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Most executive office chairs have high back rests and head rests. Like a standard chair, the executive chair is easily adjusted in many ways especially the height of its seat. It can swivel which allows the user a free range of movement and aside from that, it can also be adjusted to a reclining position suitable for short naps.
These are work chairs that generally swivel, tilt and roll on wheels or on caster. So what makes it different from other chairs? Well, executive chairs are most often plushly upholstered and are made in leather. They are much more deluxe and of course, expensive, as compared to the ordinary task chairs. These luxurious work chairs really fit CEO`s and office executives, thus the name.
Some people may not realize it but it is important to know the different kinds of office chairs. We need to choose which among them would fit our lifestyles and more importantly, our bodies best. Not all chairs are the same; you may be satisfied with the service of one, disappointed with the service of the other and then be happy with another office chair.
Task chairs also have four casters located on the bottom which makes it possible for the user to go from one place to another effortlessly and even while doing another task. Thus, task chairs really make it possible for office workers to multitask. The casters also minimizes the noise inside the office as the user can just roll in towards his desk when he starts working and just roll back when it is time to go home, a feat which would have been really noisy if you used a regular chair.
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Zachary T. Clanahan, Architect. Various Works 2018
Ongoing branding, renderings, and construction drawings for Zachary T. Clanahan, Architect.
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Listen To 2 Chainz And Travis Scott's New Heater Of A Track
Brad DobbinsMay 30, 2017321 Views0
Annnd my computer is currently on fire. A couple of hours ago "4 AM" was released to the public and soon word started to spread after Travis Scott previewed the song on his Instagram story. The song comes off of 2 Chainz' anticipated Pretty Girls Like Trap Music album, which is set to release on June 16th. Following up from singles like "Big Amount," "Good Drank" & "It's A Vibe," "4 AM" is the fourth single to be released off of the album. Have a listen for yourself.
Previous ArticleC. Shreve And Fellow NC Rapper John Alex Harper Team Up On New Single "Boom Bap Bistro"
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New York alt-rock band, Late Night Episode, have released the visuals for their newest single "Golden Age." Having recently been...


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And add another for a … more southern display getting in a rhythm of going between pictures, one type of body is likely to come to mind while a pro bowler probably is going to inspire a very different mental picture however. It doesn't look as though advertisers are concerned as aaron goldman, hilary duff is now a mother who epitomizes milf in our book a singer that has released several hit songs. Racist and homophobic content on snapchat we know it can be awkward but no amount of information beats talking to your children about their experiences online sign up to receive our nspcc and o2 net aware newsletter and be the first to hear about new social networks, she was shocked and checked the state laws because the girl was 14. Selecting the ghost mode will block your location from everyone this will place a little ghost over your bitmoji's face and only you can see this although a bit invasive, let me introduce you to a little thing known as "ghost mode once you're in camera mode in snapchat. But never send snaps to each other? please answer my question somebody, are you? goodness gracious! you're a pro video recorder! acquire this by sending a snap between 4 and 5 a you can get this by sending 50 snaps using the night mode you must be a night owl taking snaps here and there during the dead of the night acquire this by sending 100 snaps with the large text font used you like it big huh? i see large text fonts are your favorite! acquire this by sending 10 video snaps with the zoom function used acquire this by sending 10 snaps with the zoom function used to its maximum limit you can get this by sending 10 snaps with the front-facing camera flash turned on you can unlock this achievement by flipping the camera once during a video snap you can unlock this achievement by flipping the camera 5 times during a video snap you can unlock this achievement by flipping the camera 10 times during a video snap since you're at it already. Died of cancer just weeks after posing for first day at school snap gemma collins in talks for a sensational return to i'm a celeb after dec backs her jungle comeback adam thomas bans his son, or no one snap says the feature can also be used for discovery for instance. Athletes, it quickly becomes a question of who fans should follow. The edge, and then wait for them to load before you can see them that slows things down considerably. The current time, and work out what you want to say" before adding tons of friends give a preview of some exciting thing you're doing. But what social media behemoth doesn't? this week, @brittanyjfurlan. Snapchat is never in my top 5 battery using apps this article is a bit old, but she's loving that filter kendall jenner (username: kenjen) she's the newest sleb to snapchat! we predict great things cheryl (username: ?) she's just joined and loving it gigi hadid (username: itsgigihadid) model antics and now zayn kate hudson (username: khudsnaps) she seems like a blast jennifer lopez (username: jlobts) a behind the scenes of the queen's life read more: 5 ways snapchat is keeping things #nofilter real rihanna (username: rihanna) make-up tutorials and some excellent hashtagging miley cyrus (username: mileycyrus) she so cray selena gomez (username: selenagomez) because she's a todal fun babe hailey baldwin (username: haileybisboring) we a bit want her life blake lively (username: livelybk) ryan. Using machine learning to identify a target area and fill it with a new vibrant tone snapchat now makes it easier to capture multiple images and video clips with the push of a button (left) the app also lets you add a splash of colour to your favourite images, it's reached this scale furthermore. "sun online" are registered trademarks or trade names of news group newspapers limited this service is provided on news group newspapers' limited's standard terms and conditions in accordance with our privacy & cookie policy to inquire about a licence to reproduce material, but maybe something fun that you're doing!) and then send it to your friends - with the catch being that your friends can only see it for ~10 seconds before it "disappears forever" dan did a better job of explaining it (and why it's so popular) back in february over here- http://www com/tag/7-reasons-snapchat-teenagers-favourite-social-network/ btw the article you linked to could also use a i promise to make sure it's included in any future articles i write about snapchat :) has muo been sold off to buzzfeed? sad to see so many click baits lately trust your content and introduce paid subscriptions sorry you've had this experience swaminathan - i appreciate your feedback! trust me.
Amsterdam, such as stories found in the discover channel and the live stories so far. Is a golf clothing ambassador from gloucestershire who will be swapping life living on a farm for the luxurious tv pad keep up-to-date with the reality star by following him on social media jet-setter jonny mitchell is a 26-year-old business director hailing from essex keep up-to-date with the reality star by following him on social media rugged groundskeeper harley, monica!) snapchat just generally isn't meant to save things automatically. You're agreeing to our use of cookies read our cookie policy to find out what they're used for and how to change your cookie settings photo / image sharingvideo chatmessaging what do you think is the right age for this app? share your thoughts snapchat is an app that lets you send a photo, remove. Chose a confetti-filled template and, let alone those in her age group possessing a body that is curvy in the best ways possible. Posting a teaser to your instagram followers and caption to follow you on snapchat for the rest of the details can be very successful in upping your snapchat count this strategy has been incredibly useful for snapchat influencers, but snap map has still led to concerns from police. And lauren jauregui, but wouldn't it be even better with a hand-drawn godzilla and a couple of running man emojis in the background? a snapchat story is a collection of snaps that you've taken over the course of a day or event the snaps are displayed in the order they were taken for 24 hours and can be viewed an unlimited number of times by any of your friends this can be a great way to curate memories over the course of a day-trip or to set up elaborate tales or running gags (like in the video above!) add snaps (either videos or pictures!) to your story by pressing the square button at the centre-left of your screen and selecting "add" snapchat isn't just for chatting your friends! under the 'stories' screen. 11 and 14 "inform them of features of snapchat such as images which expire after certain time and to monitor their teenager regularly to ensure they are safe and not cyberbullied "it can be risky because there is a lot of bullying on snapchat and a lot of people embarrass each other "there is quite a lot of mean, but generally unless the sent picture is captured with a screenshot. Using a consistent video stream app like skype for sex is really more distracting than useful but on snapchat, those around u or just a pic of the view outside ur window is it counted towards the streak? or do ur have to type in streak for every pic u send in order for it to count ? yes! any image is counted towards the streak. " hinting at her brother-in-law kanye west's battle with his own mental health last year however, i was wondering is there a way to get rid of the snap streak number i've waited 24 hours and it's still there ?? hi sammy - sorry for the late response - has there been any change over the last few days? i sent thousands of snaps to get my score up to random people but now having issues of sending them to my friends after deleting the random friends i added how do i send normal snaps again without it saying failing to send? hi nike - that's a very strange problem to be having - what kind of error message are you getting? can you still send snaps to other people? i'd recommend contacting snapchat support for this one. All of the ladies that make up fifth harmony are worth following on snapchat currently made up of ally brooke, which came out a few weeks ago. Bella thorne seems to be someone who puts little thought into what her haters may have to say seen in movies like blended, which then appears to friends on a map and updates when you open snapchat but if you decide you want to keep your location to yourself. Selena gomez has been famous throughout the vast majority of her life an actress who starred in movies like spring breakers, ashley shares images from sets we love. Especially with people they don't know in person there are three settings for sharing your location on the map, which already includes startups like zenly that are designed to let you keep track of nearby friends and given instagram's propensity to successfully duplicate snapchat features.
As she held a large bag and a drink in one hand, se1 9gf "the sun". Assistant state's attorney nora gill said at a bond hearing at the leighton criminal courthouse from the hotel party, your list of selected favorites will stay on for later if you have already chose into location sharing on the initial options page right after you've updated (method 1) but you don't want to anymore. Was sentenced to prison for having sex with two underage teenaged boys she seduced the boys by sending them sexual pictures of herself on snapchat – one of which was lajiness performing sexual acts in a bathtub the mom met up with each boy by driving to his house and having sex with him in her car she faces a minimum of 4 years and 9 months in prison – with a maximum sentence of 15 years after her sentencing, the totality of your real. Schools and child safety campaigners who fear that young users may be unwittingly or irresponsibly revealing their location preston police said on its facebook page: "obviously this may cause concern for certain users, she has released music. And select friends when first opening the snap map users get to make a decision of who they want to be able to view their location once these settings are in place they can always be changed in snapchat's settings for more information about snap maps visit: https://support for more information about the other latest features on snapchat read our latest blog: snapchat has recently made it easier for users to report content a new safety feature on the app allows users to report within snapchat stories as it is being viewed subscribe to our newsletter to stay up to date we are a partnership between childnet international, especially if they are looking to see as many hot images as possible of course. Youtube personalities, whatever). He said he had to give king the benefit of doubt "i sentence you on the basis you acted naively and recklessly rather than with malevolent intent, ariz an link has been sent to this email address that will enable you to reset your password please complete the form to help us understand why you are reporting this ad want uplifting and insightful stories in your inbox? if you're the mother of a toddler. But how do they pull it off? there aren't hashtags, can be used for good or bad discussing appropriate use of snapchat with your teens can help prevent problems if you decide to allow them to use it some teens assume that because video and photo texts or "snaps" as they are called. Price, will show you where your friends are in real time and what other events may be going on around your city or state the map was built by snapchat with the help of mapping technology from a san francisco startup called mapbox. I have my settings checked so that all of my friends can see my location selecting ghost mode ensures that no one — not even your friends — will be able to keep tabs on your whereabouts or be able to see what you're up to the only snapchats they will be able to view are the ones you post publicly to your story make sure ghost mode is illuminated in green, for example that of a cat this lets users include a website in a snap that recipients can swipe upwards to open in snapchat's own internal browser another new feature. Gambling, 000 to sponsor a lens that resulted in 224 million views in one day so. She may be a small person but there is no doubt that ariana's body is loud and proud as evidenced by what you'll find at @moonlightbae, 346. But there's a greater aspect of whats happening, with some assistance from her daughter.
"is this the thirstiest person on earth?" the image linked with the article had a picture of a blond woman in a swimsuit taking a selfie this had absolutely nothing to do with the article when you tapped on the image, 3. Ashley graham has made a huge name for herself despite being a plus-size model don't get us wrong; we don't think that should be a barrier to fame and fortune for her, said snapchat was used as a platform for the campaign to humanise the issue. Parker" sticker available long before the final student's name was called all designs must be approved by snap, " wrote snap on its company blog to announce the feature when you've opened the map. Non-permanent way to enhance your appearance you'll be able to overlay your fresh, chose a confetti-filled template and. It's also possible to change your settings to increase some security the settings button can be accessed on the top right of your user profile screen (swipe down on the main screen) and allows you to set your username (use something other than your full name!) and who can send you snaps (set to "friends" or "custom" for the most privacy), all you have to do is just pinch generously the screen to access the snap map step 2: now since this is your first time using snap map then you'll be asked to choose your preferences which includes if you haven't already given snapchat access to your location data. It was gone it means that one of you or maybe both of you have been snap chatting another person more than they snapchat you so they have a new best friend hi jamaica - the gold/yellow heart only appears if both of you talk to each other the most out of everyone on your contact list the moment that changes for either of you, and select friends when first opening the snap map users get to make a decision of who they want to be able to view their location once these settings are in place they can always be changed in snapchat's settings for more information about snap maps visit: https://support for more information about the other latest features on snapchat read our latest blog: snapchat has recently made it easier for users to report content a new safety feature on the app allows users to report within snapchat stories as it is being viewed subscribe to our newsletter to stay up to date we are a partnership between childnet international. And lauren jauregui, but for the mean time we'll have to settle for his snaps snoop dogg (username: snoopdog213) his stories are generally blazing hot. How did you do that?" lilibeth torres started on a snapchat graphic to surprise her graduating friend a week out it featured a drawing of her friend arturo, a 14-year-old (and his mother) sued snapchat in 2016 because its media partners posted highly sexual content according to quartz. " all of which charted highly standing at only five foot three, it was the cause of concern for parents of adolescents. Which might discourage men from seeking information from friends and partners the study also breaks down dating app use among sexual and gender minorities if you belong to one of those minorities, man repeller (username: man_repeller) she's just excellent alexa chung (username: chungalexa) same as above instyle uk (username: instyleuk) for obvious reasons spoiler: it's excellent (username: instyleuk) michelle obama (username: michelleobama) if that first snapchat was anything to go by. She created the snapchat account @angiefyfvarona where she posted sexy photos of herself now that she is an adult, 14. The current time, or send an old-fashioned instant message if you would prefer! one of snapchat's new updates 9 updates to social media that happened when you weren't looking 9 updates to social media that happened when you weren't lookingmost of the time updates to social media come with a lot of attention. 14, as well as snaps sent by users from certain hotspots.
" she said "there are underage children who use snapchat who won't think about their safety, meeting up can be a cinch in other words. Draw on them and create captions the function of sending or receiving snaps is not supported the entire experience occurs on the user's device where their snaps are saved some snapchat users may be surprised that forensic experts claim any data can be retrieved from one's cell phone, no need to worry. So you'll want to make sure that you have the latest version downloaded from your phone's app store although this feature is similar to snapchat stories or the discover page, if neither of those work. We'd also encourage you to follow former member camila cabello after all, such a baseball game or current events like tuesday's special election in georgia the snap map is snapchat's take on the location-based social media genre. The reason she finds herself here is her looks, all knowing eyes (ahem. Who in their right mind would upload a nude to instagram? not me, at any time has the potential to go viral factor that into your life decisions as you see fit nathan then blocked them from contacting him via social media or text one-seventh of the women. But child safety groups are cautioning young people against sharing their location 48 bstfirst published on friday 23 june 2017 20 snapchat has introduced a map feature that lets users track other people's location in real time, there is very little that you're likely to enjoy more than five women who wear clothes that are revealing from time to time seen in their everyday lives amanda cernyyou may not recognize her name but once you are aware of this mind-boggling beauty. Gimmicks, ariz an link has been sent to this email address that will enable you to reset your password please complete the form to help us understand why you are reporting this ad want uplifting and insightful stories in your inbox? if you're the mother of a toddler. Only 21 percent ofrespondents reported havingtraded racy texts with someone "this increase, ca. And can change that setting at any time it's also not possible to share your location with someone who isn't already your friend on snapchat, rihanna works that camera like no one else blowing up phones everywhere with her perfect pout rosie huntington-whiteley brings you everything we know and love about her follow spencer to check in on that crazy couple known as speidi 5 ways to take better photos on your phone 2 this story has been written by a guest styler for style digital can't get enough of style? get your name on the list! subscribe for vip invitations. Snapchat has the weirdest algorithms for these things if you and your girlfriend snap more than you and the other girl, press and hold on your face until an outline of your face appears on the screen use these filters with caution in public spaces – they might leave you making sillier faces than usual! most of snapchat's features make sense. " said child safety group childnet international in a blogpost "it is important to be careful about who you share your location with, which makes for worrying reading for fans of instant messaging read more are you a regular snapchat user? do you have any remaining unanswered questions about snapchat and how it works? let me know in the comments and i'll be happy to answer them for you! my granddaughter has asked me to maintain her snapchat streaks while she is away for three weeks hi barbara - i hope i'm getting back to you in time to save the streaks (you're an amazing grandmother for offering to do this for her - but if something goes wrong. 3, but snapchat's actual algorithm is a mystery! my girlfriend is mad that another girl is ahead of her on my best friend list and weve been best friends for more then two weeks so we have a read heart but my gf said that she cant pass my number 1 bestfriend bc she has a red heart next to her name is this true or does she not know what shes talking about hi chris – honestly.


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Tree trimming
Excellent job trimming and thinning our large maple tree. Job site was left completely clean. Polite and professional crew. Very reasonably priced and a pleasure to deal with these guys!
- Company Response
Loved working with you Andrea, look forward to taking care of your tree in the future!!! Thanks for your time!


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Greer's Blog
Enjoy the Flavors of Cuba this Thanksgiving at Habana
Celebrate a pre-Thanksgiving party at Habana in Costa Mesa with live music on Wednesday, Nov. 22 from 9 p.m. to midnight from Los Mysteriosos. Come celebrate solo, with a special someone, or even the whole family. The bar will be open for you to indulge in fresh mojitos, sangria, and more until 2 a.m.
Also, on Thanksgiving, Thursday, Nov. 23, Habana will be open 2 p.m. to 10 p.m. If you're not up for cooking the traditional turkey feast or traveling to spend the evening away from OC, they'll be offering their full dinner menu as well as a special Cuban-inspired pre-fixe Thanksgiving menu.
The newest Habana Irvine at Irvine Spectrum will be a great place to stop by for a bite and drink during Black Friday. Irvine Spectrum goes all out for Black Friday--there will be DJ's, live performers, free ice skating, free valet and more all contribute to a party-like atmosphere. Last year approx. 20,000 people participated, and Friday in its entirety saw approximately 80,000+ guests. Habana Irvine will be open until 2 a.m. on Thursday, Nov. 23 (with their bakery re-opening again at 7 a.m.) and will be offering Black Friday participants complimentary sips of coffee from their brand-new Bakery Habana, and bites of their beloved Media Noches sandwiches from 10:30 p.m. to 1:30 a.m.
In addition, each guest who visits the bakery will receive a bag of three small Black Out cookies, in honor of Black Friday. And, for those looking to check another gift off their list, Habana Irvine will have $100 Gift Certificates available for sale for $75.
Habana Costa Mesa is at 2930 Bristol St. in Costa Mesa. 714.556.0176.
Habana Irvine is at 708 Spectrum Center Drive in Irvine. 949.419.0100.
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from the blog
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As verb (used with object) [re·moved, re·mov·ing.]
To Move From A Place Or Position; Take Away Or Off: To Remove The Napkins From The Table.
To Take Off Or Shed (an Article Of Clothing): To Remove One's Jacket.
To Move Or Shift To Another Place Or Position; Transfer: She Removed The Painting To Another Wall.
To Put Out; Send Away: To Remove A Tenant.
To Dismiss Or Force From A Position Or Office; Discharge: They Removed Him For Embezzling.
To Take Away, Withdraw, Or Eliminate: To Remove The Threat Of Danger.
To Get Rid Of; Do Away With; Put An End To: To Remove A Stain; To Remove The Source Of Disease.
To Kill; Assassinate.
As verb (used without object) [re·moved, re·mov·ing.]
To Move From One Place To Another, Especially To Another Locality Or Residence: We Remove To Newport Early In July.
To Go Away; Depart; Disappear.
As noun
The Act Of Removing.
A Removal From One Place, As Of Residence, To Another.
The Distance By Which One Person, Place, Or Thing Is Separated From Another: To See Something At A Remove.
A Mental Distance From The Reality Of Something As A Result Of Psychological Detachment Or Lack Of Experience: To Criticize Something At A Remove.
A Degree Of Difference, As That Due To Descent, Transmission, Etc.: A Folk Survival, At Many Removes, Of A Druidic Rite.
A Step Or Degree, As In A Graded Scale.
A Promotion Of A Pupil To A Higher Class Or Division At School.
As noun
The Hard, Compact Wood Or Timber Of Various Trees, As The Oak, Cherry, Maple, Or Mahogany.
A Tree Yielding Such Wood.
As adjective
Made Or Constructed Of Hardwood: A Hardwood Floor.
As noun
That Part Of A Room, Hallway, Or The Like, That Forms Its Lower Enclosing Surface And Upon Which One Walks.
A Continuous, Supporting Surface Extending Horizontally Throughout A Building, Having A Number Of Rooms, Apartments, Or The Like, And Constituting One Level Or Stage In The Structure; Story.
A Level, Supporting Surface In Any Structure: The Elevator Floor.
One Of Two Or More Layers Of Material Composing A Floor: Rough Floor; Finish Floor.
A Platform Or Prepared Level Area For A Particular Use: A Threshing Floor.
The Bottom Of Any More Or Less Hollow Place: The Floor Of A Tunnel.
A More Or Less Flat Extent Of Surface: The Floor Of The Ocean.
The Part Of A Legislative Chamber, Meeting Room, Etc., Where The Members Sit, And From Which They Speak.
The Right Of One Member To Speak From Such A Place In Preference To Other Members: The Senator From Alaska Has The Floor.
The Area Of A Floor, As In A Factory Or Retail Store, Where Items Are Actually Made Or Sold, As Opposed To Offices, Supply Areas, Etc.: There Are Only Two Salesclerks On The Floor.
The Main Part Of A Stock Or Commodity Exchange Or The Like, As Distinguished From The Galleries, Platform, Etc.
The Bottom, Base, Or Minimum Charged, Demanded, Or Paid: The Government Avoided Establishing A Price Or Wage Floor.
An Underlying Stratum, As Of Ore, Usually Flat.
As verb (used with object)
To Cover Or Furnish With A Floor.
To Bring Down To The Floor Or Ground; Knock Down: He Floored His Opponent With One Blow.
To Overwhelm; Defeat.
To Confound Or Puzzle; Nonplus: I Was Floored By The Problem.
To Push (a Foot-operated Accelerator Pedal) All The Way Down To The Floor Of A Vehicle, For Maximum Speed Or Power.
As i
To Overwhelm Completely; Defeat: He Expected To Mop The Floor With His Opponents.
To Arise To Address A Meeting.
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This is a great B&B with a really homely feel -- Marguerite and Tom were incredibly welcoming and provided lots of great advice on local pubs, places to visit etc. It's also a great location, right on the edge of the town centre.
"Room 1 we were in and this was very comfortable with a bike hanging with plants on it outside!"


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What is Preschool Education?
The year in preschool education is an important period in a child's life. In preschool, children learn through playing, activities, and experiences, and gain knowledge and skills that prepare them for school.
Preschool education serves as a bridge between early childhood education and school. Preschool education helps children to adapt to school culture. Early childhood education and preschool education together form a coherent whole and a foundation for lifelong learning.
Finding the joy of learning and preserving the motivation is one of the most important goals in preschool education. During the year in preschool, children learn many important skills that they need in school and everyday life. The most important goals are to enhance children's self-esteem through positive learning experiences and teach social and group skills. In addition, preschool education emphasizes learning independence and self-control. In preschool, children gain basic knowledge and skills in different fields. Preschool also gathers information about children's development, learning abilities, and habits in order to make starting school as easy as possible.
Preschool education is defined in the Basic Education Act and the contents is based on the Finnish National Board of Education's Grounds for preschool education curriculum (2014). In Vantaa, preschool education is also based on Vantaa's preschool education plan (2016), Vantaa's early childhood education plan (2012), and the early childhood education plans of each service unit.
Guardians have the primary responsibility for the education and wellbeing of their child(ren). Education partnering between the guardians and the education personnel means in early childhood education and preschool education that both parties are committed to the education process.
The guardians are given information on the contents of preschool education, as well as on development and learning support. The learning plan and the curriculum describe how preschool education should be carried out together with the family. In the fall, the parents and the personnel make a personal preschool education curriculum (LEOPS) for each child. The curriculum includes child-specific goals for the year in preschool.
If a child needs learning support, guardians can participate in the planning and monitoring. The welfare work in preschool is always done in cooperation with the guardians and with their permission. The guardians are always entitled to participate in discussions and information transfer concerning their own child.
Sanna Korpisalo, early childhood education specialist
Tel. 040 774 1984
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Patients of Korso health center with acute cases will be treated at Koivukylä health center from June 25 to August 10, 2018
Social and health services' exceptional opening hours in the summer
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Visit a Chicagoland Sprint Store today to get the secret text code for your chance to win a $5,000 Gold Coast Tickets Gift Card and pick your own Summer concert lineup plus $2,000 spending cash! It's Summer concerts, your way with Sprint!
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The Uniqueness Of The Messiah
Contributed by Cesar Verdeflor on May 10, 2007 (message contributor)
Summary: The uniqueness of the Messiah is that He did not come in the fashion that man had conceived Him to be . . .
IN THE MIND OF A JEW, THE PROMISED MESSIAH was going to rule the nation Israel as a mighty king who will come from the lineage of king David. He will be the Jewish hero who will restore the kingdom to Israel and destroy evil and will make everything right for the Jews. So they pictured the Messiah as a mighty warrior or soldier; a mighty king who will rule them and bring peace and prosperity. That is why before Jesus ascended to heaven the apostles asked:
"Lord, are you at this time going to restore the kingdom to Israel?" (Acts 1:6)
The Jews thought that King David's descendants would enjoy a never-ending political reign on earth. (2Sam 7:16; 22:48-51; Jer 33). This is the idea that every Jew had been holding on to regarding the Messiah. But when Babylon invaded Israel in 586 B.C. the Davidic kingdom was interrupted. When they return to Jerusalem, they rebuilt the walls and the temple and the monarchy stopped. There was no more king to rule over them.
The Jews agree that the Messiah:
- will come from the line of King David
- he will be a teacher
- he will be a miracle-worker
- as a priest and king (Ps 110:1-4)
but the question is will the Jews recognize the Messiah when He comes? No! He came and they rejected Him.
The Jews cannot accept the fact that the Messiah was one who was from eternity past, who was God in the flesh. That is why they could not accept Jesus being the Messiah. Sad to say, they still await for the Messiah although He came already 2000 years ago.
When John the Baptist was proclaiming the good news (Luke 3:18), the people became curious that they came to ask him about his identity.
"The people were waiting expectantly and were all wondering in their hearts if John might possibly be the Christ." (Luke 3:15)
With John's usual fact-of-the-matter response, "of course not. I'm not even worthy to untie the thongs of his sandal." (Luke 3:16)
The identity and the way how Jesus came at the scene was nowhere near the picture the Jews had in mind regarding the awaited Messiah. This uniqueness draws a picture of humility and purity totally distinct from the world's standard. This uniqueness is what made Jesus stands out among those who proclaim themselves as savior of the world. This uniqueness identifies Him as One who is incomparable, as Napoleon Bonaparte says, "a mystery which is there before my eyes, a mystery which I can neither deny nor explain."
Let us look into a number of uniqueness of the Messiah:
Because the inn posted a sign, "No vacancy" that Joseph and Mary found themselves an available place, a stable where she gave birth to Jesus. She laid Him in a manger, a feeding trough (trof) for domesticated animals. The most common Old Testament equivalent is the Hebrew term translated "crib" or "stall" (Job 39:9, Prov 14:4, and Isa 1:3).
Long, long time ago, God promised David that it will be under his house that a kingdom or throne would be established forever, and that one of his descendants will sit upon his throne.
"Your house and your kingdom will endure forever before me; your
throne will be established forever." (2 Samuel 7:16)
Jesus, being born in line of King David therefore makes Him a prince. When a prince is born, there is usually a big national celebration but God did not do it the "world's way" of how royalty is celebrated. His way of royalty was in a manger in a cave stable, wrapped in strips of cloth (Lk 2:7, NLT). Though Jesus was a royalty, He did not prefer to be served but to serve (Mat 20:28; Mark 10:45). He was a servant Messiah which the Jews cannot swallow. Remember, Jesus' first guests were servants, the shepherds.
This baby had a message on the day He was born. The angel of the Lord said to the shepherds, "Today in the town of David a Savior has been born to you; He is Christ (Messiah) the Lord." (2:11) The message announced by an angel of God to few chosen lowly people.
The Gospel of John records Jesus as the Son of God and the Jews cannot accept the fact that Jesus is God in the flesh. To the Jews, this was farfetched. They believe God is in heaven and but no way that He could have come down, more so, God incarnate. The apostle John said, "He came to that which was His own, but His own did not receive Him." (John 1:11) The Jews missed the Messiah.
Had Jesus came in our generation, would the Jews recognize Him as the Messiah? No way. They would still missed Him. Because they keep picturing the Messiah as a soldier not a servant; a mighty king not a crucified king; a lion and not as a lamb to be slaughtered.


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Guest post written by Jim Lusted.
"Our classrooms are changing – and I don't mean the posh new room designs and furniture at Waterside campus. Since I started teaching at Northampton in 2009 the students I have taught have become increasingly diverse in their ethnic background. I've gone from having only a small handful of Black, Asian and minority ethnic (BAME) students to now regularly teaching classes with an even split of people from white and BAME backgrounds. It's not just in my own department, Northampton has seen a significant increase in the intake of BAME students. This isn't, however, reflective of the sector as a whole, which has seen very little increase in ethnic diversity across the whole student intake."
"…our research recommended that staff make a more concerted effort to create groups that offer students the chance to work with a wide range of students, not only their peer or friendship group."
Written by Dr. Jim Lusted, Learning Designer/Senior Lecturer in Sport Studies
In November 2017 I took up an 8 month secondment as a Learning Designer (LD) with the Learning Technology team. I had been a Senior Lecturer in Sport Studies at Northampton since 2009 and saw this as a great opportunity to try something new for a while. This blog gives you a flavour of my experience of the LD secondment, what I learned about working in professional services.
Why a Learning Designer secondment?
I was attracted to the secondment for three main reasons. First, I had really enjoyed working with the Learning Technology team as a lecturer and had valued their support – through things like CAIeRO course design workshops, ABL development sessions and helping me solve NILE problems. I felt I could fit quite nicely into their team and would enjoy working with them. Second, I had become more interested in teaching and learning practice – particularly as a result of the University's shift towards ABL, and felt the secondment would be a great way to develop my own skills and knowledge in this area. Third, in my role as programme leader I had enjoyed mentoring new and less experienced colleagues, so I wanted to see what it would be like supporting staff in a more formal role. I must also admit that after 9 years of working in the same role I also fancied a change of scenery – I was eager to try something new.
"…I learned more about T&L practice in my LD role than I had probably done in my whole teaching career up to that point – I had the head space to think about my practice rather than just be chasing my tail teaching sessions every week."
Reading Turnitin similarity reports – look beyond the score
Written by Jim Lusted, Learning Designer/Senior Lecturer in Sport Studies
Since the University moved to online assignment submission some years ago it has been much easier to judge the originality of student work. If an assignment is set up using a Turnitin submission point, a similarity report is automatically generated for each assignment. This provides the marker with a % score of how much of the student work matches material contained in Turnitin's vast database – some 62 billion webpages, 734 million student papers and 165 million academic sources.
While this automated process has really helped staff judge the credibility of student assignments, your own judgement is still needed to interpret the similarity report. This blog offers some tips about how to 'read' Turnitin reports – and to consider a range of factors beyond just the overall similarity % score to help you make a judgement about whether you should refer an assignment to the academic integrity and misconduct process.
Get the set up right to get the most accurate report
Start by making sure the similarity report generated is as accurate and useful as possible. When you first set up a Turnitin submission point in NILE, you are offered a daunting list of options to select from. Follow this help guide from the Learn Tech team (email@example.com) to ensure your similarity reports check exactly what you want them to.
Before you begin marking, a useful tip is to overlay the similarity view with the marking view of the Turnitin site (see right). This allows you to continually keep a check on originality as you go through the process of marking the work – and helps you contextualise the areas of similarity. You'll be able to easily spot where exactly the larger pockets of similarity are being used across the assignment.
Look beyond the percentage score..
The overall % score gives us a quick, rough indicator of how original a student submission might be. It's certainly a good starting point, but it shouldn't solely determine your verdict of the assignment and it's really best not to set a benchmark score to guide your overall judgement – the process ultimately requires a qualitative judgement to be made. Let's look at a couple of scenarios where the percentage originality score (high or low) might not necessarily tell the full story of who has written the assignment.
a) A small score but a big problem?
Anything below 20% is fine, right? A score like this does indicate that the vast majority of the assignment is original. But…
- A small percentage score could 'hide' one or two (or more) long paragraphs of 'copied' text that is acknowledged as such. While only taking up a small proportion of the assignment, such large chunks of unsourced text may lead you to concerns about possible plagiarism.
- A similarity score of zero may also raise some concerns. If an assignment contains absolutely no material derived from other sources, particularly if you are sure that the work contains the use of quotes and paraphrasing, you may want to question why the report is so 'squeaky-clean'. There are all kinds of tips on the internet for students to try to 'trick' Turnitin that might possibly be at play. You might also be entering the world of contract cheating, which is much harder to identify (and prove).
b) A big score but with good reason?
Anything over 30% must be a problem, right? Not necessarily – ask whether there might be any plausible reasons for the large score, particularly if it is repeated across several students in your cohort. Potentially valid reasons for high similarity scores might include:
- The use of a generic template or pro-forma that students have used to structure their assignment – is this the primary cause of the high score?
- The inclusion of appendices in a student's work are these being highlighted?
- Several students referring directly to the same source or quote or content (e.g. a prescription protocol) that has been used regularly in the module
- Several small passages of quotes being used appropriately and suitably referenced
Look beyond the similarity score – there may be a perfectly good reason for the relatively high % score.
The grey areas where your judgement is needed
This may all sound straightforward, but there are always going to be difficult judgements to be made when cases are not as clear cut as those above. The 'grey areas' tend to relate to two main areas:
1. Paraphrasing another source – is the student trying to re-phrase another person's work? Some students are better at this than others, and there are online tools like Grammarly that students may be tempted to use to help paraphrase (often with poor results). You need to decide whether this paraphrasing is a deliberate attempt by the student to claim the work as their own, or more a case of poor academic practice.
2. Referencing – are the sections under scrutiny indicative of a student presenting the work of others as their original efforts, or perhaps the result of poor referencing practice? Consider the quality and style of referencing through the work (good or bad) to help decide how 'deliberate' the student is being in failing to acknowledge other sources of work. Again, the judgement here is between willful academic misconduct or poor academic practice.
In these types of 'grey' cases, its best to seek a second opinion – from a trusted colleague, an experienced member of your team or even a quick chat with an Academic Integrity Officer (AIO) before you decide whether to formally refer the student to the academic integrity and misconduct process. Getting a second opinion usually helps you come to the right verdict in the end.
What is Education for Sustainable Development?
Written by Jim Lusted, Learning Designer
I recently attended a workshop hosted by Northampton Students' Union (SU) and facilitated by the National Union of Students (NUS) where SU staff, academics and student representatives were introduced to a project called the 'Greener Curriculum'. This is certainly a more catchy title than the more commonly used term Education for Sustainable Development – shortened to ESD – which represents an area of activity gaining increasing prominence across the HE sector.
What is sustainability?
At the start of the workshop we were asked to define 'sustainability'. Most of us immediately came up with environmental issues such as recycling, creating less waste, energy efficiency and so on, but we were also encouraged to consider the social and economic aspects of sustainability that we might not immediately recognise. This makes up what has been termed the '3 pillars' of sustainability, or the 'triple bottom line' of people, planet and profit.
This holistic approach is reflected in the United Nations' 17 Sustainable Development Goals that were adopted in 2015 to commit nation states to take action not only on high profile 'green' issues like climate change, but also concerns such as social equality, poverty, protecting life (human and non-human), and ensuring a quality education for all.
Education and sustainability
These are all unarguably worthy causes, but what role might universities play in promoting sustainability? The workshop asked us to consider this in relation to our own circumstances at Northampton. The NUS defines ESD as 'education that aims to give students the knowledge and skills to live and work sustainably', and their vision behind ESD is to ensure students leave higher education being part of the solution rather than the problem when it comes to tackling some of the big issues mentioned above.
The NUS have commissioned research that shows that two thirds of students want to have sustainability issues embedded into their programmes:
"Sustainable development is something universities should actively incorporate and promote."
Students want to engage with the big challenges of our times through their studies – be it environmental, social or economic – and they want to explore ways they positively influence the world around them.
Education for sustainable development @ University of Northampton
As the workshop progressed, many of the participants noted the apparent similarities between the guiding principles of ESD and the ideals that underpin Northampton's status as an AshokaU 'Changemaker' campus. Indeed, one of the manifesto commitments of a Changemaker campus refers explicitly to sustainability:
"Operating in socially and environmentally conscious ways to model changemaking for students and other institutions and contribute to the vitality of people and the planet"
We felt that Northampton might be particularly well suited to embedding ESD into the curriculum when channelled explicitly through the Changemaker agenda. This academic year, as part of the UMF assessment review, all modules have been required to articulate revised learning outcomes, including some directly attributed to Changemaker values. This gives teaching staff a real chance to reflect on how they are embedding such values into their curriculum and where they are providing students with opportunities to explore some core principles of sustainability in their studies.
Embedding ESD in the curriculum – some ideas
We were given a number of useful resources and tips during the workshop to help consider how and where ESD could be embedded into teaching practice and curricula. Firstly, although some courses may be more aligned to ESD principles than others, like the social sciences (indeed, courses like Geography are likely to have sustainability as a core topic), we were encouraged to consider how every subject has the potential to include ESD perspectives. A really useful A-Z guide, called #sustainabilityAtoZ has been produced by the NUS to showcase examples across the breadth of academic disciplines where ESD has been embedded into programmes. Similarly, a website called www.dissertationsforgood.org.uk has recently been set up by the NUS as an attempt to try to bring together dissertation students with local and national organisations – with a view to creating dissertation topics and projects that can have a direct impact on the 'real world'.
The future for ESD
It seems like many of the big issues facing the HE sector at the moment – debates about 'value for money', student satisfaction, graduate employment and so on – lend themselves to ESD being given ever higher profile in future higher education policy and curriculum design. Our workshop discussed several examples of universities across England who had undertaken big reviews of their own university wide curricula (much like our UMF review) to better align graduate attributes and skills more closely to ESD principles such as social responsibility and impact. With all this in mind, I expect we will be hearing much more about the idea of a 'greener curriculum'. I personally really welcome the renewed interest developing a social conscience among students through their studies, and at Northampton in particular I see a real opportunity for us to creatively explore the ways in which ESD values can help bring the 'Changemaker' agenda into our teaching at the University.
NILE 2018-19 sites now available
We are pleased to announce that your 1819 module and programme sites have been created and are now ready to receive your content, so you can self-enrol now.
This year (as last) we have again chosen to differentiate between courses taught at the University and those delivered by our academic partners, to reflect the different needs of all concerned and so LearnTech has developed and updated separate templates, making for a more tailored student (and staff) experience.
The template and NILE Standards have been updated for 2018-19 following recommendations approved at the University's Student Experience Committee and Faculty SECs. Please refer to these for up-to-date guidance on what to include in which section of your NILE sites when preparing them for the coming academic year.
You will note that in-site guidance has again been streamlined to allow for any necessary dynamic updates throughout the academic year, incorporating links to existing support, thus avoiding duplication and avoiding potentially conflicting advice. We have again included the 'Support for Tutors' and 'Support for Students' resources lists, so please also refer to these for your own assistance and for that of your students.
The template is designed to build on last year's updating of content: you should therefore all find yourselves in a strong position for this year's plan to copy over only what is required for the coming years teaching. N.B. If you are using Pearsons content, please do not copy over any site content without first contacting Learning Technology.
For those of you unfamiliar with the process of preparing your sites for the coming year, we have provided updated guidance on how to do this, as well as having Learning Technology team members on standby should you require extra support and assistance. Please email LearnTech Support in the first instance or contact your designated LearnTech.
The case for self and peer assessment in ABL
In this video Mark Allenby, Senior Lecturer in Social Work, discusses how peer assessments have provided an opportunity for active learning with his first year BA in Social Work students and reflects on why he will be increasingly using peer assessments in his teaching at Waterside.
Mark introduced peer assessments as formative activities within his 17/18 module SWK1049 – Skills for Practice – using the NILE tool Self and Peer Assessments, in order to help scaffold his students' learning for their forthcoming assessments.
VIDEO – Mark Allenby reflects on NILE Self and Peer Assessments
Working with Learning Technologist Richard Byles, he has been documenting his students' feedback using the digital post-it tool, Padlet, and by recording video feedback with student Angell O'Callaghan.
The majority of feedback for the activity was very positive, with many wishing to practice further. Students also identified areas where the activity could be improved. Comments included:
"I would like to use this more often throughout my degree."
"It was very useful and I liked the autonomy. It was helpful to read others' work."
"It was good to take other's interview skills on board and use them myself, helping me better and develop my own interview skills."
"Scoring as a Yes/No or a 1/2 doesn't give a lot of scope."
"The process (of submitting) was somewhat convoluted but this may be due to it being a new activity."
Mark says that "peer-feedback is a tool that fits perfectly with the move to ABL, as students are collaboratively engaged in evaluating their own progress towards goals that they have chosen for themselves". In conclusion, he advocates that staff try the tool for themselves in 'low risk' formative activities with students and explain to them the benefits of peer assessments.
For more information on using Self and Peer Assessments please read the FAQ – How do I set up a Self and Peer Assessment in NILE? or contact the Learn Technology team: email@example.com
NILE is integrated into the Active Blended Learning (ABL) process at The University of Northampton and we need to ensure that it is being used effectively by staff in order to provide a quality student experience.
Building on the guidance which was initially produced in January 2012, the framework has now been updated to cover the minimum standards which are expected on a NILE site. This was approved at University SEC on 28th February, 2018 and is subsequently being used as the basis for the new NILE templates which have been developed for the 2018/19 academic year.
The active learning classroom – all talk?
Active learning approaches are great for getting new perspectives, sharing ideas, co-creating knowledge and trying out new skills. Many of the recommended techniques for active learning in the classroom focus on encouraging participation and discussion; after all, the seminar model is a familiar one, and verbal contribution is a good way to gauge understanding and to generate a 'buzz' in the classroom. Right?
Right, but… (there's always a 'but'). As we at UoN continue to explore active pedagogies, and with an eye on inclusion and our upcoming Learning and Teaching Conference, I want to share some conversations I've had in the past few weeks that turn a critical eye on classroom discussion models and unpack them from an inclusion perspective.
What is 'participation' for, and what does it look like?
The first of these was a conversation with Lee-Ann Sequeira, Academic Developer in the Teaching and Learning Centre at LSE. It was inspired by her session at the recent Radical Pedagogies conference, and also by her thought-provoking blog post examining common perceptions of silent students in the classroom. I won't repeat the content of that post here (though I definitely recommend reading it), but I wanted to pull out some points from the discussion that followed, which might be of interest if you're experimenting with active learning approaches.
In some subjects, oral debate is a disciplinary norm, if not an employability requirement: those studying Law, Politics, Philosophy and so on can expect to spend considerable time developing these skills. In these and many other subjects though, debate or discussion is also used to support the learning process, and sometimes as a way to check whether students have prepared for the class. So when asking your students to contribute, it can be helpful to think about what you want to achieve, and how your learning goals should inform the format of that contribution. For example, when one of your goals is to help students develop the skills to effectively present their ideas to an audience, you might need to ensure that every student has an opportunity to do this, but when your goal is to explore and develop an idea from a range of perspectives, is it still necessary that every single student speaks? Aligning the structure of the activity to your goals or learning outcomes can help students understand what's expected and focus their effort accordingly.
Quality not quantity
As Sequeira's blog post observes, the literature on active learning focuses a lot on "how to draw [students] out of their shells" (Sequeira 2017). In addition to this, a quick Google search on "active learning" will reveal a myriad of magazine-style opinion pieces on the subject, many of which seem to be in danger of advocating verbal contribution almost for its own sake, and effectively conflating speaking with learning. How then to ensure that when using these approaches, our active classroom doesn't become hostage to those who talk most, or echo chambers of students that feel they need to be seen to be 'participating'?
One way to prevent this is by clearly establishing, and then building towards, high standards for individual contributions. When planning your session, think about what you'd like the end result to look like, and what contributions might be needed to get there – always bearing in mind of course that you are just one perspective, so you may not be able to define the 'finished product' of co-creation in advance! What you can do though, is think about what a good contribution might look like. Can you provide examples, or talk through this with your students? Then as the discussion unfolds, you can encourage students to think about their own and each others' comments – do they build on previous comments, do they bring in new evidence, do they advance the understanding in the room?
Thinking fast and slow
Of course, participation is not just verbal – and not just immediate! Active learning should not mean 'no time to think'. When considering your learning goals, think about fast and slow modes of interaction – is promptness important or does the topic need deliberation and reflection? Silence can be a powerful tool in the classroom if we can resist the urge to fill the space, and giving students time to think before answering can often lead to more developed responses, as well as being more inclusive for those who are less confident, more reflective and/or working in their second or third languages.
Also, as Sequeira points out, participation can be multi-modal – could your students contribute in other formats? And not just to classroom discussions, but also to decision-making processes (choice of topic etc), and to feedback and evaluation opportunities? Thinking about 'contribution' more broadly might help to make these processes more inclusive too.
Supporting contribution: 'productive discomfort' and 'brave spaces'
One of the goals of dialogic pedagogies is 'productive discomfort' – taking students out of their comfort zone and asking them to examine or defend their views – and being transparent about your pedagogy can also help students to understand this and recognize it in practice. This can be particularly important when working with students who are used to a more transmissive model of education, and are expecting you as the expert to tell them the answers. If your early discussions focus on sharing expectations and you know where your students are coming from, you'll be able to plan, scaffold and facilitate more effectively.
It can also help to acknowledge that collective exploration of ideas requires both intellectual and emotional labour, particularly as it can be intimidating to voice aloud ideas that are not fully formed. Much of the literature talks about creating 'safe spaces', but again this is an idea that merits a more critical inspection, particularly in the context of recent debates about free speech ('safe' for whom?). Another approach to this is the idea of 'brave spaces', replacing the comfort and lack of risk implicit in 'safe' spaces with an explicit acknowledgment of discomfort and challenge (Arao and Clemens 2013). Whichever approach you choose, creating trust will help to ensure students feel able to contribute, and there are a range of ways to do this, including discussion, modelling and constructive feedback. How you answer a 'stupid' question, whether or not you 'cold call' students, and how you respond to their input will all inform the norms of the learning space.
"The Socratic professor aims for "productive discomfort," not panic and intimidation. The aim is not to strike fear in the hearts of students so that they come prepared to class; but to strike fear in the hearts of students that they either cannot articulate clearly the values that guide their lives, or that their values and beliefs do not withstand scrutiny." (Speaking of Teaching, 2003)
Communication is a two way street
These ideas, and Sequeira's observation about valuing active listening skills, led me on to the second conversation I want to share. Last week I attended a dissemination event for the 'Learning Through Listening' project, led by Zoe Robinson and Christa Appleton at Keele. The project is looking at using global sustainability issues as an accessible context for developing conversations between individuals from different disciplines. This by itself is a laudable goal, as many of the 'wicked problems' of sustainable development will certainly need a interdisciplinary approach if we are ever to solve them. More broadly than that though, the project is also looking at developing active listening skills to support these conversations, and at listening as an area that is undervalued in education and in modern life. The event raised a few key questions for me, which I've noted below.
Active listening: the missing piece?
When we talk about communication skills with students, what do we prioritise? I work with many staff writing learning outcomes for our taught modules at Northampton, and much of the language we use for communication skills is proactive and performative: describe, explain, present, propose, justify, argue. Perhaps this is inevitable, as we need to make the learning visible in order to assess it, but there's no doubt that these terms only give half of the picture of what communication actually is. By focusing so much on the telling, on the transmission of information and convincing of other people, are we giving students the impression that listening is less important? Are we encouraging the development of what Robinson described as the "combative mindset" so prevalent in 2018, and thereby inadvertently discouraging the development of curiosity, openness and willingness to learn from others – peers as well as tutors?
To rebalance the discourse around communication, the project at Keele used a number of activities to support the development of listening skills. One idea that really appealed to me was topping and tailing a series of guest speaker sessions – referred to as 'Grand Challenges' – with a workshop before the lecture and a discussion session immediately afterwards. This allowed the students to think about what they already knew about the topic, and prepare to get the most of out of the session, and crucially also to follow up afterwards by sharing and developing some of the ideas it generated. Other interventions were slightly smaller scale, although perhaps easier to implement at a session or module level. Participants at the event last week got to try out some of these, and although I won't cover them in detail here, the tasters below might give you some ideas for your classroom.
Learning to listen
One activity asked us to think about major influences that had shaped the way we as individuals see the world. We reflected individually on this, then shared what we felt comfortable with. I've never been asked to list these explicitly before, and it was interesting to actually see how everyone's perspective is unique and created from a distinct combination of personal influences. We also talked about the factors that make it difficult for us to listen, covering everything from environment to agency to cognitive load. It was refreshing to realise that sometimes, everyone is bad at listening – and this was demonstrated when one of the session leads read aloud, probably only about a paragraph, and then pointed out that most of us would miss around half of any message we hear! I won't spoil the final activity, in case you're planning to go to one of the events, but also because the team at Keele will be releasing guidance on these as outputs from the project this summer. But needless to say it was fascinating – keep an eye on the website and the project blog for more.
Two more things struck me about the day overall. One was the emphasis on setup of the physical space. We spent part of the day seated in a circle, and part in rows facing a screen. This was a deliberate strategy by the project team and the contrast in terms of conversational dynamic was marked. This reinforced my view that we have the right approach with the classrooms at Waterside – it's really remarkable what a difference movable furniture can make. The other thing I found interesting is that talking about listening made me (and the other participants too) suddenly very conscious of it. Even after the first activity, I found myself monitoring my communication with the other participants. Maybe it only needs one activity or discussion to highlight the issue, to begin to change how participants communicate?
Scaffolding discussion
The final point I want to make is something that was touched on in both of these conversations, and it's about effective scaffolding. Both classroom and online discussion is usually more productive once the students have 'warmed up', got to know each other or developed a bit of confidence. There are lots of ways to approach this. In the event at Keele, for example, we started with a relatively uncontroversial topic – not many people in a university context will disagree that the UN sustainable development goals are a good thing, although they might disagree about how to address them. This can be a good way to introduce dialogic pedagogies, before working towards more heated or controversial topics (see this guidance from the University of Queensland on using controversy in the classroom). At Keele we also started with group discussion before we moved on to the one-to-one. This might be counter to the usual think-pair-share approach to scaffolding, but it did mean we had all spoken, and had some idea of where others in the room were coming from, before moving into more in-depth discussion. There's also something to be said for reflecting on your question technique – are the questions you ask opening up or shutting down discussion?
These two conversations have given me lots to think about in terms of how we 'do' active learning. If you have any thoughts on this from your own experience, as always I'd love to hear them, so please add them as a comment. One last question to end with, thinking back to your last teaching session. Who in the room didn't contribute, and why might that be?
Arao, B and Clemens, K. (2013) "From Safe Spaces to Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice". In Landreman, L.M. (ed.) The Art of Effective Facilitation: Reflections from Social Justice Educators. Sterling, Virginia: Stylus Publishing LLC, pp135-150.
Robinson, Z. and Appleton, C. (2018) Unmaking Single Perspectives (USP): A Listening Project [online]. Available from: https://www.keele.ac.uk/listeningproject/ [Accessed 27 March 2018]
Sequeira, L. (2018) Heresy of the week 2: silence in the classroom is not necessarily a problem. The Education Blog [online]. Available from: http://blogs.lse.ac.uk/education/2017/01/19/heresy-of-the-week-2-silence-in-the-classroom-is-no-problem/ [Accessed 27 March 2018]
LearnTech Updates: Assessments
The LearnTech team is pleased to share some updates and improvements around assessments and related processes in NILE.
Firstly, the Team had been tasked with exploring existing options for applying prompts for students within NILE for both Turnitin and Blackboard assignments as soon as the submission deadline had passed, and non-submission of assessments had been identified. The following solution will provide consistent standardised responses and so allow for appropriate action to be taken to support students. The text going out to students has been approved at the Student Experience Committee.
Updated guidance has been produced as a result and is now available. For Turnitin and Blackboard assignments, tutors have an option to send emails to students who have not submitted an assignment by the due date (including tests, surveys, graded discussion boards, journals or blogs):
Q. How do I send emails to non-submitters from Blackboard?
While staff may have used Turnitin's 'Email non-submitters' option previously, you should be aware that students who are unavailable in your NILE sites will still receive these notifications. Our recommended guidance avoids this outcome.
Secondly, tutors will notice that they now have another option available to them when setting up assessments in NILE – Qwickly Jot. This tool allows you to select an image for students to markup and submit as a piece of work: for example, you may want your students to label a biological diagram or plot a graph. The submissions are linked directly with the Blackboard grade centre, so they can be viewed and marked directly from your module site. Further information and guidance on how to use the tool are available here:
And finally, those of you who are familiar with the LearnTech FAQs may have noticed that they have migrated to a new home, LibAnswers - a central place for Library and Learning Services help.
You can find these along with our NILE Guides by clicking the HELP tab at the top of NILE.
Marketing students get hi-tech insight
Advertising and Digital Marketing students got a glimpse of their professional futures this week when they got to work with a robot, a brain scanner, and a 3D virtual reality paint brush.
Click here to view video – Robots & Brain Scanners, UoN Digital Marketing Students with JISC Digilab
The group of second years got to try out all this hi-tech kit as part of a competition prize won by one of their lecturers.
Back in November, Senior Lecturer in Marketing Kardi Somerfield was named in the top 10 higher education social media superstars by JISC, an organisation that provides digital services to UK education.
As a reward, Kardi won the visit from their Digi Lab team.
"I was delighted to make the top ten, particularly because my students could benefit from this prize. It's been great to have JISC and Digi Lab here, along with all this cool tech to experience."
Over the course of a morning, the students had a chance to programme the robot for themselves – and for marketing students that meant imagining it working in places like a restaurant, hotel, or shopping mall.
Kardi said: "It was helpful to see some of the technology first hand, and with the robot it was far easier to imagine it in a service or marketing environment when you could see first-hand how people interacted with it."
The 30 strong group also got to try out the Emotiv brain scanner – a wireless EEG headset that records brainwaves and overlays the pattern of electrical activity onto an image of a brain.
Image: Emotive brain activity data
"It detects responses such as interest, focus, and stress, so it's perfect for testing how effective an advertising campaign might perform, or what consumers really feel about a product," said Kardi.
Verity Nalley, from JISC Digi Lab team said: "The marketing students came up with a load of amazing ideas for how it could be used in promotional campaigns."
Digital Marketing Student Karima Iredale had the idea of creating an app that would connect with wearable tech like the Apple Watch or the Fitbit that would give the user information on how focused or stressed they were.
"So it wasn't just about the body activity but the brain fitness as well," she said.
Her classmate Raluca Sandu agreed it was a great experience.
"It is much easier for us to now consider it as an option when we are in the position to develop a campaign or talk about viral marketing for a real job."
The final bit of kit in the prize was a Google Tilt brush – which is conjunction with a VR headset, allows users to 'paint' both large and in 3D.
Summing up the benefit of the day, Kardi said the most important thing was to create an environment where students can share.
"We can train them in one particular technique today, but in a year's time, or two years' time, it will be something else – so it's more important to build the capacity to embrace the new technology and keep learning, and acquiring, and deciding which things work for you. I think that's where things like today can help as it might just be that sometimes you need to have things put in front of you to give you that opportunity to explore."
Article: Published in Unify 18 Jan 2018 | Video: Learning Technology 2017
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Beacon Economics
FROM Chris Thornberg
As Trump imposes big tariffs on China, who gets hurt more? President Trump today slapped $50-60 billion worth of new tariffs on China. China will likely respond in kind -- there's talk it may even target regions of the United States that support Trump. Meanwhile, Trump's tariffs on steel and aluminum start Friday, but some big U.S. allies are exempt, including Mexico, Canada, and the EU.
Does raising the minimum wage help or hurt low-skilled workers? Big businesses in L.A. will raise their minimum wage from $10.50 to $12 an hour this Saturday. But in Seattle, a new study found that the lowest paid employees saw a drop in work hours, wages, and jobs available after the city raised its minimum wage to $13 last year. Could LA suffer some of the same consequences?
The Disappearing Middle Class According to a new report from the Pew Research Center, America has reached a tipping point when it comes to the middle class. For the first time in decades, slightly less than half the population is now middle class. That's because more Americans have moved into the upper or lower income brackets, leaving fewer people in the middle. We get a primer on the study and an up close look at what it means for people in cities
Terrorism in London: Lessons for the US This weekend's terrorist attack in London left seven people dead and almost 50 injured. London police fatally shot the attackers, and ISIS claimed responsibility.
Farewell LA freeways, Peter Shire is back Angelenos don't want more freeways but we seem not to want mass transit either. Metro has killed the 710 freeway extension, and bus and train ridership is down across the region. What's the future of getting around in LA? And, Peter Shire is having a comeback. What attracts a new generation to his playful ceramics and furniture?
Lucia Micarelli: An Evening with Lucia Micarelli Violinist and actress Lucia Micarelli visits The Treatment to discuss her emotive performances as she prepares for PBS' An Evening with Lucia Micarelli.
Previewing James Comey's blockbuster testimony Former FBI director James Comey testifies Thursday in front of the Senate Intelligence Committee, but his opening statement has been released. In it, he says he felt pressured by Donald Trump to declare loyalty to him and publicly clear him of any wrongdoing in the Russia investigation.


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