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In addition to the popular minds-on/hands-on Invent to Learn workshops already offered by Constructing Modern Knowledge, I'm pleased to announce a brand new set of exciting, informative, and practical workshops for schools, districts, and conferences for 2015. Family workshops are a fantastic way to build support for learning by doing in your school.
For more information, email email@example.com. Please include type (workshop, keynote, consulting, etc.), approximate dates, location, and any additional details. We'll get back to you ASAP!
New Workshops
PBL with littleBits™
littleBits are incredibly powerful snap-together electronic elements that allow learners of all ages to create a wide array of interactive projects. Arts and crafts meet science and engineering when littleBits are available for pro typing or creating super cool new inventions. In addition to knowledge construction with littleBits, participants will explore the following topics.
- What makes a good project?
- Effective prompt setting
- Project-based learning strategies for exploring powerful ideas
- Less Us, More Them
Wearable Computing
An LED, battery, and conductive thread can bring principles of electronics and engineering to learners of all ages. Interactive jewelry, bookmarks, and stuffed toys become a vehicle for making powerful ideas accessible to a diverse population of learners. More experienced participants may combine computer science with these "soft circuits" or "e-Textiles" to make singing suffer animals, animated t-shirts, jackets with directional signals, or backpacks with burglar alarms with the addition of the Lilypad Arduino or Flora microcontroller. Design, STEM, arts, and crafts come to life in this fun and exciting workshop!
Reycling and Robotics
This workshop uses the incredible Hummingbird Robotics Kit to show how a powerful and easy-to-use microntroller designed for the classroom, common electronic parts (motors, lights, sensors) may be combined with recycled "found" materials and craft supplies to create unique interactive robots from Kindergarten thru high school. Scratch and Snap! programming brings these creations to life. No experience is required to become a master robotics engineer! Cross-curricular project ideas will be shared.
Introduction to Microcontroller Projects and Arduino Programming
The Arduino open-source microcontroller is used by kids, hobbyists, and professional alike. Arduino is at the heart of interactive electronics projects and is perfect for classroom settings, but can seem intimidating to the initiated. This workshop introduces the foundational electronics, cybernetics and computer science concepts critical to learning and making with Arduino. The Arduino IDE programming environment will be demystified and other environments better suited for children, including Ardublocks and Scratch, will be explored. Strategies for teaching with Arduino will be shared.
Making and Learning in the Primary Years
Young children are natural inventors, tinkerers, and makers. This workshop builds upon the natural inclinations of young children by adding new "technological colors" to their crayon box. littleBits, Scratch, Turtle Art, Makedo, Makey Makey, Hummingbird robotics kits, LEGO WeDo, soft circuits and more can all enrich the learning process. Timeless craft traditions and recycled junk combine with emerging technology to create a greater range, breadth, and depth of opportunities for learning by doing. Strategies for effective scaffolding, classroom organization, and the use of exciting new technologies in a developmentally appropriate fashion will be discussed. Participants in this workshop will learn how such modern knowledge construction projects are wholly consistent with the best early childhood traditions and support current standards. Dr. Stager is a certified preschool thru eighth grade teacher and an expert in the Reggio Emilia approach.
Build and Program a Truly Personal Computer with the Raspberry Pi
The Raspberry Pi is a ultra low-cost Linux-based computer the size of a deck of playing cards that costs less than $40. It is capable of running open-source productivity software, like Open Office and Google Docs, plus programmed via Scratch, Turtle Art, or Python. You can even run Arduino microcontrollers, power a home-entertainment center, or run your own Minecraft server! Old USB keyboards. mice, TVs or monitors are recycled and repurposed to assemble your complete personal computer. Each participant in this workshop will setup, use, and program their Raspberry Pi in addition to discussing how it might be used across the curriculum. (materials fee applies)
Ah, balance!
Balance is the Fabreze of education policy. It is a chemical spray designed to mask the stench of a two year-old tuna sandwich found in the minvan with the artificial bouquet of an April rain dancing on a lily pad.
- Balanced literacy got us systemic phonics.
- Balanced math begot Singapore Math worksheets.
- Balanced standards produced The Common Core.
- Balanced policy debates produced No Child Left Behind and Race-to-the-Top
- A balanced approach to educational technology made computer science extinct in schools and has now taught two generations of children to find the space bar in a computer lab-based keyboarding class.
I could go on.
Balance is elusive. It is fake and lazy and cowardly and sad. Balance is embraced by those who don't know or can't/won't articulate what they truly believe. Balance fills the void left by the absence of alternative models and excellence. It is anonymous.
Educators are told that passion should be tempered. Every pedagogical idea is just fine as long as it is "for the children." We should just do our jobs and not complain about outrageous attacks on our dignity, paycheck, curriculum, working conditions, or the living conditions of the students we serve.
Balance fills the school day with mandates and directives and lots of interruptions that while offering an illusion of options make it impossible for a learner to focus on anything long enough to become good at it.
Balance teaches children that teachers are helpless pawns in a system they don't control or cannot understand.
Balance is the absentee parent of incrementalism. As educators take "baby steps" towards what they know is right or righteous they lead a long and meandering hike after which the followers cannot remember the original destination.
"This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism." (Martin Luther King, Jr., 1963)
Educators are to remain neutral and seek consensus at all-costs. Balance programs us to find the silver lining in tornados. There MUST be SOMETHING good in what Bill Gates or Sal Khan or any number of a million corporations with ED or MENTUM or ACHIEVE or VATION in their names happen to be peddling.
The laws of the political universe, and education is inherently political, greet each embrace of "balance" as ten steps in a more conservative direction. There is no balance – just weakness.
I urge you to read one of my favorite passages ever written about "balance" in education. It is from a lesser-known classic, On Being a Teacher," by the great American educator, Jonathan Kozol. Please take a few minutes to read, "Extreme Ideas."
Thinking and learning are strong proud words. When educational publishers or policy-makers seek to modify such terms, (re: design thinking, discovery learning, computational thinking…), the result seems less than the individual parts.
We get "design thinking" without any design; "computational thinking" without computation; "discovery learning" where the only acceptable discoveries are the ones the teacher (or textbook) already anticipated.
Increases in agency or student empowerment remain rhetorical and pedagogical progress, illusory.
I am too often reminded of the Sir Joshua Reynolds quote hanging all over Thomas Edison's laboratories, "There is no expedient to which a man will not resort to avoid the real labor of thinking."
Piaget teaches us that "knowledge is a consequence of experience." Schools and teachers serve students best when the emphasis is on action, not hypothetical conversations about what one might do if afforded the opportunity.
Papert was sadly correct when he said, "When ideas go to school, they lose their power."
Let's say that the lessons IDEO employees gleaned from designing the latest toothpaste tube could actually be applied to education (a preposterous supposition, but let's roll with it). By the time those ideas move from the latest blog post or conference workshop to the classroom, kids are left with an elaborate process in which brainstorming and affixing Post-It notes to walls becomes a means to solving hypothetical problems or PowerPoint reports about a topic they care little about for a non-existent audience.
Actions taken by the system, like school or classroom redesign or schedule redesign may be fantastically beneficial, but are too often conflated with the benefits of learning by being designing something personally meaningful. In other words, the adults may have learned something by being designers, but are depriving youngsters of that same quality of experience. At a time when learning is too often viewed as the direct causal result of having been taught, system-level design becomes conflated with student learning. Arranging ceiling lights in the shape of constellations to reinforce the STEM focus of the school is hardly the same as students learning science by being scientists. Doing science leads to richer learning experiences and is profoundly different from being taught about it in a room with pictures of scientists on the wall or carpet tiles arranged in fractal patterns.
Teachers, and by extension students, become consumed by hitting all of the steps in the "design process" and remembering those stages at the expense of deeper experiences in creativity, design, engineering, or computing. I am alarmed by how many schools celebrate that they allow kids to choose a topic to write a report about (paper, blog post, or PowerPoint) and then confuse such coercive, traditional, and inauthentic experiences with remarkable feats of empowerment or school reform.
It is sad and dangerous to give folks the illusion of agency without actual power or meaningful options.
A couple weeks ago, I received an email from a New York Times reporter asking to interview me about Mayor Bill DiBlasio's promise to end the ban on student cellphones in New York City public schools.. I replied immediately via email and called the reporter to tell her I was unavailable for a few hours, but that I provided my views on the subject via email from my iPhone. She agreed to call me later that day.
Alas, that call never occurred and my views didn't make the article.
So, instead of wasting 144 words, I'll share them below.
While there may be educational benefits of phone access, there are three primary reasons why the ban needs to be lifted.
1) it is unproductive to be arbitrarily mean to children. Schools would be well-served by lowering the antagonism level between children and adults.
2) Parents have legitimate safety fears and a right to contact their child. A child should be able to call for help or report their whereabouts to and from school.
3) It is unconscionable that poor children in NYC are being shaken down by vans parked outside schools charging kids to store their phones while in school – in many cases more than the cost of lunch.
When I enter a theatre or board a plane, I am asked politely to silence my phone. School should be no different, unless there is an educationally sound reason to use the phone.
Dr. Gary Stager is coauthor of the book, "Invent To Learn – Making, Tinkering, and Engineering in the Classroom." He is also a global expert on educational technology and veteran teacher educator.
Don't give up on schools, there is still much to be done
By Gary Stager
District Administration, Aug 2006
Dear Mr. Gates:
I write with great admiration and appreciation of your remarkable philanthropic efforts on behalf of health, poverty and education. Changing the world is a spectacular goal. Congratulations on your plans to dedicate more of your time to charity and on Warren Buffett's enormous contribution to the Bill and Melinda Gates Foundation's efforts.
I know nothing about infectious diseases, vaccines or sustainable agriculture. I defer to you and other experts on those topics. A recent Business Week cover story, Bill Gates Gets Schooled, was eye opening. That article reports the mixed success of your foundation's efforts in public school reform and your candid admission of disappointing results. It must be depressing to spend a billion dollars on school reform and all you got was a lousy t-shirt. I humbly share the following recommendations to help guide your future initiatives.
Decide what you believe
You and all your advisors should read Seymour Sarason's book, What Do YOU Mean by Learning? Sarason makes what should be an obvious observation that discussions of learning, teaching and school reform often fail to discuss what the stakeholders mean by learning. Without such a serious ongoing discussion, failure is predictable.
With all due respect, the Gates Foundation needs to decide what it means by learning and stop funding competing organizations. Investing in the Met Schools (see "Radical Reformer," November 2005, page 46) and Achieve, Inc., simultaneously is like funding both sides of a war.
Apparently it is rocket science
The Business Week article tells the story of a Denver High School that received Gates Foundation funds. The school was broken up into four smaller schools in an attempt to make schooling more personal and have fewer students fall through the cracks. However, the school's award-winning choir, a perennial source of pride and excellence, crumbled when students were dispersed to four different schools within the building. Surely, some smart adult could have figured out a plan to move children from one corner of a school to another for choir practice?
Schools are complex organisms full of unintended consequences
A recent Los Angeles Times article chronicled how the noble goal of breaking large high schools into small, more personal, learning communities does foster school pride. However, it also may cause those communities to become tribes hostile to one another and result in limited elective options for students.
The impossible is easy, the easy is often impossible
This is my axiom to explain the chaotic nature of schools. It may indeed be easier to build a residential campus in Paris for New York City ninth graders than to hire a French teacher for their neighborhood school.
When seeking clarity, ask yourself a simple question: "Would I proudly send my child to this school?"
Drop the business metaphors
Stop talking about schools as businesses and using terms like efficiency, productivity, supply chain and measurable outcomes. Such metaphors are weak and create needless tension among your "partners" in education.
Drop the school metaphors
The clich?s used by educators to describe their practices and objectives can prove just as stifling and counterproductive as business metaphors. Reflexive mantras like "Sage on the stage" and "You must invest in professional development" fail to acknowledge the complexities of education and provide alibis for failure.
Stop talking about results
Such short-term language may be appropriate for quarterly profit statements, but not education. Learning is messy, individual and natural. Schools do not manufacture widgets, but create an environment in which children and teachers may grow.
If you do wish to focus on results, be honest about what works. Education is notorious for having ideology trump evidence. Your talk of "more rigorous curriculum" and scores directly contradicts research funded by your foundation. The Met/Big Picture schools are wildly successful despite the complete absence of any traditional notion of curriculum. If you want results, build a lot more schools like the Met and let go of the fantasy of one-size-fits-all magical curricula.
You need to meddle
If you pay the bills, then you have a right and responsibility to run the school. A hands-off approach to schools you fund creates confusion among the stakeholders. Your support, insight, expertise and clear expectations must be apparent and consistent.
Work with the living and do no harm
You have acknowledged that it is easier and more effective to build new schools than fix some existing ones. Keep creating great schools where children can flourish and building models others can follow.
Solve the college readiness problem
If you find that preparing poor, urban, rural and minority students for college is too difficult, then build some colleges with open enrollment in those communities to offer opportunities students would otherwise be deprived of.
Admit that math education is a disaster
Almost nothing done in the past 50 years has helped students be more numerate. Work with Seymour Papert to invent a mathematics curricula that students could love, rather than coming up with tricks to help a few more memorize algorithms irrelevant to their lives and the complex world in which they learn. Computers have a clear role to play in learning about such sciences of complexity.
Show some courage
You are the richest man in the world. That's like having tenure. You may work without fear! You and Oprah spent two hours on television alerting the public that too many schools are failing too many children. However, you seem reluctant to discuss the underlying causes of poverty, inequitable funding formulas and the resegregation of our nation's public schools. The Gates-funded Manual Arts High School in Denver that has now closed was destroyed by the resegregation of the school. Civil rights are critical for students and you need to lend your voice to that struggle.
Education Secretary Margaret Spellings likes to say, "Schools are the same as they were 25 years ago." That is demonstrably false. I graduated high school 25 years ago and enjoyed a full-range of electives, three music classes per day, great bands, fabulous plays, no AP courses, little tracking and teachers did not soil themselves over the need to raise scores on deeply flawed standardized tests. The climate of fear, name-calling and punishment paralyzing schools today is a recent phenomena produced by those professing to help.
We will have achieved success when all schools are demonstrably great places where children prefer to be and authentic learning exceeds our expectations. I wish you well in your quest to create such a reality.
Gary Stager on International Ed Comparisons
John Dewey is Ours!
By Gary Stager
District Administration, Apr 2005
Put on your dunce caps! It's international education comparison season again. I know. I know… Eritrea is kicking our butt in long division. If we don't get tough quickly, all of our best fast-food jobs will be outsourced overseas.
During this somber season of atonement, assorted windbags take to the airwaves to decry the callous incompetence of American teachers and to label our students as fat, lazy and stupid. We learn that country X focuses on the basics; country Y spends more time on fewer topics; while country Z has a longer school year. Don't you just love how after careful review of the data, the prescription for American public schools is always more testing, increased sanctions, louder name-calling and longer seat-time?
We know that simplistic proclamations about superior schools far away are incomplete at best, yet we continue to wring our hands about our inferiority. Japan is one of the favorite pedagogical bogeymen, but on a trip to Tokyo I witnessed four people employed to complete every retail transaction and two women required to operate an automatic elevator. I suspect that the four people making change at every department store checkout counter or the two women piloting one elevator did not succeed in calculus class. Like in Houston, students who might lower the average must just disappear.
While others can challenge their validity, the greatest risk posed by the international education comparisons is the underlying assumption that learning is (or should be) uniform. This premise is absurd and destructive for every state engaged in the standardized arms race. No human endeavor can or should be standardized. This is especially true across different cultures with dissimilar needs, goals, motivations, resources and belief systems.
The Stager Perspective
My work in public and private schools across a dozen or so countries entitles me to proclaim myself a scholar on global educational comparisons. My experience and humble analysis leads me to the following conclusion. Schools stink everywhere!
As long as citizens around the world strive to embrace the following myths and practices schools will continue to lose relevance and offer fewer benefits to children.
Artificial curricular hierarchy
The notion that a committee of bureaucrats can prescribe a specific sequence of curricular topics and skills for all learners defies everything we know about learning theory and will always lag behind societal shifts.
Assuming knowledge is static
Just as every learner is different, the nature of knowledge is fluid. Educational success is not measured by recitation and recall.
Testing is not teaching and teaching is not learning
Until we abandon the obsession with quantifying knowledge without even engaging a discussion of, "what we mean by learning," schools will continue to treat children as rounding errors.
Barbaric conditions
Rows of uncomfortable desks nailed to the floor, bells, grades, age segregation, decontextualized content, sorting by similar levels of incompetence and zero-tolerance policies must give way to more flexible learning environments.
Communication is weak
Parents, still largely unwelcome educational partners, find it increasingly difficult to receive timely answers to simple questions despite enormous investments in data aggregation and school-to-home accountability systems.
It doesn't ultimately matter if you agree with my hypothesis about the ill-health of schools and schooling. What you must celebrate is that the American ideal is for every child to enjoy a free and excellent K-12 education, followed by unparalleled opportunities for higher education. While our practice does not always measure up to our rhetoric, our democratic ideals are noble and our schools have served many children well. Rather than waste our energy worrying about global competition we should rededicate ourselves to helping every child reach their potential as a well-rounded human with a thirst for knowledge and creative expression.
A Not-So-Funny Thing Happened on the Way to the Future
© 2004 Gary S. Stager
Published by the NECC Daily Leader conference newspaper on June 22, 2004
The computer is not just an advanced calculator or camera or paintbrush; rather, it is a device that accelerates and extends our processes of thought. It is an imagination machine, which starts with the ideas we put into it and takes them farther than we ever could have taken them on our own." (Daniel Hillis, 1998)
This is an incredibly dark period for education. Perennial challenges are now accompanied by name-calling and public policy based on "getting tough" with third graders. Perhaps decision-makers just don't know what learning in the digital age could look like. They need to see how kids not only learn old things in new ways, but construct personal understanding of powerful ideas in a rigorous computationally-rich fashion. Computers are today's dominant intellectual laboratories and vehicles for self-expression.
Computers offer kids the means of production for learning via previously off-limit domains, including: music composition, filmmaking, robotics, computer science, journalism and engineering.
If only there were a place where compelling models of new educational practice could be shared… Welcome to NECC!
A few years ago, educators ceased talking about computing and started talking about technology. Suddenly computing, this remarkable invention of 20th century ingenuity, capable of transforming every intellectual domain, was dead without so much as an obituary. Conference speakers soon spoke of computers being just technology – like a zipper or Pez dispenser. This rhetorical shift liberated educators from learning to use computers, rethink the nature of curriculum or change practice to embrace the expansive opportunities afforded by computing. Information became the focus, not what kids do with computers.
In the mid-1970s my junior high required every 7th grader to learn to program a computer in nine weeks. The feelings of intellectual elation I experienced programming are indescribable. I didn't know what was impossible so everything was possible. The computer amplified my thinking and the habits of mind I developed in Mr. Jones' class serve me every day.
Bill Gates and Steve Wozniak enjoyed similar experiences. Imagine how the world would be different if some smart adults had not procured a mainframe and some terminals and said to Gates and Wozniak, "See what you can figure out. Have fun. Lock up when you're done."
How do your children's school computing experiences compare? Do all students have access to creative tools anytime anyplace? Does the school culture inspire a thirst for knowledge and support authentic project-based work?
We've lowered standards when twelve year-olds in my junior high are NOW being taught to find the return key in a mandatory keyboarding class. Someday they may be "taught" to surf a filtered locked-down crippled Web incapable of downloading, rich media or collaboration all in the name of preparing them for the future. Some future.
Adults talk of how kids know so much about computers, how they are so competent, confident and fluent. Then those kids come to school and are treated like imbeciles or felons. Kid power is a gift to educators. We need to build upon those gifts and channel their students in directions they might not know exist. If kids came to school readers, we wouldn't grunt phonemes at them. We would read better literature.
When many of us first attended NECC, we viewed the personal computer as not only a window on the future, but a microscope on the past. We knew how all sorts of learners exceed our wildest expectations when equipped with computers and constructionist software. Personal experience illuminated how the existing pencil-based curriculum was failing kids. Optimism filled the air.
Look around and you might conclude that the state-of-the-art includes: classrooms as game shows; data mining to justify standardized testing; reading as a winner-take-all race; and hysterical network security. "Technology" is being touted as a way to centralize control and breathe life into the least effective teaching practices of yore.
Widespread consensus is hard to achieve, especially on complex matters like education. Nonetheless, the educational computing community seems to have decided that our children should look forward to a future filled with testing and Microsoft Office instruction. Tests about Microsoft Office could achieve two national goals.
NECC attendees are pioneers entrusted with helping schools realize the potential of the imagination machine and as Gladwell suggests serve as the 10th Fleet in revolutionizing the context for learning. Go home and share the fabulous ideas you collect here in the Big Easy, but remember that the kids you serve expect big things from you and it won't be easy.
In Australia…
Laptop Schools Lead the Way in Professional Development
As published in Educational Leadership – October 1995
By Gary S.Stager
Gary S. Stager is a teacher educator and adjunct professor at Pepperdine University. He has spent the past ten years working with a dozen Australian schools in which every student and teacher has a laptop computer.
Educational reform is too often equated with plugging students into anything that happens to plug in. Technology-rich Australian schools lead the way in helping teachers use technology thoughtfully.
Many educators believe that technology alone will lead to innovation and restructuring in schools. Unfortunately, they either do not include staff development in the equation, or they provide programs that do little more than ensure that teachers are able to unjam the printer or use one piece of canned instructional software.
Having developed a number of professional development models for a dozen schools in Australia and more in the United States, I believe computer-related staff development should immerse teachers in meaningful, educationally relevant projects. These activities should encourage teachers to reflect on powerful ideas and share their educational visions in order to create a culture of learning for their students. In brief, teachers must be able to connect their computer experience to constructive student use of computers.
Australian Leadership
In 1989, Methodist Ladies' College, an independent pre-K-12 school with 2,400 students, embarked on an unparalleled learning adventure. At that time, the Melbourne school made a commitment to personal computing, LogoWriter, and constructivism. The governing principle was that all students, grades 5-12, should own a personal notebook computer on which they could work at school, at home, and across the curriculum. Ownership of the notebook computer would reinforce ownership of the knowledge constructed with it. Approximately 2,000 Methodist Ladies' College students now have a personal notebook computer.
The school made personal computing part of its commitment to creating a nurturing learning culture. It ensured that teachers were supported in their own learning by catering to a wide range of learning styles, experiences, and interests. All involved agreed that personal computing was a powerful idea, one more important than the computers themselves. What students actually did with the computers was of paramount importance. LogoWriter was the schools's primary software of choice. (MicroWorlds is now used.)
Dozens of Australian schools (called "laptop schools") are now in various stages of following the lead of Methodist Ladies' College in computing and are now using some of the professional development models created during my five years of work there.
Staff Development Innovations
Many schools find the task of getting a handful of teachers to use computers at even a superficial level daunting. The laptop schools expect their teachers not only to be comfortable with 30 notebook computers in their classroom, but also to participate actively in the reinvention of their school. In such progressive schools, staff development does not mean pouring information into teachers' heads or training them in a few technical skills. Staff development means helping teachers fearlessly dream, explore, and invent new educational experiences for their students.
I have employed three staff development strategies – in-classroom collaboration, "slumber parties," and build-a-book workshopsæin many laptop schools. All three model constructivism by providing meaningful contexts for learning, emphasizing collaborative problem solving and personal expression, and placing the learner (in this case the teacher) at the center of the learning experience. Each school values and respects the professionalism of the teachers by acknowledging the knowledge, skills, and experience each teacher possesses.
In-Classroom Collaboration
Several Australian laptop schools have used the in-classroom model I developed working in the Scarsdale, New York, and Wayne, New Jersey, public schools. This collaborative form of teacher development places the trainer in the teacher's classroom to observe, evaluate, answer questions, and model imaginative ways in which the technology might be used. The collaborative spirit and enthusiasm engendered by the trainer motivates the teacher, who feels more comfortable taking risks when a colleague is there to help. Implementation is more viable because this professional development occurs on the teacher's turf and during school hours.
Residential "Slumber Parties"
This approach allows teachers to leave the pressures of school and home behind for a few days to improve their computing skills in a carefully constructed environment designed to foster opportunities for peer collaboration, self-expression, and personal reflection, and to encourage a renewed enthusiasm for learning. These workshops have taken place at hotels, training centers, a monastery with lodging facilities, even at a school. These learner-centered workshops stress action, not rhetoric. The workshop leader serves as a catalyst, and creates opportunities for participants to connect personal reflections to their teaching. These connections are powerful when they come from the teacher's own experienceæmuch like the types of learning opportunities we desire for students. The slumber parties use three key activities:
- Project brainstorming. Before we are even sure that the teachers know how to turn on their computers, we ask them to identify projects they wish to undertake during the workshop. The projects may be collaborative, personal, or curriculum-related, and they need not relate to the subjects they teach.
- Powerful ideas. Each day begins with a discussion of a relevant education issue or philosophical concern. Topics might include the history of Logo and your role in technological innovation (what the school has already accomplished); process approaches to learning; or personal learning stories. The topic for the final day, "What does this have to do with school?" is designed to help teachers reflect on their workshop experiences and make connections to their role as teachers.
- Problem solving off the deep end. One or two problem-solving activities are planned to demonstrate how teachers can solve complex open-ended problems through collaborative effort. These exercises help the participants to understand that not every problem has only one correct answer and that some problems may have no answers.
Slumber parties are offered on a regular basis. Because the primary goal of the workshops is to support a learning community, teachers and administrators are encouraged to participate in more than one. Participants gain appreciation for the power and expressive potential of LogoWriter. And, they are reminded that their colleagues are creative, imaginative learners like themselves.
Build-a-Book Residential Workshops
The origin for these workshops is based in the book, Build-a-Book Geometry. The book chronicles the author's experience as a high school geometry teacher who spent an entire year encouraging his students to write their own geometry text through discovery, discussion, debate, and experimentation. It provides an exciting model for taking what teams of students know about a concept and then giving them challenges built upon their understanding or misunderstanding of it. The teacher then uses the responses to elicit a set of issues to which another team will respond, and so on. Throughout the process, each team keeps careful notes of hypotheses, processes, and conclusions, then shares these notes with the other teams during the process of writing the class book.
Healy's ideas inspired a format that addresses confusing topics through discussion, problem solving, collaboration, and journal writing. Before the workshop, I ask each participant to identify three LogoWriter programming issues that they do not understand or that they need to have clarified. Small teams of teachers spend hours answering the questions and explaining numerous programming (and often mathematical) issues to one another. This exercise stresses the most important component of cooperative learningæinterdependence. When each group has answered all questions to its collective satisfaction, each teacher meets with a member of another team to explain what his or her group has accomplished.
Participants explore emerging questions through projectsædesigned by the leaderæthat are intended to use increasingly sophisticated skills. For example, teachers discuss the concept of programming elegance as they review student projects, and they keep careful notes of their programming processes, questions, and discoveries. These collective notes are included in the class book (disk). This disk becomes a valuable personal reference that the teachers can use in their own classrooms.
Teacher assessments of the residential workshops have been extremely positive. And, the quality of the experience makes the cost quite low when compared with the cost of providing an ongoing series of two-hour after-school workshops. Schools routinely spend much more time teaching concepts in bite-size chunks, while leaving real learning to chance.
Suggestions for Success
Following are some guidelines for successful technology implementation.
- Work with the living.
Because schools have limited technological and teacher development resources, those that do exist should be allocated prudently. If energy and resources are focused on creating a few successful models of classroom computing each year, the enthusiasm among teachers will be infectious. Of course, the selection of models must be broad enough to engage teachers of differing backgrounds and subject areas.
- Eliminate obstacles.
It should not be surprising that teachers without sufficient access to computer technology don't embrace its use. How many workshops must a teacher attend to get a new printer ribbon? How long must a teacher wait to get enough lab time for his or her students to work on a meaningful project? The idea that schools should not buy computers before the teachers know what to do with them must be discarded.
- Stay on message.
Administrators must articulate a clear philosophy regarding how the new technology is to be used and how the culture of the school is likely to change. Communication between teachers and administrators must be honest, risk-free, and comfortable. Administrators must constantly clarify the curricular content and traditions the school values, as well as specify the outdated methodology and content that is to be eliminated. Teachers must be confident that their administrators will support them through the transitional periods.
- Work on the teacher's turf.
Those responsible for staff development should be skilled in classroom implementation and should work alongside the teacher to create models of constructive computer use. It is important for teachers to see what students can do; this is difficult to accomplish in a brief workshop at the end of a long workday.
- Plan off-site institutes.
Schools must ensure that teachers understand the concepts of collaborative problem solving, cooperative learning, and constructivism. Accordingly, teachers must have the opportunity to leave behind the pressures of family and school for several days in order to experience the art of learning with their colleagues. Off-site residential "whole learning" workshops can have a profoundly positive effect on a large number of teachers in a short period of time.
- Provide adequate resources.
Nothing dooms the use of technology in the classroom more effectively than lack of support. Administrators can support teacher efforts by providing and maintaining the technology requested and by providing access to a working printer and a supply of blank disks.
- Avoid software du jour.
Many educators feel considerable pressure to constantly find something new to do with their computers. Unfortunately, this newness is equated with amassing more and more software. It is reckless and expensive to jump on every software bandwagon. The use of narrow, skill-specific software provides little benefit to students. Choose an open-ended environment, such as MicroWorlds, in which students can express themselves in many ways that may also converge with the curriculum.
- Practice what you preach.
Staff development experiences should be engaging, interdisciplinary, collaborative, heterogeneous, and models of constructivist learning.
- Celebrate initiative.
Recognize teachers who have made a demonstrated commitment to educational computing. Free them from some duties so they can assist colleagues in their classrooms; encourage them to lead workshops; and give them access to additional hardware.
- Offer in-school sabbaticals.
Provide innovative teachers with the in-school time and the resources necessary to develop curriculum and to conduct action research.
- Share learning stories.
Encourage teachers to reflect on significant personal learning experiences. Encourage them to share these experiences with their colleagues and to discuss the relationship between their own learning and their classroom practices. Formal action research projects and informal get-togethers are both effective. Teachers routinely relate that their most beneficial professional development experience is the opportunity to talk with peers.
- Help teachers purchase technology.
Schools should help fund 50-80 percent of a teacher's purchase of a personal computer. This support demonstrates to teachers a shared commitment to educational progress. Partial funding gives teachers the flexibility to purchase the right computer configuration. Consider offering an annual stipend for upgrades and peripherals.
- Cast a wide net.
No one approach to staff development works for all teachers. Provide a combination of traditional workshops, in-classroom collaborations, mentoring, conferences, and whole-learning residential workshops from which teachers can choose.
Although many administrators dream of providing only a handful of computers in their schools, the reality of what is happening in schools across Australia requires serious consideration. Universal computing is in our future, and staff development programs must be geared to that fact. Modern staff development must help teachers not only embrace the technology, but also anticipate the classroom change that will accompany widespread use.
We must recognize that the only constant on which we can depend is the teacher. Our schools will only be as good as the least professional teacher. Staff development must enhance professionalism and empower teachers to improve the lives of their students. Our children deserve no less.
Following my presentation at the March ASCD National Conference, Sarah McKibben of ASCD interviewed me for an article, If You Build It: Tinkering with the Maker Mind-Set, published in the June 2014 issue of ASCD Education Update.
As is often the case, just a few of my comments made it into the final publication. Since I responded to a number of interview questions via email, I am publishing my full interview here. The questions posed are in green.
How would you define making? I talked to Steve Davee at the Maker Education Initiative, and he says that making is more of a mind-set. "Where things that are created by people are recognized, celebrated, and there's a common interdisciplinary thread." Would you agree?
I like to say that the best makerspace is between your ears. I agree that it's a stance that prepares learners to solve problems their teachers could never have predicted with a strong sense of confidence and competence, even if only to discover that there is much more to learn.
Seymour Papert calls the learning theory underlying the current interest in "making," constructionism. He asserts that learn best occurs when the learner is engaged in the process of constructing something shareable.
In our book, we argue that my friend and mentor Papert, is the father the maker movement as well as educational computing.
In a webinar on your website, Sylvia Martinez said that with making, assessment is intrinsic within the materials." That it's more "organic, formative, and internally motivated." If you're working with a material like cardboard, without any technology involved (and you can't base success on something lighting up), how do you assess learning?
First of all, it would be best to take a deep breath and not worry about assessing everything. All assessment interrupts the learning process. Even just asking, "Hey, whatcha doing?" interrupts the learning process. It is up to reasonable adults to determine an acceptable degree of interruption. Perhaps building stuff out of cardboard is just fun.
The best problems and projects push up against the persistence of reality. One could observe a student's habits of mind. Speak with them about her goals and what she has accomplished. One could imagine thinking about the understanding of physics involved in building a structure, understanding of history in their cardboard Trojan horse, or storytelling ability.
There isn't anything magical about technology when it comes to a teacher understanding the thinking of each student. That said, we find over and over again that in productive learning environments, kids may combine media, like cardboard, lights, and microcontrollers in interesting and unpredictable ways. The computer is part of an expansive continuum of constructive material.
It seems that there's a wide gamut of materials in making. From cardboard to Arduinos to expensive laser cutters. You mentioned in a presentation, something about "low threshold, high-ceiling materials." Can you describe what you mean?
Sure, Tinkering and engineering requires a dialogue with materials in which it is possible for young or inexperienced users to enjoy immediate feedback so they continue to grow as fluency increases. Think of paint and brushes in that context or programming languages, such as Scratch or MicroWorlds. Like with LEGO, simple elements or tools may be used to create infinite complexity and expressiveness.
Can you give me an example of how, for instance, a high school English teacher might bring making into the classroom?
Making real things that matter with a real potential audience. Kids should write plays, poems, newspaper articles, petitions, manuals, plus make films, compose music, etc… We need to stop forcing kids to make PowerPoint presentations on topics they don't care about for audiences they will never encounter. Kids have stories to tell. They should act, write, sing, dance, film those stories AND learn to write the sort of scientific, technical and persuasive writing that nearly every career demands.
At our Constructing Modern Knowledge summer institute, middle school humanities teacher, Kate Tabor of Chicago, used MicroWorlds to "make" the computer generate random Elizabethan insults. Teachers have used versions of Logo for decades to explore grammatical structure and conjugation rules by writing computer programs to generate random poetry or create the plural possessive form of a word.
Steve Davee also mentioned that a key to successful making in schools is to empower students to become the experts–to learn how to use a 3d printer on their own, for example, and to share that knowledge with others. He said that when a teacher has to be involved with a technology or material, it creates a "creative bottleneck." On the other hand, you've mentioned that teachers need to tap into their own expertise to guide students. Can these two approaches coexist peacefully?
Kids are competent. I believe that teachers are competent too. I find it unfortunate that so many educators behave as if teachers are incapable of adapting to modernity.
There is a fundamental difference in stance between assuming that as a teacher I know everything as a fountain of knowledge and that the kids are smarter than me. There may be a "creative bottleneck," but giving up on teachers or schools is an unacceptable capitulation.
Great things are possible when the teacher gets out of the way, but even greater possibilities exist when the teacher is knowledgeable and has experience they can call upon to help a kid solve a tough problem, connect with an expert, or toss in a well-timed obstacle that will cause the student encounter a powerful idea at just the right teachable moment.
Each year, teachers at Constructing Modern Knowledge construct projects that two years ago would have earned them a TED Talk and five years ago, a Ph.D. in engineering, and yet so much teacher PD is focused on compliance, textbook page turning or learning to "use the Google."
How does making align with Piaget's understanding, as you've mentioned, that knowledge is a consequence of experience?
Piaget said that knowledge is a consequence of experience. Papert said, "If you can make things with computers, then you can make a lot more interesting things and you can learn more by making them." Both ideas serve as strong justification for making.
In a webinar, Sylvia Martinez mentioned that instead of looking at standards and creating projects around them, teachers might work backward by creating an educational experience, then filling in the standards. Do you agree with this approach? How would this look with making?
I agree with Papert that at best school teaches a billionth of a percent of the knowledge in the universe yet our entire educational system is hell-bent on arguing endlessly over which 1 billionth of a percent is important. As an educator, my primary responsibility is create a productive context for learning that democratizes access to experience and expertise while doing everything I can to make private thinking public in order to ready the environment for the student's next intellectual development. Making is wholly consistent with this view.
As we have mechanized and standardized teaching over the past generation, teachers have been deprived of experience in thinking about thinking. Their agency has been robbed by scripted curricula, test-prep, the Common Core, and other nonsense I believe to be on the wrong side of history. As a result, they can't help but become less thoughtful in their practice. My work is concerned with creating experiences during which teachers become reacquainted with learning in order to become more sensitive to the individual needs, passions, talents, and expertise of each student. The emerging tools of the Maker Movement provide an exciting basis for such experiences.
As I said at ASCD, you can't teach 21st Century learners, if you haven't learned this century.
The future viability of public education is dependent on a system of creative competent educators trusted to provide rich learning experiences for children.
All of my friends know I have serious reservations about smarmy self-important libertarianism of TED and loathe speaking in the format – essentially a television program without any of the accoutrements of a television studio. That said, I've now performed three of them.
My first TEDx Talk made me ill for months before and weeks following the talk. The pressure was unbearable. You see, I wanted to go viral and become a millionaire – an overnight sensation like that guy who has taken such a courageous stance for creativity. The clock got me and I left half of my prepared thoughts on the cutting room floor. That said, people seem to like the talk anyway. For that I am grateful.
My first TED experience was so unpleasant that I sought an opportunity to try it again. This time, I promised myself that I would not stress out or over plan. That strategy paid off and the experience was a lot less traumatic. The only problem is that the venue audio was a disaster and I'm yelling through the entire talk. Don't worry. I won't be yelling when I publish a print anthology of these performances.
In March, I was invited by my longtime client, The American School of Bombay, to do another TEDx Talk. I assembled my vast team of advisors and brainstormed how I could turn this talk into riches beyond my wildest dreams. I quickly abandoned that idea and decided to use the occasion to honor my dear friend, mentor, and colleague, Dr. Seymour Papert in a talk I called, "Seymour Papert – Inventor of Everything*"
I hope you enjoy it (or at least learn something before I lose another game of Beat the Clock)! Please share, tweet, reload the page 24/7! I have not yet given up on becoming an overnight sensation.
2014 – Seymour Papert – Inventor of Everything*
2013 – We Know What to Do
2011 – Reform™


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- Egypt: Ambassador John Casson Visits Alexandria to Discuss Follow Up to the Sharm Investment Conference With Governor Hany El-Messiry.(PR Newswire)
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Something possessed me to make sugar cookies for Valentine's Day, and I'm so glad I did. The recipe is below. It's the same one my Mom used when I was growing up — the only thing I substituted was the flour….These cookies are light tasting, yet durable and have the same great taste I remember as a little girl — many years before going gluten-free. I hope your family will enjoy them as much as ours does!
Cream together:
• 1.5 cups confectioner's sugar
• 2 sticks softened butter
Then add the following:
• 1 egg
• 1 tsp. vanilla
• 1/2 tsp. almond flavoring
Mix together and gradually mix in:
• 2.5 cups GF all purpose flour (Robin Hood or Tom Sawyer brands work well)
• 1 tsp. baking soda
• 1 tsp. cream of tartar
Combine well and refrigerate dough in ball for 2-3 hours.
When ready, preheat oven to 375.
Roll out chunks of the dough between wax paper, cut out the shapes and place them on lightly grease cookie sheets or parchment paper. Bake for about 8 minutes or until edges start to brown. Let cool completely on baking sheet and carefully remove w/o breaking them. What worked best for me was a quick motion underneath the cookies w/ a very thin spatula.
After they cool completely, make frosting by mixing confectioner's sugar w/ a little milk and adding a little almond flavor to taste. Add more confectioner's sugar to thicken. Mix until just spreadable. Enjoy!


text:
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I witnessed a red forest behind an old dorm in China
jujujojo_gw(6b 7a)March 18, 2013
botann(z8 SEof Seattle)
AKA Quince.
AKA Quince.
Their blooms are always welcome early in the year, the only time they look good in my opinion .
The leaves have poor Fall color and the branching pattern is nothing to brag about in the winter. Older plants are very difficult to dig up.
I enjoy them only when blooming in other people's gardens.


text:
Let's face it – most freelancers neglect their resumes, if they even have a resume at all. After all, you're running a business with a great website, portfolio, and dribbble account. Isn't a resume simply unnecessary? Maybe. But if you answer yes to any of these questions, having an updated resume might benefit your bottom line. Would you like to freelance for a design agency? Working as a freelancer for a design agency can be the best of both worlds:
The unexpected ways a resume brings freelancers more business
in business tips
How to handle a tough client you just can't afford to ditch right now
in business tips
Here at GDB we talk all the time about how to go from good to better. Better clients. Better income. Better communication. Better business. But what about just getting to good? Not all of us are in the position right now to be selective (and yes, sometimes even veterans find themselves in a slump). So when you're in a spot where you have to handle a tough client, here are some tips for making the best of a bad situation.
The golden networking tip most freelancers overlook
in business tips, Freelancing
When we as freelance designers think about networking, we generally think about meeting potential clients. However, today we're going to talk about networking with people who might not be a client (hey, you never know) but can be absolutely essential in improving the quality of your work and increasing your success. And by networking, I don't mean joining AIGA for the membership card. I mean REALLY networking – feeling comfortable contacting them out of the blue. I'm talking about your
4 Reasons why every freelancer should work at least one "desk job"
in business tips
When I left college, I had no idea how printing presses worked. I didn't understand why people judged me for how I looked and not what I knew. I knew no one in the design industry except the on-campus staff and students I worked with, and I sure as heck didn't want one of those crappy, entry-level, junior designer jobs. And then I got my first real design job at a vitamin manufacturing company…as explained by my supervisor, more of
Get paid faster: the best options for getting paid as a freelancer (with fewer fees)
in business tips, Freelancing
Recently we received the following question about accepting payments from a GDB reader planning his freelancing debut: Would you recommend I set up a credit card service to receive payments through my future website or is this unnecessary? Is check still the best way to go? These days there are lots of ways to accept payment and the services that make it simple all want a portion of your profits. But all that paperwork nonsense is nonexistent. So here's a
How to miraculously build a profitable relationship when your client's budget is low
in business tips, Client Advice
So you've got this potential lead. You meet with them, go over their needs and wants, and you're all pretty excited about getting started. And then they review your design quote. "Oh. We were thinking more in the <subtract 50%> range." (Have you heard something like this before?) If you're anything like me, that's a BIG difference in cost. Then the anxiety sets in and you start second-guessing yourself…did you quote too high? Are you worth that amount? Is this
Understanding freelancing insurance + do you need it?
in business tips, Freelancing
The Freelancer's Union recently announced the ability for members to purchase liability insurance. But as freelance designers, do we really need it? Truthfully, when I read the "hey, we're now offering liability insurance" email, I wondered what, exactly, that entails. According to their website, there are three main types NOTE: I am not a lawyer, nor am I offering professional or legal advice. The following are just my observations and conclusions as a fellow freelance designer. Please seek legal advice
A freelancer's greatest attribute and how to leverage it
in business tips
Recently Preston launched his debut Q&A video series where he talks about handling clients that treat us like employees. If you watched it, you know that Preston talks about what I believe is a freelancer designer's greatest attribute. (And it's not just designers…any freelancer/entrepreneur shares this very valuable asset.) Can you guess what I'm talking about? Our greatest attribute is… Flexibility. Flexibility, in one way or another, is the upper-hand we enjoy over almost every other type of business –


text:
Immunotherapy Brings New Hope to Cancer Fight »
"Nov. 4, 2014 -- Twenty-year-old Milton Wright III's life seemed to finally be on track. After a lifetime of interruptions to his education, his football career, and his plans to join the Marines, he found his way. He had launched a modeling caree"...
Read the Immunotherapy Brings New Hope to Cancer Fight article »
Thiotepa (thiotepa) For Injection USP
Thiotepa (thiotepa) for Injection USP is an ethylenimine-type compound. It is supplied as a non-pyrogenic, sterile Iyophilized powder for intravenous, intracavitary or intravesical administration, containing 15 mg of thiotepa (thiotepa injection) . Thiotepa (thiotepa injection) is a synthetic product with antitumor activity. The chemical name for thiotepa is Tris (1-aziridinyl) phosphine sulfide. Thiotepa (thiotepa injection) has the following structural formula:
Thiotepa (thiotepa injection) has the molecular formula C6H12N3PS, and a molecular weight of 189.22. When reconstituted with Sterile Water for Injection, the resulting solution has a pH of approximately 5.5 to 7.5. Thiotepa (thiotepa injection) is stable in alkaline medium and unstable in acid medium.
What are the possible side effects of thiotepa (Thioplex)?
Get emergency medical help if you have any of these signs of an allergic reaction: hives; wheezing, difficult breathing; swelling of your face, lips, tongue, or throat.
Call your doctor at once if you have a serious side effect such as:
- fever, chills, body aches, flu symptoms, sores in your mouth and throat;
- pale skin, feeling light-headed or short of breath, rapid heart rate, trouble concentrating;
- easy bruising, unusual bleeding (nose, mouth, vagina, or rectum), purple or red pinpoint spots under your skin;
- bloody, black, or tarry...
Read All Potential Side Effects and See Pictures of Thiotepa »
Last reviewed on RxList: 11/20/2008
This monograph has been modified to include the generic and brand name in many instances.
Thiotepa FDA Prescribing Information
Additional Thiotepa Information
Report Problems to the Food and Drug Administration
You are encouraged to report negative side effects of prescription drugs to the FDA. Visit the FDA MedWatch website or call 1-800-FDA-1088.
Get the latest treatment options.


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Alaska Health Commissioner Proposes New Form to Reimburse Providers for Medicaid Patient Abortion Procedure
The form would reduce the number of ways in which an abortion can be considered "medically necessary" in Alaska, and some doctors predict it could make it more difficult for Medicaid patients to access abortions and for medical professionals to receive funding for such procedures.
Alaska has found that "personhood" is blatantly unconstitutional. So why is Iowa still trying to pass it?
The Obama administration fights for barriers to emergency contraception for no good reason, while the right pushes for even greater concessions on exemptions to the birth control benefit.
Despite the most aggressive push yet, anti-choice legislators failed in their attempt to force poor women to give birth by cutting off abortion funding. Why? Because they hate birth control.
Despite concerns that the new bill is unconstitutional, anti-choice legislators are pushing ahead with a plan to curb safe abortion access for low-income women.
They aren't always doctors, but they play them in your legislature.
Rape victims will no longer be required to "promptly report" their assaults in order to pay for an abortion with Medicaid in Alaska.
The poor women of Alaska may be in for a drastic change when it comes to using Medicaid to pay for medically necessary abortions or abortions after a sexual assault.
Eight Clinics, One Plane, and a Vast Number Of Reasons It's So Difficult to Get an Abortion In Alaska
Even for a woman with means, in a state as large as Alaska, an abortion is nearly impossible to access. But it doesn't have to be.
Next year will have an historic number of female senators, and that could be very good for women.


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AHA calls on members to act to support NEH
To: Members of the American Historical Association
From: Bill Cronon, President
Jim Grossman, Executive Director
On Wednesday, June 20, the House Interior Appropriations Subcommittee approved a $132 million appropriation for the National Endowment for the Humanities for fiscal year 2013. This represents a 9.6% reduction from the FY 2012 level of $146 million, which itself represented a decline of 7.6% from the previous year. In the broader context that we historians consider significant, the NEH budget was $172 million in 1995, and is approximately one-third of its level three decades ago when adjusted for inflation.
We realize that these are tough times for the federal budget. And we respect the variety of opinions that our members hold on such complex issues as fiscal policy, taxation, and other aspects of public revenue and expenditure. But we also think it is useful and appropriate for members of the American Historical Association to remind our representatives of the importance of the humanities in public culture. This includes research, education, public programs, and the preservation of the materials that establish our link to the past.
The reduction voted by the Subcommittee would be devastating to the NEH given its already lean operations. But it would have virtually no impact on the deficit. Here's the arithmetic: we are asking our representatives to increase federal expenditures by a factor of 1/147,000 over the Subcommittee's recommendation.
Please contact your Representative today to urge support for the humanities. In practical terms, this means opposing cuts to the NEH. The National Humanities Alliance, of which the AHA is an active member, is urging Congress to provide no less than $154.3 million for NEH in FY 2013, the same level requested by the President.
The NEH accounts for only 1/21,000th of the total federal budget. Yes that's right: we would like every American next year to spend fifty cents on the humanities. We think it's a pretty good deal.
You can send a customizable electronic message from the online action center of the National Humanities Alliance.
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- Joan Baez, Sly Stone, Steve Martin, Ben E. King -- all honored by the Library of Congress
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- Hofstra Event Looks at Bush Presidency
- Did Israel steal uranium from a town in Pennsylvania in the 1960s?
- Sequel to Nelson Mandela's Long Walk to Freedom to be published next year
- OAH denounces anti-gay legislation signed by Indiana governor
- Emory's Leslie Harris says we should remember the racist roots of American colleges as we think about what went wrong at OU and other schools
- Stanford historian looks to the U.S. Postal Service to map the boom and bust of 19th-century American West
- U.S. historian denounces Japanese scholars' statement over wartime sexual slavery
- Timothy V Johnson Named Head of Tamiment Library


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Literature, Language & Linguistics
Literature, Language and Linguistics
Updated: 23 hours 11 min ago
Testing a nation :
Garner, Mark
Selected poems
Chʻarentsʻ, Eghishe, 1897-1937, author
Russian avant-garde theatre :
The orphan in eighteenth-century fiction :
König, Eva, 1965- author
The accident :
Pavone, Chris, author
The hollow land
Gardam, Jane, author
A sister to honor :
Ferriss, Lucy, 1954-
Irish gothics :
Mysteries and conspiracies :
Boltanski, Luc, author
Epilogue :
Boast, Will, author
Indian women in the house of fiction
Chanda, Geetanjali Singh, author
Toni Morrison and the Maternal :
Wagner-Martin, Linda, author
The shock of the fall
Filer, Nathan
Dealings with the firm of Dombey and Son :
Dickens, Charles, 1812-1870, author
Cinema, slavery, and Brazilian nationalism
Gordon, Richard A. (Richard Allen), 1969- author.
Erasmus, Desiderius, -1536, author
Algar, Hamid, author
The knight and his shadow
Diop, Boubacar Boris, 1946- author.
The careful writer :
Bernstein, Theodore M. (Theodore Menline), 1904-1979.


text:
Teddy Roosevelt park thins 46 more elk from herd
MEDORA, N.D. (AP) — The National Park Service has thinned another 46 animals from the elk herd in Theodore Roosevelt National Park.
The elk were killed as part of an ongoing plan to keep the herd at a size that is ideal for the western North Dakota park — between 100 and 400 animals. The effort included large reductions in 2010 and 2011 in which nearly 900 elk were killed.
Get the full story
Subscribe or Log In
Are you a newspaper subscriber but you don't have a Digital Access account yet? Activate your account.
You will need your subscription account number and phone number. Not sure if you have an account? Call 701-252-3120 and we can help you.


text:
The adorable Fiat 500 continues to be a sales superstar in various countries across the globe, which has made its Punto sibling feel a bit left out. But Fiat is determined to keep the Punto fresh and has done some tweaking to the 2012 model that debuted at the Frankfurt Motor Show.
- Photos
- Aug 8, 2013
2012 Fiat Punto: Frankfurt 2011


text:
February 2015
Find Franklin Public Library Teens on Facebook!
Thunder: Teen Dinner & Gaming
Thunder continues this month, meeting Thursdays (February 5, 12, 19 & 26) from 4:00 PM to 5:00 PM. Thunder is a weekly dinner and gaming group for teens in 6th through 12th grade. Join Miss Kathleen for Wii games, board games, and dinner. Thunder typically meets weekly, every Thursday from 4:00 PM to 5:00 PM. Registration is not required, but Thunder is limited to the first 15 kids who sign in each week.
Thunder sends a big thank you to the Franklin Eagles Club for their generous donation to Thunder. It's community support like this that keeps this popular, vital program going.
Teen Anime Club
Miss Kathleen's new Teen Anime Club is a celebration of the cartoons from the amazing culture of Japan! Beginning in February, and continuing on the 2nd and 4th Tuesday of each month from 4:00 PM to 5:00 PM, we will watch an Anime, do roundtable discussions, and learn a Japanese word of the day.
The Teen Anime Club is only open to ages 13 to 18. Pre-registration is required before the first meeting. To register, stop by the library or call (814) 432-5062. The first meeting is February 10, from 4:00 PM to 5:00 PM.
Robotics continues to meet weekly on Mondays from 4:00 PM to 5:30 PM through March 16. Children are working with a partner and learning how to program a real robot! Ms. Laura Jones is again be conducting the program. Due to finite resources, only a limited number of children were selected to participate, and pre-registration was required.


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taken about an hour ago, so that makes around 4:30 am. we had a beautiful lighting storm pass over us. woke me up. after watching some of the Musashi trilogy, a personal fav - Japanese cinematography is genius - i geared up and drove down to Masonboro Sound, an narrow coastal barrier island stretch a mile or so down the road. the lightning was popping. at the time of this shot, the lightning cell was about 2 miles offshore according to the radar. so this is a pretty good sized strike.
knock on wood (and i am entirely superstitious about expecting good fortune) today is shaping up to be an interesting one. I'm gonna make a pot of coffee and some breakfast for my family, then head out to a wooden boat show down on the river. afterwards the Moscow State Circus is in town and im gonna go shoot that. We are all going to meet back up at 6 for dinner at a north african restaurant and a drink or two at a lounge if we arent too sated.
should be a good shooting day. hope you all have a fantastic weekend :)
ohh - want to se some great lightning shots? youve got to check out ocellnuri's lightining captures from this week. they are stunning. my favorite is this one. the lighting looks like it is charging the building in the foreground. great shot brother man!
Austin_Baird, David Jensen, and 29 other people added this photo to their favorites.
Your comments here made me rent the Musashi films, which i had not seen before, though i am a great Mifune fan. ThANKS SO MUCH FOR THE PHOTO AND FOR THE RECOMMENDATION. What great cinematagraphy and what great film making. And yes...what a great photo. Good job.
I love it...
No words!!
Please share this with
I appreciate it...
Spectacular. Brilliant color. Awesome capture.
www.lonympics.co.uk/ThingstodoinMoscow.htm Thinsg to in Moscow
You have been invited to post this striking photo
in the pool Flora, Nature Contests, in the thread
11th Contest : Lightning; POST HERE
Do you know of other Lightning pictures?
Then feel free to pass this on!
Amazing capture!
Sexy Lightning!! :D
Hi, I'm an admin for a group called Kakalak, and we'd love to have your photo added to the group. Its a fairly new group of NC and SC photos. Yours would be an amazing addition.
Almost unreal, very very nice catch!
Congratulations to the beautiful photos of lightning . Greetings, Franco
so beautiful!
Spectacular CG/CA stroke. I have rarely seen one this tortuous.
You are invited to add this exceptional image to
GOLD STAR AWARD (invite needed)
An Awesome Shot Award
You are invited to add this image to An Awesome Shot!
~CONTESTS~ Enter/Vote now
This is Perfect!
This photo has been selected for The Perfect Photographer Award
Please add this image to The Perfect Photographer, Awards 2 Fave 2
And tag the photo with "The Perfect Photographer"
You are my winner!
Please add this photo to
Your photo has been appraised as a Platinum Photograph
We would be honored to have your photo in our group!
Please tag your photo with platinumphoto
(Questions?) (Rules)
Please add this beautiful photo to CITRIT,Best of yours!
Citrit group
You are invited to display your image.
Better Than Good
Invitation Only
If you accept this Invitation,
please give awards to other images.
Please post this wonderful image to::
Picture Perfect (INVITE ONLY)
Your photo deserves a Ruby
Please add this photo to the The Ruby Awards group
You can tag your photo RubyPhotographer
Wonderful shot!!
Totally outstanding.


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studio rental
Event/Class Space Available
CORE Studios is a versatile space, in the heart of Decatur, available for rent at an affordable rate for classes, private parties, and other events.
$29/hr rate for recurring rental and $50/hr rate for special event rental.
Email studio(at)coredance.org for more information.
CORE Studios Recurring Rental Contract
CORE Studios Special Event Contract
CORE Studios FAQ
CORE Studios Flickr page
The calendars below show the times that are ALREADY TAKEN in the downstairs (wood floor) studio and upstairs ("Marley" floor) studio respectively. Any time that is empty on the schedule, should be available for rent.


text: "Julia Ormond dead 2015" : Actress killed by internet death hoax By Jessica SimpsonLondonLast updated on April 1, 2015TranslationsFrançaisEspañolDeutschItalianoPortuguês中文 Tweeter Julia Ormond is the latest celeb to fall victim to a death hoaxJulia Ormond »See more news, pictures and video. Hot newsLove March 28, 2015Julia Ormond Engaged?Exclusive April 2015Law & Order: Criminal Intent Reunion? "Not Until 2016" the Series Co-Creator SaidNews of actress Julia Ormond's death spread quickly earlier this week causing concern among fans across the world. However the March 2015 report has now been confirmed as a complete hoax and just the latest in a string of fake celebrity death reports. Thankfully, the actress best known for her roles in The Curious Case of Benjamin Button or Legends of the Fall is alive and well.UPDATE 01/04/2015 : This story seems to be false. (read more)Julia Ormond death hoax spreads on FacebookRumors of the actress's alleged demise gained traction on Monday after a 'R.I.P. Julia Ormond' Facebook page attracted nearly one million of 'likes'. Those who read the 'About' page were given a believable account of the British actress's passing:"At about 11 a.m. ET on Monday (March 30, 2015), our beloved actress Julia Ormond passed away. Julia Ormond was born on January 4, 1965 in Epsom. She will be missed but not forgotten. Please show your sympathy and condolences by commenting on and liking this page."Hundreds of fans immediately started writing their messages of condolence on the Facebook page, expressing their sadness that the talented 50-year-old actress was dead. And as usual, Twittersphere was frenzied over the death hoax.Where as some trusting fans believed the post, others were immediately skeptical of the report, perhaps learning their lesson from the huge amount of fake death reports emerging about celebrities over recent months. Some pointed out that the news had not been carried on any major British network, indicating that it was a fake report, as the death of an actress of Julia Ormond's stature would be major news across networks.A recent poll conducted for the Celebrity Post shows that a large majority (71%) of respondents think those Julia Ormond death rumors are not funny anymore.Julia Ormond Death Hoax Dismissed Since Actress Is 'Alive And Well'On Tuesday (March 31) the actress' reps officially confirmed that Julia Ormond is not dead. "She joins the long list of celebrities who have been victimized by this hoax. She's still alive and well, stop believing what you see on the Internet," they said.Some fans have expressed anger at the fake report saying it was reckless, distressing and hurtful to fans of the much loved actress. Others say this shows her extreme popularity across the globe.© 2015 MediaMass All rights reserved. Do not reproduce (even with permission).Julia Ormond: Recent NewsLove March 28, 2015Julia Ormond Engaged?Exclusive April 2015Law & Order: Criminal Intent Reunion? "Not Until 2016" the Series Co-Creator SaidPets March 26, 2015Julia Ormond's Dog Recovering from SurgeryMovie News April 1, 2015'My Week with Marilyn' named Greatest Film of all timeInternational April 1, 2015Julia Ormond, Time's 'Person of the Year' 2015?Cinema March 29, 2015Julia Ormond to be the next Bond Girl?Hot March 31, 2015Julia Ormond Named Sexiest Actress AliveMoney March 31, 2015Julia Ormond is Highest-Paid Actress in the WorldShocker April 1, 2015Julia Ormond Nude Photos Leaked OnlineBreaking Up March 24, 2015Julia Ormond Single Again?Buzz April 1, 2015Julia Ormond goes 'Gangnam Style'Babies March 30, 2015Julia Ormond Pregnant?Love April 1, 2015Julia Ormond: Secretly Married?Celebrity CentralABCDEFGHIJKLMNOPQRSTUVWXYZ


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I am currently using Linfu to create dynamic proxys, and it works really well for normal interfaces. The problem is I now need to create a dynamic proxy for an interface with generic parameters. I do not know the types of the generic parameters (or even load the assemblies containing them) until runtime. Does anyone know if this is even possible?
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Ok, I can do it by calling MyProxyFactory.CreateProxy< T >() with reflection something like this:
Obviously if you need to pass parameters to the proxy factory constructor for setting up your interceptor then this also needs to be added into the line that creates the proxyObjectContainer.


text:
Latest News
Every day, IRC humanitarian workers are rescuing lives. Here, they offer a glimpse of their experiences, the challenges they face and the courageous people they meet by sharing videos, photos and stories.
Posted by The IRC on October 11, 2014
The IRC's Vision Not Victim Project enabled adolescent girls in the Democratic Republic of Congo to envision a positive future for themselves, and by sharing their ambitions, create change in their lives and communities. more »
Posted in Children & Youth, D.R. Congo | Tags: adolescent girls, Day of the Girl 2014 |
Posted by The IRC on October 11, 2014
To mark the Day of the Girl, adolescent girls in South Sudan share how IRC centers give them safety, hope and an opportunity to build better futures in a country caught up in violent conflict. more »
Posted in Gender based Violence, South Sudan | Tags: adolescent girls |
Posted by The IRC on October 10, 2014
Pakistani teenager Malala Yousafzai and Indian children's rights activist Kailash Satyarthi were awarded the Nobel Peace Prize 2014 today for their dedication to voicing the right of education for all. more »
Posted in Education, Pakistan | Tags: Pakistan Reading Project | 1 Comments
Posted by The IRC on October 10, 2014
Today the IRC in Kakuma refugee camp in Kenya will mark Mental Health Week, an opportunity to openly discuss mental health and raise awareness. more »
Posted in Health, Kenya | Tags: mental health; Kakuma |
Posted by Sophia Jones on October 9, 2014
An early October heavy rain caused widespread flooding and affected 40,000 displaced South Sudanese seeking shelter at U.N. bases for the protection of civilians in Bentiu, South Sudan. more »
Posted in Environmental Health, South Sudan |
Posted by The IRC on October 9, 2014
Five people are infected with Ebola every hour. The IRC has been working with communities to combat the spread of the deadly virus from the beginning of the crisis. Learn how we are saving lives. more »
Posted in Health, Ebola, Environmental Health | Tags: Ebola, humanitarian aid |
Posted by The IRC on October 9, 2014
IRC president David Miliband is visiting the West Africa region today to meet with IRC staff and community leaders and to encourage aid agencies to embrace effective community-partnership approach to stop the rapid spread of the deadly Ebola virus. more »
Posted in Ebola, Environmental Health, Liberia, Sierra Leone | Tags: Ebola, humanitarian aid |
Posted by The IRC on October 8, 2014
Arriving on the scene within hours of a powerful earthquake that struck Pakistan on October 8, 2005, IRC emergency teams aided 230,000 people, treated thousands of the sick and injured, and worked alongside survivors to rebuild their lives. more »
Posted in Emergency Response, Natural Disasters, Environmental Health, Asia, Pakistan | Tags: disaster relief, Pakistan earthquake, emergency response |
Posted by Anna Kim on October 7, 2014
The risk of Ebola reaching the Grand Gedeh and Maryland counties in Liberia remains high and imminent. The IRC's Dr. Abiy Mulugeta Abebe is leading the response. more »
Posted by The IRC on October 6, 2014
The situation in Nigeria continues to worsen as new waves of violence wrack northern Adamawa and Borno states. More than 200,000 people have fled from their homes in the last month alone. more »
Posted in Emergency Response, Environmental Health, Niger, Nigeria | Tags: Boko Haram |


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Lotus seed
ladylib6344(z7al)July 20, 2004
I am looking for Lotus seed of any kind.We have never tried Lotus so really don't know how to germinate the seed but want to try.
We are willing to purchase the seed as we don't have any lotus to trade.
pondmaninfl(z9 FL)
Good luck,
Go to Victoria Adventures website. They have free seed just for an envelope and stamp.
Good luck,
Here is a link that might be useful: Lotus main page


text:
ethan or noah nieve or emilie(19 Posts)
Pobblewhohasnotoes Fri 24-May-13 18:39:07
miffybun73 Fri 24-May-13 12:39:19
PioneersAndPirateShips Fri 24-May-13 12:17:46
forgetmenots Thu 23-May-13 16:41:52
BourbonsAndTea Thu 23-May-13 07:25:06
exoticfruits Thu 23-May-13 07:12:55
ENSMUM Thu 23-May-13 07:06:36
ClipClap Thu 23-May-13 07:05:05
TheBirdsFellDownToDingADong Thu 23-May-13 07:02:13
Kveta Thu 23-May-13 01:28:53
voucherprocon Thu 23-May-13 00:45:46
LittleMissLucy Wed 22-May-13 23:26:36
Vijac Wed 22-May-13 23:21:29
CaptainJamesTKirk Wed 22-May-13 23:09:27
wigglesrock Wed 22-May-13 23:06:46
Decoy Wed 22-May-13 23:01:15
HollyGoHeavily Wed 22-May-13 21:19:11
shez29 Wed 22-May-13 21:16:14
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