELLERMAN: Phillips says just like people need oxygen, so do the roots of plants. When natural gas leaks into the ground it displaces oxygen in the soil, and dries the earth. Trees near natural gas leaks can choke and die of thirst.
PHILLIPS: The most active part of the root system are the fine roots, and those are the first to go – they’re delicate, but they’re the workhorses that bring in the nutrients, bring in the water. And if they starve and start dying you’re cutting off the supply system for the rest of the tree.
ACKLEY: So it’s basically a killing of the roots.
GELLERMAN: Gas leak investigator Bob Ackley says before the invention of gas detectors, inspectors located underground leaks by looking for damaged vegetation. He says it’s still a valuable clue.
ACKLEY: And that’s what you look for in a vegetation survey is a tree that looks like it’s dying, a tree is dead and dying vegetation. And all the gas companies have it on their web site; a sign of a gas leak is dead and dying vegetation for no apparent reason.
GELLERMAN: So, one tree, how much can one tree be worth? How do you put a value on a tree?
ACKLEY: Well the arborists have a formula they call the trunk formula method whereby the go by the species, condition and location of the tree, and I’ll give you just give you a quick example - we have a tree over by LaSalle College in Newton that’s about a 50 inch beech tree---that I think we valued it at around 47 thousand dollars.
GELLERMAN: That’s one tree. Take hundreds - or thousands of trees damaged by gas leaks and you talking: a lawsuit. Attorney Jan Schlictmann.
SCHLICTMANN: The trees are telling us something. They are sending out, you know, a loud signal to us that if it’s killing them then it’s killing the quality and the health and the safety of life in the urban environment.
GELLERMAN: Attorney Jan Schlictmann is best known for his environmental lawsuit chronicled in the book and movie “A Civil Action.” Now Schlictmann is suing gas utility National Grid, on behalf of five Massachusetts cities seeking compensation for the alleged damage gas leaks do to their trees.
SCHLICTMANN: So it’s doing great damage to these old stately trees and then when they die, the double tragedy is, that often times, these wonderful trees are cut down, replaced with a sapling then the sapling doesn’t thrive and then eventually dies as well and you have this repetitive process with the cities and towns and land owners not being aware of the root cause of the problem.
[SOUNDS OF THE STREET]
EHRLICH: Hey Bruce come over here. This is just one of the leaks I can smell around the building.
GELLERMAN: The building is the gold domed Massachusetts Statehouse. And sniffing out the leaks in the street behind it is Representative Lori Ehrlich. The Statehouse is the nation’s oldest - so are some of the underground gas pipes here, and they’re leaky.
EHRLICH: We’re standing here on the corner of Hancock and Mount Vernon street and though I’m concerned about this leak there are many leaks around the building. But even more of concerned are the four stories residential dwellings that are right next to the leak that I’d be most concerned about.
A leak next the the Massachusetts Statehouse is 8.3 ppm methane, four times the normal background level. (Photo: Nathan Phillips/ Boston University)
GELLERMAN: This is iconic, this is Beacon Hill - it doesn’t get more plush and powerful - and yet we’ve got leaks right here?
EHRLICH: Well, perhaps it’s a message to the legislators in the building that it’s time to pass some legislation addressing this issue. This is the second session that I’ve proposed four bills that deal directly with this issue, and the fact that we have a leak and many other leaks right outside the Statehouse, I think, just elevates it to a point where we need to do something about it before more people are killed, before property is damaged, before trees are killed and before we have a much bigger problem.
GELLERMAN: Just a few months before this interview behind the Statehouse, two blocks away, gas leak explosions sent two manholes covers flying, and shattered windows.
Representative Ehrlich’s bills would require that Massachusetts gas utilities fix all of 25 thousand leaks in their pipes within three years, and compensate cities and property owners for the damaged methane does to trees and plants. Tom Kiley is president of the Northeast Gas Association.
KILEY: We oppose those bills for a variety of reasons. A lot of them, economics and a lot of it because we feel it’s truly unnecessary to do that. Ah clearly the safety of our customers, and the consumer and residences is paramount of the natural gas industries, but we feel the cost that would be added to this are unnecessary and wouldn’t achieve the goals that the people have, and gas companies do have aggressive programs to make repairs, to replace cast iron and bare steel mains and other programs.
GELLERMAN: It can cost gas companies a million dollars a mile or more to replace leaking pipes, but it can take decades. And, critics say, in the meantime customers are paying for the leaked gas and the pipes are dangerous.
Some of the pipes are 100 years old and made of cast iron. In the 1950’s utilities began replacing them with bare steel pipes, but gas corroded them, so they were replaced with coated steel pipes. Gas leak investigator Bob Ackerly says the problem is nationwide.
ACKERLY: I’m traveling down to Washington DC this weekend. I’ve already been down there and done some spot checks, the problem is just as bad or worse with the rotting steel. So, wherever there’s cast iron and old steel in the ground, you’re going to have a problem.
GELERMAN: Since the 1970’s utilities have been laying underground pipe made of polyethylene or plastic: it’s flexible, easy to handle and install, and it doesn’t corrode. But it does crack and unlike cast iron which can last a century, Mark McDonald of the New England Gas Workers Association says plastic is only good for about 45 years.
MCDONALD: The companies believe it’s going to last forever. We’re already replacing it. The number one problem with polyethelyne, it has no resistance to damage, so the more plastic you put in the more problems you’re going to have with people digging around natural gas lines. It’s a major problem, it's going to get larger. The more plastic you put in the bigger that their problem is going to get.
GELLERMAN: Accidents are the single biggest cause of pipeline damage - from backhoes and jack hammers used by road construction crews, and workers laying electric lines and cables. The message: dig safe - and sniff.
ACKLEY: I’m at about three point four right at the leak I think it was up to six if I pull up a little bit.
GELLERMAN: Leak expert Bob Ackley says if you smell something, say something, which is exactly what he does after measuring the leak behind the Massachusetts Statehouse.
ACKLEY: I would grade this one if it were my house definitely a grade one leak. I mean, I’d want it repaired immediately. It’s a hazard - so I’m going to call the leak into National Grid now and just make sure everything is okay here.
[PHONE BEEP]
ACKLEY: Hi, Bob Ackley here, I just want to report a gas odor in Boston by the Statehouse…
Living on Earth wants to hear from you!
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Olively
Friday, April 15, 2016
Coachella is coming up quick so I felt like showing you guys a festival look! The #Lulusfestival section on Lulu's has so many cute boho pieces which are designed to be cute and yet keep you cool at the same time. I especially love this olive dress as it's super soft and also just the right length if I choose to wear flats. My heels are a little big on me so I'd recommend if you get these to go one size down.
XOXO
Wow, that is such a beautiful dress, I love the style of it and that it has slits at the side for even more movement ! So cute ! It sucks your heels were too big , that is so unfortunate :( You look stunning though !
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---
Description: Parental Controls Feature Set
ms.assetid: 25b9d906-6e26-488c-9d5b-a0c27d6cfe76
title: Parental Controls Feature Set
ms.topic: article
ms.date: 05/31/2018
---
# Parental Controls Feature Set
Information about the feature set in Parental Controls is organized as follows:
- [Parental Controls Top-Level User Interface](parental-controls-top-level-user-interface.md)
- [Parental Controls Activity Reporting](parental-controls-activity-reporting.md)
- [Parental Controls In-Box Restrictions and User Interfaces](parental-controls-in-box-restrictions-and-user-interfaces.md)
- [Parental Controls API Overview](parental-controls-api-overview.md)
- [Parental Controls Extensibility Features Overview](parental-controls-extensibility-features-overview.md)
|
RECORD IMPOUNDED
NOT FOR PUBLICATION WITHOUT THE
APPROVAL OF THE APPELLATE DIVISION
This opinion shall not "constitute precedent or be binding upon any court." Although it is posted on the
internet, this opinion is binding only on the parties in the case and its use in other cases is limited. R. 1:36-3.
SUPERIOR COURT OF NEW JERSEY
APPELLATE DIVISION
DOCKET NO. A-2395-17T1
A.R.,
Plaintiff-Respondent,
v.
A.C.,
Defendant-Appellant.
______________________________
Argued February 4, 2019 – Decided February 27, 2019
Before Judges Fasciale and Gooden Brown.
On appeal from Superior Court of New Jersey,
Chancery Division, Family Part, Middlesex County,
Docket No. FV-12-1050-18.
Joshua D. Altman argued the cause for appellant
(Benedict and Altman, attorneys; Antonio J. Toto and
Joshua D. Altman, on the briefs).
Respondent has not filed a brief.
PER CURIAM
Defendant appeals from a January 16, 2018 final restraining order (FRO)
entered in favor of plaintiff (his ex-girlfriend) under the Prevention of Domestic
Violence Act (PDVA), N.J.S.A. 2C:25-17 to -35. We reverse, remand, and in
fairness to the judge who entered the FRO, we direct that a different judge
conduct a new FRO hearing.
Defendant argues that the FRO judge failed to advise him of the
consequences of proceeding pro se. Before the hearing began, the following
exchange between the judge and defendant took place:
Q: Do you understand that by proceeding today, you are
waiving your right to a lawyer and [you are] acting as
your own lawyer?
A: Yes.
At a minimum, defendant contends that the judge should have informed him that
if he entered an FRO, defendant's name would appear in the central registry
under the PDVA. Defendant's other argument is that there was no evidence to
satisfy the second prong of Silver v. Silver, 387 N.J. Super. 112, 126-27 (App.
Div. 2006). Consequently, he seeks a new hearing.
We have previously said that an FRO "is not merely an injunction entered
in favor of one private litigant against the other." J.S. v. D.S., 448 N.J. Super.
17, 22 (App. Div. 2016). Courts "have consistently recognized that the issuance
A-2395-17T1
2
of an FRO 'has serious consequences to the personal and professional lives of
those who are found guilty of what the Legislature has characterized as a serious
crime against society.'" Franklin v. Sloskey, 385 N.J. Super. 534, 541 (App.
Div. 2006) (quoting Bresocnik v. Gallegos, 367 N.J. Super. 178, 181 (App. Div.
2004)); see also N.J.S.A. 2C:25-18. "Once a final restraining order is entered,
a defendant is subject to fingerprinting, N.J.S.A. 53:1-15, and the
Administrative Office of the Courts [(AOC)] maintains a central registry of all
persons who have had domestic violence restraining orders entered against them,
N.J.S.A. 2C:25-34." Franklin, 385 N.J. Super. at 541 (quoting Peterson v.
Peterson, 374 N.J. Super. 116, 124 (App. Div. 2005)); see also D.N. v. K.M.,
216 N.J. 587, 593 (2014) (Albin, J., dissenting) (cataloging the consequences
under N.J.S.A. 2C:25-29(b) resulting from entry of a domestic violence FRO).
The right to seek counsel is an important due process right that affords
defendants "a meaningful opportunity to defend against a complaint in domestic
violence matters[.]" D.N. v. K.M., 429 N.J. Super. 592, 606 (App. Div. 2013).
Although due process does not require the appointment of counsel for indigent
defendants in a domestic violence proceeding who are opposing a request for an
FRO, fundamental fairness requires that a defendant understands that he or she
A-2395-17T1
3
has a right to retain legal counsel, and that a defendant is afforded a reasonable
opportunity to retain an attorney. Ibid.
In D.N., we concluded that D.N. relinquished her right to seek counsel
because the judge "adequately questioned [her] regarding her decision to decline
the opportunity to obtain legal representation." Id. at 607. In that case, the judge
asked D.N. (1) whether she wanted the opportunity to obtain counsel, pointing
out that the opposing party was represented; (2) whether she understood what
would happen if a final restraining order was entered; and (3) whether she knew
that she might be subject to civil penalties and other consequences. Ibid. The
judge also advised D.N. that she could request an adjournment to consult with
an attorney or further prepare for the final hearing. Ibid. Given that advice, we
held that D.N.'s waiver of her right to seek counsel was clear and knowing.
Defendant should have been likewise informed. In fairness to the FRO
judge, and because he made credibility findings, we direct that a different judge
conduct the new hearing on remand.
Reversed and remanded. We do not retain jurisdiction.
A-2395-17T1
4
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Episode 2: Great Power, Great Responsibility (1959-1977)
Great Power, Great Responsibility (1959-1977)
16 watches
Part 2 of 3. The flawed superheroes that emerged in the 1960s, and the socially relevant stories they often found themselves in, are recalled in this look at the years 1959-77. Also: the introduction of black superheroes, such as Black Panther in 1966 and Luke Cage in 1972.
Part 2 of 3. The flawed superheroes that emerged in the 1960s, and the socially relevant stories they often found themselves in, are recalled in this look at the years 1959-77. Also: the introduction of black superheroes, such as Black Panther in 1966 and Luke Cage in 1972.
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According to Phoenix police spokesman Sgt. Trent Crump, two officers were investigating a burglary complaint Tuesday evening (Dec. 2) when a resident of a nearby apartment complex reported a drug deal inside of a parked Cadillac SUV.
The officers were going to the SUV to ask questions when they observed the driver, 34-year-old Rumain Brisbon, get out of the car and appear to be removing something from the rear of the vehicle. He was allegedly ordered to show his hands, but according to the police, Brisbon put his hands into his waistband, and verbally challenged the cop, witnesses said.
The unidentified officer, described as a “30-year-old, seven-year veteran” then drew his service weapon and demanded that Brisbon get on the ground but Brisbon instead took flight to a nearby apartment. His actions prompted a short foot chase and when the officer caught up with Brisbon, a struggled ensued.
“During the struggle, Brisbon put his left hand in his pocket and the officer grabbed onto the suspect’s hand, while repeatedly telling the suspect to keep his hand in his pocket,” The Phoenix police spokesman said. ”The officer believed he felt the handle of a gun while holding the suspect’s hand in his pocket.”
At that moment a woman opened her door apartment door and both the cop and victim fell inside, two children ages 9 and 2 were in there as well, in a back bedroom.
According to the officer, he lost his grip on Brisbon’s hand and fired two shots, killing the man instantly. However, the weapon he assumed Brisbon had in his pocked was a pill bottle.
An eye witness, Martin Rangel, recalls hearing the gun shots (“It was so loud, I heard the vibration through the floor,”) and when he looked out his window he “saw the cop running out, or like, walking out, and he was cussing, you know, he was screaming, ‘F-ck! F-ck!’ — like upset that he shot the guy.”
The other person in the SUV, Brandon Dickerson, witnessed part of what occured and he says Brisbon was dropping food to his children at the apartment complex. He also says the officer never tried to talk to Brisbon and also denies his friend yelled at the officer.
“Who’s going argue with police?” Dickerson said. “He had no death wish (Tuesday).”
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Clearing the Smoke – The Truth About Smoking Hookah
YHAN Hookah Take Action Toolkit
Most recently, the YHAN has been interested in the topic of hookah smoking. It has become an increasingly popular trend among young people, yet many are misinformed about its safety. To address this issue, we created a number of educational resources for our peers, and advocated for legislation changes to protect the public from second hand smoke exposure.
This toolkit is a compilation of the educational resources we created, as well as the strategies we used to influence local bylaws. It is intended to help other individuals, groups, and organizations who are interested in taking action on hookah smoking through similar activities.
The hookah infographic postcard contains eye-catching visuals and clear, concise information on the harmful effects of hookah smoking. Infographics are a wonderful way to convey information in a succinct, direct manner and due to its size and portability, it can easily be shared with the general public. To order print copies of the postcard, call Toronto Public Health at 416-338-7600.
A True/False quiz is an effective and engaging way to address common misconceptions that people may have regarding hookah use and its harmful effects. It is an excellent resource to use at community events since it engages the public and serves as an interactive learning tool. To encourage participation, prizes could be made available.
The Street Buzz video is a short montage of interviews with young people in downtown Toronto to explore their knowledge and opinions on hookah smoking. The video highlights a general lack of awareness about the harms of hookah smoking and can be used to show the need for more public education and policies to protect the public from second-hand hookah smoke exposure.
The “Be Informed” Public Service Announcement (PSA) is a short video recreating the setting of a hookah lounge, to inform youth about the harms of hookah smoking and dealing with pressure from peers to engage in the practice.
The “Be Informed” Public Service Announcement (PSA) is a short video recreating the setting of a hookah lounge, to inform youth about the harms of hookah smoking and dealing with pressure from peers to engage in the practice. What better way to get your messages out to the youth masses than through social media? We took advantage of the large following of the “Be Your Best Self” Facebook and Twitter (@bybsTO) accounts to communicate our key messages out about the harms of hookah smoking. Using engaging posts with pictures and unique hashtags such as “#Knowyoursmoke” and “#BeInformed”, we reached over 485 people with eight Facebook posts during our social media campaign! Below we have included a few sample Facebook posts and tweets that the group has created and used in the past.
Instead of meeting friends at hookah lounge, why not spend a fun evening without the smoke at a board game café?
Or why not check out other cool places like the mall or a Blue Jays game? There’s nothing better than hanging with friends and not having your hair or clothes smell like smoke!
Sure, spending $15 at a hookah cafe may not sound like a lot, but why not save that precious cash and do something free?! Check out one of the city’s many FREE parks and beaches in the great outdoors!
Ugarsay anecay agassebay (translation, sugar cane bagasse). Tired of decoding the ingredient list in pig latin on hookah packaging? It’s way easier to curl up to a good book or start a book club with your friends!
Inhaling fruity flavours from hookah smoke only masks the harmful toxins that are present. You know what’s actually great to consume? Real fruits! Grab your friends and get out to a local farmers’ market!
Lastly, no one wants to risk contracting infectious diseases like tuberculosis, hepatitis and herpes. Rather than sharing a hookah mouthpiece or hose which may not be cleaned properly, why not share a hug?
Sample Tweets
Fact: Water in a hookah does not filter toxins from the smoke. #KnowYourSmoke #Beinformed
Tobacco-free hookah? T.O. hookah bars have been found with high nicotine levels in the air #BeInformed #KnowYourSmoke
We completed several activities with the goal of helping young people make informed decisions about hookah smoking, but we recognized that more could be done to limit a person’s exposure to second-hand hookah smoke in public spaces. To support this, we decided to make a deputation to the Toronto Board of Health. A deputation is a short presentation to a group of decision makers, communicating one’s position and recommendations on a particular topic, and they can lead to bylaw changes and even bylaws being created.
The first step in our deputation process was recognizing that we could provide a unique perspective on the issue as young people interested in health, and that was therefore the position we should be speaking from.
From there we engaged in research to better understand the context of the issue (i.e., rates of use among young people, cultural influences, harms associated with the practice and lack of awareness about the harms, what other communities had done to address the issue, etc.). We reviewed different resources like articles by topic experts and the official Board of Health report on hookah smoking.
We then used the information we gathered to define the issue from our perspective, why we cared about it, and what actions we believed the Board of Health should take to address it. This was compiled into a presentation that would engage the board members, highlighting relevant facts, results of our informal research, and through discussing our own experiences with the issue. Check out the YouTube clip of a deputation members of YHAN made in June 2015.
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Rate this:
Imam Ibn Ul Jauzi Rh.A was a great scholar of his time, he had written around 150 books on different aspects of religious and worldly matters.
Normally Ibn Ul Jauzi is famous as a scholar only, but he also wrote some books which have got a lot of humor in them. One of those humorous black and white is “من اخبار الحمقی والمغفلین”
He writes in this book:
An innocent man was going somewhere with his donkey. A man saw him and said to his friend: ” I will take away his donkey and i will not let him know of it “. His friend inquired: “How is it possible when the rope of donkey is in his hands?”
Man replied: “keep waching” , and he stepped forward, took off the rope from the neck of the donkey, wore it around his own neck and said to his friend: “Take the donkey and go from here”.
After some time , the donkey’s owner looked back and found no donkey but a man, he got amazed and asked: “where is the donkey”?
Man: “i am the donkey”
Owner: “Whatttttt??? How is it possible?
Man: “actually i always used to disobey my mother, one day she said some bad words to me, and since then i am a donkey, and have been serving you, , but now my mother has uttered some good words for me and i have again become a human. ”
Owner amazingly said, “ohh., i have been using you and you were a human?”
Man: “Yes, exactly”
Owner: “Okay then, go on your way” (and the man quickly went away)
The donkey’s owner went to his house , and kept thinking for some days, at last he thought to buy a new donkey , so he reached a market to buy one.
There he saw his first donkey, he stepped towards him, and as he reached almost near to the donkey , he said in his ear:
“O DEVIL! HAVE YOU AGAIN DISOBEYED YOUR MUM?: 🙂 🙂 🙂 🙂
* Keeeep smiling.
Rate this:
Al-jahiz is from one of the greatest scholars and writers of his time, he was born in Basarah, in the days when Basarah was a specified place for arabic studies . He loved reading, and was a book lover. As his father died when al jahiz was still quite young, so he used to sell bread and fish to make some earning. , and with that little earning he used to buy books and copies. Whenever he found some book, he would start it from the beginning and end it on the last page:) About literature and languages he wrote more than 300 books.
Al-jahiz also liked to add funny material in his writings time to time. Jahiz has added some funny happenings regarding his own self in his book.
He himself writes:
“No one laughed at me more than the two ladies, one of them i saw in the market, she was so tall, i thought to have some fun with her . When she passed by me i said to her, “Will you please “come down” and join me in eating? (jahiz was eating something). The lady replied to me , “and will you please “come up”, so that you can see the world.? (as jahiz was of very small height).:)
As far as the other lady is concerned , she came to me when i was standing at the door of my house, and said, “i need you, and i want you to please follow me”,, i started walking behind her , and we reached a goldsmith’s shop, she said to the shopkeeper, “Like him” and speedily went out . I asked the goldsmith about what she had said? He told me, “she had came to me with a pearl and ordered to carve Satan’s picture on that, i told her that madam i have never seen Satan (how can i make his picture?) so she has brought you here:) (as jahiz was quite ugly.)”
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Drive thru slated for Rte. 16 in Holliston
A new drive-thru restaurant could soon pop up along Washington Street, halfway between Holliston and Milford.
Laura Krantz/Daily News staff
A new drive-thru restaurant could soon pop up along Washington Street, halfway between Holliston and Milford.
Brian McCann, of Hill Companies, is planning a 4,600-square-foot one-story building with offices, stores and a drive-thru restaurant, likely a coffee shop.
Engineers tonight will present the plans to the Conservation Commission, which must give the owner permission to build near wetlands on the lot.
McCann on Monday couldn’t say which restaurant might be coming, or whether it will be a chain, because he said he is still negotiating with possible tenants.
"With the soccer fields across the street we just think it makes perfect sense to have an eatery there," he said.
The 3-acre lot is across the street from Weston Pond recreation area and JCL Automotive.
"I think it can be a good thing," said JCL owner John Lovewell, who has worked there for more than 30 years.
Lovewell said the soccer fields draw plenty of visitors on weekends.
Plans for the new building call for 3,000 square feet of office space and 1,600 for the restaurant, which will seat 29. The development will have 30 parking spots, according to drawings submitted to the town planning department by Holliston’s GLM Engineering Consultants.
Town Planner Karen Sherman on Monday pointed to a retaining wall on the map that will separate wetlands from the building’s parking lot.
The lot also has an easement for the U. S. Army Corps of Engineers and is surrounded by several industrial properties.
McCann said Hill Companies held the mortgage for the property under the previous owner, but it was foreclosed upon. It was originally zoned as residential property, he said, but has been changed to allow businesses.
The project also needs Planning Board approval and engineers are scheduled to go before that group on Thursday.
(Laura Krantz can be reached at 508-626-4429 or lkrantz@wickedlocal.com. Follow her on Twitter @laurakrantzmwdn.)
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Synthesis of new Galβ1→4Fuc segments useful for biological investigations.
Useful segments (1, 2) for chemical probes embedded in a Galβ1→4Fuc unit were designed and prepared for characterizing sugar-binding proteins in Caenorhabditis elegans. Segment 1 with an amino group terminus was used as a recognition unit in affinity chromatography. It was revealed that some proteins (annexins and galectins) in C. elegans have an affinity for Galβ1→4Fuc.
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NL Central
NL West
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Astros upgrade sound system with GilmanSound
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Press Release |
HOUSTON, TX - The Houston Astros have upgraded their audio system with the installation of GilmanSound to transform the quality of the fan experience at Minute Maid Park. The revolutionary new system, which will provide "concert quality" sound, will put the Astros' audio capabilities on par with any in professional sports.
The GilmanSound system upgrade reshapes sound waves and distributes them evenly throughout the stadium. The programming allows the speaker arrays to work together instead of battling each other for space. The system also streamlines concert production by allowing bands to use the ballpark's audio system in a "plug and play" fashion, eliminating the need to transport large quantities of their own equipment to the venue.
"We wanted to give our fans the highest quality audio experience," said Astros VP and General Manager of Building Operations Marcel Braithwaite. "We researched the best way to address the issue and GilmanSound provided the superior solution. Using our existing infrastructure and their advanced technology, there is now a noticeable difference in the sound at Minute Maid Park. The improvement has been described as 'listening to AM radio your whole life and then all of a sudden being introduced to FM.' The partnership between the Astros and GilmanSound has resulted in some of the best audio in baseball."
"Installing GilmanSound in the Astros home at Minute Maid Park opened the opportunity to push the envelope of sound excellence and flexibility further," said Paul Gilman, founder and creator of Gilman Sound. "Marcel Braithwaite allowed us to transform the dynamics of a PA system design into an expansive sonic environment ready for multiple events and media exhibitions. We also called in our friends at Klipsch to fulfill a part of our design for even greater dynamics. We utilized the in-house system with the brilliant architecture of a retractable roof to add to the fan experience in a way never before achieved."
"All I can say is WOW!" raved Roy Delgado, Klipsch's Commercial Product Engineer. "First listening to the sound that Paul had processed was amazing! I, like other people, have grown accustomed to 'stadium sound.' When he inserted his process, the sound just 'self-corrected' is the best way to explain. Then we added the sub, I knew we had given Paul what he was looking for as I saw his smile. Got to say, the combination of the Paul's processing and the subs just tugging at your gut makes Minute Maid Park sound so much more like a small space then stadium sound. Crisp mids, spacious, coherent and now a 'growl.' It is a totally different sound experience!"
The audio upgrade was installed earlier this month, and the new and improved sound system will make its debut this weekend as the Astros take on the Yankees September 27-29 at Minute Maid Park.
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Airbrush Eye Shadow Trio
Description:WHAT IT IS: Airbrush Eye Shadow Trio, for use with the Luminess Air airbrush makeup system, helps you create dramatic looks in flawless airbrushed color.
WHAT IT DOES: Achieve the most wow, flawless eyes with airbrush eye shadows. No other eye shadow will give a smoother, more blendable professional shadow! High-performance, long-lasting eye shadows with beautiful, prismatic light shimmers and flawless matte colors. The eye shadows blend great with shimmers and bronzers. Can create a sheer to intense color.
INCLUDES:
Arctic Pink Airbrush Eye Shadow; Size: 0.25 oz
India Pink Airbrush Eye Shadow; Size: 0.25 oz
Sheer Purple Airbrush Eye Shadow; Size: 0.25 oz
Brand:
Luminess Air
If there is a slash-through price quoted for this item, please visit our FAQs for information on how the slash-through price was determined.
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TOP TNA STAR TELLS LOCKER ROOM HE IS DONE
We've heard from multiple TNA talents that Bully Ray held a meeting with the roster working tonight's live event in Hagerstown, MD and informed them he wanted to personally tell them goodbye as he didn't expect to be back for the company.
In asking around, Ray's contract is expiring and tonight's live event is the last show he is contracted to appear on. Based on what Ray told the locker room, obviously the two sides have not come to terms on a new deal.
What is amazing about this is that Ray (along with his partner Devon) is scheduled to be inducted into the TNA Hall of Fame at Bound for Glory this October. TNA also has one match left in a series of bouts Ray was heavily involved in at the last set of Impact Wrestling tapings, which means that if he departs, they will be left scrambling to end that series without him.
Ray had been the central point of the company over the last several years, first with a heel run as the central figure behind Aces & Eights, which brought him his first TNA championship. After losing the title, Ray was transformed into a babyface pursuing Dixie Carter in order to put her through a table, which became the biggest moment of TNA's entire summer. That angle was something that Ray brought to and pitched to TNA management.
Ray has been with TNA since 2005 following runs in the original ECW and WWE. During the TNA run he morphed from one half of Team 3D to a legitimate top singles star. Beyond wrestling, he was also working as an agent backstage.
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In psychotherapeutic counselling for couples, it quickly becomes obvious in which situations a couple becomes involved in their protective patterns, which can later lead to their divorce. These usually well learned behavior patterns have helped in childhood to secure one's own life. For a long time, it was unnoted that children not only develop their own protective patterns, but also copy the relationship behavior of their mother or father. These behaviors will later be brought into their own relationships. In many years of clinical experience, three reasons for the copied behavior have been discovered and named, which deal with the nature of attachment to the respective parent. In this lecture, we present these three reasons and show how resource management can be done in couple counselling and how a resolution of this topic with father or mother can be achieved.
Biography:
Dr. Sabine and Roland Bösel are psychotherapists and Imago-therapists in Vienna.
They organize couple seminars and Imago workshops for couples, as well as the self-developed workshops "Generations in Dialogue" and "Siblings in Dialogue". They have been living together for more than 40 years and have three children.
They are authors of the bestseller „Leih mir dein Ohr und ich schenk dir mein Herz“. [Lend me your ear and I give you my heart]. Their second book „Warum haben Eltern keinen Beipackzettel?“ [Why don’t parents have an instruction leaflet?] has also been published as a paperback titled „Warum bist du immer so?“[Why are you always like this?]. www.boesels.at
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I started using Carbonite back in TBC, so when the original authors stopped developing Carbonite I was more than just a little screwed og lost.
When Rythal picked it up in MoP, and decided to eventually publish his work on this amazing addon I was really really happy.
No matter the reason for which he picked it up and now putting it down, those of us who's been using Carbonite should be more than just grateful.
Ofc spending all his time on a "second job" is no fun. I'm sure most if not all of us, have tried something similar at least once in our life, and Rythal deserves to have a life that doesn't necessarily involve Carbonite.
Enough said: Rythal: Thank you!
To any devs reading these comments, you may just be fixing bugs here and there, but if it weren't for Rythal picking it up in MoP and you continuing fixing bugs, us Carbonite users would have had to find other addons that could do what Carbonite does, and it's like isn't out there.
So to the devs too: Thank you.
__________________Want to upload carbonite quest data? Then this is link you need:http://atk.github.io/Carbonite/scroll down the page and halfway there's a button for Browse. Follow the directions to [WoW]\WTF\Account\[Account]\SavedVariables directory and select the file named Carbonite.Quests (it's the LUA file) then upload the file.
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Archives
Based in Nairobi, Lucy Brewster is a workplace trainer and people-development consultant with copious experience of working for international firms. Lucy is also East Africa’s first, certified Lumina practitioner, having trained with Inemmo Leadership Development Solutions to use the coaching method.
Here, she explains why psychometrics have such a powerful role to play in enhancing leadership and teamwork in East Africa’s rapidly evolving business landscape…
Emotions have long been acknowledged as either the ladders we scale or the eggshells on which we walk in the workplace, and our success or failure with those tricky balancing acts exerts a huge, shaping influence on our personality and self-worth.
However, emotions are too often relegated to the side-lines in everyday workplace discussions. At best, they are dismissed in the face of plain-old competence matters related to technical tasks. At worst, they are greeted almost with embarrassment, as if feelings shouldn’t be allowed to intrude on professional relationships and blur our focus on organisational goals.
Thanks to the growth of technology, East Africa has become more connected to the wider world than ever. One organisation that has worked hard to encourage links between the region’s firms and those overseas is UK Trade & Investment (UKTI). Following the UK’s Brexit vote, and subsequent change of government, UKTI was absorbed into the new Department of International Trade (DIT), where it continues to support relationships between the British private sector and its foreign counterparts.
Under the new banner of International Trade & Investment, the team will have much to do in the coming years to strengthen the UK’s global business ties, as the country adjusts to life outside the European Union. As a Kenya-based DIT trade officer,Njeri Mugois part of that effort – and is eager to ensure that the Department’s contacts and expertise will empower East African companies to fulfil their ambitions.
Here, Njeri talks to Inemmo about the business climate in East Africa – and the valuable role that psychometrics can play in boosting leadership and talent in the region.
Lumina Learning has placed itself at the forefront of workplace coaching through its innovative learning and development tools, with growing numbers of organisations introducing their staff to Lumina Spark and its various sister methods.
Now, Lumina has delivered its coaching power right into the palm of your hand, with the recent release of the Splash App: a mobile-enabled version of Spark that aims to demystify psychometrics in the public eye and get more people to use them.
To find out about how the app works, we spoke to its co-creator at Lumina: Splash evangelist Nikita Mikhailov. His excitement for the project is running high…
In our previous Inemmo blog, we took a bird’s eye view of West Africa, where entrepreneurship is flourishing with dizzying speed and innovative firms and leaders are springing up at a rate that puts the UK’s ‘Silicon Roundabout’ to shame.
However, as the blog noted, West Africa must dig deep and harness the power of the most effective leadership-development experts and tools if it is to make the most of the opportunities it has given itself.
As an entrepreneur and business-development manager with more than 27 years’ experience in marketing and corporate affairs,Annie Babah-Alargi– head of Ghana-based consultancy Customer Matters – is on the frontline of efforts to ensure that the region will modernise its business practices to maintain its momentum.
In this guest blog, she tells us about where the region is falling short, and how it should improve to realise its incredible potential…
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pivotallabs.com Archives - 28 June 2013, Friday
In retail environments, effectively managing a product launch, an in-store promotion or the execution of a new service requires real-time information to drive actionable insights. The GoSpotCheck phone app makes it easy for retail field teams to report data collected on site in a high...
It’s now even easier to collaborate with your teammates and keep the right people up to date. We’re very excited to announce Tracker story following and @mentioning! Get people’s attention with @mentions Ever wanted to include someone on epic comments or a story discussion, even if th...
You’re a product owner, and you have an idea. In your mind, it’s pure, simple, and beautiful. You want to hold onto that idea, to nurture it, cherish it. Reality, however, has other plans. You’ve got investors. You’ve got a team of hungry developers and designers licking their lips. Y...
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Whilst writing some Chef recipes for our project’s Continuous Integration server the other day, my pair and I came across a commit message to some third party code that claimed to make a routine re-entrant . We both realised that we didn’t clearly understand the difference between re-...
Pivotal Labs is experiencing new levels of growth and we are looking for a motivated, hands-on Accounting Manager to oversee the day to day accounting activities. This individual will be responsible for all accounting functions, including the month end close, software and services inv...
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If you’re a long time Pivotal Tracker user, you’ve probably noticed that for the last year or so, things have been fairly quiet, in terms of new features. That’s because we spent that time on a complete, but focused rewrite of the core of the Tracker web application, as well building ...
When you get into the rhythm of pushing new features through the product development lifecycle, it can be addictive. Theoretically every new push brings more customer value, so why not keep going? Restated, when should you stop writing code and put your efforts elsewhere? If you assum...
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On the Tracker team, I love hearing great stories about our users and the things they are able to accomplish using agile methodologies and collaboration. I’m also a woman in tech and have a keen interest in supporting other women as well as other diverse groups who work persistently t...
The Cloud Foundry team is looking for a great technical writer to join us in creating an awesome user experience on our open source platform that transforms how the world deploys and scales software. You You love explaining how technology works. You believe that the word “technical” a...
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Two tenets of Pivotal are continuous integration and coding if you’re in front of a computer. These goals can conflict when you’ve just wrapped up a story and are about to push to a staging environment – while your final tests and deploy are running, you can’t modify your Git working ...
“Google search results are data viz,” said designer and coder Sarah Nahm who came to visit the Pivotal Labs design team for lunch in San Francisco. Sarah visited us with her colleague and friend Ian Johnson , creator of visualization environment, Tributary . Sarah, Ian work closely wi...
“Rails is slow, but Rails tests are slower.” Rails may be slow, but I’m here tell you that it’s likely you have only yourself to blame for your slow test suite. I’ve seen some bad test suites in my day. I was once pulled onto a rescue project that had a total build time of over 24 hou...
Continuing to play around with Ember.js I wanted to draw some charts. I’ve used flotcharts with great success in the past but since it’s just a jQuery plugin it is obviously unaware of ember’s amazing data binding capabilities. Flot requires you to pass in an array of datapoints every...
RubyMine is great for launching focused rspec tests, but is a little trickier for launching Jasmine specs, but we have had it working on my current project using a shell script and RubyMine external tools . The script relies on using sed to parse the first line of your spec file, so t...
Dan Podsedly manages Pivotal Tracker, Pivotal Labs’ award winning project management and collaboration software. Dan has been building large applications since the Smalltalk era, and has been a practitioner and coach of agile programming methods since the earliest days of Extreme Prog...
No Driving on the Shoulder Graham Siener Tuesday, June 4, 2013 (it seemed appropriate to have a cheesy marketing image here) Keeping your Boss[es]’ Ideas in the Right Lane I’ve been talking with a lot of Product Managers making the transition to adopting agile methodologies. An intere...
Over the last several projects, we have chosen to commit to the construction and maintenance of a live style guide as part of the development process. However, the reasons in each case have been varied, and I’d like to give a quick rundown of these cases with some benefits and pitfall...
One of the issues to content with when considering versioning is often building APIs requires more thought up front that an agile developer might be used to. URIs, Data structure, meta-data and extensibility are important and would be best considered up front. Once those decisions hav...
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We take collaboration seriously around here, as you may be aware. For developers, it’s pair up or go home. For designers, it’s not that easy. While there are some great models for design pairing , the practice isn’t widely adopted in the industry, and clients don’t always see the valu...
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At Pivotal Labs, we spend most of the day pair programming. The typical setup is an Apple iMac with a keyboard and mouse for each developer. We’ve been using the 24″ iMacs for a while, usually with a second 17″ display off to the side. But all our new machines are 27″ iMacs, and those...
A talk by Jacob Maine about collecting, analyzing and presenting very large amounts of data. Introduces the problems of big data, mentions some of the relevant technologies and gives a bit of advice about designing solutions.
While working on AwesomeResource , I needed to implement functionality that would make the following test pass: it "creates readers and writers for any attributes passed in during initialization" do article_class = Class.new do include AwesomeResource end article = article_class.new("...
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It is a time-honored tradition for Pivots to blog about their first few months at Pivotal. A typical day at Pivotal is strong work. It’s different from any previous job. It’s exhausting. After six weeks or so, however, the Pivots find their rhythm. I’m not going to write any more abou...
Anyway, I am working in a little project with a friend and we decided to use ember on it. First thing we implemented was authentication. This is a very simple problem with several solutions. We want to use devise . A very simple one is to rely on the devise’s engine and just make it a...
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This week I decided to clear out the cobwebs of my Ruby-trained brain and try a completely different language. Ruby and Rails have been my staples for over seven years, and I’m starting to tire of my patterns of thinking, and of the common problems found in large Rails applications. S...
In the design world, a river runs between the consultants and in-house designers. I’ve worked at big start-ups, small start-ups, corporations, newspapers, non-profits and universities, and I have hired consultants myself. Having been on the other side, each job unique with its own cha...
This post is pair-authored by David Friermor and Nina Mehta Traditionally, pairing has benefited both pivots and clients improving productivity and quality of output. We want to see if design pairing is a way to move creative, collaborative work forward. We define design pairing as wh...
“I’ve been looking for a couple months for the right third-party tools, and couldn’t find them, so I decided to make my own.” said Brian Noah from eGood . We love and admire that initiative in our users, especially when they build something this cool. The app he had to build is called...
Ensure consistent, professional and effective customer support Make customers feel good about getting in touch and using Tracker Investigate and respond to customer support tickets, community forum posts and tweets (in writing, as we’re not currently set up for phone support) Answer q...
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County, school reps cite concerns, abstain, but city tax district expansion OK’d
A resolution approving controversial revisions to Port Washington’s downtown tax incremental financing district that proponents say are key to development in the marina district was approved last week on a 3-0 vote of the Joint Review Board — but two key members of the board abstained from the vote.
The abstentions came from Ozaukee County Treasurer Joshua Morrison and Port Washington-Saukville School Board Director of Business Services Jim Froemming.
“This is a very hot-button issue,” Morrison said. “This has become quite a thing in Port Washington. Some of it has gotten quite ugly.
“Financially it stands sound. The projects sound really, really good. But socially, it has struck a chord with a lot of people. I am the treasurer of Ozaukee County. I do have to answer to the people. My question is, do the people want it?”
Froemming abstained from the vote at the direction of the School Board, which had voiced concerns about the city’s use of developer incentives and the value of the district to the school district.
“It’s not a no vote,” he said. “It’s a need for greater information.”
School board members last week expressed concern with the use of development incentives, with one board member describing them as akin to handouts for firms that reap profits from their projects.
They also said the development envisioned with the TIF plan doesn’t bring school-aged children into the district.
Ald. Doug Biggs, chairman of the Joint Review Board, agreed with Morrison’s statement that the marina district development has proven “divisive.”
“There are very strong opinions on both sides, not just on the council level but at the citizen level,” Biggs said.
But approval of the TIF amendments doesn’t automatically mean each of the proposed projects is approved, he added.
Each project within the TIF boundaries is vetted individually and publicly, Biggs said, and in the process makes its way through multiple committees that have both elected and citizen members.
“What this allows us to do is have options,” he said. “To not do it (approve the amendments) eliminates those options.”
Eric Ryer, the citizen representative on the Joint Review Board, said that’s key.
“I think it’s worth giving the options to the elected officials and let them sort it out,’ he said.
Christy Cramer, the city’s TIF consultant, told the board that without the amendments, it’s unlikely that any major projects would move forward in the district.
That’s because the district is essentially out of money, she said.
The Joint Review Board’s vote was the last approval needed to finalize the amendments to the TIF district. Those changes included adding five lakefront-area properties to the district and as much as $7.65 million in developer incentives and $2.6 million for public infrastructure improvements.
The Common Council signed off on the amendments last month.
The amendments are expected to pay off by the time the TIF district, which was created in 2010, is dissolved in 2038.
If the costs are paid off before that time, the district could be dissolved earlier — something officials said is likely. The city’s first TIF district was dissolved about seven years earlier than expected, they noted.
The original TIF project plan forecast an increase in the tax base within the district at $10.9 million, Cramer said. The newly approved plan calls for an estimated $50 million increase — including a 20% increase in the city’s commercial tax base.
When the district is closed out, she added, almost $1 million in new tax revenue will be distributed among the taxing districts.
The projects envisioned under the revised TIF plan include residential and commercial projects on properties that include the NewPort Shores restaurant property, the city-owned car-trailer park and adjacent Victor’s Restaurant property, both on Washington Street.
Developer incentives have already been used to create the Harbour Lights condominium complex at the corner of Franklin and Main streets and promised for the development of the Blues Factory entertainment complex on the north slip marina parking lot.
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Azman's blog
Thursday, April 3, 2008
We will be having Let Energize session starting next Wednesday.Let Enrgize is about exersicing,the whole school wil take part.It will be from 7.30am to 7.55am.Iam very excited about it I can exercise and lose weight.
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The Mindful Carnivore
(book, Tovar Cerulli)
primary-image, l
h4. From the publisher
As a boy, Tovar Cerulli spent his summers fishing for trout and hunting bullfrogs. While still in high school, he began to experiment with vegetarianism. By the age of 20, he was a vegan. A decade later, in the face of declining health, he returned to omnivory, and within a few years, found himself headed into the woods, rifle in hand.
In this deeply personal narrative, Cerulli explores our nutritional connections with the larger-than-human world. From a fateful encounter with a brook trout to a rekindled relationship with the only hunter in his family, he traces the evolution of his dietary philosophy. Contemplating vegetable gardens, farm fields, and deer woods with intellectual and emotional candor, he stalks both food and meaning.
Cerulli’s tale brings nuance to conversations often dominated by black-and-white thinking. He sets contemporary debates in context by looking back over centuries of history, delving into our changing natural and cultural landscapes, and examining the shifting meanings of vegetarianism and hunting. In place of moral certainties, he offers questions.
Can hunters and vegetarians be motivated by similar values and instincts? In this time of intensifying concern over ecological degradation and animal welfare, how do we make peace with the fact that, even in growing organic vegetables, life is sustained by death?
At once compassionate and probing, The Mindful Carnivore invites us to reconsider what it means to eat.
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Remember the promise SHR showed at Daytona the first time?
Mon Jul 01, 2013 11:28 am
The 14's 4th place finish in the UnlimitedThe 14's 6th place finish in Duel 1Tony's Nationwide race wi.The 10 winning the pole for the 500The 39 finishing with a top 5 in the 500The 10 with a top 10 in the 500.
Hopefully the team can channel some of that success from the last time at Daytona into this week and have a good race.
The 14 is 16th in points right nowThe 39 is 18th in pointsThe 10 is 27th in points(Stenhouse is 20th, hopefully Danica can turn it around and beat the other rookie by the end of the year)
Re: Remember the promise SHR showed at Daytona the first tim
Re: Remember the promise SHR showed at Daytona the first tim
Tue Jul 02, 2013 7:54 pm
Tonys won this Daytona race a lot, its the Daytona 500 he cant win. I don't expect the same results but curious to see how qualifying goes this time around but don't think itll be the same as other teams may have found speed where they lacked it in the 500 earlier.
Re: Remember the promise SHR showed at Daytona the first tim
Tue Jul 02, 2013 9:35 pm
racer1 wrote:Tonys won this Daytona race a lot, its the Daytona 500 he cant win. I don't expect the same results but curious to see how qualifying goes this time around but don't think itll be the same as other teams may have found speed where they lacked it in the 500 earlier.
Re: Remember the promise SHR showed at Daytona the first tim
Thu Jul 04, 2013 3:48 pm
Considering Tony's wreck early at the opener Daytona, this race has to be better then that for him anyway baring he stays out of trouble this time?
Ok edited as watching the first practice doesn't look that fast this time around although Danica's speed within the group was 7th overall so OK but Tony and Ryan --what happened to them back in the 30's? Sure its only practice but if qualifying is rained out Tony and Ryan are going to be starting from nearly the back although with these plate races drivers do hang around the back so we'll see?
Re: Remember the promise SHR showed at Daytona the first tim
Re: Remember the promise SHR showed at Daytona the first tim
Fri Jul 05, 2013 6:45 pm
Danica once again top SHR qualifier at Daytona. Not sure what happened to Ryan farther back, but the race is a different story, to be determined tomorrow night? Hopefully the racing isn't boring as mentioned the first race was this yr, but with hotter temps I don't see much passing as the track will be slippery for sure until later in the race when everything gets crazy. This race is mostly about luck & survival not to get caught in a wreck or have other issues that takes you out early like tony last yr. Good Luck to SHR to survive everything till the end and be able to race for the win or at least a good top 5 or top 10 result?
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