text:
Guidelines for Respecting Cultural Knowledge
ANKN is a resource for compiling and exchanging information related to Alaska Native knowledge systems and ways of knowing. We are pleased to create and distribute a variety of publications that assist Native people, government agencies, educators and the general public in gaining access to the knowledge base that Alaska Natives have acquired through cumulative experience over millennia.
Contact the ANKN offices at 907-474-1902 or email firstname.lastname@example.com.
adopted by
Assembly of Alaska Native Educators
Also available in downloadable PDF
These guidelines are sponsored by:
Alaska Rural Systemic Initiative
Alaska Rural Challenge
Center for Cross-Cultural Studies
Alaska Native Knowledge Network
Alaska Department of Education
Association of Native Educators of The Lower Kuskokwim
Ciulistet Research Association
Southeast Native Educators Association
North Slope Iñupiaq Educators Association
Association of Northwest Native Educators
Native Educators of The Alutiiq Region
Association of Unangan/Unangas Educators
Alaska Native Education Student Association
Alaska Native Education Council
Alaska First Nations Research Network
The following guidelines address issues of concern in the documentation, representation and utilization of traditional cultural knowledge as they relate to the role of various participants, including Elders, authors, curriculum developers, classroom teachers, publishers and researchers. Special attention is given to the educational implications for the integration of indigenous knowledge and practices in schools throughout Alaska. The guidance offered in the following pages is intended to encourage the incorporation of traditional knowledge and teaching practices in schools by minimizing the potential for misuse and misunderstanding in the process. It is hoped that these guidelines will facilitate the coming together of the many cultural traditions that coexist in Alaska in constructive, respectful and mutually beneficial ways.
Native educators from throughout the state contributed to the development of these guidelines through a series of workshops and meetings associated with the Alaska Rural Systemic Initiative. Representatives of the Native educator organizations listed on the cover participated in the meetings and ratified the final document. The purpose of these guidelines is to offer assistance to educational personnel and others who are seeking to incorporate the Alaska Standards for Culturally-Responsive Schools in their work. Using these guidelines will help expand the base of knowledge and expertise that culturally-responsive teachers (including Elders, aides, bilingual instructors, etc.) are able to draw upon to enliven their work as educators.
Throughout this document, Elders are accorded a central role as the primary source of cultural knowledge. It should be understood that the identification of "Elders" as culture-bearers is not simply a matter of chronological age, but a function of the respect accorded to individuals in each community who exemplify the values and lifeways of the local culture and who possess the wisdom and willingness to pass their knowledge on to future generations. Respected Elders serve as the philosophers, professors and visionaries of a cultural community. In addition, many aspects of cultural knowledge can be learned from other members of a community who have not yet been recognized as Elders, but seek to practice and teach local lifeways in culturally-appropriate ways.
Along with these guidelines are a set of general recommendations aimed at stipulating the kind of steps that need to be taken to achieve the goals for which they are intended. State and federal agencies, universities, school districts, textbook publishers and Native communities are all encouraged to review their policies, programs and practices and to adopt these guidelines and recommendations wherever appropriate. In so doing, the educational experiences of students throughout Alaska will be enriched and the future well-being of the communities being served will be enhanced.
Further information on issues related to the implementation of these guidelines, as well as additional copies, may be obtained from the Alaska Native Knowledge Network, University of Alaska Fairbanks, PO Box 756730, Fairbanks, AK 99775-6730 (http://ankn.uaf.edu).
Guidelines for Native Elders
As one of the primary sources of traditional cultural knowledge, Native Elders bear the responsibility to share and pass on that knowledge in ways that are compatible with traditional teachings and practices.
Native Elders may increase their cultural responsiveness through the following actions:
- Participate in local and regional Elders' councils as a way to help formulate, document and pass on traditional cultural knowledge for future generations.
- Help make explicit and incorporate locally-appropriate cultural values in all aspects of life in the community, while recognizing the diversity of opinion that may exist.
- Make a point to utilize traditional ways of knowing, teaching, listening and learning in passing on cultural knowledge to others in the community.
- Seek out information on ways to protect intellectual property rights and retain copyright authority over all local knowledge that is being shared with others for documentation purposes.
- Carefully review contracts and release forms to determine who controls the distribution of any publications and associated royalties.
- Review all transcripts of cultural information that has been written down to insure accuracy.
- Follow appropriate traditional protocols as much as possible in the interpretation and utilization of cultural knowledge.
- Assist willing members of the community to acquire the knowledge and skills needed to assume the role of Elder for future generations.
Guidelines for Authors and Illustrators
Authors and illustrators should take all steps necessary to insure that any representation of cultural content is accurate, contextually appropriate and explicitly acknowledged.
Authors and illustrators may increase their cultural responsiveness through the following actions:
- Make it a practice to insure that all cultural content has been acquired under informed consent and has been reviewed for accuracy and appropriateness by knowledgeable local people representative of the culture in question.
- Arrange for copyright authority and royalties to be retained or shared by the person or community from which the cultural information originated, and follow local protocols for its approval and distribution.
- Insure controlled access for sensitive cultural information that has not been explicitly authorized for general distribution.
- Be explicit in describing how all cultural knowledge and material has been acquired, authenticated and utilized, and present any significant differing points of view that may exist.
- Make explicit the audience(s) for which a cultural document is intended, as well as the point of view of the person(s) preparing the document.
- Make every effort to utilize traditional names for people, places, items, etc., adhering to local conventions for spelling and pronunciation.
- Identify all primary contributors and secondary sources for a particular document, and share the authorship whenever possible.
- Acquire extensive first-hand experience in a new cultural context before writing about it.
- Carefully explain the intent and use when obtaining permission to take photographs or videos, and make it clear in publication whether they have been staged as a re-enactment or represent actual events.
- When documenting oral history, recognize and consider the power of the written word and the implications of putting oral tradition with all its non-verbal connotations down on paper, always striving to convey the original meaning and context as much as possible.
Guidelines for Curriculum Developers and Administrators
Curriculum developers and administrators should provide multiple avenues for the incorporation of locally-recognized expertise in all actions related to the use and interpretation of local cultural knowledge and practices.
Curriculum developers and administrators may increase their cultural responsiveness through the following actions:
- Establish an easily accessible repository of culturally-appropriate resource materials and knowledgeable expertise from the community.
- Include the voices of representatives from the local culture in the curriculum materials used in the school.
- Utilize the natural environment of the community to move educational activities beyond the classroom as a way of fostering place-based education and deepening the learning experiences of students.
- Support the implementation of an Elders-in-Residence program in each school and classroom.
- Provide an in-depth cultural orientation program for all new teachers and administrators.
- Promote the incorporation of the Alaska Standards for Culturally-Responsive Schools in all aspects of the school curriculum, while demonstrating their applicability in providing multiple avenues to meet the State Content Standards.
- Utilize Elders and Native teachers from the local community to acquire a comprehensive understanding of all aspects of the local, regional and statewide context in which the students live, particularly as it relates to the well-being and survival of the local culture.
- Make use of locally-produced resource materials (reports, videos, maps, books, tribal documents, etc.) in all subject areas and work in close collaboration with local agencies to enrich the curriculum beyond the scope of commercially-produced texts.
- Establish a review committee of locally-knowledgeable people to review all textbooks and other curriculum materials for accuracy and appropriateness in relation to the local cultural context, as well as to examine the overall cultural responsiveness of the educational system.
Guidelines for Educators
Classroom teachers are responsible for drawing upon Elders and other cultural experts in the surrounding community to make sure all resource materials and learning activities are culturally accurate and appropriate.
Teachers may increase their cultural responsiveness through the following actions:
- Learn how to use local ways of knowing and teaching to link the knowledge base of the school to that of the community.
- Make effective use of local expertise, especially Elders, as co-teachers whenever local cultural knowledge is being addressed in the curriculum.
- Take steps to recognize and validate all aspects of the knowledge students bring with them, and assist them in their on-going quest for personal and cultural affirmation.
- Develop the observation and listening skills necessary to acquire an in-depth understanding of the knowledge system indigenous to the local community and apply that understanding in teaching practice.
- Carefully review all curriculum resource materials to insure cultural accuracy and appropriateness.
- Make every effort to utilize locally-relevant curriculum materials with which students can readily identify, including materials prepared by Native authors.
- Provide sufficient flexibility in scheduling Elder participation so they are able to fully share what they know with minimal interference by the clock, and provide enough advance notice for them to make the necessary preparations.
- Align all subject matter with the Alaska Standards for Culturally-Responsive Schools and develop curriculum models that are based on the local cultural and environmental experiences of the students.
- Recognize the importance of cultural and intellectual property rights in teaching practice and honor such rights in all aspects of the selection and utilization of curriculum resources (see page 29 for details.)
Guidelines for Editors and Publishers
Editors and publishers should utilize culturally-knowledgeable authors and establish multiple levels of review to insure that all publications are culturally accurate and appropriate.
Editors and publishers may increase their cultural responsiveness through the following actions:
- Encourage and support Native-authors and provide appropriate biographical information and photographs of the author(s) of culturally-oriented material.
- Return a significant proportion of publication proceeds and royalties to the person or community from which it originated.
- Submit all manuscripts with cultural content to locally-knowledgeable personnel for review, making effective use of local and regional entities set up for this purpose.
- Insure appropriate review, approval and access for all digital and Internet-based materials.
- Resolve all disagreements on cultural content or distribution before final publication.
- Always return to the original source for re-authorization of subsequent printings.
- All content of textbooks for general curricular use should be examined to make sure it is widely accepted and recognized, and not just an individual author's opinion.
- Honor all local conventions for recognizing cultural and intellectual property rights.
Guidelines for Document Reviewers
Reviewers should give informed consideration to the cultural perspectives of all groups represented in documents subjected to review.
Document reviewers may increase their cultural responsiveness through the following actions:
- Always be as explicit as possible in identifying the background experience and personal reference points on which the interpretation of cultural meaning is based.
- Whenever possible and appropriate, reviews of cultural materials should be provided from multiple perspectives and interpretations.
- When critical decisions about a publication are to be made, a panel of reviewers should be established in such a way as to provide a cross-check from several cultural perspectives.
- Publications that misrepresent or omit cultural content should be identified as such, regardless of their remaining literary merit.
- Reviews of movies involving cultural themes should utilize the same guidelines as those outlined for published documents.
Guidelines for Researchers
Researchers are ethically responsible for obtaining informed consent, accurately representing the cultural perspective and protecting the cultural integrity and rights of all participants in a research endeavor.
Researchers may increase their cultural responsiveness through the following actions:
- Effectively identify and utilize the expertise in participating communities to enhance the quality of data gathering as well as the data itself, and use caution in applying external frames of reference in its analysis and interpretation.
- Insure controlled access for sensitive cultural information that has not been explicitly authorized for general distribution, as determined by members of the local community.
- Submit research plans as well as results for review by a locally-knowledgeable group and abide by its recommendations to the maximum extent possible.
- Provide full disclosure of funding sources, sponsors, institutional affiliations and reviewers.
- Include explicit recognition of all research contributors in the final report.
- Abide by the research principles and guidelines established by the Alaska Federation of Natives and other state, national and international organizations representing indigenous peoples.
Guidelines for Native Language Specialists
Native language specialists are responsible for taking all steps possible to accurately convey the meaning associated with cultural knowledge that has been shared in a traditional language.
Native language specialists may increase their cultural responsiveness through the following actions:
- Whenever possible, utilize a panel of local experts rather than a single source to corroborate translation and interpretation of language materials, as well as to construct words for new terms.
- Encourage the use and teaching of the local language in ways that provide appropriate context for conveying accurate meaning and interpretation, including an appreciation for the subtleties of story construction, use of metaphor and oratorical skills.
- Provide Elders with opportunities and support to share what they know in the local language.
- Whenever possible, utilize simultaneous translation equipment at meetings to facilitate the use of the local language.
- Prepare curriculum resource materials that utilize the local language, so as to make it as easy as possible for teachers to draw upon the local language in their teaching.
Guidelines for Native Community Organizations
Native community organizations should establish a process for review and authorization of activities involving the gathering, documentation and use of local cultural knowledge.
Native community organizations may increase their cultural responsiveness through the following actions:
- The Native educator associations should establish regional clearinghouses to provide an on-going process for the review and certification of cultural resource materials, including utilizing the available expertise of retired Native educators.
- Native educators should engage in critical self-assessment and participatory research to ascertain the extent to which their teaching practices are effectively grounded in the traditional ways of transmitting the culture of the surrounding community.
- Native communities should provide a support mechanism to assist Elders in understanding the processes of giving informed consent and filing for copyright protections, and publicize the availability of such assistance through public service announcements on the radio so all Elders are aware of their rights.
- Each community and region should establish a process for reviewing and approving research proposals that may impact their area.
- Each community should establish a process for determining what is considered public knowledge vs. private knowledge, as well as how and with whom such knowledge should be shared.
- Native communities should receive copies and maintain a repository of all documents that relate to the local area.
- Native communities/tribes should foster the incorporation of traditional knowledge, language and protocols in all aspects of community life and organizational practices.
- As regional tribal colleges are established, they should provide a support structure for the implementation of these guidelines in each of their respective regions.
Guidelines for the General Public
As the users and audience for cultural knowledge, the general public has a responsibility to exercise informed critical judgement about the cultural authenticity and appropriateness of the materials they utilize.
Members of the general public may increase their cultural responsiveness through the following actions:
- Refrain from purchasing or using publications that do not represent traditional cultures in accurate and appropriate ways.
- Encourage and support Native peoples' efforts to apply their own criteria to the review and approval of documents representing their cultural traditions.
- Contribute to and participate respectfully in local cultural events to gain a better understanding of the range of cultural traditions that strive to coexist in Alaska.
- Make room in all community events for multiple cultural traditions to be represented.
General Recommendations
The following recommendation are offered to support the effective implementation of the guidelines for documenting, representing and utilizing cultural knowledge outlined above.
- The Alaska Standards for Culturally-Responsive Schools should be used as a general guide for any educational activity involving cultural documentation, representation or review.
- A statewide indigenous literary review board (Honoring Alaska's Indigenous Literature - HAIL) should be established with representation from each of the regional Native educator associations to oversee the implementation of the recommendations that follow.
- A statewide "Alaska Indigenous Knowledge Multimedia Working Group" should be established to examine the applicability of the above guidelines to the production of electronic media and the publication and utilization of cultural knowledge via the Internet.
- Criteria for "product certification" of materials with cultural content should be established and implemented by regional literary review committees formed through the regional Native educator associations. The "Raven" images from the ANKN logo could be used as a "stamp of approval" for each cultural region.
- Each regional HAIL literary review committee should develop a list of authorized reviewers for publications reflecting cultural content related to the respective region.
- An annotated bibliography of the best materials representing local cultures should be compiled by each regional HAIL literary review committee and published on the Alaska Native Knowledge Network web site for use by teachers and curriculum developers throughout the state.
- HAIL and the regional literary review boards should establish prestigious annual awards to honor Native Elders, authors, illustrators and others who make a significant contribution to the documentation and representation of cultural knowledge.
- Incentives, resources and opportunities should be provided to encourage and support Native authors, illustrators, story-tellers, etc. who can bring a strong Native voice to the documentation and representation of Native cultural knowledge and traditions.
- The guidelines outlined in this publication should be incorporated in university courses and made an integral part of all teacher preparation and cultural orientation programs.
- An annotated bibliography of resource materials that address cultural and intellectual property issues associated with documenting, representing and utilizing cultural knowledge should be maintained on the Alaska Native Knowledge Network web site. Anyone with relevant reference material is invited to submit the necessary information to add it to the initial bibliography included with these guidelines.
Glossary Of Terms
Following is a list of terms and items referred to in the Guidelines for Respecting Cultural Knowledge that sometimes have specialized meanings that aren't commonly known. A brief definition or explanation of each item is provided to help users of these guidelines to accurately interpret their intent and use them appropriately. If further elaboration is needed, most of these items can also be found in the list of related reference materials that is included. For further assistance in interpreting the guidelines, please contact the Alaska Native Knowledge Network.
Definition: A description that shows how something is like others in that general category, but also shows how it is different or distinct from others in that group.
Alaska Standards for Culturally-Responsive Schools: Guidelines developed by the Native Educator Associations of the State of Alaska, for schools and communities to evaluate what they are doing to promote the cultural well-being of the young people whom they are responsible for educating.
Associated royalties: The share paid to an author or composer from the profits derived from the sale or performance or use of the author's creation in collaboration with other individuals or groups. A share paid to the creator for the right to use their invention or services.
Authenticated: Established as being genuine; proven to be the real thing.
Author: A person who creates or originates an idea or work; not limited to written creations.
Biographical information: Important information that summarizes a person's life and work. Generally it includes information on birth, ethnic heritage, cultural experiences, education, research, community activities or any other matters that would be of importance to the readers.
Clearinghouse: A location or group through which information or materials regarding a cultural group or groups is collected and distributed to others.
Consent form: A signed form granting permission for a person or entity to do research or other activities and indicating how the work will be performed or published (see also Release form).
Copyright: A form of legal protection for both published and unpublished "original works of authorship" (including literary, dramatic, musical, artistic and certain other intellectual works), so they cannot be reproduced without the copyright holders consent. Under current law, copyright is usually held by an individual or an organization, though efforts are underway to address the issue of copyright protection for community-shared cultural property.
Cultural accuracy: Cultural information that is accepted by the members of a particular society as being an appropriate and accurate representation of that society.
Cultural context: The cultural setting or situation in which an idea, custom, skill or art was created and performed.
Cultural experts: Members of a particular society, with its own cultural tradition, who are recognized by the rest of the society as knowledgeable of the culture of that society, especially in the area of arts, beliefs, customs, organization and values.
Cultural integrity: In regards to research, the researcher is obliged to respect his or her informants and the information they provide so that it is presented to others in an accurate, sensitive and integrated manner.
Cultural perspective: The views generally accepted by Elders and knowledgeable practitioners of a culture.
Cultural responsibilities: The responsibilities that members of a particular society with its own cultural system have to carry out to understand, promote, protect and perpetuate cultural information and practices such as language, art, social rules, values and beliefs, and they must do so in an honest and sincere manner.
Culture: A system of ideas and beliefs that can be seen in peoples' creations and activities, which over time, comes to characterize the people who share in the system.
Curriculum: A course, or series of courses in an educational program. It may include stories, legends, textbooks, materials and other types of resources for instruction.
Elders-in-residence: A program that involves Elders in teaching and curriculum development in a formal educational setting (oftentimes a university), and is intended to impact the content of courses and the way the material is taught.
Explicit recognition: Contributors to materials or information provided by members of a cultural group must be openly and clearly indicated. This recognition should include their names, ethnic background, and contributions. A researcher should allow the contributors to review the information provided by them, prior to publication, to insure that is accurately reflects what they said or intended.
Guidelines: A set of rules, regulations or suggestions that are set out for those who are going to carry out some activity such as preparing curriculum, writing, reviewing, or organizing materials.
Indigenous knowledge system: The unified knowledge that originates from and is characteristic of a particular society and its culture.
Informed consent: Consent that is granted only after one understands all that the consent permits or prohibits and the implications and possible effects of granting that consent. Appropriate translation services need to be provided for persons to be truly "informed" when more than one language is involved.
Legal protection: Protected by the laws of a government or society. Does not always have to be in written form (some Native laws are passed on through oral tradition and customary practice.)
Manuscript: A written document that may be presented to a publisher or others.
Native: A member of an indigenous society, as distinguished from a stranger, immigrant, or others who are not considered full members of the indigenous society.
Native language specialist: A speaker of a language who is recognized by other speakers of the language as being fluent in the language and has the ability to translate and interpret the language correctly.
Password protected: A method of protecting access to information; requiring a person to know a password to gain access to particular information.
Placed-based education: An educational program that is firmly grounded in a community's unique physical, cultural and ecological system, including the language, knowledge, skills and stories that have been handed down through the generations.
Public domain: Something that is owned by the public and is free from any legal restriction, such as a copyright or patent.
Public information: Information, which no longer belongs to an individual or group, but has become public property and the general public is allowed to use it. Informants and/or members of a cultural group have a right to understand the use that will be made of their contributions before cultural knowledge is shared and allowed to become public information.
Release form: A signed form allowing the performance, sale, publication, use or circulation of information or a creation. The conditions and future use of the information or creation must be clearly expressed and explained to the contributor prior to signing any release. This information should include copyright and trademark or other ownership rights (see also Consent form).
Repository: A place where things are placed for safekeeping such as archives, libraries, museums.
Sensitive cultural information: Cultural information or details that are delicate in nature and not meant to be shared with the general public or those outside of that cultural group.
Traditional names: Names that have a history of being commonly used by indigenous and/or local communities; indigenous names are those derived from the language of the people who have inhabited the area for countless generations and are preserved in that language.
Transcript: A written copy of information that has been shared orally. Usually in printed form including typewritten copies, or copies stored in a computer, on disk or by any other electronic storage and retrieval system.
Resources For Respecting Cultural Knowledge
Research Guidelines
Alaska Federation of Natives Research Guidelines http://ankn.uaf.edu/IKS/afnguide.html
Principles for the Conduct of Research in the Arctic http://ankn.uaf.edu/IKS/conduct.html
Guidelines for Respecting Cultural Knowledge http://ankn.uaf.edu/Publications/Knowledge.html
Cultural and Intellectual Property Rights, ANKN http://ankn.uaf.edu/IKS/Rights.html
Alaska Native Science Commission http://ankn.uaf.edu/IKS/ansc.html
Protecting Knowledge Conference Proceedings, UBC (2000) http://www.ubcic.bc.ca/protect.htm
Native American Books http://indy4.fdl.cc.mn.us/~isk/books/booksmenu.html
International Decade of the World's Indigenous People http://www.inac.gc.ca/ch/dec/index_e.html
World Intellectual Property Organization http://www.wipo.int/traditionalknowledge/report
Native American Rights Fund http://www.narf.org/cases/index.html
Keepers of the Treasures http://www.keepersofthetreasures.org
Draft Declaration on the Rights of Indigenous Peoples http://ankn.uaf.edu/IKS/iachr.html
Principles & Guidelines for the Protection of the Heritage of Indigenous Peoples http://ankn.uaf.edu/IKS/Protect.html
The Mataatua Declaration on Cultural and Intellectual Property Rights of Indigenous Peoples http://ankn.uaf.edu/IKS/Mataatua.html
Coolongatta Statement on Indigenous Rights in Education http://www.wipcehawaii.org/coolongatta.htm
Barsh, R. L. (2000). Protecting Knowledge: Traditional Resource Rights in the New Millennium. University of British Columbia: Union of British Columbia Indian Chiefs,
Battiste, M. and J. Y. Henderson (2000). Protecting Indigenous Knowledge and Heritage: A Global Challenge. Saskatoon, Purich Publishing Ltd.
Brush, S. B., & Stabinsky, D. (1996). Valuing Local Knowledge: Indigenous People and Intellectual Property Rights. Covelo, CA: Island Press.
Ellerby, J. H. (2001). Working with Aboriginal Elders: An Introductory Handbook for Institution-Based and Health Care Professionals Based on the Teachings of Aboriginal Elders and Cultural Teachers. Winnipeg, Manitoba: Native Studies Press, University of Manitoba.
Greaves, T. (1994). Intellectual Property Rights for Indigenous Peoples: A Source Book. Oklahoma City, OK: Society for Applied Anthropology.
Johnson, M. (1992). Lore: Capturing Traditional Environmental Knowledge. Hay River, NWT, Canada: Dene Cultural Institute,
King, T. F. (1998). Cultural Resource Laws and Practice: An Introductory Guide. Walnut Creek, CA: AltaMira Press.
Posey, D. A., & Dutfield, G. (1996). Beyond Intellectual Property: Toward Traditional Resource Rights for Indigenous Peoples and Local Communities. Ottawa, Ontario, Canada: International Development Research Centre.
Royal, Te A. C. (1992). Te Haurapa: An Introduction to Researching Tribal Histories and Traditions. Wellington, New Zealand: Bridget Williams Books Ltd.
Shiva, V. (1997). Biopiracy: The Plunder of Nature and Knowledge. Toronto, Ontario, Canada: Between the Lines.
Slapin, B., Seale, D., & Gonzales, R. (1996). How to Tell the Difference: A Guide to Evaluating Children's Books for Anti-Indian Bias. Berkeley, CA: Oyate.
Smith, L. T. (1999). Decolonizing Methodologies: Research and Indigenous Peoples. New York: Zed Books.
Special Issue, (1991). Intellectual Property Rights: The Politics of Ownership. Cultural Survival Quarterly, 15 (3).
Special Issue, (2001). Intellectual Property Rights. Cultural Survival Quarterly, 15 (3).
Task Force, (1974). A Guide to Textbook Evaluation. Stanford, CA: Task Force for the Evaluation of Instructional Materials, California State Board of Education.


text:
Lifelong PC Guy Considering An iMac - Need Advice
As the title says, I've been a PC guy for 25 years. I've probably built 30 systems, for myself, and others in that time. Now, just as I was about to start a new build, I suddenly have a dilemma and could use your expertise, and thoughts on the matter.
I have a new job that I started about six months back, which offers a great, creative environment, and a promising opportunity for the future. We just had new management brought in to take the company to the next level and these guys have sme great ideas and plans. And that's where the dilemma appears. The new team is converting us completely to a Mac environment. There are a number of reasons, but one of the biggest is that we will be using several proprietary software apps that were designed solely for Macs. They are offering the employees a one time opportunity wherein they will pay $1000.00 towards our purchase of an iMac. They think that the benefits of having us more comfortable, proficient and actually using the Mac platform will help the transition and as well as benefit a number of other things. Also, as an additional bonus, those of us who purchase iMacs under this plan, will also have the opportunity to work from home one day a week, and possibly an additional day in the future. All of which is pretty compelling stuff.
However, as I noted earlier, I've been a PC guy my whole adult life. There are a couple other things in play here though. I've been having a great time working with Garage Band on the iPad my fiance bought me for my birthday. I'm getting to the point where I really, really want to be able to utilize the full blown version but, of course, it's only available for Macs. And, having discussed this with half a dozen musician friends/acquaintenances, and several music stores,and there is absolutely nothing for the pc that is remotely an equivalent. Having my own iMac would solve that too, but clearly that's not quite enough reason on it's own, of course, to buy one. But when you add in the offer being made by the company, well, it makes you think at least a bit.
Importantly, I have always been a gamer, to a degree. The only thing I currently am involved with is World of Warcraft and I'm eagerly awaiting Diablo III. I'm also looking forward to Skyrim this fall. And that's really about all that interests me as far as games. No FPS, etc. Insofar as I know, Mac's have never been able to do gaming decently. Has that changed with the newest versions of the iMac's? They have Intel i5 and i7 processors, and offer Radeon 6970 (2gb) video cards. I'm guessing this setup would have to allow me to play WOW and Diablo III with the bells and whistles, but likely not Skyrim.
In the end, I'm still finding it difficult seriously considering anything other than a pc, it is, of course, what I have always known. However, the $1000.00 they are offering is virtually half the price of a loaded 27 inch iMac (we get a corporate discount also). Right now, having had some significant financial setbacks in the past year, as I mentioned, having someone pay for half of my new computer is a hard thing to turn down, though. Especially as my new pc build was going to run me something over $2k, so that's literally a thousand dollars back in my pocket. Not to mention one less day of having to drive to work, with gas at $4.00 a gallon, no commute time, saving wear and tear on the car, on my brain, etc. etc.
It's my hope that this forum, which was recommended to me by a Mac owning friend, while clearly biased towards Apple products, will be able to honestly consider someones situation and provide fair, and technically sound advice.
If I cannot game, given my parameters, thats almost definitely going to be a deal breaker. If it is workable though, my other intended uses of a computer are a lot of net surfing, some music creation (Garage Band, plus plug in's, etc.), some digital photography manipulation and synching to my iPad/iPod. All of which, excepting the gaming piece, a Mac could do as well, if not possibly a bit better in some areas, as you know.
And so now you have my dilemma. I would appreciate your thoughts, opinions and advice. This is entirely new ground for me. Thanks for any help with this.
If gaming is a big deal for you then stay away from the iMac. You aren't going to be very satisfied as the graphics cards are watered down and are not as powerful as the desktop equivalent.
You can game but it won't be as good as a dedicated gaming rig.
Use the Mac for work and build yourself a gaming rig. That's how I get by.
Thanks very much for the honest reply. My issue is, I'm physically limited in space, so I either have to choose one box or the other, long term. I simply don't have room for both an iMac and 27 in. monitor, and a Windows/PC box, and large monitor.
Does it have to be an iMac?
You could use that $1000 toward a refurb MacPro and get a killer machine for about $1500 net that would be upgradeable.
Hmm......hadn't considered that. I don't know much about Mac Pro's, other than what they look like. Would a refurbed model have a fast enough processor? What options do you have for upgrading? And what would they run as far as cost?
Refurbished Mac Pro 2.66GHz Quad-Core Intel Xeon - Apple Store (U.S.)
Refurbished Mac Pro 2.93GHz Quad-Core Intel Xeon - Apple Store (U.S.)
Refurbished Mac Pro 2.93GHz Quad-Core Intel Xeon - Apple Store (U.S.)
I can actually manage to afford one of these, but the catch is that the Apple 27in. display is not included, and costs almost $1k, which puts these at the $3,800-4,000.00 mark. Thats unfortunately just beyond my reach. The absolute max expenditure I could make would be $3500.00, shipped and in my home.
The games you list are all Blizzard games, and they do a pretty good job with the Mac versions. Sure you can build a kick butt PC gaming rig for 2k, but does that have an awesome 27in widescreen monitor?
you say you dont have room....
you can use a 27" iMac as a monitor for your PC rig. i humbly suggest both, as CrimsonRequiem says.
a 6970m will get you by, but you cant really upgrade, and you wont see the kind of performance a desktop 6970/90 or GTX 580/90 will give you by a long shot. then theres SLI/CF etc, overclocking, cooling, that you also cant control on the iMac.
Macs are brilliant for for everything else (in my mind, superior). Just not gaming. Unless you just play Angry Birds.
If you look at newegg or any other website, the 27 inch imac is a ips monitor thats led backlit with a resolution of up to 2560x1440 which is higher than 1080 HD it costs around 1k by itself. I bought my imac for gaming only, yes defeats the purpose, but man I love macs and I wanted to game on one. I have the 2.93 i7 with the 5750 and I play wow with everything maxed out. The fps is pretty smooth and I can go anywhere in the game without feeling like its lacking. You would be amazed to see what WoW looks like on this display which will blow you away. To me it was worth the 2k for a gaming rig, true, it isn't top of the line gaming, but it handles everything maxed out and thats what mattered to me.
I used to build my own PCs myself until I switched a few years ago and and never looked back. My first Mac desktop was a PowerMac, then a Mac Pro because I couldn't convince myself to let go of having a tower that I could "upgrade" as needed. My current Mac is an iMac 21.5" i3, bought late last year and I will never go back to anything else. It has the upgraded GPU, but is far from the fastest iMacs available then. Still, it's plenty powerful for the limited gaming I do these days. I can run StarCraft 2 at "medium" quality very well, and I've read that the higher-end of the last-gen 27" iMacs can run it with all quality settings maxed out without a problem. The new iMacs are MUCH improved over those, so I have little doubt that you would find these to run your games very satisfactorily.
Hmm, don't see a real dilemma here. Make your bosses happy by getting the iMac, you make more money to enable to you to get a bigger house which gives you room to own a gaming rig. All is good
Just came across this site offering certified, refurbed Mac Pro's far more affordably than direct from Apple.
Can I just upgrade the processor and video card and use this as a solution to my dilemma?
Mac Pro - Macs4U.com
|All times are GMT -4. The time now is 08:00 AM.
Powered by vBulletin
Copyright ©2000 - 2015, Jelsoft Enterprises Ltd.

subset: commoncrawl


text:
The oral history collections at the British Library include recordings focusing on specific movements, such as the trade union movement and the women's movement, as well as collections recording the lives of key figures in social policy work and social movements.
Social policy
- Pioneers in Charity and Social Welfare (C1155), a National Life Stories project, records the memories and experiences of key figures in welfare and charitable work. Interviewees include Joel Joffe, Janet Newman, Olive Stevenson, Mary Barnes, Bill Utting and Ken Leech.
- An interview with Baroness Lucy Faithfull, director of Social Services for Oxford City Council between 1970 and 1974, and founder of the Lucy Faithful Society, a child protection agency helping sexually abused children and their families, is included in the National Life Stories project Leaders of National Life (C408).
- Interviews with Priscilla Young, social workers since the 1940s and founding member of the Association of Social Work Teachers, and with Peter Townsend, social scientist at the forefront of poverty studies since the 1950s, are included in the NSA: General (catalogue no: C465) collection.
- Care Leavers' Stories Project (catalogue no: C1597) is a collection of video interviews of people whose lives have been affected by their experiences in care, including residential and foster care. This project was coordinated by the Social Care Institute for Excellence (SCIE) and funded by the Heritage Lottery Fund. Four volunteer interviewers, themselves formerly in care, were trained in oral history interviewing techniques and conducted the interviews.
Social issues and social movements
- The Fire Brigades Union (catalogue no: C518) project consists of 28 interviews and was conducted as part of an Essex University PhD on Fire Brigade Unions.
- An interview with trade union leader Jack Jones is also included in the National Life Stories project Leaders of National Life (catalogue no: C408).
- The National Co-operative Society Oral History Project (catalogue no: C739) is a series of life story interviews with active members of the Co-operative movement from all over Britain, administered by the Co-operative College, Stanford Hall, Loughborough. Interviews cover many aspects of the Co-operative movement and Co-operative societies, including the retail and wholesale businesses, the Co-op Bank and Building Society, CIS (Co-operative Insurance Society), the Co-operative Party, the Labour Party and the Labour League of Youth, Socialist Sunday Schools, the Communist Party, Co-operative Youth, St Mary's Guild, Woodcraft Folk and the Co-operative Women's Guild.
- Interviews with Animal Welfare activists (catalogue no: C894) is a collection of oral history interviews with people active in the animal welfare and animal rights movement in Britain, including the Hunt Saboteurs Association, Chickens Lib, RSPCA Reform Group, League Against Cruel Sports, Animal Liberation Front, Compassion in World Farming and other organisations campaigning against animal experimentation and maltreatment.
- The Women's Liberation Movement collection (catalogue no: C546) is comprised of 4 interviews with activists in the women's movement in Britain and overseas, covering a wide range of topics in the field of women's liberation activism. Interviewees include Oonagh Marron and Mandana Hendessi.
- The Ronald Fraser Interviews: 1968 – A Student Generation in Revolt (catalogue no: C896) collection includes interviews with student activists about the events of 1968 in Britain and the United States, carried out for Fraser's book entitled 1968: A Student Generation in Revolt' (London: Chatto & Windus, 1988). The collection includes interviews with lecturers and students, including: Sally Alexander, Tariq Ali, Anna Davin, Jeffrey Dudgeon, David Fernbach, Paul Ginsborg, Fred Halliday, Geoffrey Hawthorn, Paul Hirst, Kim Howells, Martin Jacques, Bernadette McAliskey (Devlin), Sheila Rowbotham, David Triesman and Hilary Wainwright.
- The Hornsey College of Art Oral History Project (catalogue no: C1374) is a collection of 15 interviews conducted by staff at Middlesex University centring on the events of 1968 student sit-in.
Related recordings
- For collections relating to medicine and medical science, see medicine and science and technology.
- For collections relating to HIV/AIDS, health and mental health, see personal health, mental health and disability.
Accessing the collections
To access oral history material:
- Search for oral history recordings held at the British Library using the online Sound and Moving Image Catalogue (see useful advice on searching the oral history collections).
- Onsite access to oral history recordings: The Listening and Viewing Service in St Pancras provides free public access to the oral history collections on an appointment basis. Many digital recordings are also available via SoundServer, a computerised listening facility located in the Humanities Reading Rooms. SoundServer is also available at the British Library's site in Boston Spa in Yorkshire.
- Internet access to selected oral history recordings: The British Library Sounds website gives remote access to a selection of interviews from the Library's oral history collections. Some recordings are currently only licensed to Higher and Further Education users in the UK, others are available for full public access.
Further information
Contact us
Oral History
The British Library
96 Euston Road
United Kingdom
T +44 (0)20 7412 7405 (Rob Perks, Lead Curator, Oral History / Director of National Life Stories)
T +44 (0)20 7412 7406 (Mary Stewart, Curator, Oral History / Deputy Director of National Life Stories)
T +44 (0)20 7412 7404 (Elspeth Millar, Archivist, Oral History)
E email@example.com


text:
Obama Campaign Launches 'Parents For Obama' Website
This post was written by Parents Deputy Editor Diane Debrovner.
Obama for America has introduced Parents for Obama, a new website and organizing tool to help tell President Obama's story to mothers and fathers. The site outlines his past accomplishments for families—including stats and facts about health care, education, tax cuts, and the environment—along with blog posts from parents about why they are a Parent for Obama.
Parents for Obama also introduced a new video from the First Lady about what it's like to be a parent in the White House and why she and the President are fighting for parents and families in this election.
Parents can use the site's Dashboard tool to get involved with the campaign, and to connect with other parents in their community or around the country. There are opportunities to host a house party, attend local events, and make calls to discuss the issues with undecided voters. The campaign appreciates the fact that many moms are still undecided, and that they are looking to other women like them in order to decide how to vote in November.
Be sure to follow our own three Moms Decide guest bloggers, who will be offering their diverse views on the election and the issues that matter most to them and their families.Add a Comment
Tags: 2012 election, campaign, Parents for Obama, President Barack Obama, presidential election, White House | Categories: Parents News Now


text:
5 things to know about Ohio bills signed this week
COLUMBUS, Ohio — Gov. John Kasich signed so many bills this week that it was difficult to keep track. Some he even signed twice just for show. Here are five things to know about the process and the legislation:
The Republican-led state Legislature passed a pile of bills ahead of lawmakers' summer break. With an election ahead this fall, it's unlikely they'll be called back to session for anything but the most urgent business until after Nov. 4. That leaves a lame-duck window of about six weeks when they return to conclude the business of the session. Kasich had time constraints in signing the bills he was delivered, including 27 this week.
Kasich chose to sign two of the most sweeping bills formally, and then ceremonially, in different parts of the state. It's an election year, and the governor used the signings as an opportunity to promote some key accomplishments. One bill contained a package of tax exemptions and credits that will lower the tax bills of low- and middle-income Ohioans and small businesses. It also accelerated a planned statewide income-tax cut. Critics say the changes will have little real-world impact because of the rates and rules involved. The same bill contained a $10 million student mentoring program known as Community Connectors. So Kasich signed the bill at the Mid-Ohio Foodbank near Columbus, then again at an East Cleveland elementary school later in the week. He signed a midterm education bill privately Monday and again Wednesday during Buckeye Girls State.
Kasich's three line-item vetoes to the primary midterm budget bill were distributed without fanfare. One veto denied special tax breaks to private water corporations. One prevented school districts with state facilities grants from unilaterally altering construction agreements to lock in lower interest rates. The third blocked disclosure of state sales and use tax information to counties. Vetoes tend not to make supporters of the nixed provisions happy.
Probably Senate Bill 263, which requires the state tax commissioner to notify taxpayers of tax and fee overpayments and either refund or credit the cash. A spokesman says Ohio Tax Commissioner Joe Testa was stunned when he learned the state was sitting on $30 million that businesses had overpaid over the past four or five years and had never gotten back. The practice came to Testa's attention after a state employee was caught skimming from the overpayment account, which essentially sat dormant for years, then, if unclaimed, was absorbed by the state. Under the new law, that will no longer happen.
One bill extends Ohio's efforts to crack down on human trafficking. One puts a system in place for creating a list of in-demand jobs around Ohio. Another requires public high schools to publish an annual career decision guide. Other bills set new rules for controlling addictive prescription painkillers and for distribution and coverage of cancer drugs. Two bills lay out new strategies for reporting and studying what's causing Ohio to be fourth in the nation in fetal and infant mortality.
The Herald-Dispatch welcomes your comments on this article, but please be civil. Avoid profanity, obscenity, personal attacks, accusations of criminal activity, name-calling or insults to the other posters. Herald-dispatch.com does not control or monitor comments as they are posted, but if you find a comment offensive or uncivil, hover your mouse over the comment and click the X that appears in the upper right of the comment. If you do not want your comment to post to your personal Facebook page, uncheck the box below the comment.


text:
May 12 2009
Snap Out of It!
By Miz Booshay
I'm not a very bossy person. Well, okay. In the car I am bossy.
But in general I don't tell people what they should do.
But I think I've found my calling.
I feel called to tell you to…get in the picture!
Forget your foolish pride and just jump in the frame.
Our parents died when I was 16. Our mom died within a year of taking this picture with my sister, Janet.
It is my very favorite picture of her.
This picture brings me so much joy, I can not tell you. I have it on the refrigerator and look at it every day.
I do not know if I have a picture of myself with my mom.
But I do have a picture of myself with my dad.
There we are. Me and my dad and my sister Cindy. So, so long ago. It was 1973 and we were on vacation in Maui. Haleakala Crater. Look how handsome our dad was! I see my son Matthew in him.
I am so thankful for these pictures.
It doesn't matter how you do it.
It only matters that you do it!
Today I want to urge you to get over your shyness and pride and get in the picture!
I wish, wish, wish I had more pictures of me with our children. It is one of my few regrets.
So here's the deal…
1. In five years you will look five years older….you WILL look young in the pictures you take today!
2. Ten years ago I thought I was fat. Oh my goodness….I should have taken pictures THEN.
3. Your children look at you all day long. THEY know what you look like. They won't care how you look in the picture.
I really don't like how I look in pictures. It pains me. I still want to look like I did when I was 25 years old. And really I'm shocked that I don't.
But seriously. My children love me just the way I am. Chins and all.
Consider this your call to action!
You can do it. I know you can. If I can, you can!
Let your light shine. You will never regret it!
Encourage one another,
Miz Booshay
712 Comments
Patty On Tuesday, May 12 at 3:33 pm
What a wonderful post! We're going to one of my daughters' school plays tonight, and I WILL get in the after-play pictures too. Thank you!!
Jill On Tuesday, May 12 at 3:36 pm
You have inspired me…Thank You! To tell you the truth I have six chilren and I don't think I could find a picture of myself with any one of them! Sad! Because oh do I love finding pictures of my parents when they were younger! So today the picture taking begins….rolls and all!
Kristal On Tuesday, May 12 at 3:37 pm
Great post!! And oh so true. Thanks for the great reminder. and I love that pic of your mom too.
Naomi On Tuesday, May 12 at 3:37 pm
This was a wonderful post. And you are so right. And all three of you are beautiful women.
Michelle O On Tuesday, May 12 at 3:37 pm
I dont get in very many photos since I'm usually the one shooting, but every once in a while I'm in one.
I was just contemplating deleting the horrible pictures hubby took the other day… I wont..
Now the video of my backside from Easter…..that is a whole nother ball of wax!
Lolli @ Life is Sweet On Tuesday, May 12 at 3:38 pm
So so true! My dad died when I was 2 1/2, and I treasure the pictures I have of him. It is so important to be in the physical memories/keepsakes that they will have someday.
Mama Bear On Tuesday, May 12 at 3:40 pm
Thank you for inspiring me. Your "deal" really touched my heart. I know I don't like to be on the other side of the camera. And as the only one in my extended family who doesn't cut off people's heads, I'm usually behind the camera. We are having a big family wedding this month and, thanks to you, I think I will hand my camera off to someone and jump in front with my kids for at least a few shots!!!
Amy from SC On Tuesday, May 12 at 3:42 pm
Thank you! Thank you! Thank you! I have tears in my eyes b/c I HATE pics of myself. I have 84,000 pics of my children. A small handful of them have my husband in them. Maybe 0.1% of them have me. And my children are 3 and 1.
By the way, the last picture of you with your girls is spectacular! Absolutely spectacular!
becki On Tuesday, May 12 at 3:43 pm
This touched me…thanks so much for sharing.
P.S. You're beautiful!
Kim On Tuesday, May 12 at 3:44 pm
Such a beautiful post! I enjoy all of your entries but this one brought tears to my eyes. I agree, and keep pressing my camera-shy parents to put up with 'that damn camera' every time I visit. I know those photos will mean even more in the years to come.
Meredith Munoz On Tuesday, May 12 at 3:44 pm
So true. Thanks for sharing. I need to take more pictures of my daughter and I together… loose the inhibitions and get in front of the camera.
Rae On Tuesday, May 12 at 3:49 pm
thanks for the encouragement to get in the picture! sometimes i get consumed with how i don't like how i look in pictures that i forget the BIG picture. that i want my family to look back and see ALL of us!! thanks miz booshay. def needed to hear that!
Carin - Forever in Blue Jeans On Tuesday, May 12 at 3:50 pm
Wonderful post. It is so important to be in the picture with our children and family. You can join me on Thursdays for our yearlong project to get mom in the picture at http://wyomingbarnetts.blogspot.com/ we sure hope to see more moms joining us.
Nicole On Tuesday, May 12 at 3:50 pm
Thanks for the wise words. You are so right that the kiddo won't care what I look like – probably only I care. I am inspired to be in the pictures now too!
Texas Susan On Tuesday, May 12 at 3:51 pm
Great reminder, especially for all of us who are forever behind the camera. It's why I made sure my husband took a photo of me and our sons on Mother's Day. We're going to a family wedding this summer, and I'm looking forward to the chance to take another family portrait.
Kim in Idaho On Tuesday, May 12 at 3:52 pm
I am sending this to my mom. She hates having her picture taken and refused to let me get her picture this past Mother's Day. I love her just as she is and want to have pictures to remember her. Thank you for being brave and encouraging others.
A Novel Woman On Tuesday, May 12 at 3:52 pm
Miz Booshay, them is wise words. I think this was your best post ever.
My niece is getting married in two weeks, and I was fretting about having to appear in the family photos, how fat I'll look, blah blah. Then I remembered how I wouldn't go in the pool with my kids when they were little because I thought I was so fat (HA! If only I have had a glimpse of my future self….I would have worn a bikini.) But I realized I was missing out on so much fun by sitting on the sidelines that I thought ah, forget it. Just get in the darn pool. They won't care. And they didn't.
You did a GREAT service with this post. Truly.
megan On Tuesday, May 12 at 3:54 pm
i SO agree — to borrow nike's phrase: just do it!
Ernestina On Tuesday, May 12 at 3:54 pm
Wow, how profound and simple. I will take your advice. I have almost no pictures of myself.
Michelle On Tuesday, May 12 at 3:56 pm
Amen. You are so right! (#2 really made me chuckle- I can so relate!)
Sarah Alston On Tuesday, May 12 at 3:56 pm
So true, so true, so true!!! Don't rob your loved ones of precious memories!
Sarah On Tuesday, May 12 at 3:57 pm
You are so right. You said it so well. And I am so grateful you reminded me of this.
Courtney KS On Tuesday, May 12 at 3:58 pm
WONDERFUL, BEAUTIFUL! Thank you Miz B! I'm sharing this with someone very important to me because I want her in my printable memories.
kate k. On Tuesday, May 12 at 3:59 pm
Thanks for this wonderful post! I am a chronic behind the camera person. I am making an effort to do more infront of others. (I still can't play gesture games.) I did sing in a trio at church on Mother's Day. I will try to give the camera to someone else and get in the picture.
Jennifer On Tuesday, May 12 at 4:01 pm
You are so right! My dad died in 2004 and I would give anything for more photos of the two of us together. We had some, but more would be even better.
Selena On Tuesday, May 12 at 4:01 pm
You are SOOOO right. I stay out of the pics a lot for all of those reasons and yet I get upset that my mom stays out of the pics because I want to have (and want my kids to have) pictures of her. Double standard huh? Never really thought about it, but I'm going to take a pic with my girls this week!
Lee On Tuesday, May 12 at 4:05 pm
You are awesome. And beautiful. Off to take pics!
Holly On Tuesday, May 12 at 4:06 pm
Your post really hit the point home. I was going through our photos and realized that I am pretty much non-existent. I have three kids (4, 3, and 4 months) and have been avoiding the camera because of perpetual "baby weight" — ha! Anyway, thanks for a wake-up call. I want my sweet kids to have pictures of us together many years from now.
Susan M On Tuesday, May 12 at 4:06 pm
Truer words were never spoken, Miz Booshay. I'll try doing a little better with this myself.
Alina On Tuesday, May 12 at 4:08 pm
I LOVE this post. Thank you very much for the reminder.
OneCowgirl On Tuesday, May 12 at 4:17 pm
Great advice! Whenever families are together I encourage those "generation" shots b/c …. I only have one picture of me with my mother and grandmother and I'm reading a book! Poor choice on my part. Older and wiser but can never recapture the moment.
Rechelle On Tuesday, May 12 at 4:17 pm
Great post Donna.
Pamela Regentin On Tuesday, May 12 at 4:18 pm
What a great post! Every bit.
Ree??? Hello Ree?? Are you reading this???
susan in FL On Tuesday, May 12 at 4:18 pm
Well said. I have pictures of my honey moon and I am not in a single one of them. How dissapointing.
Deb On Tuesday, May 12 at 4:19 pm
How very true! I was just emailed a picture by my Dad today from when I was 18 (25 years ago!). I thought my legs were big then but man, what I wouldn't give for those legs today! I'm always the one with the camera and never in the photos. I'll try to do a better job of getting in the photos!
Emily On Tuesday, May 12 at 4:20 pm
So true! I didn't want hardly any pictures taken of me after the birth of my little girl because I knew I was all sweaty and unkempt, and now it makes me sad that I don't have more photographic memories of that day. I'm not making the same mistake with the birth of my little boy that is due in two months!
Terri Stern On Tuesday, May 12 at 4:25 pm
You inspired me and made me cry.
Patty On Tuesday, May 12 at 4:26 pm
Okay, okay you convinced me. I promise I'll do better!!
(But can I just tell you…..you have the most beautiful girls!! I always click on the site when I see that your girls are on it because I am so awed by their beautiful eyes and gorgeous chestnut hair!)
Debbie On Tuesday, May 12 at 4:27 pm
Thank you! That was awesome and really made me think. I'm going to get some pictures today of me and my boys…this brought a tear to my eye. Thanks again.
dawn from Housotn On Tuesday, May 12 at 4:27 pm
Thank you.
I always try to stay out of the picture but this has made me realize that is silly.
farmermom2 On Tuesday, May 12 at 4:30 pm
You are so right. You made me cry today. I usually don't read all the photo techno stuff and almost skipped reading you today. Thank you!
Ann On Tuesday, May 12 at 4:34 pm
What a wonderful post. I have never thought of it in relation to my own children, but I lost my dad at 18 and in the last year have been lamenting that I have approximately 2 photos of myself with him. What I wouldn't give for more!
Ticha On Tuesday, May 12 at 4:35 pm
You are so right on. We lost our mom 2 years ago and there are so few pictures of her with me in them. I found one a month ago that was taken about 4 years ago that is my most treasured picture. Looking at it is like getting a hug. All moms must do this!
Maggie, living in Bliss On Tuesday, May 12 at 4:37 pm
Those redheads of yours are gorgeous! Beautiful, beautiful girls.
Anna On Tuesday, May 12 at 4:45 pm
Heavens… that will make me cry.
Yes… I should be in more pictures. I do take some self portraits but I tend to be the one behind the camera all the time… it is hard. I never shy away from others taking pictures of me though, even though I don't usually like how I look. This makes me want to run out and do pictures of me with each child individually as well.
michelleb On Tuesday, May 12 at 4:49 pm
Thank you.
Jen On Tuesday, May 12 at 4:49 pm
Beautiful advice. I couldn't agree more!
Mamadallama On Tuesday, May 12 at 4:51 pm
You are right! Thanks for putting things into perspective.
julie On Tuesday, May 12 at 4:52 pm
Thanks so much for this post. You are SO right. I'm crying right now thinking of the possibilty that I will leave my children behind wishing they had more pics of their Mommy. Thanks so much for the sound advice!!!
CottageGirl On Tuesday, May 12 at 4:54 pm
You are sooooo right, Miz B!!
Can't tell you how many photo ops I've passed up over the years because I couldn't stand to see myself! Now I take a few more pics with the grands … I still hate to see myself and usually delete quite a few … but … baby steps … baby steps!
Tyharri On Tuesday, May 12 at 4:55 pm
Thanks Miz Booshay. I will do better as you have done your part as stated in your message to encourage one another. The pic of you and your girls is gorgeous! That will probably be their favorite in years to come, although it may be flashing on a screen on their refrigerator in this digital world of ours.
Georgia On Tuesday, May 12 at 4:56 pm
Kudos. That's an awesome post.
Dawn W On Tuesday, May 12 at 4:58 pm
Thanks, Miz B – what a good reminder! It's very easy to say, "Oh, not this time… my (hair, makeup, weight, clothes) aren't good today." Bad thing is, that excuse gets used too often and we end up in no pictures. (Guilty, guilty, guilty… me!)
jenny On Tuesday, May 12 at 5:01 pm
Such a great post!!! Thank you.
Tracy in NC On Tuesday, May 12 at 5:02 pm
Thank you for this.
Miz Booshay On Tuesday, May 12 at 5:03 pm
Any nursing mommies out there?
Do you have a picture of that beautiful moment?
I have one. Nursing my oldest child. I love it.
There. Have I stepped over the line???
he he
Karen On Tuesday, May 12 at 5:03 pm
I'll 2nd that!! …I mean I'll 353rd that!! LOL GREAT advice,, I lost my Mom 10 years ago, and I CHERISH each and every photo even more,,
DO IT! GET IN THERE MOMS!! ;o)
Tiffany On Tuesday, May 12 at 5:04 pm
Thanks for the reminder that it's not about our pride but about preserving memories for our kids. My mom died when I was 10 years old, and I hang tightly onto the photos I have of her. We shouldn't wait until we look like we want because it just ain't gonna happen. And you're right – we'll look back 5 or 10 years from now and think, "Hey, I didn't look too bad!"
Carolyn On Tuesday, May 12 at 5:05 pm
"3. Your children look at you all day long. THEY know what you look like. They won't care how you look in the picture."
I hadn't thought of this one before. Very great piece of wisdom!! Thank you.
Sue G On Tuesday, May 12 at 5:17 pm
You are very wise. I often think back to worrying about my weight then, when in fact if I were to be that weight again I'd be thrilled. I tell myself I'm not photogenic and so should stay out of photos… but that is wrong. Thanks for the wonderful advice, and the pictures of you and your lovely daughters!
Leisa from Minnesoooooota On Tuesday, May 12 at 5:22 pm
Miz Booshay!
Thank you for sharing your wisdom!
Ree? Are you listening?
As for me and my double chin, I'm moving into the picture frame from now on.
Lori in NC On Tuesday, May 12 at 5:23 pm
I have to hand my camera to someone and ask to have my picture taken. I used to feel kinda funny asking but I got over that when I discovered I wasn't in any pictures. If you are not the photographer in your family or group please ask the photographer if you can take their picture. They will love you forever.
Susan On Tuesday, May 12 at 5:23 pm
Great advice!
Julie R. On Tuesday, May 12 at 5:27 pm
Ree, you're the best! You know I've been thinking of this very same thing. My husband never grabs the camera, but I love taking picts, so there are pretty much no picts of me. I'm on a mission now to get him in photo gear…thanks!
Julie R. On Tuesday, May 12 at 5:28 pm
Sorry, I just realized Ree didn't write this one…Miz Booshay, you're the best too!
Meghan On Tuesday, May 12 at 5:33 pm
Wonderful post! Could not be more true!
Katrina On Tuesday, May 12 at 5:34 pm
I'm going to the funeral of a friend this afternoon. He will be leaving behind children the same age as mine: 7 and 9. Your post made me cry because damnit, you're right. All this bloody vanity which keeps me behind the camera and not in front of it. We just don't know what lies in the future and my babies need photos that say "look how happy your mum is just to be with you."
Robin On Tuesday, May 12 at 5:35 pm
Thanks so much for that! I really needed to hear that. I always run from pics and I'm mostly behind the camera anyway. I will make a point to get in a few just for my little girls sake. So sorry about your loss at such a young age!
Abbie On Tuesday, May 12 at 5:36 pm
Excellent post!
Gina On Tuesday, May 12 at 5:38 pm
I did this for Mother's Day. Not for me but for my kids. I hate how I look. The extra 25 pounds makes me look like a totally different person than how I feel inside, but this is their mother on Mother's Day in 2009! Great advice!
shankari On Tuesday, May 12 at 5:38 pm
What a wonderful post, written straight from the heart.
Autumn Smith On Tuesday, May 12 at 5:41 pm
love love love this post!
Tonya On Tuesday, May 12 at 5:42 pm
Thanks. You are so so so right. I hate pictures of myself and avoid them like the plague. But, my kids will like seeing pictures of me with them! THANKS!
Sharon C On Tuesday, May 12 at 5:44 pm
As a "large" woman, I've avoided being in videos and pictures for years. And finally realized about 2 years ago, that God forbid, should anything happen to me (due to my weight, it's a possibility!), my son wouldn't have any pictures of us together. Or any videos of the fun stuff we did. And I got over it. And started getting in the shot, even asking hubby to take pictures of us together. And told my "large" sister the same thing. Who cares! Throw them away when/if we're ever skinny! But in the meantime, leave your kids with some memories should the unthinkable happen!!!
Julie On Tuesday, May 12 at 5:48 pm
my goodness, your girls are beautiful!!
great seeing you in a picture, too
LittleAntFarm On Tuesday, May 12 at 5:49 pm
Great post. My Dad was a professional photographer and I have binders upon binders of photos of my Mom, brother and myself. Very few though of the man behind the camera. As a single parent I have by default become the keeper of the memories and have taken on my Dad's role of the picture taker. I have tried in the past few years to step out from behind the camera for just the reasons you have mentioned. Thanks for the post as we could all use a reminder to make these memories for our children to have in later years.
ms ellie On Tuesday, May 12 at 5:49 pm
Thank you, Thank you, Thank you.
Megan On Tuesday, May 12 at 5:53 pm
Miz Booshay…
Your girls are so beautiful! YOU are so beautiful! Thank you for this post.
Bush Babe of Granite Glen On Tuesday, May 12 at 5:57 pm
Your post made me catch my breath a little today – you are so right Ms B (and BTW you look gorgeous!!).
My totally favourite pic of me and kids just shows Dash with his hand on my very large pregnant (with Voilet) belly… of course I am fairly hard to recognise from that image (you only see the belly section). I will take up the challenge on my blog if I can…
Tinka On Tuesday, May 12 at 5:58 pm
For the past year, I've been making a conscious effort to include myself in photos and then to use them on my scrapbook layouts. I also make sure that the various relationships within my large family are captured whenever we are together…parents/children, brothers/sisters (for the adults siblings as well), the cousins, the aunts and uncles with the nieces and nephews, the in-laws, our family friends, even the family pets are all photographed.
Laurie On Tuesday, May 12 at 5:59 pm
Thank you for the wonderful reminder! Love the damask wallpaper in the photo of your Mom and sis, too.
Rosemary On Tuesday, May 12 at 6:01 pm
You are ALL absolutely beautiful! Thank you for your post. You think you have "gingerpictureitis" bad. I cut myself out of all the ones with me in it, if possible. Bad, bad girl! I never, honestly, thought of it the way you described. If I was to suddenly die, well……I will try!
Melody C On Tuesday, May 12 at 6:03 pm
I love this simple, practical advice. I would add to it: pass the camera around so that everyone has photos taken, including the usual photographer. I realize I have a ton of photos of my husband in Europe, but no evidence that I was there too. Hmmm.
Bush Babe of Granite Glen On Tuesday, May 12 at 6:03 pm
PS I bet your hair looks amazing OUT…
Nacho_Momma On Tuesday, May 12 at 6:05 pm
Thanks for the nudge, Miz Booshay. I am so guilty of this myself , and your message is timely and oh so true to take to heartl.
thank YOU!
Kristi R. On Tuesday, May 12 at 6:06 pm
I'm not a photographer at all, but I always visit Ree's photography section to look at all the great pics. Today I stopped to look at pictures, and received an additional gift. Thank you for your words. You are absolutely right!
Judy Woodworth On Tuesday, May 12 at 6:11 pm
Wow, what a coincidence subject! I just had this very conversation with my family this morning while looking at Mother's Day photos. My husband and my son said all these pictures are great but there are none with you/me/the mom/the photographer. Your post came at me like an angel trying to reiterate what I didn't hear this morning. It also made me cry. Thanks for this post and for allowing others to hear the message!
Kelley On Tuesday, May 12 at 6:14 pm
Great advice!
Roni On Tuesday, May 12 at 6:15 pm
I love the picture of you and your girls, what a beautiful family! You are so right about getting in the picture, and remember to smile, who doesn't look good smiling?
carolbrowne On Tuesday, May 12 at 6:19 pm
I found that out this Mother's Day. The moms LOVE getting pictures of their kids. So, I got in front of the camera this time for a change.
I realized I needed a haircut AFTER the photo was taken.
But our moms loved it.
kribss On Tuesday, May 12 at 6:30 pm
this has been a goal of mine- to get my picture taken with my kids at least on every holiday. easter, fourth of july etc… hanukkah if i have too! {we're not jewish but hey, its a holiday for someone}
Stephanie On Tuesday, May 12 at 6:34 pm
You are so right. I can't think of one picture I have with my son except for the delivery room pics. None of know how long we have, and I would hate for my son not to have any pictures of the two of us together.
Victoria On Tuesday, May 12 at 6:35 pm
What a touching post. I think you look beautiful:-)
Lindy On Tuesday, May 12 at 6:35 pm
OK this one made me cry! Such good advice- what the hell is wrong w/ some of us.
Jane George On Tuesday, May 12 at 6:45 pm
Well Miz, you said it all here. Nothing better than a picture. I have pics of my Mom & Dad in my kitchen, bedroom, living room, that way I can always say Hi to them. I will admit to not being in a lot of pictures, but that is because I am the picture taker. Must learn to hand the camera over once in awhile. Thanks for the heads up.
olivia On Tuesday, May 12 at 6:47 pm
Sorry, I can't. I don't let people photograph me if I can help it and I don't put photos up around my house. Don't know why really, just never liked them.
I do have one small photo of my favorite grandparents in a special book. That's pretty much it.
Now I do love the photography of others and hearing about the lives that go along with it (why else would PW's site be such an addiction?) But have practically no personal photographs.
Kathy L. On Tuesday, May 12 at 6:48 pm
Thank you! This post really hit home with me. My mother passed away 5 years ago at the age of 66 and there are very few photos of her. As part of her last wishes, there was no obituary, no funeral – not even a memorial mass or service. I have one photo of my parents with me sitting on my dad's lap for my first Christmas. I treasure that photo.
And now as I look back, I've made that same mistake with both my daughter and my grandchildren.
Thank you so very much for this reminder.
Cathy Nebrrraska On Tuesday, May 12 at 6:48 pm
You are so right. My husband laughs that it always looks like I didn't go on vacation with them! Great advice!!!
Holly On Tuesday, May 12 at 6:59 pm
Oh thank you for this post. So true!
Ireisa On Tuesday, May 12 at 7:00 pm
Great advice! I've also been trying to take more pictures together with my husband after I realized how little of them I have.


text:
1967 Porsche 911S Coupe '67 Porsche 911S Coupe, chassis #308389S, engine #907994, black with black interior, weber carburetors, fuchs wheels, wide body flares and whale... More
Porsche 914-6 1970 matching numbers very rare Very rare find this 1970 Porsche 914-6. Car has it's original 6 cylinder matching numbers engine. Car runs... More
1966 Duetto Spyder brought from California in 2009, completely original including floor pans, trunk pan and rockers, right floor pan has some small holes... More
1971 Alfa Romeo Spider convertible, stored in garage 38 years, just removed, dark green, one owner car, 62,000 miles, sacrifice at only $6,000.... More
VW T1 Panel Van 1962 projectcar This 1962 Volkswagen T1 Panel Van needs full restoration. A nice project to build your own dreamcar. Car has European... More
1962 Austin-Healey 3000 Tri-Carb '62 Austin-Healey 3000 Tri-Carb in burgundy with black interior and comes with a manual transmission, hard top, side curtains and wire... More
1987 Chevrolet Monte Carlo Luxury Sport (LS) with the optional IROC-Z 5.7L 350 V8 Engine. About Motorland For sale or trade. We welcome trade offers for... More
1955 Pontiac Starchief Convertible. Runs and drives but needs lots of work. Body is very straight. Car is all original. not rusty all over... More
1970 Porsche 911T Targa '70 Porsche 911T Targa with matching numbers chassis#9110110233 engine#6105464. Came originally color code#8410 metallic blue with black interior. Lots of potential.... More
Passing Lane Motors, LLC, St. Louis's Premier Classic Car Dealer, is pleased to offer this 1968 Chevrolet Corvair Monza Convertible for sale! Highlights Include: 110 Horsepower... More
1959 Triumph TR3 Roadster '59 Triumph TR3 Roadster in British racing green with red interior. Comes with wire wheels, soft top and side curtains. Lots... More
1967 Mercedes-Benz 250SL '67 Mercedes-Benz 250SL with 2 tops in burgundy with cognac interior. Comes equipped with an automatic transmission. Very presentable car as is.... More
True 1275 Cooper S Mk1, with original double fuel tank. The car runs famous races in Europe during the 90's like "Tour Auto", "Monte Carlo... More
The fellow who restored this is an engineer from Fort Lauderdale and he did a very nice job. There are extra parts in the... More
1985 Mercedes Benz 300SD Turbodiesel with 262040 miles. The car features a Black exterior with Grey interior and a 5 cylinder turbo diesel engine.... More
1968 Mercedes Benz 250SL '68 Mercedes Benz 250SL with 2 tops in white with navy blue interior. Comes equipped with a manual transmission and air... More
1987 Porsche Carrera Cabriolet '87 Porsche Carrera Cabriolet with 80,884 on the odometer and matching numbers chassis#WP0EB0912HS172588 engine#64H09105 in white with navy blue interior and... More
1968 Mercedes Benz 250SL '68 Mercedes Benz 250SL with 2 tops in brown with black interior and comes with an automatic transmission. Very original car.... More
1997 Ford Thunderbird 3.8 Liter, V-6 Engine. Automatic Transmission. Power steering, power brakes, and power windows. New fuel pump. Paint is okay. Interior is in... More
1978 Ferrari 308 GTS Targa '78 Ferrari 308 GTS Targa with 37,800 on the odometer in oro chiaro metallic with white interior. A rare, beautifully... More
1968 Porsche 912 Coupe '68 Porsche 912 Coupe with matching numbers chassis#12804125 engine#1284042 in red with black interior. Comes equipped with a 5 speed manual... More
1995 Porsche 993 Coupe '95 Porsche 993 Coupe with 63,154 on the odometer in red with grey interior. Clean carfax. Unfortunately it is missing all... More
1936 Rolls-Royce 25/30 '36 Rolls-Royce 25/30 in light blue over white with blue interior and comes with a webasto sunroof, spare tire and toolkit. Excellent... More
Owned by a mechanical wizard for the past 40 years, this '46 is powered by a 350 crate motor and runs beautifully with power steering,... More
The Porsche 912 is in original condition with Red Leather Interior. Paint colour code 6404 Light Ivory, (hellelfenbein) which is known to be a... More
1967 Porsche 912 Coupe '67 Porsche 912 Coupe chassis# 463043 in red with tan interior. Comes with a 4 speed manual transmission and solid... More
1972 Porsche 911T Targa '72 Porsche 911T Targa chassis#9112511362 engine#6290114 in red with black interior. Comes with a 5 speed manual transmission, external oil flap,... More
This car has been in storage for many years and is very clean with very little rust. The car runs but does have knock... More
Chevrolet 3600 Pick-up 5- window 1948 runs and drives 1948 Chevrolet Pick-up. This bigger version of the 3100 is the 5-window version. So the car... More
1966 Porsche 912 '66 Porsche 912 3 Gage Coupe chassis#456602 engine#746943 in black with black interior. Excellent color combination. Comes with fuchs wheels, manual transmission... More


text:
A/C (air-conditioner) pulls heat away, making the inside cold. The fan sucks air through the A/C, making the air cold. The warmer it gets, the more effective this A/C gets.
And it's easy on your wallet!
The materials are:
-popsicle sticks (about 20)
-cooling fan from computer
-solar panel, batteries, or other low voltage power source
-cloth that absorbs well
-hot glue and a glue gun
Step 1: Cooling fan... Meet the popsicle sticks.
Once you find a suitable one (bigger ther better), stick six popsicle stick like the picture below.
You can trim the round ends with scissors if you want.
Step 2: Dress Up Time!
Step 3: Dress Up Some More!
Step 4: Coveralls
can i get its lab report? like the mechanism it works on
The yellow wire is a ground or something. You don't need to wire it to anything but you can attach it to the black wire if you want. Good luck!
Batteries should look like [+||||||||||-][+||||||||||-][+||||||||||-]
It should say on the battery, but the positive end is the one with the nub, and the negative is the one without it. Make sure the ends are touching and using some packing or duct tape to keep them together. Then, use some wire to connect it to the fan. It should have two or three wires on it. Red or white are positive, and black is negative. If there is a third wire, like you said in the other post, it is ground. Those are typically green, or in your case, yellow.
Ignore that wire.
It should work when you attach the wires. If you would want it to be more powerful, you can most likely use four AA batteries to get 6 volts. It will be fine. Don't use any more than that, though.
I know it has something to do with De-humidifier and air conditioning condensation. I'm not soliciting info from other users or selling this product, just wanting to stir up some interest in our community for different design builds and open-source instructions for such a thing. ;)
I was in the USCG at a small boat station on Fort Myers Beach. We tried this type of cooler when turning wrenches in the hot engine room. Only problem was that with the HIGH humidity on the gulf coast, the cooling effect was minimal at best. Basically we used it as a $600 fan. These evaporative coolers wont work when the humidity is high (which is about 90% of the time on the Florida Gulf Coast).
Hope that helps!
Using a thermometer and hygrometer, determine the temperature and relative humidity of the ambient air feeding into the cooler. Find a psychrometrics calculator or chart (like ASHRAE #1) online and use it to determine the wet-bulb temperature. You'll likely see a temperature drop of 50-75% of the wet bulb depression.
These don't work well in humid climates (coastal areas, especially). In the southern U.S. where cooling design conditions are in the range of 95 F (dry bulb) with a coincident wet bulb temperature of 77 F, the theoretical best you could achieve would be 77 F, but is usually in the range of 80 F, depending on the cooling efficiency of the system. I'd suspect that this system would be quite inefficient, owing to the ill-defined flow paths and heat gain from the fan motor.
i built one before
Give silicone a try. It generally dries to a workable hold in a couple hours, completely in 24 hrs (probably overstating drying times). Another nice thing about a tube of silicone is that, even if you leave half a tube sitting for months, only the tip is dried out. Give a squeeze to the caulk gun, and it comes flowing again.
It just cooled off here and then went back into the 80's, but the humidity was low because it had just been cold out. It didn't feel the "normal" 85 to me at all.
I was tempted to try this, but I don't know how well it would work. Worth a shot though I guess. Anything to make it cooler! Haha. ^__^
hot glue works fine
If you put this machine inside a box shaped Superinsulater and also put a glass of water with an equal amount of water as the machine, under an identical box shaped Superinsulater, then after the temparatures have reached equilibrium, they will be the same in both boxes ( if the machine's fan created no heat).
So as long as this machine is not hooked up to the outside and inside of your house, it will not cool off your house any more than, say, filling your bathtub with cold water and letting it warm up.
Jeez, havnt you given this any thought at all? Doesnt seem like it....
btw nice hairdo, lol
btw, to ANDY! i am not trying to demean your device's value here, just talk junk to these guys.
On a side note, i am working on 2 designs for a cheap A/C unit.
One has a bucket underground and a pump to send water from the bucket through a coil where a fan can transfer heat into the coil and transfer it out of the house. Any ideas of how to make a (too) small water pump, pump water about 6 ft off the ground? a second water tank or a siphon or something>?
The other would work like a regular a/c unit with a small pump compressing engine coolant and expanding it at the right time. Do you think this miniaturized/cheapenized version would work?
It can be done by : blowing the air from the fan to outside your house. and using a radiator/heat exchanger which is cooled by the cloth and where air is run through and passed back to the room.
however such as small unit would be nearly useless.
Keeping the sun out, and hanging a wet towel with a fan directed at it in front of an open window at night is far more effective.
to learn how much heat you could remove learn to read a Mollier diagram which is used by engineers to estimate cooling tower performance


text:
Plant Structure and Growth
Concept 1: Basic Plant Structure
Concept 2: Plant Cell Structure
Review (1 page)
Concept 3: Plant Tissue Systems
Concept 4: Dermal Tissues
Concept 5: Ground Tissues
Review (2 pages)
Concept 6: Vascular Tissues
Practice (1 page)
Review (2 pages)
Concept 7: Primary Growth
Concept 8: Primary Growth of Stems
Practice (1 page)
Concept 9: Structure of Young Stems
Practice (1 page)
Concept 10: Primary Growth of Roots
Concept 11: Structure of Young Roots
Practice (1 page)
Concept 12: Monocot Stems and Roots
Concept 13: Leaf Structure
Practice (1 page)
Concept 14: Lateral Meristems
Concept 15: Secondary Growth
Concept 16: Structure of Woody Stems
Practice (2 pages)
Concept 14: Lateral Meristems
In woody plants, secondary growth of stems and roots occurs through the activity of two lateral meristems: the vascular cambium and the cork cambium.
Use information in the graphic to answer the questions below it.
Secondary growth occurs in all gymnosperms and most angiosperms, including most dicots but few monocots.
Copyright © Pearson Education, Inc. or its affiliates. All Rights Reserved.
About Pearson
Tech Support
Product Information
Privacy Policy
Terms of Use
Rights and Permissions