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Home › Forums › Gear Forums › Gear (General) › Pop Bottle (ie Smartwater bottle) ring, to attach to a carabiner
Dec 28, 2011 at 6:26 pm #1283451
Charles HenryMember
@chuckie_cheeseLocale: Arizona and British Columbia
I keep losing smartwater bottles off the side pockets of my ULA circuit.
Is there some kind of device or mcgivering I can use to attach the bottle to my pack, like a ring near the cap?Dec 28, 2011 at 7:22 pm #1816884
Fog MountainMember
How about a loop of cord, attached to the neck of the bottle with a cable tie?Dec 28, 2011 at 7:31 pm #1816888
Andrew FMember
@andrew-fLocale: San Francisco Bay Area
Tie a thin piece of cord in a 6" loop and clove hitch it under the neck of the bottle, then clip that with a carabiner.
AndrewDec 28, 2011 at 7:43 pm #1816893
Mary DBPL Member
@hikinggrannyLocale: Gateway to Columbia River Gorge
What I'd like is something to attach the cap to the bottle! I've lost caps on two trips in a row!Dec 28, 2011 at 7:48 pm #1816899
Christopher YiSpectator
@traumaheadLocale: Cen Cal
Any specific reason you use Smartwater bottles? I haven't had any problems with 32 oz Gatorade bottles, even with some scrambling thrown in.Dec 28, 2011 at 7:49 pm #1816900
John WhynotMember
@jdw01776Locale: Southeast Texas
@mary — I've used the caps off of an Evernew water bladder. There is also Mike C's tip of carrying an extra cap…Dec 28, 2011 at 8:12 pm #1816903
Jeff LaVistaBPL Member
I figured out a neat trick for this. You will need (or improvise):
Thin cord
Awl or small hole making tool
Knife to cut cord
Lighter to singe cord
Chisel ground flat head driver to pry
Silicone sealant optional
Or multitool to use in the above fashion.
Take off the cap, look inside. There should be a blue gasket inside the cap. This is what seals the bottle. Carefully pry this out and save it.
Now, Awl out a thin hole in the center top of the cap, just wide enough to pass the cord through. Pass the cord through and create a stopper knot on the inside. Check that it holds tight and won't pull through. Trim the excess cord and burn the frayed strands.
Dab a tiny bit of silicone above the knot, and pull it through the awled hole, to create a sort of seal. This is just to keep dust out if you're a germophobe. Apply from the outside as well if you must.
After it all dries. Replace the blue gasket, check that the bottle seals and holds pressure. The gasket seals the bottle, not the plastic cap.
Use the other end of the cord to knot it to the bottle. Use another loop as the biner clip, don't use the newly made cap retainer as one.
Carried a bottle just like this for a couple weeks, no problems.Dec 28, 2011 at 8:42 pm #1816912
Mary DBPL Member
@hikinggrannyLocale: Gateway to Columbia River Gorge
Thanks, Jeff, I'll try this. I do toss in a couple of extra caps, but they do tend to pop out of hands and down steep slopes!Dec 29, 2011 at 2:25 pm #1817202
M BMember
Yes, there is.
Take about 6" of cord, maybe 1/8" dia and make a loop somehow, tie the ends in a figure 8 knot or something, doesnt matter.
Slide the loop thru a cordlock toggle, now you have a loop on each side of the toggle. Or you can tie the loop to the carabiner, or crimp it with a sleeve to look professional, etc.
snap small carabiner around the end that has your tied knot.
Stick bottle neck thru other end, and slide cordlock up to cinch it tight around bottle neck under ridge. Snap carabiner to anything.
Outdoor products used to make these and was sold at Walmart, but I havent seen them in several yrs, they were $2, but can make your own for cheap. I will snap an .5L bottle to my beltloop for short hikes this way.Dec 29, 2011 at 10:13 pm #1817348
Jeffs ElevenBPL Member
@woodenwizardLocale: NePo
coupla different sizes availbleDec 29, 2011 at 11:38 pm #1817365
drowning in spamMember
@leaftyeLocale: SoCal
I attach a cord to my bottles. It uses a hitch on one end to allow it to get very tight around the bottle. The other end usually have a figure eight loop. I might have a mitten hook in the loop if I'm attaching it to a thick enough cord on my pack, otherwise I'll use a micro biner or the smallest night ize biner to clip it to my pack.
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Complexity as a theory of education Brent Davis and Dennis Sumara University of British Columbia, Canada
Educational research, as a domain of academic inquiry, is a relatively young field. Most of its major journals have been established since the 1960s, and only a few of them were in place a century ago. University-based colleges and faculties of education are similarly recent. Very few have been around for more than a half-century. For the most part, when they were first established, colleges and faculties of education drew their personnel from specialists in psychology, sociology, history, philosophy, management, and the subject matter areas. And even though the situation has changed so that a huge majority of current faculty members have been credentialed by schools of education, the derivative nature of the field continues to be manifest in the names of its subfields and departments: educational psychology, educational philosophy, educational history, mathematics education, and so on. Few branches, with the obvious exception of curriculum studies, can justly be seen as proper to education. Given this background, it is not surprising that educationists have a longstanding habit of importing theoretical frames and methodological approaches from other domains and disciplines. In this article, we examine some of the issues around this tendency, arguing that there are emergent qualities to educational research and curriculum studies that have not (and cannot) be represented in any of the fields from which they have drawn. In particular, we look toward the transdisciplinary and participatory domain of complexity theory as a means to make sense of the emergent character of educational research—ultimately arguing that complexity theory might be construed as a properly educational theory. We do not regard it as a frame that can be simply adopted, but an emergent conversation that compels participation (see Stewart & Cohen, 1997). In the process, we offer a series of critiques of the established practice of carving educational inquiry into subdisciplines that map tidily onto the grander academic world.
Transphenomenal—the nature of educational forms Not unlike educational research, complexity thinking is young and evolving—and as we develop, it refuses tidy descriptions and unambiguous definitions. It has captured the attentions of many researchers whose studies reach across traditional disciplinary boundaries. For example, the following phenomena are currently under investigation by researchers who align themselves with this emergent school of thought: •
How does the brain work? Now that researchers are able to watch brain activity in real time, it has become clear that many long-held beliefs about its structure and dynamics—that is, assumptions about what thought and memory are, how learning happens, and so on—are misinformed if not completely mistaken (cf. Zull, 2002). What is consciousness? Over the past century, many neurologists, psychologists, and sociologists have attempted to present definitions and discipline-specific explanations of self-awareness, but it has become increasingly clear that none of these contributions
TO CITE THIS ARTICLE PLEASE INCLUDE ALL OF THE FOLLOWING DETAILS: Davis, Brent and Sumara, Dennis (2008) Complexity as a theory of education. Transnational Curriculum Inquiry 5 (2) http://nitinat.library.ubc.ca/ojs/index.php/tci <access date>
Brent Davis and Dennis Sumara: Complexity as a theory of education
is up to the task of making sense of human consciousness of self and other-than-self (cf. Donald, 2002). What is intelligence? IQ scores have been climbing steadily for the past century, at a pace that cannot be explained in terms of biological adaptation, improved nutrition, or educational intervention. It appears that the sort of spatio-logical abilities that are measured by IQ tests must be readily influenced and enabled by experience and context (cf. Johnson, 2005). What are the conditions that contribute to increases in IQ? Can they be manipulated? How is IQ related to or reflective of a broader, more encompassing conception of intelligence? What is the role of emergent technologies in shaping personalities and possibilities? The most creatively adaptive humans—that is, young children (Deacon, 1997; Gopnik, Meltzoff, & Kuhl, 2000)—are able to integrate the latest technologies into their existences in ways that older, less plastic adults can only envy. What might this mean for formal education, both in terms of pragmatic activity and with regard to common understandings of the purposes of schooling? How do social collectives work? Popular assumption has it that the actions and potentialities of social groupings are sums of individual capacities. Yet it is becoming more and more evident that, on occasion, collectives can vastly exceed the summed capacities of their members (cf. Bloom, 2001). How does this happen? Can these situations be orchestrated? What might this mean for classrooms, school boards, communities, and so on? What is knowledge? Even the most static of domains—including formal mathematics, the hard sciences, and fundamentalist religions—can be readily shown to be adapting to the shifting interests and obsessions of societies, being led as much as they lead (cf. Plotkin, 1994). What is education for? If one seriously considers the range of theories and philosophies invoked in current discussions of education, it is obvious that there is little agreement on what formal education is doing, much less on what it is intended to do.
On first blush, it might appear that the only common theme across such questions is that their answers are anything but self-evident. However, a closer look reveals some deep similarities among the phenomena addressed. For example, it might be argued that each of these phenomena is pointing toward some sort of system that learns. Brains, social collectives, bodies of knowledge, and so on can all become broader, more nuanced, capable of more diverse possibilities. Further, each of these phenomena is emergent—that is, each arises in the interactions of many sub-components or agents, whose actions are in turn enabled and constrained by similarly dynamic contexts. In very different terms, it is not always clear where one should focus one's attentions in order to understand these sorts of phenomena. For instance, to research consciousness or intelligence or knowledge, does it make sense to focus on the level of neurological events? Or personal activity? Or social context? Or physical setting? The emergent realm of complexity thinking answers that, to make sense of the sorts of transphenomena mentioned above, one must "level-jump"—that is, simultaneously examine the phenomenon in its own right (for its particular coherence and its specific rules of behavior) and pay attention to the conditions of its emergence (e.g., the agents that come together, the contexts of their co-activity, etc.). This strategy is one of several that have been developed within complexity research, and it stands in stark contrast to, for example, the individual-focused emphases of imported frames anchored in behaviorist psychology or Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci
Brent Davis and Dennis Sumara: Complexity as a theory of education
constructivist epistemology. As the argument goes, such emphases might make sense in the context of a laboratory or a one-on-one engagement, but they are simply inadequate for the multi-layered, intertwining happenings of a real-time classroom.
Transdisciplinarity—the nature of educational practice As a coherent realm of discussion, complexity thinking has only come together over the past 30 years or so. Through much of this period, complexity has frequently been hailed as a "new science." Although originating in physics, chemistry, cybernetics, information science, and systems theory (among other domains), its interpretations and insights have increasingly been brought to bear in a broad range of social areas, including studies of family research, health, psychology, economics, business management, and politics. To a lesser, but accelerating extent, complexity has been embraced by educationists whose interests extend across such levels of activity as neurological processes, subjective understanding, interpersonal dynamics, cultural evolution, and the unfolding of the more-than-human world (e.g., Doll, 1993; Mason, 2008; for a review see Davis & Sumara, 2006). This sort of diversity has prompted the use of the adjective transdisciplinary rather than the more conventional words interdisciplinary or multidisciplinary to describe complexity studies. Just as transphenomenality entails a sort of level-jumping, transdisciplinarity compels a sort of border-crossing—a need to step outside the limiting frames and methods of phenomenon-specific disciplines. Transdisciplinarity is a term that is intended to flag a research attitude in which it is understood that the members of a research team arrive with different disciplinary backgrounds and often-different research agendas, yet are sufficiently informed about one another's perspectives and motivations to be able to work together as a collective. The history of the word transdisciplinary is useful to understanding the way that education, as a domain of inquiry, is positioned as more a participant-in-the-production-ofideas than an importer-of-ideas within a complexity frame. Although there is some debate as to who coined the term and when it was first used, there is general agreement that educational issues figured prominently from the beginning. By some accounts, Jean Piaget was the first to propose the notion in the early 1970s in reference to problems that transcend the boundaries of conventional academic disciplines. Others attribute it to Basarab Nicolescu who, while principally concerned with questions in physics, related the term to the educational problematic. Whatever the case, not only has education been part of the conversation, the domain has been characterized as among the most complex of human projects. The transdisciplinary character of complexity thinking makes it difficult to provide any sort of hard-and-fast definition of the complexity movement. Indeed, many complexivists have argued that a definition is impossible. Complexity thinking might be positioned somewhere between a belief in a fixed and fully knowable universe and a fear that meaning and reality are so dynamic that attempts to explicate are little more than self-delusions. In fact, complexity thinking commits to neither of these extremes, but listens to both. Complexity thinking recognizes that many phenomena are inherently stable, but also acknowledges that such stability is in some ways illusory, arising in the differences of evolutionary pace between human thought and the subjects/objects of human thought. The fact that complexity thinking pays attention to diverse sensibilities should not be taken to mean that the movement represents some sort of effort to embrace the "best" elements from, for example, classical science or recent postmodern critiques of scientism. Nor is it the case that complexity looks for a common ground among belief systems. Complexity thinking is not a hybrid. It is a new attitude toward studying particular sorts of phenomena Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci
Brent Davis and Dennis Sumara: Complexity as a theory of education
that is able to acknowledge the insights of other traditions without trapping itself in absolutes or universals. Further to this point, although it is tempting to describe complexity thinking as a unified realm of inquiry or approach to research, this sort of characterization is not entirely correct. In contrast to the analytic science of the Enlightenment, complexity thinking is not actually defined in terms of its modes of inquiry. It is this point that most commonly arises in popularized accounts of complexity research: The domain is more appropriately characterized in terms of its objects of study than anything else. In an early narrative of the emergence of the field, Waldrop (1991) introduces the diverse interests and the diffuse origins of complexity research through a list that includes such disparate events as the collapse of the Soviet Union, trends in a stock market, the rise of life on Earth, the evolution of the eye, and the emergence of mind. Other writers (e.g., Prigogine, 1997; Stewart & Cohen, 1997) have argued that the umbrella of complexity reaches over any phenomenon that might be described in terms of a living system—including, and of immediate relevance to this discussion of educational research, bodily subsystems (such as the brain or the immune system), consciousness, personal understanding, social institutions, subcultures, cultures, and species. In a similar vein, in our own work we have argued that, for educationists, complexity research might be productively understood as the study of learning and learning systems—a notion that encompasses individuals, social groupings, bodies of knowledge, cultures, and species as well as the contexts that are implied when such "agents" are specified (Davis, Sumara, & Luce-Kapler, 2008). Of course, the strategy of list-making is inherently problematic, as it does not enable discernments between complex and not-complex. To that end, researchers have identified several necessary qualities that must be manifest for a phenomenon to be classed as complex. For example, complex phenomena are self-organizing, self-maintaining, and tend to be nested within (arising from and giving rise to) other systems. These qualities might be applied to a range of phenomena of interest to educationists, including individual sense-making, teacher– learner relationships, classroom dynamics, school organizations, community involvement in education, bodies of knowledge, and culture. Clearly, such a sweep may seem so broad as to be almost useless. However, the purpose of naming such a range of phenomena is not to collapse the diversity into variations on a theme or to subject disparate phenomena to a standardized method of study. Exactly the contrary, the intention is to embrace the inherent complexities of diverse forms in an acknowledgment that they cannot be reduced to one another. In other words, these sorts of phenomena demand modes of inquiry that are specific to them.
Interdiscursivity—the nature of educational discussions One of the major issues with the notion of transdisciplinarity is that the discourses that support and are supported by various disciplines are commonly seen as incompatible, if not flatly contradictory. This particular issue is manifest in contemporary 'paradigm wars' in which, for example, modernist sensibilities are pitted against postmodernist, and analytic orientations are often contrasted with ecological. Complexity thinking provides a means around these apparent impasses: it does so by emphasizing the need to study phenomena at the levels of their emergence, oriented by the realizations that new stable patterns of activity arise that are specific to the emergent system. This piece of advice requires that researchers pay particular attention to the paces of evolution for the phenomena at hand. For example, the biology of a species transforms over millennia and eons, and is thus sufficiently stable to lend itself to the assumptions and methods of analytic science. By contrast, other phenomena, such as a culture's symbolic Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci
Brent Davis and Dennis Sumara: Complexity as a theory of education
tools, not only evolve more quickly, but are subject to very different sets of influences. Analytic methods are simply inappropriate for making sense of such disperse, rapidly changing, intricately entangled sets of phenomena. It is thus that we would describe complexity thinking as a sort of interdiscourse. A discourse is a structurally coherent domain of language use—along with the activities associated with the use of that language—that organizes and constrains what can be said, done, and thought. Every discourse has its own distinctive set of rules, usually operating implicitly, that govern the production of what is to count as meaningful and/or true. Discourses always function in relation to or in opposition to other discourses. No discourse stands alone, although some (such as fundamentalist religion, scientism, or modernism) lay claim to a certain totalized and exclusive understanding of the universe. By attending to evolutionary pace, complexity thinking enables and compels a simultaneous appreciation of the insights of such disparate discourses as post-structuralism and analytic science. Notably, as a collective, educational researchers have acknowledged this point. Discourses as diverse as analytic science and post-structuralism are prominently represented in the current research literature. What is not so well represented, within single publications, at least, is the necessity of interdiscursivity. Indeed, most often in the contemporary literature, discourses are presented as oppositional rather than complementary. This sort of conclusion is inevitable if the transphenomenal nature of educational "objects" is not taken into consideration. This argument may be even more germane to curriculum studies, given the inherently transphenomenal, transdisciplinary, and interdiscursive character of the domain. To that end, we move now to a discussion of the emerging pragmatics associated with a complexivist mindset.
Pragmatics—moving beyond description The transphenomenal interests, transdisciplinary emphases, and interdiscursive nature of complexity thinking are, we have argued, well fitted to the nested, evolving, and intertwining phenomena that are of concern to educational researchers. It is another matter, however, that renders complexity especially well suited to the realm of formal education. Another of the problems with the importation of theoretical frames from psychology, sociology, and other tributary domains is that the borrowed theories tend to be concerned mainly with description. That is, they are not oriented by the principal and pragmatic project of educators of prompting learners toward particular, prespecified sets of competencies. Descriptions of complex phenomena and processes are clearly useful, but insufficient within a domain construed in terms of effecting change—which, although a matter of frequent debate, is how formal education tends to be popularly understood. On this point, we do not mean to suggest that complexity thinking is the only pragmatically oriented frame. Others that have been taken up by educational researchers in recent decades include psychoanalysis and, to a much lesser extent, Eastern mindfulness traditions. Complexity thinking shares with these frames the conviction that transformations of learning systems cannot be understood in linear or mechanical terms and that any attempt at such transformations is necessarily a deeply ethical matter than must be undertaken with caution, humility, and care (Stewart & Cohen, 1997). Of course, as has been foregrounded by critical theorists over the past several decades, the project of effecting change is neither innocent nor benign. Questions that must be addressed include, "Whose conception of change?", "Where does the authority rest?", and "Who benefits?" (We could go on.) Educational research that has been oriented by subjectcentered constructivist theories, for example, tends to be aimed toward "doing things Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci
Brent Davis and Dennis Sumara: Complexity as a theory of education
better"—ensuring better comprehension of topics, developing more effective assessment strategies, and so on—thereby side-stepping questions of the social impact or the cultural relevance of the topics to be taught and evaluated. In prompting attentions to the nested and co-implicated aspects of the educational project, questions of how to teach are often considered independently of questions of why, who, where, and what. The point? For a teaching species in a complex and ever-evolving world, it is troublesome to conceive of education strictly in terms of top-down, ends-driven structures. This is not to say that formal education can do without formal organizations or explicit curricula. The point is, rather, that education is better understood as being oriented toward the as-yet unimagined—indeed, the currently unimaginable. Such a "goal" can only be understood in terms of exploration of the current spaces of possibility. Education and educational research conceived in terms of expanding the space of the possible rather than perpetuating entrenched habits of interpretation, then, must be principally concerned with ensuring the conditions for the emergence of the as-yet unimagined. We would align these suggestions with Pinar and Grumet's (1976) development of the notion of verb currere, root of curriculum (along with a host of other common terms in education, including course, current, and recursive), through which they refocused attentions away from the impersonal goals of mandated curriculum documents and onto the emergent and collective processes of moving though the melée of present events. In recent years, there has actually been a rapid growth in understandings of the sorts of conditions that must be in place to allow the emergence of such expansive possibilities (Johnson, 2001). Knowledge of these conditions has been applied, for example, in efforts to re-establish devastated ecologies and, as already mentioned, within the corporate sector to improve the viability and productivity of various industries. This knowledge has also been adapted and elaborated by a handful of educational researchers to structure classroom and research collectives (see Davis & Sumara, 2006, for an elaborated discussion). In particular, we have investigated educational import of the following conditions: • • • •
internal diversity, internal redundancy, neighbor interactions, and decentralized control.
Space prohibits us from offering an in-depth discussion of these conditions, and so we offer only brief descriptions of these conditions and their possible relevancies. To render the discussion manageable, we have elected to focus on one particular level of complex activity: the transformation of a group of affiliated but independently acting agents into a unity in which personal aspirations contribute to grander collective possibilities. The discussion is oriented by the assumption that a successful collective is not just more intelligent than the smartest of its members, but that it presents occasions for all participants to be smarter—that is, to be capable of actions, interpretations, and conclusions that none would achieve on their own. In other words, each of the interdependent conditions discussed below is simultaneously a reference to global properties of a system and to the local activities of the agents. The condition of internal diversity has been used to discuss the importance of, for example, the tremendous amount of unexpressed "junk" DNA in the human genome, the range of vocational competencies in any large city, the biodiversity of the planet, and the specialized functions of different brain regions. In each case, the diversity represented among units/parts/agents is seen as a source of possible responses to emergent circumstances. For instance, if a pandemic were to strike humanity, currently unexpressed DNA sequences might Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci
Brent Davis and Dennis Sumara: Complexity as a theory of education
bestow immunity upon a few people, and hence ensure the survival of the species—an intelligent response to unforeseeable circumstances. A differently intelligent response to the same circumstances (and a 'more' intelligent response, from the perspective of most members of the species) might arise among the interactions of a network of researchers with expertise in such diverse domains as virology, immunology, sociology, entomology, and meteorology. A critical point here is that one cannot specify in advance what sorts of variation will be necessary for appropriately intelligent action, hence the need to ensure and maintain diversity in the current system. Our linking of systemic intelligence with internal diversity in the preceding paragraph is deliberate. Internal diversity defines the range and contours of possible responses. On the level of collective human action, there are important and usually broad diversities in any social grouping, no matter how homogeneously conceived. However, as demonstrated by certain religious groups, classrooms, and other structures that are in one way or another rigidly governed and/or insulated from grander systems, the possibility for expression of relevant diversities can be readily suppressed, thereby minimizing the opportunities for innovative collective action. With specific regard to classroom settings, we are prompted here to offer a critique of those "cooperative learning" and collaborate group-based strategies that are organized around formal roles and instrumental, close-ended tasks. One cannot impose diversity from the top down by naming one person a facilitator, another a recorder, and so on. Diversity cannot be assigned or legislated; it must be assumed to be present. Similarly, it is unlikely that diversity, even if expressed, will be recognized and valued if the task set for a collective is trivial. The complement of internal diversity of a system is internal redundancy, a term that is used to refer to duplications and excesses of those aspects that are necessary for complex coactivity. For example, in order for a group of historians to reconstruct some portion of Egypt's past, it is not necessary that everyone be able to interpret hieroglyphics. However, this sort of redundancy would likely be highly useful. In a social grouping, redundancies typically include common language, similar social status of members, shared responsibilities, constancy of setting, and so on. Such redundancies tend to fade into the backdrop of social action and are only pulled into focus when there is some sort of rupture in one or more of them. In fact, at least among humans, there is vastly more redundancy than diversity. This sort of deep sameness is vital. A complex system's capacity to maintain coherence is tied to the deep commonalities of its agents. As demonstrated by the ways that some people's brains recover from strokes, some companies cope with employee disloyalty, and some ecosystems adapt to the loss or introduction of new species, redundancy among agents is what enables a system to cope with stress, sudden injury, and other impairments. Redundancy thus plays two key roles. First it enables interactions among agents. Second, when necessary, it makes it possible for agents to compensate for others' failings. It is in these senses that redundancy is the complement of diversity. Whereas internal diversity is outward-oriented, in that it enables novel actions and possibilities in response to contextual dynamics, internal redundancy is more inward-oriented, enabling the habituated, moment-tomoment interactivity of the agents that constitute a system. An upshot, perhaps obvious, is that educators and educational researchers who are interested in interactivity in a complex collective must attend to the common ground of participants. Again, much of the necessary redundancy can usually be assumed to be present. However, some aspects may need to be negotiated—as is especially evident, for instance, at international meetings of curriculum scholars. Some aspects can be manipulated by, for example, introducing a common text or other artifact to focus attentions, which is a point that Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci
Brent Davis and Dennis Sumara: Complexity as a theory of education
that is embodied in activities such as academic conferences and preparation of academic publications. None of this is to say that all members of a complex unity must "be on the same page" in terms of purpose, intentions, expectation, and so on. In fact, the vibrancy of complex unities arises in the mix of its redundant and its diverse elements—or, in systemic terms, the sources of its stability and its creativity. The harmonious co-existence of these elements is not strictly dictated by the system itself, but is better understood in terms of a function of the system-in-context. Minimal redundancy among (i.e., high specialization of) agents is most valuable in relatively stable settings, but it can be associated with a loss of robustness and, hence, presents a risk of poor adaptability if the context were to become volatile. For instance, wide-scale extinctions are often linked to overspecialization (more precisely, over-speciation) and consequent inability to adapt to new conditions. Similarly, factories that are organized around highly specialized micro-tasks can be very efficient, but very difficult to update or upgrade in the face of changing consumer demands. On the flip side, maximum redundancy (i.e., highly interchangeable agents, and therefore low specialization) is more appropriate in more volatile situations. Increased redundancy can also engender decreased adaptability, however. Taken to an extreme, a reduction in internal diversity can diminish a system's capacity to respond quickly and intelligently, simply because it lacks a sufficient range of diverse responses. In such cases, even minor perturbations can trigger the collapse of a system. On these counts, it bears mention that projects such as the internationalization of curriculum studies stand out as powerful examples of how and why one must seek out redundancy while promoting diversity. In a knowledge-producing system, these elements must co-exist in productive tension. (By way of more familiar and more accessible examples, the juxtaposition of varied voices around common themes in discussions of curriculum serve as provocative examples of the necessary simultaneity of diversity and redundancy. See, e.g., Pinar, 1999; Pinar, Reynolds, Slattery, & Taubman, 1995). With regard to the internal dynamics of a collective learning system, it goes without saying that agents must be able to affect one another's activities. Clearly, neighbors that come together in a grander unity must communicate. However, what is not so obvious is what might constitute a neighbor in the context of a knowledge-producing community such as a research collective, an academic community, a classroom grouping, or even an individual's psyche. In our own ongoing efforts to interpret and prompt complex activity around educational topics, we have come to realize that the neighbors in knowledge-oriented communities are not physical bodies or social groupings. That is, although undeniably important, personal and group interactions for their own sake may not be as vital or as useful as is commonly assumed. Rather, the neighbors that must interact with one another are ideas, hunches, queries, and other manners of representation. We recognize that there are dangers with the phrasing of the previous sentence. The claim that notions can "interact" might be interpreted as invoking a knowledge-as-object metaphor or as ascribing intentions to ideas. However, we understand knowledge in terms of potentials to action—necessarily dynamic, even volatile, subject to continuous revisions as the knowing agent integrates/embodies new experiences. The principle that we are developing here is more about the importance of activating these potentials in the hope that they might trigger others and, in the process, be blended into more sophisticated possibilities. One need only look to the academic world for many examples of these sorts of mechanisms, including conferences, seminars, journals, hallway interactions, visiting professorships, and wiki spaces, to mention only a few. A prominent metaphor that is used to point to such interactive structures is that of the conversation, foregrounding the contingent and engaged nature of the phenomenon. Unfortunately, a more descriptive English vocabulary for this manner of Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci
Brent Davis and Dennis Sumara: Complexity as a theory of education
ideational interaction has not yet emerged, hence our reliance on the somewhat troublesome, but nonetheless productive, notions of bumping, colliding, and juxtaposition of ideas. A perhaps surprising implication here is that the critical point is that mechanisms be in place to ensure that ideas will stumble across one another, not that there must be a particular sort of organizational structure in a social collective. Small group meetings, round-table discussions, face-to-face interactions, and so on may be no more effective than large conventions, straight rows, and text-mediated exchanges. Indeed, in some instances, the latter structures can be considerably more effective. To restate this vital point, then, complexity thinking explicates the importance of neighbor interactions, but offers little generalizable advice on means to accomplish the meeting and blending of ideas. Teachers and educational researchers must make provision for the representation and interaction of ideas, but the means of doing so must be considered on a case-by-case basis, contingent on the particular issues, contexts, and participants involved. Notable trends in these regards include Web 2.0 (i.e., social networking applications, wiki-spaces, etc.; see Watts, 2004), collective "lesson study" protocols (Fernandez & Yoshida, 2004), and current movement toward "participatory" educational structures (Jenkins, Clinton, Purushotma, Robison, & Weigel, 2006). Our experience is that one of the first lessons of enabling neighboring interactions is that one must relinquish any desire to control the structure and outcomes of the collective, following an important conclusion of complexity research (Kelly, 1994). Consistent with such unities as brains, anthills, cities, and ecosystems, control in a knowledge-producing collective must be understood as decentralized, arising in localized activities. Note that in this discussion of knowledge-producing systems, just as "neighbors" is used to refer to ideas, "control" has to do with emergent conceptual possibilities. We are in no way suggesting that teachers, educational researchers, or curriculum scholars should abandon their responsibilities for organizing physical structures and spaces. Rather, we are talking about the development of interpretive reach, and that may entail rather rigid constraints on the physical system (as we discuss in the next section). The point is simply that interpretive possibilities (as opposed to physical conditions) cannot be managed. To impose a singular or centralized authority would be to extinguish the potential of the collective as a knowledgeproducer. In the context of this discussion of education, it might seem that an immediate implication of this condition of complex emergence is that the teacher-centered classroom and the researcher-led study group are inherently problematic. Such may well be the case, at least insofar as the desire to achieve preset objectives, but the conclusion is not fully justified. In fact, the condition of decentralized control also serves to problematize the constructs of student-centered classrooms and participant-driven research. This condition of complex emergence compels us to question an assumption that underlies arguments for both teacher/researcher-centeredness and student/participant-centeredness—namely, that the locus of learning is the individual. Learning occurs on other levels as well, and to appreciate this point one must be clear on the nature of the complex unities that might be desired in educational collectives. For us, these complex unities are shared ideas, insights, projects, concepts, and understandings that collectively constitute the group's body of knowledge. To underscore this point, the goal is not interpersonal collectivity, but collective knowing, noting once again that a knowledge-producing system is not the same as the knowledge produced by the system. This conception of shared/decentralized control prompts our attentions away from matters of a leader's actions and toward consensual domains of authority. Within a structuredetermined complex system, external authorities cannot impose, but merely condition or occasion possibilities. The system itself "decides" what is and is not acceptable. Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci
Brent Davis and Dennis Sumara: Complexity as a theory of education
Pragmatically speaking, with regard to shared/distributed work or understandings, the upshot is that a person should never strive to position herself or himself (or a text or other figurehead) as the final authority on matters of appropriate or correct action. Structures can and should be in place to allow students to participate in these decisions. For us, then, an important element in effective educational and research practices is the capacity to disperse control around matters of intention, interpretation, and appropriateness. The four conditions that we have presented—that is, diversity, redundancy, neighbor interactions, and decentralized control—are just part of a longer list that is subject to ongoing revision (Johnson, 2001; Kelly, 1994). Complexity researchers have identified many others, including: • • •
• • •
negative feedback loops (mechanisms to keep systems in check, so that aspects do not spiral out of control); positive feedback loops (means to amplify specific qualities or dynamics that may be of use to the system); the possibility of dying (given the interdependency of agents, a significant rupture in their interactivity—such as a shift in the relational web arising from the failure or departure of an agent—presents the possibility of cascading failure and catastrophic collapse of the system); memory (complex unities embody their histories and identities, so an inability to preserve relevant information will precipitate a collapse of the system); stability under perturbations (although existing far from equilibrium, the patterns of activity and interactivity that constitute a system must have some measure of stability); reproductive instability (there must be room for "error"—that is, for the emergence of variations on relatively stable patterns—if a system is going to be adaptable).
We could go on but will suffice it to say that our basis for selection of the conditions discussed in this article is the extent to which the educator or educational researcher can affect or tinker. For instance, we might readily occasion the expression of diverse understandings in a research collective or a classroom. However, by contrast, it is not (yet) clear to us how we might tinker with negative and positive feedback loops. For those, and the others listed above, we rely on conditions that are already present and well developed in human social systems, but that tend to operate on biological and/or tacit levels.
On the constant need to restructure structures Given the idiosyncratic characters, recursively elaborative, and ever-divergent possibilities of complex phenomena, accounts of complexity-informed research can never be offered as events to be replicated or even held up as models. At best, they can serve as illustrations, not exemplars. Indeed, we ourselves have failed in efforts to "replicate" studies in different settings, in large part because of inabilities to accommodate to the particularities of varied contexts. Encouraged by the fecundity of specific projects, we have on occasion misinterpreted or failed to perceive the ambiguities that arise between settings and, in the process, assumed a coherence (or the possibility of a coherence) that simply was not there. In retrospect, in these instances, we failed to attend to the four conditions discussed in this article. Yet even if we had, there was no guarantee that a similar richness would have been achieved. Complexity cannot be scripted or managed into existence. However, it can sometimes be occasioned. The critical issue developed in this article is that such occasioning Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci
Brent Davis and Dennis Sumara: Complexity as a theory of education
is contingent not only on the appropriate conditions being in place, but for attentions to be oriented toward the appropriate level(s) of complex activity. Or, phrased somewhat differently, an education that is understood in complexity terms cannot be conceived in terms of preparation for the future. Rather it must be construed in terms of participation in the creation of possible futures. Educational research, framed complexly, must also be interpreted as participatory—meaning that (following Jenkins et al., 2006), there are opportunities for expression and engagement, there is support for creating and sharing creations, there is some type of teaching so the most experienced can mentor new members, members believe their contributions matter, and members feel social connection with one another. In this way, complexity theory offers an alternative to the longstanding tendency among educational researchers to import frames and foci from other domains. Complexity research does not allow such unidirectional borrowing. Rather, there is an expectation of participation in the emergence and evolution of insights. One does not "apply" complexity principles; one takes part in their articulation and elaboration. In this sense, we would argue, complexity theory can be properly construed as an educational theory.
References Bloom, H. (2001). Global brain: the evolution of mass mind from the Big Bang to the 21st century. New York: Wiley. Davis, B., & Sumara, D. (2006). Complexity and education: inquiries into learning, teaching, and research. Mahwah, NJ: Erlbaum. Davis, B., Sumara, D., & Luce-Kapler, R. (2008). Engaging minds: changing teaching in complex times, second edition. New York: Routledge. Deacon, T. (1997). The symbolic species: the co-evolution of language and the human brain. New York: W.W. Norton. Doll, Jr., W.E. (1993). A post-modern perspective on curriculum. New York: Teachers College Press. Donald, M. (2002). A mind so rare: the evolution of human consciousness. New York: W.W. Norton. Fernandez, C., & Yoshida, M. (2004). Lesson study: a Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Erlbaum. Gopnik, A., Meltzoff, A.N., & Kuhl, P.K. (2000). The scientist in the crib: What early learning tells us about the mind. New York: HarperPerennial. Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J., & Weigel, M. (2006). Confronting the challenges of participatory culture: media education for the 21st century. The MacArthur Foundation. Available at: http://www.digitallearning.macfound.org/ Johnson, S. (2005). Everything bad is good for you: how today's popular culture is actually making us smarter. New York: Riverhead Books. Kelly, K. (1994). Out of control: the new biology of machines, social systems, and the economic world. Cambridge, MA: Perseus. Mason, M. (editor). (2008). "Complexity theory and the philosophy of education." Special issue of Educational Philosophy and Theory, 40(1). Pinar, W.F. (editor). (1999). Contemporary curriculum discourses, 2nd edition. New York: Peter Lang. Pinar, W.F., & Grumet, M.R. (1976). Toward a poor curriculum. Dubuque, IA: Kendall/Hunt. Pinar, W.F., Reynolds, W.M., Slattery, P., & Taubman, P.M. (1995). Understanding curriculum. New York: Peter Lang. Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci
Brent Davis and Dennis Sumara: Complexity as a theory of education
Plotkin, H. (1994). Darwin machines and the nature of knowledge. Cambridge, MA: Harvard University Press. Prigogine, I. (1997). The end of certainty: time, chaos, and the new laws of nature. New York: The Free Press. Stewart, I., & Cohen, J. (1997). Figments of reality: the evolution of the curious mind. Cambridge, UK: Cambridge University Press. Waldrop, M.M. (1992). Complexity: The emerging science on the edge of order and chaos. New York: Simon and Schuster. Watts, D. (2004). Small worlds: the dynamics of networks between order and randomness. Princeton, NJ: Princeton University Press. Zull, J.E. (2002). The art of changing the brain: enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus.
Authors Brent Davis is Professor, David Robitaille Chair in Mathematics, Science, & Technology Education, Department of Curriculum Studies, University of British Columbia, Canada. Email: firstname.lastname@example.com Dennis Sumara is Professor and Head, Department of Curriculum Studies, Faculty of Education, University of British Columbia, Canada. Email: email@example.com
Transnational Curriculum Inquiry 5 (2) 2008 http://nitinat.library.ubc.ca/ojs/index.php/tci
Complexity as a Theory of Education

subset: commoncrawl


text:
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"Roaches burrow in mulch or bark for the winter," said Peterson. "But since the ground temperature has been getting warmer, you may start to see more and more of them as the temperatures begin to increase."Spiders According to a recent Omnibus survey, the biggest concerns with spiders are that "they could bite, sting or attack me" (50 percent) and "they're creepy" (44 percent). However, there are only two species of spiders in the U.S. that are harmful to humans – the brown recluse and the black widow. Most other spiders are just nuisance pests and like to feed on other insects, so if you see spiders around the inside of your home, that could be a sign of a larger pest problem. "Sanitation is really the most important factor when it comes to helping to prevent spiders," said Peterson. "Some spiders like moisture and others like dry, warm areas." Peterson recommends the following tips to help prevent ants, roaches and spiders from being attracted to your home:
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Bear necessities
Summer Bearfest, Kensington Town Hall, London (020 7937 5464). The town hall will be invaded by teddy bears, makers and dealers. Featuring antique and modern bears, best dressed bear competitions and books.
Open: 24 August
Cost: Adults £4, children £2
Bring on the clowns
Bristol Children's Festival, Clifton Downs, Bristol (0117 922 3719). Puppeteers, clowns, jugglers, storytellers and magicians provide family fun.
Open: 25-28 August
Cost: Adults £6, children £4
Princess for a day
Children's Festival, Goodrich Castle, Ross-on-Wye (01600 890538). Kids can play princesses and warriors in fifteenth-century-style costumes.
Open: 24 and 25 August
Cost: Adults £5, children £1, concessions £4


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Clue: Gel in a lab
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"Thankfully, the lawyers representing us and the IBF have worked it out and Lennox is now recognised as the undisputed heavyweight champion of the world," Lewis's manager Frank Maloney said yesterday.
Lewis beat champion Evander Holyfield on a unanimous points decision in Las Vegas on Saturday in a unification fight for the undisputed heavyweight title. But he left the ring with only three of the four belts - the World Boxing Association, World Boxing Council and International Boxing Organisation versions - after the IBF decided to withdraw theirs.
Bob Lee, the IBF president who pleaded not guilty on Monday to charges of taking bribes to fix world rankings, said afterwards that he considered the IBF's title vacant following a dispute over a $300,000 (pounds 180,000) sanctioning fee. Lewis's camp had wanted to pay the money into escrow, because of the indictments against the IBF. His promoter Panos Eliades had argued that, with the IBF seemingly split, he did not know who should receive the cheque.
Lee replied by giving Lewis until Friday to pay the money or forfeit the IBF title. Maloney, who had posed for British newspapers holding the cheque to prove it had been written out, said the money had now been handed over and the dispute was over although Lewis had still not received the belt.
Mike Tyson, the former undisputed heavyweight champion, will return to the ring on Saturday, 15 January in either the United Kingdom or Germany. Tyson's opponent is yet to be named.Reuse content


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SAN DIEGO — If Arizona's going to bounce back from its disastrous start, the Diamondbacks will need a lot more outings like the kind Brandon McCarthy turned in Saturday night.
He threw seven shutout innings before the Diamondbacks weathered a ninth-inning rally to hang on for a 4-3 win over the San Diego Padres.
Arizona handed San Diego its fourth straight loss, as the major leagues' worst offensive team was two outs away from its second straight shutout to Arizona before scoring three runs in the ninth.
McCarthy (1-5), who tied his career high with his fifth straight loss in his last start, gave up three hits, including two doubles to Seth Smith, and allowed just one runner to reach third base. He struck out six and walked one.
"The story of the night was McCarthy's performance," Arizona manager Kirk Gibson said.
"We just settled in where we were and not try too hard. We just tried to execute as many pitches that we could," McCarthy said. "(It) was about the least strong I felt all season. I felt good, I just didn't feel as strong as I had. It's good to know that if it's not feeling right, it's still there."
The Diamondbacks had their scoreless innings string snapped at 24 when J.J. Putz allowed a one-out single to Smith and an RBI double to Yasmani Grandal.
Addison Reed then surrendered Jedd Gyorko's two-run homer. After getting an out, Reed gave up Cameron Maybin's double and walked Will Venable. Reed ended the game by getting Xavier Nady on a flyout for his eighth save.


text: Photo Gallery 32 HyacinthLake Forest, CA 92630 0 $1,584,465 Single FamilyStatus: Contract Pending Bed:5 Bath:6 Sqft:4,045 MLS#: PW16762045 33.648998260498047-117.68479919433594 Courtesy Of James Boyd, Toll Brothers Real Estate, Inc Description: Photos are taken from the model home for reference ONLY! This luxury open-concept home has 5 bedrooms, 5.5 bathrooms, large loft, Luxury California Living Space perfect for indoor/outdoor entertaining, outdoor courtyard, formal dining room, and a 2 car garage with flex space. Gourmet kitchen with king sized island, stainless steel appliances, including 48-inch gas cook-top, hood, double wall oven, microwave and dishwasher. Impressive 10-foot ceilings on the first floor, 9-foot second floor ceilings and 8-foot interior doors. NO MELLO-ROOS special tax! Low HOA Dues!Main Features: Listing Status Contract Pending Year Built 2016Garage 2.0 Floors 2Full Bath 5 Half Bath 1School District Saddleback Valley Unified County orangeRental Price $0 Subdivision Other (Othr) Additional Features: ACCESSIBILITY FEATURES None Amenities BarbecueBiking TrailsBocce Ball CourtClub HouseFire PitOutdoor Cooking AreaPicnic AreaPlaygroundPoolRecreational Multipurpose RoomSpaTennisAppliances DishwasherDouble OvenGas StoveMicrowaveTankless Water Heater ASSESSMENTS NoneAssociation Fees Monthly Common Walls No Common WallsCommunity Features SidewalksStreet Lighting Condition New ConstructionCooling CentralSEER Rated 13-15 Fireplace Living RoomFlooring CarpetTile Heating Forced AirInterior Features Coffered Ceiling(s)High Ceilings (9 Feet+)Open Floor Plan Laundry Individual RoomLevels Two LOT FEATURES Lot-Level/FlatParking DrivewayGarage Patio CoveredPool Features Association PROPERTY SUBTYPE Single Family ResidenceRoad Surface Paved Roof TileRooms FoyerGreat RoomLoftMain Floor BedroomMaster BathroomMaster SuiteWalk-In Closet Spa AssociationSPECIAL CONDITIONS Standard SQFT SOURCE BuilderView Mountain WATER SOURCE PublicWindows Double Pane Windows Year Built Source Builder Extra Features: Association Fees 198 Baths Full and 3/4 5CDOM 72 Living Area Sq Ft 4045Lot Size Square Feet 5843.00 Parking Spaces 2.00Price Per SQFT 391.71


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text:
The Semantics of the Russian Comitative Construction
- Cite this article as:
- Dalrymple, M., Hayrapetian, I. & Holloway King, T. Natural Language & Linguistic Theory (1998) 16: 597. doi:10.1023/A:1006087510541
- Citations
- 113 Downloads
Russian has two different means of combining two noun phrases to form a plural noun phrase: the coordinate construction (using i 'and') and the comitative construction (using s 'with'). The two constructions are associated with different readings for certain sentences. In particular, the coordinate construction generally allows both a distributive and a collective reading, whereas in certain cases the comitative construction allows only for a collective reading. This difference has been ascribed to a difference in denotation of the two types of phrases. We show that such an analysis is unsatisfactory and propose an alternative analysis that appeals to pragmatic factors. In particular, we claim that distributive readings are dispreferred in the absence of an overt distributive operator and that pragmatic differences between the types of noun phrases raise the saliency of their subgroups to different degrees, thus making distributive readings more difficult to obtain with comitatives.


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National Signing Day coverage for Houston area and Texas
Wednesday is National Signing Day and KPRC 2 Sports has you covered.
Below you will find tweets from the #KPRC sports team with the latest signing news, as well as lists of the major Texas schools' recruiting classes.
We'll post more of the schools recruiting lists as they come into the newsroom:
Baylor's 2015 football recruiting class in alphabetical order, with position, height, weight and school:
Henry Black, db, 5-11, 180, Woodlawn HS, Shreveport, La.
Riley Daniel, ol, 6-5, 310, Ringling (Okla.) HS
Dominic DeSouza, ol, 6-7, 300, City College of San Francisco
Drew Galitz, p/k, 5-10, 180, Rowlett (Texas) HS
JaMycal Hasty, rb, 5-8, 185, Longview (Texas) HS
Jameson Houston, db, 6-1, 190, St. Michael's Academy, Austin, Texas
Tyrone Hunt, dl, 6-3, 235, Arp (Texas) HS
Clay Johnston lb, 6-2, 200, Wylie HS, Abilene, Texas
Devonte Jones, c, 6-2 305, Bellaire HS, Houston
Lenoy Jones Jr., lb, 5-10, 215, Midway HS, Waco, Texas
J.W. Ketchum, db, 6-0, 190, Lamar HS, Houston
Blake Lynch, wr, 6-2, 195, Gilmer (Texas) HS
Tony Nicholson, db, 5-9, 170, South Grand Prairie HS, Grand Prairie, Texas
Eric Ogor, lb, 6-0, 215, Foster HS, Richmond, Texas
Maurice Porter, ol, 6-7, 315, Navarro (Texas) College
Jarrett Stidham, qb, 6-3, 195, Stephenville (Texas) HS
Devontre Stricklin, wr, 6-1, 180, Midway HS, Waco, Texas
Sam Tecklenburg, ath, 6-3, 280, Plano (Texas) HS
Jordan Tolbert, db, 5-10, 160, Ridge Point HS, Missouri City, Texas
Jordan Williams, lb, 6-0, 210, Paris (Texas) HS
North Texas' 2015 football recruiting class in alphabetical order, with position, height, weight and school:
Creighton Barr, ol, 6-3, 296, Marcus HS, Flower Mound, Texas
Rodney Bendy, wr, 6-5, 187, Tyler (Texas) HS
D'Aundrey Bradley, wr, 6-2, 177, Cedar Hill (Texas) HS
Nate Brooks, db, 6-0, 163, Whitehouse (Texas) HS
Caleb Chumley, qb, 6-5, 245, Pinetree HS, Longview, Texas
Jareid Combs, de, 6-3, 248, Iowa Central CC
Kevin Dillman, te, 6-4, 245, Guyer HS, Denton, Texas
Cortney Finney, lb, 6-0, 225, Trinity Valley (Texas) CC
James Gray, db, 6-0, 193, Fort Scott (Kansas) CC
Xavier Grindle, db, 5-11, 192, Pearl River (Miss.) CC
DeMikal Harrison, dt, 6-3, 318, Midwest HS, Midwest City, Oklahoma
Eli Howard, de, 6-4, 243, Central HS, San Angelo, Texas
Jakii Moore, db, 6-0, 201, UAB, Tulsa, Oklahoma
Chett Munden, ol, 6-5, 319, Marshall (Texas) HS
Jordan Murray, ol, 6-9, 359, Coppell (Texas) HS
Brian Ochs, ol, 6-3, 303, Butler (Kansas) CC
Ashton Preston, db, 5-10, 177, Santa Fe HS, Edmond, Oklahoma
Taylor Robinson, db, 5-11, 188, Central HS, Keller, Texas
Dakota Smith, lb, 6-4, 230, Trinity Valley (Texas) CC
DaMarcus Smith, qb, 6-1, 205, Butler (Kansas) CC
Kelvin Smith, te, 6-2, 241, Dekaney HS, Spring, Texas
Thaddeous Thompson, wr, 6-2, 197, Scottsdale (Ariz.) CC
RD Wegmann, dt, 6-3, 267, Rider HS, Wichita Falls, Texas
Elex Woodworth, ol, 6-4, 269, Horn HS, Mesquite, Texas
Roderick Young, dt, 6-1, Dekaney HS, Spring, Texas
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New Braunfels Herald Zeitung (Newspaper) - March 12, 1997, New Braunfels, Texas WEDNESDAYCanyon lifters prepare for state. See Page 1B 50 CENTS Inside New Braunfels Horal 20832 PIOOV 10/22/VV 80-WH £U nlCROPllBL ISHINO 2627 E YOH lit. I I OK EL CO!.ll, IX 79903- 20 pages 'n two sect texts ■ Wednesday, March 12, 1997 Serving Comal County and surrounding areas trx more than 145 years ■ I kxne of VMM Mm fen* Vol 145, No 85 Editorial 4ATCI seeks approval of rate Increase WHO TO CONTACT TCI has filed for a rate increase before the Federal Communica tions Commission Its service area in New Braunfels includes about 8,900 customers and will increase to $10 98 for basic service and $13 41 for expanded As of Jan 1, TCI dropped aor vice of WGN, Intro TV and Sneak Preview and added Animal Plan et, Cartoon Network and Encore Rex, In addition, the Discovery channel and WTBS wore added to the basic service TCI also dropped the Lifetime channel and replaced it with a Fox news network earlier ttxs pas! year To voice concerns, contact: ■ TCI at 625-3408 for the New Braunfels service area, which connects to the San Marcos headquarters; in Canyon Lake at 964 3960 ■ City of New Braunfels at 608-2100 The city can accept complaints in writing and attempt to resolve tfiem with the cabio company lf not, the city can fill out a form with your complaint to send to the FCC. work in thin industry have dedicated cities within the local IT'I service arca Sports ............. 1B2B Comics 3B Market Place 4B 88 Dear Abby .......3A wnnwy wiinvi irucvi th# M«rakMMtun«l The New Braunfels Herald' Zeitunx extend* birthday wishes to; ENane Burkhart, Ana (aru*. Pebble Sc hill tbcr. Verna Mat »/-j.1 a lllnliM J I Immi vknmcnorrite •▼lie Marina Michele Ortegen (I year old), Lydia Katie, Kip Anderson (SO years old). Mary Belle (irreal/, Ronnie Smith Jr. Kathie Melanin, Dudley Ives, Ramona McNutt. Happy anniversary wishes go to: Victor and Melinda Rodriguez (3 years), I .Ism and Ken Brucks, Peter B. Kosales and Stephanie D. Konales, Jesus and Klvlra Hernandez (50 years, belated). To have a birt lulus or annlver Mary listed here, t all 425 9/ 44 honan Count Mow —2 426 (PoStn m«Mur«d In part* par cut*, morn cd mi lofcxmatkx! prow**} by Or tim* Mump*) RIvm Information Comet River — 236 cubic (aet (arr second, seme es Tuesday Kdward* Aquifer Hanlhrr Canyon Well — 624.16 feel ehrrve tee level, up IM Canyon Dam (Demerge tm cfs Canyon Lake inflow - 660 cfs Canyon Lake level — 910 66 leaf strove •aa level (Above conservation pool.) Sl im A a ZI Si ti M m ,,.»> .mil. j: NOU reports pumping 4 boo mason unions al surface water Tuesday, and 216,400 pMtana of wsi water ware used Fair on tap Friday The Comal County Youth Homemaking and Art Fair will begin at noon Friday at the Comal County Fairgrounds Agriculture Building Sale of judged entries, except for grand and reserve champion winners will take place from 3 to 5 p m The grand champion and reserve champion auction will begin at 6 p m in the food mall, This is an excellent opportunity for the business community to support the youth of Comal County Bay Scout* evenest* for odd Jobs Boy Scouts will clean out your garage, room, closet, etc , to earn funds to attend immer camp They will haul off unwant ' ed items Call 629-3811. lophiinbuTQ celebration today The Sophienburg Museum and Archives will celebrate anniversaries and honor volunteers 6 30 p m. today. Door j prizes will be given Call 629 1572 for information ■asenee of art lecture today The Unitarian Universalists will have Elizabeth Elliott, executive director of the Circle Arts The atre and Herald/eitung coium nist on the arts and humanities, speak on "The Arts The Essence of All-Thai Is," at 7 30 p m. today at the Faith United Church of Christ, 970 N Loop 337 AmorkMMi Q.l. Forum I mooting Chapter 1014 American G I I Forum will meet at 7 p m Thursday at the American Legion Hall on Coll Street Members and non-members are welcome By ABE LEVY Staff Writer Citing the expcnne* for recent programing change* and compony realignment, the only cable company in the New Braunfels area filed this peat week for rate increase* with federal officials. Dennis Moore, general manager of Tele-C'ommunication* Inc, said Tuesday corporate officials exercised their annual option to file a 71 cent increase for basic service and SI JI for expanded before the Federal Communication* Commission. If approved, the rate* would become effective June I and affect about 8,900 customers in the New Braunfels service area. **l think it's a lcgitamatc request for an adjustment," Moore said. "1 think it's warranted We try to be responsive to our customers. Those of us who By DOMM DZIUK Staff Writer Representatives from businesses impacted by the Guadalupe River and the Comal County Water Oriented Recreation District met T uesday night with officials horn the two agencies controlling releases from Canyon lake to ask for a seasonal recreation level. The meeting was held in response our live* to this We have a very highly visible product." Moore said "similar adjustments in other systems" are planned for other to a meeting earlier this month where community members determined the key factors in a successful summer Water, and the availability of it throughout the entire summer, was the top issue. l ite main issue as ol I ut clay's meeting was whether releases from Canyon (.ake could he managed in an alternative way during the summer Currently, when tile level of ( anyon whose hcatkjoartcr* are in San Marcos and includes Seguin, (ion/ales, Yoakum. ( ucro and Stockdale late last year. TCI restructured its I ake is VOX feet above mean sea level or below, tile lake is considered iii tile conservation (ssii, anti the water releases are based on downstream water rights Anything alcove 909 feet above nisi is considered pert of die flood pool level, and releases aa* increased to bring tile level back down to (lie conservant*) (itMil. Business ami community leaden want to see a ''seasonal rec real it hi service arca to include Kerrville, Fredericksburg, Bandera, Lake Hills anti I xx in Springs to bring it* fetal number of customers to 54,(HK). City officials said they plan to finish a review of the proposal in about two weeks and place the final decision of whether to support it before the City Council. Don Ferguson, assistant to the city manager, said city staff is verifying the information to ensure it is allowed by law. 'There arc limits on what can be adjusted and we're exploring to see wha her those limits have been met or excoded," he said. "We're l<Hiking to sec what can he done to ensure that the customer is satificd. We're interested in hearing from the ctti/ens," In response to the proposal, the city council can vole for approval, disap proval or do nothing, city officials said, level" inserted between die two levels lo maintain flows during dry summer month!. Tf Mother Nature provides the water , we can use it when we need it, and right now, Motlier Nature is providing the water," (Jaunty ( dmnnssioncr Jaik Du WSI hi said WGRI) board member Paul Rich Turn to Lake, Paye3A adding that no action would send a message of displeasure to the cable company. lf the city opts to challenge the proposal, the FCC would make the final decision. TCI was successful in gaining a 9 percent increase in basic anti 21 percent in expanded service this past June that council t(Mik no action on "I'm actually concerned about any increase until we get betta service," Mayor Jan Kcnnudy said "All we can do is plead with the cable company to do everything they can." Kennady said she has considered forming a committee to review concerns with the cable service, a measure that other towns have used with some success, she said. Moore* said that according to FCC regulations the cable company can Turn to TCI, Page 3A Deadline for CISD board filing nears By DENISE DZIUK Staff Writer (hic week remains in the filing pcn-«kJ for ifirec seals on the ( omal Independent District board of trustees, and in one district no one has filed. I fie ( TSI) board of trustees consists of one representative fnnn each of the seven geographical smcte-mamber districts within the school district The three seals dial will he filled are districts I, 2 and 5 Currently, Lee Ikels represents district I, Dan Krueger represents district 2 and Deraid tuiKuc represents district 5. CISD bookkeeper Jo Schwab said candidates have until 5 p m March 19 file. As of noon Tuesday, Dan Krueger had filed for re-election in district 2 and William Hurnam had filed fin district 5. No one had filed for district I. One other individual has picked up the filing packet, but has rn* returned it yet "It's burd to predict the number thai will file," Schwab said. ''Sometimes there's a It* of interest ami trifler times there's not that much interest at all," Ikels said lie tues served (Hi the board for 12 years, and it is unlikely he will seek am rifler term "My mind is made up 99.99 percent of the way, bul there's still a .OI percent cf lance it could change," Ikels said "Right now, I don't plan to run again, bul my mind could still (.flange '' I uRue, wfio will liavc been im the Is Mid tin cc years iii May, said lie would not nm brr re-election Me said obligations to wink and family take up a great deal of his time, and fie could not dedicate adequate energy lo die fstaid Individuals interested iii filing for a seat <tr voting iii lite ii|n «tining electkhi can dctennine then district by larking at their voter registration card T he card will have'"( IS" followed by a number on the right hand side The number represents lite single member ilistiid iii which tfiey live. I ally voting bs tile board of trustees electa hi will run In mu A|hiI 14 through Apr ii 29 at the ( omal ( ounty Court-house. WANT TO RUN? Ready for the show Herald-Zwtunu ghetto tty Michael Dan mn •Uh Stanford anre ieee Ma goal 'Roto' on Tuaaday lo proporo Mm for tho Comal County Jr. Livestock Show. Ha and Ma titter Brittany cart for tholr goats ail yonr long to prepare for tMo avant* Jr. Livestock Show going to the goats By ABC LIVY Staff Writer Eleven-year-old Brittany Stanford can't wait to show her goat. Tabasco, a Boer crossbreed at the 29th annual C omal County Junior Livestock Show that begins today. Brittany wakes up almost every day at 6:40 u rn to take care of the goat. Ha 9-year-old brotha Seth also helps out with walking the goats, pulling than with a tractor for exacise, cleaning Malls and grooming the animals "I'm feeling excited and ready for the show," said Brittany, who goes to bed each night at 8:40 pm "Ifs been really bin. I think I have a good chance because a lot of people have brid inc " Showing goats lias become increasingly popular since show organizer* created the category last year . Entries to show goats went from 40 the first year bi 114 in this year's unite*!, a large portion of the overall 600 entries in this year's slurw, orga-n i/cr s said. (Tie show's asaociation member* said this year'* SCHtDUlE Of i VENTS The following is a schedule for th© 29th annual Comal County Junior Livestock Show that begins today at Bio Comal Cam ty Fairgrounds on Commem Street For morn Information, call 609 PIRK) Today 1 30 p rn to 7:30 p rn , twine arrival and weighing Thursday noon to 7 p rn , goats arrival. weighing, market hogs and showmanship judging, sheep, cattle, rabbits, broilers and turkeys to arrive and be weighed Friday 8 a rn., judging to begin for goats, sheep, cattle, rabbits, broilers and turkeys Saturday 1 pm., sale of market animals to begin show would provide youth with un opportunity to demonstrate the hard work they've put forth in raising their animals. "Tbe wliolc goal is to show kid* liow to he resp* rn mille by nutting their utnmal* day in and day (sit," saki Li/ Muncy, secretary bn the livestock sImiw association, which includes 138 families. "They can show diem and win ribbons bn (liar work." Hic mood of the four-day event will be a mixture of nervousness and cxcttancnt, organizers said. "Some of (the youth) dread the end frecause they have to let their animal go," Mooney said "The kids get real attached but they're excited because it's the end of the year's work " M(HH»cy said last year's sale raised $402,<XX), which would spread out to the various youth who entered, fen percent of the donations is retained fry lilt* organizer* to help pay fin administration Organizer* of tins year's event will assign points acusdmg bi tile iiNhhi a youth wins. I lie more lite (Hunt total, the greater the amount of money a youth will receive, Minnicy said Donations are* accefried and a party will fie given for people who make a purchase of 150 or more, Mooney said I fie mum event* will he Friday when (lie sltowing begins aud then Saturday will) if ic (while auction Business owners seek recreation level for lake ■ Candidates mutt be a reg Mitered voter and must have liver) in the singlemember din (not for at least six months. ■ Candidates must turn in a completed and notarized pack et to the CISD central office, 1421 N Business 35 that includes the individual's name, address, telephone number, occupation and date of birth Ital campaign treasurer will also need to be named on the form ■ I limy deadline is March 19 at 5 pmCanyon Lake recreation level pros and cons, Page 4A ;
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text: [ROM][SENSE4.0+MIUI] ComboUI 1.0 RC2 {29/05/12} - xda-developers Sense 4.0 joined forces with MIUI. Sense 4.0 rom based on Virtuous Eclipse, with MIUI Launcher and MIUI permission control. Features: Based on the HTC Ville C2 RUU (1.11.401.109 CL68035). 3D Youtube-Videos should work MIUI Launcher MIUI Permission control expect more... Important notes: You should perform a fullwipe at first installation. It should be possible to upgrade from any Virtuous Eclipse rom. Major bugs: Wi-Fi thethering 3D images Thanks/Credits: mdj for the base Football for the RUU Google for everything »DOWNLOAD RC2« RC2: - Deleted some unnessecary HTC files - Deleted HTC Music - Deleted HTC Contacts& Dailer - Added MIUI Contacts & Dailer - Added MIUI Music - Added MIUI File explorer - Added MIUI Gallery - Changed default wallpaper


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At Save On Foods, redeem this coupon to save $2.00 on the purchase of Mini Oliva Vinaigrette Salad Dressing. This great new product comes in a tub with 12 x 14 mL pods. Perfect for on the go salads with just the right amount of dressing for your salads. No more messy containers!
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Check Brussels Hotel Deals
Jeugdherberg Breugel Brussels Reviews
11 reviews
average, but in good location Jun 08, 2012
Location: very good, in a walking distance from all places that are worth seeing.
Cleanliness: everything seemed to be dusty, but the sheets, shower and toilets were clean.
Bathroom: weird thing, we had shower in the room, but toilets were outside, quite far from the room, not very convenient.
Staff: friendly, let me use the kitchen after hours (:
There is this rule (which i hate in hostels) that you have to be out of your room between 10 am and 2 pm, which sucks.
1 / 1 TravBuddies found this review helpful/trustworthy
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Top 5 most exciting games coming to E3 2011
E3 is now back to its glorious, overcrowded, chaotic best. The ultimate event that's much better to view from home than attend, here are the five games that we think will come out as the big winners of E3 2011.
These are just our personal picks, feel free to disagree!
5. Battlefield 3
With EA talking seriously about challenging Activision's COD/MW series, producing a major title with PC as the lead platform and releasing a brilliant series of promo videos, hopes are high for this. Will we finally see the successor to the still-unmatched Battlefiled 2, or simply another MW clone with a lacklustre campaign.
4. Warhammer 40,000: Space Marine
The 40k franchise has a rabid fanbase, but the license has failed as often as its succeeded in videogame form. At the moment this title looks like the first that will portray the grim darkness of the 41st millenium as well as the fans have always hoped.
3. Dead Island
We have all pored over the trailer in intimate detail, but its now down to the game itself to deliver on the promises made by its stunning cinematic promotional video. If its of the same standard, this could be a show-stopper.
2. Batman: Arkham City
The first game was such an unexpected success from a developer with no established pedigree that its hard to know what's coming next in the series. If they made a title that was similar in length and quality to the original we would be happy, but they seem to be thinking much bigger than that.
1. Bioshock Infinite
The buzz for Ken Levine's increasingly stunning looking game has been building with each preview and press viewing. Those who have played describe a stunningly good looking game with some genuinely original gameplay ideas. It seems like this game can only be one of two things: a great game, or the greatest game of E3.
And we're done here for another week. Have a great weekend everyone!
5 CommentsLeave A Reply
[…] From the excellent OfInterestToMe blog, here's an alternative to our own E3 list. […]
Personal Blog…
[…]below you'll find the link to some sites that we think you should visit[…]…
[…] E3 2011 is just around the corner. Here's a look at the five most exciting games coming to E3. (Calm Down Tom) […]
Damn my crappy grammar. "I've never like Warhammer" and I don't see the apple of Dead Island". I really should read my comments before posting them.
Interesting list. The only game I would say I'm personally looking forward to is Arkham City. Battlefield 3 looks to much like CoD, I've never like Warhammer, I really don't see the apple of Dead Island and I really hate the art design of Bioshock.


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Mechanix Wear® The Original® Covert Tactical gloves - Mossy Oak®
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text: You who are so wise must know that different nations have different conception of things. You will not therefore take it amiss if our ideas of the white man's kind of education happens not to be the same as yours. We have had some experience of it. Several of our young people were brought up in your colleges. They were instructed in all your sciences; but, when they came back to us, they were all bad runners, ignorant of every means of living in the woods, unable to bear either cold or hunger. They didn't know how to build a cabin, take a deer, or kill an enemy. They spoke our language imperfectly. They were therefore unfit to be hunters, warriors, or counsellors; they were good for nothing. We are, however, not the less obliged for your kind offer, though we decline accepting it. To show our gratefulness, the gentleman of Virginia shall send us a dozen of their sons, we will take great care with their education, instruct them in all we know, and make men of them. Canassatego - Treaty of Lancaster 1744 "There is a shared body of understanding among many indigenous peoples that education is really about helping an individual find his or her face, which means finding out who your are, where you come from, and your unique character. That education should also help you find your heart which is that passionate sense of self that motivates you and moves you along in life. In addition, education should help you find a foundation on which you may most completely develop and express both your heart and your face. That foundation is your vocation, the work that you do, whether it be as an artist, lawyer, or teacher. This then, is the intent of Indigenous education. It is finding that special kind of work that most fully allows you to express your true self- your heart and your face" by Dr. Gregory Cajete Indian Education Plan Roadmap to Closing the Achievement Gap Albuquerque Public Schools Indian Education Department SY 2009-2011 Purpose of the IEPlan? Background • • • • • • • • August 13, 2009: APS Superintendent & Director October, 2009: First Planning Meeting April, 2010: Student Focus Groups May, 2010: Parent Surveys May, 2010: Final Planning Meeting June, 2010: Action Plans May, 2011: Final Action Plans June, 2011: Finalize Plan Step One: • Get a Plan • Contact an expert • The Comprehensive Educational Planning: A Framework for Creation and Delivery Step One Continued… 1. Preliminary Considerations 2. Stages of Change 3. Development of the Plan Step Two: Student Focus Groups "Honoring the wisdom of students' experiences and their joy of learning contributed to the development of the plan" • 150+ students (Elementary, Middle school, & High school) • 13 teachers (7 ES, 2 MS, and 4 HS) Student Focus Groups continued Qualitative study comprised of; • Students reflections: Moments when they enjoyed being in school and learning the most • Art & Writing Results of Student Focus Groups Subjects most liked: • Technology, • Math, • Science, • Art, • Spelling, • Reading with Projects, and • Project Based Learning. Results continued… Student Quotes Quotes continued… • "We learn from real things and not just a lecture," • "helpful teachers and more cooperation," "teachers listens and is nice," • "non-judgmental," • "We had one assignment count for three different classes; We worked on the same project in all classes, not just doing different things in each class." • "teacher doesn't listen to what we have to say," • "My last IED teacher encouraged me," • "People are ignored and feel left out in class," • "Working with friends are a big part of it. Otherwise I would be bored." • "teachers should be nice and not yelling," Parent Surveys 358 surveys were returned Suggestions for support: • more contact with parents • more emphasis on athletics • emphasis on college & career; identify financial aid for college, awareness of college application process, scholarship opportunities Parent Surveys continued • • • • Substance prevention Emphasize attitudes Focus on quality education Self esteem and mentoring of successful students, • Emphasize communication skills, • Weekly email between teachers and parents Responses to IEPlan by Parents • Train and support APS Instructional staff to apply AI values and learning styles, culture, and to increase cultural relevancy in all. • Strongly agree: 66% • Agree: 31% • Disagree: 3% Parent Ideas for Attendance • Incentives • Opportunity to make up work for absence due to ceremony participation, • Get a monthly attendance progress report, • Get notified when child is absent Parent Ideas for Achievement • Counselors to keep in contact with students, • Visit/ shadow highly educated jobs, • Hire more AI teachers in APS for core courses, • Provide tutoring opportunities for students Parent Ideas for Graduation • Scholarships and grants available for ALL AI students, • Career days at all high schools and include tribal leaders, • Develop a peer group of AI college students to mentor HS students, • Tribal officials to visit students at the schools. Parent Ideas for Culture • Add more schools for summer programs (I east and 1 west), • Encourage tribal involvment, • Cultural awareness for staff and faculty, (any 101 cultural course would be of benefit to teachers and, therefore, to AI students. UNM has an excellent AI studies program). Parent Ideas for Native Language • Have more programs available in more than just one convenient place, • Provide opportunities for students to take language classes off campus, • Publicize the summer programs early, and • It is being taught at home and that is the way it should be. How does the IEPlan work? Indian Education APS Students & Families Sections of the IE Plan 4 Goals 12 Objectives 66 Improvement Indicators with an Action Plan Four Goals 1. 2. 3. 4. Increase Graduation Rate Increase Academic Achievement Increase Attendance Increase Appreciation & Expression of Native Language and Culture IEPlan Objectives Goal 1: Increase Graduation Rate • Analyze relevance of secondary education in APS for AI/AN students, • Develop college/career focus of all AI/AN students and, • Identify support of AI/AN and their families IE Plan Objectives Goal 2: Academic Achievement • Develop cultural & linguistic relevance for AI/AN students, • Improve assessment of AI/AN students and, • Provide extra support for AI/AN students IE Plan Objectives Goal 3: Daily Attendance Rate • Develop attendance monitoring of AI/AN students, • Create support for good attendance and, • Define and develop outreach to the community, agencies, and government entities IE Plan Objectives Goal 4: Increase Appreciation & Expression of Cultures, Languages, and Heritage of AI/AN students • Create curriculum & educational programs for native culture, language, and heritage, • Improve professional development and, • Develop community and tribal outreach Implementation • 33 of 66 Improvement indicators have been implemented • 10 Improvement indicators /targets are in process Evaluation and Monitoring • • • • • • • School Max Quality Assurance Plus/Delta Teacher Assessments Parent Surveys Parent Committee Walkthroughs • Test Information from district Research Development & Accountability Department • Professional Development A Snapshot of IEPlan in Action DVD of department activities.


text:
The Teaser for TransWorld SNOWboarding's newest film currently in production, titled Origins. Five locations, five crews of riders—a window into how place shapes style from the pioneers to the current personalities pushing snowboarding forward. Feature film releasing September 2015.
#OriginsMovie @TWSNOW
Japan: Kazu Kokubo, Kohei Kudo, Teddy Koo
France: Arthur Longo, Victor Daviet, Victor De Le Rue
Whistler: Rusty Ockenden, Matt Belzile, Chris Rasman
Quebec: Frank Bourgeois, Jason Dubois, Jeremy Cloutier
Mammoth: Kimmy Fasani, John Jackson, Eric Jackson


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