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Arizona Diamondbacks
Diamondbacks looking for answer to rise in elbow problems
PHOENIX– An epidemic is amongst us, and no, it's not the zombie apocalypse. A plague, sweeping the MLB nation has already taken 19 causalities. And it's only May!
The increasing amount of young, talented pitchers who have undergone Tommy John surgery to repair their Ulnar Collateral Ligament (UCL) has many in the baseball community alarmed. Of the 19 players placed on the DL because of the injury, two are Diamondbacks pitchers; rising starter Patrick Corbin and bullpen stand out David Hernandez. This is in addition to Daniel Hudson and Matt Reynolds.
Theories have circulated to what may be causing the injury. Overthrowing, high pitch speed, even the height of the mound have thought to be the main culprit, but it's hard to pin it on just one.
"It's one of those things that kind of happens," D-backs starting pitcher Chase Anderson said. "You look at [Jose] Fernandez his mechanics are good, [Matt] Harvey his are good, Corbin, their mechanics are really good."
With an average age of 26 on the disabled list because of the need for the surgery, it seems the age is getting younger. Which leads to another question: Are kids playing too much baseball?
"I look at high schools now and they require only to play baseball because high schools are so competitive," D-backs pitching coach Mike Harkey said.
Having undergone his first Tommy John Surgery in 2012, D-backs starting pitcher Daniel Hudson suggests kids take a break.
"I think that it can't do anything but help," Hudson said. "I know it's a bit tougher for people living out here because it's so nice out during the winter and they want to get out and play games year-around but sometimes you need to stop and think if it's good for the kid."
Which is why monitoring the amount of games kids play is advised.
"I think coaches need to put more into not playing so many games because of this risk," Anderson said. "You need to monitor their pitch counts [and] how much they throw, all positions pitching, infield, outfield, they're using their arms, they're throwing so they need to be monitored."
Even though the surgery has a fairly high success rate, four of the 19 players this season (Jarod Parker, Kris Medlen, Cory Luebke and Josh Johnson) had to undergo the surgery for a second time, something Hudson can relate to.
"The first time it happens you think I'll get it fixed and miss a year and I'll be back and be good to go for the rest of my career," Hudson explained. "And you tear it again and you hit a rough spot there mentally for a while because you know the success rate was so good for so long and you think, 'why did this happen to me?'"
When a rehabilitation treatment is implemented, standard recovery time from surgery ranges from eight months to a year.
"I think everyone uses the same outline," Hudson said. "It's different for everyone on how they respond to the treatment and the rehab process."
Six-time Gold Glove winner Eric Chavez is looking for a change to the problem, "Something has to be done".
Lowering the mound and even shortening the game to seven innings have been suggestions made by the public.
"We need to be proactive. Hopefully we see something where it has to start going on a decline."
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Reflections: Global Learning Fellows share their experiences
In this series, we hear from NEA Foundation Global Learning Fellows about how a global professional development experience such as this one, has the power to transform practice and learning, at home, in school, and throughout communities.
What does it mean to educate students for life and work in the global innovative age? Read on to find out.
- The best lessons are learned in unexpected places, By Jonathan Gillentine, Class of 2012
- What Brazilian educators had to teach me, By Loryn Windwehen, Class of 2013
- How global exposure leads to creative solutions, By Joshua Parker, Class of 2013
- "I thought I was doing enough; I was wrong," By Mary Eldredge-Sandbo, Class of 2012
- Why a global perspective matters for students at all levels, By Mary Pinkston, Class of 2011
- Preparing young students to go global, By Melissa Collins, Class of 2013
- The other side to the story, By Sarah Johnston, Class of 2011
- "Prepare our students for the world they will inherit," By Scott McKim, Class of 2013
The best lessons are learned in unexpected places
By Jonathan Gillentine, Class of 2012 Global Learning Fellow
Preschool-inclusion educator at Reverend Benjamin Parker School
Kaneohe, HI
The causes of disputes across the world are often because of misunderstandings of people who have differences among their culture, language, religion, sociopolitical beliefs, and ways of life. I believe that the more we know and understand about global issues, the better we can comprehend the troubles and perhaps offer solutions to those involved in those disputes. It is imperative for educators to have a global perspective, therefore, in order for them to be able to challenge their students with difficult questions about the world we live in.
When teachers are able to engage in international travel, either for study or for their own personal benefit, they are able to share their learning experiences through social media with their students. The students can experience a personal interpretation of how various places in the world are different than where they live while they gain an understanding that people all over the world have many of the same needs and goals in their lives.
As a long-time resident of Hawaii, I have enjoyed experiences with individuals from Asia, Polynesia, and other Pacific regions. Nothing, however, could have prepared me for a visit to China as a NEA Foundation Global Learning Fellow. Interacting with Chinese people in parks and on the Great Wall were unforgettable experiences.
My most memorable encounter was in a long corridor at the Summer Palace. By chance, a seventh grade girl approached me in the masses of people. She asked me to help her and her friends as they completed an assignment for their summer day school. I repeated their phrases in Mandarin while they nodded with my moderate success. I was thrilled as I walked away, but I wanted to give something to them. I rifled through my backpack and found two Hawaii flag pins. I raced back, finding them among the throng. I told the girl who spoke English that I was a teacher and I was very pleased with their work. I gave pins to her and the girl that had coached me in Mandarin. The English speaker translated to her classmate, who embraced the other girl in return. I felt their embrace and smiled. They were teachers and I was their student!
It seems that there has been a recent surge in the appeal of authentic learning experiences for children and youth across America. Project-based learning has become more common; problem solving is highlighted as an essential skill for success in these types of activities. But we must look beyond the building of robots, the creation of community gardens, and inclusion of students with disabilities into the mainstream of life on our school campuses. While these programs are profound in their impact, we have the potential to do more. We must find ways to engage our students globally with authentic learning experiences that will connect them with others around the world.
We cannot lose sight of the fact that one of our students, or a few of them, or a whole multitude can speak to our hearts as the next Gandhi, demonstrate the persistence and passion of a new Martin Luther King Jr., or work endlessly for democracy as another Aung San Suu Kyi. If we can open our eyes to the possibilities and challenges that the world offers, perhaps we can help our children open their eyes too. Are we willing to take our teaching and learning out of the classroom and around the world? My teachers from the Summer Palace offer me a great sense of hope.
Download Jonathan Gillentine's lesson plan:
What Brazilian educators had to teach me
By Loryn Windwehen, Class of 2013 Global Learning Fellow
Seventh grade educator at Harris Middle School
San Antonio, TX
Before traveling out of the country, I thought I understood the world. I thought I understood education and the true purpose of it, and I thought I understood myself. Little did I know, my understanding was undeveloped because it was viewed under a limited perspective.
International travel enables us to broaden our perspective, viewing the world with a clearer lens. I entered Brazil as an American educator, and I returned home an inspired Global educator – one who seeks to educate and learn from people of all ages in all parts of the world.
I seek to understand people by working with them; I strive to teach others by empowering them to collaborate and strengthen each other's gifts. It is crucial that we not only realize the power that lies in understanding other cultures, systems, resources, and arts all over the globe, but it is more important that we share this understanding with others. When we gain an understanding of others' values, beliefs, and cultures, we are able to make a true connection. It is in this connection that education takes place.
I believe that in order to be a truly inspiring educator, we must no longer consider ourselves as citizens of the towns or cities in which we teach, but we must consider ourselves citizens of the globe. Viewing ourselves as such will help our students gain the same perspective, thus empowering them to make a global impact. In order to do this, we must have a deep knowledge and understanding of other countries, traditions, resources, languages, and cultures. After returning to the United States from my travel abroad, I appreciated my country more. I appreciated the resources I used to teach my students after observing teachers in Brazil create lessons out of scraps I would usually discard. Additionally, I now have a concrete connection to the globe in which I live that inspires me to teach my students with more passion. For example, my lessons on energy conservation are more sincere after observing Brazilian schools function exceptionally well in hot, humid environments with an open window serving as their air conditioning.
I didn't know what to expect when traveling abroad. I hoped to make connections with teachers in a new country so that I could be a resource to them. My perspective changed very quickly when I saw educators there teaching me how to be better. Their passion to be incredible educators for their students outweighed the fact that they had limited resources. I was inspired to do more, and learn more. I saw, firsthand, that the mark of an inspiring educator was one of intense passion for what they did, and sincere compassion for whom they taught. Many Americans travel abroad to serve others in the hopes to help them in some way. What we actually discover is that they help us. They give us a new perspective on life. When we travel, we better ourselves in the pursuit of creating relationships and new experiences. I believe that the most effective educators are the ones who are truly confident in themselves. When we travel outside of our comfort zone, where so much is new, it forces us to rely on our own self-confidence, values, and beliefs, and truly examine who we are and why we do what we do. I believe that by traveling, we discover ourselves.
It is impossible to take all of one's students all over the world to gain these rich experiences, but it crucial that we, at the very least, begin cultivating the foundations of global perspectives for our students. In order to lay the most solid foundation, we as educators must have a meaningful global perspective by which we can grow our students. The greatest way we can achieve this perspective is through international travel. I will never be the same after my experience abroad. I am confident that I am a better teacher, because I am a better person for it.
Download Loryn Windwehen's lesson plan:
How global exposure leads to creative solutions
By Joshua Parker, Class of 2013 Global Learning Fellow
Compliance specialist at Baltimore County Public Schools
Baltimore, MD
Teachers must have a global perspective because we are a global world. Technology, trade and advancements have knocked down walls and have instead built bridges across the world. Additionally, a global perspective helps one to appreciate and recognize the diversity that is within their community.
And of course, as you value the diverse perspectives and cultures of your own students, bridges can also be built between students and teachers in a way that is instructive and successful. International travel grants students the opportunity to be connected to something larger than themselves. To be able to stare out on the ocean or see the Christ the Redeemer statue is to realize that you are a part of an international network of humanity that is capable of enjoying natural beauty as well as creating it. How can one build the next Christ the Redeemer statue if one's never seen it? Exposure enlarges the mind and gives birth to creative solutions for the betterment of the human condition.
The global innovation age is an age that is powered by freedom, creativity and exposure. In this innovation age, the currency is ideas and these ideas are best fostered in classrooms that honor the culture and potential of each student. Additionally, by exposing the student to different cultures and ways of thinking, the student begins to understand the responsibility he/she has to the community and the world at large.
If we defined the world as a mixture of cultures, one need-not travel far to replicate it. If traveling beyond the borders isn't possible, perhaps a journey inward is first important. As an educator, you could get in touch with the cultures that shape you. Study their origins via the internet and multimedia projects/experiences. Once this inward journey is complete, maybe the next logical step is to see the cultures and countries that live around you. Exploring the cultures of students in your school will further serve as a microcosm of the global community itself. At its core, global education is mostly about exposing the traveler to lands, people and traditions that have their own back-story.
Download Joshua Parker's lesson plan:
"I thought I was doing enough; I was wrong"
By Mary Eldredge-Sandbo, Class of 2012 Global Learning Fellow
Biology educator at Des-Lacs Burlington High School
Des-Lacs, ND
I have a lot to learn. I have always believed it is vital for me to help my students appreciate diversity, value unity, and see the beauty of the world and all of its inhabitants as they explore the privileges and responsibilities of being global citizens. Believing was a good first step, but was I really helping my students increase their global competence? Was I teaching in a way that guided and urged my students to develop "the knowledge of other world regions, cultures, economies, and international issues, the skills to communicate . . . and the values of respect for other cultures" to thrive in this global innovation age? I thought I was doing enough. I thought I understood. I was wrong.
Two years ago, I travelled to China as part of the NEA Foundation's Global Learning Fellowship. The field study in China was not just a sightseeing trip, nor was it focused exclusively on teaching strategies. For me, the opportunity to visit a place so far away and so seemingly different from where I live awakened a sense of urgency to change how I teach. As I saw the sights, talked to the people, tasted the foods, touched the history, listened to the sounds, and savored the beauty of China, my heart changed. What I knew in my head – that it is important to teach from, and to, a global perspective – increased, not only in urgency, but also in possibilities.
Further, visiting classrooms, and seeing how many similarities exist among the differences inspired me. Exchanging ideas, concerns, and passions about teaching were valuable beyond words. Reflecting on the experience showed me that I can improve the way I teach biology and help my students increase their global competency.
I now know it is not enough to do just one activity with a global perspective, although focused activities are definitely important. I must also embed opportunities throughout the year so my students can examine, understand, and appreciate the myriad connections between themselves, the content they are learning, and their world.
I have found guidance as I work toward becoming a globally competent teacher. The NEA Foundation, Council of Chief State School Officers, and Asia Society, among others, provide abundant resources with suggestions, examples, and rationales for helping students "investigate the world, recognize perspectives, communicate ideas, and take action."
It isn't easy, and I don't do it perfectly, but step by step and by working with others, I am changing and learning with my students as we increase our understanding of how each of us can make this world a better place.
Download Mary Eldredge-Sandbo's unit plan:
Why a global perspective matters for students at all levels
By Mary Pinkston, Class of 2011 Global Learning Fellow
Mathematics educator at Brandywine High School
Wilmington, DE
One of my students recently asked me, "Ms. Pinkston, where are you going this year? Australia?" Another student exclaimed: "Wow, is there anywhere that you haven't been?" These types of inquiries spark conversations with my students that are the true "teachable moments" that they remember long after high school.
Many of my students may forget the Law of Cosines from Pre-Calculus, but they will remember the examples I set and the global stories that connect to them. Moreover, many of my students will travel abroad—and I eagerly encourage them to do so; however, most, realistically, will not. My experiences could be one of the few glimpses into another world that they may not otherwise have access.
When I returned from my international field study with the NEA Foundation Global Learning Fellowship, I discovered that I had taken over six hundred photographs. I am by no means a "tech" person, so I had the prints developed the old fashioned way and put them into photo albums. I added other "artifacts" to one of my scrapbooks: 20 Yuan, 20 HK dollars, Coke and Pepsi wrappers, an empty box of French fries from Shanghai, etc. These simple mementos have become teaching tools – not only for my students to learn from, but also for my colleagues to share in a snippet of the world. Personally, these tools have become an opportunity to reflect on how much my view of the world has changed since the Fellowship.
I find it important to share these experiences, particularly to dispel misconceptions and stereotypes some people may hold towards others. As an outsider while traveling, I felt this firsthand. Being an African American female, I attracted a lot of attention in China. But I saw it as an opportunity to perhaps be a bridge between people there and here in the U.S. The students I met in Beijing were so much like my own—their behavior was just as I always know any high school student's behavior to be. They experience the same emotions—joy, sadness, competition, happiness, heartache, stress, pressure to fit in, etc. My challenge now is to have my students understand this.
At home, I also try to draw connections and highlight similarities between our cultures. I present frequently in my school to students and colleagues about the school systems in China, and I have also presented at district-level and state-wide functions, such as the Delaware Council of Teachers of Mathematics fall dinner meeting.
We are all curious about each other, and we have a lot to learn. I feel blessed to have been given the opportunity to explore my own curiosity. I will continue to share as much as I can, with the hopes that my students will one day be able to travel far and wide as well.
Preparing young students to go global
By Melissa Collins, Class of 2013 Global Learning Fellow and the NEA Foundation Senior Fellow
Second grade educator at John P. Freeman Optional School
Memphis, TN
When I was in Brazil, I witnessed first-hand how Brazilian educators prepare their students for competing in the global job market. Many of the schools that I entered were technology-driven, teaching students to create gaming and coding systems, conduct research, and use media sources.
English language classes were part of the curriculum; one teacher stated, "If I teach them English, they can go anywhere." After returning home, I was left with this question: Are we preparing our students to compete in an ever-changing global society?
Teachers are on the front-line when it comes to educating our students and it is important that our students are equipped with the knowledge, disposition, and skills to gain a global perspective. Through the development of a global perspective, teachers can promote tolerance, appreciation for culture, traditions, and language. This goes hand in hand increasing rigor in their curriculum and planning.
Students benefit when educators open their doors to global awareness. Gaining a global perspective permits our students to acquire information, analyze data, become problem solvers, communicate with global networks, and build historical awareness. These are the skills that our students need in order to be innovators in the global age. To close the achievement gap, we have to expand opportunities for all students as they venture into this new world.
There are many engaging ways to build global perspectives in our classrooms! Here are a few ways my students love expanding their world:
- "Throwback Thursday": Every Thursday, students analyze historic events we are already covering in our core curriculum content, but from the perspective of people in other countries impacted by these events.
- Pen-pals gone digital: On Epals.com, students collaborate with diverse students from around the world, and with real time free technology, like Skype and Google Drive. Students collaborate on projects, working together across borders to grow understanding and skills.
- Virtual fieldtrip: Use apps like Google Earth to help students see where these places are, and what the view is as they walk down the street into the museum, all while staying in their own classrooms.
- Celebrate: Cultural fairs are great ways for students to share their research on other countries. Think bigger, work school-wide and study a country by linking inquiry around an age appropriate theme; In the early grades, this might look like a study of what a school day is like in Japan, while upper grade students may focus on deeper project-based inquiry activities. Partner with community members and organizations to share their expertise on these places and cultures, moving beyond just food and clothing.
The possibilities are endless. What matters is that we start. It is my hopes that all schools will see the importance of implementing global education. We live in a globalized world, there is much to learn!
Download Melissa Collins' lesson plan:
The other side to the story
By Sarah Johnston, Class of 2011 Global Learning Fellow
English and language arts educator at Mountain View Middle School
Alamogordo, NM
Growing up in Louisiana, I learned about the Civil War from a Southerner's perspective. What my teachers placed in front of me, I memorized for a test. I never challenged or questioned what they taught me. I sat passively, learning about various events. Attending college in the Pacific Northwest gave me a whole new insight into the Civil War. I had never considered the impact a change in perspective can have on how a story is told and the lessons that can be learned from recognizing the differences. Now as an educator, I realize the importance of presenting my students with as many perspectives as possible from as many cultures as possible.
My students are growing up in a world that was unimaginable when I was their age. Today's Facebook culture is global by default. While I remember painstakingly searching through Encyclopedias to find information, outdated information at that, my students pull out their phones to quickly search the answers to their questions. They have easy access to all kinds of information; however, information without context is useless and easily susceptible to manipulation. As an educator, it is my responsibility to teach my students how to interpret this raw data, to think critically, and to inspire their curiosity. A global approach while teaching is necessary in order to properly form opinions, draw conclusions, and communicate ideas to an ever expanding audience. By approaching my class with a global perspective, I know my students will take greater ownership of their learning through recognition of how invaluable effective communication truly is.
How does one teach for a global perspective? Here are a few methods that work in my classroom:
- Investigate the world: In my classroom, global learning starts from day one with a unit on mandalas, or rituals/symbols. Students investigate different symbolism and archetypes, while exploring the tradition in other cultures. They tend to be especially fascinated with the Tibetan Monk tradition of creating sand mandalas. In past iterations of this lesson, many students made connections and identified with the idea of 'capturing a moment in time' because life is temporary; their eighth grade year is temporary. Once students create their own mandalas, I ask them to explore mandalas created by students from all over the world collected by the Mandala Project. Each student chooses their favorite, composes questions, and emails the artist as a way to practice communicating ideas across cultures. I hope to submit some of them to the Mandala Project, as well.
- Recognize perspectives: I bought a beautiful reversed-perspective map for a large wall. This is my anchor for teaching perspective. I use the Rights Balloon as a base to discuss perspective, open-mindedness, and differences of opinion. For example, a lot of my students said the first right they would drop out of their sinking hot air balloon is the right to vote. This led to a great discussion about thinking about a person who moved here from a country without the right to vote. I made a poster to remind all of us that it is okay to have a differing opinion about what matters the most to each one of us. The idea came from Teachers Pay Teachers. I consistently refer to the map and the balloon, especially when discussing perspective. As the year progresses, I notice that students refer to the map on their own, trying to locate different countries.
- Communicate across cultures: Socratic seminar is perhaps my favorite way to incorporate critical, creative, and reflective thinking. During seminar, I am an observer. Students prepare questions and observations based upon a text. One of my students' and my favorite text is "The Monsters are Due on Maple Street", a tele-script from a "Twilight Zone" episode. Students pick up on the universal theme about fear of new or different people/cultures, which opens dialogue about the world. I also try to draw upon some of the experiences my students have had either as immigrants or being a part of a military family. These students bring in their favorite texts from their homes and share it with their peers and me as another way to dive into for seminar.
As for connecting to the world, I am still working on that piece. I hope to involve my students in a global online collaborative project, enabling them to take action in a new way. Thinking about global competency has stretched my thinking as an educator. It has made me a learner again. I think about each unit, and try to wrap my mind around a way to make it more global, even if it is just a little at a time.
We have a tendency to hide in our neighborhoods, our own communities, because they are easy to navigate and comfortable. Educators owe it to their students to provide more. We, as educators, can show them more by pushing ourselves out of our comfortable lives, stretching ourselves to travel, to learn. Once back in the classroom, we can share our global perspective by telling our stories. Hopefully, these stories will inspire our students to reach out of their own comfort zones. When I tell my stories about traveling to China, Colombia, Mexico, and Europe, I give them that little seed; I plant the idea that they can go and be part of the bigger world. When I teach for global competence, I enable and equip them with the means to do so.
"Prepare our students for the world they will inherit"
By Scott McKim, Class of 2013 Global Learning Fellow
Science and mathematics educator at Sheldon School
Sheldon VT
Now, more than ever, teachers need to teach with a global perspective; Without doing so, we are short-changing our students and not properly equipping them for a competitive, global work force, not to mention ill-preparing them to be open-minded and knowledgeable global citizens. Education remains the panacea for many U.S. students born into poverty and social injustice— their ticket out of the unfortunate but all-too prevalent circumstances can be, and still is, a quality education. A quality education, an education steeped in a global perspective that prepares our youth for the ever-changing circumstances of the world, requires education to be taught through a global lens. Knowing only about our own country is no longer good enough.
Before educators can teach through a global lens, they themselves need to have a global perspective. There is no better way to do this than to experience the world through travel, be marinated in other cultures, and experience life through the eyes of how others live it. It often takes travel to a foreign land to realize your castle is at home – you cannot fully know your home without looking it at from the outside, necessitated by travel abroad.
My educational product has been greatly enhanced by my international travel, something that would not have been possible had I not done that traveling. As an educator, I am able to couch lessons and learning targets from a different viewpoint, something I believe greatly enhances my students' knowledge and global citizenship acumen. We all do not have the privilege and opportunity to travel abroad; however, if an educator is given this opportunity, he/she has the power to spread that experience to their students, effectively multiplying the positive effect of their travel in a much more cost-effective and long-lasting way.
Perhaps this is best said through an example. As a seventh and eighth grade science teacher, I spend a lot of time teaching about the energy crisis the world is facing, getting students to think about where our energy comes from, what that picture will look like 10-20 years from now, and what solutions we as a society can develop to mitigate our current thirst of nonrenewable sources and our reliance on an untenable energy portfolio. Because of experiences I've had in Africa, Central and South America, Europe and Antarctica, I am able to bring into my classroom the energy picture from these locations, bringing to life through personal stories, photos, and experiences the global energy picture in ways that the internet and textbooks are not able to do.
My students were blown away to know that small-scale farmers in Costa Rica are harnessing energy from the effluent of their cattle to cook dinners and heat their homes. The photos of these small farmers that I was able to show them, with stories including the farmers' names and personalities acted to bring the learning targets home for my students. I am therefore teaching from a perspective of an informed global citizen, something that not only increases the knowledge and preparation of my students, but that gives me "street cred" and buy-in from my 21st century students, a clientele is that is used to being entertained and is often the product of our seductive-technologic society.
Place-based learning is a hot trend in education today, acting to connect classroom learning with the local culture, environment, economy, and resources. This approach to synthesizing learning units reaps huge rewards as it makes the learning relevant to students and acts to involve the local community in being a part of the education of the community's youth. While I'm a huge advocate of this approach and its benefits, this does not negate the importance of leveraging the wider world as an important realm to which students' education and progress should be posited in. I'd go so far as to say that if we only concentrate on the local and dismiss the wider importance of making educational global and allowing our students to see their place in the wider world, we are short-changing the next generation.
Another great method of creating global learning experiences for our students is by leveraging social media and other technologies that can connect classrooms across countries and continents. Through travel, I have made connections with educators in Kenya, Brazil, and even in widely disparate parts of our own country, and my students have had the opportunity, with the aid of technology, to interact with these students from other parts of the globe. Through Facetime, Skype and other such applications, this is easier than ever before and immediately removes the obstacle of travel. Through these experiences, centered on very concrete and specific learning projects with partner classrooms in other countries, my students have gained immense knowledge of other cultures, different ways of thinking--and perhaps more importantly, friendships that span ethnic, demographic, and even language barriers.
Equipping educators with a global perspective allows for huge gains in the classroom. These gains will prepare our students for the dynamic world they are inheriting from us.
Download Scott McKim's lesson plan:
The NEA Foundation Global Learning Fellowship offers educators, all recipients of our Awards for Teaching Excellence program, 12 months of professional development opportunities to support educators as they cultivate global competence skills and build global lesson plans that are shared with educators around the world.
Global lesson plans
Through a partnership with VIF International Education, the 2015 Global Learning Fellows completed online learning focused on integrating global content into their core instruction. The Fellows have created more than 70 global-focused, K-12 inquiry-based lessons which can replicated. View the collection of lessons.
Lessons created by Alumni Fellows are available on BetterLesson.com.
What makes a lesson plan "global"?
"I designed "The Power of Homelands" as my first unit introducing the challenges of global citizenship to students in my world literature class. This mini unit introduces diaspora literature, exploring the struggles and experiences of those populations displaced from their homelands. … I felt I would need time to establish students' feelings about their own homes, build empathetic conversation about the importance of homes, and reveal current global problems related to population displacement. After establishing these foundations, I would then be able to launch into compelling world literature, connecting students to many global issues throughout the term."
Continue reading Karen Toavs' guest blog.
"In thinking about designing my unit plan, "Global Unrest," I wanted to bring the experiences I had in South America into my classroom and make that connection. As a social science teacher, it is far too easy to get wrapped up in dates and facts while losing sight of the human struggle often underlying these events. When we talk about the Roman Plebeians rebelling for their rights and equal treatment, I want students to think of the Brazilians I met and their struggle."
Continue reading Josh Stumpenhorst's guest blog.
Meet the 2016 Global Learning Fellows
The class of 2016, comprised of 30 award-winning educators, represents 29 states and the Department of Defense. They are a diverse group, representing all pre-kindergarten through twelfth grade level and subject areas. Over the course of the year, in addition to various readings and webinars on country-specific studies, Fellows will complete Year One of VIF International's Global Gateway online course, designed to be a foundation for understanding of global competence. In June, Fellows will travel together to Lima and Cusco, Peru. There, they will visit local schools, a multinational business, historical and cultural landmarks, and participate in a service learning projects.
Jan Autenreith, Arizona Education AssociationThird grade educator Homer Davis Elementary School Tucson, AZ
John Crowe, Federal Education AssociationInformation specialist Feltwell Elementary School Suffolk, England
Carol Draeger Thomas, Indiana State Teachers AssociationLanguage arts educator Rise Up Academy South Bend, IN
Megan Szabo, Delaware State Education AssociationScience educator F. Niel Postlethwait MIddle School Camden, DE
Amanda Miliner, Georgia Association of EducatorsFourth grade educator Miller Elementary School Warner Robins, GA
Mary Lee Ruch, Idaho Education AssociationOutreach Coordinator, Homeless Support District 271 Coeur d'Alene, ID
Karlys Gries, Iowa State Education AssociationTransitional kindergarten educator Morningside Elementary School Sioux City, IA
Kimberly Nelson, Kansas National Education AssociationScience educator Robert E. Clark Middle School Bonner Springs, KS
Patty Scully, Maine Education AssociationSecond grade educator Winslow Elementary School Winslow, ME
Kim Jirik, Education MinnesotaSpeech Pathologist, Birth to Two Program Crystal Lake ECSE Lakeville, MN
Judith Stucky, Nebraska State Education AssociationClassroom educator Westside High School Omaha, NE
Heather LaBarbara, Kentucky Education AssociationEnglish educator West Jessamine Middle School Nicholasville, KY
Jeffrey Shea, Massachusetts Teachers AssociationSocial studies educator Belmont High School Belmont, MA
Diana L. Jackson, NEA-New MexicoSpecial education educator Buena Vista Elementary School Alamogordo, NM
Karyn Dickerson, North Carolina Association of EducatorsAP/IB Coordinator, Theory of Knowledge Teacher Grimsley High School Greensboro, NC
Shawn Sheehan, Oklahoma Education AssociationSpecial education educator Norman High School Norman, OK
Pam Wells, South Dakota Education AssociationScience educator Mobridge-Pollock High School Mobridge, SD
Charles Giglio, New York State United TeachersLatin educator Gloversville High School Gloversville, NY
Debra McDonald, Ohio Education AssociationEarly childhood education instructor Wayne County Schools Career Center Smithville, OH
Michael Lindblad, Oregon Education AssociationSocial studies educator Gresham High School Gresham, OR
Kerri Newsom, Tennessee Education AssociationFirst grade educator Dyersburg Primary School Dyersburg, TN
Shanna Peeples, Texas State Teachers AssociationEnglish educator Palo Duro High School Amarillo, TX
Diana Callope, Wisconsin Education Association CouncilMath educator Whitewater Middle School Whitewater, WI
Mohsen Ghaffari, Utah Education AssociationFifth grade educator North Star Elementary School Salt Lake City, UT
Gail Yampol, Washington Education AssociationKindergarten educator Brier Elementary School Brier, WA
Dirk Andrews, Wyoming Education AssociationKindergarten educator Evansville Elementary School Evansville, WY
The NEA Foundation Global Learning Fellows represent a large network of award-winning educators. Alumni Fellows remain active, collaborating with other Fellows from across cohorts on different global learning projects, presenting at national conferences on the importance of educating for global competence, and acting as advisors to new Fellows.
Where We've Been
2015: Lima and Cusco, Peru
In June 2015, 31 Fellows participated in an international field study to Lima and Cusco, Peru. There, they had the opportunity to meet with teachers and students, learn from multinational business leaders, visit historical sites, and participate in a service learning project. Learn more from the Fellows:
- Peru Through the Eyes of a "Hopeful" Traveler, By Terri Butts
- Educator Finds Global Competency Reality in a "Global Village" in Peru, By Jeff Baxter
- Teaching Indigenous Students At Home or Abroad, By Anna Baldwin
2014: Beijing and Xi'an, China
In June 2014, 30 Fellows participated in an international field study to Beijing and Xi'an, China. To prepare, they completed various readings and webinars, as well as an online course focused on China's history and modern legacies. Learn more from the Fellows:
- 5 inspiring lessons for educators from Chinese proverbs, By Kathryn Woerner
- 5 more things American educators can learn from Chinese proverbs, By Kathryn Woerner
- Global Learning Fellow talks China and vocational education, By Erlynn S. Kirsch
- Connecting across the world: Fellow shares Q&A after field study in China, By Ken Holzapfel
2013: Sao Paulo and Rio de Janeiro, Brazil
35 Fellows participated in an international field study in Sao Paulo and Rio de Janeiro, Brazil. There, they learned firsthand about innovations in the country's education system, its history, contemporary society, arts and culture, and economy. Learn more from the Fellows:
- "What Happens When You Take 35 Teachers to Brazil to Study Schools and Culture? Magic." By Jeanne DelColle
- The Culture of Our Most Vulnerable Students, By Joshua Parker
- Rio de Janeiro School Visits, By Noelle Clark
- Stepping into Sao Paulo Classrooms, By Loryn Windwehen

subset: commoncrawl


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text:
Pablo Cesar Cano Focused on Securing Title Shot Soon
By Ernesto Castellanos, notifight.com
Pablo Cesar Cano ended the strongest portion of his training camp, and says he is ready to make a big impression on the 16th of March in Cancun where they will face American contender Manuel Perez. Cano hopes to land another world title opportunity in the coming months. In his last fight, Cano moved up to welterweight and lost a close twelve round split decision to WBA champion Paulie Malignaggi.
"I want to be world champion. I was already the interim world champion under the the World Boxing Association at junior welterweight, and now I want to win another title," Cano said.
Cano won that world title by beating Johan Perez. He believes the shot will come in the near future, because he is highly ranked internationally. Cano and Perez will collide in the Arena Oasis Cancun, under the promotion of Pepe Gomez. Cano, 23-years-old, has put together a pro record of 25-2, 19 knockouts and one draw, while Perez has a record of 19-8-1, 4KOs. Perez has upset wins over Jose Miguel Cotto and Edgar Santana, and only lost once by TKO to Brandon Rios.
this guy sucks dont know why they push him so muchComment by S. Saddler 1310 on 03-08-2013
[QUOTE=Russian Crushin;13121266]He won most of them and knocked Paulie down[/QUOTE] you keep stating your opinion that Cano won, but to what ends? you think Cano won clearly, others think it was more arguable than that, great. Cano put on a…Comment by Russian Crushin on 03-07-2013
[QUOTE=kennethjohn;13121178]on his second weigh in he was almost still a pound over weight. I also didn't think he won, he lost the vast majority of the first 10 rounds.[/QUOTE] He won most of them and knocked Paulie downComment by kennethjohn on 03-07-2013
on his second weigh in he was almost still a pound over weight. I also didn't think he won, he lost the vast majority of the first 10 rounds.Comment by S. Saddler 1310 on 03-07-2013
[QUOTE=whoseyourdaddy;13120464]You fool seem to forget that he was given the fight in short notice, Malignaggi was suposed to fight somebody else prior to Cano, that fight fell through so I would cut him some slag for that, but Rios, Broner…Post a Comment - View More User Comments (23)


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Average Rating: 4.8 out of 5 based on 157 user reviews.
In this tutorial, you will learn a couple ways to connect a physical router to your home phone line as part of your " ". An all virtual voice lab would be ideal. Best price viagra however, real hardware is necessary for a more complete voice lab. I will be using a 2611XM for my home lab, but you can use just about any Cisco router with a couple fxs and fxo ports.
Several of you have contacted me over the past few months regarding the and exactly how it should be done. Honestly best price viagra, there is no right way. This tutorial series is meant to show you what is possible not exactly how it "must" be done. Have fun with your lab. If you don't want two branches or you do not see a need for two different PCs for the branches, then customize it to the way you want it. It will help you learn. This tutorial is in the same spirit. I will give you a few different ways you can connect your home phone line into your lab but seriously, I encourage you to make it your own and set it up the way that makes sense to you. Have fun with it. Change it. Break it. Fix it. Learn.
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Scenario #1 : Lab connected to the home In a traditional home phone setup, a pair of wires extend from the telco to your house. This land line or POTS (plain old telephone system) line supplies dial-tone to all the phone jacks in your house. Below is a basic representation of a typical phone connected to a typical phone jack.
If you have a standard POTS line from the phone company and have no desire to incorporate your entire house into your lab, you should probably follow this scenario. Below is a representation of how your lab should look when you are finished following the steps below the drawing. Your router should be connected to the phone jack and the telephone should be connected to your router. If you do not have both FXS and FXO cards, just try to work with what you have.
- Find a phone jack close to your lab equipment.
- Unplug the analog phone from the wall jack
- Connect one of the router's fxo ports to the wall Jack.
- Connect the analog phone to one of the router's fxs ports.
- Configure the fxo voice port to send calls to extension 1000 with the 'connection plar' command.
- Configure a dial-peer for extension 1000. The following pots dial-peer will send all calls for extension 1000 to port 1/0.
- Attempt a call to your house. The analog phone should ring through your router. PLAR stands for 'private-line automatic ringdown'. Some people also refer to this as the batphone setup. When a call comes in on the FXO port, it is automatically routed to the FXS port connected to the analog phone.
Scenario #2 : Home connected to the lab (voip provider) The reason I named this scenario "Home Connected to the lab" is because the router is not receiving dial-tone from your house. Your house is receiving dial-tone from your router. This is how I have my house setup. This works best if you do not have dial-tone from the phone company. Only a voip provider.
I do not have a traditional land line from the Telco. I get dial-tone from an ATA provided by a voip provider. The cool thing about this setup is that I did not have to re-wire anything and I am able to provide dial-tone to my whole house from my router. Eventhough the local phone company turned off dial-tone when I cancelled my service, all the jacks in the house are still connected to each other, so by connecting one jack in the house to an FXS port, all jacks have dial-tone. I learned this first by connecting my ATA to a phone jack before I started working on my home lab. Here are the steps
- Unplug the analog handset from your VOIP ATA (analog terminal adapter)
- Connect the ATA to an FXO Port on your router
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- Connect the your router's FXS port to the wall jack close to your lab. Now, check the other phone again. You should have dial-tone.
- Configure voice-ports and dial-peers to route calls from the FXO port to the FXS Ports. Voice Port 1/0 is the FXS port connected to the wall jack. Voice Port 1/1 is the FXS port connected to the analog handset. The 'preference 1' option tells the router to choose dial-peer voice [best price viagra] 2 as the second option, because dial-peer voice 1 is configured with 'preference 0' by default.


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Text "PHIL"to 88500
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March 17, 2004
Millions of couples are living without romance or intimacy in their lives. Dr. Phil talks to couples suffering from sex-free relationships and gives them advice about how to reignite their spark.
Lots of Kids Equals Little Sex
Michelle and John have only had sex three times this year! Life as a mommy has left Michelle with a constant headache.
Skinnier but not Sexier
Sheila lost 80 pounds after her pregnancy, but she still thinks she's unattractive and that sex is a chore.


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Vt. hikers rescued from NH mountainOctober 09,2013
Vt. hikers rescued
from NH mountain
GORHAM, N.H. Two Vermont hikers are safe after being rescued from a New Hampshire mountain after a storm.
The couple were on the summit of Mount Madison in the White Mountains on Monday afternoon when a severe storm soaked them and their gear.
Then a dense fog made it nearly impossible to see the trail. With temperatures dropping, they called 911 for help at about 7 p.m.
Rescuers hiked about four miles up the trail and found them shortly after 1 a.m.
Twenty-eight-year-old Raymond Barnard and 27-year-old Stephanie Watkins of Brownsville, Vt., were cold and wet but able to put on dry clothing and follow rescuers down.
The New Hampshire Fish and Game Department said the pair had used sleeping bags and tent rain fly to protect themselves, which probably saved their lives.MORE IN This Just InMONTPELIER Grace Phelps scored twice, while Victoria Gates, Ally Brink and Alaura Rich also... Full StoryBURLINGTON Republican gubernatorial candidate Phil Scott has been accused of breaking campaign... Full StoryBRATTLEBORO Entergy Nuclear says it has found a potential source of water infiltration into... Full Story
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'Help, Thanks, Wow' gets to the heart of the power of prayer
Anne Lamott, whose Christianity is permeated by the street-wise spirituality of the 12-step programs, has much in common with the publican in Luke's parable, whose simple prayer is "God, have mercy on me, a sinner."
Luke doesn't record how much of a sense of humor the publican had, but Lamott brings her hard-earned wit to this concise book about the ways that need, gratitude and awe drive prayer. »Read Full Article
This is the final weekend for most Milwaukee County Parks pools
Milwaukee County Parks pools will begin closing after this weekend as lifeguards begin heading back to campus.
Deep-well pools will remain open through Sunday. Those are the pools in Hales Corners, Holler, Jackson, Kosciuszko, McCarty, Oak Creek Parkway, Sheridan, Washington and Wilson parks. »Read Full Article(4)


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Grant support: Bureau of Medicine and Surgery, Navy Department, Work Unit MRO41.20.01-0362A 2GI; NIH Training Grant No. AI-00009; and Research Grant HL-01601 from the National Heart and Lung Institute of the National Institutes of Health.
▸Requests for reprints should be addressed to Thomas Butler, M.D., Department of Medicine, The Johns Hopkins Hospital, Baltimore, MD 21205.
Baltimore, Maryland, and Danang, Republic of Vietnam
Nine of 10 patients with fever and bubo were confirmed as having bubonic plague by isolation of Yersinia pestis from bubo aspirates or blood, or by serological responses. Common features were prostration, tachycardia, leukocytosis, thrombocytopenia, prolonged partial thromboplastin times, and abnormal liver function tests. Three patients were hypotensive, and one died. The limulus test detected endotoxemia in all nine confirmed cases at the time of admission. The limulus test was negative during convalescence in five of eight patients; three persistently positive cases had symptoms or laboratory findings suggesting continued effects of infection. Lyophilized bacteria from cultures of Y. pestis contained concentrations of endotoxin, as defined by the limulus test, similar to that in an equivalent mass of Escherichia coli. These data indicate further similarities between plague and other Gram-negative bacteremic infections and suggest that endotoxin may play a role in the acute symptoms of patients with plague.
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text:
infesting the board like the loser libs they are.....
do libs know they are losers?
are they aware that their stupidity and lack of education is shocking to the average American?
"I believe whatever Obama says"
"I believe whatever CNN and MSNBC tell me to say"
"I will will do whatever Obama tells me"
"I have no mind - I only do what the Dems tell me to do and say"
ahhhhh, the life of a lib.....
I know you are here - I can smell your stupidity....
Hrmm saying you can smell stupidity and posting about people being losers all hours of the day. Going over the evidence I would like to introduce you to something- you = 'pot', meet kettle.
Sentiment: Buy
At least the CNN watchers are not talking to themselves all day.
you know who you lib losers are.....:)
don't think "Losers" is correct..CNN and MSNBC = Majority.


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River Entries [exhibited at "No Mans Land" exhibition].
Read, Simon (2009) River Entries [exhibited at "No Mans Land" exhibition]. [Show/Exhibition]
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- This was a group exhibition of seven artists each showing 1/2 works. The works I had in the exhibition were two panoramic photographs under the generic title "River Entries" each 3 metres long by 0.5 metres deep.
- A talk about these works was given on 28th April.
- Simon Read's series of panoramic photographic sequences, captured with camera and apparatus specifically constructed for the purpose, describes the view from the littoral space of a boat floating offshore which is in turn, mediated by the swell of the tide and the prevailing weather conditions. The resulting images question our relationship with representation and orthodox photography, eschewing what Roland Barthes portrayed as intertextuality, to alter how we interface with our experience and expectations.
|Item Type:
|Additional Information:
|This group exhibition was curated by Brendan Murphy, Cherie Marie Vaiderveld and Simon Reuben-White.
|Research Areas:
|A. > School of Art and Design > Visual Arts
A. > School of Art and Design > Community Practices cluster (Art and Design)
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|Simon Read
|Date Deposited:
|14 Apr 2010 10:13
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|24 Mar 2015 13:00
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Company gone
This is the column intended to wrap up our summer travelogue, complaining gently about six loads of wash, mostly bedding, finally finished and folded. Dave's such a good fellow, did his best to take up some of the inevitable burden.
- Read more about Company gone
- Sallie Satterthwaite's blog
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text:
We are located walking distance from downtown in the quiet Historic Seaport. While staying aboard your sailboat, take time to visit downtown just two blocks away from the docks. Take a daytime tour on foot or bicycle, or you can immerse yourself in the nightlife. Here in the seaport you are but steps away from several top-notch restaurants and bars, including some with swimming pools for patrons. You can't pick a better place to stay in Key West. Key West Sailing Adventure is not just the best location or vacation activity, it's also the most fun, visit our Key West Sailing YouTube Channel to see all the fun vacation activities you've been missing.
Whether you want a brief outing, an overnight sailing package, or a sailing excursion to the Bahamas we are ready and able to accommodate you and your's on a dream vacation. All of our charter options are merely suggestions based on popularity. We can fully customize any charter to meet your wishes. It's your boat, your vacation, we just make it happen.


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1. Pubs and Bars
Nimmanheiman Road or Nimman Road as it is commonly referred to is a road full of bars, clubs, coffee shops and restaurants that is always buzzing every night of the week. It is about 2km to the west...more
2. Night bazar
The Night Bazaar is a huge market covering a long outdoor stretch of Chang Khlan Road between Tha Phae Road and Si Donchai Road, with the centre of the maelstrom in the Chiang Mai Night Bazaar...more
3. Colour Bar: Shopping break
If you're tired after shopping in the Anusarn market and fancy a swift drink to revive yourself, right in the middle is the Colour Bar (which will strike US...more
4. Kantoke Restaurant: "To kill two birds with one stone"
A perfect Thai night: eating a good typical meal, while watching the delicate music and folk dancing. For less than we pay sometimes for a common meal in a...more
5. A good food and folk dances
An evening happening with two parts. First program include professional Thai folk dance and a northern khantoke dinner. After dinner walk a short distance to...more
6. C.M. Entertainment Complex: Girly bars & Thai boxing
This complex is located near the Night Bazaar and features around thirty bars with pool tables that come with hostesses and loud music. There is a Thai boxing...more
7. Riverside Bar and Restaurant: Riverside ... says it all really
Riverside is a schizophrenic beast ... you can start with a most romantic quiet dinner at a riverside table, under dim lanterns, watching the boats idle by. A...more
8. Warm Up Cafe: Feeling Hot, Hot, Hot!
Warm Up has built a reputation in its 10 years as one of the great nightclubs of Chiang Mai for out and out fun.It mainly attracts students from nearby Chiang...more
9. Monkey Bar: Monkey business
Monkey Bar is a very local Thai nightclub ... you might only see a couple of farangs there on an average night. You're welcome of course, it's just that it's...more
10. Foxy Lady: Chiang Mai's best A Go Go Bar
Chiang Mai is slightly different than the beachside resorts ... while there are pockets of girlie bars along Loy Kroh there is not much of an A GO GO scene...more
11. Latin Club: Sizzling salsa and other latin grooves ...
The Latin Club is quite new on the Chiang Mai nightlife scene, and attracts the hi-so of locals and a few expatriates too. Very flashy with mirror balls, black...more
12. North Gate Jazz Co-op: Nightly jazz ...
A casual bar frequented by locals, tourists and expats. The draw here is the nightly jazz sessions which kick off around 9:30pm. Pot luck in terms of who's...more
13. Khan Asa: Bit of local jazz ...
Khan Asa is a cool place to hang out with local middle/upper class Thais and some of their western friends. Pretty trendy but fun loving crowd.Many come for the...more
14. Monkey Club: Trendy bar
This is a very trendy bar/nightclub among the local students. So the people are young there. However they have good live music from pop to jazz and the...more
15. Various establishments: Avoid the Japanese businessmen.
There are several establishments that put on elaborate traditional Thai dancing in conjunction with dinner. It's the Thai equivalent of a dinner theater. I went...more
16. Kwanjira Massage & Therapy: Cheap and Good Massage
Kwanjira Therapy is opened by Peter Chong from Singapore.His massage shop is very popular and the rates are very reasonable.This is the only shop that provide...more
17. Night Market Foot Massage: Have a Foot massage
We thought it was hilarious when we spotted the rows of people around the nightmarket area getting foot massages. There was quite a production!! They seemed to...more
18. Chiang Mai's unique night walking markets: Chiang Mai Thailand's Weekend Bazaars
Almost everyone knows of the Night Bazaar in Chiang Mai along Chang Klang Road but few visitors ever experience Chiang Mai's unique walking markets on the...more
19. Chiang Mai Plaza Lounge: Loung lizard
The longe in our hotel, had a live band of this one guy who sings all these great songs. There is a happy hour where drinks are buy one get one free and they...more
20. Riverside Bar & Restaurant: Live music and young people by the river
This is simply a great bar by anyone's standards. Located right on the river, next to some other bars, it has nightly live music on two separate stages. The bar...more
21. Simon Chiang Mai Cabaret: Journey to the Simon's Dream
I am not sure why is Simon having dreams about drag queens and transexuals, but "journey to the Simon's dream" is the marketing phrase they are using for the...more
22. Good View: Chiang Mai Institution
The Good View has been around for a long time and is almost an institution for live music. This is a wonderful restaurant/bar, which has something for everyone....more
23. Future Media: Movie night
Looking for a relaxing break from the Night Bazaar? At Future Media, they have a large selection of movies on DVD and laserdisc that you can choose and watch in...more
24. The Riverside in Chiang Mai
The Riverside in Chiang Mai When you're tired of local culture and just need a 'western' fix, come to The Riverside for some great food, beer and music. You'll...more
25. waiting to sleep
What to do in the middle of the jungle while waiting to fall asleep?Tea, a few chats and some smoking lets you pass the time.more
Chiang Mai Hotels1315 Hotels in Chiang Mai
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velma mooney| about 6 years ago
How fast was the truck traveling. Was the driver of the truck paying attention. We have heard of this type of thing happening to many times. From reading the article I see nothing the bus driver did wrong. He did everything he was suppose to. Drivers do not turn their lights off as soon as the last student is on the bus, they are suppose to check mirrors and as they are pulling away and checking mirrors turn their lights off. This is not a blame game, the safety for the passengers on the bus is always priority. My thoughts and prayers go out to the family of the little girl and I wish a speedy recovery for all other injured parties.
- See all comments


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8 posts tagged with duo.
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Feeling Crankie?
Anna & Elizabeth do a Tiny Desk concert complete with a crankie...
They'll be your Emmylou
In 2011 they made Patti Smith cry with their rendition of "Dancing Barefoot", in 2012 they got a standing ovation from Paul Simon for their version of "America". Yesterday sisters Klara and Johanna Söderberg, aka First Aid Kit (previously), was back at the Polar Music Prize ceremony, performing "Red Dirt Girl" by this year's laureate Emmylou Harris. [more inside]
The Board Games Women Make
Ever played Monopoly? Then you've played a board game that was designed by a woman (it was, under its original title, "The Landlord's Game," the creation of Elizabeth Magie). Want to play more board games designed by women? Let's go! [more inside]
J-Rabbit: "Happy Things." (youtube, via) [more inside]
First Aid Kit: Some strange music draws me in
"Lots of people write storytelling songs about trains and set it to acoustic music and do pretty harmonies, but First Aid Kit transcends that cliché. Their songs sound like they've gone away and seen too much and come back tired but still alive. Their music kind of has its own way of breathing: filled with tension for a little while until it goes over the edge and exhales while the instrumental parts just seem to grow. This part of every few songs of theirs is most thrilling in concert, when Klara plays guitar so intensely you'd think it's her only way of communicating, while Johanna stands perfectly still and lets her voice carry out so that it seems kind of infinite, or like it's been waiting to come out for forever, and I kind of can't help imagining that it comes from under the ground up through her mouth, or that a little part of the sky exists in her diaphragm or something. They can sound like freaking angels, or like women demanding life's answers and who can make Patti Smith cry." Tavi interviews First Aid Kit on Rookie [more inside]
Maggie and Terre Roche's "Seductive Reasoning"
Maggie and Terre Roche started performing professionally in the late '60s, just a little late for the folkie boom but also a bit too distinctive to blend easily with the singer-songwriters of the early '70s, even when they became acolytes of Paul Simon and recorded backup vocals on There Goes Rhymin' Simon. By 1975, they had their own album on CBS, with tracks produced by Simon (and backed by the Oak Ridge Boys and the Muscle Shoals Rhythm Section) and ex-Yardbird Paul Samwell-Smith... Seductive Reasoning is not completely a folk nor a country album, which no doubt hurt its commercial potential... Songs such as "West Virginia", "Down the Dream", and "The Mountain People" touch on early joy and disillusionment/disappointment, while "Jill of All Trades" and "The Burden of Proof" reflect a few more years of life under one's belt and the smoothing out that can come with them. "Underneath the Moon" and "Wigglin' Man"... are more straightforward getting-laid songs, funny as hell... while several of their albums have been as good as Seductive Reasoning, none were better. Nor did they have to be. - Todd Mason (previously) [more inside]
Antoine Dufour & Tommy Gauthier
Tommy Gauthier and Antoine Dufour are a very talented guitar/fiddle duo (usually) who draw influence from nuevo tango, folky bluegrass, metal, and some other harder to classify places.
Flight of the Conchords: John Lennon meets Gary Shandling sort of thing
September 9, 2005 - Flight of the Conchords performed six songs and chatted with the audience as part of HBO's One Night Stand, not quite two years before the TV series would air. The show is online for your viewing pleasure (29 minute MySpace video, also available as a youtube playlist of 6 videos). [more inside]
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FedEx expects delivery volume to surge on Mondays
Retailers' holiday promotions and a shift in consumer buying habits generates heavy demand for Monday deliveries by FedEx.
FedEx expects delivery volume to surge on Mondays
Retailers' holiday promotions and a shift in consumer buying habits generates heavy demand for Monday deliveries by FedEx.
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Canada's top bookstore chain plans a new store model and growth beyond its borders. The retailer also intends to launch an online tool that lets customers try wall art combinations and then customize prints from its image bank.
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Total sales and comparable-store sales both fell in the quarter.
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Web sales grew 0.7%, as overall sales decreased 4.4% year over year.
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To keep pace with rivals such as Amazon.com, Indigo Books & Music is updating its e-commerce strategy to include new merchandise categories and a revamped products page.
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Indigo Books & Music Inc., Canada's largest book retailer, increased its third quarter e-commerce sales by 17.2% while total sales rose by 8%.
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Canadian book seller Indigo says several enhancements to its e-commerce platform helped to drive web sales up in the 2005 fiscal year to $54 million from $41.5 million in FY 2004.
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Key details are still being worked out, but Blast Radius, Internet design and applications development company, will help Indigo Books & Music Inc. redesign Indigo's in-store information kiosks as well as its e-commerce site, chapters.indigo.ca.
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ChristianBook.com and Canadian online bookseller chapters.indigo.ca will employ Endeca's InFront for Guided Navigation product on their web sites.
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Info Touch Technologies Corp., a kiosk security and management software package developer, has announced the results of a kiosk deployment with Canada-based Chapters Inc. bookstores. The companies, which formed a strategic alliance in May 2000, completed the largest retail deployment of Internet kiosks in Canada with more than 300 terminals in 77 Chapters stores. A survey of 5,200 Chapters customers who use the store kiosks showed that the...
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Uterine fibroids are said to be the commonest of all tumors. Kellar1 states that they are found in 25% of all women examined at autopsy, and Irwin2 says that 50% of all women over 50 years of age have them. Since they increase in size only during the years when a woman is menstruating, it is believed that they are in some way related to ovarian function, but the exact cause of these tumors is not known. Kellar found that 25% of those removed surgically were associated with endometriosis. In a series of 58 patients, Jones3 found multiple tumors in 42 and hyaline degeneration in 51. None of the patients in his series showed any evidence of malignant degeneration. Kellar states that sarcomatous changes occur in less than 1%, and Irwin found sarcoma in 0.3% of a series of 632. If sarcomatous degeneration does occur the chances
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Arguable the greatest Starcraft: Brood War player of all time. His career continued into Starcraft 2 where he shows promising results and is still one of the best players in the world.
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a bit unnerved...
My husband and I now have a name for what we are, we discussed out love for each other and our family unit but desire to seek out other partners for well over a year before we actually acted on it. I am currently in a ongoing relationship with a friend who struggled to understand my lifestyle choices but the fact that he put alot of thought into it before starting anything with me meant alot.
He is my 3rd partner since we opened our marriage, the first 2 basically were 1 night stands as the first could not handle things, and the 2nd found a mono relationship and cut ties with me. My husband had struggled to find someone, we live in a very small town so he used dating sites. He found a woman that they talked for quite awhile online before meeting and having a sexual encounter, and once again she couldn't handle that he was married but that it was ok (she had been a mistress once and the wife found out and hunted her down)
So now as I type this, my husband is out meeting a potential ongoing friend with benefits. I have some concerns and try to express them and he listens but continues on. She is married, has a bf already on the side, but her husband is in the dark about anything. She has a lot of questions which is good and has said she is envious of our open marriage that she is so unhappy in her marriage. I am really uncomfortable with the fact she is married and hiding this. It could blow up and be so bad. I voiced my concerns to my husband and he said he did have some concern but not enough to back off. he enjoys exchanging texts and emails with her and was really looking forward to meeting her. I just worry that her affairs will come out and then we will be pulled into things, her running to him sobbing over her husband's reaction (she says he is very jealous and protective) or even the husband tracking mine down somehow. I am not wrong in my thinking right? I mean he did call off meeting a woman before because she was married but not open.
I would just really like to be able to find someone that is either single and can handle our life choices, or that is in a open marriage. Our marriage is very happy and it makes me sick to think of wrecking someone else's marriage especially when there are kids involved. I told him she is to know NOTHING about us today, I don't want her to know where he works, our kids names or ages or my name even anything that could turn around and bite us.
We live a very quiet life and have no one but each other to talk to about our poly life so I am glad to have found a place I can talk about this.
He has sent a message that he is on his way home, so I guess I will hear how things went when he gets home.
You should be. It will. Your husband is cheating with this woman. Even if you know about it, her husband doesn't, so it is cheating.
I know other people on here will have more to say about this.
Do a tag search for "cheating" and "affair". Quite a few people come on here with the exact same situation as yours. I know you said you feel alone and like no one can relate to your situation but it is far from unique. Try to avail yourself of the benefit of other people's experiences.
Last edited by NeonKaos; 08-04-2010 at 03:34 PM.
I feel your pain, recently met ...chripes it's even hard to say; my wife's, boyfriend's, wife...
I'm interested to see how both our situations unfold, and how he relayed how it went when he got home.
I know I won't feel so alone now that I found this forum.
I would be fine with it if she would talk to her husband, and then the marriage either ends or he allows a similar relationship as we have. I would say she is probably staying for the kids, which is so wrong, kids are not dumb and will pick up on things.
I feel bad for my husband as I know he has such a hard time meeting a woman he could be with and is frustrated that as a woman I had an easy time...well for the most part.
I will search the forums a bit more while I wait for him to come home
So he is home, he made it very clear to her our concerns (more mine it seems) that she is married and she is secondary, that our life, our family is FIRST. She understands that and doesn't want to change her life. She said that she has had 8 affairs in the last 10 years ( or something like that) and has never been caught as her job is ideal that she can just say she has to step out of the office for a few hours.
I still don't like it, it feels like he is trying to justify having a relationship with her on the fact that she has gotten away with it for so long. I want him to find an ongoing relationship and hate seeing him struggle but I am just really unsure of this whether she believes she won't be caught or not.
Wow. I'm sorry that your concerns about this mean so little to your husband.
I guess I'm wondering is your only concern the complications if they get caught?
In my similar situation, I'm really not hugely worried about that. Frankly, if they get caught, it's because they screwed up and deserve it. It's more of "accomplice guilt" that I have issue with.
Ygirl he did tell me if I wanted it to stop then he wouldn't see her again, but at the same time I can't say no 100% because I feel bad about it...does that make sense. I basically told him that although previously I like to hear all about his time away,this time if he did continue with her that I don't want to know anything other than when he arrives where they meet and when he leaves.
Yes dazed my biggest concern is them getting caught, her marriage then falling apart and her trying to claim more ownership over my husband which is not how we have our relationship work.
Depth does not come without last names etc. How can that be? That's just BS if you ask me.
Ya, you have every right to put your foot down and say absolutely not. Your whole entire family will get pulled into a whirlwind of drama, bad energy and just plain ol negativity. Why? Because your husband is impatient and can't tell the difference anymore between a real opportunity and the devil herself?
I don't care what her story is, there is no reason for her to stay in her marriage at all. She has destroyed just as much as he has. Even if her reason to stray is that he beats her every night I think. Cheating is just as bad to me, it destroys the fabric of our trust of another and I would wager that it will destroy trust in your relationship too if he does this.
Casual relationships are much better pure and with integrity I have learned. This will never have any of that and all he will get is the chance to fuck someone the whole town has fucked by the sounds of it.
I'm sorry I am coming across so strongly. If you have done a search and read anything about my opinion on this and history with it, you will see why. I'm sorry if my calling this woman the devil herself offends (Mono is sitting by me telling me that is a strong word. He's catholic, perhaps its stronger for some ), I just really feel strongly that anyone who thinks ten years of affairs is something to be proud of and is cheating on a husband, a family, a boyfriend and herself is just completely lost.
I would run. I would run very fast and never respond again with anything more than you feel sorry for her and think she really should check her values.
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