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The Master in the Art of Teaching (M.A.T.) program offers advanced studies for certified classroom teachers. Numerous program options are available that allow certified teachers to add endorsements to their teaching certificates, to attend classes that will count towards their professional certificates, or to earn a masters degree. Read more about the M.A.T. Program on the M.A.T. Overview page.
The Master in Science Education (M.S.E.) is designed for certified teachers who wish to strengthen their competencies in the teaching of science at the elementary and middle school levels. Course instruction emphasizes content and models the methods of teaching and learning that are an integral part of the science classroom. M.S.E. classes are constructivist in nature, inquiry-driven, and project-based. Both the pedagogy and the content of each course are explored, discussed, and practiced. Read more about the M.S.E. Program on the M.S.E. Overview page.
Below is a list of all graduate Education courses offered at Aquinas College. Be aware that the following courses may not always be offered in the semesters indicated. Please use the following information as a guide to the approximate semesters these courses are scheduled to be offered. Not all courses are open to all M.Ed., M.A.T., and M.S.E. candidates; please read each course description carefully.
Practicum: Teaching Writing (3) [Fall and Spring]
This course introduces students to current theories about the teaching of writing, gives them practice as writers of expressive and expository writing, and provides them with practical strategies for teaching writing as a process in secondary classrooms. Writing issues discussed include designing effective writing assignments, responding to student writing, prewriting strategies, grammar and writing, literature and writing, grading, and assessment. The course also includes a field component in which students tutor first-year writing students at Aquinas College or work as tutors in a middle or high school classroom.
Field component: variable; typically minimum 20-25 hours
Prerequisite: EN 501 or admission to M.A.T. program
Introduction to Education(3) [Fall and Spring; not available Summer]
Students will work in a K-12 school setting on a weekly basis, assisting children and serving as a teacher aide. A minimum of 40 contact hours over the course of the semester is required. Students will also attend a seminar, engaging in reading and writing assignments and class discussions. All field placement assignments will be limited to public and private schools in Kent County school districts. Observation fee of $125.
Field component: minimum 40 hours
Prerequisite: Admission to the Master in Education (M.Ed.) program; satisfactory background check status.
Special Note: EN 501 is the prerequisite for all M.Ed. graduate education courses unless approved by a School of Education advisor or noted otherwise. A student who has received an "F" in EN 501 will be restricted from taking any other education course until a passing grade has been earned.
Educational Psychology
This course has been replaced by EN507 Human Growth and Schooling.
Human Growth and Development
Application of Learning Theories for the Elementary Classroom (3)
[Fall, Spring and Summer]
Learners will apply learning theory to the production of a ten day unit plan including ten fully developed daily lesson plans with formative and summative and assessments and a comprehensive classroom management plan. Learners will also evaluate strategies used with elementary school students and complete various assignments that will enhance the learner's understanding and knowledge of the elementary school student and educational programs appropriate for that student.
Field component: minimum 20 hours
Prerequisites (for M.Ed. students ): EN 501 and either EN507 or EN 502 or EN 504
Special Note: Required for elementary candidates only.
Human Growth and Schooling (3) [Fall, Spring and Summer]
The content of this course includes (a) theories of human development and learning, according to, for example, Skinner, Piaget, Erikson, Kohlberg, Goleman, Vygotsky and brain development theorists [this course would not include personality theories], (b) preliminary applications of these theories in human contexts, especially classrooms, (c) the beginnings of strategies for classroom instruction based on these theories, and (d) a parent involvement module to promote student learning at home.
Field component: variable; minimum 2 class observations
Prerequisite: Admission to the Master in Education (M.Ed.) or the Masters in the Art of Teaching (M.A.T.) program. M.Ed students must also have completed EN 501 or may take EN 501 concurrently with this course.
Special note: Required course for all M.Ed. certification candidates.
Curriculum, Assessment, and Management for Secondary Teachers (3)
[Fall, Spring and Summer]
Learners will apply learning theory to the production of a nine week unit plan including five fully developed daily lesson plans with formative and summative and assessments and a comprehensive classroom management plan. Learners will also evaluate strategies used with secondary school students and complete various assignments that will enhance the learner's understanding and knowledge of the secondary school student and educational programs appropriate for that student.
Field component: minimum 20 hours
Special Note: Required for secondary candidates only.
Foundations of Education (3) [Fall, Spring and Summer]
The important ideas and issues in America's schools today are the product of their past. This course will investigate these ideas and issues, particularly race, class, and gender relations in American society and their impact on public education. The course will begin with an overview of underlying philosophy systems, proceed through historical crises in American cities and schools, and consider current reform proposals and projects.
Field component: 1 class observation
Prerequisites (for M.Ed. students ): EN 501, may be taken concurrently
Research Methods, Design and Analysis (3) [Fall, Spring and Summer]
A conceptual presentation of descriptive and inferential statistics and their use in decision making. The course involves research design, planning and evaluation, problem selection, proposal writing and presentation, and research report writing and evaluation. Students will develop an understanding of the two major research paradigms, along with an understanding of the quantitative and qualitative research methods associated with those paradigms. Students will read, interpret, and evaluate research relevant to educational matters. Students will write a research proposal using a specific organizational format.
Prerequisite: Michigan Teacher Certification
Special note: M.A.T. core course. This course is taken just prior to EN 690: Master Teaching Project.
Research Methods, Design and Analysis (3) [Fall, Spring and Summer]
A conceptual presentation of descriptive and inferential statistics and their use in decision making. The course involves research design, planning and evaluation, problem selection, proposal writing and presentation, and research report writing and evaluation. Students will develop an understanding of the two major research paradigms, along with an understanding of the quantitative and qualitative research methods associated with those paradigms. Students will read, interpret, and evaluate research relevant to educational matters. Students will write a research proposal using a specific organizational format.
Prerequisite: Michigan Teacher Certification
School Motivation and Discipline (3) [Summer]
Throughout pre- and in-service teacher training, questions concerning motivation and discipline rank high. This course examines these concepts within the context of the United States' diverse value systems and how those values interface with schools. Current theories are explored against the backdrop of how education developed within the western world and specifically in the United States. Upon completion of this course, students should have an overview of where specific acts of discipline are leading, the potential consequences of employing them, and an array of discipline and motivation strategies and procedures.
Prerequisite: Michigan Teacher Certification
Literacy I (3) [Fall, Spring and Summer]
This course provides a foundation for further work in the areas of reading and language arts. Students will gain an understanding of the reading process, acquire knowledge of the components of reading instruction, and explore strategies for teaching a diversified student population. (Previously titled Teaching Reading and Language Arts.)
Field component: 10 hours assisting in school setting (daytime)
Prerequisite: EN 501, may be taken concurrently (M.Ed. students); or admission to M.A.T. program
Special Note: Prerequisite for all reading courses. Required for elementary endorsement candidates.
Curriculum Development in Early Childhood Education(3) [Fall and Spring]
Content and methods for planning and implementing developmentally appropriate activities and environments designed to enhance children's cognitive, social, emotional, physical, and creative development are explored. Developing an awareness of various forms of discrimination and identifying bias in materials, and methods of fostering respect and appreciation for cultural diversity are explored. Inspired by the Reggio Emilia approach, an emergent negotiated curriculum process, promotion of meaningful family and community relationships and inclusion of children with special needs are addressed. Observation and participation in the field are required.
Field component: 10 hours
Prerequisite: EN 501 and EN 507 or EN 504
Special Note: Appropriate graduate education method elective for elementary candidates only; early elementary focus.
Current Issues in Early Childhood Education (3) [Summer and Fall]
This course will focus on the identification and analysis of current issues in the early childhood field. The analysis will include critical examination of efforts to deal with these issues. Knowledge gained through this course will help prepare teachers to manage these issues as well as any which arise in the context of the teaching profession.
Every year this course will cover five current issues in early childhood education in the following: 1) research and theory regarding early care and learning environments for all children 2) family and community characteristics, 3) key public policy and its impact on young children and their families; 4) the new world of early childhood education, and 5) "New " Best Practice" in meeting the special needs of young children.
Philosophy of Education
This course has been replaced by EN 509 Foundations in Education.
History of Modern Education
Creative Experiences in Language Arts (3) [Spring 2010, Fall 2011; then Fall of odd years]
Emphasis in this course will be on a further exploration of the six language arts and the integration of those arts with the core curriculum. An application of techniques and strategies reflecting current research will be used to design classroom projects, and creative language arts experiences will ask students to engage in both process and product.
Prerequisite: M.Ed. students must have Michigan Teacher Certification
Exploring the Reggio Emilia Approach (3) [Fall and Spring]
This course is an introduction and overview of the Reggio Emilia Approach that highlights fundamental principles regarding curriculum, child development, adult and child interactions, the environment as an educational value, and the theories and philosophy that are the foundation of this way of working. Discussion of these elements and how they may be used as a guide in exploring and adapting the Reggio Approach within the context of this culture are also tied to state curriculum objectives for educators and other guidelines such as NAEYC for children.
Field component: 20-30 hours
Prerequisite: EN 501 and EN 507 or EN 504 (M.Ed. students)
Special Note: Education advisor permission required. Appropriate graduate education method elective for elementary candidates only.
Literacy III (3) [Fall]
This course provides a focused look at teaching reading, including the reading strategies proficient readers use, the different frameworks for teaching reading, and how to promote robust vocabulary with your students. The course will also focus on the development of critical literacy skills for students. The course will promote an in-depth look at the teacher's current practice as a video case study is built as a reflection tool focused on both prior and new ways to think about reading/literacy instruction.
Prerequisite: EN 501 (M.Ed. students), and EN 541
Literacy II (3) [Fall, Spring, Summer]
This course is designed to present an introduction to informal assessment measures used by classroom teachers to assess literacy problems. Students will learn how to use assessment findings to implement research-based instructional strategies. Emphasis will be placed on the scoring and analysis of the test results, the remedial instructional strategies that would follow, and prevention measures currently utilized in elementary schools. Discussions will focus on effective research-based literacy methods and strategies that help young children become successful readers and writers. Students will also be introduced to formal literacy tests to become aware of the assessments used to diagnose students with special needs in their classroom. Each student will develop an individualized instructional plan for each assessment given based on the test results and analysis thereof.(Previously titled Techniques in Remedial Reading.)
Field component: 10 hours tutoring in AQ Elementary Reading Clinic (early evening)
Prerequisite: EN 501 (M.Ed. students) and EN 520
Special Note: Required for all elementary candidates.
Linguistically and Culturally Responsive Teaching Practice (3) [Fall]
This course is centered on the creation and implementation of effective literacy instruction for both linguistically and culturally diverse students. The course will combine lecture, small and large group discussion, collaborative projects, integration of diverse literature, and one-on-one tutoring in the field. The unity of theory and practice will also be a focus of discussion as well as reflection. . (Previously titled Literacy for the Linguistically and Culturally Diverse Learner.)
Prerequisite: EN 541.
Language Acquisition and Teaching (3)
It is critical for our times that persons educated in the liberal arts be aware of the relationships between language and cognition as well as language and society. Those directly involved in the education of young people must be acutely aware of their own language use as well as that of their students. By raising linguistic concepts to the level of conscious awareness, greater tolerance and respect for diverse communication style is retained. At the same time, individuals will be able to refine their own skills in the effective use of language and, finally, they will be able to develop methods of teaching that will enable students to use language with clarity and effectiveness. In this course students study acquisition and development of language as well as build an awareness of how the communication style is used and adjusted for day-to-day occasions. (Previously titled Language and Life.)
Prerequisite: EN 501 (M.Ed. students)
Foundations of Early Childhood Education (3)
This course is designed to provide an overview of historical, philosophical, psychological, educational, and contemporary influences on the field of early childhood education. Students will explore historical antecedents and current research in early childhood education, the development of primary models of curriculum and pedagogy in the field, and the relationship between critical aspects of young children's development and the creation of learning opportunities in the classroom.
The concept of developmentally appropriate practice and its application across different developmental levels and early childhood classrooms will be introduced. Issues in developing and implementing high quality early childhood education will be addressed, including the importance of family, culture, and community, the needs of diverse learners, the role of assessment in early learning, and the support of children's emotional and social well being as essential components of the learning process.
Field component: 10 hours observation
Prerequisites: EN 501, EN 507, cumulative grade point average of 2.5 (M.Ed. students)
DHS Clearance, student background check.
Methods in Social Studies (3) [Spring]
Strategies for organizing and teaching Social Studies in a creative, challenging, and compassionate manner.
Special Note: Graduate education method elective for elementary candidates. Also appropriate for secondary candidates with a major or minor in history, political science, geography or economics.
Methods of Secondary Education (3) [Fall, Spring and Summer]
Study of approaches to secondary teaching; the adolescent phase of human development, listening, observing, and teaching skills. Field observations and microteaching in the subject area.
Field component: minimum 17 hours
Special Note: Required for all secondary candidates.
Content Area Literacy (3) [Fall, Spring and Summer]
This course is the study of literacy in content material across the curriculum for students in grades 6–12. Strategies are presented that enhance student comprehension while reading, writing, listening, speaking, viewing, and doing an activity within a discipline. There is a fieldwork component, working with secondary students who need assistance in literacy strategies.
Field component: 18 hours (early evenings)
Prerequisite: EN 501 (M.Ed. students) or admission to M.A.T. program
Introduction to Teaching English as a Second Language (3) [Fall and Spring]
Introduction to central English as a Second Language (ESL) theories, terminology and teaching methodologies and strategies for those new to the field of teaching ESL with an emphasis on specific issues concerning mainstream K – 12 teachers working with English language learners. Links between theory and practice are made through a field component. Course participants with an interest in teaching English as a foreign language or teaching foreign languages are welcome and will be accommodated.
Field component: variable
Prerequisite: EN 501(M.Ed. students)
Special Note: Graduate education method elective for elementary and secondary candidates.
Advanced Methods and Materials of Teaching English as a Second Language (3) [Fall]
The course will have as its focus two important areas of English language teaching: materials and methodology. We will be evaluating various kinds of ESL instructional materials for English language learners and more closely examining methods for teaching English to speakers of other language with an emphasis on teacher techniques and strategies for teaching the four skills, grammar, pronunciation and vocabulary.
Prerequisite: EN 557
Assessment and Evaluation in English as a Second Language (3) [Spring]
Geared to understanding the processes for designing, analyzing and implementing assessment measures for English language learners with a focus on classroom-based evaluation and form of authentic assessment. Links between assessment and instruction, examination of formal and informal types of formative and summative assessments and their value as feedback for teachers, parents and administrators are emphasized. Field component provides participants opportunity to investigate various aspects of assessment of professional interest.
Assessing Student Needs (3)
Learners will develop and defend a comprehensive assessment philosophy upon which all future assessment decisions and designs will depend. Students will include a critical analysis of assessment formats and relate each to their assessment philosophy for consistency. Students will critically analyze pencil and paper formats for assessment and design a fully developed authentic performance assessment complete with student directions and scoring rubrics as well as designing a proposal for a building or district wide portfolio assessment program.
Learners will also produce an assessment plan for a specified unit of instruction and supply a thorough description of the grading policies they will incorporate in their assessment plan. Learners will be regularly assigned Reaction and Reflection papers (five per semester) will focus on the consistent use of assessments as learning and how assessments can be used as important teaching tools. Alignment between standards, instruction and assessment is also emphasized in Reflection paper responses. Learners also describe their beliefs about assessment, supply a list of the assessment formats they will use in their teaching and explain and defend how they will determine grades for students. They will also provide a model of how they will set up their grade books for recording the results of assessment and describe how they will maintain communication with stakeholders regarding student achievement.
Field component: Required for individuals pursuing the Learning Disabilities Endorsement
Special Education Curriculum and Methods (3) [Fall and Spring]
This course is designed to enhance students' knowledge of currently used methods and curricula in special education settings. Students will develop IEP goals and plan instructional units based on assessment information. Emphasis will be placed on research-based teaching strategies, differentiated instruction, and Universal Design for Learning.
Field component: 2-5 hours
Prerequisite: EN 579 Inclusion I
Learning Disabilities: Theory to Practice (3) [Fall and Spring]
This course is designed to provide students with knowledge of learning disabilities as related to historical foundations, legislation, causes, characteristics, identification, and service options. Students will also learn about instructional strategies and practices for students with reading, writing, and math disabilities.
Field component: 1-5 hours
Classroom Management (3) [Fall, Spring, and Summer]
Education Method elective for elementary and secondary candidates; requirement for learning disabilities endorsement. This course is designed to equip teachers with a variety of strategies for responding to behavioral management issues in the classroom. Teachers will be given a variety of tools that can be used to individualize classroom discipline and best meet the needs of diverse learners.
Elementary Practicum in LD (4) [Fall, Spring, and Summer]
A supervised, structured assignment in an elementary learning disability classroom setting. The student is required to demonstrate ability to assess needs, plan and implement instruction and evaluate the effectiveness of their instruction.
Prerequisite: All other LD coursework.
Secondary Practicum in LD (4) [Fall, Spring, and Summer]
A supervised, structured assignment in an secondary learning disability classroom setting. The student is required to demonstrate ability to assess needs, plan and implement instruction and evaluate the effectiveness of their instruction. Prerequisite: All other LD coursework.
Art for Elementary Teachers (3) [Fall]
Specifically designed for the teacher who has little or no art knowledge or experience. Structured as a series of studio projects designed to expose the student to a variety of art materials and the basic elements of art. An art experience through the eyes of the artist. A series of required readings will introduce methodology used in teaching art and outline stages of child development as it relates to visual art. Lectures and discussions will focus on developing appropriate studio projects for the elementary level.
Special Note: Graduate education method elective for elementary candidates only. Also appropriate graduate education method elective for secondary art K-12 majors.
Methods of Teaching Secondary Mathematics (3) [Spring of even years]
Provides a detailed examination of the pedagogy for teaching some specific areas of mathematics and of appropriate instructional strategies and techniques. Students will be required to design and teach a unit which exemplifies the above. Focus on the individual learner.
Field component: minimum 5 hours
Special Note: Required by the Mathematics Department for anyone preparing to teach mathematics in grades 6 through 12.
Second Language Acquisition (3) [Fall]
An introduction to the subject of second language acquisition (SLA) and learning. The prime objective of the course is to help educators better understand how people learn (or don't learn) languages as well as to examine the complex issues surrounding SLA in educational contexts. The course provides participants with opportunities to analyze the processes of child and adult SLA, how they differ from first language acquisition, the various personal, social and political factors that affect language learning, and the implications for teaching.
Inclusion I (3) [Fall, Spring and Summer]
Inclusive education begins with the philosophy behind education and the emergence of an inclusive educational approach to students with disabilities in the general education classroom. Appropriate instructional objectives will be examined that fit children and adolescents in an inclusive educational setting. Adaptations to the general education curriculum will be assessed and matched with the academic, social/emotional, physical and behavioral needs of the child or adolescent. The maintenance of conditions and strategies for suitable instruction will be linked to the learning goals of the individual student. The ability of the general education teacher to function as a member of the IEP team will be stressed in light of other important relationships such as those with parents, paraeducators and other teachers.
Field component: minimum 2 hours
Science for the Classroom Teacher(3) [Summer]
This course emphasizes the practical aspects of teaching science using inquiry based constructivist approaches. It utilizes the Michigan Curriculum Framework of Benchmarks and Standards in all of the core science content areas of Life Science, Physical Science and Earth and Space Science. Science concepts, scientific methods and process skills will be analyzed and incorporated into daily lesson planning activities. This class is operated in conjunction with the Aquinas College Science Camp for students in grades 4 through 6 during the summer semester.
Prerequisite: EN 501 (M.Ed. students)
Special Note: Required for elementary integrated science majors; graduate education method elective for elementary candidates; appropriate graduate education method elective for secondary biology, chemistry or physics majors/minors.
Music for Elementary Teachers (3) [Spring]
Specifically designed for the person with little or no experience in music. Objectives are to supply a basic knowledge of general music suited for use in the elementary classroom and to give a working knowledge of available methods and materials.
Special Note: Graduate education method elective for elementary candidates only.
Youth Literature (3) [Fall and Spring]
This course reviews techniques and principles in the selection, evaluation, and promotion of young adult literature; it also introduces students to strategies for teaching literature.
Prerequisite: admission to M.A.T. program
Multicultural Issues in Education (3) [Fall, Spring, and Summer]
Multicultural Education provides a comprehensive overview of the theory and practice of multicultural education. Emphasis is given to valuing diversity, and applying multicultural anti-bias global perspectives. This course offers the opportunity for a lively discussion of controversial topics such as classicism, racism, sexism, and discrimination based on abilities, religion, language, and age.
Field component: variable hours
Prerequisite: Admission to M.Ed. or current teaching certification
Special Note: Required for all certification candidates.
Directed Student Teaching, Elementary School (12) [Fall and Spring]
Directed Student Teaching is the culmination of the teacher preparation program at Aquinas College . This is a minimum fourteen-week internship in a local elementary school under the direct supervision of an experienced certified teacher. Directed Student Teaching is a full-time experience. Attendance at seminars and completion of weekly journal writing and assigned readings are required.
Prerequisite: minimum cumulative grade point average of 3.0 and completion of all education, major, minor and general education coursework requirements. All coursework taken prior to application must be successfully completed with grades of "C" or higher by the application due date.
Low grades or grades of "Incomplete" or "No Credit" in required classes will result in denial of the application.
See the Student Teaching web page for further information regarding directed student teaching.
School and Culture in the 21st Century (3) [Fall OR Spring]
Through the lenses of literature, theory, and narrative, this course analyzes public education in the United States along with the issues of a global society, as a way of informing and empowering teachers toward a stance of production and as agents of change. Components of that context include multiple perspectives of theoretical, cultural, political and economic forces. Using a multicultural critique as a foundation, the course investigates the effects on schools of changes in social stratification, especially poverty, as well as racial and ethnic demographics. In addition, the course investigates the disparities of wealth and basic human needs existing in the world today. Pre-service and practicing teachers should understand, in the age of a global economy, the needs and demands of not only their local students, but students around the world, and how each affects the other. (Previously titled School and Society.)
Directed Student Teaching, Secondary School (12) [Fall and Spring]
Low grades or grades of "Incomplete" or "F" in required classes will result in denial of the application.
See the Student Teaching web page for further information regarding directed student teaching.
Topical Issues in Education/Practicum (variable credits)
Generic course number used for variable offerings. Contact MAT Advisor for information.
Inquiry-Based Literacy and Differentiated Instruction (3) [Spring]
This course provides an in-depth study in the domains addressed in diagnostic assessment and the principles and practices of diagnosis and remediation of reading disabilities and differentiated instruction. In consultation and collaboration with a reading specialist, special education teacher, school psychologist, literacy coach, or related personnel who have the responsibility for providing literacy support, students will examine, administer, and/or compile a variety of formal and informal diagnostic tools used with individuals with reading difficulties. These will be suitable to their certification levels and endorsements and will include the following: interest inventories, English language learning screening tools, visual and auditory discrimination tools, language expression and processing screening, phonemics, phonics, vocabulary, fluency, comprehension, spelling, and writing assessment tools. Students will analyze diagnostic profiles of struggling readers and examine various research-based reading intervention programs designed to match varied degrees of reading difficulty. Students will be required to complete 30 hours of field experiences in a classroom setting and in collaboration with parents. They will be involved in implementing a reading intervention focused on instructional strategies that help students develop learning strategies.
Field component: 30 hours
Note: This course meets the State reading requirement for professional certification. Please contact the Certification Officer at (616) 632-2436 with any questions.
Infant & Toddler Education (4) [Fall]
In-depth study of planning and providing developmentally appropriate programs for infants and toddlers. With focus on child development research for children from birth to age three, interactions between children and caregivers in a group setting, evaluation of learning materials, planning for emotional, social, intellectual and physical growth, communicating between staff and parents' activities, licensing requirements, and the environments are explored. Emphasis are placed on relationship based approach and the role of the family. Current issues in infant and toddler including brain development, and infant mental health are addressed. Active observation and participation in infant and toddler programs are required.
Field component: 40 hours of developmental study of young children in an accredited and constructivist infant/toddler setting.
Prerequisite: EN 501, and EN 507(M.Ed. students)
Curriculum Development in Early Childhood Administration (3) [Spring]
Prerequisite: EN 501 and EN 507 (M.Ed. students) and EN 521 and EN 620
EdTech: Integrating Technology into the Classroom (3) [Fall, Spring, Summer]
This semester-long course, focuses on integrating technology into K-12 classrooms, is offered in a fully-online format. Topics covered include K-12 technology standards, technology-rich lesson planning based on Michigan GLCEs and/or HSCEs, Inspiration, PowerPoint, assistive technology, and the creation of an online WebQuest project. Education students taking this course benefit not only from the opportunity to explore current educational technology topics, but also experience online learning first-hand. The graduate research project provides an opportunity for teachers to research and apply current best-practices to their grade level and content area.
Prerequisite: EN 501 (M.Ed. students) or current teaching certification
Special Note: Graduate education method elective strongly recommended for elementary and secondary candidates. The Michigan Department of Education expects all teachers to be proficient in the use of technology and computers in the classroom.
EdTech: Web Authoring & Online Learning (3) [Fall or Spring]
This course provides exposure to and practice with Internet tools and resources which support K-12 learning. Course activities develop participants' knowledge and understanding of pedagogical issues as they relate to teaching and learning in the online environment, and the development of quality online teaching and learning experiences. Topics covered include web authoring (Dreamweaver), online discussions, blogging, podcasting, wikis, chat rooms, and basic scripting. By the end of the course, students will create and teach an online lesson. Although basic computer skills and knowledge of the Internet are helpful, this course is appropriate for beginning to advanced Internet users.
Prerequisite: EN 501 (M.Ed. students) or current teaching certification
EdTech: MS Office in the Classroom (3) [Fall or Spring]
Offered in a hybrid (blended) format, this course develops participant's personal knowledge-base and skills related to MS Office productivity software (Word, PowerPoint, Excel, and Access). Project work addresses both teacher and student productivity, demonstrating how these tools can be used to enhance both teaching and learning. Topics covered include word processing, spreadsheets, presentation graphics, database reporting, and keyboarding tutorial software. Course activities focus on practical classroom applications such as photo seating charts, labels, signs, flashcards, timelines, currency conversion tables, charts/graphs, mailing labels, and interactive PowerPoint games. The graduate research project provides teachers with the opportunity to research a topic of their choosing and then develop an implementation plan making effective use of these MS Office tools.
EdTech: Digital Multimedia (3) [Fall or Spring]
This course, offered in a hybrid (blended) format, prepares teachers to use digital images in the classroom effectively. Through a combination of hands-on activities, instructor presentations, readings, and independent project work, participants will learn how digital images can be used to support both teaching and learning in K-12 classrooms. Topics covered include video and digital camera equipment, image editing, storyboarding, web publishing, and reflective documentation. Access to digital camera equipment is required. Please see Media Center (AQ Library) if you do not have one.
EdTech: Leadership Strategies for Educators (3) [Summer]
This course prepares classroom teachers to be technology leaders within their schools. Participants will develop the skills and knowledge necessary to work with technical support staff, administrators, and fellow teachers to address the goals of their district's curriculum and technology plans. Readings, course work, and hands-on projects will provide opportunities to learn about hardware, software, networking, and other forms of digital technology. Legal and ethical issues as well as practical procedures such as developing Request for Proposals and cost/benefit analysis will be addressed. Course topics, from basic troubleshooting to peer coaching, will prepare educators to model and mentor the effective use of educational technology. Hardware and networking experience is not required, although basic familiarity with computers is presumed.
Prerequisite: for MAT students only
Advanced Literacy Assessment and Intervention (3) [Fall, Spring, and Summer]
This course examines research and advanced theories used in the development and use of diagnostic literacy assessment instruments and instructional methods useful in working with K-12 struggling readers and writers. Students will develop an understanding of informal and formal assessment procedures in the diagnostic and intervention process, and they will attain competence in determining literacy strengths and weaknesses using informal assessment techniques. Additionally, each student will develop and implement an intervention plan based on the results of the assessment measures used. Other critical areas to be addressed include test bias, validity, interpretation of data, and report writing. Students will participate in the Elementary Reading Clinic to assess and tutor a student who struggles in some area(s) of literacy.
Field component: 20 hours tutoring in Elementary Reading Clinic (early evening)
Prerequisite: EN 541
Reading Practicum (3) [Any semester, arranged]
This course is a practicum intending to provide experience with the responsibilities of a reading teacher/reading specialist. The practicum will consist of the development and implementation of a literacy-related project at a school (or some other agency) and supervisory experience in either the Elementary Reading Clinic or the Secondary Reading Clinic. Projects and clinic experiences will be arranged individually with the instructor.
Field component: variable
Prerequisite: EN 641 and EN 655 ; MAT students only
Early Intervention (3)
This course offers the candidate an opportunity to know about and to understand early childhood students with exceptional needs. An exploration of etiology and developmental characteristics of young children will exceptional needs will frame the study. All categories of exceptionality will be surveyed, including anomalies such as social/emotional, communication delays, communicable diseases and attention deficit disorder. Candidates will study children with developmental delays or disabilities, children whose families are culturally and linguistically diverse, children from diverse socioeconomic groups, and other children with individual learning styles, strengths and needs. Emphasis will focus on the ability to possess key information.
This course will also focus on the tools of assessment and methods of referral for young children with disabilities, with an emphasis on the goals and benefits of assessment. IFSP, IEP, early intervention, and legal issues surrounding these topics will be featured. Active observation and participation in Early Childhood Special Education classrooms are required.
Field component: 20 hours in an Early Childhood Special Education classroom
Prerequisites: EN 501, EN 207, EN 620 (M.Ed. students)
DHS Clearance, student background check
Adolescent Literacy (3) [Fall and Spring]
This course focuses on adolescent literacy, specifically the reading, writing, and thinking abilities of students in grades 6-12. Topics will include motivation, out-of-school literacy practices of adolescents, popular culture and its influence on adolescent learning, and strategies to work with adolescent learners, especially those who struggle with reading and writing. Participants will reflect on their own experiences as adolescents, learn about ideas to motivate adolescents, review research on adolescent literacy, and participate in the Secondary Reading Clinic in order to directly apply the course information in a tutoring situation.
Field component: 18 hours tutoring in Secondary Reading Clinic (evening)
Prerequisite: EN 541 ; MAT students only
Literacy Programs: Organization & Management K – 12 (3) [Fall of even years]
This course focuses on the role of a reading specialist in the organization and management of K-12 school and district literacy programs. Students in this course will analyze existing programs, considering research-based best practices in curriculum, instruction, and assessment, and make various recommendations for improvement and/or change. Finally, ways in which the community can support and be an integral part of a literacy program will also be examined. Current views, insights, and information about the management of literacy programs will be addressed.
Leadership in Literacy (3) [Spring of odd years]
This course focuses on leadership in literacy, specifically relating to effective professional staff development at a variety of levels, effective ways in which to help teachers and students succeed based on current research, and how to effectively organize for change in literacy. The changing roles of reading specialists will be discussed, including the recent issues of literacy coaches. Participants will create a professional staff development plan relating to literacy in the context of their own district and/or school, participate in the state reading conference, and develop a position paper on the role of a reading specialist/literacy coach. (Previously titled Reading Internship.)
Prerequisite: EN 541; MAT students only
Inclusion II (3) [Fall and Spring]
This course focuses on how to create productive learning environments for student with diverse learning needs. An emphasis will be placed on collaboration and teaming among special and general education teachers as well as other school personnel. Additional topics include Child Study Teams, team-teaching models, working with paraeducators, and working with families.
Field component: 3-6 hours.
Prerequisite: EN 579 Inclusion I; for MAT students only
Children's Literature (3) [Fall and Spring]
This course involves reading in all areas of children's literature. Students will develop criteria for selecting books for children and skills to bring children and books together. Some work in storytelling and creative dramatics will be included as well as the development of projects to promote children's books. Research into an area of interest in the field is required, as well as demonstration of leadership in promoting knowledge and use of children's literature in the elementary school curriculum.
Field component: 1 read aloud in a classroom/library visit (daytime)
Prerequisite: admission to M.A.T. program
Master Teaching Project (3) [Fall and Spring]
The goal is for each student to bring together what s/he has learned formally and experientially into a focused project. It will synthesize the relevant theories and practices s/he has come to know into a project that celebrates these understandings. Each project will include an extensive bibliography that reviews the relevant work of others as it applies to the project, a clear professional description of the project, its implementation, results, conclusions drawn from the project and suggestions for next steps.
Prerequisite: for MAT students only
Early Childhood Practicum (3) credits [Fall, Spring, and Summer]
A supervised and evaluated student teaching experience totaling at least 300 clock hours in at least two different settings, serving children of two different settings (pre-school or after school (K-3) classrooms).
Prerequisite: for MAT students only
Field Placement: 160 hours
Teaching Creative Writing (3) [Fall]
The course is designed around the concept of "teacher as writer." Students will develop writing portfolios of their own creative works to serve as models for their potential students. Creative writing lessons will be developed and implemented.
Prerequisite: EN 501 or admission to M.A.T. program
Special Note: Graduate education method elective for elementary candidates. Appropriate for all candidates with a major or minor in English.
Topics in Teaching with Literature (3) [Spring of even years]
This course is intended to enable experienced teachers to teach literature either as a subject in its own right, or as an integrated component of another area of the curriculum such as art, music, drama, writing, history, social studies, religion, etc. In this course the term literature is defined as a writing of excellence, expressing ideas of lasting and universal interest.
Prerequisite: for MAT students only
Extended Reading Project (3)
This is an independent study course that allows a student to negotiate with and carry out, under the supervision of an appropriate faculty member, an in-depth, focused set of readings, a research project or a field of study. The student is expected to meet the M.A.T. minimum course requirements for reading, writing, research and field components or their equivalents.
Prerequisite: for MAT students only
Independent Project (variable credits)
Individually negotiated project of defined nature established by contract between instructor and student. Number of credits arranged.
Prerequisite: for MAT students only
Spanish/English Linguistics (3)
Examination of major phonetic, morphological, and syntactic differences between Spanish and English. The history of Spanish dialectical differences among various Spanish-speaking regions, and practical implications of linguistic knowledge are studied.
Prerequisite: SH 301 or equivalent proficiency; for MAT students only
Latin American Culture and Civilization (3)
Political and social institutions, education, art, architecture, literature and music from pre-Colombian periods to present; contemporary problems and everyday life. Course is conducted in Spanish. Assessment of Spanish reading/writing skills.
The Hispanic in the U.S. (3) [Fall]
Major Hispanic groups, key geographic areas including Southwest and selected urban areas. The migrant stream, process of assimilation and acculturation, biculturalism, dynamics of intercultural interaction within Hispanic communities.
Special Note: Education advisor permission required. Graduate education method elective for elementary and secondary candidates.
Theories of Bilingual Education and Bilingualism (3) [Spring]
This is an introductory course to bilingual/multi-lingual and English language education with an emphasis on the theories and practices underpinning bilingual programs and the teaching and learning of English language learners. The course provides an overview of the field, including the main concepts of bilingualism, and different models of bilingual and ESL programs. A main component of the course will be to examine peoples' beliefs and experiences of becoming bilingual. Another component will center on specific educational issues that affects bilingual development in a school setting. The field experiences of this course will act as cohesive ties between what we explore, study and experiment with in course readings and discussions and the real world of bilingual/multilingual learners and teachers.
Prerequisite: for MAT students only
Practicum in ESL/Bilingual Education (3) [Fall, Spring, and Sumemr]
Field placement in bilingual or ESL classroom under the supervision of a certified bilingual or ESL teacher. Assessment of all language skills.
Field Component: minimum 30 hours
Prerequisite: All required bilingual education coursework; for MAT students only
Teaching Foreign Language in the Elementary School (3 ) [Fall]
The goal of this course is to explore how the following components and aspects are applied to the teaching of foreign languages at the elementary and middle school levels: theories and methods; historical influences and current status of foreign language teaching; standards for foreign language learning developed by ACTFL; curriculum design and development; linguistic and pedagogical foundations; integration of culture in the foreign language classroom; and use of technology to support foreign language learning. To apply instructional concepts, students will participate in both individual and group planning and implementation of lessons and unit plans. In addition, they will learn to relate their foreign language classroom observations in the field to the concepts they are studying in class.
Prerequisite: proficiency in the foreign language at the advanced level (301 level course or equivalent); EN 501
Special Note: M.A.T. candidates or foreign language majors only. Required for elementary certification in foreign language. Also required for all students seeking K-12 teacher certification in French, German, or Spanish. This is an education methodology course and does not count toward the foreign language major.
Teaching Foreign Language in the Secondary School (3 ) [Spring]
Future foreign language teachers study current language acquisition theories and practical applications to the secondary classroom. Important components of this course are the opportunities to observe and/or serve as an aide in a foreign language classroom, to prepare mini-lessons to present to fellow students, and to build a resource notebook to be used in future teaching positions. Students will learn the meaning of belonging to a worthwhile profession and will compile many useful resources for their career.
Prerequisite: proficiency in the foreign language at the advanced level (301 level course or equivalent); EN 501 (M.Ed. students) or current teaching certification
Special Note: M.A.T. candidates or foreign language majors only. Required for secondary certification in foreign language. Also required for all students seeking K-12 teacher certification in French, German, or Spanish. This is an education methodology course and does not count toward the foreign language major.
Interpersonal Communication (3)
An overview of fundamental interpersonal concepts, principles, theories, and skills as they operate in organizations. The fundamental goal of the course is for the student to gain a fairly sophisticated understanding, based on landmark and more recent research and/or theoretical sources together with observation of and participation in dyadic role-playing events, of some of the critical variables in the process of interpersonal communication.
Managerial Presentation Skills (3)
A study of speech communication, the course focuses on the development of basic skills for effective speaking in the work setting. Students study the fundamentals of speaking to an audience, including voice, movement, organization, composition, and audience analysis, and receive practical experience in presenting various types of organizational speeches and presentations.
Geosphere (3)
Concepts presented are necessary to understanding how the earth works as an active planet, and how this knowledge is crucial to our lives; for example, the influence of geology on the very existence of life on earth, the dependence of all human civilizations on rocks and minerals, the limits on the earth's resources, and the fragile nature of the earth's environments in which we live. The course is based on long-range collaborative projects.
Motion, Forces, and Energy (3)
This course is concerned with motion, forces and momentum, work and energy. The meaning and application of Newton's Laws will be explored. Students will participate in activities that demonstrate how these fundamental laws of physics apply to many everyday activities. Classes follow a "workshop" format which combines lecture, laboratory, group activities, and the opportunity for students to construct physical concepts in their own way.
Astronomy (3)
Earth's view of the sky. Emphasis is placed on how astronomers understand cosmic phenomena through the analysis of light, the application of known laws of physics, and the use of logic and experiment. Students construct solar-system models to enhance their understanding and make sky observations with both the naked eye and telescopes. Use of the Baldwin Observatory is anticipated. Current theories of the beginning and development of the universe are explored.
Cell Structure and Function (3)
This is a course for certified teachers to strengthen competencies in the teaching of Science at elementary and middle school levels. This course will emphasize science content and model science teaching methods. Learning in this course is constructive, inquiry-driven, and project-based. Participants will work in small groups, perform investigations, discuss concepts and results, keep journals, utilize technology such as the internet, CD-ROMS, DVD's, as well as learn how to effectively utilize inexpensive, readily available materials and explore local resources.
All course objectives are aligned with the Michigan Core Curriculum standards and benchmarks and teachers will learn those methods needed to prepare students for success in learning science, excelling in state prepared assessment instruments, and pursuing technological and scientific careers.
Specifically, the course content will encompass studying the cell as a living system. Heredity and genetics are studied including reproduction, mitosis, meiosis, chromosomes, genes, and dominant and recessive traits. Mendel's laws of biological heredity are analyzed. A review of molecular biology featuring the functions of DNA and RNA in transmitting the genetic code is presented.
Organismal Diversity and Function (3)
This is a course for certified teachers to strengthen competencies in the teaching of Science at elementary and middle school levels. This course will emphasize science content and model science teaching methods. Learning in this course is constructive, inquiry-driven, and project-based. Participants will work in small groups, perform investigations, discuss concepts and results, keep journals, utilize technology such as the internet, CD-ROMS, DVD's, as well as learn how to effectively utilize inexpensive, readily available materials and explore local resources.
All course objectives are aligned with the Michigan Core Curriculum standards and benchmarks and teachers will learn those methods needed to prepare students for success in learning science, excelling in state prepared assessment instruments, and pursuing technological and scientific careers.
Specifically, the course content will encompass studying specialization and organization of cells into plant and animal organisms, characteristics of plant and animal groups, and the structure and functions of cells, tissues, organs, and systems of plants and animals. Hands-on problem-solving activities are utilized together with the ethical and appropriate care of living organisms. The course includes dissections, pond study and possible visits to John Ball Zoological Garden.
The diversity and components of the plant kingdom, from mosses and algae to ferns and flowering plants, will be studied in this course. Students will make discoveries about plants through hands-on labs where they will examine whole plants and plant anatomy. Comparisons of plant growth will be accomplished by manipulating different environmental conditions, including soil, nutrient, and light qualities. Some classes may be held at John Ball Zoological Garden and the Frederik Meijer Botanical Gardens where students will learn how to use these facilities as a classroom resource.
Evolution and Ecology (3)
This is a course for certified teachers to strengthen competencies in the teaching of Science at elementary and middle school levels. This course will emphasize science content and model science teaching methods. Learning in this course is constructive, inquiry-driven, and project-based. Participants will work in small groups, perform investigations, discuss concepts and results, keep journals, utilize technology such as the internet, CD-ROMS, DVD's, as well as learn how to effectively utilize inexpensive, readily available materials and explore local resources.
All course objectives are aligned with the Michigan Core Curriculum standards and benchmarks and teachers will learn those methods needed to prepare students for success in learning science, excelling in state prepared assessment instruments, and pursuing technological and scientific careers.
Ecosystems are investigated to examine the interdependency and interrelationships between living and non-living components. Analysis of food webs and how energy flows through an ecosystem together with the effect that people have on the environment are topics included in this course. Strategies for managing ecosystems will be studied. Laboratory activities such as soil studies and field trips to ecosystems will be included.
The theory of evolution will be studied in this course as well. Evolution explains how organisms change over time and provides a unifying theme for understanding the history of life on earth.
Atoms and Their Interaction (3)
The goal of this course is to review basic ideas about matter and energy. The physical and chemical properties of matter are examined by means of physical measurements and observations. The teachers will develop and understanding of why diverse materials have the properties they do based on the atomic model. The three states of matter (solid, liquid, gas) and the physical changes which will take place between them (evaporation, condensation, freezing, boiling) as well as the formation and separation of mixtures are explored in the context of heat energy and molecular motion. Chemical changes and the transformation of chemical energy into other forms of energy are introduced. Practical chemical changes included the burning of fossil fuels and other processes which convert chemical energy into other useful forms. The structure of the atom and the arrangement of electrons determining the chemical/physical properties are explored. The physical and chemical properties of water, including acids and bases are examined in detail. Finally the atomic nucleus and nuclear changes are introduced and nuclear energy is contrasted with other energy sources. All topics are placed in a societal context.
Atmosphere and Weather (3)
Topics covered include the atmosphere surrounding the earth, how energy from the sun interacts with the earth and the atmosphere to produce the weather patterns we experience, and the effects of the weather on our environment. Activities involve how to take advantage of current technology to utilize information from the weather channel and other resources, and how to best utilize information easily available from newspapers and local weather forecasts.
Electricity, Magnetism, and Waves (3)
Presented are the fundamental principles of electricity, magnetism and wave motion, and the history of the roles and conceptual understanding of electricity and magnetism in our civilization to date. Included will be practical activities for students to experience the concepts and uses of these phenomena. Teachers will be introduced to a number of practical, engaging and low cost ways for their own students to work with electricity, magnetism and waves.
Foundations of Science, Content Integration & Research Proposal (3)
Introduction to the nature of science and the scientific method. Activities and projects in which the students reflect on how observation, experimentation, the formulation of hypotheses and experimental design, data gathering and analysis, the formulation of models and theories, and the ability to make predictions have a role in explaining the universe. Students research the contribution of diverse cultures to science by exploring the history of science and discovering how science and technology are related to the social and economic environment. Ethical issues faced by scientists will be explored. A project-based approach, using collaborative teams in which students construct their own knowledge, is used throughout this course.
Prerequisite: 24 credits.
Project Seminar (3)
A student-driven course with faculty members acting as an advisory committee for the selection and evaluation of action research done for the master project. The action research project usually requires the student to plan instruction based on the prior knowledge and conceptualizations of middle-school or elementary students and on the application of current research on childhood and adolescent learning in science. The project will use this research in the development of classroom experiences that promote the use of science processes and problem-solving skills. When applicable, a variety of instructional strategies, curriculum materials, and equipment, including electronic educational technology, computers, and videos together with telecommunications are to be used. Data is collected throughout the academic year for analysis and the information is then synthesized for formal presentation using Power-Point technology.
Prerequisite: Completion of MSE691.
*At least 50% of courses applied to a graduate program are courses designed for graduate work, rather than undergraduate courses credited toward a graduate degree.


text:
Travel from Bankok to Ayuthaya and Kanchanaburi on this Thailand holiday
Leave behind the fast-moving streets of the Thai capital and take time out to experience Ayutthaya, a World Heritage-listed wonder near the border of Burma (Myanmar). Explore this ancient Siam capital with a knowledgeable local guide, and bear witness to timeworn temples, bell-shaped chedis and intricately carved relics of Thailand's golden era. Travel onwards to the shady town of Kanchanaburi and pay tribute to the brave POWs who perished while building the infamous Hellfire Pass and Bridge on the River Kwai. Delve further into World War II history on a visit to the War Museum and Allied Cemetery before this historical sojourn completes the loop back in Bangkok. End the journey amid the buzz of night markets, sidewalk restaurants and colourful, chaotic streets.
- Start
- Bangkok, Thailand
- Finish
- Bangkok, Thailand
- Countries
- Thailand
- Themes
- Short Breaks
- Code
- Visit a former residence of Thai kings
- Experience ancient Ayutthaya
- Be humbled by the Hellfire Pass Memorial
- Swim in idyllic rock pools fed by waterfalls
- Travel by samlaw to The Bridge on the River Kwai
Day 1 Bangkok/Ayuthaya/Kanchanaburi
Day 2 River Kwai/Kanchanaburi
Day 3 Kanchanaburi/Bangkok
Meals2 breakfasts, 2 lunches
TransportPrivate minibus, Songthaew
AccommodationHotel (2 nights)
Included activities
- Ayuthaya Historical Park
- Kanchanaburi - Erawan Falls
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Important notes
We are pleased to offer a special ANZAC Day Departure on the 24th of April please see Important notes section of the trip notes for further information.
Trip notes
Want an in-depth insight into this trip? Your trip notes provide a detailed itinerary, visa info, how to get to your hotel, what's included - pretty much everything you need to know about this adventure and more.View trip notes

subset: commoncrawl


text:
Attempts to contact former Mandriva developers have drawn a blank. Either nobody knows or nobody is telling. Open source, it would appear, does not mean open communication.
Chief executive Dominique Loucougain took the trouble to write a two-page letter, explaining that LinLux, formerly known as Occam, had turned down the plan.
He said another investor, Townarea Trading and Investments, had offered to bear the entire €4 million recapitalisation. This recapitalisation was first proposed on September 30 last year; LinLux objected to it at the time because there no contract between Mandriva and a Russian firm, Rosa Labs, which was at the time involved in development of the Mandriva GNU/Linux distribution.
Loucougain wrote that, following this, Rosa and Mandriva had entered into a contract and a fresh meeting of shareholders held on December 5. But at this meeting LinLux, which owns 42 per cent of Mandriva, had rejected both recapitalisation schemes proposed.
One scheme proposed a capital increase of €4 million reserved for two main shareholders, Town Area and LinLux, and reduction of capital of €6.3 million carried by the two.
In the event of either shareholder not agreeing, the capital increase of €4 million was to be reserved only for shareholders who had subscribed to the capital increase, and the reduction of capital of €6.3 million would have to be supported by the two main shareholders.


text:
Well, I don't normally go for vampire stories. I tried the Twilight stuff and found it utterly insipid. We tried to listen to the audiobook and didn't even last ten minutes. I liked Anne Rice's Interview with a Vampire and The Vampire Lestat, but she lost me with Queen of the Damned. Oh, and of course, Bram Stoker's Dracula, which scared the hell out of me when I read it in high school.
So, vampire stories is not a genre I seek out. My not-so-secret addiction is reading books (and watching movies) about the end of the world. More specifically, The End of the World as We Know It. Doesn't matter much how the world as we know it ends: asteroid impact, plague, economic collapse, political suicide. I'm interested not in how the world is saved from apocalypse, but what happens afterward. How do people survive? What do they do? What changes?
One day I was taking a look at my recommended books on Amazon and I saw The Strain, by Guillermo del Torro and Chuck Hogan. I love del Torro's movies—Pan's Labyrinth and The Devil's Backbone are on my top-100 list. So I took a look at the description.
Hmm. The End of the World as We Know It caused by a plague—in this case, vampirism is the disease. And it costs less than the maximum I will pay for any Kindle book ($9.99). So I downloaded it.
The story starts out with a jet from Germany landing at JFK—it lands perfectly, but nobody opens the doors to get off. Eventually, it's established that all the passengers and crew are dead, so the Center for Disease Control is called in to deal with it. Ah, a plague! Turning a person into a vampire is to pass them a virus that transforms the host's internal organs into structures that keep the virus alive and transforms the trachea into a stinger ...
These are not your insipid, Stephanie Meyer vampires. Not at all. They are ugly, evil, virulent things that suck the blood out of their victims and shit and piss all over themselves and turn increasingly horrifying as they turn. They are an ancient plague, pre-dating Christianity and silly countermeasures such as crosses and holy water. There is nothing romantic about them. And they are wreaking havoc on Manhattan, Queens, and Bronxville. And spreading.
There are only a few who know what's going on—some working behind the scenes to enable the spread of this plague, and some battling to stop it. There is a professor-turned-pawnbroker who's been waiting since World War Two to battle the Master, whom the professor first encountered while he was a prisoner is a concentration camp. There are two doctors from the CDC who know what's going on, and the teenage son of one of the doctors. There's an exterminator. This group are fighting the good fight. And there is a gangbanger who's kind of off in a sidetrack who also knows what's going on and is looking to take them on.
The Stain is just book one of a trilogy. Book two, The Fall, is now out. I haven't read it yet as I'm in the middle of another book right now, and then will decide if I want to read it next or wait until book three is out (I'm not very patient—when I'm in the middle of a series, I want to keep reading until the end).
Oops, I forgot to mention: I really like this novel. It's scary, exciting in parts, keep me reading and staying awake much longer than I should have. I'm looking forward to the next book, whenever I decide to read it. I like two of the characters (the professor and the exterminator) a lot, and buy the villians (human villains, I mean—they're not different from our current real-world villains, not at all ... ) I'm very interested in seeing how it all turns out and don't necessarily expect a happy ending.
I love my Kindle—but that's a tale for another post (it's time for dinner!)
Leo decided Papa Jim needed a place to put his BBQ grill, so he designed and built it. Not only that, he created a place for horseshoe tournament viewers to sit and watch. I love, love, love the patterns and the colors and can't wait to check them out "in person" in August.
She never tires of chasing the tennis ball. So yes, she would love this:
She's pretty adept at putting the ball into my hand when she wants me to throw it, so I'm sure it would take her about 20 seconds to master this contraption. Once she got over her fear of the noise it makes, that is!
We watched John Adams, parts 1 and 2, this evening. I was really looking forward to it and I wasn't disappointed.
The things that I noticed right away were the details of the house interior and the streets of Boston—the cloth over the entry door to keep out the winter drafts, the grubbiness of the Boston streets. I love it when movie makers pay attention to details such as this—it bodes well for the history part of it.
Since I haven't yet read John Adams by David McCullough, though it's on my list, I never knew that Adams defended the British soldiers accused of murder for the Boston Massacre. In fact, I never realized that the whole incident was provoked. I'm looking forward to the entire series.
It was also interesting to see what tarring and feathering really involved—it's pretty barbaric. I never really thought much about it before. And the trial was interesting—what a difference from how trials are conducted now. I'm not sure if it's an improvement. Stanley made a comment about people in this country not taking too well to occupiers.
I'm not crazy about David Morse portraying George Washington—first off, he sounds like he's got too much cotton stuffed in his cheeks, like he can't handle the make-up. Second, I've never been crazy about David Morse, period, plays everything a lot on the too morose side. But Paul Giamatti and Laura Linney are really good in their roles so far. And Tom Wilkinson as Benjamin Franklin is great.
In the morning, Ginger gets her second chemo treatment. Not sure what drug this time. She's doing really well so far, lumps are no longer noticeable and she has loads of energy—spent part of the evening rolling Twitch on his back and trying to get him to play with her. Twitch was one mad kitty. Not sure if this way expensive K-9 Immunity supplement is helping any (beta glucan therapy, whatever that is—near as I can tell it comes from mushrooms) or if it's a lot of hooey, but she's doing so well so far I don't want to change anything just yet.
Chris Matthews gets more and more offensive. I don't like Hillary as a candidate, but his sexist crap about her offends me nearly every day.
UPDATE: I'm not sure if this animation (by Scott Bateman) will work—sometimes when I try to play it, the audio portion doesn't work. At least not in Firefox.
The audio is of Chris Matthews spewing on about how the only reason Hillary Clinton was able to get elected Senator is because her husband fooled around. And more repugnant blather in that vein. Oh wait, here is the actual quote: "[T]he reason she's a U.S. senator, the reason she's a candidate for president, the reason she may be a front-runner is her husband messed around. That's how she got to be senator from New York. We keep forgetting it. She didn't win there on her merit. She won because everybody felt, 'My God, this woman stood up under humiliation,' right? That's what happened."
And here is the link to the video where you can hear it spewing from his own sexist mouth. What he said on this video is what's running in the background of Scott's animation.
MSNBC should get rid of this blowhard and give the show to Rachel Maddow (Air America)—would be really great to see someone intelligent in this time slot. And so refreshing to be able to listen to an intelligent, liberal woman instead of Blowhard Matthews.
Have fewer problems with Keith Olbermann—needs his head examined, though, about his obsession with Britney Spears. His nearly nightly mention of her was never funny to begin with—it's pretty sad to see him pick on someone who is clearly sick in order to fill a five-minute program hole. Makes him seem really creepy, like some guy we might see on that entrapment show about the pedophiles MSNBC does. Olbermann + Britney = Eeeeyeww ... especially when he gets that übercreep Michael Musto involved in the discussion.
EllisLabs released version 1.6 of ExpressionEngine last week. Installing it was painless, at least for this blog which is not at all complicated.
There are some URL formatting changes that I have to look at more carefully before I upgrade some of the older installations, such as http://www.westportnow.com—that one would be a nightmare to fix if it breaks and with every version upgrade, something has broken. Though it takes at most an hour to get the fix answer in the EE Forum. One thing I love about EE is the phenomenal support.
So far, it's been a quiet weekend. We went to see Sicko so now I'm convinced the insurance company will deny Stanley's clot operation. Just because they irrationally denied the CAT scan with the first request ... please, let me be so wrong.
Sicko is a good movie. Makes it depressingly clear how very much the United States is NOT a Christian nation. Yes, the critics will come out of the woodwork and say how Canada's system isn't perfect, or England's or the one in France and even Cuba. Or the stats can be this way or that way depending upon whose stats you look at for what year. But the bottom line is this: nobody goes bankrupt due to medical bills in Canada or England or in any country with universal health care. Nobody dies on the floor of an emergency room because they don't have health insurance. Nobody gets dumped on the street because they can't pay their bill. And these countries manage to afford universal health care. Nobody in these countries has to make a decision on whether to eat or buy medicine. The USA is a Christian nation? What bullshit.
Bitter? You bet. Broke due to our medical bills? Yep. Especially as I write out our insurance check for $815 today.
My only real quibble with the movie is how Moore glossed over Hillary Clinton's role in killing universal health care with her arrogance, ineptitude, lack of political skill (at that time), and refusal to compromise—he made it seem as if it was just the Republicans who killed it—I was paying a lot of attention to this back then and I blame Hillary and Bubba just as much as the Republican pukes like Gingrich and Buchanan. Now she's on the take too, getting the big bucks from the medial and pharma lobbies. So I guess universal health care is not on the table if she ever gets elected president.
My mother needs a PET scan to confirm (or rule out) her diagnosis, according to her doctors at the University of Michigan neuropsychology section. But it's extremely difficult to get a PET scan paid for by insurance or Medicare. The diagnosis has a profound impact on treatment, planning, and care, yet we have to jump through hoops to get it approved or get her into a research program (if we can). Why are PET scans so expensive? Why isn't it just the next step in diagnostics? Especially at a publicly funded hospital that is a unit of a publicly funded university?
Americans can be so very stupid. In Canada, in England, the attitude is, "Well, we just take care of each other. That's the right thing to do." Not in America, this supposedly most-Christian nation in the world.
Type looks pretty, but it renders smaller than on IE or Firefox—enlarging the type makes it look blurrier. So it looks pretty but is harder to read.
Apple claims it's faster than IE or Firefox at rendering pages. It's not—it's MUCH slower. Too bad—I was hoping ...
I like that there's very little chrome. I hate the juvenile glass buttons and scrollbars, and it makes form elements class with websites unless they're designed to be baby blue glass sites. Is there any way to change these? I haven't look under the hood yet to see if there is or not.
I don't like that the reload and the stop loading buttons are the same—sometimes I want to stop something happening on a page, such as submitting a form, but I can't do that with Safari.
I hate the way default spacing is handled: too much space. Pretty type, ugly spacing.
I think it's not ready for prime time.
We've been watching Planet Earth on the Discovery Channel this evening. What we've seen this evening is stunning. I told Stanley that this series would be the impetus for me to push getting high-definition tv if the sets were remotely affordable now.
Some of the footage shot in the ocean, such as when the dolphins herded a school of fish closer to the surface and the sea birds dove 60 feet to get at the dolphins' catch—I gasped. I didn't know birds dove that far under water. And the blue whales and aboreal and snow leopards and the dogs hunting impala in the Kalahari ...
Just watch it. It's running frequently, on the Science channel as well. Below is a picture from Planet Earth: Oryx in Namib Desert (click to enlarge):
My friend Dale sent this to me—she has a knack for finding weird and funny things. I'm sure there are those out there who will object to it for whatever reason. So don't watch it if you're in the pursed-lips league. I needed a laugh on this cold Monday and this provided it.
Scottish Sobriety Test
Stanley and I took a mental health afternoon off and went to see Pan's Labryinth. We're both huge fans of Guillermo del Toro since seeing The Devil's Backbone (one of the best ghost stories I've ever seen), Hellboy, and Cronos.
Pan's Labryinth is outstanding. I was kind of worried that all the raves the critics have been giving it were bullshit, kind of like the accolades heaped on crap like Dances with Wolves or The English Patient or [gag] The Sound of Music.
The movie is categorized as a fantasy, but that's only what's going on in one character's head as she tries to escape the brutality of her life. It's also about history and the heart of darkness and, I think, the reality of life for most of the children of the world.
Del Toro has a knack for getting the monsters right. The Paleman (the picture on the right) is the ultimate bogeyman. Ofelia, the little girl with the fantasies, looked at the murals in his chamber which show the Paleman devouring children. There is also a huge pile of shoes in the room, which made me think of Hitler and the Holocaust, which was underway and part of the backdrop of this movie. What got to me about this monster was I swear I dreamt of him myself, or a monster very close to the way he looks, as a child. Maybe our brains are wired to imagine monsters in a certain way.
Pan's Labryinth is set in 1944 and, supposedly, a kind of continuation of The Devil's Backbone, which was set in 1939. I think they show the impact of war on children, the despair children feel when their lives are completely out of their own control. There is a lot to think about. It's interesting how much scarier a human, the Captain, is than even a bogeyman that eats children. And how deadening fascism is.
The little girl playing Ofelia, Ivana Baquero, is an amazing actress. She manages to play a tragic child without melodrama, without being twee. Sergi López is good as the Captain, showing evil and obsession without over-acting. And Maribel Verdú, as Mercedes, I thought played her part flawlessly. I liked the way the film looked, that slightly greenish tinge that you see in old color photographs. And the scenes beneath the ground were lit—I even wondered where the light was coming from and was grateful for it.
This is a line of dialog I thought was wonderful, when Ofelia asked the faun for his name: "Me? I've had so many names. Old names that only the wind and the trees can pronounce. I am the mountain, the forest and the earth. I am ... I am a faun."
I think this movie is brilliant. It's a hard movie—del Toro is not one to sugar-coat anything and this movie would've been weak if he had. It's interesting to me that a lot of critics warn parents not to bring their kids to see this movie because it might scar them and, yes, it is scary. But then I think of the hundreds of thousands of kids who are living this daily; there are no lights that come up for them when the credits roll. That's why it's brilliant—it makes you think, and keep thinking, long after the lights come back on.


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Registered Member
- Join Date
- Aug 2009
- Posts
- 166
Posted On:
11/11/2009 1:57pm
Style: judo--
wisdom teeth? I remember getting my wisdom teeth removed. It was two weeks after knee surgery (WTF? if I was going to be down for a period of time, I might as well maximize the healing). Well, the oral surgeon didn't take that into account, and I woke up in the middle of surgery, tried to utter an inane comment, and then got put back under in a hurry. Still remember the look on his face, and the feeling of tooth fragments floating around in my mouth. Believe the inane comment was something along the lines of, "you missed a chunk"


text: Probably not as far as it might seem. The weight of a typical surfboard is pretty small compared to the rider plus the bike. I build a side loading rack for moving a bag of grain or other staples and found that at under ~30 pounds or so, most riders didn't even realize they were compensating for it after a short ride.


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Ecopolitan thinks it's time to eat your veggies the way that nature originally intended: 100 percent organic and raw. The menu is not only vegetarian-friendly, it's vegan, gluten-free, and artificial sweetener-free, and the place is staffed with people who can explain to the minute detail exactly what goes into preparation of the food served. Yummy and wildly imaginative dishes include "living pizzas" such as the Red Avocado (sun-dried tomato sauce, avocado, marinated mushrooms, pine nuts, and fresh cilantro served on a dehydrated sprouted buckwheat and herbs crust), strawberry marinara (ribboned zucchini with strawberry sauce, sun-dried tomatoes, walnuts, and spinach), and smoothies (we like the vanilla-almond with bananas and dates, or if you feel lucky, order up Joe's Whimsy and let the smoothie-maker play chemist). Dishes not only meet dietary needs, but more important, they're filling and easily trump the bland, diet-specific meals offered at other restaurants. Also, Ecopolitan's environmentally friendly philosophy goes beyond the food it serves and into all aspects of business. The interior, a bohemian shabby-chic, has been painted, glued, and caulked with all nontoxic substances, dishes are cleaned with purified water and food-grade hydrogen peroxide, and the air is purified thanks to the restaurant's oxygen bar doing double duty.
More Awards from This Winner
Location Details
Minneapolis MN 55405
More Food & Drink Awards
BEST WINE STORESolo Vino
BEST WINE BARCesar�'s
BEST WINE LISTW.A. Frost & Company
BEST VIETNAMESE RESTAURANTMai Village


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It's on! After Hulk Hogan filed a $100 million lawsuit against the website that leaked his sex tape, DJ Bubba The Love Sponge made claims on his radio program that the Hulk may have released the footage himself. Things are getting increasingly ugly between the ex-BFF's, and Bubba made some seriously cutting remarks over the course of the show. He accused the Hulk of being self-centered, which is a fair accusation for someone with a "the" in his name. But then he got real personal, attacking the Hulk by going after the rest of the Hogan's. He dredged up Nick's car crash in 2007, questioned Brooke's talent, and called his ex-wife Linda a "whore." Ooof.
Despite the whole mess, Bubba claims to have never even viewed the tape, which makes a decent amount of sense. It was bad enough when we had to watch it, sitting through a tape of your best friend having sex with your wife sounds pretty hard to bear. "At the end of the day, I can't even comment on the validity," Bubba said over the airwaves. "[Hulk] could have had something to do with the leak of it."
Hogan's lawyer held a press conference yesterday afternoon in Tampa, denouncing the actions of Bubba and the website Gawker (who leaked the tape) as "illegal, outrageous, and exceeded the bounds of human decency." On top of the absurdly high $100 million worth of damages, the suit also stipulates that anyone who has footage of the tape has to turn it over to Hogan so it can be destroyed. Bad news, Hulk. It's the internet: Nothing can ever truly disappear.
[Photo: Getty Images]


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Educational Background
- Ph.D., North Carolina at Chapel Hill
Teaching Interests
- Irish literature
- James Joyce
- Modernism
- Modern and contemporary British literature
- Science and literature
Current Projects and Research Interests
- "Instinct as Cognition in Joyce's Early Prose," submitted for the volume Cognitive Joyce: The Neuronal Text, edited by André Topia, Université Sorbonne Nouvelle; essay in progress: "A Portrait of Allflesh: Joyce and Samuel Butler."
- General Editor, Bucknell Contemporary Irish Writers Series (Bucknell University Press).
Selected Publications
"The Irish Patient: The Female Body, Nation, and Language in the Poetry of Eavan Boland and Nuala Ní Dhomhnaill," in The Patient (Aperçus: Histories Texts Cultures). Ed. Harold Schweizer and Kimberly Myers. Bucknell University Press, 2010. 97-110.
"Eating Like a White Man: Nibbling at the Edges of Heart of Darkness." L'epoque Conradienne 33 (2007): 49-57.


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Finally got the Stor Lysedug doily off the needles last night. Definitely took a while to bind off the more than 1,000 stitches (picot bind off.) Recall I knit it oversized using #9 US circs.
The color of the yarn is actually paler than what shows in the photo.
Now the piece will sit until I have time to block it. Right now, it measures 39" across. I know it'll be much bigger after I block it but don't know how much bigger. I've never really blocked a knitted piece before.
So now onto my other works in progress.
Stunning. I can't wait to see it blocked.
Both the design and the colour are stunning! I always admire lace knitting; you've done a gorgeous job. I am keen to see the piece once you've blocked it up. I know what you mean about photography. If I knitted as poorly as I take photographs, I would have given up knitting a long time ago!
Wow. It is a pretty color.
Thanks. I only wish I could have gotten a better photo taken. The piece doesn't really show up that well. Guess I'm more of a knitter than a photographer! I'll be sure to post another picture once I get it blocked. But my guess is that won't be for several months.
*grin* Devil's advocate/enabler here - you might want to get this blocked before you start the 96 row band on your "bugs" shawl... that will give you a good indication of how far you want to go in that band.
MMario - Can anybody tell me what year it is?
Good point. I'm on row 9 of the 48 row pattern right now. But then again -- it might be the perfect time to start your Queen Anne (before I start the 96 row pattern of Bug!).
wow ! you knit a *lot* tighter then I do!
MMario - Can anybody tell me what year it is?