text:
What digital animal are you (and everyone else)?
I made a quiz! And very good fun it was to make, too. The background: it's intended as a not-very-serious icebreaker for the first part of a course I'm designing on digital literacies – more about that here.
The quiz is built in Qzzr, which is a free site that lets you create Buzzfeed-style diagnostic timewasters. The questions are from University of Exeter's iTest, which is licensed for reuse as CC BY-NC-SA. I'd love to have replicated Exeter's radar diagram outcome, so that you would see your result for each category mapped onto a kind of spiderweb – this gives the quizee a great diagnostic snapshot of their digital presence. However, Qzzr only allows you to make single-outcomes quizzes (although you can choose either a graded test or a personality-based outcome) and I was happy enough with Qzzr's user-friendliness to want to stick with it.
I also used some of the categories from the iTest, but renamed them. In the original there are six categories: Digital Guru, Online Networker, Digital Dodger, Information Junkie, Media Mogul, and Career Builder. As we'll be doing a lot of work on employability later in the course, I left out the Career Builder questions altogether for this icebreaker, and chose animals to represent the other categories (click to zoom).
On the idea of using animals, a tip of the hat to Matt Borg and Erica Stretton's very readable 2009 article My students and other animals. At around the same time I was also using animal metaphors in my referencing class, and was delighted to find that Borg & Stretton had run with the same idea! (For the record, I used to illustrate the feel of different referencing software by saying that EndNote worked best for systematic researchers – the worker ants; Zotero was great for squirrels – grab that reference and stash it safely; and to use Mendeley you really needed to be a meerkat – a researcher who enjoys the social aspect of citation-swapping.)
I really like that although not all animals are of equal cuteness (my apologies, fellow spiders), they can nevertheless help you avoid value judgements. For instance, we could have suggested that not being a prolific user of the digital is a bad thing – a form of Luddism rather than an informed choice. (Mind you, if we'd chosen an ostrich with its head in the sand, that would have carried an implicit value judgement whatever the text said …) However, in a course that's meant to be encouraging awareness and thoughtful choice around digital issues, that really wouldn't fit. We don't want to impose values on our students: we want to give them opportunities to think about what they do online and work out their values for themselves.
So on the advice of Twitter (how else?) I chose the owl because of its reputation for wisdom, which fits nicely with a thoughtful scepticism:
Huge thanks to everyone who's already tried out the quiz and given me feedback – particularly Jo who tried it out numerous times under the guise of different personas! If you'd like to have a go, it's here. Enjoy!
UEA Digital Scholar course
I'm currently working on a pretty exciting project – designing an online course to help UEA students develop and reflect on their digital literacies in three overlapping contexts: the personal, the academic, and the workplace. Me being me, of course I have talked a lot from the start about the complex nature of digital practices and identities, and the dangers of viewing DLs through a purely functional lens or of reducing it to a simplistic 'skills' discourse. From the outset, however, the project board has been clear that the course shouldn't be a didactic, 'death by Blackboard' experience for participants but a genuinely active one: rather than reading about digital literacies (or watching videos about it – digital but still didactic) they should be involved in creating digital artefacts themselves all the way through, and critically (and contextually) appraising those made by others.
Here's a piece I wrote for UEA's Learning Highlights magazine about the course, the principles that informed its design, and the outcomes of a workshop on DLs we carried out with academic staff at UEA's 2015 Learning and Teaching Day. (Disclaimer: I got a bit carried away in writing the piece and had to cut it down to fit the publication word limit! What follows is the original, full-length version, because it's my blog and I can ;-) [Downloadable version here.])
What does a 'digital student' look like, and does the answer vary according to discipline or context?
UEA's Information Services Directorate is in the process of designing an online course on Digital Literacies for UEA students in partnership with Careers and with the support of Dean of Students' Office. Despite being a somewhat elusive concept, the need for digital literacy among students, graduates and citizens generally is gaining recognition in higher education across the UK and beyond. Digital literacy has been identified as a UEA graduate attribute, and is a component in the UEA Skills Award. But what exactly is (or are) digital literacy (or literacies)? How are they different from IT skills? And what do they look like in an academic context?
Despite its persistence, the 'digital natives/digital immigrants' theory put forward by Prensky in 2001 has been challenged repeatedly in research literature (see e.g. White & Le Cornu, 2011; Bennett et al, 2008). Although the idea that those born after a certain year (usually given as 1980) possess an innate and sophisticated understanding of digital technologies seems anecdotally appealing, this belief is not borne out by the evidence (see, for instance, Margaryan et al., 2011, and the larger-scale study by Kennedy et al., 2008, both of which suggest that university students use a limited range of mainly established digital technologies).
Most importantly, the essentialist nature of the digital native concept masks the fact that young people's fluency with technology and digital environments may not extend into critical, ethical or reflective judgements about online information or the behaviours and practices relating to using, creating or interacting with it. This is a dimension of digital literacy that lies beyond functional ICT skills, the capacity to download and use an app, or the ease of adaptation to a new device. "Human judgment, or criticality, is involved in most understandings of digital literacies" (Gillen & Barton, 2010, p.5), and it follows that a means of supporting the development of our students' digital critical capabilities, as distinct from their ICT skills, is needed. This is not only about helping to make our students employable graduates: it's also a crucial part of supporting their transition into the academic arena and its idiosyncratic uses of information and evidence; and perhaps most crucially, a vital part of what makes an individual an articulate, empowered and judicious member of society.
The 'Digital Scholar' course
ISD is piloting a four-unit online course to help UEA students reflect on and expand their existing digital skills and behaviours. The course will invite them to consider and share how they could deploy these skills in their own academic context as well as in preparing for future employability.
The focus throughout is on promoting participants' awareness of online issues, practices and choices as well as tools and apps. Running on Blackboard and aligned with the UEA Award, through which we hope the course will be validated, the programme will require participants to create artefacts using a variety of tools and to think about the ethical and practical implications of using, making and sharing material. One unit will focus on digital practices in the academic context, and another on employability issues.
Although the course will be chiefly online we plan to offer a scheduled run (which will also be our pilot test) in November 2015, enabling us to give the programme a MOOC-like feel which we hope will encourage participants to develop a peer support network through the activities and discussion forums.
Learning and Teaching Day parallel workshop
At the 2015 Learning and Teaching Day Jane Helgesen and Emma Coonan presented an overview of the proposed Digital Scholar course, and also attempted to gain some insights into academic views and practices of 'digitalness'. We were especially interested in how digital aspects have permeated academic practices, and in turn how these are reflected to students in course and assessment design and in the discipline-specific behaviours enacted by academics. To this end, our audience kindly participated in a workshop where they shared their perceptions and expectations of 'digitalness' in the academic arena.
The responses from workshop participants highlighted a variety of important aspects ranging from awareness of one's online presence, through the need to filter and evaluate information critically, to understanding the ethical and contextual nature of using it.
- Online behaviour and digital professionalism
"What's online is there forever"
"Be aware of who can see what you put online – things can go viral very quickly"
There were some interesting responses around appropriate online behaviour, including the need to "Develop a sense of responsibility" and for students to be "accountable for their actions". One group noted that health professionals in particular "need to be aware of what they put on the internet", highlighting the impact of the digital footprint in a professional as well as a personal context.
It was noted that "We all make digital things – blogs, Word, tweets, PPT, photos, email", highlighting that 'the digital' is not an arena only inhabited by students. Indeed one response asked for "Academic staff access – can staff do this [to] develop our own skills". (The answer is yes, you would be welcome!)
- Discernment and evaluation
Many responses emphasised the need for critical discernment, especially in evaluating online information sources:
"Evaluation of sources – peer reviewed?"
"Accessing relevant info – rigour"
"Be aware [of] the source of where you get your information online – challenge (i.e. the Sun says …)"
Although dealing with the digital, these responses are very closely aligned with the academic emphasis on evidence-based, rigorous inquiry, for example the desire for students to "Challenge assumptions" and to "Think independently". One group also pointed out that "Shortcuts/quick answers = surface learning" – a very relevant point in an era that resounds with internet-friendly soundbites.
- Contextual appropriacy
"Understanding of appropriateness of using material or not and that it varies according to context"
"Able to find and filter relevant information and move from 'spoon-fed' approach to analytical approach which is reliable and gain discernment"
The issue of critical discernment in turn overlaps with an understanding of the contextual nature of how information is used in different environments. There is a strong ethical dimension within the workshop responses – copyright, legal responsibilities, citation and plagiarism were all mentioned. Alongside this was a desire for students to gain flexibility in their navigation of online environments – to recognise when they need to build their own skills, "understanding which area they need to develop"; to have "Confidence to experiment once acquired basic skills", and the "Ability to use technology as a tool, not as an end in itself".
Finally, one response really sums up what we would like the Digital Scholar programme to empower students to do:
"Make informed choices about what they could do, how they could do it, and the relative merits of this choice in a particular digital context".
Next steps
Jane and Emma are keen to gain more insight into how digital behaviours intersect with academic practices, and would be delighted to meet any staff member willing to talk about this intersection from the point of view of their own subject area. Our session at the Learning and Teaching Day elicited some 'critical friends' for the programme, but we would be very happy to gain more.
We would be delighted to offer a closer look at the Digital Scholar programme content for anyone interested in exploring it further, either to assess how the course might support their students' academic development or indeed to enhance their own digital literacies!
Many thanks to all those who attended our parallel session and contributed valuable insights. Please do get in touch to tell us how the programme could support your students or have a look at our webpages: https://portal.uea.ac.uk/library/uea-digital-literacies.
Bennett, S., Maton, K. & Kervin, L. (2008). The 'digital natives' debate: a critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. doi:10.1111/j.1467-8535.2007.00793.x.
Gillen, J., & Barton, D. (2010). Digital literacies: a research briefing by the Technology Enhanced Learning phase of the Teaching and Learning Research Programme. London. http://www.tlrp.org/docs/DigitalLiteracies.pdf
Kennedy, G., Judd, T., Dalgarno, B. & Waycott, J. (2010). Beyond natives and immigrants: exploring types of net generation students. Journal of Computer Assisted Learning, 26, 332–343. doi:10.1111/j.1365-2729.2010.00371.x
Margaryan, A., Littlejohn, A. & Vojt, G. (2011). Are digital natives a myth or reality? University students' use of digital technologies. Computers and Education, 56(2), 429–440. doi:10.1016/j.compedu.2010.09.004.
Prenksy, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. http://dx.doi.org/10.1108/10748120110424816
White, D. S., & Le Cornu, A. (2011). Visitors and residents: a new typology for online engagement. First Monday, 16(9). http://firstmonday.org/article/view/3171/3049
Publication without tears: a workshop for doctoral students
I'm a little sleep-deprived at the moment as this week I paid a brief visit to Aberdeen for the iDocQ student conference – up on Sunday night on the sleeper train, left for home again at 3pm Monday afternoon, finally got home at half past midnight on Tuesday … But I had a brilliant time at the conference, especially listening to the 'One Minute Madness' presentations where students talked about their doctoral research, and I really enjoyed giving this presentation on publishing.
The first part of this talk is inherited from previous JIL editor (and ANCIL co-conspirator) Jane Secker. It's designed to be a demystifying glimpse inside the 'black box' of publishing – because nobody really knows what happens when you submit an article to a journal! This gives a step-by-step overview of how we work with articles submitted to the Journal of Information Literacy, from the peer review process through the copyediting stage right through to final publication.
The second section invited the listeners to think about their own research and what could be published from it. As this conference was specifically for PhD students, I talked about how theses and articles differ in scope and characteristics, and why it might not work to simply try to condense your thesis. We finished up with some of my favourite tips for managing the mess and uncertainty of the writing process. These include a gem from Jane – think about writing as like eating an elephant: break it down into bite-sized chunks!
Image from Pixabay (CC0)
'This house believes …'
Yesterday I confronted a childhood terror: I took part in a debate and – to my great relief and even greater surprise – emerged unscathed. I've always been anxious about confrontational situations and fearful of verbal dexterity, so when I was invited to take part in a debate organised by CILIP it took me a whole week to get up enough courage to agree.
Far from being some kind of Perry Mason-style ripping-the-witness-to-bleeding-shreds affair, however, it was actually great fun and very friendly! For a start, the topic was 'This house believes that the role of the librarian should be that of teacher', and I was speaking for the motion. Since I spend my time running round saying basically exactly this to everyone I meet professionally (to what is probably a monotonous degree), coming up with a passionate argument in favour of the motion wasn't going to be a problem : ) I also knew that my partner in advocacy, Geoff Walton, would be able to provide convincing evidence to back up my airy-fairy theoretical wibbling.
All set for #cilipdebates in Birmingham! Let the fighting talk begin @GeoffWaltoniLit @LibGoddess @jsecker pic.twitter.com/HqvweVlsOz
— Eleanor Johnston (@elstopbanana) February 10, 2015
Our co-debators, speaking against the motion, were Darren Smart and Alka Sehgal Cuthbert, who were both a joy to listen to: thoughtful, enlightened, and insightful. Alka's background is in school teaching and her research is in the philosophy of education, so her perceptions of how libraries and information collections fit the educational and academic spheres were very interesting. Darren's passionate belief in public libraries, and his understanding of issues facing them, was totally convincing – as well as deeply poignant given that we were in the stunning, and threatened, Library of Birmingham.
Here's my bit of talking – partly for the record, and partly because I think it's interesting to read something that's been designed to be spoken. I'm accustomed to building my arguments in the measured, circuitous, densely-evidenced manner of academic writing, and it was quite a challenge to work more polemically: I had to really cut down my sentence and clause length and relentlessly rip out all the hedging that's so dear to the academic mind. I also ended up doing very odd things to the punctuation so that it would give me signals for spoken emphasis (more pregnant pauses than a Pinter play). So when I read this it feels hideously full of unsupported assertions and lousy grammar, although declaiming it to an audience felt fine! Just for fun, too, I've left in all my last-minute annotations and the timings from my practice runs.
The 'F' word: information literacy, 'find' and other verbs
Another short piece written for the UKSG Newsletter back in September. Thanks to editor Andrew Barker for letting me reproduce it here (and in a downloadable form over here), and for being brave enough to indulge my long-cherished desire to write about 'the F-word' : )
Autumn! Season of mists and mellow fruitfulness, of Welcome Week and freshers' flu, of hoarseness and voice loss from back-to-back induction sessions. The opportunity to welcome a new group of learners into the academic community and let them loose on knowledge ought to be joyful and exciting – but somehow the joy gets lost in the pressure to condense Everything You Need to Know About The Library into a single front-loaded session, usually in a lecture theatre, and sometimes into a five-minute 'introductory' slot that may be the only timetabled contact you have with a new cohort of students.
Every new academic year I struggle with the ever-present temptation to just focus on the basics, which in a five-minute 'library slot' means how to find your stuff. My struggles centre around the verb: as a passionate proponent of what Cottrell and Cohen call "real deal information literacy" (2012), I have issues with the fact that 'find' often comes across as the primary verb for what you do with information in an academic context.
It's fairly frequently noted that in our disintermediated information world finding things is easy: it's exercising critical evaluation of such a volume of material from such a range of sources that's hard. In this regard it's interesting that while classic models of information literacy such as SCONUL, ANZIIL and the original ACRL standards all include the concept of 'find' (sometimes as 'access' or 'gather') as a key action, it's a verb that scarcely appears in the eight pages of the ANCIL curriculum. Instead, ANCIL uses verbs like 'distinguish', 'critique', 'identify', and 'reflect' to model the learner's relationship with information – all of which involve doing something to, or with, the information found.
In the library world, where much of our focus is naturally on systems for organising and locating information, we can sometimes be fooled into thinking that the learner's interaction with information is a kind of quest narrative that centres on seeking and culminates when the desired material is found. This is a seductive construction of academic information practice, placing the library and its search tools at the heart of scholarly creativity and incidentally ensuring that our role as gatekeeper retains its hieratic status. Again, this perception of information enshrines 'find' as the primary information activity: as Spiranec & Zorica have commented, "within IL standards information is usually treated as an object to be located and used by the individual" (2012).
But if the only message we have the chance to communicate to our students is that their relationship with information centres on finding information objects, we're doing them a major disservice. At some point we need to make clear to learners in higher education that what really matters is what you do with the information once you've found it. Too much focus on 'find' implicitly communicates to students that their encounter with information is simply a matter of tracking down published artefacts, when in fact that encounter is about "Making meaning within unfamiliar discourse" (Wingate, 2006).
What it comes down to is that in library sessions we have a choice in how we present the concept of information. We can describe a book or a journal article as an artefact, a published and describable entity: you look for it, you find it, you're done. Or we can describe information in terms of its contribution to knowledge, as a point of view expressed and negotiated within the academic discourse: you find it, you read it, you start answering back to it. The academic community's relationship with information is not to absorb without question – it's entirely the opposite. The whole purpose of HE is to develop in students a critical mindset: the weighing, sifting, questioning approach that isn't cowed by expertise or silenced by authority.
Yet given the active, constructive, negotiated nature of this relationship with information, isn't it interesting that our 'induction' weeks in general chiefly consist of telling our students things? Paradoxically, this first week of student life in higher education has very little to do with being introduced to the values and practices of the academic community, with a view to enabling each individual to negotiate and express an identity within that community. In fact, 'induction' is possibly the worst label there could be for an introductory experience that chiefly consists of directional wayfinding and basic know-how – finding the lecture theatre, managing to remember your username and password, learning where to get cheap pizza. This preliminary orientation phase isn't really designed to foreground advanced intellectual content or knowledge construction: it's about finding and finding out. Thus it deals chiefly with declarative rather than procedural knowledge – knowing what, rather than knowing how (Ambrose et al., 2010, 18).
Now it's clearer why focusing on 'find' is such an overwhelming temptation in Welcome Week: it makes a good fit with the rest of what's happening. 'Find' sits very well within a basic orientation-and-wayfinding phase; after all, there's not much you can evaluate, construct or negotiate about either where the lecture theatre is or what you do to look up a book on your reading list. Finding information, in fact, bears the same surface and preliminary relationship to the information encounter that finding the lecture theatre does to attending (and attending to) a lecture. Therefore at some point we need to find a way to clearly signal to students that a shift from 'find' to 'use' will be necessary in order to engage with academic practices and succeed in their studies.
To do this we need to move away from telling, because although all these things that we tell our students are useful and good to know, in the act of telling itself we construct and subtly impose a transmissive model of learning in which we possess expertise that students must acquire. At some point we ourselves need to model a different relationship both with information and with our learners, to recognise that each is taking part in a fluid and negotiated process of knowledge construction. In short, we need to let them know the information experience doesn't end with 'find': that find is where it starts.
As librarians, I believe we can still do more to reframe our thinking away from our search products and from the perception of information as artefact, and more towards alignment with the academic practices of the community we work with and in. Rather than merely demonstrating resources, we need to be able to articulate how use of those resources might support the academic journey as an ongoing process of making sense, constructing meaning, creating conceptual relationships and even negotiating one's own identity within a community of practice.
The advent of discovery systems has given us a game-changing opportunity to model this realignment in how we talk to students about information. When you can introduce your library's search tool in under five minutes you have the chance to reclaim interface demonstration time and use it to talk instead about the conventions and values of academic information communication (see e.g. Coonan, 2014). So I'm hoping that even if I spend only one of those five minutes flagging up the shift from finding to using, from transmitting to constructing, from telling to questioning, that I'll still have managed to help students perceive a different relationship with information and with what it means to 'be academic.'
Only once the introductions are over does the real practice start; and only when the practice starts does the induction to the community begin. And it's at this point in the student's journey that 'real deal' information literacy – the making of meaning – replaces 'find'; and at this point, if we have the chance, that we can stop simply telling our students things and invite them to start constructing meaning for themselves.
ACRL (2000) Information Literacy Standards for Higher Education http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf. (This document is now superseded by a threshold concepts approach: see http://acrl.ala.org/ilstandards/wp-content/uploads/2014/02/Framework-for-IL-for-HE-Draft-2.pdf)
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: seven research-based principles for smart teaching. San Francisco, Calif.: Wiley.
Australian and New Zealand Information Literacy Framework [ANZIIL], 2nd ed. (2004). http://archive.caul.edu.au/info-literacy/InfoLiteracyFramework.pdf
Coonan, E., ed. (2014) Teaching, not telling: proceedings of the 2nd Information Literacy and Summon Day. http://www.proquest.com/blog/2014/Teaching-not-Telling.html
Cottrell, Janet & Cohen, Sarah Faye (2012) Real deal information literacy: designing and implementing meaningful instruction and assessment. http://www.slideshare.net/infolit_group/cottrell-cohen
SCONUL Seven Pillars of Information Literacy: core model for Higher Education (2011) http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
Secker, J., & Coonan, E. (2011) A new curriculum for information literacy [ANCIL]. http://newcurriculum.wordpress.com/using-ancil/
Špiranec, S. & Banek Zorica, M. (2012) 'Changing anatomies of information literacy at the postgraduate level: refinements of models and shifts in assessment'. Nordic Journal of Information Literacy in Higher Education 4
Wenger-Trayner, E. (n.d.) 'Communities of practice: a brief introduction'. http://wenger-trayner.com/theory/
Wingate, U. (2006). Doing away with "study skills." Teaching in Higher Education, 11(4), 457–469. http://embeddingskills.hud.ac.uk/sites/embeddingskills.hud.ac.uk/files/Wingate.pdf
[All URLs accessed 30 September 2014]
Goodbye, #AcWriMo (and hello #DecWriMo!)
I'm amazed – and frankly dead chuffed – at having made it through #AcWriMo. Yes, I set myself a low target (10-12 train rides; no pomodori for me!) and deliberately kept my aims fuzzy (to quote from my plan: "let's call it 'expanding each chapter from skeleton to emaciated flesh'"). I have just about enough wisdom, or experience, by now to ensure I do both those things, otherwise I set myself up for full-blown I AM FAIL mode from the start. But I'm still astonished that I managed 11 train rides and did get some flesh on those zombie bones – even though, er, I decided to completely rejig the structure and rewrite the whole aim of the book along the way *kicks table leg sheepishly*
And I'm even more astonished that with November over, I want to keep going. What the what … ? There I sat on the train yesterday looking back at my completed record for the month, relaxing in the glow of having finished something, and then all of a sudden I was writing a plan for December…
… and then I was sketching a literature map …
… and somehow now it's not that I have to write because I've signed up publicly for #AcWriMo, it's that I have to write because I'm impelled to, because that's how I make sense of all the things still going round in my head.
I had no idea that the power of Don Diego could be such a force!
@LibGoddess Great to know someone else is the same way! #cheering for you from #yeg w Don Diego (guinea pig) pic.twitter.com/K67YNoCedM
— Julieta (@js_delossantos) November 12, 2014
Thank you again to Julieta and Don Diego, @charlottefrost, and the whole #AcWriMo community. If you want to join the December writing bunch, you can sign up on the spreadsheet and tweet your progress using the hashtag #AcWri.
Kaleidoscope mind
I've got to the stage of #AcWriMo immersion where my ideas are in constant motion: spinning around, forming new configurations and endlessly joining up to make new patterns. It's like being a kaleidoscope. Colette has a great phrase for this: "mes idées sont en salade dans ma tête" (Claudine a l'école). It's all very exhilarating as well as fairly exhausting, and it reminds me of J.M. Barrie's description of a child's mind, "which is not only confused, but keeps going round all the time":
There are zigzag lines on it, just like your temperature on a card, and these are probably roads in the island; for the Neverland is always more or less an island, with astonishing splashes of colour here and there, and coral reefs and rakish-looking craft in the offing, and savages and lonely lairs, and gnomes who are mostly tailors, and caves through which a river runs, and princes with six elder brothers, and a hut fast going to decay, and one very small old lady with a hooked nose. It would be an easy map if that were all; but there is also first day at school, religion, fathers, the round pond, needlework, murders, hangings, verbs that take the dative, chocolate pudding day, getting into braces, say ninety-nine, three-pence for pulling out your tooth yourself, and so on; and either these are part of the island or they are another map showing through, and it is all rather confusing, especially as nothing will stand still. (Peter and Wendy)
Underlying all the angst produced merely by writing (as if that weren't enough) is a kind of infinite recursion caused by the fact that I'm trying to enact the processes that usually I just teach. My area of professional expertise is academic information practices – literature searching, critically selecting, reading, notemaking, bouncing off other researchers' ideas like a springboard … It's one thing to explore with students various techniques for approaching and enacting these practices, to discuss how encountering new ideas can stretch and unsettle you or challenge your existing mental model. It's A. Whole. Other. Thing to go through it (again) yourself *grimace* *twitch*
And you don't want to think too much about the conceptual slippage caused by trying to write about what you do, and simultaneously trying to do what you write about:
Then his mind's eye looked up and caught his own image and realized where he was and what he was seeing and — I don't know what really happened — but now the slippage that Phædrus had felt earlier, the internal parting of his mind, suddenly gathered momentum, as do the rocks at the top of a mountain. Before he could stop it, the sudden accumulated mass of awareness began to grow and grow into in avalanche of thought and awareness out of control; with each additional growth of the downward tearing mass loosening hundreds of times its volume, and then that mass uprooting hundreds of times its volume more, and then hundreds of times that; on and on, wider and broader, until there was nothing left to stand. (Robert Pirsig, Zen and the Art of Motorcycle Maintenance)
In all this oscillation between pattern and chaos, however, it's comforting to find that there's a tiny part of my kaleidoscope mind that's constant, that even feels fiercely triumphant. I've been arguing for some while now that information literacy – that is, the 'good' or appropriate use of information – shouldn't be seen as a set of standards but in terms of an event: an encounter between a unique individual and a body of knowledge. What I'm experiencing in trying to write this book is precisely that encounter. I'm learning all over again that learning isn't additive – you don't just bolt on a new bit of knowledge as an extension to the structure you've been building since day one (and when was that anyway? First day of university? of your schooldays? Your first word? Birth?). Learning is transformative, dynamic, constantly in flux. There's a rippleback effect every time you encounter new knowledge: your whole vision of the field undergoes a tiny shift, and the elements settle into a new pattern.
So amid all the upheaval of my mental furniture there's a sense that I'm on the right track, that this endless movement and reordering of ideas is actually, paradoxically, a persistent element in knowledge creation.
Who knows, someday there might even be a book about it …
Writing from Attleborough to Wymondham: #AcWriMo in train journeys
#AcWriMo is genius. Started by the wonderful PhD2Published as an academic variant of #NaNoWriMo, it's a self-forming, mutually nurturing community of people desperate to write something and not quite getting pen to paper on their own. The key is accountability: you declare your writing goals for the month of November by signing up to a spreadsheet, tweet your progress (or lack thereof), and maybe occasionally blog about how you're doing.
Others in the same writing boat share tips on getting started and keeping going (my favourite this morning: "Press the bridge of your nose to stay awake" [?!]), pass on useful websites and apps, and tweet encouragement and sympathy as needed. Like this:
@LibGoddess For me, freewriting about why I feel my writing isn't going well tends to help, but I am someone who thinks by writing #acwrimo
— Ellen Spaeth (@ellenspaeth) November 3, 2014
In between the moments of anguish caused by trying to actually write instead of talking to students about how to write, one of the aspects of #AcWriMo that fascinates me is how people declare their goals. Looking at the spreadsheet, there's a huge amount of Pomodoro going on, along with other variations of time-based measurement. Another popular option is setting a word count. I've suggested both of these approaches to students as part of my former class on Academic Reading and Writing, and used to love when students, initially sceptical, would come back with the light of the true convert in their eyes to tell me that one of these strategies worked, just really worked, and was now part of their writing habit. It's such joy when you witness something crystallising for students like that: you can see their confidence in their ability to actually write this damn thesis take a huge bound forward, along with their word count. Because although both these strategies may sound like productivity gimmicks, what they do – as ThesisWhisperer points out – is give you room to explore who and how you are as a writer without being stifled by the anxiety of perfectionism.
However, obstinate "do it my way" mule that I am, I seem to have decided on a different way to set and measure my writing goals, one that's neither time- nor length-based. It's … erm … spatial. Because I have a long train journey every morning, I figured that would be the best time to work: an hour and a half of time already set aside for me by the grace of Greater Anglia, and a surprisingly comfortable workspace (because I start my journey at the terminal station for that route, I'm one of those annoying people who's already occupying a table seat when you get on further down the line). But when I record what I've done, I don't write the length of time spent. I write the station intervals. Like this:
03 Nov CBG-THF [Cambridge to Thetford]. Slow and sticky.
05 Nov ELY-WMD [Ely to Wymondham – almost the entire journey!]. 4 pages. Not great but something there.
06 Nov ATL-NRW [Attleborough to Norwich]. 2 pp. Unpicking 'right answers' [a key theme in my book].
07 Nov ELY-HRD [Ely to Harling Road]. INTRODUCTION!
I didn't intend to measure my writing in railway stations; it just came out that way. A bit like how I went from 'slow and sticky' to 'INTRODUCTION' inside the first #AcWriMo week. I didn't plan it, any of it: it just came out …
And there again is the crystallisation moment: the point when you look back at the pattern formed by your writing record and think: Hello, Muse.
[1] Thank you to everyone involved in #AcWriMo – and keep writing!
[2] I've used a bit of poetic licence in the title of this post. While I could in theory 'write from Attleborough to Wymondham' it wouldn't be much of an accomplishment, since that leg of the journey only takes about seven minutes : ) But it's the closest I can get to 'from A to Z'!
The power of the post-it: on studying, sensemaking and stationery
Last week I tweeted about my joy at being back in reading mode and, as a consequence, having an excuse to indulge in stationery.
I have a study kit again (highlighers, post-its, notebook/research diary) … It feel SO DAMN GOOD. #lovestationery — Emma Coonan (@LibGoddess) October 10, 2014
I was entertained that my tweet got favourited, suggesting that I'm not alone in seeing study and stationery as mutually fulfilling partners. I also got a request for a peek at my research diary, which I'm very happy to comply with because it reminded me how much I love seeing how other people lay out their "vehicle for ordered creativity" (Schatzman & Strauss, 1973). What I mean by 'research diary' is not the neatly-written lab report designed to be shared and perhaps assessed, but the scruffy, tatty notebook we carry around and scribble in privately. In my kind of research diary we don't write for anyone else's eyes. It's a force of nature, a place where our thoughts rampage unfiltered by academic proprieties. And it's really not very tidy – because as I may have said a few times before, the process of knowledge creation is by its nature a messy affair.
Above is my newly-started research diary along with the odds and sods that make up my study kit – pens and highlighters of various colours, post-its of various sizes, and a nifty little book of tear-out pages that acts as my mobile To Do list. I find that there's always a degree of self-consciousness about plunging into a new notebook, a desire to make the inside as neat and pretty as the outside. But only two pages in to this new one, the mess and the overflow have already started! That torn scrap with the orange post-it stuck on it is a bit of thinking from another time and place that needs to sit alongside what I'm doing now. It will float around in this perilous, unanchored state for who knows how long, until I find the right place in the new diary to glue or staple it in (which of course, along with all the other similar thought scraps, will end up contorting and bending the outside so it does, in effect, match the inside – just not in any way that could be called 'neat').
Here's my previous notebook. It's less of a 'pure' research diary and even more of a mongrel planning-thinking-writing tool, as alongside research notes it contains lesson planning for work, bits of writing towards articles and a book, and random thoughts inspired by the Fen landscapes. In fact it's such a patchwork of various facets of my life that I went back through it and post-it'd it so I could find my way around all the bits that are still 'live'.
Post-its are also my go-to notemaking strategy when I'm in a flailing-round-trying-to-orientate-myself phase such as starting a research project, or entering a new field (as I am at the moment). Orientating yourself in a new field often demands that you read classic monographs and textbooks rather than articles and papers, which means that you have no hope of buying, printing or copying everything you need – which in turn means you can't interact with or answer back to the text by annotating it directly. For me this is a real problem. (Please don't be shocked: of course I write in my books. Books are knowledge tools, not decorative artefacts. As I A Richards said in 1924, "A book is a machine to think with".)
When you can't write in books because they're not yours, but you're not yet at the stage where you can mash up what a writer is saying with other stuff you've read and with your own thoughts – which is what the research diary is for – I find the post-it strategy is perfect. Although it's not in the same league of bibliographic criminality as marginal annotations, I know some libraries aren't crazy about people putting (even slightly) sticky things (even temporarily) in their books. However, I'm resigned by now to the fact that I'm a bad librarian … and active reading is fundamentally necessary in order to locate yourself in your field, to find a standpoint, and to join the dialogue. Being able to 'talk back' to the literature is the foundation stone of a contribution to knowledge.
Here's another form of answering back (and another page from my old diary): the 'double entry notemaking' idea, where every time you copy or paraphrase something from the original, you also write your reason for grabbing that quote or idea, your response to it, or both. I love the emphasis this places on the reader's context and reasons for reading. In practical terms it's a great way of futureproofing the work that goes into reading and notemaking, but it goes further than that: as you capture your response to the text you start developing your own thoughts and making connections between concepts. And when there's this much stuff chasing chaotically around in your mind, keeping hold of those connections needs all the help it can get!
Lest anyone think I might be pushing the connection between studying and stationery a bit far, it's worth bearing in mind that according to constructivist thinking, learning takes place through individual sensemaking: through perceiving and building patterns, relationships and hierarchies for yourself rather than assimilating someone else's conceptual model. John Holt says this beautifully and resonantly:
I doubt very much if it is possible to teach anyone to understand anything, that is to say, to see how various parts of it relate to all the other parts, to have a model of the structure in one's mind. We can give other people names, and lists, but we cannot give them our mental structures; they must build their own. (1982, 145).
(This is one of the quotations on the double-entry notemaking page, above. My response is pretty concise: it says "YES!!" in large letters : ) ) If we accept the constructivist approach to learning, it follows naturally that how we organise our knowledge influences both how we learn and how we apply what we know (Ambrose et al., 2010). I think this is one of the most important principles of both learning and research, and yet we rarely talk about it explicitly or devote much time to reflecting on the practices we use to organise and make sense of knowledge, and how they interact with the practices of our academic discipline as well as our own desire or need to learn. When I do get to talk about how we organise knowledge, usually in my information skills classes, I always come away feeling inspired. Our tools for recording, ordering and juxtaposing knowledge scraps are hugely various and reflect our individual, unique approaches to learning. They can be analogue or digital, can range from the hi-tech to the humble. But perhaps what I find most endearing is that even the unassuming post-it can play a part in making connections and, ultimately, making a contribution to the dialogue.
Researchers (and anyone else) feeling the #stationerylove, please do look at these other lovely posts on creative uses of notebooks and stationery:
My notebooks and other animals by @samanthahalf, which shows some notebooks that are even more beautiful inside than out;
@florilegia's post on keeping a 'commonplace book', An anthology of one's own;
Stationery love (hurrah!) by @Aurelie_Sol, which has some wonderful tips on journalling and notebooks as organisational tools for your thinking.
"My dolly's bigger than your dolly", or, Why our labels no longer matter
Here's an expanded write-up of my part of the presentation on ANCIL at the recent Association of Learning Developers in Higher Education conference, one of whose key themes was 'Who owns learning development?'. In response to this theme Jane, Maria and I talked about moving from theory to practice in the development of a shared academic skills curriculum that embraces information literacy, digital literacies, learning development and graduate identites. They spoke about the practical work they're doing at LSE; I got to play with the concepts!
When Jane and I carried out the ANCIL research in 2011 one of the first things we did was to map out the landscape of information literacy and how we saw it overlapping with related areas.
Our representation situates information literacy as the central concept, overlapping with areas of specific information application (new learning literacies), practices involving a specific type of information (digital literacies), and information in use in a particular context or community (academic and media literacies). The graphic was designed to show that we perceive information literacy as interwoven with all these areas – but it also suggests visually that information literacy is a grand narrative: the overarching, 'master' concept that relates and makes meaningful all the others.
It's fair to say that both Jane and I perceived this landscape through the lens of information literacy, as that's the conceptual matrix in which our approach developed. However, we soon began to see an equal degree of complexity in other areas, in particular recognising the strength of the claim that learning development constitutes a legitimate, epistemologically autonomous, and empirically grounded field of inquiry (see this wonderful article by Lillis and Scott). In other words, learning development could equally validly claim to occupy the central, relational role in our diagram, as a lens through which to see and connect the other areas – including digital and information literacies.
Similarly, digital literacy has gained a good deal of both recognition and traction in the UK higher education arena, where information literacy has notably failed to gain either. As a result, what Jane and I refer to as 'information literacy' is now often seen as being subsumed within the larger concept of 'digital literacy', in direct contrast to the ANCIL perception imaged above. In other words, digital literacy could equally validly claim to occupy the central, relational role in our diagram, as a lens through which to see and connect the other areas – including academic and information literacies.
Is this a deadlock, a stand-off? Not at all. Enter the wonderful matryoshka metaphor conceived by Florence Dujardin …
Mulling over the relationship between information and digital literacy at an SRHE event, Florence said (as nearly as I can remember): "In HE we're always trying to put one concept inside another so that we can see our preferred one as the biggest idea. It's like Russian dolls … and everyone's dolls stack up differently."
Over the past decade or so, in each of the areas of learning development, information literacy, and digital literacy there has been a radical shift in thinking away from a simplistic, functional and normative approach and towards recognising and honouring the complexity of learning outside the curriculum and the agency of those doing the learning. So here's a thought: maybe we're at the point now that it doesn't actually matter which doll is the biggest, the outward, most visible one. Because of the way our thinking in all these areas has developed, maybe we've reached a point where although we're coming from different specialties and start points, we're all converging on the same goal: to provide opportunities for our students to construct and sensemake the academic landscape for themselves.
Jane's and my attempt to map the place of information literacy was the start of a growing recognition on our part of how nuanced each of these specialist areas is, how shifting and negotiated this academic information landscape is, and likewise how fluid are our own practitioner identities as 'belonging' to one or more of these areas. As a teaching librarian, I move across and between the arenas of academic literacies, critical information use, digital literacy and graduate identity. I can't separate them, even if I thought there were any mileage in trying. And I can situate my practice and my professional identity as comfortably in the context and discourse of Beetham and Sharpe's digital literacy framework, Hinchliffe and Jolly's VIPER model of graduate identity and employability, or Lillis and Scott's epistemology of academic literacies, as I can within Bruce's six frames of information literacy. It's not that I 'wear different hats' in each different sphere: I do the same thing in the same relationship with students, aiming always at the same goal – to help them to realise a critical and reflective relationship with the information that shapes, filters and mediates our lived experience.
Image by Lachlan Fearney, CC BY-SA 3.0


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All Comments (17)
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Particularly, I need to be able to combine the CGI monad with the IO monad, but an example of how to combine the IO monad with the Maybe monad might be even better...
I assume you want to use the Maybe monad for early termination (like
In that case you should use
MaybeT is a monad transformer version of the maybe monad.
Monad transformers "add functionality" to other monads.
You don't exactly say how you want to combine
With this you can use the
Generally something that combines and modifies monads like this is called a monad transformer, and GHC comes with a package that includes monad transformers for common cases. If there is something in this monad transformer library that fits your scenario depends on how exactly you want to combine Maybe and IO.
In what sense do you want to combine the monads?
Can be evaluated to:


text:
Quotes & Info
|USPH > SEC Filings for USPH > Form 8-K on 13-Nov-2012
|All Recent SEC Filings
Regulation FD Disclosure, Financial Statements and Exhibits
On November 12, 2012, U. S. Physical Therapy, Inc. (the "Company") announced that its Chief Financial Officer, Lawrance McAfee, will present at the Stephens Fall Investment Conference on Wednesday, November 14, 2012. The presentation will cover an overview of the Company. The conference is being held at the New York Palace Hotel, New York.
A copy of the updated presentation is posted on the Company's website, www.usph.com.
The investor presentation contains certain non-GAAP financial measures as defined under Regulation G of the rules and regulations of the SEC. These non-GAAP financial measures contained in the presentation include a presentation of Adjusted Net Income Attributable to Common Shareholders ("Adjusted Net Income") and Adjusted EBITDA. Adjusted Net Income equals net income attributable to common shareholders ("Net Income") less after-tax effect of 2011 gain on purchase price settlement, 2010 gain on sale of five clinic joint venture and 2010 positive adjustment to income tax provision. All adjustments are described in our Annual Report on Form 10-K for the year ended December 31, 2011. Adjusted EBITDA equals Net Income before interest, taxes, depreciation and amortization and equity compensation expense and above mentioned adjustments to arrive at Adjusted Net Income. See the last pages of the investor presentation which includes a reconciliation of Net Income to Adjusted Net Income and Net Income to Adjusted EBITDA. Management believes providing these non-GAAP financial measurements to investors are useful information for comparing the Company's period-to-period results.
Pursuant to the rules of the Securities and Exchange Commission, the information
contained in this report shall not be deemed to be "filed" for the purposes of
Section 18 of the Securities Exchange Act of 1934, as amended, and will not be incorporated by reference into any filings by the Company under such Act or the Securities Act of 1933, as amended.
Exhibits Description of Exhibits 99.1 * Registrant's press release dated November 12, 2012 announcing presentation at the Stephens Fall Investment Conference on November 14, 2012.
*Furnished herewith.


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Linn Energy, LLC (LINE) Ex-Dividend Date Scheduled for February 05, 2013
Linn Energy, LLC ( LINE ) will begin trading ex-dividend on February 05, 2013. A cash dividend payment of $0.725 per share is scheduled to be paid on February 14, 2013. Shareholders who purchased LINE stock prior to the ex-dividend date are eligible for the cash dividend payment. This marks the 4th quarter that LINE has paid the same dividend.
The previous trading day's last sale of LINE was $38.89, representing a -8.64% decrease from the 52 week high of $42.57 and a 12.95% increase over the 52 week low of $34.43.
LINE is a part of the Energy sector, which includes companies such as PetroChina Company Limited ( PTR ) and TotalFinaElf, S.A. ( TOT ). LINE's current earnings per share, an indicator of a company's profitability, is -$2.12. Zacks Investment Research reports LINE's forecasted earnings growth in 2012 as -21.54%, compared to an industry average of -5.6%.
For more information on the declaration, record and payment dates, visit the LINE Dividend History page.


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Coeliac Awareness Week 2015 takes place from May 11th to 17th. There are lots of fun and informative activities planned all over the country. You can find out more by downloading our Info Pack Here. Sponsored by Knorr.
Our "Trust your Gut" campaign is our friendly reminder to you to look after your health.
Food and Hospitality Ireland are partnering with the Coeliac Society of Ireland on the 17th and 18th September
Due to demand, following Coeliac Awareness Week there will be a series of Coeliac Information
The Coeliac Society of Ireland will hold its AGM on Saturday 10th May, at 3pm in the Carmichael Centre, 4 North Brunswick Street, Dublin 7.
Thank you to all those who took part in the Coeliac Society of Ireland Christmas Raffle 2013.
Upcoming November support group meetings and plans for annual Christmas outings are now available.
Get your friends together and come out on Thursday 5th December, 7.30pm upstairs in Against the Grain


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She is jaundiced. (no crab eating though!)
Her records are at MD Anderson for them to review hoping for a chance to go there for an opinion.
1 Sun, 06 Jul 2008 08:23:13
Re: Burning pain in skin (6 replies, posted in Pain Management)
She is jaundiced. (no crab eating though!)
2 Sun, 06 Jul 2008 03:15:19
Topic: Burning pain in skin (6 replies, posted in Pain Management)
My mother has just been diagnosed with cholangiocarcinoma (mets to liver) and has yet to begin any treatments. She has been itching and the doctor has given her pills for that, but she also has burning pain all over her body - worse on the arms, worse at night. Any suggestions for what is causing this, and what she can do. The one doctor she has seen says he doesn't know what would be causing it. It is relieved (very briefly) by a cool shower.


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Robbie ♪♫♪...☻
Who drummed for Thoreau?
1985 Raleigh Competition (Racing USA Series)
1987 Bridgestone Radac (aluminum) frankenbike
1988 Centurion Dave Scott Ironman Master (steel)
1989 Centurion Carbon-R (carbon)
Suntour Cyclone RD - regular(black) and GT (looked for one, several came out of the woodwork)
Shimano 105 pedals with plastic toe cage
couple Zefal solibloc pumps - silver and red (19.5", I think)
Belt/Fujita saddles - prefer black B-17 or similar
Suntour Superbe front derailleur
MKS Sylvan pedals
Suntour barcons
Last edited by beech333; 05-05-09 at 07:21 PM.
Sakae sx cranks, 165 mm
Tange 1" Levin headset
Similar cranks in >170 mm
Last edited by stausty; 05-06-09 at 10:43 PM. Reason: clarity
1991 diamond back ascent ex.
shimano deore lx components.
20 1/2 seattube (center to center)
23 1/2 toptube (center to center)
a smaller "vintage" mountain bike. i am 5'9" - 30" inseam.. the ascent ex is too big for me.
i would be willing to trade complete bikes.. or frame /fork.
i am located in philadelphia pa, local trades would be easier but let me know what you have.
90's Scott Aero bars, clip on with arm pads. Vintage Greg Lemond style.
Selle Italia Concor America Saddle, Brown, used, with slightly tweaked seat rail and worn saddle edges on the rear probably from leaning the bike.
Older model Look clipless pedals from late 80's
Adjustable angle threadless stem
smaller width ergo 6160 handlebars - new
Nice Nitto 90mm quill stem (deep engraved Nitto logo)
Sakae SR ergo handlebars
8 speed indexed DT or bar-end shifters
Bar end shifters or just the pods.
Newer style ('00s?) Look or Look compatible pedals
8 speed cassette fit Shimano hub
Good woman specific saddle (maybe not)
Last edited by thenomad; 05-10-09 at 08:16 AM.
My blog about rides, bikes and builds: ridesgoneby.blogspot.com
-NOS Araya Aero 2 polished, unmachined tubular rim, 32h
-NOS SR 74bcd 34t chainring
-Shimano 130bcd 48t chainring
-Tektro 420a dual-pivot brakes
-Shimano Dura Ace front brake, date code "ZK" - GONE
-Dia-Compe Power Control 7 flat bar brake levers
-Dia-Compe AGC white aero brake levers with white hoods
-Nitto forged "I-beam" style stem, 80mm
-Nitto Olympiade 115 bars, ~36cm wide
-clip on aerobars
-Bianchi celeste water bottle cage
-Shimano "aero" toe clips, medium
-SR Sakae 27.2 seatpost
-Kalloy 25.8 seatpost
-Schwinn-approved Huret rear derailleur
-mustache bars
-Suntour barcons
-130bcd 39t chainring - GOTTEN
-1 1/8" threadless stem, 25.4 clamp, a lot of rise and as short of a clamp height as possible
-8 speed mountain rear derailleur - worn/beat up okay as long as it is functional
-SPD pedals - worn/beat up okay as long as they are functional - PENDING
-barrel adjusters for sidepull brakes (Shimano Tourney, if it matters)
Last edited by Business810; 05-11-09 at 08:50 PM. Reason: a few additions
WTB: Pletscher or Vintage-style bicycle rack and vintage frame-mounting pump (with mounts)
Will pay shipping, show me whatcha got!
Just sold the brand-new Specialized Allez...later for that thing!
Currently riding/restoring:
~1962 Fréjus Torino
1978 Centurion LeMans
Looking for older black Turbo/Super Turbo. Condition not super important. Just rideable/not completely destroyed. Let me know.
It's a broken record, but it's a good record.
WTB: 53/54cm-21/22" "Chrome" Voyageur 11.8 or Super Le Tour 12.2. I want one really really bad!
Thanks much,
have 130mm Nitto technomic
want 80-100mm nitto technomic
I prefer emails to private messages - firstname.lastname@example.com
Jack Taylor Super Tourist, Jack Taylor Super Tourer Tandem, Jack Taylor Tour of Britain, Px-10, Carlton Flyer,Fuji The Finest, Bianchi Squadra,Salsa Fargo, Santa Cruz Tallboy, Cetma Largo, Riv Betty Foy (wife's), Gitane 500A Mini Racer (sons).
WTB: Black Selle Royal Dolphin saddle. Someone out there must have one
inexpensive but decent roadie bike (for SS swap candidate) doesnt need to be cosmetically mint, looking for a 52cm frame TT measumrent, i have a 28" inseam if that makes a difference, Located in Canada, but im willing to pay for shipping, cotact me via email to ronsimko @ hotmail.com
ISO: platform pedal for toe-clips (MKS or SunTour or Sugino)
Have: MKS AR-8 & red/white LOOK pedals
For Trade
Have: MKS AR-8 pedals for toe-clip/cleat
Older Red/White LOOK clipless pedals
Want: Platform style toe-clip pedals preferably MKS or SunTour
A lighthouse in Kentucky? I should be so lucky.
I want to acquire a Raleigh Pro. 56-57 cm. Preferably the old (original?) brown color but I'll take a blue one if that's all I can find. Were they made in other colors? I had a brown one that I dearly loved and it was stolen back in the 80's. I need another bike like I need extra Malox but nostalga is gripping me.
George S
1" JIS Tange Levin Headset
Front 32 hole Sante hub
Non-aero brake levers (dia compe, weinmann) with black hoods
Temporary saddle for my commuter while the 35-year-old Brooks has its breaking-in period expediated through methods not involving my posterior on hardened leather waiting for dimples to form.
needing to move a few things. not sure how many of these i can bring home from college, but if there's early interest i can be sure to bring them.
55cm purple bianchi. all pre-tricolor shimano 600, except for 105 shifters. horizontal Shimano dropouts. 12 speed, great shape.
54ish cm Cannondale. 14 speed? shimano rsx components. bike is very loud, creaky. but light and fast. paint has seen better days, no dents though. may be convertible to fixed gear
BFSSFG IRO. 56cm. lots of stickers, some scratches and chips in the paint, no dents. frame, frameset, up to complete bike.
really want to get rid of the wheelset, it's too light for commuting i think. 16h american classic front hub to ritchey DS rim, 28h formula to bontrager box section rim.
chris king headset, bontrager racelite fork, truvativ omnium cranks
not totally sold on the idea of getting rid of this guy, so i don't have a firm idea of what i want for it, but i'm open to any offers (of trades only of course, b/c i don't want to offend the mods' sense of decorum. this is classic and vintage, where you can't ask for cash, after all, not the road forum, where you can).
frame, frameset, or complete. horizontal dropouts
looking for pretty much any interesting offers.
also really need a set of non aero shimano 600 brake hoods
Last edited by bw286; 05-11-09 at 02:00 PM.
BikesDirect enjoys driving away repeat customers! Support your local shop!
WTB: early to mid 80's mtb bike or frameset (or somewhere in between). 19-21in seat tube. Ideally lugged, but others will be entertained.
Last edited by cuda2k; 05-11-09 at 08:07 PM.
Regina 6 speed 12-23
Sante 7 speed 12-23
Freewheel with 26 tooth big gear
5-6 speed
Want: Campy NR/SR shifter NON-clamp on style. Must have ZERO rust/excellent chroming.
ISO : Simplex Super LJ Rear deraileur ( not sure which )
period correct for a 1983 PX-10.
PM please.
Vive le France and all that stuff. I need a set of French thread pedals in very good to NOS condition. Also a cable clamp nut and bolt for a Spidel sidepull caliper and a set of Mafac Spidel gum hoods. I'll try to provide more details and a couple of photos later tonight as I'm in a rush to get off to work. I do have a right-side pedal but the left is long gone.
I have a variety of stuff and $$$.
Last edited by 23skidoo; 05-12-09 at 08:27 AM.
77 Trek TX300--78 Trek TX-300--79 Trek 510--83 Trek 520--83 Nickel Plated Trek 400--86 Trek Elance 400--75 Gitane Interclub--73 Viscount 'Death Fork SS--76 Viscount Aerospace Pro--80's Diamant Verbinnen--80's Basso--90's Montagner SS--84 SR Explorer MTB


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s Nightlife Renaissanc e: The Best Bars in Rochester
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Med City: A Beginner's Rochester Guide
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May 29, 2016
(WILX) A mistake by the state Department of Education means students across Michigan will be getting new MEAP math scores.
As it turns out, questions were included on the test taken by students last fall, that state officials had promised schools wouldn't be included.
Because of the mistake, the state has to re-score all the MEAP math exams students in grades 4, 7, and 8, and for special education students in grades 3 through 8.
The new scores will be sent to schools by the end of June.
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Broken 70-200 f4/L IS
Started Apr 3, 2013 | Discussions thread
Shop cameras & lenses ▾
pixseal OP • Senior Member • Posts: 2,964
Re: Broken 70-200 f4/L IS
I received my lens today, all fixed. The repair form states:
Your product has been examined and it was found that the lens assembly had been impacted causing the focus to operate improperly. The lens collar was replaced. Electrical adjustments were carried out on the AF assembly. Product functions were confirmed.
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How diet helps ADHD
BY Lisa Guy Nutrition expert
Avoiding certain types of food may improve the symptoms of this disorder.
A restricted diet may lead to significant improvements in the symptoms of some attention-deficit hyperactivity disorder (ADHD) sufferers.
In a study of 100 children with ADHD - one of the world's most common developmental disorders - scientists from Radboud University and the ADHD Research Center in the Netherlands found that an elimination diet improved the symptoms of 64 per cent of the group.
What they had: Rice, water, white meat such as turkey, and some fruits and vegetables that are generally considered unlikely to cause allergies.
What they avoided: Foods such as wheat, tomatoes, oranges, eggs and dairy products as they are often linked with allergies or food intolerances.
Read our fact sheet on ADD/ADHD.


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random art by seekerstarscream601Watch
©2013-2016 seekerstarscream601
Deviant Art
tfp rp (with beast wars and danny phantom)chapter3The next day arrived and Burstmaster slowly woke up. Vladene was still hugging Burst's forearm and was still asleep. Burstmaster smiled and gently nuzzled her. Her eyes lazily opened up and she looked at him. "Mornin".
"Good morning." He smiled.
The two other dragons woke up two with a few happy klicks. He smiled and yawned before looking up. The youngest dragon, Blackwing, Nuzzled him. Burstmaster purred softly. Vlad's dragon, Blackfang Nuzzled them both since he was a father-like dragon. Burstmaster purred louder."You both are turning me into a big cat." He joked.
Vlad chuckled. "He's like that. If he acts like a father to anyone like me, he'll get over protective."
"Just like you dad," Vladene said lazily.
Burst chuckled as well. Optimus hid a smile. "May I transfrom?" He chuckled.
The dragons nodded and moved out of his way. Burstmaster's back pedes made him stand while his front pedes turned in his servos. His
Rescue bots fanfic: The Secret hybrid ch 2 The family got together for breakfast the next morning and Kade was still asleep. "If he doesn't get up soon," Dani said, "he'll miss his breakfast."
"Do you want me to wake him up," Ace asked.
"Nah," Answered Chief. "He took a night shift last night and barely came back."
"Yeah, and I have to clean up Heatwave since Kade decided to take the messy way," Cody explained.
Ace looked at her youngest cousin. "Who's 'Heatwave'?"
"It's a name that we gave his fire bot," Chief said.
"Oh." Then she thought about it. "Maybe I should wash his truck for him. After all, I'm going to be his partner while I'm here right?"
Chief Burns nodded. "Of course. Cody will help out."
Cody informed the bots to act like robots before Ace showed up to help wash Heatwave. "Okay Cody. I have the buc
Rescue bots fanfic: The Secret hybrid ch 1 "I can't wait!" shouted the young boy Cody Burns.
"For... what?" Heatwave asked.
"For my cousin to get here. She's a rescuer too!"
The young boy tried to clean up everything so that it looked perfect for his cousin. "This explains why you're waxing us," Chase said. "You are trying to impress a relative, correct?"
"What's her name?" Boulder asked curiously.
"Her name is Ace. She's a highly trained firefighter. Even better than Kade!" He answered cheerfully. "Even if she's a year younger than him."
"Cool. Do we get to meet her?"
Cody stopped waxing Blades' rotors and thought. "I don't know yet. Maybe I could ask dad. After all, she is family too."
Heatwave scoffed. "Would be nice to meet another firefighter, besides Kade, that I don't have to act like a mindless machine to."
"Affirmative," Chase said. "I would be most pleased if
transformers high rp chapter 11 Ravena looked to the planes then grinned as she saw an f 22 falcon and soon scanned it. Her frame thinned alittle almost matching starscreams height but not by much. Night Strike looked at the F-16 that her mom has and then looked at her dad. she decided to mix breed the cyber jet and f-16 into her own kind. Gizmo looked at Night strike then took a picture. "Lookin good Rae" Gizmo said as she transformed and followed Knockout and Arcee.
Ravena blushed. Megatron saw Night Strike and was amazed. "Wow Night Strike! you look amazing in a mix breed between two jets."
"I do agree," Starscream said," Did you bring the camera for the yearbooks?"
"Yep. so did Gizmo."
Gizmo saluted and took a pictuers of the ones that chose new forms. "Damn you guys look good" She said ashe drove with the other grounders
"Alright", Starscream said,"we will begin the two- way Aircutter. since Ravena already knows the first part, she will teach you fliers it. Fowler, Megatro
TMNT 2012 New Life chapter 2 "Just put it on Ross," Lukeus yelled at his brother, "It's just a kimono."
"I know, but it feels like a stupid dress for a drag queen. And on top of that, OW!" Rossco was hit in the back of his head by his mother, Susan.
"Show respect for it Rossco," she scolded, "It's the only thing in our sizes until further notice. You should say 'thank you' to Master Splinter for borrowing his kimonos."
All four boys turned to Splinter and bowed in respect. "Thank you," the three of them said and Lukeus said, "Arigatō." A Japanese version of 'thank you'.
"You are very welcome boys," Splinter responded by bowing back.
Little Nikama ran around in a tiny girl kimono that April was able to ask her aunt to make in both Nikama's and Susan' size. Nikama went in front of Splinter and bowed her body in respect. Smiling, he did the same. "She still can't speak, but I can say this for all of us. Thank you for letting us stay her
TMNT 2012 New Life chapter 1 This month has flashed before Susan Halo's eyes. One moment she was a single mother who worked in the Air Force, next thing she knew, she was a human-sized rodent with wings. It was 15 years ago that she was done with the Air Force training academy, married a hansom gentleman, and had boy quadruplets. Lukeus was born first, followed by Rossco 2 hours later, next was Douglous 30 minutes later, the youngest was Markus who was born 4 hours later. 2 months after the boys turned 14, the couple decided to have another. However, 3 months after her pregnancy, she caught her husband with another woman which led to their divorce and she has full custody of her sons. They went to Japan to have some family fun and Susan gave birth to a girl in which she named Nikama. Later in their times over there, she was reported to Iraq and so she left her children to her parents. Tragedy occurred when her plane was shot out of the sky and crashed hard onto the ground. Susan was lucky to be alive
tfp rp (with beast wars and danny phantom)chapter2"So... what now," Vlad asked.
Optimus shrugged. "I guess go back inside."
"All right, but I have to get back to work. Bye my little voodoo doll." He gave her a kiss on the cheek.
Vladene smiled. "Bye daddy."
With that said he teleported out of sight. Burstmaster's fusion equipment disengaged with a hiss.
"So," Vladene said, "Anyone up for videogames?"
Burst chuckled."Ask the children future queen of the Decepticons." He teased
the kids laughed as she stared at him. "Well, your lucky I'm still in training. Otherwise you'll be begging for mercy."
Miko laughed again. "Megatron might. After all, you made him do the splits."
Burst snorted."Don't think so."
It grew silent for a bit until a growl broke the silence. "What was that," Jack asked.
Vladene turned red. "That was my stomach. I hadn't had much to eat lately."
Burst chuckled."Want me to get you something to eat?"
She shrugged. "Dad cooks. I hardly eat anywhere."
"The offer still stands." He chuckled
"All right Burst. We could go
tfp rp (with beast wars and danny phantom)chapter1me and a friend did this rp and decided to post it. enjoy!
A flaming object flew in the Earth's atmosphere and to the ground, crash landing somewhere in the Cobi Desert. There was a traveler wondering around when she saw the object crash and a pair of golden optics appeared in the smoke of the crashlanded object."What is that," Vladene said to herself and a mech rose from the smoke.
"What the heck is that!," she said as she fell backwards.
Shiny golden and silver paint could be seen in the smoke and a pair of wings extended outside from the smoke."whoa," Vladene never seen one in her life ,"Hello? C... can you understand me?"
"Hello human." The huge mech replied.
"Um... I'm Vladene. earth's scientist. What's your name?"
"My name is Burstmaster. I come from the planet Cybertron and I am an
the dragon ghostchapter two
Danny couldn't help but sit with Vlad and comfort him as he cried. "I don't know what to do Daniel. I tried to fight for 21 years and I still lose to the heart thief. I wish I could take back all the wrong that I did."
Vlad stood up, but then something was about to happen. Danny's ghost sense kicked in and so did Vlad's. Danny noticed that his was red like Dan's. Soon, the ghost writer ran into the room, "We got trouble. The heart thief is hear!"
As soon as he said it, Vlad yelled in pain and went down with a hand over his chest. "Vlad," Jazz asked ,"Are you okay."
"Nah. I'd say he's in pain."
They all looked at the voice and saw a ghost who looked like half wolf. his teeth made a creepy smirk and in his right hand, held a red fire ball, and when he squeezed it, Vlad Howled in pain and lay clutching at his chest. "So, this is where you were hiding Plasmius. to bad I will have to do this with your friends watching." The minute he said that, he had a needle with yellow fluid
Free Plushie Patterns Online
Here's a collection of links to sites outside of DeviantArt where you can find free plushie patterns. There are well over two hundred choices, so you're sure to find something you like.
However, if you can't find exactly what you're looking for, try adapting one of the patterns. For example, a tiger can easily be turned into a lion, an elephant into a woolly mammoth, an elf into a goblin, or combine the upper half of a mermaid with the lower half of a pony to get a centaur.
Note: some pages may need to be translated or require sign-up to view free patterns.
Check out Pattern-Depot for stuffed toy and costume patterns here on DeviantArt.
Unjointed Patchwork Teddy Bear by McCall's
Quilt Fabrics Teddy Bear
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Help! I have the combination to the lock, but for some reason, the stupid thing is sort of half engaged, and won't let go, and won't go the rest of the way in. This lock here.
[ame="http://www.amazon.com/Schwinn-12MM-Cable-Combo-Bicycle/dp/B000DZGLSW"]Amazon.com: Schwinn 12MM Cable Combo Bicycle Lock: Sports & Outdoors[/ame]
Arrgh! Any suggestions before I grab the hacksaw? This was only the second time the lock has been used, so it is not gummed up, jammed, or anything else that is caused by the passage of time.


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Welcome to WebmasterWorld Guest from 22.214.171.124
Forum Moderators: Ocean10000 & incrediBILL & keyplyr
Actually, Looksmart has two of them:
(http://www.WISEnutbot.com is a search engine.)
Their newest Dead Link Checker.
22.214.171.124 - - [29/Oct/2003:15:58:55 -0800] "GET /robots.txt HTTP/1.1" 200 1524 "-" "Mozilla/4.0 compatible ZyBorg/1.0 Dead Link Checker Beta-d01 (firstname.lastname@example.com; http*//www.WISEnutbot.com)"
220.127.116.11 - - [17/Oct/2003:23:20:59 -0700] "GET /robots.txt HTTP/1.1" 200 1524 "-" "Mozilla/4.0 compatible ZyBorg/1.0 (firstname.lastname@example.com; http*//www.WISEnutbot.com)"
Sorry you had to bump your own 'first post' :(
Normally, answers are lots faster in coming.
You might find this thread [webmasterworld.com] interesting reading as it has links to specific posts where various bots (good/bad and evil) are pretty much all mentioned. The most current is at the bottom of that page.


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By CRYSTAL CAUDILLO
Special to The Trimble Banner
The Trimble County Local Planning Committee met at Trimble County High School on Tuesday, May 17, in their final meeting before the committee begins drafting their recommendations to the Trimble County Board of Education.
By DAVE TAYLOR
The Trimble Banner
Trimble County Fiscal Court has joined with the cities of Bedford and Milton to approve an Interlocal Government Agreement between the three entities enabling them to combine their planning operations into a joint city-county planning program.
By DAVE TAYLOR
The Trimble Banner
Democrats in Trimble County gave the nod to Senator Bernie Sanders over former Senator and former Secretary of State Hillary Clinton in the race for President of the United States in last week's Primary Election.
The Phoenix Animal Clinic, in conjunction with the Trimble County Health Department Environmental Services, will be hosting a rabies clinic in June. Dr. Mary Zink will be administering shots on Saturday, June 4, between the hours of 10:00 a.m. to 2:00 p.m. at Trimble County Park under the shelter by the ball fields.
By CRYSTAL CAUDILLO
Special to The Trimble Banner
The Trimble County Board of Education convened its regular meeting at the Administration Office on May 18, opening with a discussion of a bond sale to be held the following day. The board approved a resolution, which approved refunding. The regular board was dismissed and the Finance Corporation was called to order. The Finance Corporation reported the potential of saving approximately $270,000.00. [See separate story on Page 1]
By DAVE TAYLOR
The Trimble Banner
On Wednesday, May 18, during a special meeting of the Trimble County School District Finance Corporation in concert with the regular meeting of the Trimble County Board of Education, the corporation adopted a resolution authorizing the issuance of refunding revenue bonds for school building purposes.
The chaotic nature of my life, despite my best efforts, has made me realize the enormous amount of patience required by others to refrain from strangling me. I sincerely feel badly for those unfortunates who are drawn into the unpredictable orbit of Crystal.
May 29, 1986 (30 years ago)
Alumni Banquet Enjoys 21st Gathering
The twenty-first fathering of the Trimble County Alumni Association was held May 17 at the high school with approximately 175 in attendance. Owen Lee Clifford was Master of Ceremonies.
Pierce Retires As TCHS Cook After 30 Years
Copyright © 2016
The Trimble Banner is your source for local news, sports, events, and information in Trimble County, KY and the surrounding area.


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Thor Eric Paul
Starting this weekend, paintings by Thor Eric Paul will be featured at Shoebox Gallery, the storefront gallery next to Roberts Shoe Store on Lake Street and Chicago. The former Skowhegan and Jerome fellow will be making work for both the gallery and for the studio upstairs, where gallery owner Sean Smuda says he will display some of the artist's large tableaux. Smuda refers to the work Eric Paul will exhibit as "a collection of reasonable monsters," possibly referring to the intense of color, shape, and texture in the artist's figural work. Smuda likens his artistry to both Frank Stella's minimalist painting and "melting cartoons." There will be an artist's reception from 7 to 9 p.m. Saturday, April 27.
April 27-May 30, 2013
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Authentic Ayurvedic Oil
Sesame Oil as base oil. Cold pressed and double filtered in muslin cloth without chemicals, petrochemicals.
This oil has a reviving effect on the body. The oil is in a base of sesame and soybean oil.
Rich in natural anti-oxidants and may have relaxing effects on the body.
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Has soothing effect on the joints as well.
Can be used as massage oil for stiffness of neck.
Apply small amounts of oil on skin, muscles or joints and massage for few minutes, preferably an hour after bathing. To be applied in the day time only, but can be kept on all night. One can shower after 40 to 60 minutes of applying oil.
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HerbsForever maintains the quality standards like purity, potency and freshness of its herbal dietary products by storing them in climate controlled, light controlled and atmosphere regulated storages. Thus, no chances of outside vermin and pests infestation.
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Ingredients used are:
As per Ayurveda, unless otherwise given for any specific Ayurvedic oil, the ratio of the three components are, kalka (paste of the herbs) one part, sneha dravya Base oil - media oil four parts and drava (liquid- decoction or juice of the herb) 16 parts. The general process is that herbs are ground to get coarse powder (mesh size 40) and mixed with just sufficient quantity of water to get a pasty mass to obtain the kalka (paste of the herbs). The raw or powdered herbs (mesh size 10-30) is moistened with water and boiled with 16 times by volume of water to that of herb quantity and continued boiling to reduce the volume to one forth. The decoction is strained using a muslin cloth to obtain the qwatha (decoction) . Sesame oil is taken in a vessel and heated for some time; mixed the pasty mass and the aqueous decoction together. This mixture is boiled on mild fire with stirring to avoid kalka (pasty mass) to adhere to the vessel and boiling is continued till all the water evaporates.
At this stage, the preparation is carefully monitored more often to ensure that the paste does not get charred and stick to the bottom of the vessel. A small portion of the paste is taken out with the ladle and examined from time to time to ascertain the condition and the stage of the cooking (paka).
Well-cooked oil does not have any residual moisture (less than 0.1%). The oil is strained while warm through muslin cloth and allowed to cool.
Different types of cooking is recommended for different use as per Ayurveda.
Mild cooked mixed herbal oil is for inhalation therapy.
Moderately cooked oil is useful for massage of the body and enema therapy.
The overcooked oil is useful for hair and head massage.
We do not add any extra perfume or essential oil to enhance the aroma of our therapeutic oils.
It makes a difference of the choice of the vessel to cook the oils. We use heavy copper vessels for cooking therapeutic oils.
But, if some ingredient to be used in the manufacturing of therapeutic oil is sour in nature, we cook that oil only in heavy 316 steel vessel.
Moreover, our vessels to cook oils are double walled with space in between to let the steam pass. This is more hygienic and prevents the charring of the paste at the bottom of the vessel.
In classical Ayurveda, charcoals of different types wood are prescribed and we use them as per mentioned in the classics.
In order that the therapeutic oils at Vedaliving retain their potency and efficacy, we use food grade quality glass containers to preserve oils.
It is well known that vegetable oils show degradation and development of rancidity due to heat and exposure to moisture. In the process described above both these factors are involved intensely for long periods, up to 5 days. The processes are energy intensive involving lot of boiling and cooking, and hence add to cost of processing. Extraction of herbal components in to the sesame oil, role of using herbs in both pasty form and decoction form do not show any changes in the property of sesame oil. When the physic-chemical properties, including chromatographic profiles, extraction of herbal components in to the sesame oil were observed, sesame oil was found to be stable.
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Key things you need to know aboutDr. Bliss:
Phone & Address
Check insurance plans, locations and make an appointment
Accepting new patients?
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Dr. Bliss' Offices
- 1807 Wilshire Blvd Ste C
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(310) 692-9659
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Dr. Bliss' Experience
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The right hospital is as important as the right doctor
- Providence Saint John's Health Center
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Patients' risk of dying during a hospital stay for heart bypass surgery could be 87.4% lower, on average, at a hospital rated 5 stars compared to a hospital rated 1 star for that procedure. Choosing the right hospital is critical to your health. View Slideshow
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Ok, so who's worried? How good is there d-line?
Seems if we can't run we're in trouble...
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Ok, so who's worried? How good is there d-line?
Seems if we can't run we're in trouble...
who is going, I haven't missed a game this year.
Duke has a real good WR.
I kid.
Vernon, who is probably their most polished WR, is the type of WR who may give us some problems. He has great quicks, runs precise routes and, more than anything, I worry about those WRs against our often broken zone. Our guys are simply not comfortable in zone sometimes, and those are the types of issues the Duke offense and instinctive WRs prey on.
I'll be there in my white Jessie Armstead Jersey.
Good test for Golden Al and company. Vernon and Varner are quality, quick receivers. Both guys are from Miami and play us with a chip on their shoulders. They're better players than the guys covering them.
Would like to see a breakout game from the pass rush. Duke has been up and down with pass pro, but FSU really made them look bad. They're undersized, so guys like Chickillo, Vernon and Ojomo should excel.
I think we win by 14-24 points, but we will pull away in the second half. IMO. The first half is going to be very competitive. But, with a couple extra days for the players to rest up and for the coaches to prepare, I would hope we could come out firing on all cylinders.
I have to think that Duke (and every other team left on our schedule, for that matter) is salivating as they watch film of our "defense".
I can't imagine anyone, other that GT I guess, having trouble moving the ball on us.
I just don't have faith that we can stop anyone. And from what I can tell, Duke is not bad on O. I'm afraid they will pass alllll over us.
O will definitely have to show up.
Welcome Vice.
I'm interested to see the kind of intensity our guys play with.
I'd love to just see them kick Dukes ass for four whole quarters. This team has yet to dominate an entire game and it's something they need to do.
I do hope we show up. It ain't the size of a dog in a fight - but the size of the fight in the dog.
And we have been alternating between being pot-licking dogs and porch dogs so far.
I want to see some bitin' and fightin'.
Four quarters worth.
I think it will be a good game, it will be like a shoot out if anything with us hopefully pulling away in the second half. Don't see much running in this game just 2 passing qbs all day long.
Far from an expert at scouting, but after watching the Duke vs. Wake game, I thought Duke's passing attack would probably be able to move the ball on us. Their QB was accurate and seemed to really see the field well. Nothing really new to add to what Lu already said in regard to the offense. As for their defense, I thought they were smallish cross their DL and nobody behind them really jumped out at me. I would think we should be able to impose our will if we played physical, run right at them football, but that remains to be seen. Looking at their roster, they are a very young team that played Va Tech and Wake very tough. They were a couple bad plays from winning those games.
Where's Luke from Duke?
Duke is similar to us in the way that we both could have much better records. They lost a pitiful game to Richmond, and had their chances to take out Wake and Va Tech. We have blown chances in 3 of the 4 losses. (I don't really count the UVA, we got beat up in that game, but we did at least fight back.)
Hope we dominate ! Would be a nice sight for sore eyes !!!!


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HI, i am quite former user of this WDTV live hub, and i have heard that there is newer firmware available as i have mentioned in the title. So can anybody please let me know from where can i download it?
And apart from that as the title implies the firmware update gets a very good tool in order to scrape TV Show Information for WDTV Live Hub. So has anybody have tried this tool ever? Any suggestion regarding the same will be appreciated.