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Got a birthday coming up this month? Take a look and see which celebrities share your April birthday.
Celebrities with April birthdaysUPDATED 1:00 AM CDT Apr 02, 2014
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#82 Silver Twist Top
This product is due completely back in stock at the North Carolina location on Thursday, 11/6/2014
The #82 Twist Tops work with:
6 oz. Tureen Jar
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Small Salsa Jar
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Customer Reviews
Submitted On 2014-01-01 Anna
Submitted On 2014-01-01 Anna
These lids look so great together with the 6 oz. tureen jars!

subset: commoncrawl


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May 7th 2013 new
(Quote) Marge-938695 said: Donuts. Storebought. Cold.
(Quote) Marge-938695 said:
Donuts. Storebought. Cold.
What? You are eating cold donuts? I just ate a glazed donut from the baker shop, hmmm so good.
This room is for general discussion that doesn't specifically fit into one of the other CatholicMatch rooms. Topics should not be overly serious as this is to be more of a "cafe setting."
Saint Peter's Square was created so that more people could be in the presence of the Pope and was named after Saint Peter, one of Jesus's apostles.
Learn More: Saint Peter


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Martin Luther King Jr.
Civil Rights 50 Years Later: Law Was A Victory For Women, Too
Over two weeks, WCBS 880′s Wayne Cabot is taking a look at the law and its impact on the decades that follow.
Civil Rights 50 Years Later: Remembering March On Montgomery
Over two weeks, WCBS 880′s Wayne Cabot is taking a look at the law and its impact on the decades that follow.
Rep. Charles Rangel, 31 Others Arrested As Airport Workers Stage Sit-In
Thirty-two people, including U.S. Rep. Charles Rangel, were arrested in the peaceful demonstration and charged with disorderly conduct.
Stories From Main Street: Honoring Dr. King's Legacy By Helping Those In Need
Northern New Jersey Rotary Clubs packing 25,000 meals to help the hungry in the community.
Newly Discovered MLK Audio Recording From 1962 Made Public
To mark the annual Dr. Martin Luther King Jr. holiday, the New York State Museum has posted an online exhibit featuring a newly discovered audio recording of a 1962 speech by Dr. Martin Luther King Jr.
John Cordice, NYC Surgeon Who Helped Save Martin Luther King Jr., Dead At 95
A New York City surgeon who was part of the medical team that saved the Rev. Martin Luther King Jr. from a nearly fatal stab wound in 1958 has died at the age of 95.
Mayoral Candidates Join Tens Of Thousands In March On National Mall
Tens of thousands of people — including three New York City mayoral candidates — participated Saturday in a march on the National Mall ahead of the anniversary of the 1963 March on Washington for Jobs and Freedom.
Looking Back On 45 Years Since MLK Assassination
The civil rights leader was shot to death at the age of 39 as he stood on a balcony at the Lorraine Motel in Memphis on April 4, 1968. Shortly after the assassination, James Earl Ray was arrested and later pleaded guilty to killing King.
Addressing Controversy, Menendez Invokes Words Of MLK At Black History Month Event
Amid a handful of allegations that threaten to mar his reputation in the Senate, Sen. Bob Menendez, D-N.J., continues to maintain his innocence, decrying the accusations as right-wing attempts to "destroy" his career and invoking the words of Martin Luther King Jr. in asserting his faith that justice will win out.
'America's Possibilities Are Limitless,' Obama Says On Day Of Pageantry
President Barack Obama took a public oath of office on Monday after he was sworn in during a private ceremony on Sunday. The Constitution requires presidential terms to begin on Jan. 20.
One Million Moms Group March, Rally In NYC For Tougher Gun Control
One Million Moms for Gun Control marched across the Brooklyn Bridge to City Hall Monday to call on Congress to take New York's lead and enact tough gun-control legislation.
Mobile Couch: Honoring The Legacy of Dr. Martin Luther King, Jr.
Americans across the country are honoring the legacy of Martin Luther King Jr., on Monday.
National Day Of Service Brings Hundreds Of Volunteers To Tri-State Area Beaches
The group says more than 2,500 people representing 22 organizations took part in the simultaneous cleanups that took place at 30 locations.
Opinion: Rev. William Owens Confronts Barack Obama On Same-Sex Marriage
Rev. William Owens takes great issue with Obama's linkage of Dr. King's civil rights movement of the past to the current gay rights movement regarding same-sex marriage. Owens says that King embraced traditional religion, and he strongly suggests that King would not want his civil rights' mission altered to include same-sex marriage.
Occupy Wall Street Protesters Join March To Martin Luther King Jr. Tribute
About 400 demonstrators singing "We Shall Overcome" marched in a candlelight vigil Sunday night to Riverside Church in Manhattan for an hours-long program featuring musical performances and quick speeches.


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Home » Opinion » Editorials
AARP, listen up: Ayotte's words of wisdom
AARP is doing neither those it claims to represent, current senior citizens, nor the nation at large any favors with its position that Social Security and Medicare as now constituted must continue to have the expiration date of a Twinkie. That is to say, never.
The AARP, having spent millions on ads to defend the status quo during the recent election, is now spending more trying to get people to tell their congressmen not to even think about reviewing future entitlement levels while they are driving off the so-called fiscal cliff.
Both the continued unstable, recession-ready economy and longterm fiscal outlook are bad for current seniors as well as future ones. As U.S. Sen. Kelly Ayotte noted in her national radio address last Saturday:
"The nation will need to start reforming entitlements going forward to make sure the safety net is there for future generations. One thing is clear: Doing nothing is not an option. And any effort to address our fiscal crisis without including entitlement reform can't be taken seriously.''
If the AARP doesn't smarten up, it cannot be taken seriously.
- Christmas spirit: Do you have more than a homeless man? - 1
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The Sony hack: Kim's judgment of Obama
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Why Amazon Buying Sears Would Be Stupid
NEW YORK (TheStreet) -- Like fellow foot-traffic rival Radio Shack
(RSH) after its Super Bowl commercial, Sears Holdings Corporation
(SHLD) has soared in recent market action. And like the Shack after the glow of its Super Bowl commercial dimmed, the stock price of Sears Holdings should be falling soon on unrealistic expectations.
Sears' stock price is up primarily due to an insider buy and an article in Forbes touting that Amazon.com (AMZN) should buy the struggling retailer. Here are just some of the many, many reasons why Amazon should not purchase a single share of Sears Holdings.
Forbes argued that Amazon should buy Sears Holdings to convert its stores into distribution centers that create a physical presence for the Internet retailer.
Common sense generally works best in economics so how about the obvious? If the Sears stores have such great potential as distribution centers, how come neither Federal Express
(FDX) nor United Parcel Service
(UPS) has pounced already?
After all, it was not long ago that Sears management was pitching its real estate as ideal locations for data centers. That didn't work.
I think there is little value to any of the real estate that Sears owns. There is one billion square feet of vacant real estate in the United States with tons and tons of retail stores being emptied by the collapse of Dots LLC, Coldwater Creek, RadioShack and JCPenney
(JCP), among others.
In a November 2012 interview with Fortune, Bruce Berkowitiz, the second largest shareholder of Sears, stated that, just based on its real estate, Sears was a $160 stock, which is now off by an epochal margin.
(A short float of 5% is considered to be troubling for a company; Sears has one at 20.32%.) Those are the numbers for a company to be bought at a premium rather than to wait for it's likely implosion? The market says I am a lot closer to the actual value than Berkowitz or anyone advocating a takeover. In addition, the value falls more and more each day for a retailer that already has 119 closed stores available. In January, I reported that the real estate of Sears had little value; back then that there were 119 closed Sears stores available. Three months later, not a single store has moved. It's simple. This means that Amazon would seemingly be the only interested party in buying Sears real estate, which is highly unlikely.
At the time of publication, the author held no positions in any of the stocks mentioned. This article represents the opinion of a contributor and not necessarily that of TheStreet or its editorial staff.
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November 12, 2012
Missing my friend
Help with Life
Featured By Owner
Nov 12, 2012
Hobbyist Writer
Where to start...
Ever since I was a little kid, I have never been able to trust anyone fully, not even my parents. I have no idea why, but I felt like I couldn't go to them with my problems (probably because I thought they had enough problems to deal with with my autistic, bipolar brother). Bipolar Disorder runs in the family, and I have never been to a Doctor to see if I have it. Also, I am an INFJ, I seek meaning in relationships, its who I am. I also grew up with no best friends, I never had that friend who you could always count on or share your secrets with, so I would always cry myself to sleep and tell myself my worries in bed as a kid. In Junior High and High school, I tried being myself, I tried fitting in with the clicks, but it never worked. And up until Senior year, I had never dated anyone either.
Senior year of high school, I had a few people who I considered good acquaintances, I knew them fairly well... but not as friends, you know? Those people had already left my life because all of the few friendships that I had were one-sided, and I would always end up getting hurt.
So it is the musical, and its roughly this exact time, last year. My dance partner ends up being this girl that is a year younger than me, who I have known through a few conversations. We were not friends at the time, but knew each other for quite some time. Over the course of two months we became best friends. We were similar in every way, we even had our fights, which were resolved and yet still made it through. I know the difference between infatuation and love. Love is self-sacrifice, putting their needs in front of your own. I started to really like her and so I prayed about if I should date her or not. I talked to her father and asked her permission and he said yes, and so did she. She was my first girlfriend, and I was her first as well.
Over the course of 6 months we became very serious in our relationship. I became friends with her parents, and they eventually became my second mother and father. I felt like they were really my family. Although I was going off to college out of state, we still agreed to date through and after college and get married after. We both agreed as well that if one of us found someone else while we were separated, we would respect that and move on for the betterment of the other person.
Graduation rolls around, and then through business and family stuff, I leave for a 2.5 week trip to Asia. We stayed strong throughout it and then suddenly, about 5 days before I got back, she quit texting me. I drove to her house after only to find out she had been sexually assaulted at work while I was gone.... She ended up not telling anyone but me, which I found out later. I then was about to go to orientation for college the next week. I picked her up one day from work when she broke down in the car, and told me we had to break up because she couldn't handle the long distance. (She also dealed with depression). I told her that it was okay, and that I wouldn't mind it if she dated another guy, because ultimately, if she was happy, I would be happy - we could still be best friends like we were before.
One week later she begins dating another guy. No matter what I told myself, it still hurt a little. what hurt worse was when I would start seeing their Facebook messages back and forth on their walls about how they loved each other so much and how they were the best thing that ever happened to each other. It really started to hurt, and with me being an INFJ, and somewhat Bipolar, and hard on myself... I didn't take it that well emotionally.
I tried staying in touch with her for the rest of the summer, but it got to the point where I would text her and she might or might not text me back.
Week before college, she intentionally swallowed 120 or so Asprin because of the issues she was facing with the assault from earlier that summer. She was rushed to the ER, where I followed immediately after the news. I was the only person besides her parents that visited her in the hospital. I stayed the night at her bedside, and then checked up on her the day after. She thanked me for being with her when she woke up.
I left for college. They are still dating, and I am still as depressed as ever. No new friends in college, I have tried. No matter what I do, I still cannot stop thinking about her. She no longer talks to me.... and when she does its very shallow. Idk... im just being too clingy, but It really hurts.
It hurts alot, losing the one person in your life that you trusted your entire life, your secrets, everything to... It hurts to lose your one and only best friend, excluding the dating part. When confronted about it, asking if she hurts from breaking up, she says that it didn't affect her much, but we were still friends.
I'm sorry for such a long post guys... idk. This has been bottled up for a long time and Im going to see a doctor on campus this week for serious depression and mood swings.
I guess I was just wanting people's opinions on my predicament, since I don't have any physical people to tell
You can no longer comment on this thread as it was closed due to no activity for a month.
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Featured By Owner
Nov 12, 2012
Hobbyist General Artist
You're welcome to send me notes if you want. I don't care if they're long.
Featured By Owner
Nov 12, 2012
Your first heartbreak is always going to be the hardest, especially when that person was your everything. Moving on from a person who was your entire support system can be very hard, but right now, the person you need to focus on the most is yourself. You've been suffering with some series issues for years, and I applaud you for scheduling an appointment with a doc—it's a good, strong step in the right direction. The better you feel about yourself, the better you'll be able to cope with life, friendships, relationships, and all those ships.
As for finding some friends when you first start college, that's always a tricky thing to do. Here are some ways I made friends when I first went to college, maybe they'll help you as well. ^_^
1- Talk to people in your class. You'd never know it, but the person sitting next to you could have a ton in common with you. My first week of school I saw someone doodling before class started and I went right over and sat by her and started talking, three years later she's one of my best friends. Talk to someone, ask if they wanna grab lunch after class! Making friends in class is also a plus because then you've got a study buddy!
2- Hang out in common areas. I'd always chill out in either the TV lounge or the cafeteria when I was drawing, doing homework, eating, or reading--either someone you know will come into the room, either from your floor, your class, or someone you met at orientation, or someone new will come in! Don't be afraid to talk to people, and if you see a familiar face, don't be afraid to go over and say hi!
3- Friends of friends are potential friends for you. Many times I'd sit down to grab a quick lunch with someone from class and people who knew them would join the table--and it would be awesome! We'd get into conversations that would last hours and more and more people would join the table, it was a blast. Some of my best friends were made this way.
4- Every event is an opportunity. Make sure you know what's going on campus. An art gallery opening, open concert, anything presents a chance to meet new people. Also, free food is nice.
Featured By Owner
Nov 12, 2012
Hobbyist Digital Artist
if there is one thing I've learned, it's that no matter what you do, or how much you love someone, it doesn't matter in the end. She obviously didn't feel the same and it shows.
like someone else said, she's just a bitch who lost someone very special and hopefully one day she realizes it.
I won't tell you to move on cause that doesn't happen over night. But work on finding other things to focus on and eventually you will meet other people, maybe even someone better than her.
Also, STAY AWAY FROM FACEBOOK. That fucking site is nothing but a trigger and you'd be better off without it. Identify all the triggers that remind you of her and work on avoiding them or finding ways to associate those triggers with something positive.
I'll give you an example of what I'm talking about. Let's say there is a song you hear that reminds you of her. Now take the same song and listen to it as you're doing something positive that way you can associate it with what you're doing and make a new memory.
Featured By Owner
Nov 12, 2012
Hobbyist Writer
Wow, great advice, friend. Thank you for the song idea. I have a song like that and I will definitely work with it.
Thank you for taking the time to comment, I really appreciate it <3
Featured By Owner
Nov 12, 2012
Hobbyist Digital Artist
no problem, been there done that, still trying to get over that bridge myself.
Featured By Owner
Nov 12, 2012
Hobbyist Writer
I hope everything gets better for you D:
Featured By Owner
Nov 12, 2012
Hobbyist Digital Artist
thanks, same to you.
Featured By Owner
Nov 12, 2012
She is just a bitch and doesn't know what she had. You were the only other one but her parents in the hospital. What does that say about her buddy, and you? You can't make someone want you. They either have a connection with you or they don't. It sucks but you have to move on and not let this change yourself, hard as that will be. Just think, lots of people have fared the same. It is not just you. I've been burned too. It is a part of life. Just put it in your lesson learned folder and move on.
Featured By Owner
Nov 12, 2012
Hobbyist Writer
Thanks Lisa. I needed to hear a blunt comment like that.
I guess I tend to see people on the good side way too much, even if they have hurt me. I will certainly take your advice.
P.S. I'm sorry you got burned
Featured By Owner
Nov 12, 2012
Hobbyist Photographer
Errr can't believe I read all that xD.
*sigh* I had a friend once like that. But we parted ways after high school and we all went to different Unis in different countries. It was hard for me but I learned in a couple of months to move on. Cause there was nothing I could do.
There is not real solution to this. Just several options for you to take. You can go and tell her about your feelings , since you already dated and planned for the future , go ask her what went wrong. Or you could just let it go and find new friends. Oh wait ... You can't ? Well that's because you're still holding on to her. That's why. You got to let it go before you can truly move on. I know It's easier said than done but If you don't do it , you'll just be stuck in your "past".
Don't waste your time being sad. Cause life's too short for that. Good luck !
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You know what is ironic? The Panther fans that have been trolling that facebook page can make a good argument that their trolling was retaliation for Alejandro Lastra and breezing2anotherdayathomeduringsb constant trolling here for months.
I am sorry for that but those person(s) does not speak for or represent the entire Saints fan base.
what's up girl. how you doin?
Doing good other than this Bountygate BS and you?
I will say this, while I realize that most of you think what we Saints fans are doing is stupid, what else are we supposed to do? Let me ask you this??? If you got kicked in "jewels" would you not stand up and try to defend yourself???? That is how Saints fans feel. We took this personal because it sure seems to be. He still won't show the media, the public or even Payton and Loomis the "proof" he so called has! Goodell is an money hungry, control freak, ego maniac! He is slowly destroying the NFL with all the new rules he is putting in place and I am not just talking about the bounty issues. I can't and won't expect you to really understand how we feel because it didn't happen to you, at least not yet.


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In case you have not googled your name or your company's name lately, it may be a good time to do so...
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Attention Sprint Car Drivers
April 8, 2014 by eastbay
Filed under Racing Results
2014 East Bay Sprint Car Addendum
The East Bay Sprints will run under the Top Gun Rules with the following exceptions for the 2014 season.
There is no membership fees involved. You do not have to be a member of the Top Gun Sprint Series to compete in East Bay Sprint events.
Starting line-ups will be established by the pill draw for heats and inversion for features will be determined by pill draw by a heat race winner (normally last heat race winner). Passing points system will not be used for line-ups.
Points will be awarded according to East Bay Raceway Park points systems.
Tires: HOOSIER ONLY!!
Right rear: DT-3 104/17-15 MANDATORY
Left rear and fronts: Any Hoosier
The events scheduled for April 26, May 17, September 27 & December 6 ARE Top Gun Sprint Series sanctioned events and will be run entirely by their rules. All other events will be run by East Bay Raceway Park. If weather forces change in scheduling, we will announce on website which rules will be used for the event.


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Mazinger Z or better known as Majinga Zetto is from Super Robot manga and anime series created by Go Nagai. It was shown on tv during 1972 to 1974 but I bet any 90's kid do now this anime.
This model is by GoldenGlue
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Inside MOOCs: A First-Hand Account, Part 2
March 19th, 2013, by Adrienne Young § Leave a Comment
On a personal note, I've noticed that a medical event is not as devastating to progress in a semester when the class is online as it might be in a regular classroom. I may be behind, but I'm not missing the lectures. This is a real boon for students who have chronic or recurring illnesses, and a true benefit of a MOOC (massive open online course).
But I'm also behind in my MOOC diary which I started several weeks ago, and I hope the reader will forgive me for that. Now, onward.
A friend pointed me to this quote:
"And, finally, the organization of popular education will pass into the hands of Radio. The Supreme Soviet of Sciences will broadcast lessons and lectures to all schools of the country—higher institutions as well as lower.
"The teacher will become merely a monitor while these lectures are in progress. The daily transmission of lessons and textbooks through the sky into country schools of the nation, the unification of its consciousness into a single will.
"Thus will Radio forge continuous links in the universal soul and mold mankind into a single entity."
(Velimir Khlebnikov, "Radio of the Future" [1921], trans. Paul Schmidt)
Seems to me that every new version of mass media has attempted to find a way to spread education to the masses, since the advent of the printing press. I remember old language records from childhood. Radio was seen as a potential pedagogical tool, and TV too, of course. NPR and PBS have maintained some success in this, of course, but pity all the cable channels that had their eyes on edification and now rely almost entirely on reality shows about child beauty pageants and weapons freaks.
There have certainly been some success in educational software. Rosetta Stone, for example, has taught me more French than I'd have gathered in the classroom, with less self-consciousness about learning to speak with a vaguely reasonable accent.
So it's not surprising there are multiple outlets online for cobbling together an education online. The first real hit out of the ballpark was probably Khan Academy (khanacademy.org), which is a phenomenon of its own. But online learning is nothing new. A lot of schools had been partnering their classroom experiences with online content. My nephew in medical school tells me that there are many classes that people need not attend in person, because it's pretty much all online.
So what makes a MOOC so different?
In my short experience — and with just the one MOOC course to go by — the significant difference for me has been the rather high production-value style of one-on-one professor-to-student experience in the presentation of the course material. However, some students in the forums have said that they wish the course at least occasionally showed us the classroom experience, as students take the course in the standard way, with the professor in the lecture hall, which is apparently going on concurrently at the University of Virginia (UVa). This, as one student said, would allow the online participants to have a sense of the classroom discussion. The desire to be in a classroom, debating controversial topics, stems from what appears to have become a rather intense conversation about Western vs. non-Western views of world history, and whether our professor is complicit in exacerbating a Eurocentric perspective that is too keenly felt, especially by the non-Western students, of which there are perhaps thousands in this MOOC.
The topic of the Eurocentric version of history is, of course, massive in itself. What I'm interested in at the moment, though, is that certain students believe that experiencing the physical classroom via video will provide them more insight than a large and diverse collection of discussion fora online.
I have pondered this for awhile. As you know, a large introductory lecture class is not usually the best site for deep discussion of controversial topics. And, in my experience as a TA, neither is a discussion section. There may be sections in which the occasional TA is able to elicit an exciting debate, but I can only imagine what disappointment the home scholar would feel as the camera pans the room, waiting for some student to tentatively let a comment fly. The presence of the camera might add an additional level of daunt to the proceedings, in fact.
Furthermore, this led me to recall my initial idea of the graduate seminar as an arena in which educated minds could meet and work out Big Ideas in a collegial yet challenging environment. Ah, the romance of the fledgling graduate student, prior to the realization that the seminar is made up of people who are competing for the attention of the professor and those who are trying to make it through a few hours without letting it slip that they hadn't read the book.
Are we better off in the classroom than in the MOOC, where forum discussions are rampant and only somewhat moderated? In a discussion section, TAs can hope that their students will have learned their names by the end of the term. In the MOOC, the TAs may be completely invisible. Either way, many students will never meet their professor. With a MOOC, you're welcome to join other locals at a Meet-Up — if there are other locals. Forums often lead to rather unexpurgated, sometimes crass interactions, of course, and we may miss the interactions with our in-person peers. But I continue to think that the college classroom and the MOOC are, and are likely to continue to be, two very different audiences. The presence of the MOOC does not signal the end of traditional college learning, at least not in the near future, from what I can see now.
Inside MOOCs: A First Hand Account, Part 1
January 28th, 2013, by Adrienne Young § 1 Comment
As MOOCs are all the rage these days, I thought I should take one for a spin to see what the experience was like, from the standpoint of a student. I find the pedagogical implications of MOOCs, or "massive open online courses" to be intriguing, and I am always interested in furthering my education. I'm drawn to the ethnographic possibilities in any situation, so when Patricia Lange suggested that I might do an ethno diary of my MOOCing experience, I jumped at the chance. This is the first of the diary entries, with initial impressions of the first week of class. I intend to add additional entries during the semester.
I haven't seen the inside of a classroom, either as a student or teacher, for some years, having had to concede my part-time lecturing to the pressing need for health insurance. Currently I work on behalf of others' research in a field not my own, but it's steady work and I can now afford to see a doctor. The struggle to find a teaching position for an MA/ABD scholar in anthropology is particularly difficult, as anyone who has a PhD and a resume on the move might well appreciate. But this has not dampened my enthusiasm for education, and so I'm always up for immersion in new forms.
I signed up for an undergraduate-level course on the history of the modern world, taught by a University of Virginia prof with an impressive CV. While I can lay claim to an expensive graduate education, I was missing a good overview of world history, and I was especially interested in getting a good chronology of the birth and growth of modernism, so this seemed an ideal course. After signing up, I received a few emails reminding me when the course would start, with some hints as to what to expect, and with the startling information that approximately 40,000 people had also signed up for the same course. (I've since learned that upwards of 100,000 people for a course is not unheard of.) After that, I received no new information until the first day of "class."
Some initial impressions and take-aways:
When there are 40,000 people in your class, you should order your books as early as possible. In this course, in fact, there is an online textbook that one can "rent" for about $25 for the semester. There is also a recommended reading list, with at least one book that shows up in the syllabus frequently, that one can backorder online. Presumably my copy will show up during the semester. None of these readings, by the way, are required for the course, but are recommended if you want to go beyond the PowerPoint. I assume that a great many people are purchasing or leasing a license to read the textbook. (Non-American students apparently are having trouble accessing the textbook.)
The forums for the course are active. If you've spent a modicum of time in social networks, this is comfortable territory, and the first forum established is the standard "Who are you people and where are you from?" query. So far, about 800 people have responded to the question, and from a brief look at the replies, I see that the majority of students are not logging in from the US; there seem to be a substantial number from China, Ukraine, Brazil, Australia, Canada, the UK, Spain, and the Philippines. There is at least one student from Mozambique, and many other countries as far-flung as one can imagine from UVA.
Issues of scale are, of course, immediately evident. Early numbers seem to indicate that one can expect a course to end with 7 to 9 percent of its original student body. That's still an impressive number of people. And, of course, I'm the student body; it's just me at my desk. Me and my professor, who seems quite charming.
The professor, of course, is talking to me on my computer, in much the same way that the host of a PBS program is talking to me on my TV. It's a comfortable space to be in; it's recognizably cozy. I can fix my gaze and memorize expressions and gestures, without embarrassment. And then I can go to the forum, where the fans are gathering to discuss which catch phrases and expressions are generating buzz. "Make yourself comfortable," the professor tells us at the beginning of each video session (and there are several of these each week), except when he doesn't say it. "He didn't tell me to make myself comfortable at the start of section 2.4! I had to make myself comfortable without being reminded." A joke, but telling of the significance of a repeated phrase of welcome. An active forum describes how delightful his smile is when he tells us that he'll see us next time. Charming and witty! People are loving our professor.
There are people working behind the scenes; they are the MOOC team. I presume that these are TAs and RAs. I want to find out more about this team, but so far they seem to be working on glitches with grading and swiftly rewriting quiz questions into a multiple-choice format, as the forums are alight with disgruntled quiz-takers, especially those for whom English is not the first language.
And who are the students? Are we assuming an audience that is of undergraduate age, more or less, people who are not well-served by or without access to the current American undergraduate system? A cursory look at the forum replies about why people are taking the class shows that — at least among those who are self-selecting to answer the question — many of the students are retired and want to exercise their intellects; others are Americans living overseas, or are new mothers who need some stimulation. Many are people who already have college educations but want to add something to their educational resumes.
It's early days with MOOCs, of course, and with my personal experience, but I'm seeing some intriguing patterns that may not fit with the expectations of those who are eyeing the platform with pedagogical suspicion or with hope for a radical disruption of the current model for college education.
Comments regarding my MOOC diary entries are most enthusiastically welcome!
MOOCs in the Machine, Part II
January 3rd, 2013, by Jordan Kraemer § 2 Comments
In Part I, I asked how MOOCs (massive online open courses) are potentially poised to "disrupt" academia thanks to broader structural and economic shifts that need to be addressed independently, while still considering the value of online education. In this second half, I turn towards ways to rethink graduate education as a consequence of changes in academia and the academic job market.
While MOOCs have become a popular topic of discussion, less attention has been paid to those rethinking the structure of graduate education, to address related issues (including restructuring humanities dissertations and shortening the length of doctoral programs). Notably, Stanford has been moving forward with an initiative to cut the time-to-degree for humanities programs to five years, by soliciting concrete plans from individual departments in exchange for year-round grad student funding. I can't speak to whether five years is a reasonable length for humanities Ph.D. programs, but it does seem that many additional years some spend in grad school don't confer greater benefit. In anthropology, it's hard to imagine completing a doctorate in under six years, assuming at least a year of field research, on top of course work, qualifying exams, and writing up (plus, of course, going on the job market). But according to Inside Higher Ed's Scott Jaschik, the Stanford initiative is premised on numerous reasons that slow progress on the Ph.D. benefits neither students nor institutions, quoting the proposal request: "Extended time to degree can represent a significant drain on institutional resources as well as major costs to students, both in the form of indebtedness and postponed entry onto a career path. We ask programs to examine the current structure of degree requirements in order to determine what reforms might expedite degree completion." As the RFP points out, long years in grad school often increase students' debt burden while delaying their ability to begin post-Ph.D. careers (and earnings), in or out of academia.
This touches on a larger debate about graduate education, which I don't want to get into here. Instead, I want to call attention to the link between critiques of graduate education and changes in the structure of academia more broadly, the same changes fueling much of the debate about how technology will "disrupt" higher education. One commenter on Jaschik's piece, for example, points out that many doctoral students delay graduating precisely because of the abysmal job market, while in fields with greater job opportunities (both in and out of academia), students finish much more quickly owing to better incentives. In a similar vein, one professor at Stanford, Jennifer Summit, is quoted as saying that elite institutions often prepare their students insufficiently for teaching at inclusive public institutions, even though most faculty work in such settings: "She was thinking of assessment and digital teaching tools and using analytics. 'At Research I's, we like to think we invented online teaching and learning, but the comprehensive publics and community colleges have been doing this for a long time.'"
A more productive response to the changing landscape of education and the economy, then, entails considering what changes make sense and how we can re-imagine some aspects of graduate training and undergraduate teaching without conceding the inevitable decline of public education. What should be the role of faculty at "non-elite" (and elite) institutions with the advent of MOOCs? How can we benefit from online resources, to share syllabi and lectures and teach more effectively? Presumably, this requires better ways to evaluate teaching and learning, beyond the "audit culture" norms of surveying student satisfaction. I think Stanford is right to identify student funding as a crucial piece of reforming graduate education. At UC Irvine, for example, most anthropology grad students are funded by TAships, with limited internal fellowship support available (and nearly none for research abroad). On one hand, I found TA training and experience invaluable exposure to teaching, running sections, grading, and academic time management, but these benefits wane after the first few terms. After that, TAing mostly takes away from time spent studying or completing the dissertation and does not offer the same preparation as teaching as the instructor of record. Moreover, TAs provide relatively inexperienced teaching assistance to universities, often by grad students in the early stages of their careers.
What if doctoral programs reorganized grad student labor instead, shifting teaching obligations from TAships that delay graduation to short-term post-Ph.D. positions? In exchange for full fellowship funding and a shorter time to degree (with perhaps one or two terms of TAing for experience), doctoral students could agree to stay on for one to two years of full-time teaching at their degree-granting institution, for a modest salary (more than a TAship but perhaps less than many postdocs). This would benefit graduate students in numerous ways, including by completing their doctoral degrees more quickly and receiving better teaching preparation, while waiting to go on the job market until the dissertation is finished. Universities would benefit by replacing large lectures (around 400 students at my doctoral alma mater, UC Irvine), with smaller courses taught by their own recent Ph.D.s, instead of relying on grad student TAs as heavily — similar to how many schools already rely extensively on lecturers and adjuncts, but with the benefit of having students complete their degrees more quickly.
Of course, this proposal does not address the more fundamental problem of reduced budgets or neoliberal academic restructuring, but could still improve some aspects of graduate education. I offer this more as an illustration of ways we could begin rethinking the structure of academia broadly. Defunding education may not be inevitable as Shirky implies, but is linked to broader processes that are endemic to late liberalism. What are constructive ways we can reorganize higher education and research without succumbing to these shifts?
MOOCs in the Machine, Part I
December 29th, 2012, by Jordan Kraemer § 4 Comments
Digital technologies are transforming communication practices in many settings, and higher education is no exception. In particular, "massive open online classes" (MOOCs) have been garnering attention and provoking questions about the future of college education, in the U.S. and elsewhere. MOOCs could potentially "disrupt" current models of education, according to some like Clay Shirky, but their growing popularity owes much to the current state of the economy (in the U.S. and more globally) and the neoliberalization of the academy, as some critics contend. The conversation about MOOCs needs to take place in the context of broader structural changes in academia, to recognize both their promise and their limitations.
In his recent blog piece, Shirky avers that MOOCs will disrupt education just as MP3s and other digital content disrupted established "old media" industries like the recording industry, by changing the "story" of what's possible:
Once you see this pattern—a new story rearranging people's sense of the possible, with the incumbents the last to know—you see it everywhere. First, the people running the old system don't notice the change. When they do, they assume it's minor. Then that it's a niche. Then a fad. And by the time they understand that the world has actually changed, they've squandered most of the time they had to adapt.
Shirky advocates MOOCs not as a replacement for elite institutions but as a better way to educate everybody else – non-elite students at flagging public institutions or exploitative for-profit programs: "The possibility MOOCs hold out is that the educational parts of education can be unbundled. MOOCs expand the audience for education to people ill-served or completely shut out from the current system."
Despite the numerous and worthwhile critiques of Shirky's technological optimism, one point stands out to me as meriting further discussion. He suggests that large introductory lectures are largely about saving money, rather than offering the best instruction, and that relying on grad student TAs "let[s] a college lower the cost of teaching the sections while continuing to produce lectures as an artisanal product, from scratch, on site, real time." There are many reasons for faculty to develop original lectures, of course, especially in the humanities and humanistic social sciences like anthropology. Shirky's understanding of education also appears instrumentalist in some ways, presuming that professors at elite institutions offers the best quality lectures and that non-elite students would benefit from hearing these lectures instead: "Sometimes you're at a place where the best lecture your professor can give is the best in the world. But mostly not. And the only thing that kept this system from seeming strange was that we've never had a good way of publishing lectures." This strikes me as a reductive approach to what constitutes lecturing. At the same time, I've often wondered why it makes sense to create introductory courses from scratch when teaching them for the first time, rather than building on the work of others (as we do in many other contexts). How might online or digital resources make it easier to share course materials among faculty, without replacing the value faculty bring to each class they teach?
Over at Inside Higher Ed, Aaron Bady takes up some of these issues to level an in-depth critique of the assumptions informing Shirky's views. According to Bady, Shirky's assessment reflects a technological optimism in which digital technologies will inevitably transform teaching and education. Academe (faculty and administrators) will be the last bastion of resistance because they are inherently (and tautologically) self-serving—they must justify their own existence. Yet, as Bady points out, Shirky nowhere provides evidence for the effectiveness of MOOCs. Bady construes this as resulting from the speculative bent of venture capital:
While Shirky can see the future revolutionizing in front of us, he is thinking like a venture capitalist when he does, betting on optimism because he can afford to lose. He doesn't know that he's right; he just knows that he might not be wrong. And so, like all such educational futurologists, Shirky's case for MOOCs is all essentially defensive: he argues against the arguments against MOOCs, taking shelter in the possibility of what isn't, yet, but which may someday be.
On the contrary, Bady reminds us to ask why desire for education has outstripped its availability and affordability, and suggests that Shirky's emphasis on "non-elites" reinforces the distinction between elite students and institutions and everybody else. MOOC providers like Udacity, a for-profit service described by Shirky, can justify offering mediocre courses because they are free. In Bady's view, we should instead focus on how defunding public education is eroding the mass higher ed system that provided accessible college educations to middle-class (and aspiring middle-class) Americans for many decades.
While I don't find Shirky's arguments without merit, Bady is right to bring the focus back to why higher education has changed as it has. The larger conversation about "disrupting" college education often lacks this dimension – it's well and good to ask whether it makes sense for many young people to take on thousands of dollars in debt when they still may not get a job, but the reality is that this situation is the product of growing economic inequality and vastly reduced state budgets. The concentration of wealth among elites is part of the same process that has led to high unemployment and reduced tax revenues, despite soaring corporate profits.
The debate over MOOCs, then, needs to take place in the context of the increasing flexibilization and neoliberalization of the university. There are certainly legitimate critiques of higher ed and elite institutions that MOOCs might potentially address. As an anthropologist of digital and online media, I'm also intrigued by the possibilities of online education. It would be useful to think through what it is teachers actually provide, which is much more than simply transmitting information. But I also want to link these issues to larger problems in graduate education and the changing structure of the academy. For example, the job market is still in shambles, at least from my perspective as a new Ph.D. Clearly, this situation is unlikely to improve if universities continue replacing tenure lines with temporary positions—or MOOCs. Fewer tenure-track positions also mean fewer opportunities for conducting research, and neither Bady nor Shirky address the importance to teaching of staying current with recent research. How can we challenge these shifts in academia while taking advantages of the possible benefits and advantages of online education, especially massive and open courses?
In Part II, I take up these questions further and consider how we might rethink some aspects of graduate training in relation to broader changes in the structure of academia.
On the Porous Boundaries of Computer Science
June 18th, 2014, by Shreeharsh Kelkar § Leave a Comment
The term "big data" [1] brings up the specter of a new positivism, as another one in the series of many ideological tropes that have sought to supplant the qualitative and descriptive sciences with numbers and statistics.[2]
But what do scientists think of big data? Last year, in a widely circulated blog post titled "The Big Data Brain Drain: Why Science is in Trouble," physicist Jake VanderPlas made the argument that the real reason big data is dangerous is because it moves scientists from the academy to corporations. « Read the rest of this entry »
Welcome to the New Team for 2014!
January 14th, 2014, by Patricia G. Lange § Leave a Comment
The CASTAC Blog is pleased to announce our new team for 2014. Joining our Web Producer Jordan Kraemer is our new Associate Web Producer Angela Kristin VandenBroek! Angela brings to the position significant experience in web design and development, and was the recipient of an EduStyle Award. We are excited to have her on board!
I will be continuing on as Editor and will oversee the Blog's content. At the same time, we are very pleased to announce our new team of Associate Editors (AEs) who will be responsible for bringing exciting new content to the Blog! Below please find their names and contact information listed for your perusal. Please feel free to contact them if you have ideas for blog posts in their areas! « Read the rest of this entry »
Happy Birthday to The CASTAC Blog! We Need YOU!
November 5th, 2013, by Patricia G. Lange § Leave a Comment
Well, this week marks The CASTAC's Blog's first birthday, and I think cake is in order! I'm ordering chocolate of course! It has been a wonderful and exciting year as we have kicked off a new blog that is dedicated to exchanging ideas about science and technology as social phenomena.
We thank everyone who has posted about their research or their opinions on a staggeringly impressive range of topics, from drones to steampunk! I look forward to all the wonderful posts and commentary that we'll see in the coming year!
The CASTAC Blog is now working through some growing pains! We are pleased to announce that it is time to expand our team! We are seeking 6-7 Associate Editors and 1 Associate Web Producer to ensure the continuously high quality of content that you've come to expect from The CASTAC Blog. The job duties and descriptions are as follows:
Associate Editors – During the year-long position, responsibilities will include bringing 6-7 posts to the blog within a specific topic area. Posts should generally be solicited from external authors, scholars, and practitioners, but should also include a few posts written by the Associate Editor as needed and/or appropriate. Associate Editors will also be responsible for facilitating co-ordination between authors and the Editor, light copy editing, and closely tracking correspondence via email or possibly occasionally Skype to discuss publishing schedules.
Associate Web Producer – Responsibilities for the year-long position include site maintenance, updates, and backups, managing user accounts, help with publishing posts and images, including layout and design, site promotion and optimization, and general technical and back-end support. Some familiarity with WordPress or other blogging platforms required; knowledge of HTML, CSS, web design, FTP, and general web administration preferred.
Interested parties for the Associate Position should submit a c.v. and your top 2 choices for the content you would like to cover. Please also provide a sense of the kinds of blog post ideas you might suggest for your area. Applicants interested in the Associate Web Producer position should submit a c.v. and brief description of past experience with website/blog production and maintenance. The new team will meet at the upcoming AAA conference in Chicago to discuss strategies for next year's blogging schedule.
Topics include but are not limited to:
Computers & Hacking
Medical Imaging
Laboratory Culture
AI & Robotics
Space & Aeronautics
Social Media & Digital Anthropology
Communications Devices
Big Data
Online Education and MOOCs
Scientific Practice
Everyday technology
Becoming an Associate Editor or Associate Web Producer is a great way to:
Build external service on your c.v.
Keep abreast of new and exciting trends in your area of expertise
Showcase your work and research
Help support an interactive community of STS scholars
Please send a c.v., your top 2 choices of topic area and a few ideas for potential blog posts to:
Patricia G. Lange, Editor-in-Chief
Looking forward to a great year ahead!
EPIC 2013 Preview
August 12th, 2013, by Patricia G. Lange § Leave a Comment
The Ethnographic Praxis in Industry Conference is being held 15-18 September in London. EPIC is an important international conference for sharing insight on current and future practices of ethnography in industry.
Next month's conference promises to be very exciting and productive. The program boasts a wide variety of topics, including a number of papers that will quite likely be of interest to CASTAC and STS practitioners and scholars. Many of the themes in the program, such as big data, MOOCs, and energy have been hot topics for The CASTAC Blog in recent months.
Several papers at EPIC will be discussing "Big Data," which is a topic that is heating up and is germane for anthropological theory and practice. Big Data, which has been discussed in a prior post by David Hakken, has been designated as a new asset class akin to oil and has consequently sparked a kind of "gold rush." Papers on this subject are tackling this seemingly unchecked, and at times unreflective, stampede over exactly what kind of "data" is being collected. Researchers will explore whether whatever-it-is that is being collected can be called "data," given the term's disparate connotations. (Does anyone want to have a go at what to call these large-scale information streams?)
The discussion will quite likely be quite interesting because it promises to dive into the epistemological, methodological, and practical boundaries over what this term constitutes. It will discuss what role ethnography will play, not just in terms of data collection, but investigating what data really means in everyday contexts. Abby Margolis's paper, in particular, reminds us that the "fundamental role of innovation" starts with "the person," which of course is a particular strength of ethnography. Her paper plans to address common misconceptions about personal data, and will offer principles to "bring a human-centered, small data perspective to life."
The struggle over energy, which was recently discussed in a fascinating post by Phillip Vannini, surfaces again in several ways at the EPIC conference. Researchers presenting on Private Energy Users and Smart Grid Design will explore the new relationship between energy providers and users. Despite the intention to create a more bidirectional relationship between companies and customers, familiar unidirectional patterns are continually repeated. Researchers will be proposing a model that reframes the relationship between energy companies and private end users. These themes suggest that people can derive a sense of personal power through shaping the design and delivery of their energy. According to researchers, providing energy is not about a delivering a resource, but rather aims to solve particular problems, including meeting human needs for "comfort, light, food, cleaning, and entertainment." Using an anthropological lens, it is contended, will provide a deeper understanding of the interrelationship between supply and use of energy products and services.
EPIC participants will be discussing research on student perceptions of MOOCs, a theme which echoes concerns of many CASTAC readers and academics. A CASTAC series exploring MOOCs from a student's perspective found that they may not be serving the college-age constituents that were originally (and fearfully) envisioned by MOOC promoters and concerned scholars. It will be interesting to hear the results of an ethnography of MOOCs that seriously challenges their effectiveness and pedagogical sustainability.
In addition to traditional panels, thought-provoking PechaKucha style provocations, salons, and town halls, the conference is also holding a TechnoTheory DeathMatch! The organizers tell us to "think Bruno Latour meets Fight Club." Revamping dynamics of theory and practice, this novel approach will be a round-robin type of tournament in which participants represent leading theorists and duke it out to arrive at winning insights.
In addition to the examples noted above, EPIC will be discussing many other interesting topics, including complexity, mobile technologies, clinical trials, healthcare, and emerging markets in information and communication technologies in rural China and India. More details about the conference program can be found on the EPIC Conference Program website.
Looking Ahead to 2013: A Question of Scale
January 10th, 2013, by Patricia G. Lange § 2 Comments
The CASTAC community joined together in 2012 to launch this blog and begin dialogue on contemporary issues and research approaches. Even though the blog is just getting off the ground, certain powerful themes are already emerging across different projects and areas of study. Key themes for the coming year include dealing with large data sets, connecting individual choices to larger economic forces, and translating the meaning of actions from different realms of experience.
Perhaps the most visible trend on our minds right now involves dealing with scale. How can anthropologists, ethnographers, and other STS scholars address large data sets and approaches in research and pedagogy, while also retaining an appropriate relationship to the theories and methods that have made our disciplines strong? As we look ahead to 2013, it would seem that a big question for the CASTAC community involves finding creative and ethical ways to deal with phenomena that range from the overwhelmingly large to the microscopic, in order to provide insight and serve our constituents in research and teaching.
Discussing large-scale forays into education and research
In the past two weeks in her posts on MOOCs in the Machine, Jordan Kraemer, our dedicated Web Producer, has been reflecting on how higher education is grappling with MOOCs, or "massive open online classes," which open up opportunities to those who have been shut out of traditional elite institutions. At the same time, serious questions emerged about the ramifications of trade-offs between saving money and providing high-quality education. Kraemer points out that much of the debate ties into larger arguments about why it is that people have been shut out of education and how concentration of wealth and the neoliberalization of the university are challenging the old equation of supporting open-ended research that ultimately strengthens and supports teaching. She proposes new forms of graduate education in which recent graduates are supported by their universities with teaching jobs, to complete teaching experience, transfer teaching loads from full-time faculty, and support graduate students as they transition into full-time positions.
Part of the issue with MOOCs has to do with questions of scale, and how or whether individual lectures and course preparation can be generalized to large-scale audiences in ways that provide solid instruction without compromising quality. Higher-education depends upon staying current with research, and so far, we do not have enough evidence to support the idea that MOOCs will work or will address all of the concerns emerging from the neoliberalization of the academy. Those of us interested in online interaction and pedagogy will be watching this space closely in the coming year.
Questions of scale also came into play with Daniel Miller's discussion of doing Eight Comparative Ethnographies. Miller argues that doing several ethnographies at the same time will enable comparative questions that are not possible when investigating one site alone. He provides an example from social network sites. He asks, to what extent are particular behaviors the product of a type of site, a single site, or the intersection of cultures in which a site is embedded? Is the behavior so because it is happening on Facebook or because the participants are Brazilian? A comparative study enables a level of analysis that is more inclusive than that derived from a single study. Expanding scale without compromising the traditions and benefits of ethnographic work remains a challenge for these and other large-scale projects in the future, which have the potential to provide crucial insights.
Making small-scale choices visible
As one set of researchers bring up issues with regard to enormously large-scale education and research, other STS participants on The CASTAC Blog are dealing with the opposite issue, which involves grappling with how the dynamics of extremely personal and individualistic acts—such as the donation of sex cells—interact with large-scale economic and cultural forces. In her post on The Medical Market for Eggs and Sperm, Rene Almeling, the winner of the 2012 Forsythe Prize, provides an inside look into how human beings' donations of sex cells are connected to much larger economic forces that play out differently for women and men. Women are urged to regard egg donation as a feminine act of a gift; men are encouraged to see donation as a job. Almeling ties our understanding of what might be an individual act into economic forces, as well as gendered, cultural expectations about families and reproduction. Gendered framings of donation not only impact the individuals who provide genetic material, but also strongly influence the structure of the market for sex cells.
Promoting responsibility
Another key issue on our minds has to do with dealing with personal responsibility and showing how individual choices impact much larger social and economic forces in finance, computing, and going green.
In his post, On Building Social Robustness, David Hakken raises the question of how individuals contributed to large-scale economic and social crises, such as the recent disasters in the world of finance. His project is informed by work that is trying to deal with the first "5,000 years" in the history of debt. He proposes developing a notion of social robustness, parallel to the idea of the technical notion of robustness in computer science.
His work provides an intriguing use of ideas from people whom we study, and applying them as an inspiration for making social change. When Hakken asks about the extent to which computing professionals are ethically responsible for the financial crisis, he is proposing a way of asking how a large-scale disaster can be traced to more individual, micro-units of action. By investigating these connections, his project informs a conversation that is increasingly picking up steam in the area of the anthropology of value.
Hakken's reflections are especially haunting as he warns of the difficulties of building a career in anthropology and STS. As he is moving towards retirement, his perspective is especially valued in our community. As an antidote to more provincial institutional perspectives, he urges a more consolidated and community approach that involves supporting each other in doing the important work that the CASTAC community has the potential to achieve.
Questions of scale and responsibility are once again intertwined in David J. Hess's post on Opening Political Opportunities for a Green Transition. Hess points out that a non-partisan political issue has become partisan despite the fact that the planet has now surpassed a carbon dioxide level that it has not had for at least 800,000 years! But because change is imperceptibly slow to the human eye, politics is allowed to complicate change. Hess has worked to investigate what he calls the "problem behind the problem," which involves the lack of political will to address environmental sustainability and social fairness, which considerably worsens the environmental problem itself. He provides real solutions through an ambitious three-part series of books that propose "alternative pathways" or social movements centered on reform in part through the efforts of the private sector.
Notably, personal experiences in anthropology inform Hess's work. Although he is in a sociology department and in an energy and environment institute, he points out that an anthropological sensibility continues to inform his thinking. While the discourse on these issues has traditionally revolved around a two party system, Hess's more anthropological approach makes visible other ideologies such as localism and developmentalism that may pave a more direct path to "good green jobs" and a more sensitive and responsible green policy. Again interacting with questions of scale, Hess's notions of responsibility are grounded in understanding the "broad contours" of the "tectonic shifts" of ideology and policy that are underway in working toward a green transition in the United States and around the world. Without real action, however, his prognoses remains pessimistic.
Translating phenomena across different realms of experience
A theme that also emerged from our nascent blog's initial posts had to do with understanding the ramifications of processing one realm of experiencing by using metaphors and concepts from another. In her post on the Anthropological Investigations of MIME-NET, Lucy Suchman explores the darker side of entertainment and its relationship to military applications. She investigates how information and communication technologies have "intensified rather than dissipated" what theorists have described as the "fog of war."
The problem is partly one of translation. How is it possible to maintain what military strategists call "situational awareness," which has to do with maintaining a constant and accurate mental image of relevant tactical information. Suchman is studying activities such as The Flatworld Project, which bring together practitioners from the Hollywood film industry, gaming, and other models of immersive computing to understand these dynamics. Such a project also involves analyzing how such approaches "extend human capacities for action at a distance," and present ethical challenges to researchers as they grapple with military realms and connecting seemingly disparate but interrelated areas such as war and healthcare.
Lisa Messeri's post, Anthropology and Outer Space, offers an absolutely fascinating look into human conceptualization of place. She asks, why should earthlings be concerned about what is happening on Mars? Her work focuses on how "scientists transform planets from objects into places." Significant milestones in space exploration such as the passing of Venus between the Earth and the Sun (not scheduled to do so again until 2117) and the landing of the Mars rover, Curiosity, provide rich areas to mine for understanding cultural notions of place and human exploration. Curiosity has its own Twitter account (!) and tweets freely about its experience of "springtime" in its southern hemisphere. Messeri argues that this kind of language "bridges" our worlds in that Curiosity somehow seems to experience something that is familiar to humans—springtime. Scientists are now studying things that are so far away that telescopes cannot take an image of them. Somehow, these "invisible" objects become familiar and complex. Planets begin to seem like places because of the way in which language "makes the strange familiar," and bridges the experience between events on an exoplanet and life on Earth.
Astronomers become place makers, and observing these processes shows how spaces become "social" even as Messeri argues, "humans will never visit such planetary places." Messeri shows how such conceptualizations can lead to the spread of erroneous scientific rumors that get reported on national news organizations. Her work shows not only how knowledge production is compromised by the use of such metaphors but also provides an intriguing look at how humans process invisible objects through the cultural production of imagined place.
Tune in next week!
Given that questions of scale were on our minds in 2012, it is especially fitting that we launch 2013 with a discussion about Big Data, and the challenges and opportunities that emerge when entities collect and combine huge data sets that are far too large to handle through ordinary coding schemes or desktop databases. Social scientists, technologists, and other researchers must grapple with numerous issues including legibility, data integrity, ethics, and usability. I am particularly pleased that David Hakken agreed to be interviewed by The CASTAC Blog to discuss his views. Next week, he provides fascinating insights into what the future holds for dealing with Big Data!
Before signing off, I would like to thank everyone for their participation in The CASTAC Blog, especially those who wrote posts, left comments, read articles, and tweeted our posts to the world. I very much appreciated everyone's participation. The richness of the posts makes it too difficult to adequately cover all the content of the past year in one commentary, but rest assured that everyone's post is contributing to the conversation and is valued by the CASTAC community.
In an effort to include more voices and keep a continuing flow of content, The CASTAC Blog is now seeking a core group of "frequent" contributors to keep pace with new developments in this space in 2013. Notice that I use the term "frequent" sparingly—even a few posts throughout the year makes you a frequent contributor. Please consider sharing your thoughts and views with the CASTAC community. If you would like to join in, please email me at: email@example.com.
I look forward to an interesting and productive year ahead!
Patricia G. Lange
The CASTAC Blog


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Contains the keyword Student affairs services--United States
Learning is not a sprint : assessing and documenting student leader learning in cocurricular involvement. Vol 1st. Washington, DC: NASPA/National Association of Student Personnel Administrators; 2012. Abstract
Advancement work in student affairs : the challenges and strategies. San Francisco: Jossey-Bass; 2010. Abstract
Enough is enough : a student affairs perspective on preparedness and response to a campus shooting. Vol 1st. Sterling, Va.: Stylus; 2010.


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- Study at Deakin
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Note: The 2012, 2013, 2014 publications have not been audited.
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2011 External
Nahar, Jesmin*, Tickle, Kevin S.*, Ali, A.B.M.* and Chen, Yi-Ping Phoebe (2011) Significant cancer prevention factor extraction : An association rule discovery approach, Journal of Medical Systems, vol. 35, no. 3, pp. 353-367, Springer New York LLC, New York, NY [C1]
ERA journal ID: 32135 – Scopus EID: 2-s2.0-79959706341
Citation counts: Scopus - 5, Thomson - 5
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Nahar, Jesmin*, Tickle, Kevin S.*, Ali, A. B. M. Shawkat* and Chen, Yi-Ping (2009) Early breast cancer identification : Which way to go? Microarray or image based computer aided diagnosis!, in Xiang, Yang; Lopez, Javier; Wang, Haining and Zhou, Wanlei (eds), NSS 2009 : Proceedings of the third International Conference on Network and System Security, pp. 456-461, IEEE, Piscataway, N. J. [E1]
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Reviewed Top Secret Chocolate Cookies
Dec 31, 2012 in Food Network Community Toolbox on FoodNetwork.com
"If you love chocolate these are great. I add one 10 oz. package of course chopped dark chocolate chips (Girardelli 60% Cacao Chips - these chips are large so a rough guideline is approximately 1/4 the size of one chip, chopped). Also, I skip the log-rolling step and take a teaspoon drop size, roll it in my hands to a ball and then roll in sanding..."


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To follow up on my earlier post I would not have given Clausen a first round grade. Well, maybe a late first round.
I did think that he was a great value where the Panthers got him however.
I also have it pretty close with Mallett and Gabbert and once I see more of Gabbert they could flip flop. Right now i would have them both mid to late first round. Newton of course I have top ten. I don't think Cam will make it out of the top 5 when it is all said and done. If we don't get him look out for Buffalo at number 3. They need to sell tickets and become relevant again, and some of the local press are eating Cam up (in a good way).
Right now Locker for me is second or third round although he likely will get drafted higher than that. Again it means squat but wanted to put it out there.
There's no way...even as much as you hate him now...can you say that you would have graded Mallett and Gabbert ahead of Clausen. Clausen looked dynamic and stopless albeit his WRs and TE bailing him outmost of the time. Which there lies the problems. Everyone was enamored with his footwork and poise they neglected the jump balls and throws his receivers adjusted to.
I admit I fell for it and thought we had the steal of the century. But, if you go back and watch the film that isn't the case. Mallett blows it when everything is on the line. He crumbles when it comes to crunch time and carrying the team on his back. That's not a franchise QB.
Gabbert on the other hand has all the tools. He lacks the most important part of the game though. Footwork, stand pat in the pocket while the play unfolds, read defenses, and go through your progressions. That all can be taught. A fellow by the name as Matt Ryan had some of the same problems. It worked out.


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text: News Daisy And Helena 28 April 2010 Lauren Milligan SUPERMODEL Helena Christensen has teamed up with Scandinavian brand Odd Molly again, this time to photograph Daisy Lowe for the brand's latest campaign - and Christensen says she's just as comfortable behind the lens."I was a photographer before I started modelling - so the transition was really the other way around," Christensen said. "I am fascinated by photography, the effect images have on me. Working on both sides of the camera has been some sort of educational experience for me."And having spent so long being photographed, has the supermodel learned tricks to make her a better photographer?"I am a rather quick photographer," she explained. "It's about not losing the vibe, the moment. As the subject I feel I can keep that going in an interesting, intimate way for a little while, and then it becomes somehow forced."GO BEHIND THE SCENES WITH HELENA AND DAISYTODAY IN HISTORY: Who was named the richest supermodel?


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Most Recent Articles In Fashion Features
Latest Fashion Features Articles
"We've been very concentrated on our choices because of the dollar and difficult business. There was sometimes too much of a commercial approach. If it's too sleepy, it's not that interesting," she said. "We're focusing on looks that are strong and beautiful and have a real signature."
Comme des Garçons, Junya Watanabe, Martin Margiela, Rochas, Balenciaga and Dries Van Noten were among collections offering such qualities. "We're definitely interested in the larger, looser pants," she said. "I think it looks good with a small, feminine, curved jackets."
Dresner also cited a trend toward evening fabrics for day, such as hammered satin, coats with "swagger," especially military styles with raised waists, and variations on cowboy boots.
"The idea of really decorated clothes doesn't appeal to us right now," she noted.
Printemps' Charbit said the "surprise" of Paris was that "some of the more marginal designers, such as Hussein Chalayan, were less intellectual and more commercial. There were superb collections: Louis Vuitton and Balenciaga, which was exceptional. Helmut Lang was also good," she said.
Joan Burstein, owner of Browns in London, said she found the knitwear strong in Paris, as well as accessories such as brooches and narrow belts with adornment. Her top picks were Lanvin, which she described as "young and elegant," along with Dries Van Noten, Junya Watanabe and Sonia Rykiel. "All of these collections were completely different, which is rather nice to have in Paris," she said.
— With contributions from Emilie Marsh and Jennifer Weil


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Study of the Correlation of Plasma Resonance and the Refractive Index to Dielectric Dispersion in the Complex Plane
Department of Optical Science and Engineering, Fudan University
State Key Laboratory of Functional Materials for Informatics, Shanghai Institute of Microsystem and Information Technology, Chinese Academy of Sciences
Department of Physics, Hanyang University
Department of Physics, Iowa State University
Journal of the Optical Society of Korea, Vol. 17, Issue 1, pp. 27-32 (2013)
Acrobat PDF (703 KB)
Based on the dispersive feature of the dielectric function of noble metals and the wave vector conservation in physics, both the plasma effect and the complex refractive index, which are profoundly correlated to the complex dielectric function and permeability, have been studied and analyzed. The condition to induce a bulk or a surface plasma in the visible region will not be satisfied, and there will be one solution for the real and the imaginary parts of the refractive index, restricting it only to region I of the complex plane. The results given in this work will aid in understanding the properties of light transmission at the metal/dielectric interface as characterized by the law of refraction in nature.
© 2013 Optical Society of Korea
OCIS Codes
(240.0240) Optics at surfaces : Optics at surfaces
(260.3910) Physical optics : Metal optics
(310.0310) Thin films : Thin films
Original Manuscript: October 30, 2012
Revised Manuscript: December 14, 2012
Manuscript Accepted: December 17, 2012
Published: February 25, 2013
Xiao-Yong Zhou, Yan Shen, Er-Tao Hu, Jian-Bo Chen, Yuan Zhao, Ming-Yu Sheng, Jing Li, Yu-Xiang Zheng, Hai-Bin Zhao, Liang-Yao Chen, Wei Li, Xun-Ya Jiang, Young-Pak Lee, and David W. Lynch, "Study of the Correlation of Plasma Resonance and the Refractive Index to Dielectric Dispersion in the Complex Plane," J. Opt. Soc. Korea 17, 27-32 (2013)
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What You're Eating: Where to Dine on New Year's Eve in OC
This New Year's Eve, try one of these great OC restaurants.
What You're Doing This Week: February 18
President's Day kicks off the week with a wildly fun day off escape to Universal Studios Hollywood. After that, we serve up some healthy eats at Greenleaf Chopshop and a brew or two at SideDoor, […]


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For laborers who tear the world's ships apart, death comes in many forms.
GADDANI, Pakistan — Gaddani is a three-dimensional maze of hazards, as chaotic as a major industrial site can get. Steel, in all its forms, assaults the senses. The shrieking of metal saws is punctuated by the ferocious, unnerving thump of massive slabs falling to the sand. And the whole place smells of a four-car pileup. Which is essentially what it is.
No, this massive beach here in Pakistan's restive Baluchistan province is not your typical sandy shoreline. It's one of a handful of "shipbreaking" sites across South Asia.
Looming above the flat sand are beached ocean liners, cargo ships and oil tankers that once brought goods to markets in the US and elsewhere around the world. They once bore the flags of the world's great shipping hubs: Greece, Norway and the UK, but when they arrive at this ignoble resting ground they fly flags of convenience — Panama, Liberia and Bahamas — to launder them from what is about to happen.
As workers attack ship flanks with blow torches and gas cutters, the smell of burning steel singes the nose. Mounds of sharp scrap wait to be hauled away, sold, and rerolled into rebar and girders for Asia's building boom. Meanwhile, a tangle of giant chains, cables and natural gas lines crisscross the beach, all intended to move ship parts, or keep them from crashing to the ground atop teams of workers.
Having served their purpose of transporting manufactured goods from Asia or fossil fuels from the Middle East, the ships at Gaddani are now the world's largest hunks of trash. They can't be left adrift at sea, and no one will pay to keep them at port. So they end up here.
The ships do not succumb easily. They were built to endure violent ocean storms and haul cargo weighing thousands of tons. Moreover, hidden among their viscera are some of the most hazardous substances known to commerce: complex petrochemicals, asbestos, heavy metals and random poisons — in the residue of hazardous cargo, or in parts needed to make the ships operate.
The work of destroying this epic trash is left to the world's most desperate laborers, who earn a handful of dollars a day, and benefit from only rudimentary safety precautions. It is a grueling and dangerous pursuit — by some assessments, the world's deadliest job.
"Ship breaking is an incredibly dangerous industry, we believe it's one of the most hazardous occupations in the world," a Pakistan representative from the International Labor Organization (ILO), who declined to give his name because he wasn't authorized to speak with the media, says in a phone interview. "Every year thousands of people die at ship breaking yards in Bangladesh, India and Pakistan."
At Gaddani, the exact death toll is hard to come by — for reasons that illustrate the precarious status of the migrant laborers who work here. One shipbreaker tells GlobalPost (in Urdu) that because laborers aren't registered, victims simply disappear, cast aside as human refuse; as he says this, a union leader cuts him off, and an argument ensues in Pashto, the language of the migrants.
The ghost of Gaddani
At a rare quiet spot along the shore, the 46,000-ton Searose G rests, awaiting final government paperwork before it meets its demise. Forty-five days after that bureaucracy is completed, the massive cargo ship will no longer exist, torn to pieces by a crew of about 150 men.
In the ship's shadow sits Shah Nasim, a veritable living ghost of Gaddani.
His solemn grey-blue eyes gaze out from a face entirely covered in sand and grime. He balances his crushed pelvis on a cheap, rust-soiled plastic chair, as he has now for about 15 years.
Shah Nasim moved here two decades ago from northwestern Pakistan's Khyber Pakhtunkhwa province (formerly the North West Frontier Province). His goal: to save as much money as possible to send to his family.
Instead of working at a textile mill, Nasim heard that they needed young, strong workers at Gaddani. The pay was a bit better. Besides, Nasim was mesmerized by his first glimpse of the ocean, and fascinated by the giant oil tankers and cargo ships that disappeared on Gaddani's shores.
He signed up with a local contractor, working for 30 cents a day. Though the temperatures reached 110 degrees


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Senior Member
OP? His Q gets even more damage and he gets more MS to chase opponents with his slow.
I would like opinions on this.
Brent Rambo II
I'd still rather build Iceborne
Most of trinity's stats are wasted on Nasus. Mainly the Zeal portion
Lucian W + furor +Tf
Iceborn gives cdr, armor plus spellblade.
Not even a contest.
To get the ms boost you will need to be in range. If you are in range already then stickin wont be a problem with iceborn and the target is guaranteed dead.
Jim Jìm
Trinity Force + PD + IE + LW
GG crit Nasus
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MEXICO CROSSINGS THROUGH TEXAS — Crossings (158-180*-233) — Movement expected about the same. Trading early fairly active, late moderate. Prices 110s generally unchanged, others higher. 40-pound cartons 110s mostly $10, 150s mostly $10-11, 175-230s mostly $12, 250s $10-12. Quality variable. *revised
Limes — F.o.b.s as of July 21
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Blacksn0w unlocks iPhone OS 3.1.2 and baseband 05.11.07
For the last several months, anyone who had updated to iPhone OS 3.1 or greater without following a pre-update procedure lost the unlock on their iPhones due to new software in the modem firmware or the baseband. Using the at+xemn crash as an injection point, iPhone hacker Geohot (of the original hardware unlock) was able to unlock the latest firmware on any iPhone.
What does this mean? The iPhone can be unlocked for any GSM carrier, allowing you to use it on more than your country's authorized carrier or other carriers as you're traveling abroad.
Geohot suggests that you update to a fresh copy of iPhone OS 3.1.2 directly from Apple before performing his unlock. He has all the instructions available on his site.
Source: http://iphonejtag.blogspot.com/
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Model 98 is the longest barreled bat. It has a long handle transitioning with a quick taper to a full 2 1/4″ barrel. The profile is similar to aluminum bats and is a great bat for the young player making the switch to wood.
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X Bat is a registered trademark of X Bats and is protected under the law. Any violation of US Patent and Trademark law will be prosecuted to the fullest extent of the law.


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What does HWKN stand for?
What does HWKN mean? This page is about the various possible meanings of the acronym, abbreviation, shorthand or slang term: HWKN.
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Hawkins Chemical, Inc.
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"HWKN." Abbreviations.com. STANDS4 LLC, 2014. Web. 22 Dec. 2014. <http://www.abbreviations.com/HWKN>.