text:
Tecore Networks offers a diverse high technology environment that recognizes and rewards employee initiative, innovation, responsibility, and results. Our hard-working team of employees welcomes those who are interested in improving business performance and taking wireless where it's never been before. Our rapidly growing development and systems teams are continually looking for qualified people who share our vision. We are an equal opportunity employer with an interest in hearing from skilled professionals seeking new challenges.
Current Career Opportunities — Hanover, MD
Senior Software EngineerApply Now »
The Senior Software Engineer will contribute to the architectural design and development of products. The Senior Software Engineer will direct other developers in technical solution and will be responsible for meeting milestones and performance requirements. He will perform a key role in the development and definition of products. The Senior Software Engineer will perform risk analysis, determine optimum architecture, and effectively and efficiently design and develop product that is functionally correct, reliable, and robust. He will direct other developers in resolving issues in existing designs.
Duties and Responsibilities- General
- Develops and designs software products utilizing expert knowledge of software design fundamentals along with knowledge of communications theory.
- Keeps abreast of latest technology developments of techniques.
- Assists engineering management with allocations of resources to keep development activities on schedule.
- Effectively leads and motivates others both technically and professionally.
- Mentors more junior engineers.
- Ensures tasks are completed in a cost-effective manner, in a reasonable timeframe, and to TECORE standards quality.
- Organizes, coordinates, tracks, and evaluates the work of team members.
Duties and Responsibilities- Technical
- Participates in architectural design of products and performs a key role in the development and definition of products through research, innovation, analysis of customer and marketing inputs and/or other applicable methods.
- Performs a lead role in software development lifecycle to develop and manage project milestones to include: requirement analysis, design, development, and testing.
- Performs risk analysis of proposed approaches to find the optimal design solutions.
- Responsible for project planning for defining and implementing new features and product or product features.
- Considers economic and business factors when making decisions which affect development cost or product features.
- Defines and implements system and subsystem architecture.
- Responsible for overall evaluation, testing, measurement, and debugging of code.
- Directs and assists other developers in the design of new products, problems resolution in existing designs, and development of product documentation. Expected to successfully fulfill the role of lead engineer on a product.
- Develops and documents product system specifications, test procedures, code reviews, and test matrixes.
- Documents software anomalies, defects or enhancement features in the internal corrective action/defect database.
- Evaluates and recommends/selects third party software packages which most closely meet the project requirement, for making build/buy decisions, and for the generation of specification for the purchased software.
- Oversees the evaluation and selection of software development tools are required.
- Researches and proposes realistic solution to problems, as well as be accountable for product design.
- Assists other developers in technical areas and problem resolution.
- Assists Costumer Support and System Test with lab configurations, if needed.
- Performs other duties as assigned.
Skills and Abilities
- This position requires an individual with in depth technical expertise and competency.
- Intrinsic knowledge of the software development lifecycle to effectively manage software development efforts.
- Demonstrates effective verbal and nonverbal communication skills. Works with upper management to establish direction, resolve problems, and discuss employee issues.
- Must be able to effectively lead and motivate others both technically and professionally. Advocating employee concerns and suggestions if applicable.
- Requires working knowledge of most major areas of software and system design, and a work history demonstrating successful application of these concepts to typical problems.
- Must have good knowledge to telecom industry trends and research activities.
- Must demonstrate skills to successfully evaluate risks, and the technical leadership to introduce new technologies resulting in the successful introduction into new products.
- Must be able to work with minimum direction, establish priorities, solve problems, delegate work tasks, and continue to move on to new challenges.
- Must be comfortable with upper management to establish direction and resolve problems.
- Must be able to work independently as well as function effectively in a team oriented environment is critical.
- Education: Bachelor's degree in Computer Science, Electrical Engineering, Computer Engineering plus 8 years related experience, or Master's degree with 6 years related experience.
- Technical design experience in telephone and cellular system is required.
- Experience with system integration and testing is required.
- Experience in the telecommunications industry is recommended.
- Technical Knowledge: Position requires knowledge of specific programming languages, platforms, and related technical knowledge as determined by the development team to which this individual is assigned.
Software Engineer 2Apply Now »
The Software Engineer 2 will perform a key role in the development of products. Through research, innovation, analysis of customer and marketing inputs and any other method necessary, the Software Engineer 2 will aid in the definition and development of products. The Software Engineer 2 will design products so that the resulting equipment best meets the product goals. This includes assuring that the design is functionally correct, reliable and robust. The Software Engineer 2 will also assist in the development of product documentation and the resolution of problems found in existing designs.
Duties and Responsibility- General
- Writes detailed specifications for substantial software functions.
- Completes substantial pieces of design, as assigned.
- May lead others in technical work and be responsible for the results.
- Participates in project scheduling/estimation, and is held responsible for assignments.
- Researchers and proposes realistic solutions to the problems.
- Develops particular areas of technical interest and expertise.
- May be a Lead Engineer on a project, with responsibility for meeting milestones and performance requirements.
- May be teamed with another engineer with joint responsibility for the implementation of a function or set of functions.
- Mentors more junior engineers.
- Demonstrates technical leadership on a project.
Duties and Responsibilities- Technical
- Develops a product and software specifications.
- Designs, debugs, evaluates, and tests software to execute the processes defined in the product specifications.
- Debugs the entire software product including software related electronic problems.
- Evaluates and selects software packages, development stations and other equipment to be used in the software department.
- Thoroughly documents ongoing software such that future modification to that software may be efficiently and accurately performed.
- Evaluates and proposes solutions to software problems found in new and existing products.
- Adds new features to the software in existing products.
- Writes and/or supervises the writing of operations manuals and application notes, etc.
- Performs other duties as assigned.
Skills and Abilities
- Must have an understanding of engineering design techniques, telephony, and cellular systems.
- Must be a significant individual contributor technically.
- Should be a natural self-starter, energetic, imaginative, and willing to work extra hours when necessary.
- Must have the ability to work with minimum direction, to establish priorities, solve problems, and then move on to new challenges.
- Must demonstrate effective verbal and nonverbal communication skills.
- Must be able to evaluate and select software packages, development stations and other equipment to be used in the software development.
- Education: BS in Computer (Software) Engineering, plus 3 years experience, or MS plus 2 years experience, or equivalent.
- Experience: Must have at least 2 years of in-depth technical design experience.
- Experience in the telecommunications industry is highly beneficial.
- Technical Knowledge: Position requires knowledge of specific programming languages, platforms, and related technical knowledge as determined by the development team to which this individual is assigned. Knowledge and experience with system integration and test is required.
Capture Lead ManagerApply Now »
Tasks to be Accomplished:
- Organize / coordinate pursuit activities within Business Development Capture Process:
- Attend key customer meetings in person or by phone in support of our Sales Team
- Collaborate with customer / account manager regarding technical solution, programmatic approach and lifecycle support approach, providing support to their decision making / selection process.
- Keep minutes and create action plans resulting from customer meetings. Refine and execute the capture plan:
- Analysis of company capabilities to customer requirements.
- Strategy development including potential team member selection and roles for opportunities.
- Support the Account Manager to establish and maintain price to win including supporting analysis.
- Plan scheduled execution with appropriate milestones, monitor and report to management as required.
- Lead the Capture Team through the business opportunity and serve as a key point of contact to the following groups, communicating customer requirements, customer sensitivities and potential risks:
- Bids and Proposals (alignment to strategy and capture plan, inputs to the B&P process).
- Program Management (complex programmatic execution requirements).
- Engineering (key technical requirements from the customer's perspective).
- Contracts (complex contractual issues requiring strategic direction and decisions).
- Customer Service Group / Integrated Logistics Support (operational profile, maintenance approach, CONOPS, customer capabilities).
- Sales (work closely with Director of Sales/VP and maintain status of the opportunity).
- Develop the Bid Strategy
- Working with the Director and/or Account Manager, lead the Team Review
- Assist or lead with development of an Executive Summary draft to support proposal
- Attend B&P meetings (kickoff, status, approval etc.)
- Support proposal review gates – Team Reviews.
- Support lessons learned and inject customer feedback where known.
- "Champion" the opportunity to ensure that the opportunity is getting the proper attention, priority, and resources.
- Working with a team comprised of senior analysts, consultants, and sales staff to identify, qualify, research, build, and brief detailed analyses of assigned procurements
- Identifying, qualifying, researching, building, and providing detailed analyses of assigned major government procurements.
- Ability to organize, compose and brief the capture plan.
- Producing the highest level of customer satisfaction.
- Guiding legislation for procurement integrity, truth in negotiations, etc., while ensuring that all direct and indirect teammates adhere to those standards.
- Conducting RFI / RFP / RFQ analysis as part of strategy development/refinement
- Identifying relevant and qualified team members and/or subcontractors; coordinating development and execution of non-disclosure agreements and teaming or subcontract agreements
- Developing, in cooperation with the Capture Team and Marketing proposal themes, messages, and collateral.
- Assisting with development of proposal storyboards and outlines
- Review and approval of RFP questions and responses to questions received from customers following submission of proposals
- Compiling Lessons Learned Report following completion of proposal activities
Skills Required:
- Customer focused, understands proposal development and multiple disciplines within the company; guides solution development, teaming, price to win and competitive strategy development.
- Knowledge of Public Sector procurement or business development required. Capture management, competitive intelligence, business development, and/or research experience preferred. Extensive contacts at the executive level in the Federal Government communities preferred.
- Must have proven ability to lead complex teams in order to accomplish insightful due diligence and validate strategic opportunities.
- Telecommunications, IT, Public Sector or relevant knowledge and industry experience required. Proven project management skills, including demonstrated ability to schedule, manage, and accomplish Capture Intelligence projects on-time, profitably and to high customer satisfaction levels.
- Must be a hands-on with excellent analytical, written, and oral communication skills. The ability to communicate concisely and appropriately to the audience is required.
- Must have excellent computer and research skills. Advanced Microsoft Project, Excel and PowerPoint skills are preferred.
- Must be skilled at building effective working relationships at every level within the organization. Strong analytical skills – both quantitative and qualitative – with the ability to recognize trends and perceive connections among information of different types and from disparate sources.
- Demonstrated strong and effective verbal, written, and interpersonal communication skills
Experience & Education Requirements:
- 4+ years experience in business development, sales capture, and formal proposals, preferably for U.S. Federal and State Level Government accounts. Bachelor's Degree in Business Administration, Marketing, Management, or a similar degree relevant for performance of the essential functions of this job description; AND
- A proven track record of collaborating with internal company teams to deliver solutions to the end customer groups.
RF Production Technician/AssemblerApply Now »
Essential Duties and Responsibilities:
- Prepares work to be accomplished by studying assembly instructions and drawings, blueprint specifications, product schematics and parts lists; gathering parts, sub-assemblies, tools, and materials.
- Positions parts and sub-assemblies by using templates or reading measurements.
- Assembles components by examining connections for correct fit; fastening parts and sub-assemblies.
- Build products or assemblies: perform equipment setup, operation, equipment adjustments and minor preventative maintenance tasks to meet all standards for safety, quality and efficiency.
- Run tests on all assemblies and equipment to test for safety and productivity before they are put into the field according to quality standards.
- Identify problems and suggest improvements; identify potential solutions and attempt to troubleshoot the issue using technical knowledge. Complete appropriate documentation when defects are identified.
- Inspect and test finished products; maintain quality standards to ensure products conform to specifications and codes, before full-scale production begins, and periodically thereafter.
- Verifies specifications by measuring completed component.
- Resolves assembly problems by altering dimensions to meet specifications; notifying supervisor to obtain additional resources.
- Keeps equipment operational by completing preventive maintenance requirements; following manufacturer's instructions; troubleshooting malfunctions; calling for repairs.
- Maintains safe and clean working environment by complying with procedures, rules, and regulations.
- Maintains supplies inventory by checking stock to determine inventory level; anticipating needed supplies; placing and expediting orders for supplies; verifying receipt of supplies.
- Conserves resources by using equipment and supplies as needed to accomplish job results.
- Documents actions by completing production and quality forms.
- Contributes to team effort by accomplishing related results as needed.
- Perform quality work checks to insure the product meets quality standards.
- Improves manufacturing efficiency by analyzing and planning work flow, space requirements, and equipment layout.
- Provides manufacturing decision-making information by calculating production, labor, and material costs; reviewing production schedules; estimating future requirements.
- Maintains product and company reputation by complying with government regulations.
- Contributes to team effort by accomplishing related results as needed.
- Develops and improves manufacturing processes by studying product and manufacturing methods.
Education, Experience, and Skills
- Excellent motor skills and the ability to do fine assembly.
- Strong written and verbal English communication skills.
- Ability to read and carefully follow instructions.
- Capable of working independently to a production schedule.
- Strong organization, attention to detail and documentation skills.
- Demonstrated ability to manage time effectively across diverse activities.
- Quality focus, judgment and decision making.
- Proficient with mechanical inspection tools, hand held power tools, controls, instrumentation, and surface mount soldering and board assembly.
- Experience in a start-up or pilot production environment.
- Experience with top level cable and component assembly in enclosure or cabinet production.
- Experience in building DC cable assemblies with connectors, crimp and solder pins.
- Ability to build small RF cables is a plus.
- Ability to troubleshoot minor digital and RF assemblies is a plus.
- 1-2 years mechanical assembly and manufacturing experience may be required.
- Specific technical or vocational training or certification may be required.
- Basic computer navigation and utilization skills.
- Ability to perform work accurately and thoroughly.
- Occasionally lift 30-50 pounds.
- Regularly perform repetitive tasks.
- Regularly possess manual dexterity to put parts or pieces together quickly and accurately.
IP Network EngineerApply Now »
The ideal candidate will possess a minimum of 3 years experience in the field of network engineering and/or network support. Primary responsibilities will include internal and external customer network management, network design for mobile IP connectivity for new customer deployments, and sales engineering support and training. Additional responsibilities include review and optimization of existing networks, network documentation, and integration of new IP converged mobile and fixed network applications. Candidate should have strong fundamental understanding of IP networks coupled with the ability to integrate innovative solutions for new technologies and complex deployment and configuration requirements.
-Experience configuring and managing Cisco ASA and PIX firewalls. (Experience with Juniper NS and ISG firewalls is a plus).
-Experience configuring and managing Cisco 2900, 3500, 3700, and 7200 series switches and routers.
-Experience with the Linux operating system (RedHat/CentOS preferred). Solid understanding of Linux operating system is required.
-Experience with AAA (LDAP and Radius), DNS, and PPP.
-Experience with SSL, IPSec, and PPTP VPN clients.
-Experience with network diagnostic tools including Wireshark/Ethereal, and TCP dump.
-Experience with network management platforms (OpenView, OpenNMS, Solar Windws, or Cacti) and SNMP/RMON/RRD.
-Experience with network and site documentation and requirements engineering. Hands-on experience with Visio, Diag, or ConceptDraw.
-Experience with network security analysis tools including Snort and NMAP.
-Experience with Cisco AIP, IDS, and ADS hardware as well as local and remote syslog configuration and analysis.
-Must be able to articulate design requirements and effectively communicate with project management and customers.
-Experience with Cisco Call Manager (CME/CUCM) is a plus
PC server and desktop hardware experience is a plus, but not required.
BS IS/CS/EE, MS is a plus
CCNA/CCNP/CSSP and/or RHCE certification is a plus
-B.A. or equivalent degree; related degree; recent college graduates are encouraged to apply
-Minor in Telecommunications preferred
-Excellent verbal and written communication skills
-Strong work ethic and organizational and prioritization skills
-3+years related experience
-Technical report writing experience required
To apply, please follow the Apply Now link above to upload your information including your resume to the selected position of interest. If you have any questions please contact us at email@example.com.
Tecore Networks offers a wide variety of benefits. Our extensive package includes the following low or no cost options:
- Medical insurance, including your choice of several plans
- Dental insurance
- Prescription coverage with options for mail order
- Life and Accident Insurance
- Flexible Spending Accounts for health care and/or dependent care
- Short Term Disability
- Long Term Disability
- 401(k) Program with excellent matching investment opportunity
- Company-paid leave benefits including vacation, sick time, personal time, and holidays
- Bonus award programs
- Company picnics, parties, luncheons, and other employee events
Detailed information regarding Tecore Networks Benefits will be provided during the interview process.


text:
NCA Leadership Team & Company History
National Certified Alarms, Inc. was founded in Nashville, TN in 1997 by James A. Stein, because he believed that consumers were paying too much for their alarm monitoring services. NCA currently offers alarm monitoring services at the very popular and competitive rate of $9.95 a month. NCA installed their first customer in April of 1998. Since then they have added thousands of customers.
Shooter Stein
CEO/President, National Certified Alarms, Inc
A graduate of Montgomery Bell Academy and The College of Charleston, Shooter Stein was a co-founder of NCA. He has received experience with a national marketing company, a publishing company, and in direct marketing for the trucking industry. He currently serves as President and is a member of the Board of Directors of National Certified Alarms, Inc. He is a valued operational consultant to NCA and has been associated with the development and growth of NCA from its inception. Stein is certified as a "Qualifying Agent" by the Tennessee Alarm Contractors Board. He resides in Nashville, TN with his wife and 2 daughters.
Joseph Michael McCullen (Joey)
Vice President of Operations
Born in Louisiana, Joey moved to Nashville with his Family in 1987. After graduating from Mt. Juliet High School, he entered into the service industry with Entergy Integrated Solutions. During his six years with Entergy, Joey became a lead technician focusing primarily in electric power production. Joey started his career in the Security Industry in 1995 and in 1999 he joined the NCA family. He has been certified by the Alarm Contractors Board of Tennessee and has completed all of the required levels of training and certification. Joey plays a very important role of the day to day operations and works hand in hand with our Service, Sales and Installation Departments.
James A. "Jimmy" Stein: 1937-2012
When Jimmy Stein founded NCA in 1997, he believed in the Southwest Airlines philosophy of business, "Provide a quality service at an affordable price."
He was convinced this business concept could be utilized in the security alarm monitoring services business. Jimmy felt NCA could provide quality alarm monitoring services to consumers at a rate well below the industry average of $30.00 a month at the time of NCA's inception. The NCA team is proud of the continuing success of our $9.95 per month monitoring program – as well as our reputation for excellence in the installation of new alarm systems for businesses and residences.
A History of Vision and Excellence!
NCA currently offers burglar alarm monitoring services at the very popular and competitive rate of $9.95 a month. NCA installed their first customer in April of 1998. Since then they have added thousands of customers.
1974 Early History
In 1974, Jimmy Stein bought a small alarm company with 40 accounts in Nashville and named it Allied Security Systems.
1974 First Allied Security Systems Van
One of the first official Allied Security service vans. The building behind was the first location of Allied Security Systems located in Belle Meade, TN.
1976 New Office Building
After a rapid account growth and the need for its own Central Station, Allied Security built and moved into the 4th Avenue location in downtown Nashville, TN.
1997 NCA is launched
NCA was launched in December 1997 with the concept of offering great security at the best price. NCA started its campaign to offer $9.95 Alarm Monitoring to the Middle Tennessee area and still to this day, has never raised its rates. (Pictured from left to right: Jack Cothren, Jimmy Stein, Shooter Stein)
1998 Van & Office Location
One of NCA's first service vans. The building behind was the home of NCA's first office located at Cummins Station in Nashville, TN.
1999 NCA moves offices
Soon after the Doors opened at NCA, we were in the need of more space for our operations to grow. NCA bought the building located at 3304 Charlotte Avenue in Downtown Nashville. Our central location assists us in offering our services to all of the Middle Tennessee community.
2003 Thousands now subscribing to NCA services
NCA yard signs pop up all over the Middle Tennessee area helping thousands of customers save money.
2010 New NCA Fleet
In 2010, NCA updated their entire service fleet with smaller, more environmentally efficient vehicles.
2011 NCA Family keeps growing…
NCA continues to grow consistently throughout the Nashville area. With our new fleet of vehicles, additional employees being hired on each year and continued account growth, NCA continues to establish their position as one of the best local alarm companies in the country.
2017 and growing…
NCA is now surpassing 22,000 subscribers and growing daily. With new services and technology are being added constantly, NCA is here to stay!

subset: commoncrawl


text:
It's Carnival Time!
Callington Carnival is on Saturday 1st July this year so come along and have some fun. If you're not taking part in the procession, don't miss out on the chance to support this event by coming along to Fore Street to see the parade pass through the Town or following it along the route. There will be street entertainment in Fore Street from 4.00pm so come along and join in the party atmosphere.
This year it is hoped that interesting vehicles will join in the procession this year and an invitation has gone out to all owners of classic cars, vintage agricultural vehicles and military vehicles to take part. You might even see a penny farthing and other such forms of transport taking part. If you own such a vehicle, then it may not be too late to enter, pick up an entry form for the Town Hall in Callington and give it an airing! If you would like any further details, give Rick Lumley a call on 07866 152 455. Walking entries are always welcome and can be made right up until the day itself. Entry is FREE so there is no excuse. Entry form and Terms and Conditions below.
Floats should assemble at the car park from 3.00pm, judging starts at 3.30pm, all participants must be in place at the car park by 3.15pm. The carnival procession starts from the car park at 4.30pm and returns there about an hour later.
The procession route is as follows: leave Saltash Road Car Park – St Germans Road – Westover – Lansdowne Road – Liskeard Road – Fore Street – Tavistock Road – Hazelwood Road – Beech Road – Trelawney Road – Saltash Road.


text:
No products in the cart.
Username or email *
Password *
Lost your password? Please enter your username or email address. You will receive a link to create a new password via email.
Username or email
Be the first to hear about the latest product releases and special offers by signing up for our newsletter.
Don't show this popup again
Lost Password? Create Account


text:
What would our favorite cartoon and comic book characters look like if put into the world of Sanrio's Hello Kitty? Andrew Mark Hunter creates these mashups to help us visualize that world. He is also selling a full poster of the characters below and then some at Society6.com.
For all the great artwork, go past the break.


text:
Arizona State University-Polytechnic 7001 East Williams Field Road Mesa AZ 85212 2.1 miles from Higley 480-727-3278
Chandler Gilbert Community College - Pecos Campus 2626 East Pecos Road Chandler AZ 85225 4.4 miles from Higley 480-732-7000
Everest College-Mesa 5416 East Baseline Road Mesa AZ 85206 5.0 miles from Higley 480-830-5151
Pima Medical Institute – East Valley 2160 South Power Road Mesa AZ 85209 5.1 miles from Higley 800-477-7462
Golf Academy of America Phoenix 2031 North Arizona Avenue Chandler AZ 85225 7.1 miles from Higley 480-857-1574
The Studio Academy of Beauty 610 North Alma School Road Chandler AZ 85224 8.0 miles from Higley 480-857-1138
Empire Beauty School-Chandler 2978 North Alma School Road Chandler AZ 85224 8.5 miles from Higley 800-920-4593
Avalon School of Cosmetology: Mesa 2111 South Alma School Road Mesa AZ 85210 9.3 miles from Higley 480-897-1688
International Baptist College & Seminary 2211 West Germann Road Chandler AZ 85286 9.4 miles from Higley 480-245-7903
Carrington College-Mesa 1001 West Southern Avenue Mesa AZ 85210 9.7 miles from Higley 480-212-1600
International Academy of Hair Design 1445 West Southern Avenue Mesa AZ 85202 9.9 miles from Higley 480-820-9422
Regency Beauty Institute - Mesa 1457 West Southern Avenue Mesa AZ 85202 10.0 miles from Higley 480-273-8087
Mesa Community College 1833 West Southern Avenue Mesa AZ 85202 10.5 miles from Higley 480-461-7000
Pima Medical Institute - Mesa 957 South Dobson Road Mesa AZ 85202 10.8 miles from Higley 800-477-7462
East Valley Institute of Technology (EVIT) 1601 West Main Street Mesa AZ 85201 11.0 miles from Higley 480-461-4000
Arizona College- Mesa Campus 163 North Dobson Road Mesa AZ 85201 11.7 miles from Higley 480-344-1200
CRAS - Conservatory of Recording Arts and Sciences 2300 East Broadway Road Tempe AZ 85282 12.0 miles from Higley 888-562-6383
Southwest College of Naturopathic Medicine & Health Sciences 2140 East Broadway Road Tempe AZ 85282 12.2 miles from Higley
Carsten Institute of Cosmetology 3345 South Rural Road Tempe AZ 85282 13.2 miles from Higley 480-491-0449
Arizona State University-Tempe University Drive and Mill Avenue Tempe AZ 85287 13.4 miles from Higley 480-965-9011
Colleges and universities provide post-secondary and higher education degree programs, including associate's degrees, bachelor's degrees, master's degrees, doctorate degrees, and trade certifications. Some colleges focus on liberal arts, while others focus on the sciences or vocational trades. Colleges and universities provide communities with a variety of jobs, from administrative and educational positions to custodial, food service and security positions.
As well as education, colleges provide entertainment venues for sporting events, fine arts shows, and performing arts. They help students with enrollment, college applications, and financial aid. They also provide alumni services, career placement services, financial aid in the form of work study, housing so students can live on campus. Most also offer medical services, and some also provide transportation. Some four-year colleges and universities are as large as small cities.


text:
Signs of Infection after a Dog Bite Attack in Georgia
1/20/2012Dog bite attacks in Georgia can inflict serious wounds, and run a high risk of infection, especially in children. As a concerned parent, you'll want to ensure your child has the medical treatment he or she needs, and that your family has a Carroll County dog bite lawyer to act as your legal advocate if you decide to pursue a claim.
JRS Staff
Comments (0)
JRS Staff
Comments (0)
Dog saliva contains a number of bacteria and pathogens that may enter the body through a bite wound. When treated, doctors will attempt to thoroughly clean and treat the area, and give you instructions on how to care for the injuries at home.
Since bacteria can spread so quickly and become quite dangerous, you'll want to stay on the watch for any symptoms of infection, such as:
- swelling;
- increased pain or redness;
- white discharge or pus accumulation;
- swollen lymph nodes; and
- muscle aches and headaches.
If you haven't already spoken with a Carroll County dog bite lawyer about your injuries after a dog bite attack in Georgia, you don't want to procrastinate any longer. Depending upon the circumstances, the dog owner may be legally responsible.
Contacting a Carroll County Dog Bite Lawyer
It's important to watch for signs of infection after a dog bite attack, which can quickly become dangerous. As the victim of a dog bite attack in Georgia, you have rights that the insurance companies cannot ignore. While they have a team of lawyers working on their side, shouldn't you have experienced legal representation fighting for your best interests? Before accepting any settlement offer, contact the Law Offices of Jason Schultz to schedule a FREE consultation on your case – 404-474-0804.
Category: Dog Bites/Animal Attacks
There are no comments.
Post a comment
Post a Comment to "Signs of Infection after a Dog Bite Attack in Georgia"To reply to this message, enter your reply in the box labeled "Message", hit "Post Message."


text:
Category Archives: From Tony's Archive
A Playground Lesson for Bush
How a spontaneous alliance of jocks, do-gooders and lesser bullies against the biggest bully at the school changed the balance of power at Milnerton Primary Continue reading
The Rebel Grace of Patti Smith
This op-ed from Patti Smith, on the eve of her induction into the Rock 'n Roll Hall of Fame, brought tears to my eyes, for its humility and grace, and for the revolutionary fire that still burns so bright inside … Continue reading
Osama: A Preemptive Obit
The revolution is just a T-shirt away… Before leaving for a vacation in South Africa in December of 2001, my editors asked me to prepare an obituary for Osama bin Laden on the assumption that he might well be killed … Continue reading
Hamba Kahle, Ace Ntsoelengoe
If you were a white boy in the suburbs of Cape Town during the heyday of apartheid in the early 1970s, you didn't know any black people. Not only socially, but even as public figures. That was the whole idea: … Continue reading
Ten Reasons Why Oslo Failed
I recently found this piece I wrote for TIME.com in October of 2000, trying to come to grips with the reasons for the failure of the Israeli-Palestinian peace process. This was two months after Camp David, just as the Israelis … Continue reading
Bite-Size Prophecies on CNN
Appropos recent developments on the Palestinian front, I dug up this transcript of June 2002 interview I did on CNN before a Sharon-Bush summit. Extract: LIN: But Tony, do you see agreement between President Bush and Yasser Arafat that both … Continue reading
Bush does Brecht
As the U.S. comes to terms with its 2000th combat casualty in Iraq and counting, I was reminded of one of the last postings I sent out to my email list on the war's eve, on January 10, 2003. The … Continue reading
Abu Ghraib as America
New allegations of prisoner abuse in Iraq not only give the lie to the administration's claims that the Abu Ghraib torture was just the work of "bad apples" like Lindie England, it also reminded me of a column I wrote … Continue reading
Of CLR James and Sammy Sosa
Written as a column for my home town morning daily, the Cape Times, in September 1998 The essential choice before America, as summer turns to fall and political scandal suddenly seems like last year's news, is simple: McGwire or Sosa. … Continue reading
Laxman Flays the Aussies
As the entire cricket-playing world watches with glee as the Australian juggernaut is humbled by, of all nations, England, I was reminded of a piece I wrote a few years ago for TIME.com on India's famous come-from-behind victory over the … Continue reading


text:
A KIND-hearted runner turned to the sport to cope with the death of his beloved mother.
Now John Hibbitts has taken his hobby to the extreme by running an ultra marathon in aid of Penketh charity the Shannon Bradshaw Trust.
The 40-year-old from Great Sankey said he wanted to give something back after he was inspired by his mum, Mary, who spent her retirement volunteering before she was diagnosed with a brain tumour.
John said: "When mum finished working she wanted to go straight away into helping other people. It was inspirational.
"I'm not as strong as my mum but I wanted to find ways I could help others."
Mary died in 2012. John started running soon afterwards and joined Warrington Running Club.
He said: "I know how brain diseases can affect families - it changes who the person was and it's very tough. I'm very passionate about helping people who are going through what we went through and hopefully helping to make their lives a bit better through the Shannon Bradshaw Trust."
John, who works at United Utilities, took on the 50 mile Liverpool to Manchester challenge in April alongside friends Mark Daniels and Caroline Bones.
It took 12 hours and 40 minutes but John said: "I couldn't have done it without them. Mark was my rock, he motivated me to push myself. Members of the club cheered us the whole way and my girlfriend met me at every checkpoint."
John has raised more than £1,000 so far and to donate visit justgiving.com/fundraising/JH-Liverpool-to-Manchester.


text:
https://www.redcedarcoffee.com/wp-content/uploads/Kenya-AA-with-Chemex-and-Aeropress.jpg 640 640 RedCedar https://www.redcedarcoffee.com/wp-content/uploads/2016/04/RCC-logo-tagline-padding.jpg RedCedar2017-01-24 15:09:212017-01-24 15:09:21February Coffee Tasting: Kenya AA
February Coffee Tasting: Kenya AA
On Saturday, February 4, 2017, from 10 am-1 pm Red Cedar Coffee Co.'s Tasting Room in Berea will be highlighting Kenya AA. This origin is widely considered one of the best in East Africa.
During the coffee tasting we will be brewing our Kenya AA using the following brew methods:
This is a fun opportunity to taste how the flavor and aroma of coffee changes depending on the brew method used.
Each month we select a different coffee, or theme, for our coffee tastings. This event is free and open to the public, no reservations required. We look forward to seeing you!


text:
XML Header
Specifies the XML version number, and optionally the character encodings, as part of a grammar document's XML declaration on the first line of the document. This header must appear on the first line of all XML documents; therefore, all XML Grammar documents must have the XML header at the top. It is an accepted convention to use the .grxml file extension for XML-based grammar documents that conform to the Speech Recognition Grammar Specification Version 1.0 specification.
The following examples demonstrate XML headers with and without the character encoding declaration.
<!-- With character encoding. --> <?xml encoding="ISO-8859-1"?> <grammar version="1.0" xmlns="http://www.w3.org/2001/06/grammar" xml:lang="en-US" tag-format="semantics/1.0" ...> ... </grammar>


text: Career Center Employers? Post Jobs and More Job Seeker Sign In Home Jobs Your Profile Resources Your Account Job Seekers Sign In New Job Seeker? Sign Up Overview Your Saved Jobs Your Job Alerts Your Profile Your Documents Your Applications Help Welcome to NPO.net Search Browse Explore Your Job Alerts Your Saved Jobs 0 Return to Search Results Museum Attendant Security Guard Team Lead The Adler Planetarium savedJobs Apply Now Continue To Application The application opened in a new tab. By using this feature you agree to our Terms and Conditions and Privacy Policy. Details Posted: August 11, 2017 Location: Chicago, Illinois Salary: Open Type: Full Time - Entry Level Categories: Event Management, Facilities/Property Management, Operations/Project Management Museum Attendant Security Guard Team Lead Full Time Did you know there's a planet in our galaxy where it rains glass? Or that light bounces around inside the Sun for 175,000 years before shooting off into space? If you think that's freaking awesome, and you're passionate about STEM, community outreach, education, and working in a welcoming environment, this might be the place for you! The Adler Planetarium is seeking a Museum Attendant Security Guard Team Lead to join our dynamic team located on Chicago's Museum Campus. The Position The primary duty of this position is to work collaboratively with the Security Team in the active execution of core safety and security functions at the Adler. In addition, the Museum Attendant Security Guard Team Lead will assist the Operations Manager in performing administrative functions, such as creating daily rosters, managing daily rounds assignments, ensuring the timely transition of posts, and assisting with training the Safety & Security Team. The Museum Attendant Security Guard Team Lead communicates issues on the floor to the Operations Manager, such as existence of suspicious individuals and activities, unattended packages, and other cases requiring additional help or authority. The lead will work most weekends (Saturdays and Sundays) as well as weekday shifts. Full-time position hours will generally consist of 35 hours per week, based on operational needs. Our earliest shifts begin at 6:30 am and later shifts can end at approximately 2:00 am. Throughout the year we hold 5-6 events that may require overnight shift work. Availability required includes weekends and holidays. Individual must be able to arrange transportation to and from the Adler for all shifts. This individual will also be responsible for: Ensuring safety within the Adler building and grounds by patrolling entry points, corridors, galleries, café, and staff areas and other areas of the buildings and grounds as needed Monitoring exhibits and galleries to prevent lost or damage due to theft, vandalism, fire or other incident Responding immediately to security calls and alarms while on patrols Reporting and assisting lost children/individuals by helping locate and connect them with their guardian, chaperone, or group Filing reports for any security-related incidents, damage to exhibits, unsafe building conditions, or hazards Operating freight and passenger elevators to assist visitors or staff navigating within the building Conducting opening and closing building checks Assisting the Operations Manager with supervision of team members to ensure timely rotations as well as adherence to proper procedures Providing traffic support, and assisting guests with directions as they arrive at the museum Assisting visitors and staff with fire safety and building evacuation protocols The Person Required Qualifications: High school diploma or equivalent At least 1 year of experience in a safety and security role Exceptional customer service; Ability to work with the public in a highly professional and welcoming manner Ability to follow safety and security protocols and respond quickly and confidently to emergency situations; make initial assessments of situations using tact, diplomacy, and sound judgment Strong interpersonal skills, a people person; must be comfortable talking with and approaching both adults and children of all backgrounds Proven track record of success working in a fast-paced, high stimulation environment Preferred Qualifications: Previous experience in a safety and security role at a museum Experience communicating with a two-way radio, telephone, and Public Address System First Aid, CPR, and AED certified The Team Our Safety & Security Team assists in keeping our building and guests secure and comfortable not only while entering and exiting the building, but also while exploring our many exhibits, shows and events. This highly customer service oriented group welcomes and interacts with our guests, vendors and staff as they patrol our 145,500 square foot building and surrounding grounds. The Adler Planetarium is dedicated to complying with its obligations as an equal opportunity/affirmative action employer. Our recruiting and hiring procedures are free of discrimination based on race, religion, color, sex, age, national origin, disability, covered veteran status, including disabled veterans, recently separated veterans, other protected veterans, and Armed Forces service medal veterans or any protected group status as defined by law. Internal Number: 1074 Send Me Similar Jobs By Email About The Adler Planetarium The Adler Planetarium—America's First Planetarium—was founded in 1930 by Chicago business leader Max Adler. As a recognized leader in public engagement, the Adler Planetarium's scientists, historians and educators inspire the next generation of explorers. The Adler is home to three full size theaters, extensive interactive exhibitions, and a significant collection of antique scientific instruments... and print materials. In addition, the Adler boasts the lakeside Doane Observatory, one of the only research-active, public urban observatories, and the only place in Chicago where the public can see planets, stars, and galaxies up-close and in person. Show more Show less View All The Adler Planetarium Jobs Back to top Help is on the way! We're sorry you are having trouble applying for this job. Please try loading this job using the following link before submitting your help request: Name: Email: Please provide details: Submit Help Request Error Close Continue


text: 2013 As part of the Take Me Home Tour, One Direction performed in Philadelphia, PA, United States at the Wells Fargo Center. 2014 As part of the Where We Are Tour, One Direction performed in Amsterdam, Netherlands at Amsterdam Arena. Retrieved from "http://onedirection.wikia.com/wiki/Calendar:25_June?oldid=64726" Ad blocker interference detected! Wikia is a free-to-use site that makes money from advertising. We have a modified experience for viewers using ad blockers Wikia is not accessible if you've made further modifications. Remove the custom ad blocker rule(s) and the page will load as expected. Categories: June calendar


text:
Coding and Literacy
Since buying my first iPad in 2011, it has been my goal and my dream to integrate coding and literacy. Technology has changed over the past five years, but more importantly the mind and attitudes of my students' parents have changed. STEM or STEAM has been a hot topic in the West for a long time. However, here in Korea, the most connected country in the world, coding and computer science in schools has lagged far behind other nations. There are robotic camps and Saturday classes here for children, but there isn't a connection between those classes and what the children are learning in school. Furthermore, the skills they learn in the STEM like classes after school are not being encouraged or nurtured to prepare students for the future.
These days a new gadget for teaching students to code comes out every week. Some of these new products are innovative and would fit well in any classroom while others are gimmicky. When looking for new tools for teaching coding or STEAM, I judge products on three criteria: 1. Flexibility, can this device be used in different across content areas? 2. Cost, I don't mind paying a little extra if the tool is well made and durable. 3. Accessibility, what is the learning curve for the device? Will I have to hover over students to help them every time they run into a problem or will they be able to work independently?
A lot of the tools we purchased for our maker space and STEAM classes have fit all three categories. For example, the newest addition to our class, Littlebits meets all three criteria. Although Littlebits is expensive, the bits are well made, and the classroom support is second to none.
One of the newest tools we brought into the school for coding specific classes was Podpi. "PodPi is a project-based curriculum using storytelling and discovery to teach basic concepts of today's technology (including hardware and software). It provides a foundation in JavaScript coding and the fundamentals in electronic circuitry."
What drew me to Podpi was that students would learn how things work rather than just learning how to drag a block of code from left to right. "The complexity of today's technology has been abstracted, and there seems to be no need to understand how things work anymore. Just download an app and run it or Just follow the steps." Many apps or simple robots do not teach students the "How" only the "What." "Podpi fosters curiosity, creativity and perseverance through trial and error. Hands-on activities and circuit building are key elements coupled with programming to understand the relationships between the virtual and physical elements."
However, the biggest draw of Podpi was the literacy connection. Students read a large and colorful comic book with unique characters that support student learning through clever storytelling, diagrams, and hands on activities.
In the Classroom
I created a special Saturday morning class for two very eager young coders. Both students are in grade 3 and have a knack for coding. However, this would be their first time using a computer to write actual code. For the past two years my students have used iPads to learn coding, usually with a blocky coding language. However, because these two girls were keen on coding I thought it was time for them to try coding on a computer.
Right off the bat we ran into a few small hiccups. The first was neither girl had any typing experience. Both girls were used to smart phones and tablets, and had little experience using a computer. To combat this problem the girls took turns typing and giving instructions. This turned out to be great for the girls because they worked really well together and enjoyed sharing the work. The second problem was time. I only had them for an hour and it would take the full hour to complete each challenge. But, after spending the hour working on the challenge the girls felt a real sense of accomplishment when the task was complete.
I highly recommend Podpi for home or classroom. The instructions are well planned and the challenges increase in toughness over the course of each book. Podpi offers a mix of coding and hands-on activities that will keep students engaged for hours. We love the stories and my students eagerly await the next book each month. (The girls don't know that I have seven books already!) The team at Podpi are fantastic and their technical support is excellent. I've contacted them several times when I was stuck on a challenge for help and even with the huge time difference between the US and Korea, I've gotten real time help!
Hour of Code 2016
From December 5th-11th my EFL students participated in the Hour of Code from Code.org and learned about coding through some unplugged activities with board games from ThinkFun.
On the first day, my students learned about coding through the new Minecraft Designer activities on the Code.org website. Students coded the behavior's of the different mobs found in Minecraft. Last year students coded Steve or Alex around a virtual world. However, this year students were able to code the individual behaviors of some of the most popular mobs. For examples, students coded cows to follow them and zombies to spawn at night and attack them. Over all my students enjoyed the experience. However, my more experienced students said that it was a little too easy this year. Most of them were able to finish the activity in less than 30 minutes.
Unplugged Activities
On the second day of coding, students learned computational thinking, problem solving, and teamwork through 3 board games from ThinkFun: Clue Master, Code Master, and Laser Maze. Students split into pairs and worked on one board game for 15 minutes. After 15 minutes students switched games and worked on different puzzles. After 30 minutes my students come together as one group and completed the challenges in the Laser Maze.
I was glad that I introduced more unplugged activity this year. Students worked well together and learned a lot about problem solving and computational thinking. Of all the activities, Laser Maze proved to be the most popular and the most challenging. Students enjoyed seeing the laser bounce off mirrors and hit the targets.
After two days of coding students reflected on their experiences in their coding journals. My students have been keeping coding journals in Book Creator for the past 2 years. In their journals they added photos of their certificates and screenshots of their code. Each student wrote about the code they learned as well as their feelings about the experience.
My goal for the Hour of Code was to get students excited about coding and to expose my students to the world of coding. We will be hosting a Littlebits workshop at the start of our winter break in January and I am happy to say that most of my students are very excited to participate.
After vacation I plan to open weekly STEAM classes using Littlebits, Swift Playgrounds, Podpi, and Bloxels.
iTunes U and Bloxels
First Experience with iTunes U
At the beginning of August I opened a small but special computer science class for my daughter and one of my English students. My goal for this class is to provide the two girls with a variety of technology experiences. I am not following a pre-made curriculum. I am building the curriculum as I go.
For the past few weeks the girls have worked on game design using Bloxels. o help with game design we used a design course made by Coby Reynolds, a fellow Bloxels Ambassador. It was also a chance for us to use iTunes U for the first time in class.
The course is broken into 5 sections, with each section having 2-3 assignments. Students assume the role of a game designer working for a pretend game developer. In the first lesson we dicussed different games and why kids liked to play them. We also, dicussed what makes games fun. Also, in this first section we setup our portfolios in Book Creator. Students would use Book Creator to document their assignments throughout the course.
Designing and Planning
There were five activities in the design and planning section: 1. What makes a good game? 2. Design Brief 3. Back Story and 4.Sketching. In the first assignment the girls were asked to create a mind-map of the games they liked. Since we covered this topic in our first dicussions I had the girls jump to the third activity and use the mind map to plan their background stories. Digital storytelling is something a great way to engage young writers so I jumped at the chance to get the girls to write a backstory for their games.
The next activity (Design brief) offered another chance for writing. Since we've covered persuasive letter writing in my English classes the girls were able to breeze through this activity.
We decided to skip the final activity (Sketching the levels) only because the girls were quite familiar with Bloxels. However, the girls wanted to sketch their characters before creating them in the app.
With our characters created it was time to build our games. We have five boards so the girls had two boards each to work with. The boards are still my favorite part of Bloxels. The hands on experience adds so much to the game. I showed the girls how easy it was to combine levels by sliding boards together. I also reminded them that the story blocks (My favorite) were a critical part of their ability to tell a story within the game.
After designing the basic layout, the girls tested their games. This is a really exciting part of the game design process. Asia and Katy's faces lit up when they saw their characters come to life in the world that they created! However, my students are perfectionists so they quickly found flaws in their games and returned to the layout to tweak and modify their games.
Bloxels 1.4 Update
We were just about finished our games when Bloxels released a new and exciting update! Besides the cool cartoonish design update the addition of the Brainboard really excited the girls. Being able to give special powers to the enemies was a huge game changer. Now the girls wanted to add Boss fights to the end of their levels. We had to add an additional class just for this activity!
Valuating the Audience
Now that our games were completed it was time to share and evaluate each other's games. With only two students in the class this was a quick and rewarding process. The course called for the girls to make a graph but like I said with only two students the graph would not be very telling. Instead the girls played each other's games and gave specific feedback about, playability, difficulty, and appearance.
The final lesson in the course was to create a game trailer. We've created numerous book trailers and movie clips with iMovie so the girls decided to use iMovie to create their game trailers. We watched a few online trailers just to get an idea of what game trailers looked like. The girls were pretty happy with the final results.
Overall impressions
The setup of iTunes courses is a little challenging for young students. I would have liked the interface to have been a little more user friendly. However, with some assistance my students were able to figure out how to navigate through iTunes U.
The girls loved working with Bloxels. They enjoyed every aspect of game creation. They spent most of their time on character design but other students in the past have spent more time on other areas. As a teacher it was very enjoyable to work with a tool that engages students so well. Even though, we spent about 4 hours in total over the course of a month creating our games the girls were enthusiastic about the game design from the beginning to end of every class.
Future Lessons
In the near future I hope to adapt this lesson with Minecraft PE. I believe that students could create mini games or adventure stories by following a similar lesson. Also, this lesson would work well with different coding apps like Hopscotch.
Coding Camp
On July 25-28 I held my first coding camp. Six students participated in various coding activities for 2 hours each day. Over all I am extremely happy with the camp and students shared the same feelings.
Day 1
All of students who participated in the camp were new to coding, with the exception of my daughter who acted as my assistant. We began the camp with a simple but effective unplugged activity "Code the Teacher" However, I asked my daughter to be the robot while I supported students.
About a week before getting the camp started I had a fantastic Google Hang Out with Michael Luetjen (@Criticalclick). Michael offered some simple but very effective tips on getting my camp started. He walked me through how to get the most out of our Program the Teacher and how it can be used to help students understand basic coding concepts. With Michael's tips in hand I was able to engage students over the first hour with program the teacher. Students really enjoyed the activity and it was tough to get them to stop.
In the second hour I used a game from ThinkFun called Robot Turtles. At first I was worried because the game is intended for kindergarten students and my students grades ranged from second to fourth grade. However, my worries were short lived because students loved the game.
We started by playing the standard game. In the standard game students used their cards to program their turtles to move around the board to capture their jewels. Here is a great tutorial I used to get me started https://www.youtube.com/watch?v=olaQZ-WhtVk
To add a little competitiveness to the second round I followed the Galapagos rules from ThinkFun. The difference between the original rules is that students can now place obstacles in front of their opponents. The goal of this game is the same as the original except students have to apply a lot more strategy to win. Looking back I would have played this in teams because students can quickly become isolated by other players.
Day 2
On day two we switched from coding to game design using my favorite app Bloxels. Bloxels Day turned out to be the favorite of all my students. I wrote a more detailed blog about it here.
Day 3
On day three we got back into hands on coding with Sphero and Ollie. I introduced Sphero coding through an app called Tynker. Since we were using 1-1 iPads Tynker was the perfect choice for students to practice coding Sphero without using the robot itself. Students quickly mastered Tynker and were ready to work with Sphero and Ollie.
I followed a modified version of Sphero's Maze Mayhem STEM Challenge. I divided students into three groups of 2. One team worked on building the maze while the other two teams calculated Sphero/Ollie's time distance and speed. Once the maze was measured, teams worked on calculating and coding a program that would allow Sphero/Ollie to navigate the maze.
While students enjoyed working with Sphero and Ollie, we didn't spend enough time on this activity. I would have liked students to have spent more time testing their code. However, it was a great introduction to Sphero and it will pave the way for future robotic activities in their regular classes!
day 4
On the final day I introduced my students to Code.org. I chose the Minecraft Hour of Code activity because I knew my students loved Minecraft. Also, the Hour of Code activities are a great way to introduce students to basic coding concepts. After a brief overview of the coding concepts they would encounter my students began their Hour of Code journeys. I am happy to say that most students completed the Hour of Code in less than an our. I was happy to see them supporting each other with the different challenges. In the end they were pretty proud of themselves to complete all of the coding challenges!
However, our day wasn't quite over. At the end of each day my students wrote their ideas and reflections in coding journals. We used Book Creator for the journals to make it easy to post pictures, and share their journals with parents. In the final hour of our last day students finished writing their journals and spent some time decorating with colorful pages and stylish fonts.
Overall I am really happy with the way the coding camp turned out. My students had a lot of fun and I accomplished my goal of introducing coding in a fun and engaging way. My goal for future camps will be to introduce students to more advanced programs and activities. This September I am planning to take my students to the Island of Podpi!
Bloxels Camp Day
This summer I decided to hold a coding camp for my elementary students. The camp was filled with a variety of hands on and computer based activities. On the second day of the camp students made stories with Bloxels.
The goal of the Bloxels lesson was to integrate storytelling and game design. Students arrived early to camp so they had time to read through the Bloxels guide book. They concentrated on the purpose of each block and they read a little about how to create a game.
Students worked individually on storyboards. I asked them to create an adventure story, but I did not give them any more prompting. I wanted them to create a story that was their own. After completing the storyboards I introduced the Bloxels App and boards. I showed students some examples of games and I modeled how to create a simple game. On the back of their storyboards, students planned out their levels.
Bloxels Boards
One of the biggest attractions of Bloxels was the physical boards. Technically, you don't need the boards, everything can be done in the app. However, in my experience, students really enjoy this part of the building process, and if done correctly it can encourage a lot of communication between students. I will admit that I made the mistake of having students work individually on this task. I was worried that my students would have difficulty sharing the iPads. Also, I wanted everyone to have a lot of time with the boards and apps. Next time I would want to have more boards and blocks available (We had 5 boards and 6 students). With more boards and blocks, students could work in teams building levels and characters but use their own iPads. Another problem we faced was space. With the Bloxels boards you need a lot of room for kids to combine boards and build games. We didn't have enough blocks so I was forced to squeeze six students around a table built for 4.
Bloxels App
I am happy to say that it only took a little bit of modeling before students were on their own creating their games. I stayed close by to offer tips on building and animating but students caught on pretty quick and they helped each other figure out the different aspects of game development.
We spent 2 hours storyboarding, planning, and building. However, the next time I will schedule 2-3 days (2 hour blocks) instead of one 2 hour block. My students had a blast building and playing their very own video games. It was the highlight of the coding camp. Whenever, we would take a quick break everyone wanted to work on their Bloxels games. After discussing their games with them I realized that they didn't make the connection between their storyboards and their Bloxels game. The characters they created were based on the characters from their stories but the setting and game play were random and unrelated. I believe this happened because we didn't spend enough time discussing how they would transition from a story to a game. I don't think that Bloxels was a good fit for coding camp. However, I do believe that Bloxels would fit in a digital storytelling camp! In a storytelling environment, students would have more time to develop their story elements. Also, we could commit more time understanding game development. In the end students would have the required knowledge and skills to bring their stories to life through a video game.
Tedx Digital Storytelling 2.0
Adventure Time: Game Wizard
The best way to create your own level is to draw it by hand. The game supplies special paper that you can print to create your levels. On the sides of the paper there are special symbols which represent the unique blocks in the game. Once you've drawn your game, all you need to do is scan the paper with your iPad and it becomes a new sheet in your game. I would recommend using a ruler because the scanning process isn't perfect. Some blocks my not turn out as you expected. However, you can easily fix this from within the game editor.
The arcade is filled with games created by people from all over the world. This is a great place to share your own created game or find ideas for a new game that you would like to create.
In the Classroom
This game has a lot of potential for classroom use. As I mentioned above I love to engage students with digital story telling tools. For this game I have a few ideas I would like to try in the near future with my classes.
1. My first idea would be to have students create a story based on the characters from the game. They can write the story in their notebooks or create the story in the Book Creator App. Once their stories are completed students would work together to design the levels based on their stories. This would be a great way for students to combine their stories and games in to one. In the end, we would screencast our iPads and students would give a virtual tour of them game, explaining how it connects to their story.
2. Another idea would be for students to create levels and share them with students abroad. Students from other countries would share their levels (Through drawings or the Arcade). Finally, students would create stories from their levels that were share with them.
As you can see, the app has a lot of potential. I am hoping for more characters and level designs to get added in the future. Also, it would be fantastic if they added the Boss characters to the level design, as well as, the ability for children to create their own characters.
Few games other than Minecraft have sparked my interest for classroom use in recent months. The games that have, are riddled with in-app-purchases and advertisements. However, Pixel Press recently released Adventure Time: Game Wizard for the iOS and Android.
What makes this game special is the option to create your own adventure. What makes this gave even more special is the ability to do that within the app or on a piece of paper. (More about this later)
I love using the iPad as a tool for digital story telling. There are so many great apps that combine to engage students in the wonderful world of storytelling. Moreover, these stories can easily be shared or written collaboratively with classrooms from around the world.
Game Wizard is a new and interesting way for students to collaborate on a story through a platform game. The game is based on familiar characters from the Cartoon Network. The game is divided into three sections: Play, Create, Arcade.
Game Wizard is a simple but entertaining platform game. There are 5 characters to unlock (More to come later), each with it's own special abilities and movements. The object of the game is to work your way through the different worlds collecting coins, unlocking characters and defeating bosses. To reach the end you will need to use each of the characters' special abilities and movements at the right time.
This is where the app stands above the rest! As I mentioned earlier, there are two ways to create your own game. The first way is to use the in app builder. You begin by selecting a sheet which you use to create your game. The sheets come in 4 different sizes. You can add a numerous amount of sheets to build on to your game! In the build mode you have many options to add platforms, hazards, enemies, and special blocks for your game. The interface is simple to use and a lot of fun. Some of the items are locked when you first begin, however, these can easily be unlocked with gold from playing the game. (No IAPs)
Once you've finished creating your game, you can chose from 4 unique design layouts. The layouts really bring your game to life. This is where you add your enemies as well. There is a limit to the amount of enemies you can add to each sheet but it doesn't take away from the game at all. You can add more sheets to extend your game or you can keep the game to one sheet or level. When you add new sheets your end points become check points which allows you to move more freely between levels.
Making Movies in the Classroom
Creating your own green screen in MCPE is very simple. All you need is some green wool or green emeralds as a background and you are all set. We even experimented with green windows in vehicles to simulate moving. In the photo above we used a blue screen to simulate a large forest.
Overall the experience has been very positive for me and my students. Students learned a lot about how to create a movie and spent a lot of time practicing key English skills. This summer vacation we will be working on coding skills. I look forward to sharing our experiences!
Making movies is a great way for my EFL students to practice their writing and speaking. However, as the students reach the upper elementary and middle school grades they shy away from showing their faces on screen. To remedy this problem I started using Minecraft PE (MCPE) instead of live action movies. All of my students, no matter their age, love Minecraft. So when I asked them if they wanted to make a movie using MCPE they were pretty excited.
Script Writing
We started with the script. With my primary classes we wrote the script together using the iPad app Celtx. Celtx is a fantastic and simple app for writing, screen plays, podcasts, and even TV commercials. With my upper elementary students we used Google Docs to create the script.
Once the scripts were completed we began practicing. It is a challenge to teach expression and emotion to Korean students. To help, I showed them a few videos of the making of Frozen. https://www.youtube.com/watch?v=SET0DeKtHkc
After practicing and revising the script we proceeded to create storyboards for the movie. In the beginning we used just simple paper and pencils. However, when Paper 53 for the iPad came out it was our go to app for storyboarding. To help my students understand about storyboarding we watched the kids from Animation Chefs explain storyboarding for stop motion. Even though we weren't creating a stop motion movie the kids on the site did a fantastic job explaining how to create a storyboard for a movie.
Set Building and Filming
The final step before filming was to create the setting. To save time I imported buildings from PC Minecraft into our MCPE world. This was very simple using a few programs on my Macbook. However, when Minecraft PE was updated to version 0.10.0, and IOS updated to version 8, it is not possible to import worlds or structures into MCPE on the iPad unless you use Pocket Mine. Because certain blocks and mobs are limited in pocketmine we often built scenes in both Pocketmine and regular MCPE. This allowed us to film monster fight scenes.
With the scripts printed and practiced we began filming. I used Reflector and Screen-Cast-Omatic to record the screen cast of my iPad. I would act as the camera. One tip here would be to turn off the GUI on the iPad to hide the D-Pad and items. It's a little tricky to move around but it gives you a nice clear picture.
https://www.youtube.com/watch?v=S9zv2Idm2r4 (trailer)
https://www.youtube.com/watch?v=Wi8cEwF88Ho (Full Movie)
Experimenting and Having Fun
We began experimenting with filming techniques such as green screen and camera angles. Also, we used a lot of different apps to add special effects to our movies. Here are a few apps that we've used and how we incorporated them into our movies.
Toontastic is the best cartoon creating app on the App store. I use it a lot with my primary students for story telling activities. Toontastic has some fun and cool special effects, like rain, snow, bombs and much more. With the use of a green screen (More on this later for minecraft) we added these special effects to our Minecraft movies.
Green Screen by DoInk
There are a few green screen apps on the app store, however, Green Screen by DoInk is by far the best. We use it all the time for any live action videos we produce in class. Using green screen in Minecraft was a really easy. All we did was create a background with either green wool blocks or blue wool blocks. Once we've completed filming students could easily edit the videos in the Green Screen app and add any background or video they wanted.
Super Power Fx by Kuju
One of our Live Action/Minecraft movies was about superheroes. This app was perfect for giving each student super abilities. There maybe a way to incorporate the app into Minecraft but we haven't experimented with that just yet.
X-Mirage is a screen mirroring and recording app for the Mac. I was able to pick it up for free during a sale on Cult of Mac. What I like about the app is that it allows students to mirror their iPads to my Macbook and it allows me to record their screen. I have a 15 inch Macbook Pro, so I was able to mirror and record 3 iPads at once. This allowed us to use multiple camera angles.
Green-screening in Minecraft PE
Creating your own green screen in MCPE is very simple. All you need is some green wool or green emeralds as a background and you are all set. We even experimented with green windows in vehicles to simulate moving. In the photo above we used a blue screen to simulate a large forest.
Overall the experience has been very positive for me and my students. Students learned a lot about how to create a movie and spent a lot of time practicing key English skills. This summer vacation we will be working on coding skills. I look forward to sharing our experiences!


text:
Twenty Twelve Theme & Post Format Styles
I'm not sure if this is the right place, but hopefully you can help. I'm using the Twenty Twelve theme on my blog. I've modified the background and the colours, but that's all. I noticed that most of the styling for post formats in the theme don't match what is displayed in the demo version of the blog. Can anyone think why this might be the case?
I've deleted almost all of my other themes from the server just to make sure there's no CSS cascading issues that might be getting in the way, but beyond that, I'm stumped. Thanks in advance for the help.
Viewing 6 replies - 1 through 6 (of 6 total)
Viewing 6 replies - 1 through 6 (of 6 total)
- The topic 'Twenty Twelve Theme & Post Format Styles' is closed to new replies.


text:
Used TATA for sale in Looe
We currently have 0 used TATA cars available in Looe. With the widest range of private and trade TATA cars available in Looe, you have access to the biggest choice and the best prices.
Feel free to browse our selected vehicles, further refine your search, and find your perfect car.
Latest second hand TATA cars for sale in Looe
Sorry, it looks like we have no used TATA cars available in Looe
However we currently have: 433,689 Used cars available nationwide