text:
Aiming Right At The Bar
May 1st, 2009 by Dan Meyer
This is one of the most thought-provoking comments this blog has ever seen, one which was posted weeks ago but which still messes with me:
David Cox: What percentage of the population do you think has the eyes and/or ears to know the difference [between soundtracks done well and done poorly]? When I watch a movie or listen to a song, I don't see the things that you see. I try, but I don't understand why certain shots are done certain ways or why a particular piece of music was or wasn't used. Can I learn that? I don't know. But if my audience won't know the difference, should I take the time to learn it?
Two incomplete thoughts:
1. The software programmer should not write your lesson plan.
The programmer cares about consumers, not students. The programmer's job is to make as many features accessible to as many consumers as easily as possible, without glutting the program. Your job is to challenge your students. Your job is very, very different. So don't feel weird telling kids not to use a) bullet points in PowerPoint, b) filters in Audacity, and c) the "Add Track From iTunes" button in iMovie. The existence of the button does not make good pedagogy out of the button.
2. To put students in a place to care about the difference between good and bad production and not to equip them is wrong.
Which is to say, if you don't know why those closing montages at the end of Grey's Anatomy and Lost are insipid shortcuts to genuine emotional interaction with a story, then you should have the humility to recuse yourself and say, "Maybe I'm the wrong person to teach students to make movies."
This isn't about amateurs and experts. That fight is over. The amateurs have won and I wouldn't reverse that ruling if I could. But it's extremely important to understand where teachers fit into the new creative structure, a structure which has seen the quantity of published media increase at the same pace as its median quality has declined.
We must act as bulwarks against that decline, not accelerants of it.
33 Responses to "Aiming Right At The Bar"
on 02 May 2009 at 6:59 am1 Eric Hoefler
So are you suggesting that if a teacher doesn't have the time to learn to master a form, then they should not use that form as a means for helping students develop knowlede/skills in the teacher's subject area/domain of mastery? In other words, if I don't know much about film making, I shouldn't ask my students to make a video to demonstrate/explore their learning?
I completely get this point: "The existence of the button does not make good pedagogy out of the button."
But I don't think that this necessarily follows from it: "if you don't know … then you should have the humility to recuse yourself"
Because while it may be true that "we must act as bulwarks against that decline, not accelerants of it," it's also true that we can't act as bulwarks against the decline of everything. What battles do we pick? Or do we shrink back in fear of "doing it wrong" or "not getting it" and rely merely on pencil and paper?
I suspect this is just another way of calling for a more careful attention to the tools we use and the how and why of using them. A worthy call. But this will also point to the unending struggle between the practical and the ideal.
So, I'm genuinely asking: if you could set the bar, where would that bar be, and how would it stand in relation to the practical and the ideal? And given the constraints of time, how much would you rather teachers just don't do versus attempt, only to execute poorly, at least at first?
Have I said anything? Have I missed your point?
Hi Eric,
I'm all for multi-modal assessment. If a student recorded a podcast demonstrating a clear understanding of Algebra 1's standards, I'd pass her. If a student expressed an interest in podcasting, I would point her to some hardware and software without hesitation.
But I am not going to build a unit into my curriculum on podcasting (the awkwardness of that unit in a math course, aside) because even though the tools are everywhere I won't buy into the technophiliac's fantasy that accessibility and my own proficiency are equivalent. I am certain I would commit errors and put kids (inadvertently) off the path of meaningful communication.
This, I think, is the temptation. To teach something because you love it and because the tools to do it are everywhere and free. It's a powerful call. But unless you're good at it (and good at explaining your good-ness) you won't help students escape the horrible feedback loop of amateurs creating content for amateurs.
So if you teach lit and you want to assign a video project, I think that's great. Just don't insert creative value judgments into the assessment rubric for a creative discipline you don't understand. (My current frustration: "Appropriate Use Of Music.") Assess how well the project met your literature standards, not how well it met your hazy idea of what a good video looks like.
If you teach a generalized "Multimedia Arts" elective, then you're in a position to inflict maximal damage on young creative-types. It's these teachers who need to bone up, to consume all the free, excellent resources they can, to consume as much multimedia as possible, and then consume as many expert opinions on that multimedia as possible. (ie. if you teach documentary filmmaking, watch the best documentaries [ie. Morris not Spurlock] write your own reviews, read professional reviews, compare and contrast.)
Basically, if you aren't 100% sure you can do something to push a learner out of the amateur feedback loop, then recuse yourself from the instructor's role. Offer assignments, prompts, tools, resources, etc., but let the student evolve creatively on her own, without the influence of your own flawed judgment.
on 02 May 2009 at 2:11 pm3 Dan Meyer
I love happy endings.
What do you believe "quality" is, Dan? As in, "this is a quality film/blog/piece of writing?"
P.S. "Appropriate use of music" can actually be nicely folded into literature standards– particularly when one is connecting lyrics to theme.
Dina, "quality" is subjective, in the eye of the beholder, etc., but if you're going to teach art — digital or otherwise — can we agree that you should possess a comprehensive personal aesthetic that guides your creative decisions and, secondarily, an ability to help students determine their own aesthetics and realize them technically.
I mean, personally, I like making and consuming art that makes meaningful connections between different things, ideas, or people. I can trace almost all of my creative decisions, all of my favorite movies, music, and literature, back to that (very very) broad aesthetic.
I don't think that kind of aesthetic clarity is too much to expect from people who aspire to teach art.
on 03 May 2009 at 6:17 am7 Eric Hoefler
Hi Dina,
Asking students to identify lyrics that, in tone, content, or theme, complement another text and further asking them to defend their choices is one thing … and within the scope and mastery of a competent English teacher. But I think that's different from discussing whether or not the "music" is appropriate. (And furthermore, the reason for asking students to perform that sort of exercise should be clear to them before they begin it.)
It's important to clearly define what a "qualified teacher" is, but it's also difficult and complex. In this area, though, I side with Dan (now that I better understand him): teachers should only attempt to "teach" and "assess" areas in which they practice and consider themselves to have some level of mastery. This is why, for example, English teachers who rarely write anything drive me crazy … how can they possibly help students become better writers if they aren't constantly practicing and improving their own craft?
This is not to prohibit teachers from encouraging students to express their learning through methods beyond the teacher's domain of mastery. Students need a chance to make sense of the world through the skills/disciplines/arts that best suit them. But encouraging or allowing students to develop a musical montage that, at least to them, helps express their understanding is different from requiring and then grading the merits of the musical choices … unless, perhaps, you're a musician and the student is completing a project for music class.
Teachers should be masters of the disciplines they teach, but they should also value and respect the mastery of other disciplines enough to admit their lack of mastery, to value the exploration of those other disciplines by interested students, and to not insult those disciplines by assuming no real mastery is necessary in order to adequately teach and/or assess them.
Exactly. Especially that last graf. There is an interesting thesis to be written (interesting to me, anyway) on the confusion of a) free tools and free distribution with b) perceived mastery.
Glad I could help stir the pot. When I made the original comment, I was thinking as a math teacher. But the thread of comments have me thinking about my "other" class.
The two incomplete thoughts seem fairly complete. I think I completely agree with #1. But for #2, is it enough for a teacher to merely help students with the technical aspect of digital storytelling and merely ask the student to justify her decisions.
For example, I have a video production class whose main objective is to get today's announcements on TV. I am "the guy" for the same reason Greg Brady became Johnny Bravo…I fit the suit. I am no expert in production or design and don't pretend to be, but I am not afraid to try things and tech doesn't scare me. The best I can do is ask students to have a reason for doing everything they do. Or maybe not…maybe I just haven't pursued an understanding of my own asthetic and need to do so.
So for a guy like me, who really doesn't have the option to "rescue myself" because the next person to fill the suit probably wouldn't even be asking the questions…where do I start to learn about helping students develop their own asthetic?
on 05 May 2009 at 7:42 am10 Meghan Foster
Regarding thought #1, have you read Edward Tufte's essay "The cognitive style of PowerPoint"? It essentially says the same thing: don't confuse pedagogy and knowledge with the tool used to express that knowledge.
on 05 May 2009 at 11:18 am11 Jerram Froese
My incomplete thoughts:
1) Technology, itself, is an accelerant. It makes a good teacher better and a bad teacher worse. But what good does it do to direct a teacher with poor pedagogy to simply stop doing what they are doing? Singularity in approach is idealistic in expectation. It sounds good, but what impact will it have on helping a teacher improve?
2) I heard it somewhere and have been repeating it for a while: 'To see a blog applied out of context, start a teacher blogging'.
3) Student creativity can be unlocked by the connection a student has with the TEACHER, not with the tool introduced or applied by the teacher. Missing out on the opportunity for an amateur teacher to unlock the creativity in a child seems to be high cost.
4) 'But if my audience won't know the difference, should I take the time to learn it?' :: The world has innate truths that are perceived but not necessarily understood by 'the common human.' I am not beguiled by math, but there are truths in mathematics that, without me knowing it, impact my experience of watching, say, a movie. Not knowing should not keep me from being humbled by greater knowledge, nor should it stop me from wanting to teach what I know with my own limitations to others. Perhaps my limited observations of mathematics will one day unlock inspiration in a student or my own child.
Thanks for the thoughts, Jerram. A couple of responses:
The issue here is worse than poor pedagogy (per your first remark) rather it's an admixture of ineptness and hubris, the sort that says, "I can teach what I want to teach."
It isn't unlikely that a strong-willed art student will eventually push past misleading instruction to a complete aesthetic anyway, but I hate to see teachers function as retardants, especially when the solution is simply the humility to say, "I'm not ready to teach this."
Per your last, though, I'm all for engaging students in creative dialogue, trading enthusiasms, but I cringe when I see creative value judgments or assessments issued by people who have no idea what they are talking about.
@Meghan, indeed, Tufte has a lot to say about this.
on 06 May 2009 at 5:48 am13 Jerram Froese
So, sacrifice the ignorant for the greater cause? I guess I'm not seeing how this malformed teacher gains such insight into their own practice to then, with their eyes now wide open, say, 'I must stop!'
I completely get what you are saying, and agree with a good part of it. Too often I see lessons and projects that focus on the aesthetics of the tool (or product as a result of the tool) without looking deeply at what that project was designed to teach. But it seems the only advice offered:
Basically, if you aren't 100% sure you can do something to push a learner out of the amateur feedback loop, then recuse yourself from the instructor's role. Offer assignments, prompts, tools, resources, etc., but let the student evolve creatively on her own, without the influence of your own flawed judgment.
…is a path I can't follow completely. Working in a district that is low economic, our students need every opportunity they can get to learn how to work with/interact with computers. I can't sacrifice that opportunity to only those teachers that are '100% sure'. However, I will do my best to seek them out and help them move to a place where they CAN teach better – either by designing better rubrics focused on instruction or by increasing their skills in relation to the tool or project with which they are working.
I will do my best to seek them out and help them move to a place where they CAN teach better – either by designing better rubrics focused on instruction or by increasing their skills in relation to the tool or project with which they are working.
Right. I can live with that, though the cool thing about teaching now rather than decades ago is that it's never been a better time to be autodidactic, to shove a few feeds in a reader or visit a few websites regularly. Low-SES or not. The knowledge is free. I'd rather teachers took that kind of self-study on themselves rather than waiting for an administrator to recommend it or, worse, never taking it on at all, which, on the evidence, is too often the case.
"…to shove a few feeds in a reader or visit a few websites regularly…"
But, where do you start? I know you have a bunch of sites you visit frequently, but how does a novice even know which feeds to put in the reader?
on 06 May 2009 at 6:55 pm16 MrTeach
as far as feeds go, I'm a trial and error guy. Throw them all in and see what they have. After a month, I review them.
I take it from your assertions Dan that you don't agree with teaching from within Vygotsky's "Zone of Proximal Development."
I don't think its necessary to be an expert to teach something, just more capable than the student. If the teacher can make the student as capable as their self what's wrong with that?
We are talking basic knowledge, high school entry level survey style classes right? You don't expect a high school student in math to be capable of mastering spectral theory just because you teach math. Likewise, I don't expect a student making a movie for class to have to be on par with professional film makers, but I don't see why assessing a student's level of craft in relation to one's own is in violation of the principles of teaching.
I would certainly think that you don't have to be a professional to teach something. I don't even think an English teacher needs to be writing constantly to teach a student to write an essay. Once you know the form and are familiar with it, you don't need to be a novelist to teach the skill.
That's like saying cross curricular instruction isn't viable because teachers must be experts in everything before teaching even rudimentary skills in anything.
Send me to the firing squad. I'm no expert but I think I can teach anything I know a little in.
D.C., I don't think expertise is a necessary prerequisite for teaching. I think it's a necessary prerequisite for good teaching, however, especially good teaching to a group of students.
Mostly because, with expertise, comes a disciplinary understanding that enables a teacher to explain not just concepts in isolation but concepts as they relate to the larger whole.
For example, I don't doubt that an amateur videographer can explain to a novice how to edit dialogue, but the amateur won't teach that skill with an understanding of why we edit?, which isolates the skills of videography and complicates their instruction, rather than unifying them and simplifying it.
That puts the teacher on shifting sand. That's why we insist that our core curriculum teachers are "highly qualified." (Leaving aside the issue of how well we certify those qualifications.)
David, the question where do I start? might have been a significant limiting factor centuries ago, when resources were scarce but, c'mon, it's 2009. Google search "videography tutorial." Throw in the first RSS feeds you find and then dump them in a week after you notice them all linking to the same, better blog higher up the information food chain.
The first step, in this particular case, for me, was to watch as many movies that I could and then ask myself "did I like that?" and then "why?" I wrote 400 words about one new movie every week to thirty readers for a few years. That did me a lot of good.
I respect time constraints, obviously, but more and more it takes a concerted effort not to improve as a professional.
I get you point. But I happen to see the overabundance of resources as a limiting factor for one who doesn't know how to filter out the junk to get to the good stuff–especially in an area where one has limited knowledge. It can be paralyzing at times. To be honest, I didn't know what a 'reader' was until recently. I may be the only one on my campus who knows what an rss feed is. Trust me, I am not trying to blame time constraints nor am I trying to stay in the dark. Thanks for the input.
on 12 May 2009 at 7:58 am20 Dave Bonar
Dan I have a serious problem with your combination of the statement that you need to be an expert to be a good teacher and the method of reading RSS feeds for a few weeks. It sounds like you are suggesting that one can become an expert in a short period of time purely through self instruction. In which case why don't we just get the students into the same cycle of reading and filtering RSS feeds.
Certainly I can gain a lot of knowledge with the resources freely available. From my experience I believe I am better at this then most of my students (more experience and previous knowledge provides better connections and filters). But I can not become an expert in anything worthwhile in the short time that your RSS feed comment implies.
I thought I was pretty clear that RSS feeds and autodidacticism are at best starting points. They're too often neglected, though, so they were worth mentioning.
"I think it's a necessary prerequisite for good teaching, however, especially good teaching to a group of students."
If you honestly ascribe to this as the basis for all education then you are either kidding yourself or have unreasonable expectations for teachers and education in general.
There are just not enough experts in the world (who also have time to teach) to educate everyone.
I'm more than happy standing on the shoulders of giants and dwarfs alike. Either way gets me higher than I was to start.
While I agree, teachers need to do more than stay ahead of the kids in the textbook to be good teachers, I don't agree that you need to be an expert to be a good teacher. Just an expert at teaching.
More often than not, its our pedagogy that is lacking not our subject matter competency.
I can't really counter this. I'll just restate then, my goal to pursue the intersection of good pedagogy and content-area expertise as you describe it. I enjoy teaching much more when I understand not just how the gears operate in isolation but how the gears operate the machine as a whole.
Pedagogy held constant, I don't see how anyone can argue that expertise isn't preferable to amateurism. My point in all this, then, is given the vast opportunities for autodidacticism in the 21st century, why aim at the bar the amateurs have set?
Here's DFW, just because I think his description of the pedagogy/expertise intersection is just right:
It might be that one of the really significant problems of today's culture involves finding ways for educated people to talk meaningfully with one another across the divides of radical specialization. That sounds a bit gooey, but I think there's some truth to it. And it's not just the polymer chemist talking to the semiotician, but people with special expertise acquiring the ability to talk meaningfully to us, meaning ordinary schmoes. Practical examples: Think of the thrill of finding a smart, competent IT technician who can also explain what she's doing in such a way that you feel like you understand what went wrong with your computer and how you might even fix the problem yourself if it comes up again. Or an oncologist who can communicate clearly and humanly with you and your wife about what the available treatments for her stage-two neoplasm are, and about how the different treatments actually work, and exactly what the plusses and minuses of each one are. If you're like me, you practically drop and hug the ankles of technical specialists like this, when you find them. As of now, of course, they're rare. What they have is a particular kind of genius that's not really part of their specific area of expertise as such areas are usually defined and taught. There's not really even a good univocal word for this kind of genius—which might be significant. Maybe there should be a word; maybe being able to communicate with people outside one's area of expertise should be taught, and talked about, and considered as a requirement for genuine expertise.
on 14 May 2009 at 8:29 pm24 Jerram Froese
Maybe there should be a word; maybe being able to communicate with people outside one's area of expertise should be taught, and talked about, and considered as a requirement for genuine expertise.
Isn't that just P.O.V.? :) The ability to see things from someone else's perspective? Heck, if you can see it, it's gotta be more likely than not that you can communicate it.
Dan, you're right on target, but the target is so small. Additionally, I don't know that it is the amateur's that are creating the target. Doesn't autodidactology self assumingly prescribe to the notion that it is the individual that creates the bar? Amateurism as a measurement against self seems like a cop-out in an era of self responsibility.
If nothing else, I'm having fun following the post… :)
No doubt, expertise is preferable to amateurism, but is it a prerequisite to good teaching? Whatever happened for the desire to create renaissance men? Jacks of all trades? Amateurism has its place, especially when it broadens our horizons beyond disconnected specialization.
You keep talking about how the gears operate in the machine as a whole, but that actually requires more than field specialization. That requires big picture thinking which necessitates familiarity with a broad field of disciplines. That leaves little room for expertise in everything. At some point, there is going to be some amateurism.
I don't need to be a published historian to teach history, but it doesn't hurt that I can relate the dropping of the atomic bomb on Hiroshima with some basic isotope theory in chemistry. I'm no expert in science, but that's where my amateurism comes in handy.
In the end, isn't that exactly the idea behind liberal arts education?
D.C.: You keep talking about how the gears operate in the machine as a whole, but that actually requires more than field specialization. That requires big picture thinking which necessitates familiarity with a broad field of disciplines.
Absent any examples, I don't see how this is true. And certainly not universally true. My ability to explain the overall narrative arc of Algebra (teaching early concepts with an eye for how they'll pay off with later concepts) is dependent on nothing more than my expertise in Algebra.
Jerram: Isn't that just P.O.V.?
Yeah, or empathy maybe. Whatever it is, its application certainly isn't confined to the classroom.
Jerram: Additionally, I don't know that it is the amateur's that are creating the target. Doesn't autodidactology self assumingly prescribe to the notion that it is the individual that creates the bar? Amateurism
You're right, of course, assuming this is a capable autodidact. I am completely unburdened by any evidence here but I have noticed that when autodidacts cluster in the edublogosphere the standards they set for themselves tend to regress to the mean. This troubles me, though only enough to write this post and not enough to commit to some basic field research. So there ya go.
on 15 May 2009 at 8:09 am27 Jason Dyer
I just want to bring the hammer down a moment and note my specific example of a teacher with a lack of media criticism background causing things to go awry:
Just because I'm not the English teacher doesn't mean I should encourage bad writing habits.
"Absent any examples, I don't see how this is true. My ability to explain the overall narrative arc of Algebra is dependent on nothing more than my expertise in Algebra."
If you are an expert in Algebra only, then how do you connect any of the abstract concepts of mathematics to real world examples? I'm guessing you draw upon your personal experiences, many of which involve things you are not an expert in. For instance using variables to determine batting average doesn't necessitate that you be an expert in baseball.
I feel like our disagreements on this issue stem more from our personal interpretations of amateurism and expertise. After reading Jason Dyer's blog article on the same topic, I think I see more where you are coming from. I just don't think we need to be experts with a technology before we use it as a medium in class. We need to be more cognizant of the purpose of using these mediums and focus not on simply using it, but on what we are using it to achieve. When the video becomes the objective we have lost our direction.
Otherwise this mentality precludes a lot of engaging activities and relegates much of our instruction to paper and pencil work simply because the teacher is not an expert in film making or technology. I see no harm in teaching children the basics and then letting them learn from there.
Given the limited time frame of the typical school year, much of what we teach will necessarily be without great depth. It is largely up to educators (at our level) to stimulate curiosity and to give students the tools to continue their education. We ought not to be expected to be the font of all knowledge, but rather be seen as fellow learners.
Perhaps we just define expertise differently. I am happy to call myself an amateur historian, but that doesn't mean I can't describe the overall narrative arc of history and its my amateurism in a variety of other disciplines that enables me to make the connections that make what I teach relevant.
I think you have more of an issue with people who use technology for the sake of using technology, than with techno-amateurs teaching. It's the amateur thinkers turned educators who attempt to integrate technology without thinking out the implications and objectives we need to worry about.
Using photography in our lesson plans doesn't require us to be expert photographers. Anyone can click and point a camera. When using it to instruct in our disciplines we should approach it from our own instructional objectives not from those of photography and aesthetics. I don't need to be an expert photographer to realize that, just an amateur photographer and an expert teacher.
on 22 May 2009 at 12:23 pm29 Are Students Quantized? « The Slow Loris Online
[…] Does a teacher have to be an expert in a given medium or tool in order to be able to teach it? Dan Meyer comes down firmly on the affirmative side when talking about the use of videos and music. As an […]
on 23 May 2009 at 11:13 pm30 Frank Krasicki
I think you are misunderstanding what is happening in the relationship between technology and humans and education.
First, a teacher's true job (not the NCLB agenda) is to nurture the child's learning ability and skills. The idea that the teacher should master every medium is last century's paradigm.
The mediums change far too frequently to waste your time. But this doesn't mean that you should bury your head in the sand or throw up your arms in despair. If a student knows more than you then learn from them and let them teach others.
Teachers need to be learners themselves and learning today is not at all about memorizing facts but about skimming, assimilating, and re-evaluating information *all the time*.
These days the technologists who remain vital are not experts and not generalists but rather techo-existentialists. The mantra is learn what you need for NOW and let it go – chances are it will change by the time you need or use it again.
So teachers – instead of teaching to tests – need to become multi-media experimenters. They need to demonstrate how the raw becomes cooked so that the learning process is exercised in ways that promote continuous improvement and sophistication of thought and taste.
A few years ago I encouraged our teaching staff to start blogging about what their classes were doing. I was told that they weren't "trained". I couldn't believe it. I said, "Do you know English, how to type, and how to get to a blogging url? – What do you think you'll be doing, preparing for a spacewalk?"
This idea that there's a right way to create content is so wrong that I don't know where to start. Our times require teachers who are self-propelled learners – not sheep or 20th century union belligerents.
Not only has the democratization of media content improved the availability of information and media, it changes the definitions of quality, ownership, art, and intelligence itself. And that will happen with your students as well. They will redefine the standards by their own experimentation.
Teachers have to give up on being judge and jury of quality and learn to become agents of learning development in which the quality of the by-products is secondary to the effect it has in promoting that student's intellectual, social, and personal development.
For example, I recently was working as a software engineer in a major manufacturing environment and had a conversation with a senior engineer who was shaking his head. He was doing so because the latest CAD/CAM versions no longer relied on uniformly mathematically trained engineers. The program worked better with engineers who were spatially gifted. In other words, sculptors.
These days compilers will gladly swallow really bad programming code and scrub it under the covers to produce world-class compiled code. programs no longer are written for the smartest people, they're written to accept the flaws of normal people and enhance their productive output.
Education is still selling this "we have to compete globally" nonsense when it no longer matters.
So teachers need to accept their insecurities in not being masters of this stuff and just use it. The stuff knows you don't know and its okay.
– krasicki
Frank: The mediums change far too frequently to waste your time [mastering the media].
This isn't true. The tools for realizing the media have changed (cave drawings, hieroglyphs, quill pens, movable type, blogging, etc.) but the media, themselves, have not. The rhythms of editing, the structure of a story, the establishment of character, the persuasive essay, none of that has changed in centuries. (Millenia?) Edubloggers, meanwhile, fawn over new tools for realizing ancient media which they do not understand and, off all available evidence, have little interest in understanding.
Frank: The mantra is learn what you need for NOW and let it go – chances are it will change by the time you need or use it again.
Don't misunderstand me. I agree with much of your assessment of how learning, technology, and creation are changing, but this is too much.
What's needed NOW are people who can communicate clearly across a variety of mediums, using any available tool. I'm very interested in how clear cinematic communication has changed since The Jazz Singer first deployed synchronized music and dialogue in 1927.
We shouldn't expect our teachers to be experts in every tool (Final Cut Pro, iMovie, AfterEffects, Maya, Blender, etc.) but media expertise isn't just another desirable characteristic in a media teacher, it's essential.
on 30 May 2009 at 9:39 pm32 Frank Krasicki
Dan:The rhythms of editing, the structure of a story, the establishment of character, the persuasive essay, none of that has changed in centuries. (Millenia?)
I disagree. We are seeing wholesale changes in the way information is being processed, in the volumes of information that we all have to process, and in the very manipulation of information. It is only in schools that we see teachers making the claim that there's a 'right' way to do such and such. In the real world, everything is being re-invented and often. And few things are sacred or fixed.
For example, check out Google's latest announcement; Waves. This is a technology that obsoletes and reinvents email, documents, language processing, editing and collaborative information sharing that is human language neutral (And more).
And it takes no genius to see that teaching and learning will never be the same as well.
Another example is the reinvention of tabs from the traditional typewriter convention to an intelligent digital alternative.
Or this short story:
The problem with educators is that they were taught and believe that being slow and methodical and putting together five year plans is the way things work. That's way not true anymore.
The point you may be missing is that I agree with you in that "we shouldn't expect our teachers to be experts in every tool". In fact I don't think experts are what we want at all. We need teachers smart enough to move with the times and the technology by freeing themselves of the idea that the schools can afford training that doesn't exist, tools that teachers need to be aware of because the kids are using them, and so on.
Teachers need to know lots of tools but not necessarily every tool within a genre (say, movie-making). You are correct it is not about the tool but it very much is dependent on using a tool rather than not.
The human condition is cybernetically enhanced, like it or not. To deny kids this extension of the human experience is unforgivable.
Two things.
1. Google Wave is a pre-release product demo and yet, at this early point, you're crediting it with everything but resurrecting John Dewey and bringing about the Singularity. Don't our students deserve more pragmatism than that? Don't our classroom teachers deserve more restraint?
2. We can expect a needlessly messy transition into the future of edtech if we reject every underpinning from the past. I would still like to understand how you think the fundamentals of cinema communication (for example) have changed in the past several centuries. I would like to know how that short story you linked up reflects the "cybernetically enhanced human condition." Or how it advances in any appreciable way on the short fiction of Hemingway c. 1927.
Absent any satisfying answers to these questions, it makes sense to me to retain a few people who understand these media while at the same time promoting the technology changing around them.


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Tags: colorization , add , color , black , and , white , photo , image , bampw , coloring

subset: commoncrawl


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Nuclear Option: The Kerry-Boxer Bill and Nuclear Energy
Could nuclear power be the key to the Senate energy and climate bill?
For months, Senate Republicans, led by Lamar Alexander of Tennessee, have been calling for a huge new push in nuclear power. California's Barbara Boxer seemed to answer their prayers by promising, before the climate bill was unveiled, that "there will be a nuclear title" in the bill.
And indeed there is. But the nuclear provisions of the Kerry-Boxer climate bill don't seem to do much to actually boost nuclear power; there are more concrete provisions for increasing the use of natural gas, coal, and renewable energy in the Senate's draft bill.
That seems to have galvanized Republican opposition to the bill. Arizona's John McCain—who wrote his own climate bill and says he's eager to get "engaged" on this one–said last week "there's nothing about nuclear power" in the bill:
I'm not going to be part of any agreement that I know is not going to succeed in reducing greenhouse gas emissions, and that means it has to be nuclear power. We need to build 100 nuclear power plants in the next 20 years. We have to, otherwise we're not going to reduce greenhouse gas emissions.
That thought was echoed by Sens. Alexander and Joe Lieberman of Connecticut. All have said that increasing support for nuclear power will be crucial not just to a low-carbon energy future but to securing more votes for the energy and climate bill.
They're not alone. Energy Secretary Steven Chu said he favors more financial support for nuclear power, though he suggested enough to build "four or five" reactors, not the 100 new reactors Republicans want to see.
Still, nuclear power doesn't seem to be a huge priority for the Obama administration. The president pointedly avoided any reference to nuclear energy in his big climate speech to the United Nations, in stark contrast to China's president.
As the Senate hashes out a final version of the climate bill, it could offer more support for nuclear power, such as by expanding federal loan guarantees. That still might not be enough to land Republican support—many senators fear the climate bill will wreck the economy in any event—but it seems clear that without more support for nuclear power, Republicans and some moderate Democrats will balk.
There are still all kinds of questions about nuclear power, starting with high upfront costs. Concerns about nuclear safety, proliferation, and what to do with nuclear waste remain paramount for many.
In that vein, Sen. McCain blamed "left-wing environmentalists" for keeping the U.S. from reaching its nuclear potential.
So that leaves the question: Would a Senate bill that increases support for nuclear power boomerang by alienating environmentalists, or would the desire to see the U.S. pass a big climate bill trump concerns in some quarters about using more nuclear energy?


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Gwen Stefani Joined By George Clooney, Julia Roberts On Carpool KaraokeThis is the ultimate carpool ride!
News, Politics and Entertainment with The Chris Stigall Show | April 18Chris discussed Saturday Night Live's take on the last Democratic presidential debate, Pennsylvania Tom Wolf signing a bill legalizing medical marijuana, and George Clooney lamenting the amount of money in politics. He also talked with Colin Hanna and Michael Bronstein at 7:00 about proposed changes being debated for the Republican convention.
News, Politics and Entertainment with The Chris Stigall Show | January 28Chris discusses Bill O'Reilly's interview with Donald Trump and his decision to boycott tonight's Republican presidential debate. He talked with comedian Rory Albanese in advance of his appearance at Helium comedy club at 7:20 and to author and reporter Matt Katz about his new book on New Jersey Governor Chris Christie, American Governor at 8:20.
News, Politics and Entertainment with The Chris Stigall Show | September 25Chris gets ready for the Pope's visit to Philadelphia. He talked with Chris Butler on Finance Friday about the Pope's economic message at 7:00, Phillies Announcer Scott Franzke on the team's official hiring as Pete Mackanin as Manager at 7:20, and CSN Philly's Ray Didinger to preview the Eagles/Jets matchup at 8:00.
Colbert Shines Bright On Premiere Of 'The Late Show With Stephen Colbert'The marquee outside of the Ed Sullivan Theater was brightly lit with a new name as "The Late Show With Stephen Colbert" debuted.
Stephen Colbert Announces First 'The Late Show' GuestAnd his first guest is....
Movie Review: 'Tomorrowland' Tomorrowland is an ambitious, visually arresting theme park of a family movie that has opened its gates a tad before it was ready, but with rides and attractions that will sweep the kids off their feet.
2014 In Review: Weddings, Deaths & Final ActsEntertainment and pop culture had quite a few notable moments in 2014, and as the year winds down, some things require a second look.
Chris Hemsworth Named People Magazine's 'Sexiest Man Alive'People magazine has named Chris Hemsworth the "Sexiest Man Alive" of 2014, cheering the Australian actor's rise as hammer-wielding, bone fide hunk in the "Thor" films.
#Trending In Entertainment: Clooney Marries and Jennifer Lopez's Car CrashThis week, another Hollywood bachelor is taken off the table while two stars are involved in a car crash.
#Trending In Entertainment: George Clooney For Governor, Casey Kasem Passes Away, And Kanye's RantThis week one of Hollywood's most dashing men may have a new gig (hint: it's not in entertainment), a legend passes away, and hip-hop's biggest bad boy wants to redesign the Internet.
Movie Review: 'The Monuments Men'The Monuments Men may not be monumental, but it sure is quietly but richly entertaining.


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So, in stores "Dixie" share of the Crimean wines sold in the category of grape, in March rose from 8 percent to 15 percent, told the publication the company. According to employees of X5 Retail Group («Roundabout", "Crossroads", "Carousel") for the same period, demand for these products has jumped by half.
Popularity Crimean wines grows on news from the peninsula I am sure President of the Union of Winegrowers and Winemakers of Russia Leonid Popovich. When advertising any wine banned talking about the Crimea in the media - the best way to promote local products, he said.
Ukraine is among the ten largest wine importers in Russia. For 2013 The local producers have put 18 million liters or 6.67 percent wine, behind only France, Italy and Spain, the newspaper reminds.
Earlier Crimean Prime Minister Sergei Aksenov said that the authorities plan to nationalize the state ownership of the peninsula Ukraine on the territory of the republic. Among such objects - state cottages, motels and residences, seaports, railway infrastructure, reserves, corporation "Chernomorneftegaz" and winery "Massandra" and champagne factory "New World».
"Massandra" - one of the largest wineries in the CIS. It consists of eight small companies. Annually under this brand produces about 9 million bottles of wine. The company owns 4.5 thousand hectares of vineyards on the southern coast of Crimea. Power Plant "New World" is a million bottles a year.


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The Morning Leverage: NGP-Backed Rice Energy Seeks New Investors
Top stories in this morning's LBO Wire:
Rice Energy is looking to cook up some new business by expanding in the Utica Shale formation, as the Natural Gas Partners-backed oil and gas exploration and production company seeks new investors, Jonathan Shieber reports exclusively for LBO Wire.
While we may be well into flu season, Mansa Capital Management is just now giving a shot in the arm to E4 Health. Amy Or reports that the private equity firm invested $3.5 million in the employee-assistance program backed by Kinderhook Industries. Click here to read the full story (subscription required).
More stories available to LBO Wire subscribers: Accel-KKR is buying assets from business management software provider Sage Group in two separate deals…"We are in the fifth inning," Oaktree Capital Management co-founder Howard Marks says of the current credit cycle…and Centerbridge Partners won't be going global any time soon, according to co-founder and Managing Principal Mark Gallogly.
(LBO Wire is a daily newsletter with comprehensive analysis of all the investments, deals, fundraisings and personnel moves involving private equity firms. For a two-week trial, visit our homepage, scroll to the bottom and click "try for free.")
Elsewhere on the Web:
Standard Chartered's private equity arm is looking to strike more deals in Zimbabwe, according to Reuters.
The buyout of H.J. Heinz by Berkshire Hathaway and 3G Capital would more than double the company's debt load, possibly forcing cuts at the food-processing company, Julie Jargon, Ryan Dezember and Serena Ng report for The Wall Street Journal.
Deutsche Bank's RReef Infrastructure platform is in a tailspin after its most recent fund was suspended, with investors considering demands for their capital to be returned, Kiel Porter and Laura Kreutzer report at LBO Wire's U.K. sister publication Private Equity News (subscription required).


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John Tavares' fourth career hat trick and Matt Moulson's four point night led the Islanders to a 5-1 win Saturday against the New Jersey Devils at Nassau Coliseum. Evgeni Nabokov made 30 saves in the victory, the Islanders' second in a row.
Following the game, Head Coach Jack Capuano praised the play of his top trio of Tavares, Moulson and Brad Boyes.
"Your best players are going to be your best players," Capuano said. "I thought that tonight that line really executed well. Power play, 5-on-5 – they just made smart plays and executed real well tonight."
After 36:45 of scoreless hockey, the Islanders opened up a 3-0 lead in a matter of 2:20 late in the second period.
The Islanders finally solved Devils goaltender Johan Hedberg at the 16:46 mark of the second period when Tavares scored to make the game 1-0. Brad Boyes' shot from the right side was stopped, but Tavares swooped in and swatted the rebound home, giving him goals in five consecutive games.
A minute later, Tavares scored a similar goal on the power play, this time converting a rebound off Moulson's shot. The centerman went through four Devils penalty killers to bat the puck out of midair and score.
"The first goal was a big one for us, but the most positive thing was that we kept going at them," Tavares said. "We didn't just get one and sit back, thinking things will get easier. We went after them, drew a couple penalties, and capitalized."
Moulson added to the lead with 0:54 remaining in the middle frame with his seventh tally of the season. Just 12 seconds into a power play, the winger took a feed from Boyes in the slot and quickly put it upstairs, making the score 3-0. Tavares earned the secondary assist on the play.
The Devils got one back midway through the third period on a Marek Zidlicky power play goal. The defenseman's slap shot from the right point was the only shot out of 31 to evade Nabokov, who earned second star honors.
The strike gave New Jersey life for a few minutes, but Tavares put the game out of reach with his third marker of the evening at 14:45 to make the score 4-1. Mark Streit and Moulson earned the assists on the power play goal.
With the hat trick, Tavares has 11 goals in his last 10 games tying him for the league lead; and ranks sixth with 20 points. Moulson finished the contest with a goal and three assists.
"He comes to the rink every day to get better," Capuano said of Tavares. "He's prepared, he's focused, he's committed, he's willing to do all the little things and intangibles to be one of the best players in the league and the world. That's just where he's at right now."
The Islanders power play went 3-for-5 in the game, taking eight shots in 4:07. On the man advantage, they have gone 7-for-11 over the past three contests, and rank second in the NHL at 23.1% this season.
"It's something you embrace," Moulson said of the power play. "You enjoy having that opportunity and pressure on you to get out there and produce, and we take pride in that and contributing to wins. It's a good feeling."
With less than a minute remaining in the game, Michael Grabner scored his sixth of the season after Hedberg was caught out of position. Coming into the game, Johan had a goals-against average of 0.65 (two goals allowed in three games), including a shutout against the Islanders on Feb. 3. He allowed five goals on 33 shots Saturday.
With wins in their last two games, the Islanders move up four spots in the Eastern Conference standings to 10th, just two points behind the 8th place New York Rangers. The team has a matinee on Monday, Feb. 18 when the Philadelphia Flyers make their first visit of the season to Nassau Coliseum. The game starts at 1:00 p.m.
Notes: The Islanders penalty kill went 4-for-5 … The Islanders won the faceoff battle 34-20, led by Casey Cizikas (15-for-19) … With four points, Moulson ties his single-game career-high originally set on Dec. 3, 2011 at Dallas (four goals)… Moulson's has also skated to a 3g-4a-7pts stat-line in the last 3 games … Lubomir Visnovsky, who earned an assist on Tavares' second goal, has now been on the ice for 10 of the 14 Islanders goals since making his debut Feb. 9 vs. Buffalo … Andrew MacDonald led all skaters with six blocked shots.
New York Islanders
26 Matt Moulson - 91 John Tavares - 24 Brad Boyes
12 Josh Bailey - 51 Frans Nielsen - 21 Kyle Okposo
40 Michael Grabner - 10 Keith Aucoin - 41 David Ullstrom
13 Colin McDonald - 53 Casey Cizikas - 17 Matt Martin
3 Travis Hamonic - 47 Andrew MacDonald
37 Brian Strait - 11 Lubomir Visnovsky
2 Mark Streit - 52 Joe Finley
New Jersey Devils
12 Alexei Ponikarovsky - 19 Travis Zajac - 17 Ilya Kovalchuk
26 Patrik Elias - 14 Adam Henrique - 23 David Clarkson
20 Ryan Carter - 11 Stephen Gionta - 18 Steve Bernier
22 Krystopher Barch - 16 Jacob Josefson - 9 Bobby Butler
24 Bryce Salvador - 28 Anton Volchenkov
6 Andy Greene - 5 Adam Larsson
7 Henrik Tallinder - 2 Marek Zidlicky
1 Johan Hedberg
30 Martin Brodeur


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NOV 09, 2013 - Fox News
A Must Read - Share
Attorneys for New York City asked a federal appeals court Saturday to vacate a judge's orders that require the police department to change its stop-and-frisk practice that critics argue unfairly targets minorities.
Editor's Picks
Hey you have no friends!!! Get to work and start inviting friends to help build your Comunitee. Click Here to invite friends.
© 2011 Comunitee, Inc.


text: This intimate museum on West 25th Street in Harlem was founded in 1968 to exhibit the work of African-American artists as well as to promote local art in this historic neighborhood. Its permanent collection includes more than 1,600 paintings, sculptures, drawings, prints, photographs, and installations, focused on 19th- and 20th-century African-American art as well as 20th-century African and Caribbean art and traditional African art and artifacts. The bulk of its exhibits are rotating, and past standouts have included a collection of African-American Photography from the Smithsonian Institute, silk-screens and lithographs by Jacob Lawrence, and an exhibit of "Harlem Postcards." Incorporating themes as diverse as hip-hop dance, comic books Abstract Expressionism and the gentrification of the historically black Harlem neighborhood, the museum seeks to open a dialogue with its visitors about racial politics and the changing nature of black art and aesthetics. The Studio Museum also supports emerging artists with its Artists-in-Residence program. In addition to the collections and exhibitions, the museum features a small sculpture garden and a gift shop.


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Poster ID: CL51212
Original Title: Seattle - Fly There on Northwest Orient
Year of Poster: 1960s
Category: Transportation/Aviation
Country of Poster: American
Size: 39 x 25 inches = 99 x 64 cm
Condition: Very Good
Price: $180
Available: Yes
Notes: The Century 21 Exposition (also known as the Seattle World's Fair) was a World's Fair held April 21, 1962, to October 21, 1962 in Seattle, Washington, USA.[1][2] Nearly ten million people attended the fair.[3] Unlike some other World's Fairs of its era, Century 21 ran a profit.[3]
As planned, the exposition left behind a fairground and numerous public buildings and public works
|Add to Cart
|E-Mail to a Friend
|Add to Personal Gallery


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You have no items in your shopping cart.
Regular Price:
Special Price
Availability: In stock
Interior designer David Netto founded his residential decoration and architectural design shop, David Netto Design, in 2000. Around the time he was shopping for a crib for his daughter, Netto developed a line of stylish modern baby furniture, NettoCollection. The collection has since become a force to reckon with in the interior design world, and Netto's work has been featured in Vogue, ELLE Decor, House Beautiful, W, Domino, House & Garden, New York, Dwell, etc. Netto has also collaborated with Domino on its Design Project for women and children living with HIV/AIDS.
Netto Collection Moderne brings streamlined European style to the nursery. Finished in white lacquer with veneers of ebony.
Crib Features:
Changer Features:
Please note: Standard size crib mattress and storage bins not included
For assistance, please call 877-663-2224 Monday to Friday 8:30 am - 5:00 pm EST


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AUG 24, 2013 - Hollywood Reporter
A Must Read - Share
Matt Damon is photoshopped as Robin, Christian Bale cracks up, and the Aflac duck freaks out. read more
Editor's Picks
Hey you have no friends!!! Get to work and start inviting friends to help build your Comunitee. Click Here to invite friends.
© 2011 Comunitee, Inc.


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Ad Man Meets Voice Girl
By Stephanie Ciccarelli
November 28, 2006
Check out the video, then share it from YouTube.
Ever wondered what the co-founders of Voices.com do in their spare time?
They work!
Watch the video on VOX Daily or click through to YouTube to watch and rate the movie there.
So, what do you think?
If you like what you see, let us know and we'll make more of these videos.
If the idea sparks some interest, we'll hire professional voice talents (maybe you!) to record the voiceovers for these promo videos to help spread the word about the #1 Voice Marketplace, Voices.com :)
StephanieRelated Topics: YouTube
- Blair Wilson
- November 29, 2006 10:16 AM
- Scott Diskin
- November 30, 2006 1:55 PM
- Stephanie Ciccarelli
- November 30, 2006 2:04 PM
- Nikki Saco
- November 30, 2006 3:31 PM
- Ed Gentzler
- December 1, 2006 10:26 PM
Hi Stephanie,
Well you guys certainly know a thing or two about networking and marketing! Kudos to you all!
The video is an excellent concept to get the message even further out there.
Using YouTube is a very effective resource considering its popularity and association with Google.
Personally, I would like to see "the real team" presenting the message as opposed to the animated version.
I think the team approach of both you and David (if not everyone at Voices) would give the message a more personal and professional touch.
Again, great concept in my view (no pun intended).
Way ta Go!
Blair Wilson
Hey Stephanie!
Very cool!!! I think you need to do bunches more and get them out there circulating. How about a MySpace page? Seems the thing to do these days...
I'll be happy to record the VO's for you on trade too!
The site looks great and the additional marketing is of benefit to all of us. I dropped my membership on another site because the value that I get at Voices.com is so far and away the best. Keep up the great work!!
Scott DiskinPosted by:
Hi Scott,
Thanks for the support!
We do have a MySpace page. I should really write about it. So far, we have some voice talent friends (Gary Kriebel, to name one) at MySpace.
I'll blog that today :)
Voices.com is also a part of LinkedIn - add us to your connections if you're with them too.
Here's a link to my MySpace page:
StephaniePosted by:
I liked your video and your MySpace page. "Babette's Feast" is also one of my favorite films -- so funny and sweet, great acting. I was delighted to see it listed on your page.Posted by:
Way cool!Posted by:


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'Justified,' Season 3, Episode 5, 'When the Guns Come Out': TV Recap
The danger and violence are increasing, and so is Raylan's anger, on last night's episode of "Justified," "When The Guns Come Out."
Yes, there's violence almost right off the bat. Trixie, the pretty blonde "party girl" from last week, and her brunette friend Ella Mae show up at the makeshift office of Doc Stern, prescription for Oxy in hand. When the doctor says their bottle will only be half-filled, the girls work on getting more. Just as things might be looking up in that regard, the office is under attack by Tanner and his men. Among others, the doctor and Trixie are killed, but Ella Mae hides under the desk, escaping the same grisly fate.
Meanwhile, Raylan is dealing with Winona's abrupt departure. He goes to her court office, looking at her computer, which indicates that she was researching fares to Costa Rica. He encounters Winona's boss, eccentric Judge Reardon, who advises that he should give Winona some space. Knowing Raylan like we do, what are the odds of this happening, really? To further investigate the Winona situation, Raylan asks Art for some time off, but he can't oblige, since the shootings occurred on his Aunt Helen's property. Upon hearing this, Raylan is angrier than usual with the "antics" that Boyd and Arlo are up to. Still reeling from this, Raylan follows a hunch and goes to the Federal evidence lockup, asks Charlie for the key to the locker, Yep…the money from that bank robbery (from last season) is gone. Hmmm…
Ella Mae reluctantly tells her pimp Delroy about the shooting. He barely disguises any concern for the young woman, then tells her that he's gonna need her to shake off the experience and get him some Oxy from another source. She goes to that other spot, but once she enters the trailer, she sees Tanner at the desk dispensing the Oxy. She freaks, exits before conducting any business. Tanner has no clue who she is.
Boyd and Ava go to Limehouse's restaurant in the holler. Limehouse makes it clear that it's his wont to make sure he has an ear to what goes on around Harlan. Sure enough, he seems to know that Quarles was behind the hit on Boyd's Oxy business. They make a business deal of sorts, with Limehouse getting to handle Boyd's money. In exchange, Limehouse tells him about Trixie. Ava knows where Trixie used to work, and goes there to try to find Ella Mae. She encounters sleazy Delroy, who propositions her. Ava deftly deals with him, then leaves. As she does so, another working woman alerts her that Ella Mae is in a trailer on the premises, but warns that Delroy watches her like a hawk.
Meanwhile, Wynn Duffy is discussing ongoing business with Quarles, whose slickness gets a little under Wynn's skin. He leaves, then abruptly returns, only to hear Quarles take out frustrations on a young man strapped to a bed in a back room.
After having angry words with Arlo over the use of Aunt Helen's house for the Oxy selling, Raylan storms to the Crowder bar and has even angrier words with Boyd. All Boyd offers in response is "go see Ava".
Raylan goes to Ava, who tells him about Ella Mae. Together, they head for the trailer, where they see that the scared woman has been beaten up by Delroy. Just then, Delroy shows up, but Raylan drops him and warns that no further harm should befall Ella Mae. Shortly, Raylan finds Tanner, and manages to fend off an attack by Tanner and his man, who gets shot by an errant bullet while trying to drive the trailer away.
Later, Wynn goes back to Quarles, pissed that he knows about Tanner's actions and concerned that war could break out with Boyd. Quarles remains more or less unflappable.
Speaking of unflappable, Limehouse confronts his main henchman, measured in his tone yet undeniably angered by the revelation that the man started the "war" pitting Tanner vs. Boyd, essentially getting Trixie killed in the process. Limehouse and his man have a philosophical difference over their approach to "business". Limehouse still has the upper hand, and orders him to make things right, especially as Trixie's family is concerned.
Raylan eventually makes his way to Winona's sister Gail's house, where she's holing up. Winona explains that while Raylan's intentions to change are earnest, she knows his heart is not in it, that he can't change who he is. She loves him, and is determined to keep him in the baby's life. But as for the two of them, their future is very much up in the air. Pointedly, she tells Raylan that she didn't take the money, assuring him that she doesn't want to go through any more hell with that situation.
Later, he and Art talk about the money. They find out that Charlie has suddenly retired, put two and two together. Sure enough, we find Charlie driving near the border, about to enjoy his retirement. Or so he thinks…
I'm sure we haven't seen the last of Charlie. But that's a story for another time. For now, what did you think of "When The Guns Come Out"?


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Emergency crews were called to a crash in West Price Hill.
Dispatchers said a woman crashed her car into a utility pole in the 1700 block of Sunset Avenue.
The pole fell onto the vehicle, pulling down power lines. The utility lines were not live at the time of the crash.
Sunset Avenue was closed south of Queen City Avenue.
No additional information was available.


text:
Students at the Sikeston Kindergarten Center have question-and-answer time with Sikeston Public Safety officers John Nelson (left), Adam Vische (center) and Pat Burns (right). The students met with the officers and Fire Pup to discuss fire safety which is the hot topic during Fire Prevention Week. Top photo: Burns and the Fire Pup talk to the students. Josh Mills, Staff
"We're scheduled all week to visit preschool through fourth grade students," said Officer James Whitley, who is coordinating Fire Prevention Week for DPS. For more pictures and stories from the Standard Democrat, click here to log on to the electronic edition.


text:
Order Reprints
Journal: Sensors, 2013
Volume: 13
Number: 16281
Article: Defect Inspection of Flip Chip Solder Bumps Using an Ultrasonic Transducer
Authors: Lei Su, Tielin Shi, Zhensong Xu, Xiangning Lu and Guanglan Liao
Link: http://www.mdpi.com/1424-8220/13/12/16281
MDPI provides reprints in high quality with convenient shipping to destinations worldwide. The articles are printed in on premium paper with high-resolution figures. Our covers are customized to your article and designed to be complimentary to the journal. These reprints are ideal additions to your portfolio. Copy details: 135g/m2 paper, 2x stitched, full colour and glossy finish, orderable in quantities from 10 to 1000.
If you have any questions, or special requests, please write to firstname.lastname@example.com; we are happy to provide you with the information you need.


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… The Yule Parlor Parade
For 58 years Christmas has begun for the Peninsula with the Yule Parlor Parade. Each year we have been privileged to show beautiful homes decorated for Christmas. Neighborhood Church's Yule Parlor Parade has been a large part of the success that has allowed the Women's Fellowship to give so generously to South Bay charities.
…The Women's Fellowship
Women's Fellowship is a friendly and creative group who enjoy each other's company while working together to help others. The group meets regularly to plan and implement fund-raising events, but also to socialize, learn, share experiences, and build lasting friendships.
Members of The Neighborhood Church Women's Fellowship work throughout the year raising funds to help support charities and philanthropic organizations that are fulfilling the needs of the community in the South Bay area. This is done by organizing the efforts of the entire church membership and friends of the church. The major fund-raiser has been the Yule Parlor Parade which has raised well over a million dollars since its inception in 1956.
…The Neighborhood Church
The Neighborhood Church is five generations of action-oriented people worshipping God and serving others in the Spirit of Jesus. We put our faith and energy into action for the good of the community and embrace service as a priority and responsibility. We are generous with our gifts and our time.
We worship together through prayer, music, Bible study and fellowship. We aspire to live the teachings of Jesus and to become biblically literate. We foster a safe environment where we love and encourage one another to grow in our faith and compassion while serving God's world.
Our stunning sanctuary perched on the cliffs above the Pacific Ocean welcomes you. Our small group ministries, choirs, events, and educational programs are open to all. The Neighborhood Church has a space for you.


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(NBC) - A lot of money's about to be spent on what's become an absolute necessity for students - especially college students. But a survey suggests, at least it's money well-spent.
The National Retail Federation predicts parents will be spending close to $75 billion dollars this year to equip their kids for back-to-school.
And a Harris survey commissioned by Dell found a lot of that will go to buy technology - mainly laptop or tablet computers.
It is a lot of money, but parents will be happy to know the Harris survey found it's apparently money well-spent.
77 percent of over 500 students interviewed say they often go directly from the classroom to their device for more information on the classroom subject.
Lauren Berger's a career counselor, author and founder of Internqueen.com.
"Over 55 percent of parents in this Harris poll said they are speaking to their kids less but actually communicating more," said Berger. "Whether that be via email, or texting, or social media."
All of which is made easier now that more colleges and universities are offering on campus - free WiFi.


text:
June 25, 2007
AIKEN, S.C. (AP) -- A federal judge has approved a settlement that pays thousands of dollars to hundreds of people injured in a train derailment that released a toxic cloud over the town of Graniteville.
US District Judge Margaret Seymour gave final approval to the agreement between railroad owner Norfolk Southern and a pool of nearly 480 people claiming they suffered seriously personal injury after the crash.
Attorneys on both sides said they were pleased with the settlement.
In January 2005, 5400 people were evacuated when a Norfolk Southern train rear-ended a parked train.
The wreck ruptured a car carrying chlorine and released a poisonous cloud over the tiny mill town, killing nine people and injuring 250.
Copyright 2007 Associated Press. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.


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Still haven't found the details you're looking for? Check out our Product Q&A!
Every card is in this deck is a winner, because each records a unique milestone in your baby's young life. They're the creation of Irish designer and mother Angela Mahon, who wanted to celebrate the unique infant achievements that she didn't find talked about in traditional baby books. Instead of recording "first step" or "first word," these cards invite you to record the first time your baby gave a thumbs up, the first time she needed a bandage, or the first time he named a body part. The twelve, charmingly illustrated cards can be rearranged as needed, and each comes with tips on the back for how to enjoy (or recover from) that particular experience. When not in use, tuck the cards away into their screen printed, wooden keepsake box. Made in Ireland.
Still haven't found the details you're looking for? Check out our Product Q&A!
Please note, the Baby Milestone Cards has been discontinued. When each color sells out, it will no longer be available and will be removed from the drop-down.


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Our founder George Halas once said "Nobody who ever gave his best regretted it". For employees of the Chicago Bears Football Club, this philosophy is embedded in the foundation of our work. Whether at Halas Hall in Lake Forest, IL or at our offices at Soldier Field, we strive to advance our mission of winning championships by conducting ourselves with humility, integrity, and a strong work ethic. We offer our employees professional development, competitive salaries, excellent health and retirement benefits, and an environment where our talent and contributions are valued by the club and the community.
If you would like to become a member of our team, we invite you to review our career opportunities. To review and apply for current opportunities, you must visit our job application site by clicking HERE. Please note, only applications submitted through the job application site will be considered for employment.
Thank you for your interest in working for the Chicago Bears. BEAR DOWN!
The Chicago Bears are an Equal Opportunity Employer.
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Savor the flavors of everyday real food, fresh from the garden or stored on your pantry shelves.
By Sue Van Slooten
swans, industrial food, Sue Van Slooten
Don't think I've given up on recipes, I promise, we'll have more on the way. It's just that's there so much to write about! In this outing, though, I have inadvertently created an experiment with industrial food. All to please some somewhat fussy swans. Swans, you say. Yes. The big white bird that swims variety. We live on a lake with a current (I know, that's not supposed to happen in nature). It's part of the Rideau Canal, UNESCO World Heritage Sight. Part of the heritage includes the Queen's swans, descendants of a few pair given by the Queen many years ago. As I found out, these are discriminating birds of good taste, at least the ones here.
These birds having been stopping by for a handout now for a few years. The first time I saw them, I couldn't believe it. I gingerly approached them with bread (their preference), knowing what they could do if you displeased them. This is one species of bomber class birds, and they can hurt you if they want to. Of the two that visit, one is more outgoing than the other, he (I think) preferring to be hand fed, while the other is more reticent. Now that we're used to each other, they come 3-4 times a summer for a visit. And food. But not just any food.
Last year during one of their visits, I didn't have bread (I haven't a chance to test if whole grain is preferred over white), so I ran out there with plain doughnuts. Woe to me! They refused to eat them. Interesting, I thought.
They've already been twice this year, a couple of days apart, and now that I know what to keep for them, we're happy. Please see latest photos. But now comes the second part of my inadvertent experiment. I had bought a while back some glazed doughnuts, ate one, decided to freeze the rest. And that was the status of things, until I decided I didn't really like the doughnuts, figured they weren't that good for me, but maybe the birds and animals would like one. So I took one and put it out there for them. OK, the doughnut moved a bit. Some little pieces were missing. Do you know, that after a week, this thing was still out there, more or less intact? It wouldn't rot, it wouldn't dissolve, it just sat there. I was amazed. And it didn't get eaten. Which reminded me of the swans and the other doughnut. Hmmm. I got to thinking, these were both industrial doughnuts, and no animal wants them, avian or rodent. Not even a rodent? (As in squirrel, chipmunk.) Next thought: Why am I eating them? Time for the trash bin. In they went, with the assumption that 25 years from now, they may still be recognizable. Really causes one to wonder. I suppose the next thing to check is what's in them, but I have a feeling I already know, or should have known.
So the moral of this long story is, industrial food is really not food at all. Yes, it can be eaten, but is it a food source, as in a nutritional source? If you ask the animals, the answer is no. Next conclusion: If I want a doughnut that badly, I'll make my own. Which brings me to more experimentation, and a recipe for you next time. Isn't life tasty?
You can read more of Sue Van Slooten's food adventures at www.suevanslooten.com.
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BELPRE-The numbers speak for themselves when it comes to the Eagles from Eastern Local.
"The number I like best is the 15 assists," said Eastern head coach John Burdette following his team's 70-23 victory over host Belpre Monday night. "This is the most unselfish bunch of girls that I have ever been associated with."
High praise coming for a head coach whose team reached the Sweet 16 in Division IV a year ago and the Elite Eight the year before.
"Hopefully, we learned some lessons," said Belpre head coach Scott Miller. "We played Waterford to begin the season and were able to learn from that game and went to Miller and played much better."
Both teams return to action on Thursday with Belpre taking to the road to face Federal Hocking at 7 p.m., while Eastern (3-0) plays host to Waterford in a battle of small school powers in Ohio.
"The biggest thing we were concerned about tonight was our execution," continued Burdette. "I talk to the girls every day about mental preparation. You can be one of the most talented teams in the state, but if you are not focused, you are not going to win. Some of the best teams are those that are mentally prepared to play every night."
That was the case on Monday as Eastern jumped out to a 21-2 lead after the first eight minutes and never looked back.
Jordan Parker got things rolling for the visitors as she took advantage of an Erin Swatzel steal-one of 19 registered by Eastern in the contest-and scored an easy deuce just 31 seconds into the game.
Belpre, now 1-2 on the season, finally got on the scoreboard when freshman Katelyn Hughes picked off an Eastern pass and laid the ball in for two points with 5:39 showing on the clock to slice the deficit to 6-2.
Those, however, would be the only points tallied by the hosts in the frame as Eastern connected on 8-of-18 attempts from the floor. Parker finished with eight of her 18 points in the period while Jenna Burdette, who led all scorers with 20 points, chipped in with six.
Belpre's shooting woes continued in the second quarter, hitting on only 3-of-15 attempts from the floor, while Eastern made good on more than half (9) of its 17 shots to head to the locker rooms at the intermission leading by 33 points, 44-11.
"We have to do the basic fundamentals, which are all of the things they (Eastern) do, if we are going to improve as a team," added Miller. "Every thing he (Eastern head coach Burdette) said were things that I have been telling my kids all year."
Joining Burdette and Parker, who added a game-leading 11 rebounds, in double figures for the winners was Swatzel with 10 points. Belpre was paced by Sierra Barker's nine points-all coming in the third quarter on back-to-back-to-back triples.
"Right now, we have got to continue to get better at the little things," said the Eastern coach. "That's why we did the things we did in the second half. There were things that we needed to work on and we were able to do that."


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There will be a wireless network outage for maintenance in Park Science at 5pm on November 21st. We expect that the outage will be brief, and that different portions of the building may be without wireless at different times.
This maintenance is limited to Park, no other buildings will be affected.
Comments Off on Park: Brief Wireless Maintenance Outage, Wed Nov. 21 at 5pm


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Quick & Delicious (Now You're Cookin') : You have a busy lifestyle, but you also enjoy eating delicious food. You eat out regularly but sometimes you take the extra time to cook. On the days when you have less time on your hands, these suggestions for quick and delicious dishes will provide you with a solution. It is full of contemporary recipes, mostly from countries around the Mediterranean, with lots of flavor but without the hassle. Lamb with Mint Butter and Mashed Potatoes, and, Salmon with Pineapple Salsa are just two of the dishes that you can whip up in no time at all.
|Cocina, Comida y Vinos
|Courses & Dishes
|Cocina, Comida y Vinos


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VOTERS know the federal election campaign has begun, but not all may be aware of another, almost equally important campaign over the nation's mining tax.
In recent days the government has been forced to admit what most informed commentators already knew: the tax will raise little money in its first year.
This year the much-vaunted Minerals Resource Rent Tax (MRRT) will scratch together barely $126 million.
And it has been reported the mining giants Rio Tinto and BHP Billiton have already accumulated $1.7 billion in tax credits to offset against future liabilities.
Combine this with the government's foolish agreement to make present and future state mining royalties fully deductible against the federal tax and it is clear the MRRT cannot possibly be the cash cow that Labor said it would be.
This is a huge problem for the government, because much of the money the tax was supposed to raise has already technically been spent – allocated to new initiatives including disability support reform.
So, as the Gillard government drifts towards an election where a major defeat could put Labor in opposition for multiple terms, it must decide what to do about its MRRT budget black hole.
Backing away from its big-ticket reform proposals would be politically suicidal, as that would mean disappointing the expectant electorate as well as admitting its flagship tax was botched.
The mining giants, flush with billions of dollars in profits from Australian coal and iron ore, have warned the government to leave them alone, taking out full-page newspaper advertisements this week, arguing they were already paying a big enough share of taxes and royalties.
Tony Abbott's Coalition stands to inherit the headache if it wins power in September, but it can afford to let the government suffer alone, waiting until after the election to declare that Labor's budget and tax mistakes necessitate a recasting of priorities.
Voters will ultimately pay, no matter which side wins office.


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'America's Best Singer' Jazzes Up the WSJ Cafe
After completing a four-night run at the Blue Note, the famed Greenwich Village jazz club, Cassandra Wilson's next stop was the WSJ Café. Earlier this week, the Grammy-winning vocalist (once dubbed "America's Best Singer" by Time magazine) performed for about 20 people at the Journal's satellite studio. Wearing silver ballet flats and her trademark honey-blond dreadlocks piled atop her head, she delivered songs from her new album, "Another Country," which she recorded primarily in Italy. Three band members flanked her—Bradley Jones (bass), Gregoire Maret (harmonica), and Brandon Ross (guitar)–offering cozy accompaniment on the swaying "No More Blues" and the album's lilting title track. After the show, the singer sat down for a short interview with this reporter, and discussed her new songs, opening a business in her hometown of Jackson, Miss., and taking ownership over her music after a decade on a major label.
Check back in with Speakeasy for video from the performance.


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MAY 03, 2013 - GeekWire
A Must Read - Share
It's tough enough to do a startup, let alone when you're competing for talent against a juggernaut like Amazon.com. I've heard that a lot in recent weeks, especially as the Seattle online powerhouse continues to gobble up engineers, developers and executives from the startup ranks (most recently Charlie Kindel, and before that entire teams of... Read More...
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Tools and Techniques:
Blocking Lace
Blocking is one of those intensely personal things, like swatching and even knitting itself. Some of us have a laissez-faire, spritz-and-stretch attitude that suits us just fine—while others are not content until they have pinned and starched and ironed every yarn-over into total submission. Here's a brief tutorial on how to block lace, followed by reviews of two popular blocking wire kits.
Jump to:
Blocking overview
HandWorks Dressing Wires review
Inspinknity Ultra Fine Lace Blocking Wires review
How we block is a personal choice driven by our own philosophy and desired outcome, but it is also influenced by what we're blocking. A basic hat, mittens, or scarf may not deserve the same kind of treatment as, say, Judy Gibson's extraordinary Rose of England tablecloth. And some fibers (cashmere, qiviut, and American Bison) require more care when wet, while others (wool, silk, and mohair, depending on how they're spun) enjoy the challenge of being stretched to the last inch of their life.
But blocking does have one universal truth: Lace, or at least 99.9% of the traditional lace out there, requires it. Lace is traditionally knit using fine yarn and proportionately larger-than-normal needles, producing a crumpled and aimless piece of fabric that just doesn't look right until you've stretched it wide open. And when you do, as if by magic, all your hard work reveals itself in a beautiful pattern.
Tool Tricks
Blocking has a second truth: A few simple tools and techniques will make it a lot easier. The first thing that makes blocking easier is if you have a large, clean, padded surface onto which you can pin your piece.
I like the portability and flexibility of the Knitter's Block blocking kit, but others prefer solid blocking boards, a rollable piece of special foam, or the steadfast reliability of a carpet or large mattress. This part is up to you—but you do need a large smooth surface that can handle getting a little wet and being poked by pins.
The second tool that will become your fast friend: Blocking wires (or, as they're called in England, "dressing" wires). When blocking lace, part of your goal is to create an even shape with clean edge lines. In cases where you want those lines to be perfectly straight, you can pin down each edge stitch. But think about it: How many stitches went into that shawl? How many pins will you be manipulating?
The other problem with the pin-by-pin approach is that blocking tends to be an iterative process where you stretch and set, then stretch some more and re-set, then stretch some more and re-set until your shawl stretches no more. If you must undo and re-set hundreds of pins for each side, you'll quickly go bonkers.
How to Block with Wires
What follows is my personal protocol for blocking a straightforward lace shawl using wires (in this case, the Handworks Dressing Wires kit, reviewed in a moment). As I've mentioned, each person can have distinctly different ways of doing things. This is mine. The shawl you see here is Evelyn Clark's Shetland Triangle from Wrap Style knit in my Clara's Garden colorway of Helen's Lace from Lorna's Laces.
I like to start at the top, establishing that line and then working my way down. In this example, the top needs to be blocked into a straight and smooth line. My shawl was too wide for a single wire, so I chose two full-length medium-thickness wires, one for each side of the top.
I ran each wire through border stitches along the top. I find it easier to choose a stitch slightly in from the edge, and to be extremely consistent in always picking up that stitch. This helps ensure that the wire pulls the whole shawl with it and doesn't just elongate the loose edge stitches and create an unintentional ruffle effect. (If you knit socks, this is the same reason you may avoid picking up the absolute edge stitch along a heel, since it pulls open and creates gaps.)
Once both sides were strung on the wires, I pinned them at the center point with the blocking pins and pulled up the sides, like wings. (They're not quite horizontal here.)
Then it was simply a matter of waiting for the fabric to dry. Some people do more at this stage: they may spritz the shawl with more water, or they may place a moist towel over the shawl and iron it, or give it a good shot of steam with the iron. That's up to you.
HandWorks Dressing Wires Kit
You'll find several kinds of blocking wire kits available for knitters, most of which have different lengths and thicknesses of wire. The HandWorks Dressing Wires kit from HandWorks NorthWest was originally developed by intrepid lace-knitter Myrna Stahman (author of Stahman's Shawls and Scarves) for the Boise Zonta Club, a global women's service organization. But when the Zonta Club discontinued the project in 2005, HandWorks NorthWest took over the helm, with Myrna's blessings and guidance.
I should note that these kits don't do away with the need for pins altogether—this kit comes with a pouch of 30 nickel-plated blocking pins. But in this context you use the pins to hold the wires, not your knitting. The kit also comes with a brief information packet explaining how best to use the kit for blocking knitted fabrics.
Priced Out
When I first reviewed the HandWorks Dressing Wires kit in 2009, it retailed for $45. As of today, the kit's price has jumped to $72 plus an additional $9 postage/handling for Oregon, Washington, and California; and $13 shipping for all other US states. Postage to Canada is now $30. The kit is only available from HandWorks NorthWest. Your kit comes in a long, slender, and very sturdy tube.
I'm having a hard time reconciling the significant cost increase with the fact that other blocking-wire kits retail for under $20. Even if the wires are thinner and the edges rough, you could buy sandpaper, file down the ends yourself, and still end up with a chunk of cashmere change in the bank.
The Inspinknity Ultra Fine Lace Blocking Wires
The Ultra Fine Lace Blocking Wire kit comes with six wires each in three lengths, 12", 24", and 36", along with 30 nickel-plated T-pins. It's available from Inspinknity in three "tones": gold, silver, and pewter. All retail for $29.95. (The kit I review here was provided by Inspinknity.) The Deluxe kits contain an additional six wires (67" each) and retail for $49.95The Knitter's Book of Wool. I'd knit it may years ago with some Buffalo Gold yarn. So eager was I to bind off and wear it, I never gave it a proper blocking. In fact, I blocked it on a hotel bed with nothing but towels for support.
Here it is, freshly soaked, blotted, and ready for the wires.
Now all I needed to do was secure the wire and begin the stretching. I sorted my blocking pins and got to work.
Normally I begin stretching the wires by pulling out the middle and pinning it, then working my way out to each edge. But these wires are so fine and flexible, they simply pulled loose and left the stitches behind.
By the time I finished my blocking, I realized this was probably not the best project for these wires. They want to be used on a more shapely garment, one with curves rather than angles. Something like Sivia Harding's Aphrodite; or Susanna IC's Geada, Cascata, or, my favorite, Hawthorne.
Shawls with more shapely half-moon constructions would be vastly easier to block using such flexible wires. In fact, my thicker blocking wires are still bent from when I used them to block my own Hawthorne. These would've been perfect.
It looks like Inspinknity does have a thicker yet still flexible "Premium" wire option described as suitable for more everyday use. I didn't have access to that kit, but I suspect it would've been more appropriate for this particular job. Either way, what I really like about these wires is their handy portability. Their case is no bigger than a laptop computer and is as thick as a few pieces of paper.
Imagine your next trip to a knitting retreat or fiber festival. It's the night before and you're frantically binding off that last end and preparing to block the shawl on the hotel-room bed (as I know many of us have done). Now imagine pulling your own set of blocking wires out of your carry-on bag and doing things properly. I don't know about you, but that idea makes me smile.
Do-it-yourselfers, if you're tempted to make your own blocking wires, just be mindful of a few issues. First, they must absolutely be made of a rustproof material. You are winding them through a wet fabric and letting them sit. You do not want your heirloom shawl to be peppered with brown rust spots.
Second, you'll need to be able to sand down the tips of each wire until they are very smooth. Lace yarn is extremely fine, and animal fibers are more fragile when wet—so you do not want to run any risk of snagging or breaking a strand of yarn as you run your wire through it.
And third, for rectangles and triangles, you'll need a wire that is reliably straight. If it comes that way, great. If you think you can make it straight, be sure to try first.
Tip of the Wire
The example I just showed you used only four wires and didn't even begin to show what is possible with either of these kits. But hopefully it gave you a glimpse of blocking wires' usefulness. If you like to knit lace, blocking wires will make your finishing much easier and much prettier too.
Is your lace knitting worth $40+ for blocking wires? I realize it may seem extravagant, and for some people it may be out of reach. I'd consider it a long, long-term investment in your knitterly future—on par with a ball winder or umbrella swift.
Considering the amount of time and energy that usually go into lace projects, you deserve to have the perfect results, and blocking wires will take you there.
Order the HandWorks Dressing Wires
Order the Inspinknity Ultra Fine Lace Blocking Wires


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by Christopher Paolini
Eragon Chapter 20 Summary
How It All Goes Down
Magic is the Simplest Thing
- Back on the trail, Eragon wonders what those Urgals were doing in Yazuac. Brom figures that they probably broke off from the main force to loot the place.
- Brom recounts his side of the battle, then imparts a bit more info about all this magic business:
- All Riders can use magic. That's what makes King Galbatorix so darn powerful. The problem is, the Riders received comprehensive training in how to direct and channel their magical powers. This means that, without his degree from Hogwarts, Eragon will be at a disadvantage in a magic duel.
- Brom says that he'll do his best, though, to train him on the run. After all, Eragon has already shown promise with that whole exploding-Urgal-head trick.
- To get better, Eragon will have to improve his ancient language vocabulary. Speaking the words is what releases the power. Also, it's impossible to lie when speaking in that language. Another thing to know about this language: if somebody knows your true name, they can use magic to exert tremendous power over you. For that reason, most people have two names, one they use casually and the hidden one that they keep secret. (There's no mention of how John Jacob Jingleheimer Schmidt factors in here.)
- Eragon would like to know his hidden name, but Brom warns him that obtaining that knowledge can prove very dangerous.
- Eragon learns that magic can also heal (though it takes a lot of energy), but Riders are forbidden to use it to raise the dead. That's something that could kill a magic-user.
- Brom demonstrates some magic that's more Eragon's speed. He teaches him to cause a pebble to levitate from his palm. After a few tries, Eragon succeeds.
- Brom also mentions that magic is affected by distance. The farther away from the source it is, the more energy it takes to work.
- Then Brom has Eragon keep practicing with the pebble. He teaches him some new magic words, then spars with him that night after dinner. Even left-handed, Brom still has mad skills.
- Their days slip into a pattern: Brom gives Eragon magic lessons during the day, sword-fighting lessons at night. Along the way, Eragon is getting stronger, as is Saphira.
- After some time on the road, they come to the village of Daret.
- Eragon has a nightmare about Garrow, who turns into the Ra'zac. Luckily, Saphira is there to make him feel better.


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Home › Skin Care › Moisturizers › Eye Cream
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Eye Balm is a synergistic combination of highly effective, yet gentle phytochemicals that rehabilitates mature, aging skin around the delicate eye area. This rich, corrective emollient treatment is specifically formulated to counter the three prime signs of aging— moisture loss, collagen breakdown, and free radical damage. A natural anti-inflammatory is added to reduce the appearance of under-eye puffiness, while a soothing agent derived from the chamomile plant calms irritated skin. 14g
Once or twice daily, apply under the eyes and on the brow area avoiding eyelids. Use after a SkinCeuticals antioxidant. Follow with a SkinCeuticals sunscreen in the morning.


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30 October 2013 - 3:08pmOCHA has announced the winners of its 2013 Research and Innovation Grant Programme. The six winners will receive small cash grants to support their research into a range of issues related to humanitarian innovation. "Innovation—finding ways to improve our work, to make it more efficient and...
23 September 2013 - 9:22amDozens of heads of state along with the UN Secretary-General, Government Ministers, leaders of UN agencies and civil society and other dignitaries are gathering in New York for the 68th Session of the United Nation's General Assembly. The annual event – a series of meetings starting on 24...