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Welcome to Tropical Garden Lounge Hotel and Resort, Koh Samui
Tropical Garden Lounge Hotel and Resort welcomes you to Samui Island, the splendid tropical islet treasure found in Southern Thailand. We offer world class indigenous Thai-style bungalow accommodation as you explore the magic that the pristine white sandy beaches, overhanging coconut trees and the clear blue waters of the sea, best suited for diving and snorkeling has to offer. The Coconut Island, with its abundance of flourishing corals is a paradise best fit for snorkeling, swimming, and diving exploits. Shopping Spree and Vibrant Nightlife For your supplies and shopping during your stay at our bungalows in Koh Samui, there is a wide range of shops, stalls and markets in almost every beach that makes shopping easy, fun and affordable. As the sun sets, casting its rays sharply on the waters of the sea, a relaxing and fun-filled nightlife takes over as bars and discos play their favorite collections of modern musical beats to the exhilaration of the patrons dining and wining. Relaxing lounges open their doors to guests whose main focus for the night is to relax and have a good time, all night long! Affordable Accommodation in Koh Samui The Tropical Garden Lounge Bungalows are built in classy but characteristic Southern Thai style architectural designs and surrounded by thriving tropical gardens. The environment offers utmost comfort and modern facilities for a comforting and memorable holiday in Samui Island. With professional, competent and hospitable management and staff, your comfort and satisfaction during your stay with us is guaranteed. Our services are customized for each guest and their happiness is our pride and success. By simply reserving accommodation with us, you automatically unlock the door to an array of free* or very affordable world class facilities that include;
Koh Samui Island has a lot to offer to its vacationers, and the magnificent Tropical Garden Lounge Hotel and Resort makes it possible for our guests to have not only a great time on the island, but also comfort and tranquility. Make your reservation today and make it happen! | ||
*terms and conditions apply for free services (check rate conditions): Free Services apply only to bookings made with us directly via our Homepage or email or phone. Not all available rates include free services, please ask us. |


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Springfield, MO Community Profile
The Springfield, Missouri Community Profile includes Springfield, MO census data, demographics and income data; parks, schools, libraries, hospitals, and airports; Springfield jobs & employment, environmental conditions, local newspapers, media outlets, weather forecast, maps and aerial photos of Springfield, MO.
The most popular resources for visitors and prospective residents include:
- Springfield, MO Community Profile
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Sleep Inn - Springfield, MO
Sleep Inn Medical District
233 E Camino Alto
Springfield, Missouri MO 65810
Nightly Rates: ( 74.99 - 91.99 )
3 Star
Indoor pool/hot tub, fully-equipped fitness center nearby. Free deluxe continental breakfast. Free wireless high-speed Internet access available. Pet charge of 20.00/stay, Pet limit 2 pets per room. Must have pet carrier. The hotel public areas in th

subset: commoncrawl


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Claim Your Business
Is this your business?
With a free Houzz profile, you can:
- Be found by over 20 million homeowners
- Create a free, beautiful, mobile-ready website
- Collaborate with clients more effectively
Kent Hrbek, Partner
1,428 Home Media Design & Installation in Minneapolis
Burnsville, MN, 55306
With the sophistication of today's electronics, homeowners have unlimited options when designing a truly modern home that integrates security, audio, video and home automation.... Read More
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Lelch Audio Video is a local, Minneapolis based company that is passionate about technology. We specialize in custom design, installation, calibration and programming for home... Read More
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Architectural Audio Integrators strives to bring a seamless fluidity to all of your home experiences. Our goal is to bring you the highest quality home integration while making... Read More
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Admit One Home Systems works with you to design and install the most efficient and simple-to-use, home automation, theater, audio or
security systems. We collaborate with... Read More
Magnolia Audio Video (Ridgedale)
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Magnolia Audio Video offers personalized service from experienced System Designers. We help you create the experience you are looking for in your remodel, new home, or project. ... Read More
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In-Focus Systems was founded with the overall goal to help homeowners, builders, & remodelers navigate the ever changing maze of electronics and new technology. Our goal is to... Read More
Shane Weltzin at Magnolia Design Center
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For over 50 years, Magnolia has been dedicated to one thing, 100% customer satisfaction, offering premium audio, video and home automation gear for connoisseurs who demand nothing... Read More
Enhanced Home Systems Inc
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For 25 years, Enhanced has provided exceptional design, installation, and service of Custom AV and Electrical projects for Minnesota homes and business's. Read More
Digital Horizons, LLC
(218) 330-4140
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Our company specializes in the design, installation, and service of all things related to audio & video, home automation, and lighting control. Read More
CS Media Inc
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CS Media Inc. is an electronic systems contractor. "Bringing remarkable technology into your life without frustration, creating an indelible audio and visual impression, leaving... Read More
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We integrate consumer and custom electronics to fit any design and lifestyle.
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AVID Audio Visual Installation & Design
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AVID provides intuitive solutions for complex systems. Imagine checking in on your security, HVAC or any other intrinsic service; control whole home audio, video, lighting or... Read More
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Easy Electronic Solutions is a 17 year old family owned business based in Hudson Wisconsin and the industry leader in Smart Home Automation and Commercial Electronic Systems,... Read More
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Westco is a family owned Minneapolis / St. Paul security system, audio / video and IT services company. We have a passion for our work and a dedication to our clients and services... Read More


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Prayer to Saint Michael the Archangel
Saint Michael the Archangel is recognized in Christianity for being the guardian and protector of God's church and people. The following biblical prophecy is noted in Daniel 12:1, 3-4: "At that time there shall arise Michael, the great prince, guardian of your people; It shall be a time unsurpassed in distress since nations began until that time. But at that time your people shall be delivered, everyone whose name shall be found written in the book. But the wise shall shine brightly like the splendor of the firmament, And those who lead the many to justice shall be like the stars forever. As for you Daniel, keep secret the message and seal the book until the end time; many shall fall away and evil shall increase."
In Revelation 12:7-8 the following is stated: Then war broke out in heaven; Michael and his angels battled against the dragon. The dragon and its angels fought back, but they did not prevail and there was no longer any place for them in heaven.
Please visit the following link to view a miraculous image photographed in 2005 by Loci B. Lenar. He believes it's the Shield of Archangel Michael.
The following excerpt is from Wikipedia Encyclopedia:
The Prayer to Saint Michael is a prayer, used mainly by Catholics, which is addressed to Michael the Archangel. (However, anyone can use the prayer)
Pope Leo XIII added it in 1886 to the Leonine Prayers, which he had directed to be said after Low Mass two years earlier. The practice of reciting these prayers after Mass was suppressed in 1964. However, Pope John Paul II referred to the St Michael prayer in his Regina Coeli address of 24 April 1994 as follows:
"May prayer strengthen us for the spiritual battle that the Letter to the Ephesians speaks of: 'Be strong in the Lord and in the strength of his might' (Ephesians 6:10). The Book of Revelation refers to this same battle, recalling before our eyes the image of St Michael the Archangel (cf. Revelation 12:7). Pope Leo XIII certainly had this picture in mind when, at the end of the last century, he brought in, throughout the Church, a special prayer to St Michael: 'Saint Michael the Archangel, defend us in battle. Be our protection against the wickedness and snares of the devil...' Although this prayer is no longer recited at the end of Mass, I ask everyone not to forget it and to recite it to obtain help in the battle against the forces of darkness and against the spirit of this world."
Regarding intercessory prayers to angels and saints, scripture says the following: And another angel came and stood at the altar, having a golden censer; and there was given unto him much incense, that he should offer it with the prayers of all saints upon the golden altar which was before the throne. And the smoke of the incense, which came with the prayers of the saints, ascended up before God out of the angel's hand. Revelation 8:3-4 (KJV)
Angels and saints both intercede before the throne of God on behalf of all who pray for the Lord's assistance.
The beautiful stained glass window of Archangel Michael can be seen inside the entrance way of the Church of Saint Michael, Netcong, New Jersey, USA.


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I have a 28 yr old son (from my first marriage), that has a felony record. Since getting out of prison he has gotten married and I now have four wonderful grandchildren. I love my son and his family, I love it when we can visit, and when they can visit us. He knows that I have a substantial gun collection in the house (including some pieces belonging to my great grandfather). My wife and I carry 24/7 and one of us is always open carrying at home. However, we all know that convicted felons cannot have access to a firearms. I still keep everything locked up, but during visits I have to switch to deep carry mode. I don't want to risk the temptation, and running afoul of the law. It is specially hard when we visit them as they are not allowed to have any guns in the house.
Does anyone else here have a similar situation?
How do you deal with it?


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October 3, 2005
The Honorable Richard Baker 341 Cannon House Office Building Washington, DC 20515
Dear Representative Baker:
On behalf of the Credit Union National Association (CUNA), which represents nearly 9,000 credit unions and their 87 million credit union members, I would like to commend you for your leadership in your efforts to address the needs of financial institutions in their efforts to help in the recovery for the victims of Hurricane Katrina.
CUNA has serious concerns that the recovery of affected credit unions, as well as assistance from other credit unions, will be significantly limited by restraints imposed on credit unions under prompt corrective action (PCA).
Currently under PCA, credit unions must meet statutory net worth requirements. In order to be well-capitalized a credit union must have 7% net worth, compared to the 5% leverage ratio required for well-capitalized banks and thrifts (Institutions must also meet any applicable risk-based net worth requirements.) If credit unions experience problems affecting their ability to sustain their net worth, they become subject to a number of sanctions imposed by the National Credit Union Administration (NCUA).
In the aftermath of Hurricane Katrina, a number of credit unions may be experiencing PCA concerns, due in part to the relocation of their membership, as well as to the uncertain future of their communities.
As structured under the current statute, NCUA has limited flexibility to work with credit unions that encounter PCA problems, even if those problems are the result of a catastrophe outside of their control. Also, NCUA may be required to impose net worth restoration plans on some credit unions in the affected areas, for which the credit unions would have to divert resources from their operations to rebuild and recover. Such plans also would provide the agency and the credit unions very few options in addressing extraordinary situations that have been spawned by Katrina.
Furthermore, consistent with the true cooperative nature of the credit union movement, many credit unions outside the hurricane's path are willing to help in a variety of ways such as purchasing loans from affected credit unions. However, their ability to help is seriously tempered by PCA, particularly in the era of problematic loans.
In light of this, CUNA has urged Congress to provide NCUA temporary authority to waive certain PCA requirements, consistent with safety and soundness for credit unions in the affected areas, as well as those seeking to provide assistance through the purchase of loans or other means. At the end of the recommended 18-month time frame, we ask that you give serious consideration to permanently extending this authority.
I would like to commend you and the other bill sponsors for listening to and addressing the needs of America's Credit Unions by introducing the Hurricane Katrina Financial Services Relief Act of 2005. Section 6 of this vital measure seeks to provide the NCUA with the forbearance on a case-by-case basis from taking action with respect to undercapitalized institutions, if the reduction in net worth or capital was directly caused by Hurricane Katrina and if the forbearance would facilitate recovery for a period of 18 months.
While we strongly endorse this bill, there a few changes that we recommend as it makes its way through the legislative process. Specifically:
Thank you for taking the initiative to make it easier for the affected credit unions to recover while assisting victims of Hurricane Katrina.
Please feel free to call on me or my staff if you have any questions or if we can be of further assistance in this important effort.
Sincerely,Daniel A. Mica President & CEO Credit Union National Association


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by Manutd016 » Sun Apr 11, 2004 11:38 am
by Amazinz » Sun Apr 11, 2004 11:53 am
Pedantic wrote:An ERA of INF is not explicitly infinity. A better term to use would be undefined.
by Slapweasel » Sun Apr 11, 2004 12:04 pm
ERA is determined by the following calculation: Multiply the number of earned runs by nine. Then divide by the number of innings pitched. Example: If your staff gives up 15 earned runs in 50 innings, your staff ERA is 2.90. (15 x 9 = 145. 145/50 = 2.90) A starter who has a high ERA for lots of innings will hurt your overall ERA more than a reliever who has the same high ERA for only a few innings
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Tesla's exploded Model S Alpha Build Prototype is an incredible display that piqued the curiosity of many Detroit Auto Show attendees. The prototype is the exact model that engineers are using in the vehicle's first testing phase. Tesla's engineers relay that the new vehicles are being subjected to extreme conditions that guarantee the effectiveness of the brakes, suspension, driving dynamics, fit and finish, and safety requirements.
This body structure of the new vehicle captures Tesla's new in-house-design platform, which is anticipated to give way to other variations, such as an SUV. The structure uses an innovative spot welding system, which helps save weight, enhancing the range that can be achieved by the electric vehicle. The low center of gravity is achieved via light-duty sway bars, which improve the ride quality and reduce overall noise and vibration. Another special feature of the new Model S is the Tesla-designed suspension system, which will be suited for mass manufacturing.


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Festivals and Events
Ballydehob has five annual festivals and a variety of community activities in-between. You'll be able to keep up with what's happening here on ballydehob.ie, and you can find details about our major events below:
St Patricks Day Parade
Ballydehobs first St Patricks Day Parade in many years was a great success in 2011. Leading the parade was local lady and bar owner, Nell Levis. Nell was born in 1909 and worked and ran the family bar come shop with her late sister Julia and late brother Michael, a keen farmer. Nell was 102 on the 1st March this year.
The local community was extensively involved with schools, youth groups, and various local voluntary clubs all participating. Vintage cars, tractors, and the local riding school also joined the celebration, and live music and Irish set dancing was all part of the fun.
Ballydehob St Pats Day Parade on RTE
The St. Patrick's Day Parade 2012 took place on Saturday March 17th at 12 noon. The parade was another great success and this year was lead by Steve Redmond our local open water swimming champion
Féile Átha Dá Chab – Irish Traditional Music Festival
Wide-ranging events also included an all star concert, session trails, music, song and dance workshops, a singing session, a Ceili and Sean Nós Dancing workshops.
The 6th annual Ballydehob Trad Festival was held in the village of Ballydehob, Co. Cork from 30th March to 1st April 2012 and was a feast of traditional Irish music and dance.
Famous musicians from both locally and farther afield came to the festival. There was a wide range of events including an all star concert; session trails; music, song and dance workshops; a singing session; a céilí and sean nós dancing workshops.
Ballydehob Jazz Festival
The Ballydehob 9th Annual Jazz Festival will take place from 2nd – 4th May 2014.
For a full programme of events visit the website: Ballydehobjazzfestival.org
The Fastnet Maritime and Folk Fest
There is a new festival added to the calendar in Ballydehob – the Fastnet Maritime and Folk Fest on 15-17 June 2012. It is an international festival featuring maritime and other folk music including Sea songs, shanties, dance and craft displays, workshops, sea song writing competition, busking, pub music gigs, Irish trad sessions and more.
The following guests took part;
Andrew McKay and Carol Etherton
Pat Sheridan
Free Spirit
Cork Singer's Club
Riggerloftets Shanty Choir from Norway
Tim Browne
Chris Wilson and Anne Alderson
Mary Tisdall and Tom O' Sullivan
Conor and Jessie Anthony
Pat Fleming and Maria Cotter
Visit the website for further details
Ballydehob Summer Festival
Ballydehob Summer Festival took place from Sunday 12th to Sunday 19th August, 2012 with Old Boats arriving at the pier on Saturday 18th. It was great fun for all the family, and many people also traveled into the village to enjoy the activities. Live music, street parade and games, pub quizzes and much more.
Old Time Threshing & Vintage Weekend
Ballydehob Old Time Threshing & Vintage Weekend celebrates the historic traditions of rural Ireland and West Cork in particular.
The vintage weekend will take place in 27th & 28th October 2012
For more information visit the events page


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From Wikipedia, the free encyclopedia - View original article
Instructional Design (also called Instructional Systems Design (ISD)) is the practice of creating "instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing."[1] The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Ideally the process is informed by pedagogically (process of teaching) and andragogically (adult learning) tested theories of learning and may take place in student-only, teacher-led or community-based settings. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation. As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology, though recently Constructivism (learning theory) has influenced thinking in the field.[2][3][4]
During World War II, a considerable amount of training materials for the military were developed based on the principles of instruction, learning, and human behavior. Tests for assessing a learner's abilities were used to screen candidates for the training programs. After the success of military training, psychologists began to view training as a system, and developed various analysis, design, and evaluation procedures.[5]
Era | Media | Characteristics | Outcome |
1900s | Visual media | School museum as supplementary material (First school museum opened in St. Louis in 1905) | Materials are viewed as supplementary curriculum materials. District-wide media center is the modern equivalent. |
1914-1923 | Visual media films, Slides, Photographer | Visual Instruction Movement | The impact of visual instruction was limited because of teacher resistance to change, quality of the file and cost etc. |
Mid 1920s to 1930s | Radio broadcasting, Sound recordings, Sound motion pictures | Radio Audiovisual Instruction movement | Education in large was not impacted. |
World War II | Training films, Overhead projector, Slide projector, Audio equipment, Simulators and training devices | Military and industry at this time had strong demand for training. | Growth of audio-visual instruction movement in school was slow, but audiovisual device were used extensively in military services and industry. |
Post World War II | Communication medium | Suggested to consider all aspects of a communication process (influenced by communication theories). | This view point was first ignored, but eventually helped to expand the focus of the audiovisual movement. |
1950s to mid-1960s | Television | Growth of Instructional television | Instructional television was not adopted to a greater extent. |
1950s-1990s | Computer | Computer-assisted instruction (CAI) research started in the 1950s, became popular in the 1980s a few years after computers became available to general public. | The impact of CAI was rather small and the use of computer was far from innovative. |
1990s-2000s | Internet, Simulation | The internet offered opportunities to train many people long distances. Desktop simulation gave advent to levels of Interactive Multimedia Instruction (IMI). | Online training increased rapidly to the point where entire curriculums were given through web-based training. Simulations are valuable but expensive, with the highest level being used primarily by the military and medical community. |
2000s-2010s | Mobile Devices, Social Media | On-demand training moved to people's personal devices; social media allowed for collaborative learning. | The impact from both are too new to be measured. |
Cognitive load theory developed out of several empirical studies of learners, as they interacted with instructional materials.[17] Sweller and his associates began to measure the effects of working memory load, and found that the format of instructional materials has a direct effect on the performance of the learners using those materials.[18][19][20]
While the media debates of the 1990s focused on the influences of media on learning, cognitive load effects were being documented in several journals. Rather than attempting to substantiate the use of media, these cognitive load learning effects provided an empirical basis for the use of instructional strategies. Mayer asked the instructional design community to reassess the media debate, to refocus their attention on what was most important: learning.[21]
By the mid- to late-1990s, Sweller and his associates had discovered several learning effects related to cognitive load and the design of instruction (e.g. the split attention effect, redundancy effect, and the worked-example effect). Later, other researchers like Richard Mayer began to attribute learning effects to cognitive load.[21] Mayer and his associates soon developed a Cognitive Theory of Multimedia Learning.[22][23][24]
In the past decade, cognitive load theory has begun to be internationally accepted[25] and begun to revolutionize how practitioners of instructional design view instruction. Recently, human performance experts have even taken notice of cognitive load theory, and have begun to promote this theory base as the science of instruction, with instructional designers as the practitioners of this field.[26] Finally Clark, Nguyen and Sweller[27] published a textbook describing how Instructional Designers can promote efficient learning using evidence-based guidelines of cognitive load theory.
Instructional Designers use various instructional strategies to reduce cognitive load. For example, they think that the onscreen text should not be more than 150 words or the text should be presented in small meaningful chunks.[citation needed]. Design of activities to engage learners follow concepts such as chronogogy (time-lead) learning design for online education to help facilitate learning activities around learner's schedules and access behaviour on online environments. The designers also use auditory and visual methods to communicate information to the learner.
Gagné's instructional theory is widely used in the design of instruction by instructional designers in many settings, and its continuing influence in the field of educational technology can be seen in the more than 130 times that Gagné has been cited in prominent journals in the field during the period from 1985 through 1990.[28] Synthesizing ideas from behaviorism and cognitivism, he provides a clear template, which is easy to follow for designing instructional events. Instructional designers who follow Gagné's theory will likely have tightly focused, efficient instruction.[29]
Robert Gagné classified the types of learning outcomes. To identify the types of learning, Gagné asked how learning might be demonstrated.[30] These can be related to the domains of learning, as follows:
Gagné, & Driscoll elaborated on the types of learning outcomes with a set of corresponding standard verbs:[31]
According to Gagné, learning occurs in a series of learning events. Each learning event must be accomplished before the next in order for learning to take place. Similarly, instructional events should mirror the learning events:
Some educators believe that Gagné's taxonomy of learning outcomes and events of instruction oversimplify the learning process by over-prescribing.[32] However, using them as part of a complete instructional package can assist many educators in becoming more organized and staying focused on the instructional goals.[33]
Robert Gagné's work has been the foundation of instructional design since the beginning of the 1960s when he conducted research and developed training materials for the military. Among the first to coin the term "instructional design", Gagné developed some of the earliest instructional design models and ideas. These models have laid the groundwork for more present-day instructional design models from theorists like Dick, Carey, and Carey (The Dick and Carey Systems Approach Model),[34] Jerold Kemp's Instructional Design Model,[35] and David Merrill (Merrill's First Principle of Instruction).[35] Each of these models are based on a core set of learning phases that include (1) activation of prior experience, (2) demonstration of skills, (3) application of skills, and (4) integration or these skills into real world activities. The figure below illustrates these five ideas.[35]
Gagné's main focus for instructional design was how instruction and learning could be systematically connected to the design of instruction. He emphasized the design principles and procedures that need to take place for effective teaching and learning. His initial ideas, along with the ideas of other early instructional designers, can be summed up in Psychological Principles in Systematic Development which was written by Roberts B. Miller and edited by Gagné.[36] Gagné believed in internal learning and motivation which paved the way for theorists like Merrill, Li, and Jones who designed the Instructional Transaction Theory,[37] Reigeluth and Stein's Elaboration Theory,[38] and most notably, Keller's ARCS Model of Motivation and Design (see below).
Prior to Robert Gagné, learning was often thought of as a single, uniform process.[39] There was little or no distinction made between "learning to load a rifle and learning to solve a complex mathematical problem".[39] Gagné offered an alternative view which developed the idea that different learners required different learning strategies.[39] Understanding and designing instruction based on a learning style defined by the individual brought about new theories and approaches to teaching.[39] Gagné 's understanding and theories of human learning added significantly to understanding the stages in cognitive processing and instructions.[39] For example, Gagné argued that instructional designers must understand the characteristics and functions of short-term and long-term memory to facilitate meaningful learning.[39] This idea encouraged instructional designers to include cognitive needs as a top-down instructional approach.[39]
Gagné (1966) defines curriculum as a sequence of content units arranged in such a way that the learning of each unit may be accomplished as a single act, provided the capabilities described by specified prior units (in the sequence) have already been mastered by the learner.[40]
His definition of curriculum has been the basis of many important initiatives in schools and other educational environments.[40] In the late 1950s and early 1960s, Gagné had expressed and established an interest in applying theory to practice with particular interest in applications for teaching, training and learning. Increasing the effectiveness and efficiency of practice was of particular concern.[40] His ongoing attention to practice while developing theory continues to have an impact on education and training.[40]
Gagné's work has had a significant influence on American education, and military and industrial training.[41] Gagné was one of the early developers of the concept of instructional systems design which suggests the components of a lesson can be analyzed and should be designed to operate together as an integrated plan for instruction.[41] In "Educational Technology and the Learning Process" (Educational Researcher, 1974), Gagné defined instruction as "the set of planned external events which influence the process of learning and thus promote learning.".[41]
The concept of learning design arrived in the literature of technology for education in the late 1990s and early 2000s[42] with the idea that "designers and instructors need to choose for themselves the best mixture of behaviourist and constructivist learning experiences for their online courses".[43] But the concept of learning design is probably as old as the concept of teaching. Learning design might be defined as "the description of the teaching-learning process that takes place in a unit of learning (eg, a course, a lesson or any other designed learning event)".[44]
As summarized by Britain,[45] learning design may be associated with:
Perhaps the most common model used for creating instructional materials is the ADDIE Model. This acronym stands for the 5 phases contained in the model (Analyze, Design, Develop, Implement, and Evaluate).
Brief History of ADDIE's Development – The ADDIE model was initially developed by Florida State University to explain "the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development activity."[47] The model originally contained several steps under its five original phases (Analyze, Design, Develop, Implement, and [Evaluation and] Control),[47] whose completion was expected before movement to the next phase could occur. Over the years, the steps were revised and eventually the model itself became more dynamic and interactive than its original hierarchical rendition, until its most popular version appeared in the mid-80s, as we understand it today.
The five phases are listed and explained below:[5]
Analyze – The first phase of content development is Analysis. Analysis refers to the gathering of information about one's audience, the tasks to be completed, how the learners will view the content, and the project's overall goals. The instructional designer then classifies the information to make the content more applicable and successful.
Design – The second phase is the Design phase. In this phase, instructional designers begin to create their project. Information gathered from the analysis phase, in conjunction with the theories and models of instructional design, is meant to explain how the learning will be acquired. For example, the design phase begins with writing a learning objective. Tasks are then identified and broken down to be more manageable for the designer. The final step determines the kind of activities required for the audience in order to meet the goals identified in the Analyze phase.
Develop – The third phase, Development, involves the creation of the activities that will be implemented. It is in this stage that the blueprints of the design phase are assembled.
Implement – After the content is developed, it is then Implemented. This stage allows the instructional designer to test all materials to determine if they are functional and appropriate for the intended audience.
Evaluate – The final phase, Evaluate, ensures the materials achieved the desired goals. The evaluation phase consists of two parts: formative and summative assessment. The ADDIE model is an iterative process of instructional design, which means that at each stage the designer can assess the project's elements and revise them if necessary. This process incorporates formative assessment, while the summative assessments contain tests or evaluations created for the content being implemented. This final phase is vital for the instructional design team because it provides data used to alter and enhance the design.
Connecting all phases of the model are external and reciprocal revision opportunities. As in the internal Evaluation phase, revisions should and can be made throughout the entire process.
Most of the current instructional design models are variations of the ADDIE process.[48]
An adaptation of the ADDIE model, which is used sometimes, is a practice known as rapid prototyping.
Proponents suggest that through an iterative process the verification of the design documents saves time and money by catching problems while they are still easy to fix. This approach is not novel to the design of instruction, but appears in many design-related domains including software design, architecture, transportation planning, product development, message design, user experience design, etc.[48][49][50] In fact, some proponents of design prototyping assert that a sophisticated understanding of a problem is incomplete without creating and evaluating some type of prototype, regardless of the analysis rigor that may have been applied up front.[51] In other words, up-front analysis is rarely sufficient to allow one to confidently select an instructional model. For this reason many traditional methods of instructional design are beginning to be seen as incomplete, naive, and even counter-productive.[52]
However, some consider rapid prototyping to be a somewhat simplistic type of model. As this argument goes, at the heart of Instructional Design is the analysis phase. After you thoroughly conduct the analysis—you can then choose a model based on your findings. That is the area where most people get snagged—they simply do not do a thorough-enough analysis. (Part of Article By Chris Bressi on LinkedIn)
Another well-known instructional design model is The Dick and Carey Systems Approach Model.[53] The model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction.
Dick and Carey made a significant contribution to the instructional design field by championing a systems view of instruction, in contrast to defining instruction as the sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes".[53] The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:
With this model, components are executed iteratively and in parallel, rather than linearly.[53]
Another instructional design model is the Instructional Development Learning System (IDLS).[54] The model was originally published in 1970 by Peter J. Esseff, PhD and Mary Sullivan Esseff, PhD in their book entitled IDLS—Pro Trainer 1: How to Design, Develop, and Validate Instructional Materials.[55]
Peter (1968) & Mary (1972) Esseff both received their doctorates in Educational Technology from the Catholic University of America under the mentorship of Dr. Gabriel Ofiesh, a founding father of the Military Model mentioned above. Esseff and Esseff synthesized existing theories to develop their approach to systematic design, "Instructional Development Learning System" (IDLS).
Also see: Managing Learning in High Performance Organizations, by Ruth Stiehl and Barbara Bessey, from The Learning Organization, Corvallis, Oregon. ISBN 0-9637457-0-0.
The components of the IDLS Model are the following:
Other useful instructional design models include: the Smith/Ragan Model,[56] the Morrison/Ross/Kemp Model[57] and the OAR Model of instructional design in higher education,[58] as well as, Wiggins' theory of backward design.
Learning theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials.
Motivation is defined as an internal drive that activates behavior and gives it direction. The term motivation theory is concerned with the process that describe why and how human behavior is activated and directed.
Motivation Concepts Intrinsic and Extrinsic Motivation
John Keller[61] has devoted his career to researching and understanding motivation in instructional systems. These decades of work constitute a major contribution to the instructional design field. First, by applying motivation theories systematically to design theory. Second, in developing a unique problem-solving process he calls the ARCS Motivation.
The ARCS Model of Motivational Design was created by John Keller while he was researching ways to supplement the learning process with motivation. The model is based on Tolman's and Lewin's expectancy-value theory, which presumes that people are motivated to learn if there is value in the knowledge presented (i.e. it fulfills personal needs) and if there is an optimistic expectation for success.[62] The model consists of four main areas: Attention, Relevance, Confidence, and Satisfaction.
Attention and relevance according to John Keller's ARCS motivational theory are essential to learning. The first 2 of 4 key components for motivating learners, attention and relevance can be considered the backbone of the ARCS theory, the latter components relying upon the former.
Attention: The attention mentioned in this theory refers to the interest displayed by learners in taking in the concepts/ideas being taught. This component is split into three categories: perceptual arousal, using surprise or uncertain situations; inquiry arousal, offering challenging questions and/or problems to answer/solve; and variability, using a variety of resources and methods of teaching. Within each of these categories, John Keller has provided further sub-divisions of types of stimuli to grab attention. Grabbing attention is the most important part of the model because it initiates the motivation for the learners. Once learners are interested in a topic, they are willing to invest their time, pay attention, and find out more.
Relevance: Relevance, according to Keller, must be established by using language and examples that the learners are familiar with. The three major strategies John Keller presents are goal oriented, motive matching, and familiarity. Like the Attention category, John Keller divided the three major strategies into subcategories, which provide examples of how to make a lesson plan relevant to the learner. Learners will throw concepts to the wayside if their attention cannot be grabbed and sustained and if relevance is not conveyed.
Confidence: The confidence aspect of the ARCS model focuses on establishing positive expectations for achieving success among learners. The confidence level of learners is often correlated with motivation and the amount of effort put forth in reaching a performance objective. For this reason, it's important that learning design provides students with a method for estimating their probability of success. This can be achieved in the form of a syllabus and grading policy, rubrics, or a time estimate to complete tasks. Additionally, confidence is built when positive reinforcement for personal achievements is given through timely, relevant feedback.
Satisfaction: Finally, learners must obtain some type of satisfaction or reward from a learning experience. This satisfaction can be from a sense of achievement, praise from a higher-up, or mere entertainment. Feedback and reinforcement are important elements and when learners appreciate the results, they will be motivated to learn. Satisfaction is based upon motivation, which can be intrinsic or extrinsic. To keep learners satisfied, instruction should be designed to allow them to use their newly learned skills as soon as possible in as authentic a setting as possible.
Although Keller's ARCS model currently dominates instructional design with respect to learner motivation, in 2006 Hardré and Miller[63] proposed a need for a new design model that includes current research in human motivation, a comprehensive treatment of motivation, integrates various fields of psychology and provides designers the flexibility to be applied to a myriad of situations.
Hardré[64] proposes an alternate model for designers called the Motivating Opportunities Model or MOM. Hardré's model incorporates cognitive, needs, and affective theories as well as social elements of learning to address learner motivation. MOM has seven key components spelling the acronym 'SUCCESS'- Situational, Utilization, Competence, Content, Emotional, Social, and Systemic.[64]
This article contains embedded lists that may be poorly defined, unverified or indiscriminate. (December 2010) |
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4 fight nightkingofpop | 07/06/2009 | See all kingofpop's reviews (1)i think its ok a few new boxers but one main thing is that you cantpress the x,triangle,square or circle buttons to puch you have touse the analog which is dissapointing for me . .. . .
4 controlsmrknmke | 24/06/2009 | See all mrknmke's reviews (3)brill game , hav to say tho , i cant seem to move my fighter away from the other guy when they get to close , making it harder to throw some jabs and dance around him , ali style .also my mates hate the removal of the buttons and just wana play fnr3 , so kinda a waste of cash :(


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This is the new product that is supposed to be based on negative and positive ion attraction. Basically it works as an airbrush foundation without the mess of spray where you don't want it eg eyebrows or hair. I got it in the lighest color #1(there are only four)and the color match is very good-only enough yellow to counteract my Retin-A redness. After the slight rigamarole of setting it up,which they did in Saks,it was very easy to use. I put it on over my usual Laura Mercier oil-free tinted moisturizer(porcelain). It covered well and evenly,toned down and evened out my redness and I only needed a MINIMUM of concealer- here and there-which is not my usual-I use a lot. So this may be the one for me. It is pricey as a starter at $150(USD)for the compact with one fill.The refills are $40 each but done two to a pack for $80 so they get maximum dollar-a little annoying. I will see how long it really lasts and update this and any other problems if they arise.
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text: Alessandro suggests a replacment perl command for the sed one also near the bottom. I'll keep you guys posted.... > -----Original Message----- > From: rubini at arcana.linux.it [mailto:rubini at arcana.linux.it]On Behalf Of > Alessandro Rubini > Sent: Thursday, July 26, 2001 05:14 > To: gpm at lists.linux.it > Cc: jason at tommyk.com > Subject: Re: FW: [Bug 12] gpm-1.19.3 > > > > Thanks for your report. > > It's interesting to hear once again that people is fixing stuff > without any coordination with upstream. Actually, that's one of > the reasons that made me drop the project. > > > There is two real questions I have here. One: Is the change > > from OPEN_MAX > > to FOPEN_MAX in special.c a "good thing?" > > I don't know, I'll let the new maintainer reply about this :) > Obviously, you need to preserve compatibility with previous libc > version, so > this must be considered as well. Was this to fix a glibc-2.2.x or gcc-3.x prob? > > Two: Should we try and come up with a change to the configure > > script so that > > it detects if TeTex is installed and if it's not then will just skip > > installing the info files (with a warning preferably) > > I don't think so. Since the published tarball already includes > compiled docs, you don't need to recompile them. There is a bug in the > doc/Makefile that prevents stuff from being recompiled. I fixed it in > later packages of mine (that have a similar structure) but this > happened after I gave over with gpm, so I never backported the > fix. It's trivial, though, and I'm sure Nico, the new maintainer, will > find it readily. I'll wait a bit to see if Nico replys and if he doesn't I'll ask Alessandro for his patch. > > >> sed s/OPEN_MAX/FOPEN_MAX/ special.c > special.c~ && > >> mv special.c~ special.c && > > why not > perl -p -i -e s/OPEN_MAX/FOPEN_MAX/ special.c > ? > > /alessandro Seems like a good replacment to me. ~Jason -- +------------------+ | Jason at tommyk.com | +------------------+


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AC Joint osteolysis is essentially a stress fracture of the outer end of the clavicle (collarbone), where it joint the AC joint.
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Local Government Central
Electronic Disposal Reporting System (eDRS)
21st Century disposal reporting is here!
Revised Disposal Reporting System (DRS) regulations became effective January 1, 2006, requiring solid waste facilities to track and report new DRS data to county disposal coordinators, who then report to the California Integrated Waste Management Board (Board). To simplify the reporting process for both the new and continuing data requirements, the Board has developed a modern electronic Disposal Reporting System (eDRS).
The new system automates data entry processes, simplifies the required dissemination of data, and provides jurisdictions with more timely access to disposal information. Counties who use eDRS will no longer need to print out disposal reports and send them to every jurisdiction that disposes solid waste within their boundaries, only to resend those reports every time the data is revised.
eDRS offers counties two convenient options for submitting required quarterly solid waste disposal reports with the Board over a secure Internet connection.
- Online live data entry system: Uses a standard Internet browser. You log into our secure web pages and enter data directly into the Board-maintained eDRS database. The system helps you check your data and reduce errors before you file with the click of a mouse.
- Online upload: Using our data format, you upload a Microsoft Excel spreadsheet directly into the Board-maintained eDRS database. The spreadsheet is instantly pulled into the Board's database and checked for errors before you enter facility summary information, and then you confirm the filing with the click of a mouse. The Data Entry section below provides details on data fields necessary for the upload. An upload Excel template is available as "Data Specification Template for Electronic Upload of Quarterly County Disposal Reports" also under the Data Entry section.
Regardless of which method you use to send us your disposal data, your jurisdictions will be able to log into the Board eDRS system any time to see their most current disposal figures.
Counties win because their disposal reporting responsibilities to jurisdictions are streamlined; jurisdictions disposing in your county win because they can access current data any time.
Counties which intend to use the web-based data entry system need do nothing to prepare. Counties which intend to use the upload system will need to format their disposal data correctly. Toward that end, Board staff has prepared helpful documents that fully accommodate the new data types specified in the DRS regulations package which became effective January 1, 2006.
Data Entry (Jurisdiction Allocations)
- County Data Reporting Specification for eDRS (MS Word, 203 KB). This document lists and describes each data field necessary for a successful download. This document specifies the length and type of data appropriate to each field (text or numbers).
- Data Specification Template for Electronic Upload of Quarterly County Disposal Reports (MS Excel, 19 KB). Here, the data specification formats are converted to an Excel template. Your Excel spreadsheet must match this template for a successful upload. Please note that there must be no worksheets in the download file other than the one containing the eDRS information, regardless of whether those worksheets are blank or not.
- Sample Data File for Electronic Upload of Quarterly County Disposal Reports (MS Excel, 25 KB). This document should help you envision what a correctly formatted file will look like prior to upload.
Quarterly Summaries by Facility
- Landfill Quarterly Summary Information Template with Instructions (MS Excel 39 KB). Agencies may use this template to submit facility summary information to the Board via e-mail, fax, or mail. Counties may wish to use the template to assist them with inputting the facility summary information directly into eDRS.
- The DRS templates page includes additional templates, including scale exemption and station notification templates.
Where to Go for Help
If you need help formatting your data to meet the Board specification for upload or have eDRS training needs, please contact the DRS team at firstname.lastname@example.com.
Disposal Reporting System, http://www.calrecycle.ca.gov/LGCentral/DRS/
Disposal Reporting Coordinator: firstname.lastname@example.com


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Pinker to lecture at UVa-Wise in September
Pinker, a best-selling author and scientist, will deliver the 2012 Colgate Darden Lecture on Friday, Sept. 28 at 7 p.m. in the David J. Prior Convocation Center at The
University of Virginia's College at Wise.
He is the Johnston Professor of Psychology at Harvard and has also taught at Stanford and MIT. One of the world's leading cognitive scientists, Pinker translates groundbreaking research into writing that is accessible to the general reader. His most recent book, "The Better Angels of Our Nature: Why Violence Has Declined," was named one of the 100 most notable books of 2011 by The New York Times. His other works include "The Blank Slate" and "How The Mind Works," both bestsellers and finalists for the Pulitzer Prize. Pinker's acclaimed work on language includes "The Language Instinct," "Words and Rules" and "The Stuff of Thought: Language as a Window into Human Nature."
native of Montreal, Pinker was recently named one of TIME magazine's "100 Most
Influential People in the World." Known
for his verve, wit and profound ideas—many of them explained by referencing pop
culture—Pinker helps non-specialists understand the science behind human
thought and action. He is a fellow of
the Academy of Arts and Sciences and the American Association for the
Advancement of Science. Pinker has won a
number of teaching prizes and was named among Newsweek's "100 Americans for the
Next Century." His research on visual
cognition and the psychology of language has received numerous awards,
including the Troland Award from the National Academy of Sciences.
Pinker graduated from Dawson College in 1971. He received a Bachelor's Degree in psychology at McGill University in 1976 and earned a Ph.D. in experimental psychology at Harvard University in 1979. In 2006, Pinker received the American Humanist Association's "Humanist of the Year" award for his contribution to public understanding of human evolution.


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Select from the options below to learn more about the BIGFORK area...
Local Businesses
Photo courtesy: John Ansotegui
Bigfork Summer Playhouse
Photo courtesy: Bigfork Summer Playhouse
Wayfarers State Park
The name Bigfork is derived from the Salish name for the area. There are reports of a homestead and orchard immediately north of Bigfork as early as 1885. Everit L. Sliter set out 500 apple, cherry, plum and pear trees in 1892 on Flathead Lake's east shore. In 1902. he platted the Bigfork townsite at the mouth of the Swan River. The east shore has since become a major cherry growing area. Wayfarers State Park lies just south of town.(Copyright 2009, Montana Historical Society: Montana Place Names from Alzada to Zortman, Montana Historical Society Research Center Staff)
Bigfork has been distinctly honored with designations in the following publications: The 50 Great Towns in the West, 100 Best Small Art Towns, The Great Towns of America, and National Geographic Guide to Small Towns Escapes. Bigfork is an exceptionally lovely, upscale, year-round resort village that is brimming with art galleries, fine restaurants, golf, high-end boutiques, and live theater.
Bigfork is located on the Flathead Lake in the center of an outdoor enthusiast's paradise with plenty of fishing, boating and hiking opportunities to enjoy. Located in the community is the impressive and challenging Eagle Bend Golf Course.
The Bigfork Summer Playhouse is considered one of the Northwest's finest repertory theaters. The fast-paced, light singing, dancing and acting provide great family entertainment. The Broadway musicals which are presented Monday through Saturday feature some of the most outstanding young talent in the country.
Bigfork is the gateway to the 91-mile Seeley-Swan Scenic Drive. 'The Swan' runs between two majestic mountain ranges, past pristine lakes and heavily wooded slopes.
Tourism and cherry orchards now support the local economy.


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Sorry this item is currently sold out. Please use this discount coupon for an additional 5% off during checkout:
The Patagonia Nano Puff Pullover Jacket is an excellent choice for all types of weather and is just as useful being worn as an outer layer as it is a mid-layer. Its weather resistant shell can keep even a heavy snowstorm or rainfall from penetrating and its PrimaLoft polyester insulation will keep you warm the entire time. The Nano Puff Pullover Jacket also can be packed into a small pocket with little effort. If you''re looking for a replacement jacket or an added layer to your clothing then this is the jacket for you.
Nano Puff Pullover


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For many of you, as pictures from the White House and Ground Zero celebrations began to appear, I'm sure thoughts of where you were, came flying back....for me, I even remember the small details, We were doing a refinance on the house...the dog had a vet appointment, the all clear that my sister was fine (she lived in NYC at the time) are things i'll never forget. I vividly remember seeing my daughter, two months old, lying in her crib...wondering about her future. But i REALLY remember coming to the studio that day. It's a feeling i still can't explain to this day...the paranoia about driving into a major city, under the Pru....eerie...How we were going to handle all of this on the radio.
I was in this very studio when i heard Alan Jackson perform "where were you" on TV and i knew, somehow ,we had to get the song on the radio the next day...One of the things i saved from that day was the "USA Today". It's a closeup of the explosion of one of the Towers on the front page. I took it out today. It has the feel and smell of a newspaper that starting to age. So when my daughter who was in the crib that day came home from school this afternoon (4th grade), I showed her that paper...I'm not sure the magnitude of the day was totally clear to her, but i think she got the idea. Oddly, the show i settled on last night was Ken Burns "The War" and they were interviewing people on the impact of Pearl Harbor. I understand it, but it doesn't have the impact that 9/11 does to me...because like many of you. It seems like yesterday, even approaching ten years later.
Never Forget
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Bossier City, La (KMSS) — The Bossier Sheriff's Office is showing their support the 2nd Amendment with a handgun safety training class next month.
On March 5, the department will offer to Bossier Parish residents a gun and safety familiarization class.
The class will run from 6:00 – 9:00 p.m. at the Viking Drive Substation, located at 2510 Viking Drive in Bossier City. This will not be a shooting class, but an explanation on how to safely handle your handgun. Participants will be allowed to bring their own gun to the class, but it's not required for attendance. DO NOT BRING A LOADED WEAPON OR AMMUNITION.
"As a strong supporter of the entire 2nd Amendment and the right to bear arms, I want our citizens to know how to safely operate and maintain their own handguns," said Bossier Sheriff Julian Whittington.
The class is limited to 30 persons, offered free of charge and is open to Bossier residents 21 years of age and older. Call the North Louisiana Criminal Justice Academy at 965-3525 to register.


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Price: $1.99
Version Reviewed: 1.0.0
Reviewed on: iPhone 3GS
iPhone Integration Rating:
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If you're familiar with Twitter or indeed have an account yourself, it's more than likely that you'll know about or use Hootsuite. Hootsuite is a web-based service provided by Vancouver-based interactive agency Invoke Media, which unlike Twitter.com, provides tools to allow you to add schedules to your tweets. In the beginning, Twitter was seen as "instantaneous thoughts" .. meaning you didn't think about what you were putting down beforehand, you just did it. Off the cuff, with not a care in the world.
Hootsuite destroys this "old" way of thinking, and instead replaces it with one which allows you to think about a tweet in advance, save it and then set it to be published at a later date. Yesterday, Hootsuite announced Hootsuite for iPhone, and as of now, it's officially the first iPhone application to allow the scheduling of tweets. Set to hit in a few hours in the US, but already available in Europe, Hootsuite is a well designed version of the online interface we all know and love. In order to use the app though you'll first need an account at Hootsuite.com. If you don't already have one, you can create one straight from within the app. Once you've created an account, you'll then have to add your Twitter account(s), and once that's done you're ready to roll. The main screen of Hootsuite is just like any other Twitter client. It has various options which allow you to see different sections of your Twitter account. These include: Home Feed (the global timeline of people you follow), Mentions, Direct Messages (Inbox), Direct Messages (Outbox), Sent Tweets (your stream) and Favorite Tweets (tweets you've favourited). Tapping any of these sections will display the information in a timeline-like view, similar to that of Tweetie. Talking of similar to Tweetie, remember Tweetie 2's signature 'swipe down to refresh' timeline refresh mechanism? Well, Hootsuite for iPhone has that too. I'm not sure if that's a good thing or not, but yeah.
See the thing is, Hootsuite isn't just for scheduling, it's a basic Twitter client too. In my opinion, they should have left Hootsuite at scheduled tweets, because even though they've attempted to incorporate the basic functions of a Twitter client, it's lacking. For one, it doesn't show conversations. It doesn't have landscape, and it's probably not as customizable as many would of liked. On the plus side, it does incorporate the official re-tweet API, and you can burrow down into your timeline to singe tweets and single out options for these individual tweets.
Navigation within the app is simple but elegant. For example, entering 'Mentions' you can swipe right to enter 'Direct Messages (Inbox),' or swipe left for 'Home Feed'. The position of where you are in the app is shown by a set of 'homescreen-like' dots, located just above the apps tab bar. Along the bottom you'll find four tabs. These include: Streams, Stats, Search and Settings. Starting with Streams, this is the 'main screen' of HootSuite for iPhone, providing the sections we talked about above. Next though, is Stats. This is really nice. By default, Hootsuite uses it's universal URL shortening service 'Ow.ly' to shorten links within tweets sent from the Hootsuite web interface .. and the iPhone app is no different. What's great though is the app actually sniffs out Ow.ly URLs in your steam, and displays graphic-based stats based on the amount of clicks and ratings you got for that particular link. These stats include a graphic of clicks, total clicks, user ratings and the date that tweet was created. Something which I think every iPhone based Twitter client should incorporate in the future. It's slick.
The search tab on the other hand allows you search for keywords, surf the current Twitter trending topics, as well see your recent searches. The settings tab allows you to modify your Hootsuite account details, as well as any Twitter accounts you have configured. You also have the option to send out various 'Hootsuite Love' tweets, expressing your love for the app, as well as send Feedback to the developers.
Hootsuite for iPhone could have been great, but with it's intermittent crashing and basic Twitter client feature omissions, I can't help but think it's not worth it's price, yet. That said, it is what it's good at – scheduling tweets – and with that, its it's own App Store first right there.
Summing up, in my opinion Hootsuite is for the general Twitter power user. For someone who cares about the content they publish to their stream daily, Hootsuite will allow you schedule when and how that happens. The best use of Hootsuite I can see is setting tweets up to publish when you're away from or can't access your usual Twitter client. When you're asleep, for example.
But, I really think this was intended to be used alongside your favourite client, rather than become a stand-alone client itself. Currently, it won't stand up to something like Tweetie. To be frank, it's just too buggy! Hopefully we'll see an update shortly, as I think the potential this had is just great.
Tagged with: Hootsuite, iphone, Scheduled tweets, twitter


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Top 10 Weirdest Looking Fish Ever Caught
Beautiful, ugly, weird-looking – it's all in the eye of the beholder when it comes to fish. One person may look at a largemouth bass and see nothing strange about it, but someone from across the planet would marvel at its unbalanced huge mouth-to-body-size ratio or odd colorings. So not every fish look strange to everyone, but there are certainly some out there that would make anyone's most weird-looking fish list, no matter where they're from. The seven fish below are some of the weirdest looking fish anglers have ever caught, either by accident or on purpose.
Take a look at that snout! The hogfish is a colorful member of the wrasse family, possessing a protruded snout, ideal for searching out crustaceans buried in the ocean floor. Not only is it weird looking, it also is one of those rare animals that changes sex during its life cycle, beginning out as a female before turning into a male after three years or so. They are found predominantly around Florida and the south Atlantic, reaching lengths of three feet and weighing no more than 25 pounds. The hogfish above is the 21-pound, 15-ounce South Carolina state record.
Tips and Tricks: Learn how to catch your own record fish here.
Perhaps there is no weirder looking fish in the ocean or more miserable, or uglier – than the blobfish. Making its home off the coast of Australia and Tasmania, the blobfish is a gelatinous mass without the typical swim bladders most other fish possess. To get around, it instead lets the natural ocean current move it along as it floats around just above the ocean floor at depths of over 2500 feet. They grow no more than a foot long, and not all that uncommon an accidental catch for anglers, though they are not at all a species regularly targeted.
Must See: Check out 10 of the most stunning sea creatures we know about here.
A paddlefish's face and head is the stuff of nightmares, but dont worry, despite their large mouths, they only feed on tiny zooplankton. Their elongated snout, known as a rostrum, can detect weak electrical fields, aiding them in their search for food. The American paddlefish is one of the largest freshwater fish in North America, capable of reaching five feet in length and weigh over 100 pounds. Found in many river systems across central U.S., the paddlefish is unique for gamefish as they are not taken by conventional rod-and-reel approach. Instead, bowfishing, spear, and snagging are the primary ways to catch a paddlefish.
Must Read: Read 8 reasons why you may be missing out on the time of your life here.
Ocean Sunfish
These odd-looking fish hold the distinction as being the heaviest bony fish in the world, capable of weighing well over 2,000 pounds. Their shape, however, is what truly sets them apart. They have a flattened body laterally, looking oval-shaped when seen head on, but as flat as paper from the side. An oversized dorsal and anal fin, combined with a long body, make it appear that the fish has been cut off from the back as they lack a lengthy tail fin of any kind. They can be found in temperate and tropical waters of every ocean in the world.
Alligator Gar
This prehistoric-looking fish is a popular target for anglers, especially in south central U.S. They can grow over eight feet in length and weigh over 300 pounds, and put up an excellent fight, whether by rod-and-reel or by bowfishing. The alligator gar is so named because of their mouth, which resemble the elongated snout and teeth of the large reptile. Not only are they a worthy foe for anglers and bowfishers, they are a tough fish in general, as they can survive outside of water for upwards of two hours. Their flesh is considered a delicacy in the U.S.
Learn More: Click here to see the top 10 most amazing prehistoric fish still alive today
The needlefish looks like a kind of gar, but they are an ocean-going fish that are typically smaller, rarely reaching a few feet in length. But dont let its size fool you: if you were to think alligator gar has caused more deaths then a needlefish, you would be wrong. Needlefish can make jumps out of the water at speeds approaching 40 miles per hour, and if you're standing in the wrong place and time, you could be accidentally speared by them. There have been two recorded deaths caused by needlefish, both as a result of a leaping needlefish one through the eye, and another through the heart.
Watch Video: Check out some incredible footage of fish to that to be reeled in so easily here.
Atlantic Scombrops
The Atlantic Scombrops – commonly called gnomefish – looks like someone who just saw something incredibly surprising, and didn't like it. It's huge eyes and not-so-flattering colors may make you think it wouldn't be very tasty, but gnomefish actually make a great meal. Anglers mostly fish for them between Florida and the Bahamas, in waters hundreds of feet deep.
Tune In: Check out Henry Waszczuk on Fins N' Skins here
You know you're a weird-looking fish if a popular nickname for you is vampirefish. The two long fangs on its lower jaw make it look like one of those fish found in the deepest, darkest parts of the ocean, but they are actually native to the Amazon Basin and Orinoco River in Venezuela. Those fangs can grow to be 4-6 inches long, pretty big for a fish that rarely grow much bigger than a foot. What do they use the big teeth for? Well if one of your primary targets is a piranha, another Amazon fish famous for its teeth, you'd do thankful to have some long, sharp teeth too.
Must See: If you need a little more variety in your quest for fish, then check out this list of the rarest and most mythical fish in the world here.
Also called a suckermouth catfish, plecostomus (or pleco for short) are large algae and dead fish eaters native to the tropical freshwaters of Central and South America. They are occasionally seen in the southern U.S., but they are considered a harmful invasive species. The term plecostomus means folded mouth, a fitting name for a fish that literally has a mouth that folds downwards, perfect for sucking down food along the surface of rocks and other structures. They can grow to be a couple feet in length, and are known to be rather territorial.
Behold the legendary sea serpent, a fish so rarely seen we hardly know it's distribution or population. Usually when oarfish are spotted, they are coming up to the surface on the verge of death. However, there have been reports of people accidentally catching an oarfish trying to fish for something else – the most recent example being a 40-year-old woman catching an 11-footer off the coast of England in 2003. These fish can grow much bigger than that, though, the largest a recorded length of 56 feet! And you thought marlins got big.
More Info: Check out the 18-foot long oarfish found off the shore of California and a second one found one week later here.
Giant Wels Catfish
Learn More »Giant Wels Catfish
Take a look at this monster wels catfish that was caught in the Po Delta, Italy.
7 Best Lakes to Catch Smallmouth Bass
Learn More »7 Best Lakes to Catch Smallmouth Bass
You can find smallmouth bass throughout much of North America, but for the very best, take a look at this list!
Two New Record Catches
Learn More »Two New Record Catches
Anglers fishing in Maryland started the new year off well by catching two new state records.


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Student Digest - (06/05/2014 @ 8:23 AM)
Furnished Rooms Available for Summer (Rachel Connelly)
Several furnished rooms are available for rent by the week at the Yellow House, 75 Harpswell Rd. Must be ok with shared living with other college students. $60 a week, 3 week minimum. Rooms are ready now through the end of August. Email email@example.com or call 207 837-9091


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SALEM, Ore. — A state ethics commission says, Governor John Kitzhaber can accept fees for delivering health-policy speeches.
The announcement was made Thursday, by the Oregon Government Ethics Commission, that the governor can earn outside income under a few conditions.
He will be allowed as long as he does it on his own time, does not use state resources and is not getting the opportunity to deliver the speeches solely because he is the governor.
A spokesman for Governor Kitzhaber says, the governor routinely was paid for speaking offers before his time in office, because he is a former emergency room physician and state legislator.