text:
To the Editor: The "Editor's Comment" question following Dr. O'Neil's paper (October, 1962) on congenital varicella prompts this letter.
We have had two instances of congenital varicella where exposure of the nursery population took place to some degree. In one it seems likely that the varicella could be considered to be in the infectious stage, and, in the other, the infant may have been past the infectious stage. None of the exposed infants (approximately 35 in both cases) contracted varicella.
The first infant, in 1951, was born of a gravida I, para O, 16-year-old mother who had evidenced the first pox lesions three days prior to delivery. Multiple lesions were present on the trunk and extremities. Some were crusting but many were still rather wet. The infant had typical vesicular lesions on the face, shoulders, and arms. The infant was admitted to the general obstetric nursery in the afternoon of
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Indicate all relevant conflicts of interest of each author below, including all relevant financial interests, activities, and relationships within the past 3 years including, but not limited to, employment, affiliation, grants or funding, consultancies, honoraria or payment, speakers' bureaus, stock ownership or options, expert testimony, royalties, donation of medical equipment, or patents planned, pending, or issued. If all authors have none, check "No potential conflicts or relevant financial interests" in the box below. Please also indicate any funding received in support of this work. The information will be posted with your response.
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Read Our Media
Linda J. Walder appointed to The New Jersey Commission on National and Community Service
New Jersey Governor Chris Christie appointed Linda Walder Fiddle, Founder and Executive of The Daniel Jordan Fiddle Foundation on January 29, 2013 to become a member of The New Jersey Commission on National and Community Service.
The New Jersey Commission on National and Community Service aims to do the following:
Develop a statewide ethic of service and a comprehensive, coordinated program targeted to the needs of New Jersey and its unique community challenges. The programs will provide opportunities for service that bring diverse people together working for a common cause to get things done in communities, remove barriers and promote respect.
Address the service needs of the state by prioritizing needs and problems, then targeting resources and grants to the priority needs.
Guide the AmeriCorps program and ensure the effectiveness of its components.Develop and nurture partnerships among the education community, health care community, volunteer programs, the business sector, community-based agencies, foundations, state and local government units, cultural groups, youth programs and senior citizen groups that can work to meet the needs of our communities.
Develop a well-planned strategy to ensure public awareness through various public relations approaches, highlighting quantitatively and qualitatively desired outcomes.
Create a stable funding source for national and community service through fund-raising activities, endowments, and corporate funding to supplement other funding from the corporation.Infuse service-learning into the primary, secondary, and post secondary curricula to create future generations of adults committed to community service.
The State Commission is a nonpartisan, Governor-appointed commission. It is hosted by the New Jersey Department of State, Office of Community Services. Its role is to guide and oversee New Jersey's National Service programs.
" I am honored and thrilled to join the Commission and look forward to helping foster and grow New Jersey's diverse service opportunities that enhance the lives of our citizens and are models for the nation," said Walder Fiddle.

subset: commoncrawl


text:
what is your first game console?
VVA1210CK posted on Dec 31, 2010 3:32:25 AM - Report post
I'm sure this isn't the first time I've said this, but it's the NES for me. I grew up on it, I was raised on it, it was my best friend in my childhood, and I've even had it before I was born. It was bought for my brother when my mom was pregnant with me, but I adapted to it faster than he did. I've been playing that lil' grey box ever since I was two... it is almost like a member of the family. Even at fifteen years of age, it is still functioning perfectly today. I hope to have fifteen more years of its service, and then some. we had our first game like Super Mario Bros (1-3),Donkey Kong, Tennis, The Legend of Kage,The Legend of Zelda, Tecmo Bowl, Karate Kid, Kung Fu, Mike Tyson's, Punch Out, Duck Hunt, Track & Field, Metroid,Dr. Mario.
I could go on & on, but I'll stop here. My original NES is still up & running. I like to go back to it from time to time. Games now are great, but those 8-bit games still hold a place in my heart
[Edited by VVA1210CK, 12/31/2010 3:34:49 AM]
Rise_Against posted on Dec 31, 2010 3:58:26 AM - Report post
PC ---> PS1 ---> PS2 ---> Xbox ---> Xbox 360
So signature
much awesome
many swag
much awesome
many swag
Evanscense posted on Dec 31, 2010 4:05:14 AM - Report post
Weakness is what brings ignorance, cheapness, racism, homophobia, desperation, cruelty, brutality, all these things that will keep a society chained to the ground, one foot nailed to the floor.
latios_power posted on Dec 31, 2010 4:16:46 AM - Report post
Famicom Disk System.
I love it.
~King of Dark~
My Past has determined your future
My torrential pain will be your unspeakable suffering
Your days are numbered
Don't fear the end
Pray for it
and unlike your own mortality
My thirst for vengeance
[Married to Raha <3]
My Past has determined your future
My torrential pain will be your unspeakable suffering
Your days are numbered
Don't fear the end
Pray for it
and unlike your own mortality
My thirst for vengeance
[Married to Raha <3]
king-of-games posted on Dec 31, 2010 4:53:46 AM - Report post
I grew up in a very poor family so I didn't get any video game system until I was a bit older then most, I remember all the kids at school having video games and always wanting one. First console was a Play Station one.
It's good to be the King!
H.H.H posted on Dec 31, 2010 4:54:27 AM - Report post
Sega Mega Drive/Genesis
Child of AdmiralAckbar
Degari posted on Dec 31, 2010 7:50:26 AM - Report post
Play Station.
I think, or it was Nintendo64.
... at night :3
AdmiralAckbar posted on Dec 31, 2010 8:17:35 AM - Report post
A simple Playstation. It's lots of fun if you play it with friends or family. Especially Tekken 3 or Bloody Roar 2. Those games were a whole lot of fun when I played them with my peeps.
Ayy lmao
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"New Orleans in Peril": Citizen Media
At the risk of being alarmist, we could be 3-4 days away from an unprecedented cataclysm. . . .
—Brendan Loy, The Irish Trojan's Blog, August 26, 2005
The 23 year-old law student and self-described "weather nerd" who predicted the devastating effect of Hurricane Katrina three days before New Orleans Mayor Ray Nagin ordered the city evacuated—and before most Big Media reporters arrived on the scene—is the first person interviewed in When the Levees Broke. We hear Loy's voice reading his August 26th message while it scrolls across the screen as though being typed. His prophetic words eventually reached many thousands of Internet readers through a link provided by law professor Glenn Reynolds, who blogs at Instapundit.com. Together Loy, in Indiana, and Reynolds, in Tennessee, performed a public service for residents of the Gulf Coast, using a young news medium still derided in professional circles as the realm of journalism wannabes.
Citizen journalism—or citizen media, as it is called by practitioners sensitive to criticism by professionals—is a growing phenomenon worldwide. Six hours after the London bombings in July 2005, the BBC had received more than 1000 images and 400 video eyewitness reports from citizens. By December 2005, more than 12,500 images tagged "Hurricane Katrina" had been posted to the photo sharing Web site Flickr.com, many shot by students working on the Gulf Coast as volunteers. Numerous citizen accounts appeared in print media, including, most notably, New Orleans' Times-Picayune. By augmenting, and sometimes challenging, the information professional journalists put in the story frame, do citizen journalists improve the functioning of the free press that is essential to a democratic society? Spike Lee reminds us that the Katrina narrative—already entering history shaped by myriad citizen writers, photographers and filmmakers—is a test case.
I didn't "predict" the hurricane. I merely "sounded the alarm" at a time when publicly available information—computer models, National Hurricane Center forecasts, and years-old scientific doomsday scenarios—made it crystal-clear that New Orleans was in mortal danger, yet the MSM and the government seemed to be asleep at the switch.
—Brendan Loy, "Welcome HBO Viewers!" message posted to The Irish Trojan's Blog, August 21, 2006 at 6:45 pm.
I think it's a good thing that there are bloggers out there watching very closely and holding people accountable. Everyone in the news should be able to hold up to that kind of scrutiny.
—Anderson Cooper in Patrick Phillips, "Anderson Cooper: 'I didn't go to Anchor School,'" I Want Media, 01/03/06.
As the Katrina coverage demonstrates, 2005 was the year that much of the mainstream media began embracing participatory journalism. The Dallas Morning News, Denver Post . . . and other newspapers promoted citizen reporter Web pages. . . ."If you believe in a democratic society and freedom of the press, I don't see how you can look at citizen journalism and say it's a bad thing," says Rich Gordon . . . [of] Northwestern University's Medill School of Journalism. It's the most democratic system of publishing ever."
— Jon Marshall, "Citizen Journalism Continues to Surge," The Quill, Oct/Nov 2005
From now on, news coverage is a partnership. The BBC holds a license from the government that enables it to experiment with citizen journalism and social networks. . . . This circumstance allows it to try things that commercial broadcasters, with an eye to the bottom line and share value, would not attempt. The BBC has long been expected, by virtue of its public funding, to innovate and lead industry development.
—Richard Sambrook, "Citizen Journalism and the BBC," Nieman Reports, Winter 2005
Call it what you like —citizen journalism, witness contributors, user-generated content—one of the most profound changes taking place in the mainstream media is the part played in it by the audience. Once a passive receptor for messages from newspapers, radio and television, media consumers are now making themselves heard in a rapid move towards the democratisation of media.
—Emily Bell, "We're All Reporters in the Digital Democracy," Guardian Unlimited, March 20, 2006.
What are the essential functions of the journalist in a democratic society?
What is the role of the citizen journalist in a democratic society?
What role does citizen media play in a democratic society when there is a national disaster?
How do professional journalists and citizen journalists promote core values of American democracy?
1. citizen journalism / citizen media and the delivery of news & information
2. many-to-many (v. one-to-many); bottom-up (v. top down); conversation (v. lecture) model
3. Weblog ( blog) medium: interactivity; hypertext / hyperlink; post; reverse chronology
4. Wiki medium: open source, anonymous collaboration; Wikipedia; Wiki News; "wikitorial"
5. hyperlocal media movement; media consolidation; "journalistic DNA"; "truth-squadding"
6. photojournalism techniques: story board; on site photo shoot; photo editing; photo essay
7. Flickr.com photo sharing site / social networking site; tagging ; Flickr. "pools"
8. photographic archive; historic document; constructing the public record on Katrina
- Understand key differences between professional media and citizen media
- Understand local, national and global citizen journalism initiatives across media
- Research / analyze (changing) relationships of professional and citizen journalism / media
- Use citizen media tools for reporting and commentary on issues of importance in
students' own communities—e.g., as bloggers or digital photojournalists
Act I, Chapter I, Interview with weather blogger Brendan Loy, 00:05:15–00:05:48
Act I, Chapter 6, Superdome video shot by Shelton Shakespear Alexander: 01:03:43–01:04:13 \
All states incorporate media literacy in their curriculum standards. Individual state standards can be viewed by visiting http://www.frankwbaker.com/state_lit.htm
For concept mapping: large paper and markers, or computer running concept mapping software (e.g., InspirationÔ) if available. For blogging: computer with access to Blogger.com or another free site to set up student blogs. For photojournalism: digital camera(s), access to photo sharing site Flickr.com. For research on local citizen journalism/media portraits: online research tools (e.g., cyberjournalist.net site: http://www.cyberjournalist.net/citizen_media_monitor); iPod with attachable mic; digital still/video camera; computer running audio and photo/video editing software; and a school/community Web site to disseminate student reportage. (As an alternative, students can use their blogs to share findings from this citizen journalism research project.)
Tools and Resources
Blogger tutorial https://www.blogger.com/start?utm_campaign=en&utm_source=en-ha-na- google&utm_medium=ha&utm_term=blogger&gclid=CIOYhJP-mI4CFQEyYQodVyWkRw
Blood, R. (2002). Weblog Ethics (excerpt from chapter 2). The Weblog Handbook: Practical Advice on Creating and Maintaining Your Blog. Available online at Rebecca's Pocket blog: http://www.rebeccablood.net/handbook/excerpts/weblog_ethics.html
Bowman, S., & Willis, C. (July 2003). We Media: How Audiences are Shaping the Future of News and Information. Report commissioned by The Media Center at the American Press Institute. Available for download at: http://www.hypergene.net/wemedia/weblog.php
Center for Citizen Media. Principles of Citizen Journalism. University of Maryland, College Park, J-Lab initiative, available at: www.citmedia.org/principles
[The Economist Research Tools] Surveys: New Media (2006, April 20). It's the Links, Stupid: Blogging is just another word for having conversations. The Economist, from http://www.economist.com/surveys/displaystory.cfm?story_id=6794172
Gillmor, D. (2004). We the Media: Grassroots Journalism by the People, for the People Sebastopol, CA: O'Reilly. Entire book available under a Creative Commons License at: http://www.oreilly.com/catalog/wemedia/book/index.csp
Internet Archive and Wayback Machine http://www.archive.org/index.php
Lipton, R. (2002, June 11). What Is a Weblog? RadioDocs. Available at: http://radio.weblogs.com/0107019/stories/2002/02/12/whatIsAWeblog.html
OhMyNews International: English Edition. Available at: http://english.ohmynews.com/
Online Journalism Wikis. Online Journalism Review. Available at: http://www.ojr.org/ojr/wiki/glossary/
Schaffer, J. (2007). Citizen Media: Fad or the Future of News? The rise and prospects of hyperlocal journalism. Report by JLab: The Institute for Interactive Journalism, Philip Merrill College of Journalism, University of Maryland, College Park. Available for download from: http://www.kcnn.org/research/citizen_media_report/
Reading / viewing / listening material:
Bell, E. (2006, March 20). We're All Reporters in the Digital Democracy. The Guardian, from http://media.guardian.co.uk/newmedia/story/0,,1735153,00.html
Dee, J. (2007, July 1). All the News that's Fit to Print Out. The New York Times Magazine, pp. 34-39. Available through ProQuest or New York Times (fee-based) archive.
[The Economist Research Tools] Surveys: New Media (2006, April 20). Compose Yourself: Journalism too is becoming interactive. The Economist, from https://www.economist.com/surveys/displaystory.cfm?story_id=6794240
Kovach, B. (2006, Winter). Toward a New Journalism with Verification. Nieman Reports. Available at: http://www.nieman.harvard.edu/reports/06-4NRwinter/p39-0604-kovach.html
Lemann, N. (2006, August 7). Amateur Hour: Journalism without journalists. The New Yorker, from http://www.newyorker.com/archive/2006/08/07/060807fa_fact1
Marshall, J. (2005, October/November). Citizen Journalism Continues to Surge. The Quill. Available for a fee from the Society of Professional Journalists at: http://www.spj.org/quillarchive.asp
McDermott, N. (2007, May 30). Voices of Freedom. The Guardian, fromhttp://society.guardian.co.uk/comment/story/0,,2090481,00.html
Min, J. (2005, Winter). Journalism as a Conversation. Nieman Reports, pp. 17-19. Available at: http://www.nieman.harvard.edu/reports/contents.html
Phillips, P. (2006, January 3). Anderson Cooper: 'I didn't go to Anchor School.' I Want Media, from http://www.iwantmedia.com/people/people54.html
Poland, H. (2005, October 31). Blogosphere's 'Irish Trojan' explains the urge to blog. Online Journalism Review, from http://www.ojr.org/ojr/blog/Sites/853/index.cfm
Public Broadcasting Network. (2005, November 16). The Rise of Citizen Journalism: A report on the rise and influence of citizen journalism, including bloggers, in the United States. TV program available at http://www.pbs.org/newshour/bb/media/july-dec05/citizen_11-16.html
Rosen, J. (2004, March 8). The Weblog: An Extremely Democratic Form in Journalism. PressThink, from http://journalism.nyu.edu/pubzone/weblogs/pressthink/2004/03/08/weblog_demos.html
Sambrook, R. (2005, Winter). Citizen Journalism and the BBC. Nieman Reports, pp.14-16. Available at: http://www.nieman.harvard.edu/reports/contents.html
Tisserand, M. (2006, September 18). Don't Mourn, Link. The Nation, from http://www.thenation.com/docprint.mhtml?i=20060918&s=tisserand
Yu, Y-J. (2003, September 17). OhmyNews Makes Every Citizen a Reporter. Japan Media Review, from http://www.japanmediareview.com/japan/internet/1063672919.php
Photojournalism and Citizen Media:
Agger, M. (2007, January 17). The Camera Phone. Slate, from http://www.slate.com/id/2157736/
Capturing Catastrophe: Dallas Morning News' Pulitzer Prize-winning photography of Hurricane Katrina, along with audio of the photographers' descriptions of the images. Available at: http://www.msnbc.msn.com/id/14484343/displaymode/1107/s/2
Flickr.com. Tell a Story in 5 Frames (Visual Story Telling).
Pool page: http://www.flickr.com/groups/visualstory/;
Rules page: http://www.flickr.com/groups_join.gne?id=46744914@N00
How to Create a 5 Frame Story and instructions on setting up and configuring Flickr accounts: http://www.tc.columbia.edu/faculty/documents.htm?facid=jc1427
Hypertext Muckraker: Research Materials
Gerstein, J. (2007, March 21). New Technique Lets Bloggers Tackle Late-Night News Dumps. The New York Sun, from http://www.nysun.com/article/50895
McDermott, T. (2007, March 17). Blogs Can Top the Presses. Los Angeles Times. Available at: http://www.latimes.com/news/nationworld/nation/ la-na-blogs17mar17,0,4018765,full.story?coll=la-home-headlines
McLeary, P. (2007, March 15). How TalkingPointsMemo Beat the Big Boys on the U.S. Attorney Story. Columbia Journalism Review. Available at: http://www.cjr.org/behind_the_news/how_talkingpointsmemo_beat_the.php
Moyers, B. (2007, April 27). Blogging for Truth: Interview with Josh Marshall. PBS. TV program available at: http://www.pbs.org/moyers/journal/04272007/watch2.html
Naughton, J. (2004, March 14). Power to the bloggers? That's only half the story. The Observer, from http://observer.guardian.co.uk/business/story/0,6903,1168745,00.html
Niles, R. (2007, March 20). Lessons from 'Talking Points Memo' and the U.S. Attorney Scandal. Online Journalism Review, from http://www.ojr.org/ojr/stories/070320niles/
Porter, T. (January 22, 2004). Public Journalism, Privately Funded. First Draft by Tim Porter, from http://timporter.com/firstdraft/archives/000246.html
Rosen, J. (2004, March14). The Legend of Trent Lott and the Weblogs. PressThink, from http://journalism.nyu.edu/pubzone/weblogs/pressthink/2004/03/15/lott_case.html
Scott, E. (2004). "Big media" meets the "bloggers": Coverage of Trent Lott's Remarks at Strom Thurmond's Birthday Party. Case program, John F. Kennedy School of Government. Harvard University, C14–041731.0. Cambridge, MA: President and Fellows of Harvard College.
Smith, R. (2007, March 22). Talking Points Site Kept Attorneys Story Alive. All Things Considered (NPR), from http://www.npr.org/templates/story/story.php?storyId=908350b1
Thompson, C. (2007, June 27). Blogs to Riches: The Haves and Have-nots of the Blogging Boom. New York Magazine, from http://www.nymag.com/news/media/15967
1. Accidental Hero: Portrait of weather blogger Brendan Loy
a. Students watch opening interview segment of the documentary with Brendan Loy.
Questions for discussion:
- What is blogger Brendan Loy's main point?
- Why did Spike Lee begin When the Levees Broke with Brendan Loy?
b. Students become more familiar with Brendan Loy by watching/listening to mainstream media interview clips he posted on The Irish Trojan's Blog in the immediate aftermath of Katrina.
— "Tucker and me" , posted September 7, 2005, from (http://www.nd.edu/~bloy/movies/msnbc-loy.mov);
— "Another radio interview" , posted September 13, 2005, from (http://www.brendanloy.com/2005/09/another-radio-interview.html);
— "CBS 2 Chicago" , posted September 13, 2005 http://www.brendanloy.com/2005/09/cbs-2-chicago.html
c. Based on this research, and additional research to learn more about Loy, the Weblog form, other weather blogs and the blogosphere, students create a profile of Loy as one example of a citizen journalist. The profile should take into account the way Loy sees himself and is seen by others, including journalists who interviewed him and readers who follow his blog.
Questions to discuss:
- What is a "weather nerd"? Does this label have positive / negative / no connotations?
- Though a meteorological amateur, does the 23-year old Loy have professional expertise as a blogger? How can expertise in blogging be acquired? Can it be verified?
- What did blogger Brendan Loy contribute to public knowledge of Hurricane Katrina at the end of August 2005?
- Should these contributions be considered reporting? commentary? something else?
(Lesson 5: Commentary, also posted at http://teachingthelevees.org/)
2. The Rise of Citizen Journalism
a. Students watch the PBS news report. The Rise of Citizen Journalism, available at: http://www.pbs.org/newshour/bb/media/july-dec05/citizen_11-16.html. With the additional online materials listed above, and others researched themselves, students extend their understanding of citizen journalism, to learn, in particular:
1) what role bloggers and other citizen journalists played during and after Hurricane Katrina;
2) how the relationship between citizen and professional journalists has been/is now evolving
Questions for discussion:
- What are some of the ways "citizen journalism" has been/can be defined?
- What are some differences between professional journalists and citizen journalists?
- How does someone become a citizen journalist? How can people "be the news?"
- Why have people in some US communities taken over reporting the local news?
- Why does Wikipedia have a larger readership than five major newspapers combined?
- Can you trust Wikipedia? Why, according to founder Jimmy Wales? According to some of its many volunteer editors, as reported by The New York Times Magazine?
- What is "the conversation of democracy"? How does interactivity fit into this model?
- What is "journalistic DNA" (according to Jan Schaffer, Director of the J-Lab)?
- What are the various strengths and weaknesses of top-down and bottom-up journalism?
- What do these suggest about the possible relationship(s) between citizen journalism and professional journalism? Are they alternatives to one another? Complementary?
b. Concept Map. With markers and wall-mounted paper, or with concept mapping software like Inspiration,Ô students collaborate to map citizen journalism. Their aim is to visualize
1) distinctions between citizen & professional journalism brought out by their discussion;
2) the forms citizen journalism takes across diverse kinds of media and diverse news constituencies.
Students may need to develop several maps to organize this information. Their visualizations should strive to articulate conceptual schemes nuanced enough to pinpoint not just differences, but also similarities, say, between a Web site like the hyperlocal Forum, run by citizens from four small towns in New Hampshire, and the international social networking site Flickr.com, with 750,000 members across the globe.
NOTE: For this task, students may find it helpful to consult the diagrams in Chapter 1 of Bowman and Willis' report We Media (see pp. 10 and 12 of the PDF version).
CLOSURE: Activities for Media Literate Citizens
I. Citizen Journalist Blog:
One year after Katrina, more than a hundred local blogs now provide on-the-ground reports, photos and videos from New Orleans. Many are written by bloggers who go online in the off hours between gutting their houses and fighting with their insurance adjusters. Most bloggers say their primary duty is to counter prevailing myths: that the flood was a natural disaster, not an engineering debacle; that the city lies so far below sea level that it's not worth rebuilding; that people in New Orleans are now doing just fine and have adequate federal assistance.
—Michael Tisserand, "Don't Mourn, Link," The Nation, September 18, 2006
Using Blogger, or comparable site, students create a Weblog for news reporting or commentary on an issue of concern in the aftermath of Hurricane Katrina. Depending on the availability of equipment, student blogs can be set up to highlight development of each individual blogger's "voice"; or set up as group or expert blogs where students write together on a particular topic, (e.g., environmental degradation). Students become familiar with Weblog and citizen journalism standards by consulting various online resources (e.g., Rebecca Blood's "Weblog Ethics"; the Center for Citizen Media). Student blogs should make use of hypertext, linking both to expert sources on the Internet and to other blogs within the class. If possible, students should integrate on site photography, or images researched on the Web, to give their messages added force.
NOTE: this activity can be combined with the photojournalism projects below ( see Topics for Further Study). Additionally it can be combined with one or both Closure activities in Lesson 2: People of the Press, which involve research, reporting and interviewing.
II. Citizen Media Portraits
There is an enormous capacity for citizens to want to be able to participate in news and information in various ways—participate in interacting with it, questioning it, truth-squadding it and creating it. And now that they have the tech tools and the tech skills to do that, the appetite has only increased.
—Jan Schaffer, The Rise of Citizen Journalism. The News Hour, November 16, 2005.
As citizens become more proactive consumers, journalism must help equip them for that role and not continue to see them as a passive audience. Unless journalists can develop tools to do this, we will abdicate the role we once held—to provide the raw material of self-government. If, and only if, we can accompany citizens as they move into cyberspace will we be able to justify the hope placed in the press. . . .
—Bill Kovach, Toward a New Journalism with verification. Nieman Reports, Winter 2006.
With the understanding of citizen journalism they have gained from the PBS program, class discussions and mapping activities, students undertake to learn collaboratively—and to report on for the members of their community—how citizen journalists are active in their city/town/region. To frame their report, and to develop interview questions, students consult Citizen Media: Fad or the Future of News? This report on hyperlocal citizen media, produced by the J-Lab and edited by J-Lab Director Jan Schaffer, who appears in the PBS program, is available for download at http://www.kcnn.org/research/citizen_media_report/.
Relying on the J-Lab report, online tools (i.e., http://wiki.cyberjournalist.net/citmedia) and their own shoe-leather as reporters, students compile a list of prospective local citizen journalists/ media producers to interview—for an eventual group portrait. The list may include any kind of citizen journalists, from solo bloggers to publishers of chains of community newspapers, but students should search for examples of pre-Internet grassroots journalism and media, such as alternative print weeklies and community radio. Speaking with people in these kinds of media outlets, along with those, like bloggers, who publish online, will allow students to assess the affordances and constraints of the Web medium for a hyperlocal citizen journalist's endeavor.
Together students draft a project interview guide, to ensure that each interview subject is asked to comment/reflect upon on the same topics. Like the J-lab's, students' interviews should invite subjects themselves to describe what they are doing with citizen media and define the ways they measure their success. Dividing up the tasks of interviews, photography, text and visual editing, students determine as a group how to disseminate their citizen journalist portraits: through a school or community publication or Web site, student blog, or perhaps most appropriately, in a series of reports tailored for inclusion in the hyperlocal citizen media outlets they have found.
Topics for Further Study:
I. Photojournalism and Citizen Media
Students begin by discussing the footage shot by poet Shelton Shakespear Alexander in the Superdome (Act I, Chapter 6: 01:03:43–01:04:13) Why does Lee include this brief piece of amateur media in the documentary? Why does he let audio from Alexander's film serve as a track for other people's (still) images? How are viewers affected by the way Lee mixes citizen filmmaking and photography with his own formal interview footage? NOTE: See materials on framing (Lesson One), photomontage (Lesson Three) and scoring in a film (Lessons One, Four).
A. "Tell a Story in 5 Frames":
"What people don't understand [said Current TV CEO Hyatt] is that there are tens of thousands of people out there who can create something great". . . . During Hurricane Katrina, some residents of New Orleans made excellent contributions by taking cameras onto their home-made boats and making videos of their own neighborhoods.
– Compose yourself: journalism too is becoming interactive. The Economist,April 22, 2006.
Working in pairs, students identify an issue of concern in their own communities raised by Hurricane Katrina and its aftermath, which they can report or comment on as photojournalists. Students use digital cameras (or cell phones) to photograph on site. With the storyboard and slide show functions common to many software programs (e.g., PowerPoint, iPhoto), they create a 10 frame photo essay—with a title, but no captions— on their topic. Based on classmate feedback, they further edit their photo essays to a 5-Frame format, for uploading to the Flickr.com "Pool" Tell a Story in 5 Frames. Students discuss the feedback they receive on their photo essays from an international Flickr membership.
NOTE: Instructions on setting up Flickr.com accounts and creating a 5 frame photo essay are available at: http://www.tc.columbia.edu/faculty/documents.htm?facid=jc1427
B. The Photographer's Voice:
Covering Katrina: from the first moment I saw it, I was cognizant that this was a moment in history that required what we were doing, we collectively were doing—creating a historical document. It needed to be done, and needed to be done well. And here was I, in a helicopter with a digital camera, being able to transmit pictures immediately from that helicopter.
—Smiley N. Pool, (transcription) Capturing Catastrophe: Dallas Morning News' Pulitzer Prize-winning photography of
Hurricane Katrina, along with audio of the photographers' descriptions of the images.
Students study the audio slide show "Capturing Catastrophe"—in which photographers from The Dallas Morning News comment on their Pulitzer Prize winning images of Katrina—then write and narrate similar texts for their own 5-frame photo essays (see above). Students present their photo essays as PowerPoint slide shows with live or recorded narration or, if equipment is available, in a more sophisticated format. The emphasis should be on explaining to their viewers why they made the choices they did to tell the stories they wanted to tell. Students may share their narrated photo essays with the larger school community in a formal presentation, or by uploading them to a school/community Web site, online publication, or blog.
NOTE: This project may be coordinated with the Citizen Journalist Blog (above) and with several projects that focus on visual/verbal communication in Lesson 3: The Power of Images.
II. Hypertext Muckraker: Portrait of political blogger Joshua Marshall
One of the biggest news stories in the country—the Bush administration's firing of a group of U.S. attorneys—was pieced together by the reporters of the blog Talking Points Memo. The bloggers used the usual tools of good journalists everywhere—determination, insight, ingenuity —plus a powerful new force that was not available to reporters until blogging came along: the ability to communicate almost instantaneously with readers via the Internet and to deputize those readers as editorial researchers, in effect multiplying the reporting power by an order of magnitude.
—Terry McDermott, "Blogs can top the presses," The Los Angeles Times, March 17, 2007.
Reading Marshall's TPM reminds me not so much of reading the New York Times, but of listening to a frill-free network newscast. . . . With effective use of voice and hyperlinking, Marshall is able to draw new readers into the story, allowing them to catch up, while keeping the narrative moving for long-time followers. Newspapers do a lousy job of sustaining narratives. Broadcast's always whipped print on that front, and now blogs such as TPM can combine the best of both worlds, providing print's depth with broadcast's voice and narrative.
—Robert Niles, "Lessons from 'Talking Points Memo'and the U.S. attorney scandal," Online Journalism Review, March 20,2007
Using the blogosphere's research tools (e.g., Lexis Nexis, Wayback Machine, site archives), as well as published case studies, students track the career of political blogger Joshua Micah Marshall, proprietor of Talking Points Memo and offshoots TPM Cafe, TPM Muckraker, and TPM Election Central (http://www.talkingpointsmemo.com). Marshall is often credited with the Internet's "first scalp"—the resignation of incoming Republican Majority Leader Trent Lott in December 2002. He is one of a small number of professional journalists who not only moved early and easily from print to the Web— he began blogging in 2000—but since then has consistently innovated with his new form.
Now an independent media company employing other journalists, Talking Points Memo also draws on the skills of a large cadre of readers—even on short notice and weekends—to sift through documents "dumped" by the government on Friday evenings, for instance. Marshall sometimes says about himself the same thing Brendan Loy told Spike Lee: he simply sounds the alarm when the press is ignoring important information. However, some of the information TPM generates with the help of its readers is not the sort that mainstream reporters go after—because of professional journalists' traditions and constraints. Bloggers, not bound by these, are more likely to ask, as Spike Lee did: what was left out of the picture? Bloggers might reframe a story, or might challenge conventional notions about what constitutes "news"—and who decides.
Students explore these issues by examining three cases in which Talking Points "made news":
a) the 15-days between Trent Lott's racially charged remarks and resignation (December 2002)
b) the Bush Administration's failed Social Security Privatization campaign (2004–2005)
c) the firing of 9 US Attorneys and subsequent Congressional hearings (began December 2006)
Questions for research and analysis:
- in each case, how did Marshall leverage intellectual, social and technical capabilities of his medium to highlight information that previously had been left out of the story frame?
- was the information already in the public domain? or did Marshall create it?
- where does truth-squadding fall in a media saturated society's mix of reporting & opinion?
- how does truth-squadding relate to the honorific muckrakers used at TPM?
- how can many-to-many, bottom-up journalism maintain standards of trustworthiness?
- where do TPM's reader-researchers fall among citizen and professional journalists?
- how does TPM Media's ratio of amateurs to professionals compare to that of OhMyNews?
- could TPM's mix of volunteers and professionals be a replicable/sustainable media model?


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Help With Java FX?
Hi Everyone,
I am a total newb when it comes to Java FX, I have some experience with HTML, Perl and CSS but I've never messed with Java before. I am playing a game where you have to repair or add on to little JavaFX applications as challenges in the game. It is a lot of fun and I have learned some things, but I have hit a wall and can't figure out how to do something now. I've searched the Sun site and other Java sites and can not find the answer :confused:
So there is this little app called a screen saver, where graphics randomly float around on the screen. There are tons of files in this app but I think the important ones are Main.fx, Screensaver.fx and ImageParticle.fx.
I have figured out how to add my own images to the app. They float randomly around the screen, an action which I believe is controlled by the ImageParticle.fx file.
I would like my images to slowly rotate as they float around. There are other images in the app that are also controlled by the ImageParticle.fx file, I don't want those to rotate.
So here is a snip of the code that I used to insert the images
|All times are GMT +5.5. The time now is 22:57.


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Kickstarter Books
Hello everyone!
PAPERBACK BOOKS: All of the paperback books have been shipped out and those of you who pledged for them should receive them shortly, if you haven't already! Please... Read more
Attention Paperback Copy Recipients: Good News!
For all of you who pledged to receive the paperback copy of Eternal Rising...I am ordering your books today! As soon as I receive them (so I can sign them),... Read more
Sorry for the delay! UPDATE
Hey everybody! I am so sorry that I have not posted an update here on Kickstarter in months! I have continued to update everyone on Facebook, www.CynthiaLee.org and on www.Twitter.com/CynthiaEternal but... Read more
Eternal Rising - To Be Released: April 30th, 2013
After much discussion today, the FINAL release date for 'Eternal Rising' will be April 30th, 2013. This may seem a little far out, but given what needs to be completed... Read more
NEW RELEASE DATE! (Final Release Date)
Due to some unexpected issues with the interior design of Eternal Rising, publication will have to be rescheduled. This is nothing that I could have predicted as I have worked... Read more
NEW! Summary of Eternal Rising - Book One in The Series- Auriyanna Delmar: Link of Souls
So you have listened to the radio show, read the synopsis and have seen the teasers here on Facebook but as publication draws near (with the completion of my fundraiser)... Read more
Series Name Change
Hello everyone! Thanks again for pledging my fundraiser! I just wanted to let everyone know as I am sitting her working I looked up a few things quickly and decided... Read more
Unedited PDF of Chapter One: The Beginning COMING SOON!
Not sure what Eternal Rising is all about yet and need to know more before donating to this project? I can't give everything away BUT be sure to check out the... Read more
Free PDF File from Eternal Rising NOW AVAILABLE!
As promised you can now get a sample from Eternal Rising! Just visit www.CynthiaLee.org and click on the "Books" tab. At the bottom of the page you can instantly view the... Read more
Free Sample from Eternal Rising!
The race is on to publish Eternal Rising and it can't happen without your support! Starting on Sunday, January 13th at 8PM ET the unedited version of the intense Prologue... Read more


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CHA Ethicist Describes Health Care Critics As Addicts
The Catholic Health Association, readers will recall, recently insisted there was no "disagreement" between its position on abortion funding and the bishops' conference. CHA had appeared to endorse the Senate version of the health care bill containing unprecedented federal funding for abortion but was forced to backtrack in response to criticism.
Now an article has appeared, "Ethics—Cultural Addictions Trump the Common Good," written by Ron Hamel, the senior director of ethics at CHA. Hamel's thoughts were published in the most recent edition of CHA's journal, Health Progress (January-February 2010).
Hamel's title provides both the flavor and the substance of his argument – people who disagree with the present form of health care reform are suffering from a moral deficiency:
The debate about health care reform has not exactly been one of America's shining moments. What the country has displayed for the entire world to see is that, when all is said and done, we are essentially a people marked by individualism, self-interest, greed and an obsession with choice.
It has long been the habit – dare I say "addiction" – of those on the political left to attribute moral inferiority to those who disagree with them.
What do you do, however, when the majority of the American public takes a different view on health care from a vested interest like CHA (a lobbying organization for Catholic hospitals)? You pull out the language of vice and virtue and, as Hamel does, slap the former on the "politicians, various interest groups, pundits, bloggers, and so many others trying to undermine meaningful reform."
But being a Catholic ethicist, Hamel doesn't stop with accusing health dissenters of mere selfishness – they are committing the cardinal sin against the left's view of Catholic social teaching: they are denying THE COMMON GOOD. Hamel cites with agreement a recent article by Daniel Callahan in Commonweal, asserting a lack of a "common-good tradition" in America, a dominance of individuality, and unwillingness to "sacrifice." As a result, Callahan summarizes, the idea of rationing health care "is objectionable to most Americans."
The notion of the common good is the conceptual heart of Catholic social teaching. The Catechism (#1906) states, "[B]y common good is to be understood 'the sum total of social conditions which allow people, either as groups or as individuals, to reach their fulfillment more fully and more easily.' The common good concerns the life of all. It calls for prudence from each, and even more from those who exercise the office of authority."
Hamel talks as if there is no acceptable "prudence" other than his own, connecting the demand of the common good to this particular health care bill. All the questions that have been raised by the Catholic Medical Association, among others, about its impact on the quality of health care for all, on the doctor-patient relationship, on the development of medical technology and drugs, on the impact of rationing on the elderly, etc., are nothing more than efforts to avoid the moral generosity Hamel exhorts.
Possessing the only true Catholic prudence on health care, Hamel registers surprise that a CHA colleague was met with hostile questions about the "right to health care" from an audience at a meeting sponsored by a state Catholic conference. "And this was a Catholic social justice conference!" Hamel's explanation of the hostility was to denigrate their understanding of Catholic social teaching while attributing their indifference to the way that "the dominant values of American society [have] eclipsed the values of Catholic social teaching."
For Hamel, the "dominant values," that is, our "cultural addictions," are "American individualism and self-interest." These addictions point to an issue more "fundamental for American Catholics":
[W]hat are the "stories," the interpretations of reality, that we actually live by? The beliefs and values at the heart of Catholicism and Catholic health care serve to shape a particular worldview that should make a difference in how these individuals see, interpret, value, choose, and act.
I couldn't agree with Hamel more: He should begin with the "story" that everyone who disagrees with him about health care suffers from addictive selfishness, refuses to make sacrifices for others, rejects Catholic social teaching, and is more American than Catholic.
I would add one more story Hamel should examine, that being his story about America itself, which he portrays as being at odds with the Catholic faith in some extraordinary way. Is it easier to be a good Catholic, according to Hamel, in a socialist country? Evidently. If so, how does that square with the stark decline of the Church in post-war socialist Europe and the continued strength of the Church in the United States?
What Hamel does not recognize is that the core of the popular resistance to this health care bill is resistance, not to helping others, but to handing something as personal as our medical care over to government control. Yes, Americans value their freedom as a good thing for human fulfillment, not as "obsession with choice," as Hamel describes it.
That freedom is not an American "addiction," by the way; it is the first of the three essential elements of the Catholic conception of the common good:
In particular, the common good resides in the conditions for the exercise of the natural freedoms indispensable for the development of the human vocation, such as 'the right to act according to a sound norm of conscience and to safeguard . . . privacy, and rightful freedom also in matters of religion.' (Catholic Catechism #1907)


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Jamie Redic, a basketball standout from Sumner Academy, is the Channel 9 Hy-Vee Scholar-Athlete of the Week.
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Case Rounds Journal Club
This Month's Case Rounds
To Articles
May 8, 2012
7:00 am
Topic:ACLR and Rehabilitation Guidelines
1. Adam, Douglas, Logerstedt, Dave, Hunter-Giordano, Airelle, Axe, Michael, Snyder-Mackler, Lynn. Current Concepts for Anterior Cruciate Ligament Reconstruction: A Criterion-Based Rehabilitation Progression.
2. Escamilla, Rafael F, Macleod, Toran D., Wilk, Kevin, Paulos, Lonnie, Andrews, James, R. Anterior Cruciate Ligament Strain and Tensile Forces for Weight-Bearing
and Non–Weight-Bearing Exercises: A Guide to Exercise Selection. March 2012. JOSPT.
3. Hensler, Daniel, Van Eck, Carola, Fu, Freddie, Irrgang, James. Anatomic Anterior Cruciate Ligament Reconstruction Utilizing the Double-Bundle Technique. March 2012. JOSPT.
4. Shelbourne, Donald K., Urch, Scott E., Gray, Tinker and Freeman, Heather. Loss of Normal Knee Motion After Anterior Cruciate Ligament Reconstruction Is Associated With Radiographic Arthritic Changes After Surgery. Am J Sports Med 2012.
Having trouble reading the articles? Download Adobe Acrobat
For more information,
or if you are interested in joining, call Teonette Velasco, PT, MPT, Orthopedic Resident at (302) 831-8893 or email firstname.lastname@example.com.


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"Circle left and circle right; do-sa-do and promenade" kicked in the action at the Open House presented by the Ozone Squares Square Dancing Club at the Greater Covington Center on March 10. The evening began with a blessing and the pledge of allegiance to the flag, then dancers got into position for lively steps to the calls of Gloria Hunt and Ron Johnson.
After watching the fancy footwork, guests were encouraged to join in the fun to try out some basic steps. Food and friendship was also on the menu at the spirited event.
If you missed the open house, you are welcome to come to the Greater Covington Center on Monday evenings from 7:30 to 9:30 p.m.
Ozone Squares are hosting a 21st anniversary dance April 25-26 at Holy Trinity Lutheran Church, 1 North Marigold Drive, Covington. The "Spring Break" event features caller Bob Poyner of DeFuniak Springs, Florida and cuers Gene and Etta Sonnier of Houma on Friday night, and caller Chris Burchfield of Youngstown, Florida and cuers Richard and Frances Matthews of Slidell on Saturday night. A workshop is scheduled for Saturday afternoon.
For more information, call Greg and Tara Huguet at 630.7570, or email firstname.lastname@example.com, or visit www.ozonesquares.com.
News about west St. Tammany social events may be provided to Elizabeth Moore at firstname.lastname@example.com; 985.893.0612; or by mail to 20490 Johnsen Crossing, Covington LA 70435.


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8601 Adelphi Road, Room 3700
College Park, MD 20740
E-mail: email@example.com
Fax: 301-837-0346
Additonal Resources
Executive Order 12958, as amended
Interagency Referral Center (IRC)
The Interagency Referral Center was established in November 2004 as a pilot program for the purpose of helping Federal agencies to meet the Executive Order 12958 as amended, referral deadline of December 31, 2009.
NARA established a small referral center as a pilot program in FY 2004 in order to provide agencies access to their information on other agencies' records in a controlled way. The primary concerns were:
- protecting accessioned records from loss or damage
- processing referrals in an organized manner that would allow NARA to get records of the highest research interest on the open shelves
- ensuring that agency determinations were captured in a a standardized way so that when NARA staff process the records for release there would be no room for misinterpretation of the decisions.
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Home » Clinical Trials » Therapeutic Areas
Therapeutic Areas: Musculoskeletal | Rheumatology | Nephrology | Family Medicine
Disease Category: Gout (Hyperuricemia)
Location: United States, MI
Do you have gout and heart, brain, or blood vessel disease?
ClinSite, the research division of Integrated Health Associates, is currently conducting a research study for people with gout and heart, brain, or blood vessel disease. The purpose of this study is to evaluate the heart safety of 2 medications that are currently approved for the treatment of high uric acid in adult patients with gout.
You MAY be eligible to participate if you:
Patient Exclusion Criteria:
Date Last Changed:
July 23, 2013
ClinSite, LLC24 Frank Lloyd WrightAnn Arbor, MI 48106Phone: (734) 930-3700Fax: (734) 996-3330
View Map
ClinSite, LLC
If you would like to learn more about participating in this research study, please email the trial contact using the form below.
We value your privacy and your information will only be used by the research center to contact
you regarding this study.
DISCLAIMER: CenterWatch does not conduct clinical research.
CenterWatch is a publishing company that posts clinical trials information on behalf of sponsor companies,
contract research organizations, clinical research sites and other interested parties. This information
is designed to help patients find clinical trials of interest and contact the research centers
conducting the trials.
Copyright © 1995-2016 CenterWatch.


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Thanksgiving makes its annual appearance in homes across the region this week. It is a holiday like no other; gatherings of families sharing fellowship and good food, swapping stories, enjoying the company of loved ones without the necessity of gifts and lavish surroundings. Coming on the heels of Veterans Day, it gives us all a time of reflection for the blessings of our lives.
For Lycoming County United Way, it also is a time to extend 'thanks' for the 'giving' that so generously is shared by the thousands of individuals and businesses that annually share their bounty with Lycoming County residents facing real-life personal crisis unable to be solved alone. For them, Thanksgiving is not limited to the fourth Thursday in November.
Among those touched by the United Way hand of hope are Gretchen Phillips-Fisher and her daughter Symphony, whose own 'Thanksgiving miracle' provided life sustaining help at a time when their hope had run out.
Article Photos
Symphony takes her first steps.
In the months following Symphony's birth in 2006, Gretchen was shocked to discover that unbeknownst to her, 3-month old "Symmy" was diagnosed with Shaken Baby Syndrome. Returning to work after the baby's birth, Symmy was left in the care of her husband during the day. The next few months were a personal hell as authorities, feeling Gretchen also was to blame, removed the baby to the care of foster parents.
Gretchen describes "an angel" then entering her family's life in the presence of Sandy Spencer a Court Appointed Special Advocate volunteer for the YWCA-based program funded in part by LCUW allocations. Through Spencer's efforts, the court returned Symmy to her mother. With the support of Wise Options, another program of the YWCA funded by United Way, Gretchen divorced her husband, who is in prison for his actions, and began the long, difficult process of improving Symmy's physical condition.
In the meantime, early medical procedures had failed to produce much progress or hope, until Thanksgiving 2006 produced an emotional turnaround.
"Symmy had undergone countless tests and procedures, but I was told to gather the family as it was unlikely she wouldn't survive past the Thanksgiving weekend. With family and close friends at the hospital, tearful good-byes were said to my innocent little baby girl," Gretchen explained.
"Later that evening, my 8-year-old son Tyler sat on the couch holding Symmy in his arms. He lovingly caressed her and told her he loved her and it was alright for her to now go and be with the angels. The emotion exploded inside me. I ran out of the house and fell to my knees in the parking lot with a pouring rain soaking me. I asked the Lord to spare Symmy's pain and take her if He felt that was what He wanted," she said.
"Somehow, Symmy lived through the night. The next morning I received a telephone call from a doctor at Hershey Medical Center. He had learned of Symmy's story and asked me to bring her there. After examining her, Dr. Mark Iantosca said he thought he could help, but offered no guarantees. What followed for my sweet little baby were six brain surgeries, eye surgery and two shunts installed in her brain. It has been, and always will be, an extremely difficult journey, but with extensive physical therapy at Children's Development Center, she then learned to crawl and a few months ago took her first steps on her own with walker," Gretchen said.
"Now, three Thanksgivings later, she faced another emergency surgery for an infection in one of the shunts in her brain, but the doctor says she will be up and around and playing soon," Gretchen said. "Just as I will always be thankful to Sandy, CASA, the YWCA, Children's Development Center and the United Way, I will always remember that 2006 Thanksgiving miracle. It gave us all hope and gave Symmy another chance at life."
For more information on Lycoming County United Way or to support the campaign that funds programs like these, visit www.lcuw.org or call 323-9448.


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How much is a correctional officer salary?February 28th, 2011 by admin
According to the Bureau of Labor and Statistics, half of corrections officers earned a salary of more than $39,040 as of May of 2010.
Correction officer salaries varied somewhat depending on the level of government. Half of corrections officers who worked for the Federal Government earned more than $53,140. In the State government, this dropped to $43,860. The figure for local government was $41,730. There are a small number of privately owned prisons. Correctional officers working at these locations earn less on average.
Most corrections officers are provided with typical benefits. In addition to this, they are typically given an allowance in order to purchase their own uniforms. Retirement coverage allows correctional officers to to retire at the age of 50 after serving for 20 years. They can retire at any age if they have served 25 years. Officers who are a member of a union have slightly better pay and benefits.
Employment and Job Outlook
Most corrections officers are employed by State and local government offices, and work at prisons, prison camps, or work in correctional facilities. Growth in this industry is expected to be about as fast as average. Opportunities for obtaining a job in the field are expected to be good if you have proper correctional officer training.
During the period between 2008 and 2018, the employment of corrections officers is expected to grow by nine percent. This is roughly the same as growth in all sectors combined. The demand for corrections officers will be driven by the overall increase in the population, and the growing rates of incarceration. The growing rates of incarceration are partially driven by mandatory sentences calling for longer jail time sentences.
There are some states which are considering adjusting mandatory sentences due to court decisions, budget restraints, and questions about how effective they are at resolving the issue.
Some employment opportunities are expected to arise in the private sector as well. This is because private companies are expected to contact public authorities, and public authorities are expected to contract out work to private companies. State and Federal corrections agencies are using privately owned prisons on a more regular basis.
Job prospects in the field are expected to be favorable. Job openings will be driven both by new employment opportunities and by officers moving to other occupations, retiring, or leaving the force.
Salary and Wage information gathered from the Bureau of Labor Statistics.
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|Hand Embroidery
Cross stitch remixed!
Find geek-inspired cross stitch charts with a twist in my Craftsy shop, from Super Mario Bros. Samplers to Regular Show caricatures and even Adventure Time characters!
"Hop you little plumber! Hop! Hop! Hop!"
One of my favourite Sheldon quotes from the TV series Big Bang Theory provides the basis for this crossover chart featuring our favourite 8-bit hero, Super Mario!
Ideally stitched on 16 count Aida, this chart uses only whole stitches and a limited colour palette of 10 colours.
The chart is available for download immediately after purchase and includes:
- Full colour preview
- Cross stitch instructions
- Colour and Black/white charts
- Floss key
Please note that al charts in this shop are copyright Crossrestitched 2012 and may not be resold without permission.


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Plum Lodge Madelines (gluten free & dairy free)
Madelines are small butter sponge cakes, typically lemon and almond flavored, and baked in a distinctive scallop shaped mold. This gluten and dairy free version is as delicious as the buttery French classic. Madeline molds are widely available in kitchen supply shops and online, but you could easily use a muffin pan instead. Nice to serve with coffee, tea or sweet wine at any time of day.
1 ¼ cups (4 oz) almond meal
¼ cup (1.5 oz) rice flour - white, brown and sweet white are all fine
2 Tablespoons cornstarch
1/8 Teaspoon salt
½ Teaspoon baking powder
½ cup (3.75 oz) granulated sugar
1/8 cup (.5 oz) brown sugar
1 Tablespoon plus 1 teaspoon (.75 oz) honey
3 large eggs
½ cup (4.5 oz) olive oil
drop of lemon oil and/or almond extract
1 Tablespoon finely minced lemon zest
vegetable shortening and/or pan spray
Optional: ½ cup sliced almonds
Optional: 2 Tablespoons powdered sugarYields approximately 1 lb. batter for 24 standard size madelines.
Preheat oven to 400 F convection. Whisk together almond meal, rice flour, cornstarch, salt, baking powder and lemon zest. In a separate bowl whisk together the granulated sugar, brown sugar, honey, olive oil, eggs and lemon oil and/or almond extract. Add the sugar-egg-oil mixture to the dry ingredients and stir to blend. Refrigerate the batter for a minimum of 1 hour and up to 12 hours before baking.
Prepare madeline molds with a light coating of vegetable shortening and/or pan spray. Use a small portion scoop to deposit batter in mold. If using sliced almonds, apply to each madeline. Place madeline mold on sheet pan for baking. Bake at 400 F convection for 2 minutes then reduce to 350 F convection for approx. 8 minutes. Cool in pan approximately 5 to 10 minutes before unmolding to cooling rack. When completely cool, dust one side with powdered sugar.
For egg free madelines, substitute "Ener-G" egg replacer, very well whipped, for the eggs.
For nut free madelines, substitute rice flour for almond meal and omit almond extract and sliced almonds. Add an additional drop of lemon oil and additional teaspoon of lemon zest.
Other flavor variations to try:
Anise-Lemon: add to dry ingredients 1 Tablespoon lightly toasted anise seeds (cool and crush with a mortar and pestle before adding)
Ginger-Lemon: add to dry ingredients 1 to 2 teaspoons dried ginger as well as ¼ cup finely minced crystallized ginger


text: Chad would Mac slap John for asking a <enter favorite word here> question. Then fill our inboxes with links from Google about how stupid people have gotten arrested for this. /stops channeling Chad as the candles die On Oct 15, 2012, at 11:10 PM, Mike Harrison <cluon at geeklabs.com> wrote: >> An acquaintance of mine from Facebook asked me a question today - she wanted >> to know how to crack a Wi-Fi password so she could use a neighbor's Wi-Fi > > > 0. She's a 19/45 year old DHS-CyberWarfare hack trying to catch you with information and knowledge that would label you as a person of interest. > > 1. In mundane circles I admit that I have read that such things are possible, but I have no knowledge of them myself. > > 2. I contend that even in geekier circles, you should figure such things out yourself, in private, on your own network, for educational white hat purposes only. > > 3. She might be amazed at what a fresh baked batch of cookies (or similar gift) at the neighbors house will get you... like both permission and the "password". > > 4. Stealing IS stealing, will she also run an extension cord and water hose? WiFi leaching can be a liability for both parties. ie: He really is a _____________, but when the black helicoptors come to take him away, > they see her computer on the local network as well and she gets involved. > > 5. Ifa u godda aska such questions in a public forum, do you really expect any answers other than these? Waddayathink? > > 6. What Would Chad Do? > > > > > > > > _______________________________________________ > Chugalug mailing list > Chugalug at chugalug.org > http://chugalug.org/cgi-bin/mailman/listinfo/chugalug


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Sala Malongo Tatas, Yayi,Ngueyos and all. Happy Holidays and all the best to everyone in the new year. While this year is about to approach I wanted to touch on a subject that we may start holding video classes soon free of charge. Also holding conferences to talk about Palo Mayombe in a more symposium like setting. I will be reaching out to a few Paleros to start the ball rolling in the new year and hopefully it can be beneficial to many...Read More
Palo Reading of the Year for 2015
When Palo Mayombe loses its logical basis, How do we as a community respond to the new inventions which can hinder our traditions?
Nsala Malongo and Happy Holidays, I am indeed looking to enjoy the time of this month to all the festivities and enjoy my family and friends. Just sending out well wishes to everyone. As for this article that I am writing I want you to keep an open mind. This is not bashing the occultist of our time or people who practice Magical spiritual principles. But this goes out to all the priests who are inventing with Goetic practices, So called...Read More
Lucero, Sombra and his bevy of spirits
Buena nsala, When learning about Lucero, we read often in the literature and hear in the songs that Lucero leads a stream of spirits; he is the road-opener, he is first, Lucero Prima, Lucero madrugada. This isn't allegory; it is quite literally the case, and I've found in my experience that each completed Lucero Nkisi will gather about it an entourage of spirits to work. Recently I had occasion to build a Lucero Ndoki for...Read More
Mayombe Practices are not made for Hollywood Paleros.
Sala Malongo Everyone and best wishes to everyone who follows my blog. I realized that being away from the blog many people were asking me when was I going to write again. The truth of the matter is that I started a new job and have been settling in to my new position and with that obligation it made it difficult to write. Nevertheless here I am back on the site to inform people. My topic for today is the Hollywood Palero. Yes you may know...Read More
Anthology of Sorcery My first printed article.
Sala Malongo all the people who follow my blog as you know I have had the pleasure of helping and collaborating in an anthology which is due to hit the market sometime in May. I had the honor to write my own work alongside gifted publishers and respected peers of magic and sorcery to bring to light an understandable work for the palo mayombe community. E.A. Koetting interviewed me a while ago and while I did not know how people would...Read More
Palo Mayombe is it Afro Cuban or is it now Afro American? North and South of the Americas and the Caribbean.
In the last couple of weeks on many forums on Facebook there has been a lot of controversy about the practitioners of Palo Mayombe in regards to race, class, ethnic authenticity. Who are the rightful practitioners of Palo Mayombe and who are these unforseen practitioners to supposedly destroy a spiritual consciousness. What is the terrible truth to me as I am informed of all of this nonsense it is from a place of racial bias and inequality...Read More
Crossing the waters from Africa to the shores of South America and beyond. How does ngangas, nkisi, function crossing oceans?
Nsala Malongo to all informed participants who follow this blog. I have been quite busy with ceremonial obligations but from time to time I will be getting other people hopefully to write as well so this blog can have a much broader spectrum. Today we are going to touch on the subject of Fundamental roots and understanding a branch from which a nganga can be brought into existence. When we look at the fundamental roots of Palo Mayombe and...Read More


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- Part of Collection:
- Subjects:Literature Appreciation, Theme Days, Weeks, Months, Spring Themes, Teacher Tips and Strategies
- Skills:Phonemic Awareness, Charts and Graphs, Poetry Writing
Let's Celebrate Dr. Seuss
- Grades: PreK–K, 1–2, 3–5
This year we will celebrate Dr. Seuss on March 2, with activities that are inspired by some of our favorite Dr. Seuss books.
Green Eggs and Ham
After reading the book Green Eggs and Ham, we told the students that we would be eating green eggs and ham later in the day. (Thank goodness for our wonderful parent helper who helped prepare and serve the green eggs and ham.) We created class graph where students recorded whether or not they thought they would like green eggs and ham. After the students had completed their taste test, we made another class graph where our students recorded whether or not they had liked the eggs and ham. As expected, our students' opinions about the green eggs and ham had changed after they tasted them. We held a class discussion about what we learned from reading this story.
There's a Wocket in My Pocket
There's a Wocket in My Pocket is a great read about strange creatures that live all over a little boy's house. We thought it would be fun to have our kiddos create their own version of the story, and it certainly was. We started by reading the story as a whole class. After reading the story, we brainstormed a list of places that our very own creatures could live. This list was helpful to our students when they began writing their stories on the template we provided. All they had to do was choose a place for the creature to live, and then they gave their creature a name that rhymed.
One student wrote about a "gwozit in her clozit."
One Fish, Two Fish, Red Fish, Blue Fish
This classic Seuss story not only teaches about rhyming words, but opposites as well. We decided this was the perfect opportunity to revisit antonyms.
We took antonyms from the book and wrote them on different colored die-cut fish. To play the game, the fish were placed face down in the center of the table. Students, in groups of four, took turns flipping fish over two at a time to locate antonym pairs.
What would a birthday celebration be without a party hat? It's only appropriate to celebrate Dr. Seuss with a Cat in the Hat hat. We provided our kiddos with a large red rectangle and two-inch white strips. They glued the white strips on the red rectangle so that they looked like stripes. We slapped the hats on a strip of black paper. The hats were cute and our party was complete. . . . Well, not quite. We could have used some cupcakes.
Online Resources
You must check out Seussville.com for your Seuss celebration. This Web site has a ton of Dr. Seuss resources. We used clip art from this site to make the eggs that students used on their Green Eggs and Ham graphs.
We'd love to hear about your favorite Dr. Seuss books and activities. Please comment below!
I love the ideas about the antonyms...and the quozit in the closet. Good ideas that I will save for next year.
I LOVE Dr. Seuss. I work with 3-5yr. old students; some who have developmental delays.
One Fish Two fish Fishing:
Slide a paper clip to each fish. Make a fishing pole by attaching a string to a magnet wand. You can also use a string with one end tied to a ruler and the other tied to a magnet. Have students "fish" for matching colors or for opposites. I have a picture card & word on each fish to help identify the word when opposite fishing.
Wacky Wednesday: Alternate items in the classroom or other areas of the school and have students look for what is "wacky". Walk around with 1 shoe on, turn a poster upside down or sideways, put the clock on the floor, stick shoe prints on the wall or ceiling. Be creative and encourage other staff members to join in the fun. If you are working with older children have them tally how many "wacky" things they can find.