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Nutrition Index | "Alfalfa Pellets" |
Alfalfa dehy is produced from standing alfalfa, which is mowed and chopped in the field, delivered to the dehydrating plant still containing a minimum of 60 percent moisture, artificially dried, ground and pelleted.
Dehy can replace a portion of both the grain and the forage in rations for milking cows. It can replace up to 50 percent of the conventional forage dry matter in the ration, but at this level the ration should contain no more than 50 percent grain, on a dry matter basis. Research at the University of Nebraska has shown that the protein in dehy tends to be degraded in the rumen to a lesser extent than the protein in alfalfa hay, alfalfa silage or soybean meal. This is the basis of dehy's reputation as a source of "by-pass" protein.
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subset: commoncrawl


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Apparently among fringe right-wing Christian groups Rowan Williams is catching some heat, yet again, this time for his comments in his Easter Sermon. Referencing some recent British political happenings about wearing crosses in public, Williams boldly called Christians away from facile claims to being persecuted victims in the big bad secular world, opting instead to inject a little knowledge and reality into the the theatrics that are all too common amongst the power-starved Christian right:
It is not the case that Christians are at risk of their lives or liberties in this country simply for being Christians. Whenever you hear overheated language about this, remember those many, many places where persecution is real and Christians are being killed regularly and mercilessly or imprisoned and harassed for their resistance to injustice. Remember our brothers and sisters in Nigeria and in Iraq, the Christian communities of southern Sudan fearing the outbreak of another civil war, the Christian minorities in the Holy Land facing the extinction of their two-thousand year old presence there; or our own Anglican friends in Zimbabwe, still – as I reminded this Cathedral congregation at Christmas – subject to routine attack from the security forces and locked out of their churches. That's not our situation, thank God, and we need to keep a sense of perspective, and to redouble our prayers and concrete support.
See what he did here? How he talked about actual persecution? How he called us to stop frenetically chattering about how we are no longer in control of Western civilization and instead simply pray and help those who are actually suffering?
Its truly amazing how conservative Christians are, as whole, more concerned about petty bureaucratic inconveniences to them than about the actual suffering and death of (non-white) Christians throughout the world.


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This week, The Line looked at the priorities and proposals outlined by Governor Susana Martinez in her 2015 State of the State address.
In this web extra, the panelists debate Governor Martinez's mention of former Governor Bill Richardson and alleged corruption in state government.
Line Panelists:
Lonna Atkeson, UNM Political Science Professor
Dan Foley, Former NM House Minority Whip
Sophie Martin, Editor, DukeCityFix.com & Attorney
Rob Nikolewski, Watchdog.org


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The TeleWorkers Digest Gives You A Monthly Map And CompassTo Safely Navigate The Work-At-Home World
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The legendary Grumman A-6 Intruder was born into battle, making its first deployment off the decks of the USS Independence into Southeast Asia in 1966. For the next three decades, it was the 'main ...
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Collateral Damage: The New World Order at Home and Abroad
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Paperback: 672 pages Publisher: W. W. Norton & Company (1994) Language: English ISBN-10: 0393964760 ISBN-13: 978-0393964769 ASIN: B0073PBSWO Product Dimensions: 8.4 x 5.8 x 0.7 inches Shipping ...
In this leading text, Walter LaFeber offers a comprehensive history of American foreign relations from the mid-eighteenth century to the present. His narrative account features several ...
At Home and Abroad: The Canada-US Relationship and Canada's Place in the World
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"As I could say also of Noam Chomsky and Howard Zinn: there's no one in my life from whom I've learned more than my friend and mentor Douglas Dowd. I have been strengthened in my ...
How a new American identity was forged by immigration and expansion a century ago.In Barbarian Virtues, Matthew Frye Jacobson offers a keenly argued and persuasive history of the ...


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Tyndale (TYN) | New International Version (NIV) |
6 speake vnto the childern of Israel: whether it be man or woman whe they haue synned any maner of synne which a man doeth wherewith a man trespaseth agenst the Lorde so that the soule hath done amysse: | 6 "Say to the Israelites: 'When a man or woman wrongs another in any way and so is unfaithful to the LORD, that person is guilty |
The Tyndale Bible is in the public domain. (Tyndale Bible) | Scripture quoted by permission. Quotations designated (NIV) are from THE HOLY BIBLE: NEW INTERNATIONAL VERSION®. NIV®. Copyright © 1973, 1978, 1984 by Biblica. All rights reserved worldwide. (New International Version Bible Online) |


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This doesn't smudge, clump or flake on me. It doesn't add any length, either. Definitely not a repurchase.
2 out of 2 people found this review helpful. Did you? Yes No
I have very short, straight lashes and when I curl my lashes and use this mascara, beautiful things happen. I'm not entirely sure if that formula is already waterproof because on the packaging of mine it didn't state it was, but holy cow is that stuff resistant. Had basically no clumps and the pigmentation of the black was aboslutely amazing. I had bought this at Target and the price wasn't bad at all and the packaging was like a purple-foil kinda color. The wand was great, rubber like I normally love, and also the formula was smoother and wetter, but dried when on the lashes of course. I would recommend this for anyone with the same lashes as mine beacuse damn, this stuff be da bombbbbbbbb
1 out of 1 people found this review helpful. Did you? Yes No
I have medium-length, stick-straight eyelashes. I'm always on the hunt for a mascara that will get my lashes out there! I stumbled on this gem at Target a few years ago. This mascara does wonders for my eyelashes. The plastic brush is the key, it grips the lashes (especially the bottom) and gives them great definition and length, no clumps! I curl my lashes, walking the curler up, apply and curl again before my last coat where I focus on the tips. One trick I've learned with mascara is applying product to the top of the lashes too, full coverage! This mascara is easy to remove, I don't have a problem with it sticking to my curler when I commit the sin of curling with mascara on haha. I've never received so many compliments on my eyelashes before I started using Extreme Length. Definitely a holy grail!
3 out of 3 people found this review helpful. Did you? Yes No
I got this from work and didn't know anything about it but decided to give it a try since my current mascara was getting old. This is a truly lovely mascara for everyday use. The brush is rubber and the little "spikes" on the brush are small and super pointy to help separate the lashes. And it does so, very effectively! My lashes get really long and separated. I use two coats for more volume. This mascar does not smudge a bit during the day. Good price too.
1 out of 1 people found this review helpful. Did you? Yes No
One of my two HG mascaras.
Lengthens beautifully without clumping - looks really natural. I tend to use this in the day time and my Benefit They're Real for nights out as Benefit thickens (and can sometimes clump my lashes) slightly - this gives a dramatic night out look but the No7 is a lot more natural.
Tip - sometimes I build up layers on my outermost lashes, flicking outwards and upwards with the brush, and just do one coat on the rest. This gives a great 60s wide eyed look.
Never clumps, lengthens and separates - great mascara!
NB I think it has recently been repackaged - mine came in a glossy purple tube and has a black brush. Very classy.
3 out of 3 people found this review helpful. Did you? Yes No
I got this as a tester size with an eyeshadow set I was given as a gift and was a bit dubious about using it because of the brush. It's one of those plastic, hedgehog looking ones which looks like it would have your eye out if you lose concentration for even a second. And being a fairly clumsy person anyway, you can probably understand my slight apprehension...
However, I eventually overcame my 'fear' of this and gave it a try. WOW! This. Is. Brilliant! Well done Boots for making a mascara that actually does what it says on the packaging. This definitely gave my eyelashes 'extreme length' without being clumpy or overdoing it on the colour (it's a very intense black). And I don't know why I was so worried about the wand either - it's actually far gentler and easier to use than most of the regular brush type ones I'm used to.
The tester size was about 15ml (I think) and that lasted me a good 2 months when using it most days. I don't know what ml the full sized version is, but it costs 12.50GBP which I think is definitely worth it when you consider what an amazing job it does. Be warned though - looking at the Boots website the packaging for this seems to have changed; it's now in a black tube with white writing down the side as opposed to the bronze coloured tube shown in the photographs here.
2 out of 2 people found this review helpful. Did you? Yes No
I was very attracted to the brush and the packaging. It comes in a rust gold tube and the brush is one of those thin plastic ones; reminiscent of the Cover Girl LashExact which really helps me to comb out my lashes as I apply mascara. However, this did nothing for my lashes. I have to combine with me HG mascara (Maybelline Lash Stiletto) and when combine, my lashes look MUCH longer and not clumpy at all. Boots Extreme Length does not hold curl at all.
This mascara gives incredible length however for me I only require volume as I have quite long lashes to start with - this makes them touch my eyebrows! I will rate it highly though as it definitely does what it says.
I love this mascara! I have thin, short, blonde eyelashes, but I don't like the look of a thickening mascara because it emphasizes the shortness of my lashes, and all of the ones I have bought end up clumping and looking goopy. This mascara is perfect. I buy it in brown/black, and it looks really natural, it curls my lashes,makes them look super long, and separates them beautifully. It's a great price, and the packaging looks really sophisticated and high end. This is my favorite mascara, and I have already repurchased it.
1 out of 1 people found this review helpful. Did you? Yes No


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More About DTSOBEL
Visit My SparkPage
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Recipes I've Shared:
Spaghetti Crumbles
This was a favorite of mine when I was a kid. My mom would always make this when I didn't feel well.
Hungarian Goulash
This has been in my husband's family for years. Although it takes time to cook, my kids love it.


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Read about the outlook for state fiscal conditions, the effect of the drop in gas prices on states, the ethics of gifts, the debate over motorcycle helmets and state efforts to support home caregivers.Read a rundown on the top public policy issues facing state lawmakers in 2015, state-private sector partnerships for infrastructure, e-cigarettes and taxes and dealing with cuts to mental health programs.
Current Issue
The Online Democracy Award seeks to recognize a state legislative website that stands out for making democracy user-friendly. Eligible nominees include the websites of state legislatures, individual chambers and officially recognized legislative caucuses. Please note, however, that legislative websites in states that have won the award in either of the previous two years (Massachusetts in 2013 and Hawaii in 2012) are not eligible for consideration in 2014. Please review the award criteria and eligibility before submitting your nomination. Nominations for the 2014 award are now closed.
The winner will be announced at the NCSL Legislative Summit.
The award is sponsored by NCSL's Legislative Information and Communications Staff Section (LINCS) and National Association of Legislative Information Technology (NALIT).
LINCS is the voice of state legislatures. Its members include public information officers, press secretaries, radio and television producers, photographers, civic educators and all those who serve as the external liaisons between the nation's state legislatures and their constituents. LINCS provides legislative communicators with a network of more than 400 professionals from around the country with whom to share ideas, war stories and experiences.
NALIT members are legislative information technology professionals and others interested in IT and computer services. NALIT promotes the exchange of ideas and information on all aspects of legislative information systems. NALIT also serves to foster positive communications between legislative information systems management and staff and the legislators and legislative staff they serve.
Additional information:
* Criteria & Eligibility * Committee Structure, Members * Past Recipients
Questions? Email or call Pam Greenberg at 303-856-1413 or Jane Andrade at 303-856-1464.
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Teacher Passion and Distance Education Theory
About the Author
Scott W. Greenberger
Scott W. Greenberger earned his Bachelor of Arts degree in Urban and Regional Planning from the University of Wisconsin at Green Bay and his Master of Arts in Liberal Arts from St. John's College in Annapolis, Maryland. Currently, he is a doctoral student at Grand Canyon University enrolled in the Doctorate of Education program in Organizational Leadership with an emphasis in Higher Education Leadership. His research focuses on teacher passion in distance education.
Despite a significant body of research on post-secondary distance education, harmonious passion has not been explored in relation to teacher presence. Teacher presence within a community of inquiry has been identified as an important influence and predictor of student performance. As such, determining the degree of relationship between teacher passion and teacher presence could lead to significant improvement in distance education delivery. If future distance education research confirms a correlation between teacher passion, teacher presence, and aesthetics, online interactions between teachers and learners may need to be re-conceived.
In this essay, the theory of passion as outlined by Vallerand et al. (2003) is explored in correlation with post-secondary distance education research. The importance and neglect of such issues as emotions and immediacy in online teaching and learning are discussed; and a theory of online teacher passion is proposed. Lastly, aesthetic experience is identified as an understated but important attribute in the theory and research on distance education.
Teacher Passion
What is teacher passion and why is it important to both face-to-face and online teaching in post-secondary education? Zembylas (2007) explains what he called the myth of the passions in which passion or emotion is a passive state that requires harnessing by cognition and rationale. This myth parallels the separation of cognitive and affective domains in Bloom's Taxonomy, and the resulting neglect of the affective domain in pedagogy (Booker, 2008; Boyd, Dooley, & Felton, 2006; Garritz, 2010). In this light, the myth of the passions in pedagogy is a cultural phenomenon that neglects Aristotle's holistic view of passion. For Aristotle (2002), our modern notions of cognition and affect would be part of the same whole, reaching harmony in friendship (i.e. philia), specifically beautiful friendship which would require right action, a shared purpose, and the use of both cognitive and affective domains. As Hyland (2010) stated "there is a cognitive aspect of all emotions and an affective dimension of cognition" (p. 520).
In the past decade, researchers in psychology have focused attention on the construct of passion. Vallerand et al. (2003) posited a theory of passion based on a dualistic model of good and self-destructive passion. As Vallerand et al. proposed, psychological understanding of passion can be understood in a construct of harmonious and obsessive behaviors. The work of Vallerand et al. is based on self-determination theory. The theory of self-determination suggests that there are three central psychological needs of human beings, which include competence, autonomy, and relatedness (Deci & Ryan, 2000). As Deci and Ryan (2000) stated, research into self-determination "is the investigation of people's inherent growth tendencies and innate psychological needs that are the basis for their self-motivation and personality integration, as well as for the conditions that foster those positive processes" (p. 68). The Deci and Ryan theory is focused on motivation, specifically intrinsic motivation and self-regulation of extrinsically motivating factors.
Harmonious passion (HP) has also been linked to motivation and positive affect (Mageau & Valle rand, 2007). As Mageau and Vallerand stated "positive affect has been defined as a state of high energy and pleasurable engagement" (p. 313). In this regard, the study of HP could improve pedagogy by providing parameters for teacher training and improved interpersonal communication. In the construct of a face-to-face classroom, if a teacher is harmoniously passionate this would theoretically have a measurable positive effect on student satisfaction and student outcomes. However, Carbonneau, Vallerand, Fernet, and Guay (2008) empirically researched the role of passion in face-to-face teaching and found an important result. Carbonneau et al. in examining secondary and post-secondary teachers found that the self-perceived passionate teacher, whether harmonious or obsessive, can have a positive impact on student behavior. As Carbonneau et al. stated, "the finding that harmonious and obsessive passion have a similar and positive impact on others is interesting because the two types of passions are fueled by quite different kinds of processes" (p. 983). As Carbonneau et al. suggested, however, students may have difficulty in distinguishing harmonious from obsessive passion in teachers. More research is needed to explain this result. Nonetheless, theoretically many factors, including maturity and level of perceptivity of students in the study, could explain the way students perceive teacher passion. One such factor is the felt closeness of teacher and student; this relationship is discussed in the literature as "immediacy."
The psychological construct of immediacy has been defined as a felt interpersonal closeness through both verbal and non-verbal communication (Anderson, 1979; Gorham, 1988; Mehbabian, 1967). As Thweatt and McCroskey (1996) stated "immediate behaviors may actually decrease the physical distance, or they may decrease the psychological distance" (p. 198). Immediate behaviors in face-to-face settings include smiles, physical proximity, and other verbal cues indicating a physical and psychological interpersonal closeness (Thweatt & McCroskey, 1996). In this frame of reference, immediacy can produce interpersonal connection, a feeling of closeness between participants that may seem like friendship (Anderson, 1979). In terms of teacher passion, such immediacy may affect participant perceptions, which could explain the surprising findings of the Carbonneau et al (2008) study. In terms of distance education, further exploration of the constructs of teacher passion and immediacy may help improve online instruction.
Distance Education Theory
Distance learning theories such as transactional distance and community of inquiry have helped shape our perception of distance education. Specifically, Moore's (1993) theory of transactional distance helped focus attention on the psychological aspects of pedagogy in distance education, specifically theorizing that as interaction increases perceived psychological distance decreases. Moore's theory correlates with the aforementioned immediacy construct, the continued exploration of which may have a significant impact on distance education (C. Baker, 2010). In addition, Moore (1989) outlined three types of interaction in distance education, including teacher-student, student-student, and student-content, which Anderson (2003) further expanded to six types of interaction. Specifically, Anderson added teacher-teacher, teacher-content, and content-content types, which serve to highlight teacher specific behavior and content interaction.
Building on the work of Moore (1993) and others, Garrison, Anderson, and Archer (2000) developed the community of inquiry (COI) model, which defined distance learning in terms of teacher presence, cognitive presence, and social presence. Although recent research has critiqued certain aspects of this dynamic, including the importance of the social presence construct (Annand, 2011; Rourke & Kanuka, 2009), the COI model remains the most complete and comprehensive process model on interaction in distance education. Concurrently, Holmberg (2003) re-conceived the need for empathy or personal connections between instructors and students in distance learning contexts. Holmberg's theory correlates with the positive affect elements in teacher passion and the felt closeness of teacher immediacy.
One element of distance education that has been shown to be a key component to successful learning outcomes is teacher presence, which is a studentcentered approach to learning (Anderson, Rourke, Garrison, & Archer, 2001; Fish & Wickersham, 2009; Garrison & Cleveland-Innis, 2005; Gorsky & Blau, 2009; Lear, Isernhagen, LaCost, & King, 2009; Pawan, Paulus, Yalcin, & Chang, 2003). However, time and space issues, as well as technology and the student-centered approach itself differ from tradi tional modes of teaching in face-to-face settings. As a result, the transition to online teaching may be a difficult one for many college professors. As Easton (2003) stated the absence of visual cues changes the teaching and learning dynamic, which further complicates the practice of immediacy in distance education. Other researchers have shown the need for more interaction between teachers and learners in distance learning environments (Sugar, Martindale, & Crawley, 2007). In sum, for teachers to be effective in distance education, a transformation of their pedagogy is required (Coppola, Hiltz, & Rotter, 2002; Young, 2006). As Meyer (2002) stated, one obvious significance of the advent of distance education is the refocusing of our attention on what it means to teach and learn, to improve pedagogy.
In an effort to improve post-secondary pedagogy, Chickering and Gamson (1987) outlined seven principles of good teaching in undergraduate education. Chickering and Ehrmann (1996) added to this thesis by stating that these principles should be applied to distance education. Some researchers have tried to make such an application. For example, Zhang and Walls (2006) applied the Chickering and Gamson model to online teacher self-perceptions. Surprisingly, the least endorsed principle in the Zhang and Walls study was the principle of encouraging cooperation amongst students, which is the very principle upon which Garrison, Anderson, and Archer (2000) based their community of inquiry model. Given the aforementioned discussion on immediacy and the need for quality online interactions, the Zhang and Walls study leads one to conclude that online instructors may perceive their role as merely instructors, not as facilitators or mediators, both of which require a greater degree of emotional investment.
Affect or Emotion s in Distance Education
One aspect of the community of inquiry model that is understated is the importance of affect or emotions in the teacher presence construct. The debate over the focus on cognitive rather than affective elements in teaching initiated in face-to-face pedagogy (Leat, 1993). However, early on distance education researcher and theorist Borje Holmberg (1983) postulated the need for what he termed "guided didactic conversation" in distance education. Such teaching, as Holmberg (2003) reformulated as empathy, requires the distance education teacher to form personal relationships with their students. Such relationships imply immediacy, and may indicate the presence of teacher passion. However, Bloom's Taxonomy, as previously stated, separates emotion from rationale, making such relationships appear difficult in practice.
Bloom's Taxonomy is the accepted basis for instructional design and includes three domains: cognitive, affective, and psychomotor (Savickiene, 2010). As researchers have shown, the cognitive and psychomotor domains are often emphasized in pedagogy to the relative neglect of the affective domain (Buchanan & Hyde, 2008; Pierce & Oughton, 2007). In addition, the affective domain is largely one confined to practice in religious education and the caring professions, such as counseling and the health care fields (Buchanan and Hyde, 2008; Hall, 2008).
Recently researchers have begun to extensively explore emotional or affective elements in distance education instruction (Feng, Lazar, & Preece, 2004; Schaber, Wilcox, Whiteside, Marsch, & Brooks, 2010; Sitzman, 2010, Taylor, 2011). However, the literature does not show that researchers have explored the relationship between the teacher passion construct, as put forth by Carbonneau et al. (2008), and the teacher presence construct of Garrison, Anderson, and Archer (2000), or the uniting of the cognitive and affective domains into an aesthetic approach to online instruction. Nonetheless, the psychological construct of immediacy in distance education has received some attention from researchers (C. Baker, 2010; Kucuk, 2009; Melrose & Bergeron, 2006; Woods & Baker, 2004).
Harmoniously Passionate Distance Education Teacher
What would a harmoniously passionate teacher look like in a distance learning classroom? For this thought project, let us use the construct of an asynchronous distance learning classroom, which is the most common format in distance education (Parsad, Lewis, & Tice, 2008). The student-centered approach offered by Holmberg (1983) requires real emotional connections between participants, or the presence of immediacy. In this regard, as Garrison (1994) stated, the teacher would demonstrate care and bestowal toward students. Within the community of inquiry model teacher presence would be sympathetic. However, Holmberg (2003) specifically used the word empathy to describe the kind of re lationships distance education teachers ought to have with their students. Various researchers from different disciplines have endeavored to define the difference between sympathy and empathy (Agosta, 2011; Clark, 2010; Darwell, 1998; Yegdich, 1999). Sympathy seems to fit more closely the nature of the relationship being devised in this essay. As Darwell (1998) stated, sympathy implies self-regard as well as regard for the object of sympathy, namely the other. This is not always the case with the concept of empathy (Darwell, 1998). This definition of sympathy fits well with our previous discussion of harmonious passion and the community of inquiry model. In this light, the health of the person sympathizing as well as the person cared for are equally important.
Moore's (1989) three types of interaction in distance education offers us an opportunity to understand how a harmoniously passionate teacher would interact in an asynchronous learning environment. As Moore (1993) stated in his transactional distance theory for psychological distance to decrease interaction must increase, a dynamic that mirrors the construct of immediacy as outlined by Thweatt & McCroskey (1996). The objects of sympathy for the members of the community of inquiry, according to Garrison, Anderson, and Archer (2000), are the other participants. A harmoniously passionate (HP) distance education teacher would be more receptive and responsive, meaning more timely and caring, to the questions, concerns, and comments of the community participants. In student-student interaction, the HP teacher as moderator would have positive affect, and hence positive comments and encouragement, facilitating more frequent and in-depth interaction among peers. In the student-content interaction, the HP teacher would be organized, providing diverse course content and be receptive to changing content when warranted. In threaded discussions, the HP teacher would be positive, timely, and sympathetic to the learning needs of individual students. In sum, the level of one's care for one's work under the HP model of teaching would consistently produce a more harmonious learning environment for distance education students, which may have the added effect of increasing learning outcomes.
Aesthetics in Distance Education
Empirical research is needed to determine the prevalence and qualities of teacher passion in post-secondary distance education. It is clear from what has been previously stated, however, that the affective or emotional part of pedagogy is often neglected. From the aforementioned, the following conclusion may be reached. Aesthetics, or an appreciation of beauty or beautiful interactions, is a missing element in pedagogy, and distance education in particular (Alexander, 1987; Baker, 2010; Dewey, 1934/1980; Garrison, 1994; Parrish, 2006). Distance education research has helped us refocus our attention on the idea that psychological distance may occur in education, but the appreciation of online interaction as potentially beautiful has not occurred. As Sachs, a recent translator of Aristotle, stated, "an action is right in the same way that a painting might get everything just right" (Aristotle, 2002, p. xxi). Sachs suggests the Greek word to kalon normally translated in Aristotle's Nicomachean Ethics as noble is better understood in the Greek as well in our time as beautiful. In this way, beautiful learning environments have logic and hence harmony, which may result in beautiful outcomes (i.e. teacher and student satisfaction, higher order thinking, and student achievement). To grasp the disconnect between modern notions of beauty and education, let us think about the following geometry example.
Think of two Euclidean right triangles with sides of the same length. In our reflection, we can clearly envision superimposing one triangle on the other. Once superimposed, the two right triangles would appear to be one. They would be in accord, perfectly match, or have harmony. One might even call such accord beautiful. If one of the two triangles were obtuse or acute, the two triangles would not be in accord. They would be discordant. Music theory, which commonly uses the terms accord and discord, also points toward aesthetic experience (Aigen, 2007). Intuitively we would call accordant music beautiful. The same holds for education. We may say a piece of music is beautiful in the same way we may say a learning environment is beautiful. We intuitively know the difference. The same holds for distance education, but the additional challenges presented by differences in space and time of the participants bring to the forefront the challenge for teaching and learning in distance education. In appreciating online interaction as potentially beautiful, we move from quick learning solutions to discussions about invested relationships, something akin to friendships. However, modern conceptions of pedagogy are not formulated to view teachers as friends, or teaching and learning as friendships. This fundamental understanding of beauty in its broader sense could help us merge the cognitive with the affective in teaching and learning, and hence construct the parameters for building and sustaining a sense of community in distance learning environments (Mc- Millan & Chavis, 1986; Rovai, 2001).
Whether the post-secondary online teacher mentors, facilitates, instructs, or all of the above, if such a teacher is to guide a community of inquiry, that is mediate a beautiful learning environment, he or she needs to have sympathy with their students, which implies the ability to emotional connect in the way suggested by Holmberg (2003). Though theoretically a distance education teacher could "act" like he or she has sympathy or "act" with immediacy, that is give others the sense that their actions are genuine, without being harmoniously passionate, such behavior would still be congruent with the findings of Carbonneau et al. (2008). The difference would affect the teacher in the long term not the student. Bringing beauty into the discussion of distance education theory requires what Dewey and Bentley (1949) described as a transactional understanding of experience, which moves aesthetics to the center of experience and requires accepting the idea that contexts are comprised of the histories of the participants, their feelings, their decisions in a given learning environment, and consequences those actions bring (Brinkmann, 2011; Girod, Twyman, & Wojcikiewicz, 2010; Kokkos, 2009; Parrish, 2006). The harmoniously passionate online teacher would theoretically not only engender motivation in others to construct meaning, hence producing growth in awareness and understanding, but also help make the online learning environment a beautiful place to be.
Reflection, however, is needed to make beautiful things, or to have beautiful outcomes. Online instructors should reflect upon their pedagogy and ask themselves if being passionate about their profession matters to them. In this regard, the purpose for teaching may be more important than the process itself. Furthermore, viewing students more as friends may both improve and give greater meaning to online instruction. It is agreed that the absence of visual cues in asynchronous learning may produce learning environments that seem generic, shallow, or empty, something not resembling beauty. However, in creating personal harmony and projecting positive emotions, online instructors may help the learning environment feel vibrant. If an instructor is to improve his or her online engagement, beauty needs to come from within and be shared with students. This, as Vallerand et al. (2003) stated, is harmonious passion.
Author Biography
Scott W. Greenberger earned his Bachelor of Arts degree in Urban and Regional Planning from the University of Wisconsin at Green Bay and his Master of Arts in Liberal Arts from St. John's College in Annapolis, Maryland. Currently, he is a doctoral student at Grand Canyon University enrolled in the Doctorate of Education program in Organizational Leadership with an emphasis in Higher Education Leadership. His research focuses on teacher passion in distance education.
Agosta, L. (2011). Empathy and sympathy in ethics. Internet Encyclopedia of Philosophy. Retrieved from http://www.iep.utm. edu/emp-symp/
Aigen, K. (2007). In defense of beauty: A role for the aesthetic in therapy theory: Part I: The development of aesthetic theory in therapy. Nordic Journal of Music Therapy, 16(2), 112-128.
Alexander, T. (1987). John Dewey's theory of art, experience, and nature: The horizons of feeling. Albany, NY: State University of New York Press.
Anderson, J. F. (1979). Teacher immediacy as a predictor of teaching effectiveness. In D. Nimmo (Ed.), Communication Yearbook 3(pp. 543-559). New Brunswick, NJ: Transaction Books.
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Clark, A. J. (2010). Empathy: An integral model in the counseling process. Journal of Counseling & Development, 88(3), 348-356.
Coppola, N. W., Hiltz, S. R., & Rotter, N. G. (2002). Becoming a virtual professor: Pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18(4), 169-189.
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Easton, S. S. (2003). Clarifying the instructor's role in online distance learning. Communication Education, 52(2), 87-105.
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Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148. doi: 10.1207/ s15389286ajde1903_2
Garritz, A. (2010). Pedagogical content knowledge and the affective domain of scholarship of teaching and learning. International Journal for the Scholarship of Teaching & Learning, 4(2), 1-6.
Girod, M., Twyman, T., & Wojcikiewicz, S. (2010). Teaching and learning science for transformative, aesthetic experience. Journal of Science Teacher Education, 21(7),801-824. doi: 10.1007/ s10972-009-9175-2
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Gorsky, P., & Blau, I. (2009). Online teaching effectiveness: A tale of two instructors. International Review of Research in Open and Distance Learning, 10(3), 1-27.
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Zhang, J., & Walls, R. T. (2006). Instructors' self-perceived pedagogical principle implementation in the online environment. Quarterly Review of Distance Education, 7(4), 413-426.


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Caddis Deluxe Breathable Waders for Ladies - Pink/Burgundy
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- Heavy-duty polyester material CaddisDry™ Breathable Technology
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- Quad pocket
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- Includes wader belt and repair kit
Caddis Deluxe Breathable Waders for Ladies are the ultimate in lightweight design. Ideal for those days when the mornings are cool and the days are long and hot. Caddis Deluxe Breathable Waders ensure that every moment you spend outdoors is done with maximum comfort, warmth, confidence…and good looks. CaddisDry Breathable Technology keeps water out, warmth in, and condensation a non-issue. Pockets are right where you need them and want them. Knees are reinforced for those frequent occasions when you're releasing fish. Caddis—where quality and function always come first. Imported.
Manufacturer model #: CA13907W.


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Alexandra von Maltzan accuses DailyKos of being a mouthpiece for the Kerry '08 Campaign – among other things.
Me, I think Kerry (or some other Democrat) will position himself to be a mouthpiece for the DailyKos '08 bid to finally and fully take over the Democrat Party. Markos can rally the troops and raise lots of money, and it would take a stupid pol not to at least take a look at what Kos has to offer.
Wow – from blogger to kingmaker in six short years. That's quite a feat for Kos, and a disaster-in-the-making for the Democrats. Look at the state of the party today, as witnessed by the hypocritical-yet-hapless Alito hearings. It's pretty obvious what the Democrats need is less condescension and more common sense – two things they're unlikely to find from the DailyKos crowd.
In other words, I overestimated Kos when I called him a "kingmaker." Nominee-maker, perhaps, but that's as far as his candidate is likely to travel.
16 Comments, 16 Threads
Daily Kos Is A Mouthpiece For Kerry's Campaign
Matt Margolis remembers when John Kerry's campaign de-linked from Daily Kos over the "screw them" incident, and Pat Santy dedicates a poem to the 'Lyin' King'. Stephen Green is unimpressed.
January 22, 2006 - 11:11 pm Link to this Comment -
2. mikem
I laugh out loud when I see Democrats sucking up to the Kos Kollective. Everything is on record forever and sooner or probably later the MSM will get over their now discredited attempts to control the national dialogue and start reporting on the outrageous views espoused by the new Democratic Party and the moonbat left that Democratic leaders now warmly embrace.
January 23, 2006 - 12:12 am Link to this Comment -
3. Ali Mentary
There's nothing to laugh about.
Think of the countries where both sides are like that…
They're all your allies (and just because they got their ass kicked, not because they love you).
So we better find out a solution. Or else find ourselves an islamic name. I liked kareem Abdul Jabbar, but it's already taken.
January 23, 2006 - 1:05 am Link to this Comment -
4. Will Collier
I liked Kaus' comment on from a week weeks back.
Quoth Mickey, "Kingmaker? Name one king."
January 23, 2006 - 5:01 am Link to this Comment -
5. aaron
Kevin Drum occasionally throws some sanity into his posts. Dems would be much better advised to visit his site.
January 23, 2006 - 5:08 am Link to this Comment -
Those whom the gods would destroy, they first make mad.
January 23, 2006 - 6:22 am Link to this Comment -
7. richard mcenroe
Which of the last FIFTEEN "kings" Kos pimped for are currently in office?
I hope the Democratic Party does embrace him. That tottering slum of a party has to be knocked down and replaced with something that actually resembles the party I joined…
January 23, 2006 - 9:19 am Link to this Comment -
Unfortunately, Kevin Drum is considered a Republican by most of his commenters. He's not likely to be accepted by the Kossacks.
January 23, 2006 - 9:49 am Link to this Comment -
Daniel in BrooklineJanuary 23, 2006 - 11:07 am Link to this Comment -
10. Zen Warrior
Let's call Kerry's Sunday blog entry what it really is. Throwing the dog a bone so he can be re-elected in '06. Kerry has no problem gasbagging everyone else to fight the power but when he had his own chance to do so he turned tail and backed down. Nobody over at Kos -save for yours truly- called him on that. Mostly the comments were a royal ass kissing festival that would put a pretzeldintshal scripted town hall meeting with loyalty oaths to shame.
January 23, 2006 - 4:28 pm Link to this Comment -
11. CharlieDontSurf
Er, correct me if I am wrong, but wasn't Kos' record perfect last election? Perfectly wrong?…none of the candidates he backed won! This obviously qualifies him to lead the party this fall.
January 23, 2006 - 8:57 pm Link to this Comment -
12. Vanderleun
Stephen, my dapper friend, do not allow yourself to become confused. It is all simplicity itself once you understant that Markos is the original Karl Rove mole.
Why everyone forgets that Karl is an evil genius incarnate is beyond me.
January 23, 2006 - 9:08 pm Link to this Comment -
The Evil Genius of the Bush Diktat Strikes Again!
VODKAPUNDIT Stephen Green notes in One-Party System the ominous and mysterious rise of the Koz to prominance: I think Kerry (or some other Democrat) will position himself to be a mouthpiece for the DailyKos '08 bid to finally and fully take over the De…
January 23, 2006 - 9:13 pm Link to this Comment -
The Evil Genius of the Bush Diktat Strikes Again!
Evil Genius and his mole, Sooper Genius VODKAPUNDIT Stephen Green notes in One-Party System the ominous and mysterious rise of the Koz to prominance: I think Kerry (or some other Democrat) will position himself to be a mouthpiece for the DailyKos '08 …
January 23, 2006 - 9:24 pm Link to this Comment -
15. The Jawa Report
Kos Kids to March at Ground Zero in Protest of 9/11 'Conspiracy'
The tin foil brigades will march on President's day to protest the 9/11 conspiracy. And by conspiracy they mean that 9/11 was an American conspiracy. They will also attempt to arrest former Mayor Giuliani for his part in the conspiracy….
January 24, 2006 - 12:04 pm Link to this Comment -
16. Augurwell
The Daily Kos is one of the most ridiculous bunch of bleary idiots I've ever seen. To read stuff at their blogg is so confusing. You can't even comment on anything? They remind me of Communist infiltrates.
January 24, 2006 - 11:50 pm Link to this Comment


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In this Podunk of pooches, dogs bark but nary a canine is seen. Actually, nothing's seen, except a town blueprint, where chalk outlines form houses and stenciled street names constitute roads. Humanity is thrust to the forefront as Nicole Kidman's sweetie-with-a-secret hides from gangsters in a tiny mining village, enlivening its woeful citizens (who nevertheless exploit her) and wooing Paul Bettany's aw-shucks intellectual. With John Hurt's fanciful narration, Lars von Trier's crude naturalism plays like experimental theater with bursts of fable. Think Wes Anderson adapting Theodore Dreiser. Initial inaccessibility gives way to a tragically pure vision of innocence twisted by the hidden hands of human cruelty. Just as ''Dancer in the Dark'''s Busby Berkeley numbers evolve from schizo-flights to logical responses to savagery, Dogville's environs ring true as hollow walls in a harrowing reality.
EXTRASCommentary by von Trier and cinematographer Anthony Dod Mantle.


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Bible in Basic English (BBE) | New International Version (NIV) |
14 Then Amos in answer said to Amaziah, I am no prophet, or one of the sons of the prophets; I am a herdman and one who takes care of sycamore-trees: | 14 Amos answered Amaziah, "I was neither a prophet nor a prophet's son, but I was a shepherd, and I also took care of sycamore-fig trees. |
The Bible in Basic English is in the public domain. (The Bible in Basic English Version Online) | Scripture quoted by permission. Quotations designated (NIV) are from THE HOLY BIBLE: NEW INTERNATIONAL VERSION®. NIV®. Copyright © 1973, 1978, 1984 by Biblica. All rights reserved worldwide. (New International Version Bible Online) |


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Welcome to the web site for the Multicultural Resource Center (MRC)! Many thanks to Andrejs Ozolins for building and hosting this site for us. Thank you for visiting!
MRC started in 1987 and is a small, grassroots 501(c)3 non-profit organization located in Ithaca, NY. We offer a number of programs and cultural celebrations throughout the year, diversity workshops and trainings, and a lending library with resources on undoing racism and diversity education. Please take a look around the site, and feel free to contact us at 607-272-2292 if you have any questions.
Audrey J. Cooper, Director
Fabina Colon, Program Educator


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David Brooks is again prominently displaying his misunderstanding of economics in the New York Times. He told readers in today's column:
Every generation has an incentive to borrow money from the future to spend on itself. But, until ours, no generation of Americans has done it to the same extent.
He then goes on to tell us that we are borrowing because we are more secure, arghhhhh!
Okay, let's try to put this so that even David Brooks can understand it. First, we are not borrowing money from the future. What does Brooks thinks this means, are we calling up the Ghost of Christmas Future and asking for a loan?
Borrowing occurs in the present, from some to others. At present, the government sector is the big borrower. It is borrowing from the private sector, but also in part from the Federal Reserve Board. Because the economy is so far below its capacity, the Fed can simply create money to lend to the government to finance spending. And, this borrowing is aiding the future by sustaining demand in the economy. If the government spent less (or taxed more), it would simply reduce demand and increase unemployment.
Brooks may have some magical view of the world where jobs grow up magically in the private sector when the government reduces spending, but in the real world we need a chain of causation. Can anyone tell a story where firms will be motivated to increase spending and hiring when demand drops further due to government cutbacks? There aren't many business owners who see their demand plummet and then go, "hey, great time to expand."
In the real world, the government's spending is employing our kids' parents. This will improve their educational outcomes and life prospects, making the future richer, not poorer. The benefits for the future are even greater when government money is spent on forms of investment like infrastructure, education, and research and development.
Those who are troubled by the borrowing from China and other foreign countries need to start yelling about the over-valuation of the dollar and shut up about the budget deficit. The United States borrows from foreigners because of the trade deficit — not the budget deficit. The trade deficit is in turn determined primarily by the value of the dollar. If borrowing from China or anyone else is upsetting, then you should want to see the dollar fall to make U.S. goods more competitive internationally. The budget deficit has very little to do with this story.
Just to circle back to Brooks' psychological explanation for borrowing, if NYT columnists were expected to have any clue on the topics on which they write, then Brooks would be familiar with the wealth effect. This means that people consume based in part on their wealth.
In the 90s, people consumed based on the wealth that was created by the stock market bubble. This required no change in people's psychology — they always spent based on the wealth they had in the stock market. They just never had so much wealth as when price to earnings ratios soared from their trend level of around 15 to 1, to more than 30 to 1 at their bubble peaks.
The same story applied to the housing bubble in the last decade. Homeowners always spent based on their housing wealth. However they never had as much housing wealth as when the bubble drove prices by 70 percent above their trend level.
If Brooks knew a bit of economics, he could have spared his readers from the 750 words of misinformation in this column. We would have more live trees and fewer confused NYT readers.


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Sandra McNally, M.A., is a Licensed Independent Substance Abuse Counselor. She has worked in the counseling field for the past 23 years in a variety of inpatient, outpatient, and school settings. Currently, she is the prevention manager for a non-profit behavioral health agency in Tempe, AZ where she oversees suicide and substance abuse community prevention programs. Sandra has been an adjunct faculty member at Rio Salado College for approximately 18 years and teaches courses in their addictions program. She's been teaching at Grand Canyon University as an online instructor for approximately five years. |
How has facilitating online courses at GCU helped you find your purpose? As an Addictions Counselor, I have had the opportunity to fulfill my purpose by helping others work through their struggles and achieve their goals. As an online instructor at GCU, I have had the privilege of furthering my purpose by helping students achieve their goal of becoming a counselor. It is so rewarding to provide guidance to students who also have a passion for helping others. What is one effective teaching strategy you use in your online classes? One effective strategy that I use in my online classes is to actively engage students in the learning process by being available and present in the online classroom. I respond to questions and/or concerns promptly, so students feel supported. I believe students feel good about their learning experience when they know their instructor cares about them. What is a GCU online student success story you can share? There are many success stories - students overcoming so many challenges in order to achieve their educational and professional goals. Recently, one of my students shared with me that she had become homeless; she and her children had been living in a tent for over a month before they were able to obtain temporary housing. Throughout this experience, she stayed enrolled at GCU and kept up with her assignments. Her resilience and dedication made a huge impression on me! |


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King James Version (KJV) | New International Version (NIV) |
6 It shall be also carried unto Assyria for a present to king Jareb: Ephraim shall receive shame, and Israel shall be ashamed of his own counsel. | 6 It will be carried to Assyria as tribute for the great king. Ephraim will be disgraced; Israel will be ashamed of its wooden idols. |
The King James Version is in the public domain. (The King James Bible Version Online) | Scripture quoted by permission. Quotations designated (NIV) are from THE HOLY BIBLE: NEW INTERNATIONAL VERSION®. NIV®. Copyright © 1973, 1978, 1984 by Biblica. All rights reserved worldwide. (New International Version Bible Online) |


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An estimated 80,000 - 90,000 surgical abortions are performed in Australia each year. 1 , 2 This equates to approximately 250 per day, or one abortion for every 2.8 live births.3 One in three Australian women will have an abortion in their lifetime. 4
An accurate number can not be calculated using the current systems of statistical collection. 5 An analysis of the available data has been prepared by the Australian Institute of Health and Welfare.
There are no statistics available for the number of chemical abortions in Australia. The 'morning after pill', Postinor-2 is available over the counter and accounts for an unknown number of early abortions. A combination of drugs, Methotrexate and Misoprostal, is also widely used to induce abortion before 7 weeks gestation. This is done as a general consult by doctors and the number is not recorded.
1 Department of Health and Ageing, answer to Senate Question Number 325 asked onnotice on 31 January 2005 by Senator Boswell.
2 ChanA, Sage LC. Estimating
3 There were 251,200 registered births in 2003. Australian Bureau of Statistics 3301.0 'Births,
4 'Pregnancy Outcome in South Australia 2002' Department of Human Services, Government of


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We have lots of Nutella in the house. Trying to fatten up the baby per doctor's orders. It's a preemie thing. Unfortunately, she's refusing the awesomeness of the chocolate hazelnut wonder. Now I'm trying to cook with it so I will resist the temptation of dipping my fingers in the jar. Don't tell me you haven't thought about it too.
mmmmm…Nutella. Do I need to say anything more?
Hazelnut Banana Bread with a Nutella Swirl makes 1 loaf
- 4 ripe bananas, mashed
- 1/2 cup melted butter
- 1/2 cup granulated sugar
- 1/2 cup brown sugar
- 1 egg, beaten
- 1 tsp vanilla
- 1 tsp baking soada
- 1/4 tsp salt
- 1/2 cup coarsely chopped hazelnuts
- 1 1/2 cups all-purpose flour
- 4 tablespoons of Nutella
Preheat oven to 350°.
Butter and flour a 4×8 inch loaf pan.
In a large bowl, mix bananas, butter, sugars, egg, and vanilla. Add the baking soda, salt, and hazelnuts to the mixture and stir. Finally, add the flour and mix till just combined.
Pour mixture into the loaf pan.
Add the four spoonfuls of Nutella on top of the mixture. Place them in a row down the center of the mixture in the pan. With a knife run the blade through the Nutella spoonfuls to create a swirl affect.
Place in oven and bake for 1 hour.
Cool on rack.
Remove from pan and serve!


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Alex Aldridge
Where were you born and brought up?
Born and bred in Flint a true Flinter or Flintstone, which ever takes your fancy? I came into this world in the front room (parlour if your posh) of a terraced house called 185 Chester Road. One of 8 children 5 sisters 2 brothers mother and father Frank and Prudy sadly no longer with us but I am left with memories that you can't put a price on.
I have been married to Annette for 38 years. Annette is a local Town Councillor, a serving Magistrate and works in the local community hospital. I have 1 daughter Stephanie who is a Local Government Officer specialising in the Disability Discrimination Act. I have a son Ian who is a time served welder and machinist he is also a propulsion technician having served nearly 8 years in the RAF currently he works at Airbus. He was 2 times Welsh ABA champion as well a 2 times Combined Services Champion. He is an open class boxer with a distinguished career.
Tell us about you career:
I have undertaken all kinds of jobs from milkman, government trainee in joinery and carpentry, to finally settling down working in the maintenance department British Steel Shotton. I have always had strong links with the trade union being a union rep on many occasions. I joined the Labour Party over 30 years ago and have been an active member all through that period.
What are your interests and hobbies?
As you would expect I have a great interest in Politics, I like reading autobiographies, Films, music of all kinds. My hobbies are caravanning, football the mighty reds of course Man Utd - champions again! - golf, boxing.
What are you most proud of?
When I first sought office as a elected Councillor and was given a vote of confidence via the ballot box by the people I have lived with in the town of my birthplace - the feeling is indescribable. Secondly receiving my OBE from HRH Prince Charles with my family proudly looking on.
Tell us something about yourself that nobody else would know?
Dare not tell you, they would re-introduce mandatory transportation to the colonies.
If you were an animal, what would you be?
Elephant, strong family links, no natural enemy except man of course what do you expect!
Which three people (dead or alive) would you invite over for dinner?
Muhammed Ali the greatest ever, Nelson Mandela one of kind, Bill Clinton one of the shrewdest politicians that has ever been.
Why did you want be on the All Wales Convention Executive Committee?
I honestly believe that my life's experiences both good and indifferent can have a bearing no matter how small on the critical work being undertaken by all those who have freely given up there time to be part of this team. More importantly however will be our final deliberations; because quite clearly if certain judgements are made the landscape of devolved government may dramatically change irrevocably.
What would you like to say to the people of Wales about the All Wales Convention?
Message to the people of Wales - they made a momentous decision several years ago when agreeing to establish an Assembly Government here in Wales for the people of Wales. The next phase in this evolutionary process of representation is being prepared by the convention for public examination, scrutiny and comment and it may result in them being required to make a statement of intent that could fundamentally change the whole representative landscape and it is essential their voices are heard and are thus duly recorded. Only then can the convention be sure that any subsequent recommendation it proposes is based on sound information. Please participate.