text:
This symposium will provide an open forum for material scientists and engineers to discuss recent advances in coating sciences and technologies reflecting theoretical and manufacturing issues, microstructure and property characterization, harsh environment resistance and life time prediction. Innovative coating deposition techniques and surface modification processes are particularly emphasized to realize surfaces with enhanced structural and environmental properties and/or novel multi-functionality; thereby enabling them to meet present requirements and future challenges for more efficient, reliable, economical, and clean applications that serve the technological needs of our society.
Of interest are coating materials systems and their processing based on oxide and non-oxide ceramics; new carbons; metal-ceramic, organic-ceramic and nano-composites; and hybrid and graded structures. Special focus will be placed on advanced ceramic coatings and components for aerospace, automotive and energy applications.
Proposed Session Topics
- Thermal and environmental coatings
- Coatings to resist chemical, wear, erosion, corrosion and tribological loadings
- Advanced coatings for extreme environments
- Functionally graded coatings
- Smart and multifunctional thin films and coatings: Self-cleaning, anti- microbial, anti-smog, catalytic, electrically/magnetically/optically stimuli-responsive, etc.
- Advances in coating processing methods
- Advanced characterization techniques, properties and non-destructive testing
- Interface phenomena, adhesion and functional coating properties
- Substrate materials, substrate treatments; post-deposition treatment
- Modelling, simulation and data-base development for life time prediction of coatings
- Jun Akedo, AIST, Japan, firstname.lastname@example.com
- Hagen Klemm, Fraunhofer Institute Ceramic Technologies and Systems, IKTS, Germany, firstname.lastname@example.com
- Satoshi Kitaoka, JFCC, Japan
- Seiji Kuroda, NIMS, Japan
- Sanjay Sampath, Stony Brook University, USA
- Tatsuki Ohji, AIST, Japan
- Kentaro Shinoda, AIST, Japan
- Tetsuo Tsuchiya, AIST, Japan
- Robert Vaßen, Forschungszentrum Jülich GmbH, Germany


text:
Why I'm part of the Youth Strike for Climate…
This piece by Molly Cowell has specifically written for Sheffield Climate Alliance and explains first hand why she feels the need to take such drastic action…
Youth strike is a fast growing movement with members from across the globe yet on a daily basis we find ourselves facing enormous amounts of criticism .
My name is Molly and I've been a part of Youth strike for climate Sheffield since January 2019 and my parents have been supportive. Both are education professionals and have questioned the stance of my school, which has been oppositional to the strike in the past. They have been in full support of the movement and my involvement in it. There seems to be a general stigma surrounding youth in politics for example, when we look at the modern education system where censorship and conservatism seem to be extremely prominent.There seems to be a significant lack of focus on free thought and expression, giving some students a greatly reduced image of society but for those deprived of knowledge and a voice the movement proves paramount in moral education and social skills which are not explored in formal education.
Furthermore , the movement itself comes in response to thousands of scientific papers warning of the catastrophic effects of climate change, some of which we are already beginning to see. In short , the movement itself is a desperate attempt at self preservation and education which generations of children have been denied . Our planet is hanging on by a hair. I joined the movement predominantly out of fear. Fear for myself and fear for the generations to come (who will be the most significantly affected.) But strangely from this group of anxious individuals, I have found a sense of comradery and unity which is incomparable to anything I've experienced before. Unified under a common issue, thousands have come together to express their disdain over climate injustice .
Despite our young age the movement has encouraged us all to educate ourselves and our decisions are based on the morals that are not learnt but instead a part of human identity. The maturity needed to understand this does not come from parental influence but from maturity which is not defined by age instead, it is defined by education and compassion which is ironically what modern politics seems to lack. On the 20th of september the first global , general strike for climate will happen . We encourage all people to use their voice to pressure the government and capitalists alike to respond to the climate emergency and save our planet before it's too late for change . Our world is dependent on it . Our future is dependent on it . And by all means it will not be the last strike . It's vital that we work together to rival our common enemy of global destruction and acknowledge the importance of cross-generational influence in modern politics .
Together we can fight climate change. Together we can bring social reform . Together we have hope . And to paraphrase the extraordinary activist Greta Thunberg , we don't need thoughts and prayers ,we need action and we need panic because it's our only chance of survival .

subset: commoncrawl


text:
Guest writer: Robin
Hi there Americans,
Some time ago, my better half (this is just a common expression that in no way reflects the reality of the situation) asked me if I wanted to post something on her new Unintentionally Frenchified blog.
As you probably know, this delightful blog deals mainly with three topics: pizza, travels and the life of an expatriate in France.
It is essentially in this last section, that my lovely wife spends all her free time typing furiously away. Revealing intimate details of her life here in my country of birth and her country of heart (I've got to repeat this often to convince her). Even if I've always said that it would only be fair if I too completed this exercise about the US, I never actually took the plunge. If I'm going to be completely truthful, I didn't immediately accept Kate's invitation to guest write on her blog, despite repeated requests.
Was it the lack of time, inspiration or maybe both, that never enabled me to overcome the anxiety of the blank sheet of paper? We'll never know, but I recently returned from ten days in the United States for Christmas with Kate. I figured it was about time for me to turn the tables and write about what you folks mistakenly call "the best country in the world " (no offense Kate). While the US is a country that I do quite adore, this is not, I am telling you, "the best country in the world."
This trip was not my first trip to the United States, nor my first adventure in what Kate calls "the good ole' Midwest." I hope you'll forgive me but I'm not going to focus here on the hundreds of things that separate us, the cultural or culinary habits that differentiate us. If you wish, I will do this in another post because yes, if Kate allows me, I'll be back. What I would like to share with you today is the (small) trauma resulting from this most recent trip. A psychological session, one could say, that cost me absolutely nothing.
So sit down, get a notebook and grab your fanciest pen. Put on those reading glasses, a crisp white collared shirt and a burgundy v neck sweater (this is how I imagine all psychologists) while I lie down on my couch and start sharing my story.
Warning for the reader: what will follow must be put in a "European" context and is in no way meant to shock you.
"I am a little over 33 years old and I have discovered a facet of aging that is most unpleasant: weight gain. Like most of you, or at least half of you if we only consider the men, I had possessed, until my 30's, the most extraordinary ability to eat a rather ghastly diet. I filled myself unquestionably with McDonalds, kebabs, pizza, pasta, beer and alcohol and never once did my body decide to store all this junk food in pockets of fat dispersed around my waist. Naïve as I was, I lived in the illusion that my metabolism would accept indefinitely the gourds of delicious fat and addictive sugar I was continually inhaling.
Well, I guess you can imagine that the reality is much different. I started around 30, to gain slowly, but surely, gram after gram. Until one day, my mother, whom I absolutely adore and who thinks I'm the best thing that ever happened to planet earth, said to me "my darling, you are getting fat."
I must emphasize one thing to the reader, the word fat in French doesn't have the same significance as it does in English. Or so Kate tells me. Fat for my tiny, but mighty, mother, means any excess weight you're carrying that isn't healthy for your body anymore. She's not commenting on the difference in my physical appearance, she's making a comment about how the extra weight is affecting the health inside of my body.
Back to the story. The fact is, after that fateful day, I realized that my new beer belly was around to stay and if I wanted to get healthier, it wouldn't happen on its own. Thus began, the merciless struggle between myself, sports, kebabs and burgers. For about 3 years, and until this fateful Christmas trip, I struggled week after week (this is slightly exaggerated to capture your attention) to eliminate, through exercise, my frequent lapses of mental weakness. During these times, I would inhale my favorite burritos and burgers like I owned shares in the restaurant and then hit up the gym during the lunch hour to soothe my guilt. I like to say that I saw some changes with my new routine, but that would be an out-right lie.
And so, on December 19, Kate flew with her still 70-kilogram husband to Chicago, Illinois.
Everything did not suddenly change for me when we arrived in the Midwest, but after a couple of days exposed to American marketing, and some well-known international brands that I was dying to try, my mental resistance crumbled.
It's important keep in mind that when you live on the other side of the Atlantic, several things make dieting WAY more easy:
- First off, advertising in France is regulated and the promotion of products considered harmful to your health (fat or sweet products) are even more controlled.
- You can't advertise everywhere and anytime you publicize unhealthy food, the ads are systematically accompanied by the following phrase "for your health, avoid eating too much fat, too much sugar or too much salt".
- There is a tax on junk food which makes products high in fat or sugar, way less attractive for your bank account, than healthy products like fruit.
- And of course, the temptations in France aren't near as numerous as the US. You won't find Chick-fil-A, Arby's and Starbucks on every corner and I've never heard of anything open 24/7 except one pharmacy in the entire city of Paris.
The little willpower I was clinging to completely disappeared and I gave into a pizza, burrito, and two plates of Mac and Cheese in just two days.
From there no one could stop the downhill acceleration. Though, we must admit, that the 4 Christmas celebrations planned over 10 days did nothing to help my fragile state. But as the journey continued and I gradually felt my stomach widen, I knew the struggle was real and that I was doomed to lose this fight.
In my defense, temptation is ever-present and overwhelming in the US. You're confronted with the temptation to spend money and consume products, but also the temptation to eat unhealthy products. And to put an extra spin on, the amount of calories in American food is 1.5 to 2 times greater than what we are used to in Europe. Three examples from this trip come to mind particularly.
A mandatory ritual of any trip to the US for Kate is to go fill up (objects + food) at Target. And by losing myself in the food aisles while Kate was feeding (not literally in this example) her addiction, I realized that everything was packaged so that the consumer, aka myself, fills their greasy little pockets with crap. Fat products like chips are labeled with a 0% sugar to give the impression that they are not so bad for your health. Sweet products like maple syrup have a huge 0% FAT sticker. I walked around those aisles contemplating why a society would seek to exploit the ignorance or lack of attention of consumers so maliciously? Why try to mislead the buyer? Even if I was attempting not to fall for this devious little trick, it's tough on your mental restraints. I left Target with a bag of Skinny Pop and the idea that selling at any cost in the US, takes priority over the effects of food on the body.
My second observation, a real cracker upper, occurred on an "off" vacation day. We had no special Christmas celebration planned and jetlag was winning so we decided to order a meal on UberEats for lunch. I was already a little aware at that moment of the stress I was putting on my body, so in a surge of survival, I scrolled my phone to reach the healthy and light part of what the application proposed. The first proposal was a light pizza. Intrigued, I clicked on the link to discover what exactly do American's consider a light pizza? Well, ladies and gents, the answer was a pizza with "less than 300 calories per slice." This personal pan pizza had exactly 8 slices. So basically a 2400 calorie pizza (ie, my full daily intake) was considered light. LOL. I die. After laughing for 5 minutes and quizzing Kate on her expectations as an American of a "light meal," I went ahead and ordered an enchilada off the normal menu. #caloricsuicide
The stroke of grease was brought to me during our car trip between St. Louis and Minneapolis. 8 hours of a long straight line. About halfway through the trip and around lunchtime, Kate, her family and I, all decided to stop for lunch "on the run". This apparently meant eating in the restaurant, but taking only 15 minutes. I'm French, so eating in 15 minutes doesn't actually exist, but like anytime I'm with Kate being American, I'll give it a try. The chosen "on the run" restaurant was Culvers. In order to save time, we decided that the front car, which was 15 minutes ahead of our car, would order for everyone. We looked up the menu on the internet to make our choice. I don't know if you've been to the Culver's website, but it's exceptionally well done: menus, food compositions, nutritional value, calories … And f*ck, the calories are insane. A medium fry with chili and cheese sauce: 690 calories. A double cheeseburger: 720 calories. And cheese curds. Don't even get me started on the beauty, that are those golden fried nuggets of cheese at 510 calories. It was really that day on the I-94 road, that I accepted my fate and understood that my struggle to stay under the 70 kilos was impossible …
December 31, after a 9 hour flight home, suitcases full of gifts, hearts filled with love and an abundance of irreplaceable memories, I arrived home and weighed myself: 75 kilos. That's an 11 pound gain in 11 days. I lost a 3 year fight in 10 days. And the question is, do I regret it?…….
Guest post by the babe magnet, Robin! You can message him here on Instagram if you need some helping learning how not to resist all that fast food ;).
I'm always interested in guest blogging for someone or having some one guest write on Unintentionally Frenchified! Don't hesitate to email, DM, Linkedin, Pinterest, Facebook Message if you're interested! Happy Monday Folks!


text:
London Mayor Sadiq Khan has expressed deep concern over support for the Hezbollah terrorist group seen last month at an Al Quds march held in central London.
The mayor said in a statement last week that he shares the concern of London's Jewish community about the support that was shown for Hezbollah, which he called "an illegal, proscribed and anti-Semitic organization."
Khan confirmed to Labour's London Assembly Member Andrew Dismore that he planned to write to Home Secretary Amber Rudd about the matter, urging a full ban on Hezbollah. However, there has been no further news, and no letter has been issued thus far.
"I share the concerns of London's Jewish community and others about support shown for Hezbollah, an illegal, proscribed and anti-Semitic organisation, at the annual Al Quds Day march," Khan told the UK Jewish News in a statement. Anti-Semitism or hate crime of any kind has no place in our city, where we don't just tolerate diversity, we respect and celebrate it.
"I remain in contact with the Met Commissioner about this issue, and will be writing to the Home Secretary to make strong representations on behalf of London's Jewish communities about their legitimate and understandable concerns. I will continue to work with the Met and communities across the capital to do everything in my power to crack down on extremism and ensure London's Jewish communities feel safe and secure in London."
Thousands of Hezbollah supporters marched through the heart of London waving the flag of the Iranian-backed terrorist organization last month, ostensibly to "show solidarity with the Palestinian cause." The "political wing" of the group has reportedly been granted status by the UK government as a legitimate charity via the Islamic Human Rights Commission (IHRC).
In response to the mayor's statement, Dismore issued one of his own: "I have spent over a decade campaigning for the complete proscription of Hezbollah, as I believe the distinction made between the 'political' and 'military' wings to be utterly bogus," he said. "I am pleased the Mayor has recognized my work on this and has agreed to write to the Home Secretary. This ban is long overdue."
If and when Khan makes good on his promise, he will become the highest-profile figure in British politics to call for a ban on the group.
However, despite the numerous tweets London's mayor has posted to his official Twitter account about LGBT and other causes since then, he has yet to post even a single tweet relating to this issue.
Moreover, his statement came a full two weeks after a clash with Conservative Assembly member Andrew Boff, who according to Jewish News had repeatedly pressured the mayor to write to the Home Secretary over the matter. Khan allegedly refused, preferring to wait to discuss it with others before making a decision.
"He is taking action now because he … is under pressure to act," Boff said.
The terrorist organization is entirely banned in the United States, Canada and by the Arab League.


text:
Since 1963, CHARRIAU offers solutions
for the dairy industry's upstream network.
Milk transportation : exemple of usageInsulated milk cooling tank with CIP without cooling groupOur experience allows us to offer you the most adapted milk cooling tanks for transportation. Do not hesitate to contact us !
Dernière modification par charriau (2012-12-11 14:41)


text:
Fall weather is particularly unpredictable in Croatia, but one thing can be counted on—if the forecast is for a bora you need to be prepared. Several days ago with a bora (strong NE winds that sweep down from the mountains) forecast we put into one of our favorite anchorages, Artaturi on the island of Losinj. Artaturi is a large bay with exposure only to the south and is the perfect place to ride out the potentially high winds of a bora.
When we retired for the evening the bay was virtually flat and any prospect of wind disturbing us was remote. The bora was forecast for the following day—"forecast" means a window of 12 hours either way in our experience. We felt that we were in a good spot with lots of anchor rode down and lots of swing room with no other boats nearby.
By 4 a.m. we were awakened by wind beginning to rock the boat. Instead of the forecast bora, the wind had shifted south and had gathered velocity overnight producing large waves that were rolling into our anchorage—the one that was perfect for the bora but not south winds. The one other boat in the anchorage had already moved further inside for protection, but we decided to wait until daylight to make any move.
At dawn it became apparent that we needed protection from all directions, so up came the anchor and off we went to the marina at Mali Losinj just a few miles away. The town of Mali Losinj sits at the southeast end of a long bay and the marina affords good all around protection.
The forecast was still for bora winds from the NE of up to 30 kts. so being tied to a dock was preferable to any anchorage under the circumstances. We were moored stern to at the dock at Mal Losinj by 9:00 a.m. with the sky darkening and the wind picking up shortly thereafter.
We had just enough time to make a quick trip ashore for provisions before the bora arrived at 12:30 p.m. The wind had gone NE and was accompanied by torrential rain. From our vantage point near the quay we could see the water level rising as the wind was driven up the bay.
By 1:30 p.m. the high winds and rain were accompanied by thunder and lightning and even tied to the dock we were heeling slightly in the wind and rocking back and forth. The wind and rain intensified over the next two hours and by 2:30 p.m. we were recording wind gusts of 35 kt. As the afternoon wore on, the rain would subside then become heavy again and there was periodic thunder and lightning and the wind was never below 25 kts.
Then almost as quickly as it had started, the rain abated and the sky brightened and by 6:15 p.m. the front had passed. The sky was glowing orange with the setting sun and bathing the town in pink light. It was an OMG moment.
The air was fresh and clean and we hung out all the wet clothing that the day produced and opened hatches to dry out the cabin which had been full of condensation. The boat had a nice rain water bath.
The wind continued to blow all night between 12-18 kts. but the next morning dawned clear and bright, although much colder. We saw snow on the mainland mountains for the first time. Fall has its foothold, but winter isn't far behind.
This was not our first bora experience and probably won't be our last. In fact, there is another one forecast for this coming weekend with forecast winds of up to 37 kts. We will be tucked in a marina safe and sound, and hoping for a good soaking rain to wash the boat and a beautiful sunset to follow.


text:
Published on December 29th, 2015 | by Millennium Magazine Staff0
Deter Smartphone Thefts and Protect Your Data
(NAPSI)—As Americans increasingly prefer mobile-first lifestyles, our mobile devices hold personal data that must be protected. That's why the wireless industry is proactively working to help you protect your smartphones and your information.
CTIA and participating wireless companies developed the "Smartphone Anti-Theft Voluntary Commitment" that will, at no cost to consumers:
• Remote wipe the owner's data in the event it is lost or stolen;
• Render the smartphone inoperable to an unauthorized user; and
• Prevent reactivation without the owner's permission.
Yet if the smartphone is recovered by the owner, the data on the smartphone can be restored to the extent feasible.
In addition to the voluntary commitment, CTIA and its member companies are individually and collectively developing consumer education campaigns to remind consumers about the numerous apps and features—many for free—available today to help deter theft and protect your personal information. These efforts are clearly working; there was a more than 20 percent increase in PIN and password usage from 2012 to 2015 according to a recent survey.
While the wireless industry is actively helping protect consumers, it's important that users also take some important and simple steps to protect their smartphones and their personal information.
BEFORE your smartphone is lost or stolen:
1. Be Aware. Know your surroundings and be cognizant of your smartphone use behavior. Try not to call attention to your smartphone, leave it lying around or let strangers "borrow" it.
2. Lock It. Set a hard-to-guess password to protect your device and change it regularly.
3. Add Apps. A number of apps can remotely track, lock or erase/wipe personal information on your smartphone. In addition, some remotely trigger an alarm so people know their smartphone is stolen or photograph the thief so you can send it to police. CTIA developed a list of apps available on Apple (iOS), Android, BlackBerry, and Windows platforms so you can choose the best one(s) for you.
4. Save It (Again). If you have photos, e-mails, contacts, videos or anything else that you want to make sure is available if your smartphone is ever lost or stolen, save it somewhere else, such as a computer, USB drive or cloud service.
5. Insure It. Consider insuring your device through your wireless provider or a third-party entity so if it is lost or stolen, replacement is covered.
AFTER your smartphone is lost or stolen:
1. Report It. Immediately notify your wireless provider to avoid incurring charges. Tell the police what tracking or similar apps you have installed that may help them. If your device is lost, instruct your provider to put a "hold" on your account.
2. Locate It. Never attempt to recover your smartphone on your own, warns CTIA,; your safety should always be your No. 1 priority. If you've installed apps to remotely track your smartphone, however, activate them from a safe location and remotely lock your smartphone.
3. Erase It. If you have sensitive information relating to finances, health or work, or you believe your smartphone won't be returned, "remote wipe" it-similar to resetting it to its default settings. If you stored any passwords on your smartphone for email, financial accounts or remote work access, make sure you change them.
Learn More
For more information on how you can deter smartphone thefts and protect your personal information, visit http://ctia.it/1d1V99p.


text:
Collibra organized a Data Governance and Business Transformation seminar in Paris recently, bringing together data managers from the financial, retail, transportation, and logistics industries.
Digital transformation remains a central business initiative that relies on data. Initially, data functions were focused on regulatory compliance, however, many executive teams now want to see continued innovation and results from the Chief Data Officer that generate value and growth for the company.
During the seminar, Collibra and Data Citizens presented some findings and current developments regarding digital transformation:
Henry Peyret, Principal Analyst for Forrester, proposed an analysis of the role of data governance in the digital transformation of companies.
What Forrester describes as "Data Governance 2.0" goes beyond the customer-centric model and regulatory constraints. This future form of data governance is shifting towards a model in which end customers form their own ecosystem centered around their own values. Customers are no longer only consumers of data, but they contribute through platforms and social networks as well. By adapting to the specific needs of the customer based on the data collected, the customer experience can be enhanced. According to Forrester, Governance 2.0 will lead organizations to implement a "Data Management Continuum," enabling continuous improvement of the company's products and services. Improvements such as added transparency to customers, better control of the rules shared between producers and consumers of data, and user-centric data lifecycle management.
During the roundtable discussion, Data Citizens came together to examine the evolving role of data governance within the company, and how reshaping the organizational structure can help drive a governance program.
Governance Across the Enterprise
Data governance, the implementation of which was in essence initially driven by regulations (especially the GDPR), is now at the heart of organizations in all sectors of activity. The Chief Data Officer (CDO) works to have data governance supporting business and digital transformation projects while ensuring the deployment of a data culture at all levels of the company. Once its organization and procedure are launched, it acquires a range of services, including tools, not only to improve the knowledge and understanding of the information assets but also to contribute to their quality.
This controlled information asset becomes a strategic element, especially if it is shareable and directly usable by trades. In this way, access to data knowledge is no longer limited to analysts/experts.
Driving Change with the Organizational Structure
The CDO and their teams are responsible for creating and facilitating the data governance roles. The formalization of job descriptions is not enough to motivate potential stakeholders. The people involved are the custodians of new norms, standards, and spokespersons for governance within their entities. These are significant issues and it's sometimes difficult to demonstrate to employees who sometimes perceive governance as a new constraint. The support of data teams with these stakeholders is crucial to their success, especially since few data stewards, data owners, and data managers are 100% affected in their data function. Whatever the chosen format (videos, MOOC, events, etc.), education and training are essential as data governance and related functions are still new to many companies.
To encourage support, roles must be thought of as "trades," designed to evolve and adapt to the needs of the situation. A use-based approach promotes stakeholder participation (business, IT, legal, etc.), thus allowing the identification of a sponsor and the delivery of results (financial gain, operational efficiency, or risk management) on a defined business scope. This approach provides flexibility to facilitate the deployment of roles; especially since the notion of sole proprietor of any given data proves difficult in organizations.
The deployment of a data governance workflow has several payoffs, lik: enabling collaborative work (productivity gain), accelerating the decision-making process, and making the roles for each actor a reality. The most mature companies implement them to move from theoretical governance to operational and active governance.
A Data Governance Platform: Accelerating the Deployment of the Data Function
Issues regarding lack of knowledge and poor quality are common in data. To overcome this problem, resources must be granted with a strong buy-in at the executive level. Data governance programs are being implemented to solve those issues, as well as the complexity of information systems (IS), the diversification of data sources, and the acceleration of project cycles. For example, a panel member wanted to enhancetoand current customer of Collibra the Collibra Platform to enhance their data lake usage and provide the business with knowledge of the data and metadata made available (via a business glossary and Collibra Catalog),while as well asand also to securinge the uses keeping it secure by validating checks that the data is consumed for the desired use and according to the internal company policies. As such, tools like data catalogs the tools enable the activation of data governance, now under the responsibility of expert resources and committees, but which often come across difficulties in breaking down organizational silos. For example, Mmany panel members have implemented the lineage of critical data, data validation workflows, or access to a request by a data scientist to a data set to respond to project needs and empower stakeholders in the data lifecycle.
In conclusion, the panel agreed that the regulatory need and the contribution to digital transformation would remain key issues in their 2019 roadmaps. The organization, the user-based approach, the implementation of workflows and tools sustainably put the data function in the key company processes. The next step in this process will be to measure the benefits as a growth driver for the company.
Collibra would once again like to thank Henry Peyret, participants of the round table: Renato Aganippe (CDO AXA Banque), Pascal Bourcier (BPCE Tools and Access Manager), Pierre Guillemin (CDO Natixis), Julien Iris (Mission Director, Fab Big Data SNCF), as well as the many participants in this event, whose success demonstrates companies' growing interest in engaging data governance issues.


text:
This website uses cookies to improve user experience. By using our website you consent to all cookies in accordance with our Cookie Policy.
Read More
I Agree
Free Shipping on all U.S. orders
Availability: In Stock
Stretch Sheer Long Sleeve Shirred V-Neck Mini Dress
translation missing: en.products.product.regular_price
Click Here for Size Guide
is added to your wish list.
is added to your shopping cart.
Subscribe to our mailing list for future coupons and sales information.


text:
This database contains information about more than 6,000 publications on autism and related issues.
If you know of any other publications we should include in this database please email firstname.lastname@example.com. Thank you.
Please use the Search Function to find specific items.
Please See Publications on Autism for information about literature reviews, clinical guidance and publications published by Research Autism.
This page shows the results of your search for publications containing the term "Group Therapy". See definition (new window)
Showing 1 to 3 of 3 Results
Ávila L. A. , Macedo C. R. M. d. (2012)
The 'impossible' group: an experience of long-term group analytic psychotherapy for autistic people group analysis.
45(3), pp. 310-324
Outcome-based evaluation of a social skills program using art therapy and group therapy for children on the autism spectrum.
Children and Schools
30(1), pp. 27-36
Minjarez M. B. et al. (2013)
Impact of pivotal response training group therapy on stress and empowerment in parents of children with autism.
Journal of Positive Behavior Interventions
15(2), pp. 71-78.
Showing 1 to 3 of 3 Results


text: Teachers' Assessment Skills in Practice across Departments in a Catholic Educational Institution: A Cross-Sectional Analysis Dr. David Cababaro Bueno Dean, Graduate School & Director, Research and Publications Dr. Segundo Chavez Redondo, Jr. Principal, Basic Education Columban College, Inc., Olongapo City Introduction This study concentrates on the analysis of the classroom assessment skills and practices of teachers across levels in a private Catholic school. Introduction Educational assessment is an essential component of the teaching profession. It is the process used in the classroom by the teacher to obtain information about students' performances on assessment tasks, using a variety of assessment methods, to determine the extent to which students are achieving the target instructional outcomes. Introduction In this regard, researchers suggest that a sound educational assessment requires a clear conception of all intended learning outcomes of the instruction and a variety of assessment procedures that are relevant to the instruction, adequate to sample student performance, and fair to everyone. Introduction This means teachers should competently be able to choose and develop assessment methods appropriate for instructional decisions; administer, score, and interpret results of externally produced and teacher-made assessment; use assessment results when making educational decisions; develop valid grading procedures; communicate assessment results to various audiences; and recognize unethical, illegal, and inappropriate methods and uses of assessment (Alkharusi, Aldhafri, Alnabhani, & Alkalbani, 2012). Introduction However, few formal studies on teachers' classroom assessment skills and practices have been conducted. This makes it difficult to have a clear understanding about the nature and magnitude of assessment issues of teachers in the elementary to senior high school. Introduction Thus, this study endeavors to bring an awareness regarding how teachers generally perceive their classroom assessment skills and practices as paradigm shift towards outcomes-based assessment practices. Objectives of the study This study focuses on the classroom assessment practices of teachers across levels and departments towards outcomesbased assessment model. The specific objectives of the study are to analyze: (1) the skills of teachers in the areas of classroom assessment; (2) the practices of teachers related to classroom assessment; (3) the significant variations on the belief, skills and practices on classroom assessment; and (4) the implications towards paradigm shift to outcomes-based assessment. Methodology A descriptive-cross-sectional design was used to gather descriptive and comparative data for the purpose of describing the characteristics of several groups of teachers relative to their classroom assessment practices. Methodology All the elementary school teachers, junior high school and the senior high teachers were included in this study. Thus, there was no sampling technique used. Methodology The Classroom Assessment Practices and Skills (CAPS) questionnaire was used as the data collection instrument. The questionnaire contains closed-ended items. The initial set of items was adopted from Assessment Practices Inventory (Zhang & Burry-Stock, 2013). Methodology The "use" scale was meant to measure teachers' usage of assessment practices on a scale from 1 (never) to 5 (always). The "skill" scale was designed to measure teachers' self-perceived from 1 (not at all skilled) to 5 (very skilled). Methodology To check the content-validity of the instrument, the draft questionnaire was given content experts in classroom assessment and teacher training. Reliability estimates of teachers' perceived skill in classroom assessment were estimated using Cronbach's Alpha, which was α = .95 indicating high levels of internal consistency. Methodology The researchers took into account the ethical issues such as the confidentiality of the data gathered and the anonymity of the respondents in the administration of the questionnaires. The data gathered were analyzed using Percentage, Mean, and Analysis of Variance (ANOVA) at .05 level of confidence. Results Classroom Assessment Skills 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Writing multiple-choice questions. Writing essay questions. Writing test items for higher cognitive levels. Calculating central tendency for teacher-made tests. Conducting item analysis for teacher-made tests. Revising a test based on item analysis. Assessing individual student participation in whole class lessons. Assessment of problem solving skills. Using portfolio assessment. Using assessment results for decision-making about students. Using assessment results when planning teaching. Communicating classroom assessment results to others. Including student improvement in the calculation of grades. Using peer assessments for student assessments. Using a table of specifications to plan assessments. Developing rubrics for grading students' assignments. Using assessment results when evaluating class improvement. Writing true or false questions. Providing written feedback comments along with grades. Calculating variability (standard deviation) for teacher-made tests. Overall Mean X 3.42 4.01 3.99 4.23 3.39 3.37 4.26 4.35 3.20 4.32 4.43 4.33 4.26 3.21 3.37 3.12 4.21 4.53 4.67 2.91 3.88 EST DR* S S S VS MS MS VS VS MS VS VS VS VS MS MS MS VS VS VS MS S JHST X DR* 3.46 S 4.22 VS 3.91 S 4.37 VS 4.00 S 3.39 S 4.44 VS 4.52 VS 3.25 MS 4.47 VS 4.51 VS 4.49 VS 4.34 VS 3.32 MS 3.39 MS 3.16 MS 4.43 VS 4.66 VS 4.71 VS 3.03 MS 4.00 S SHST X DR* 3.89 S 4.47 VS 4.10 S 4.65 VS 4.05 S 3.46 S 4.65 VS 4.57 VS 4.01 S 4.47 VS 4.66 VS 4.51 VS 4.42 VS 4.19 S 3.98 S 3.27 MS 4.51 VS 4.69 VS 4.72 VS 3.39 MS 4.23 VS Results Practices on Classroom Assessment 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Writing multiple-choice questions. Writing essay questions. Writing test items for higher cognitive levels. Calculating central tendency for teacher-made tests. Conducting item analysis for teacher-made tests. Revising a test based on item analysis. Assessing individual student participation in whole class lessons. Assessment of problem solving skills. Using portfolio assessment. Using assessment results for decision-making about students. Using assessment results when planning teaching. Communicating classroom assessment results to others. Including student improvement in the calculation of grades. Using peer assessments for student assessments. Using a table of specifications to plan assessments. Developing rubrics for grading students' assignments. Using assessment results when evaluating class improvement. Writing true or false questions. Providing written feedback comments along with grades. Calculating variability (standard deviation) for teacher-made tests. Overall Mean X 4.33 4.21 4.37 3.39 2.67 2.66 4.10 4.21 3.23 4.22 3.42 3.53 3.67 3.12 3.54 2.97 4.11 4.43 4.37 2.29 3.64 EST DR* A A A SO SO SO O A SO A O O O SO O SO O A A SE O JHST X DR* 4.41 A 4.33 A 4.42 A 3.41 O 2.91 SO 2.70 SO 4.13 O 4.26 A 3.41 O 4.36 A 3.50 O 3.61 O 3.72 O 3.25 SO 3.62 O 3.01 SO 4.19 O 4.51 A 4.40 A 2.42 SE 3.73 O SHT X DR* 4.48 A 4.39 A 4.46 A 3.44 O 3.31 SO 2.87 SO 4.19 O 4.43 A 3.52 O 4.40 A 3.61 O 3.72 O 3.80 O 3.29 SO 3.65 O 3.21 SO 4.18 O 4.47 A 4.51 A 2.62 SE 3.83 O Results ANOVA in the Assessment Skills across Levels Source Between-treatments Within-treatments Total SS 1.2899 16.1531 17.443 dF 2 57 59 MS 0.645 0.2834 F-ratio 2.27588 The f-ratio value is 0.43015, with p-value of .652505. The result is not significant at p < .05 Results ANOVA in the Assessment Practices across Levels Source Between-treatments Within-treatments Total SS 0.3446 22.8334 23.178 dF 2 57 59 MS 0.1723 0.4006 F-ratio 0.43015 The f-ratio value is 0.43015. The p-value is .652505. The result is not significant at p < .05. Results Differences between the Assessment Skills and Practices of Teachers Assessment Skills EST vs. JHST JHST vs. SHST EST vs. SHST Assessment Practices EST vs. JHST JHST vs. SHST EST vs. SHST X1 3.88 4.00 3.88 X1 3.64 3.73 3.64 X2 4.00 4.23 4.23 X2 3.73 3.83 3.83 t-value -0.69362 -1.39832 -2.20128 t-value -0.41871 -0.50674 -0.93536 p-value .246068 .085062 .016931 p-value .338891 .307631 .177755 Result Not significant at p < .05. Not significant at p < .05. Significant at p < .05. Result Not significant at p < .05. Not significant at p < .05. Not significant at p < .05. Results Correlation between Assessment skills and Practices Teachers Assessment Skills (X1) Assessment Practices (X2) R-value EST JHST SHST 3.88 4.00 4.23 3.64 3.73 3.83 0.713 0.634 0.655 R2-value (coefficient determination) 0.508 0.402 0.429 Correlation Moderate (+) Moderate (+) Moderate (+) Discussion This means that the senior high school teachers are very skilled in conducting classroom assessment of students' learning. Discussion In order to gather information about teaching and learning, teachers use a variety of assessment instruments such as written tests, performance assessment, observation and portfolio assessment (Airasian, 2011; Stiggins & Bridgeford, 2014; Popham, 2008). Discussion Ndalichako (2014) observed that most primary school teachers prefer to use tests and examinations to evaluate students' learning. However, use of multiple methods of assessment is recommended due to its potentiality in yielding valuable information regarding students' strengths and weaknesses in their learning (Gonzales & Fuggan, 2012). Discussion There are various methods that can be used to assess students learning such as portfolios, projects, performance assessment such methods offer rich information about teaching and learning. Portfolio is generally defined as a collection of student work with a common theme or purpose (Wolf, 2011; Arter & Spandel, 2012; Damian, 2014; Popham, 2008). Discussion Proper choice of classroom assessment method allows teachers to diagnose problems faced by students in attaining desirable learning outcomes and in devising appropriate remedial measures to redress the situation (Looney, Cumming, Kleij, & Harris, 2017). Discussion Frequency of assessment is also considered important in facilitating retention of material learned (Panadero, Brown & Courtney, 2014). They observed that the frequency of assessment has a mediating effect on student engagement in learning. Discussion that when the frequency of testing is increased, there is increased student involvement in responding to questions and in discussing the subject matter. Research by Pryor and Crossouard (2010) showed Discussion Other scholars maintained that frequent testing helps students to monitor their learning and reinforces their engagement with the course as a result of immediate feedback provided (Lysaght & O'Leary, 2013). Discussion It has also been established that frequent testing has positive impact on future retention of material learned (Looney, 2014). Since retention of material is one of an important components of master learning (Panadero, Brown & Courtney, 2014), it can be inferred that frequent testing contributes to mastery learning. In conclusion… The teachers across levels from elementary to senior high school are very skilled calculating central tendency of teacher-made tests, assessing students' class participation, calculation of grades, using assessment results in planning, decision-making, communicating and providing feedback, problem solving, evaluating class improvement, and writing true or false tests. In conclusion… Moreover, they are skilled in writing multiple-choice tests measuring higher order thinking skills (HOTS). However, they are moderately skilled in developing rubrics, and calculating variability for teacher-made tests. In conclusion… All the teachers across levels are always preparing and employing multiple-choice question, true or false and essay questions, HOTS, problem solving, assessment results for decision-making and written feedback along with student's grades. In conclusion… Moreover, there are no significant variations on the assessment skills and practices of teachers across levels, and there is no significant difference between the assessment skills of elementary and junior high school teachers, as well as between the junior and the senior high school teachers. In conclusion… However, there is significant difference between the assessment skills of the elementary and the senior high school teachers. No significant differences on the assessment practices teachers across levels. Furthermore, there is a moderate positive correlation between the assessment skills and the assessment practices of elementary, junior, and senior high school teachers. In conclusion… It is now essential for researchers, educators, and policymakers in the Philippine context to have a clear understanding of the perceived skills teachers hold about certain classroom assessment practices as it can open avenues informing policy and practice for addressing the needs that teachers have as they wrestle with their day-to-day classroom assessment practices. References Airasian, P. W. (2011). Classroom assessment: Concepts and applications. New York: McGraw-Hill. Ahmad, S., & Mussawy, J. (2009). Assessment Practices: Student's and Teachers' Perceptions of Classroom Assessment. Master's Capstone Projects. 9. http://scholarworks.umass.edu/cie_capstones/9 Akinlosotu, P. J. (2016). Knowledge and Attitude of Secondary School Teachers Towards Continuous Assessment Practices in Esan Central Senatorial District of Edo State. Journal of Education and Practice, 7(10), 71–79. Arter, J. A. & Spandel, V. (2012). Using Portfolios of student work in Instruction and Assessment. Educational Measurement; Issues and Practice, 26 - 44. Alkharusi, H. (2010). A multilevel linear model of teachers' assessment practices and students' perceptions of the classroom assessment environment. Procedia - Social and Behavioral Sciences, 5(2), 5–11. https://doi.org/10.1016/j.sbspro.2010.07.041 Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2012). Educational Assessment Attitudes , Competence , Knowledge , and Practices : An Exploratory Study of Muscat Teachers in the Sultanate of Oman, 1(2). https://doi.org/10.5539/jel.v1n2p217 Awoniyi, F. C. (2016). The understanding of senior high school Mathematics teachers of school-based assessment and its challenges in the Cape Coast Metropolis. British Journal of Education, 4(10), 22-38 Balinas, E. S. (2016). English Teachers Classroom Assessment Practices,. International Journal of Evaluation and Research in Education (IJERE), 5(1), 82–92. ISSN: 2252-8822 Bandele, S. O. (2013). Assessing Assessment Literacy of Science Teachers in Public Secondary Schools in Ekiti State. Journal of Education and Practice, 4(28), 56–63. ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Bennett, D. P. (2015). Elementary School Teacher Perceptions of Using Formative Strategies To Improve Instruction. Walden University Dissertations and Doctoral Studies. http://scholarworks.waldenu.edu/dissertations Part References Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2013). Assessment for learning: Putting it into practice. Buckingham, UK: Open University Press. Bombly, Sarah Mirlenbrink, "Reading Assessment Practices of Elementary General Education Teachers: A Descriptive Study" (2013). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/4866 Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30, 3-12. http://dx.doi.org/10.1111/j.17453992.2010.00195.x Calveric, S. (2010). Elementary teachers' assessment beliefs and practices. Virginia Commonwealth University, 2010. Downloaded from http://scholarscompass.vcu.edu/etd/2332 Campbell, C., & Evans, J. A. (2000). Investigation of preservice teachers' classroom assessment practices during student teaching. Journal of Educational Research Carmen, G., & Jakobsson, A. (2015). Science Teachers ' Assessment and Grading Practices in Swedish Upper Secondary Schools, Journal of Education and Training,2(2), 1–19. https://doi.org/10.5296/jet.v2i2.7107 Cavanagh, R.F., Waldrip, B.G., Romanoski, J.T., Fisher, D.L., and Dorman, J.P. (2005). Measuring student perceptions of classroom assessment. Paper presented at the 2005 Annual Meeting of the Australian Association for Research in Education: Parramatta. Retrieved September 5, 2009 at http://docs.google.com/gview?a=v&q=cache:jokRTlUCmK4J:https://www.aare.edu.au/05pap/cav05748.pdf+Measuring+student+perceptions+of+classroom+assessment&hl=en&gl=us Chappuis, S., & Stiggins, R. J. (2013). Classroom assessment for learning. Educational Leadership, 60, 40-43. Chih-Min, S. & Li-Yi, W. (2016). Factors Affecting English Language Teachers' Classroom Assessment Practices A case study at Singapore secondary schools. NIENTU Singapore Research Brief, 13, 10. www.nie.edu.sg Cizek, G. J., Germuth, A. A., & Schmid, L. A. (2013). A checklist for evaluating K-12 assessment programs. Kalamazoo: The Evaluation Center, Western Michigan University. Available from http://www.wmich.edu/evalctr/checklists/ References Damian, V. B. (2014). Portfolio assessment in the classroom. Helping children at home and school II: Handout for families and educators, S3 - 129 – S3 - 131. Dandis, M. A. (2013). The assessment methods that are used in a secondary mathematics class. Journal for Educators, Teachers and Trainers, 4(2), 133–143. ISSN 1989 – 9572. http://www.ugr.es/~jett/index.php DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates' learning. Assessment in Education: Principles, Policy & Practice, 17, 419– 438. doi:10. 1080/0969594X.2010.516643 Dillman, D. A., Smyth, J.D., & Christian, L. M. (2009). Internet, mail, and mixed-mode surveys: The tailored design method (3rd ed.). Hoboken, New Jersey: John Wiley & Sons. Eliud, K. (2015). Classroom assessment practices by Mathematics teachers in secondary schools in Kenya. Kenya Classroom Assessment Journal, 5(6), 35-41. Flórez, M.T. & Sammons, P. (2013). Assessment for learning: effects and impact. Oxford University Department of Education. Copyright CfBT Education Trust 2013. Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research competencies for analysis and applications. Columbus, GA: Pearson Merrill Prentice Hall. Gonzales, R. & Fuggan, F. G. (2012). Exploring the conceptual and psychometric properties of classroom assessment. The International Journal of Educational and Psychological Assessment, 9(2), 45-60. Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory: Measurement methods for the social sciences series (Vol. 2). New York, NY: Sage Hays, R. D., Morales, L. S., & Reise, S. P. (2000). Item response theory and health outcomes measurement in the 21st century. Medical Care, 38, II28–II42. Hendrickson, K. A. (2011). Assessment in Finland : A Scholarly Reflection on One Country's Use of Formative, Summative, and Evaluative Practices. Mid-Western Educational Researcher, 25 (25), 33–43. References Johnson, S. (2014) On the reliability of high-stakes teacher assessment, Research Papers in Education, 18(1), 91-105. Kankam, B., Bordoh, A., Eshun, I., Bassaw, T. K., & Korang, F. Y. (2014). An investigation into authentic assessment practices of social studies teachers in the senior high schools ( SHSs ) in Ghana. American Journal of Social Sciences,2(6), 166–172.http://www.openscienceonline.com/journal/ajss Kareem, A. O. (2011). Universal basic education in Ijebu-Division of Ogun State. The African Symposium: An online journal of the African Educational Research Network, 11(2), 106– 112. Koh, K. H. (2011). Improving teachers' assessment literacy through professional development. Teaching Education, 22, 255-276. http://dx.doi.org/10.1080/10476210.2011.593164 Koloi-Keaikitse, S. (2012). Classroom Assessment Practices: a Survey of Botswana Primary and Secondary School Teachers. Cogent Education, 38(1), 1–14. https://doi.org/10.1080/2331186X.2017.1281203 Koloi-keaikitse, S. (2017). Assessment of teacher perceived skill in classroom assessment practices using IRT Models. Cogent Education, 38(1), 1–14. https://doi.org/10.1080/2331186X.2017.1281202 Kuze, M. W., & Shumba, A. (2011). An investigation into formative assessment practices of teachers in selected schools in Fort Beaufort in South Africa, 29(2), 159–170. Lee, S. (2010). Current practice of classroom speaking assessment in secondary schools in South Korea. The University of Queensland (41938553). Looney, A. (2014). Assessment and the reform of education systems. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing assessment for quality learning. Heidelberg: Springer. Looney, A., Cumming, J., Kleij, F. Van Der, & Harris, K. (2017). Reconceptualising the role of teachers as assessors : teacher assessment identity. Assessment in Education: Principles, Policy & Practice, (January), 1–26. https://doi.org/10.1080/0969594X.2016.1268090 References Lyon, E. G. (2011). Beliefs, practices and reflection: Exploring a science teacher's classroom assessment through the assessment triangle model. Journal of Science Teacher Education, 22, 417-435. http://dx.doi.org/10.1007/s10972-011-9241-4 Lysaght, Z., & O'Leary, M. (2013). An instrument to audit teachers' use of assessment for learning. Irish Educational Studies, 32, 217–232. doi:10.1080/03323315.2013.784636 McMillan, J. M. (2008). Assessment essentials for student-based education (2nd ed.). Thousand Oaks: Crown Press. Mellenbergh, G. J. (1994). Generalized linear item response theory. Psychological Bulletin, 115, 300–307. doi:10.1037/0033-2909.115.2.300 Mertens, D. M. (2014). Research and evaluation in education and psychology. Integrating diversity with quantitative and qualitative and mixed methods (3rd ed.). California: Sage Publications, Inc. Mohammed, Y. (2015). Visual Art Teachers and Performance Assessment Methods in Nigerian Senior Secondary Schools. Mgbakoigba: Journal of African Studies, 4, 1–18. Mullis, I. V. S., & Martin, M. O. (2015). Assessment Frameworks. TIMMS and Pirls International Study Center, Boston College. Nabie, M. J. (2013). Integrating Problem Solving and Investigations in Mathematics : Ghanaian Teachers ' Assessment Practices Department of Mathematics Education Department of Mathematics Education. International Journal of Humanities and Social Science,3(15), 46–56. Ndalichako, J. L. (2014). Towards an understanding of assessment practices of primary school teachers in Tanzania. Zimbabwe Journal of Education Research, 16(3), 168-177. Available on http://dx.doi.org/10.4314/zjer.v16i3.26046. Ndalichako, J.L. (2017). Examining Classroom Assessment Practices of Secondary School Teachers in Tanzania. National Examinations Council of Tanzania Nenty, H. J., Adedoyin, O. O., Odili, J. N., & Major, T. E. (2007). Primary teachers' perceptions of classroom assessment practices as means of providing quality primary and basic education by Botswana and Nigeria. Educational Research and Review References Panadero, E., Brown, G., & Courtney, M. (2014). Teachers' reasons for using self-assessment: A survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21, 365–383. doi:10.1080/0969594X.2014.919247 Panadero, E., Brown, G., & Courtney, M. (2014). Teachers' reasons for using self-assessment: A survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21, 365–383. doi:10.1080/0969594X.2014.919247 Pierson, D. R. (2013). Elementary teachers' assessment actions and elementary science education: formative assessment enactment in elementary science. University of Iowa. http://ir.uiowa.edu/etd/5043 Popham, W.J. (2008). Classroom assessment: What teachers need to know? 5th Ed. Boston: Ally and Bacon. Price, J. K, Pierson, E. & Light D. (2011). Using Classroom Assessment to Promote 21st Century Learning in Emerging Market Countries. Paper presented at Global Learn Asia Pacific 2011, Melbourne Australia Pryor, J., & Crossouard, B. (2010). Challenging formative assessment: Disciplinary spaces and identities. Assessment & Evaluation in Higher Education, 35, 37–41. doi:10.1080/02602930903512891 Roemer, K. L. (1999). Student evaluation practices used by Montessori elementary teachers. The University of Memphis Review, 22(19), 23-25 Russell, J. A., & Austin, J. R. (2010). Assessment practices of secondary Music teachers. Journal of Research in Music Education, 58(1), 37 –54. https://doi.org/10.1177/0022429409360062 Saxe, G. B., & Franke, M. L. (1997). Teachers' Shifting Assessment Practices in the Context of Educational Reform in Mathematics. Center for Research on Evaluation , Standards , and Student Testing (CRESST ), University of California , Los Angeles Los Angeles , CA 90095-1522, 1522 Stiggins, R. J., & Bridgeford, N. J. (2014). The ecology of classroom assessment. Journal of Educational Measurement, 22(4), 271–286 Thank you !!!


text:
Skip to content
find the lesson
Every challenge is an opportunity to learn something – if we're open to it…
Toggle Sidebar
criminal minds
September 7, 2014
Lesson 59: For best results, do something scary.
Continue reading
August 6, 2012
August 6, 2012
Lesson 21: "Sometimes we do everything right and we still lose."
Continue reading
Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use.
To find out more, including how to control cookies, see here:
Cookie Policy


text:
Brand: Peach Couture
Color: Blue
Details: Peach Couture is a registered trademark.Cashmere Wool makes this throw Warm and perfectly soft and lightweight to the hand while the hounds tooth design makes it irresistible to the eyes. Peach Couture Blankets are known to be the best Cashmere Blankets available in the market. Being a direct manufacturer we are able to offer these Throws at much affordable price as compared to our competitors.This is a thick and luxuriously soft Cashmere Wool Throw/ Blanket. The Houndstooth design of these Cashmere Wool throw blankets is beautifully designed with elegant tassels for a refined look. Perfectly warm and soft for the bedroom or living room sofa. Elegant look and completely soft feel. Product Dimensions: 50" x 60" (in) 127" x 152.4 (cm)
Package Dimensions: 8.0 x 6.0 x 1.0 inches
The pinnacle of scarves. Peach Couture is proud to be Americas first & oldest pashmina company.
Lazing surf-side has never felt so luxe. This round beach towel from Peach Couture is made from a sumptuously soft and absorbent thick terry cotton, and detailed with hand-knotted tassels. Plus, its 60 Inch diameter is roomy enough for two!
Tired of wearing the same run-of-the-mill dresses from big box stores? Enjoy this bundle of three unique boutique style Maxi Dresses designed in New York.


text:
COBRA Children's Abduction Prevention (CAP)COBRA-Defense has created a new seminar for its members to teach and it is a hit worldwide. Watch this 90-second video to find out more. Learn more about COBRA at...
Why Guns are a BAD Idea for Real Estate Agent Self-Defense.Montage including real gun disarms. Chris Sutton teaching the reality of guns to real estate agents.
How to Piggyback a News Story
A news story broke about a girl who used a code word to thwart a potential abduction.


text:
GuildWiki has been locked down: anonymous editing and account creation are disabled. Current registered users are unaffected. Leave any comments on the Community Portal.
Game updates/2006 January
- Thursday, 26th of January
- Monday, 23th of January
- Friday, 20th of January
- Thursday, 19th of January
- Friday, 13th of January
- Friday, 6th of January
- 1 Update - Thursday January 26 2006
- 2 Update - Monday January 23 2006
- 3 Update - Friday, January 20 2006
- 4 Update 2 - Thursday, January 19 2006
- 5 Update - Thursday, January 19 2006
- 6 Update - Friday, January 13 2006
- 7 Update - Friday, January 6 2006
Update - Thursday January 26 2006[edit | edit source]
- Modified the Sacred Temples and Unholy Temples tournament maps so that players cannot pass relics across barriers.
- Added Japanese translations in preparation for today's Japanese launch of Guild Wars.
- Changed the Morale Boost in Isle of the Nameless from 2% to 10%.
- In the "Iron Mines of Moladune" mission, henchmen now become infused when your team gives the Spectral Essence to the Seer.
- Modified Skill Bar tool tips so that they don't overlap the Health and Energy bars.
- Fixed minor bugs in the following quests: "The Nameless Masters" and "The Hero's Challenge."
- Fixed minor bugs in the following missions: "Iron Mines of Moladune" and "Sanctum Cay."
- Fixed a bug that incorrectly eliminated the recharge time from the following Ranger skills: Distracting Shot, Savage Shot, Concussion Shot, and Punishing Shot.
Update - Monday January 23 2006[edit | edit source]
- Fixed a bug that was making it impossible to complete the Iron Mines of Moladune mission.
- Repaired teleporters in the Nomad's Isle Guild Battle map.
- Removed challenges that were incorrectly added to some players quest logs.
- Fixed several crash bugs.
Update - Friday, January 20 2006[edit | edit source]
- Improved the visual appearance of the Battle Isles world map.
- Provided Free-For-All Weekend demo users with the ability to use prebuilt PvP characters without skill restrictions, and also with the ability to unlock skills from the original campaign.
- Fixed a bug that was preventing players from earning Faction by killing NPCs and players in Guild Battles.
- Fixed map travel issues that could temporarily redirect players into the wrong districts.
- Fixed a problem with the skill "Flesh of My Flesh" ignoring "Frozen Soil."
- Fixed a crash bug with the Assassin skill "Recall," and miscellaneous other crash bugs.
Update 2 - Thursday, January 19 2006[edit | edit source]
- Restored access to The Underworld and Fissure of Woe.
- Restored item unlocks that had been inadvertently removed from some accounts.
- Fixed the text description of the "Verata's Sacrifice" skill.
Update - Thursday, January 19 2006[edit | edit source]
Attention citizens.
The Tomb of the Primeval Kings has been overrun by the enemies of Balthazar. The Zaishen Order recognizes that many of you may wish to help conquer this foe. While this is admirable, only those truly devoted to the teachings of Balthazar should attempt to enter the Tombs.
Those wishing to become as great as we, the Zaishen, should take heart. Members of our order await your arrival at the Great Temple of Balthazar. We will train you in the ways of war, so you may continue the personal squabbles that seem to consume so much of your daily routine.
If you truly wish to better yourself, take the ship to the Great Temple, and hone your skills with the Zaishen.
May the blessings of Balthazar follow you on your journey.
-Commander Kuro of the Zaishen Order
Guild Wars: Factions Free-For-All PvP Weekend
With this update, we roll out the first parts of Guild Wars: Factions, including the new login and character selection/creation screens, boat travel between continents, and a weekend sneak preview of the two new professions. (The weekend event lasts from Friday January 20 8:00 am GMT to Monday January 23 7:59 am GMT.)
All high-level PvP has been moved to the Battle Isles, which can be reached using the ship off the coast of Lion's Arch. On the Battle Isles, you'll find a new explorable area with Training Arenas, NPCs who can help you test all aspects of your character's build, updates to existing PvP Arenas, and all-new Zaishen Challenges, where you and your friends can practice against teams of computer AI opponents. All of this content is now organized into a natural progression, so that players can experience the basics of PvP before moving on to advanced challenges.
New computer AI challenges:
- Training Arenas: a series of four maps designed to teach the basics of PvP and Arena Combat. Beat all four maps to unlock the Zaishen Challenge on your account.
- Zaishen Challenge: an Arena where you can play the computer AI team of your choice on the map of your choice. Beat five different computer AI teams to unlock the Zaishen Elite Challenge.
- Zaishen Elite Challenge: the ultimate AI challenge. See how far you can get in a series of random Arena matches against increasingly difficult AI teams.
New unlocking of existing PvP types:
- Win five-in-a-row in the Random Arenas to unlock the Team Arenas on your account. (Existing accounts have the Team Arenas unlocked already.)
- Win five total games in the Team Arenas to unlock the Tournament (Heroes' Ascent) on your account. (Existing accounts have the Tournament unlocked already.)
Changes to Guild Combat mechanics:
- Five minutes after "Victory or Death!" starts, both teams' Guild Lords will now rush out of their base to engage in combat.
- In the Burning Isle guild hall, NPCs now take the high path to avoid lava when Victory or Death occurs, and Flame Cursed Sentinels no longer drop loot.
- The Guild Lord's Amulet of Protection now interacts correctly with Deep Wound. (See Fansite Friday #62 for more information about the Guild Lord's Amulet of Protection.)
Miscellaneous improvements:
- When a party leader uses map travel in a town or outpost, his entire party travels with him to the new map.
- During PvP matches, the Party window now displays your team color.
- Skill icons for Enchantment and Hex spells are now displayed with a small marker in their upper-right corner.
- Text descriptions and icons of various magic item upgrades have been improved.
- The location and visibility of hint popup windows can now be modified using the Customize Layout interface.
- Equipment labels have been improved. Effects that are stacking or non-stacking have been identified as well as exact values of rune effects.
Miscellaneous fixes:
- Ghosts in The Underworld are no longer considered fleshy and will not leave exploitable corpses.
GuildWiki notes[edit | edit source]
This update installed many changes in preparation for chapter two of the game "Guild Wars Factions" and also provided some teasers as to what the new professions will look like.
PvP changes[edit | edit source]
- All PvP areas have been moved off the traditional Tyria map and onto a separate The Battle Isles map. This makes them equally accessible from either chapter, regardless of whether the other chapter is owned or not. To travel to the Battle Isles from the Tyria map, players click on the new ship icon that appears next to Lion's Arch. The Battle Isles now contain all arenas, the Guild Hall and a new town called the Great Temple of Balthazar.
- Introduction of a new set of PvP quests and missions called the Zaishen Challenges in the Battle Isles. While these are PvE in nature (players fight computer controlled opponents), they are designed to train players in the various challenges and tactics of PvP. This also includes the introcution of a new explorable area called Isle of the Nameless where players can practice the different aspects of fighting in the game.
- The various arenas have now been consolidated by type. Therefore, there are now only three types of Arenas: Random Arena, Team Arena and the tournament which is now called Heroes' Ascent.
- New Accounts will need to advance through the different arena types. No longer will players be able simply create a PvP account and go straight for the tournament. Now players will need to win 5 in a row in the lower arena type to advance to the higher type. This does not apply to new characters made on existing accounts, only new accounts.
PvE changes[edit | edit source]
- Introduction of a set of four new explorable areas in place of what used to be the Tomb of the Primeval Kings mission. This new challenge is called the Ruins of the Tomb of the Primeval Kings. Now there is a dark portal at the tombs and upon entering, players are taken through the Underworld, Scarred Earth, Courtyard and Hall of Heroes maps of the old tournament, but they are now overtaken by creatures of the Underworld (including some new creatures). Clearing the monsters in each level advances the party to the next level. In the final level, upon defeating the three new boss monsters (called The Darknesses), new unique items will drop for the party.
General changes[edit | edit source]
- Now item descriptions are a lot more specific as to what a weapon upgrade or rune will actually do. So, instead of an item description saying it improves casting speed (which was calculated by players to mean that it halves the casting speed), the game now specifies that the item halves the casting speed.
Update - Friday, January 13 2006[edit | edit source]
Please do not be alarmed.
Though the strange occurrences you are witnessing outside the Tomb of the Primeval Kings have not, as of yet, been fully explained, we, the Zaishen Order, are here to provide for your safety.
Be advised: Those who dare approach the entrance to the Tombs in the coming days risk great peril. You would do well to leave this matter to the trained Zaishen experts who are already hard at work. We will not interfere with your comings and goings if you do not interfere with ours.
As a service of Balthazar you have been notified.
-Commander Kuro of the Zaishen Order.
GuildWiki notes[edit | edit source]
This update is part of the preparations for the Guild Wars Factions Global Free-for-All PvP Weekend. As a result, members of the Zaishen Order appear at several places in Tyria (Lion's Arch, Competition Arena, Team Arena, The Amnoon Oasis, Tomb of the Primeval Kings), passing through on their way to investigate a "disturbance" at the entrance to the Hall of Heroes. Henchmen at the Tombs were replaced with Zaishen henchmen.
Update - Friday, January 6 2006[edit | edit source]
Another Wintersday has come to a close,
And the sun shines anew.
The Grentchies have been banished again,
And Dwayna has smiled upon you.
Happy New Year!!!
GuildWiki notes[edit | edit source]
This update ended the Wintersday 2005 update.


text:
2198 Sweet Root Rd., Bedford, Pennsylvania 15522, United States
Eleven U.S. presidents have stayed at this 2,200-acre "quaint, old-fashioned resort" in the Allegheny Mountains; "it takes you back in time in style." For more than 200 years, the property's eight springs have served as a gathering place and still figure in the treatments at the 30,000-square-foot spa. With "the utmost respect for its heritage," the resort has restored some guest rooms; most include balconies with rocking chairs overlooking the creek or mountains. The 1796 Room is the signature steak and chop house; at Frontier Tavern, linger over artisanal brews or toast marshmallows over a fire pit. The Crystal Room is one of the oldest restaurants in America and serves breakfast, lunch, brunch, and dinner created by a "fantastic chef." "A visit to the spa alone is worth the trip." Editor's Pick: Gold List 2018
Got the skinny on this place? Let our editors know!


text:
Refine your search
Suggs: A Life In The Realm of Madness is about the surprises that awaited him upon achieving stardom with Madness.
Vertigo on the roof of Buckingham Palace, nearly blowing the closing ceremony of the Olympics, the embarrassing stuff that happened at Glastonbury.
Things have gone a smidge surreal since the Madness frontman was a twelve year old in shorts on the tough streets of North London.
Constantly expecting that inevitable tap on the shoulder to hear 'what are you doing here, Sunshine?' How has he got this far? In this business you can be washed up at any minute. How has he managed to get away with it for so long?
Fame is a tightrope and Suggs has fallen off many times.
With help from Deano his trusty pianist, he tells his story in words and music with the help of some Madness classics and a couple more what he wrote all on himself.
- Prelude restaurant open daily from 9.30am - Bars open pre and post show
Event details
|Sat 3 Oct 2020
£10.00 - £31.50
Discounts for Friends
Also at this Venue
Events at this Venue
|Mon 21 - Sat 26 Sep
|Groan Ups
|Mon 28 Sep
|The Greatest Hits of Motown
|Thu 1 - Fri 2 Oct
|Thu 1 Oct
|Tim Vine is Plastic Elvis
|Sat 3 Oct
|Suggs - What a King Cnut
|Sun 4 Oct
|Czech National Symphony Orchestra
Theatre Street,
Please make sure you leave plenty of time to park before a performance. There is no parking at the theatre.
The nearest car parks include:
- The Forum NR2 1TF (opposite the Theatre Royal).
- intu Chapelfield shopping centre NR1 3SH (behind the Theatre Royal).
- Chantry surface car park NR2 1RG (off Theatre Street, next to the Assembly House).
- St Giles NR2 1NH multi-storey car park
- St Andrews NR3 3AT on Duke Street (10 mins from the Theatre Royal).
- Rose Lane NR1 1PY (20 mins from the Theatre Royal).
- It is a 20-minute walk, mostly uphill, from Norwich railway station to the theatre.
- It is a 10-minute walk from the bus station to the Theatre Royal, with a gentle uphill slope towards the end of the journey.
- Cycle racks are available outside and opposite the theatre.
with charge
: 1 mile from Norwich station
- Baby changing facilities
- Coach parties accepted
- Credit cards accepted (no fee)
- Disabled toilets
- Education/study area
- Facilities for groups
- On-site light refreshments
- Public toilets
- Regional Tourist Board Member
- Wheelchairs available
- Accepts groups
- Facilities for conferencing
- Facilities for corporate hospitality
- Children welcome
- Disabled access
- Facilities for hearing impaired
- Prelude restaurant open daily from 9.30am - Bars open pre and post show


text:
Converse Purple Dusk
Q: What is one thing many people don't know about Old Orchard Caf?
"I am always trying new food ideas. My regulars let me know what they like and don't like," Morrison says. "Still, there is one thing you will never find fried food."
Q: Where do you get your soup recipes?
Since 2003, Old Orchard Caf has leased space inside the Avera McKennan Fitness Center. Morrison, the owner and operator of the caf, has three goals for each item on his menu: to make it healthy, to make it fast and to make it taste good.
"People are in a hurry," Morrison says. "In fact, 75 percent of the food the caf prepares is grab and go. People don't have time Converse Purple Dusk to sit down and eat."
Q: What is one item in your kitchen that you could never live without?
A: My electric mixer.
Question: What are some of your more popular items?
Answer: Homemade protein bars. They are made of honey, peanut butter, whey protein and oatmeal. We sell 300 to 400 a week. They are 3 ounces Converse Leather
"Our menu of over 50 choices consists of wraps, sandwiches, quesadillas, salads and soups made from scratch," Morrison says. "Breakfast items such as omelets, eggs, muffins and breakfast wraps are also popular. It's simple, comfort food at competitive prices."
Gym cafe is fast and healthy for on
Morrison can't help with the sweat that's what the shower is for. But he can help your hunger.
Q: What is one compliment you received that made you proud?
Todd Morrison knows that after a good workout, you're probably going to be a little sweaty. And you're probably going to be a little hungry, too.
A: I like to eat to at a good steakhouse.
Q: Where do you go and eat when you want a sit down dinner?
A: Presentation sells. The food we prepare looks good and tastes delicious. With a cooler full of a mix of fresh fruit, sandwiches and veggies Converse Extra High Tops
and have 20 grams of protein. People love them. Our Starbucks coffee is also a hit. People from around the neighborhood come in just for that.
The caf caters to a steady lunch and breakfast clientele. "The caf has become a great place to socialize for those who Converse Low Top Womens
A: My kitchen is so clean and orderly.
that are ready to eat, we strive to make creative combinations that are colorful and tempting.
A: They are family recipes. I have eight to 10 different soups. They are simple ingredients, and they are secret. In fact, they aren't even written down. Beef noodle and chicken noodle are the most popular.
Q: What do you believe is important in selling healthy food?
have worked out or a place to meet friends, even if they aren't a member."
A: Though 1,500 to 2,000 people pass the caf each day, many people don't know it is open to the public. You don't have to be a member of Avera Fitness to come in to the caf and enjoy coffee or a meal.
Morrison takes pride in the fact that the caf's food is prepared quickly.
And he's always open to new menu items.
Converse Purple Dusk
Adidas Cap Ladies
Nike Cap Womens
Converse Classic Black High Tops
Mlb Caps New Era
Converse Green High Tops
New Era Ohio State Hat
Converse Low Tops Girls
All Black Converse High Tops Size 8
Converse All Black High Cut
Adidas Hat Women
Converse Colors Shoes
Converse High Tops Womens Size 5
Converse Brown
Converse Uk Sale Leather
Converse Full Black High


text:
The Deutsche Schule Pretoria's Oktoberfest queen was Jessica Wolf, grade 10. The first princess was Norah Molope, grade 10 and the second princess was Nadine Whelpton, grade 10.
Left to right: Nadine Whelpton, second princess; Oktoberfest queen, Jessica Wolf,
and Norah Molope, first princess
This annual festival was from 17 to 19 September. The festival started in 1977 as parents' initiative to raise funds. They've been flying in an oompah band from Germany each year and this year the band was Ottrauer Musikanten.
A variety of other musicians and bands also performed; there were arts and craft stalls, traditional German food and merry-go-rounds.
© 2020 Die/The Bronberger


text:
Gildan Ultra Blend 8300 T-shirt with Pocket
Code: 8300
Original Price (each):
Your Price: $8.45
Your Price: $8.45
Product Description
Gildan Ultra Blend 8300 50/50 T-shirt with Pocket. 5.6 ounce heavyweight, 50% cotton/50% polyester. Hemmed pocket. Seamless collar. Shoulder to shoulder taping. Quarter turned. Double-needle stitched neckline, sleeves and bottom hem. Adult: M, L, XL.


text:
Sorry, this entry is only available in French.
Geneva Summit on Human Rights and Democracy No. 11, 25‐26 March 2019 Report: Prim.Dr. Hava Bugajer 800 persons registered to the 11th Summit on Human Rights and Democracy, co-sponsored by UN Watch and a coalition of 25 NGOs. The Summit gives a "voice ... read more
Women and their olive trees: an exhibition about coexistence in Strasbourg (op ed Pina Picierno's speech, European Parliament Strasbourg, July 5- 2016) "Art as a tool for dialogue between the different communities of the Israeli society. This is w... read more
Women and their Olive Trees at the European Parliament: both a pride and a hit! As quick reminder and high praise, without WIZO Belgium and its close connection with the Israeli Mission to the EP, there would have been no exhibition at the European Parli... read more
Report from Mission of Israel to the UN Geneva see the gallery on Facebook Trait d'Union 18.03.2016 The exhibition "Women and Their Olive Trees" has been inaugurated at the United Nations in Geneva, in March 2016. A cultural occ... read more


text:
The floor is a single important element of any space that enhances the complete aesthetic price and all elements of a room. A location may have a tasteful article of household furniture, however, a lack of flooring Singapore that complements the distance may perhaps not quite provide a visually desirable. For this particular, it's vital you will obtain proper floors installed on your homes and offices. The first thing that you ought to think about is the way practical and functional the vinyl flooring Singapore you're choosing in relation to your needs. This might be affected by the positioning of the area you're renovating or where your tiles will likely undoubtedly be installed.If the area has been vulnerable to elevated foot traffic or unforeseen impacts, then look at having resilient floors put in.
Also called vinyl floors, resilient flooring is composed of flooring substances with supreme quality and durable finishes. If you are installing floors at a public area, then it is essential this area is aesthetically pleasing. That is especially crucial even in residential locations where you typically welcome people like the living room. As vinyl flooring Singapore is deemed water resistant, it is likewise convenient in rooms having higher humidity content including kitchens and bathrooms. For this, consider setting up flooring Singapore in your next toilet renovation. He or she décor of the remainder of one's insides should maintain harmony with all the kind of flooring you select. It is therefore crucial the flooring model selected belongs in keeping with the theme of the rest of the area.
For instance, at an area where one usually relaxes in, light colors usually are utilized. Selecting a perfect floor having a color and style palette that's in accord with the theme of the inside décor is merely half the struggle. Making the most suitable selection isn't going to be worth anything in the event the flooring Singapore is not properly installed. When it has to do with constructing any types of flooring for virtually any building, there are plenty of substances that one can consider — bamboo, laminate wood, tiles, wood, and even vinyl. You could have previously noticed that vinyl flooring Singapore appears to be getting much more widely used these days due to its visually interesting and useful capabilities. However, there continue to be plenty of concerns you ought to familiarize your self with concerning vinyl floors.


text:
Content count25
Last visited
Seller statistics
- 0
- 0
- 0
About Rualbe
Day Tripper
Previous Fields
Climate or location
Mobile, Raynond Terrace
Newb looking to grow Acuminata from seed
Rualbe replied to Rualbe's topic in Australian Native PlantsThanks Stillman
importing mimosa hostilis
Rualbe replied to LadySwan's topic in Legal MattersPeople contain DMT. The best thing the government could do would be to ban them.
Rualbe started following Newb looking to grow Acuminata from seed
Newb looking to grow Acuminata from seed
Rualbe posted a topic in Australian Native PlantsI'm new to gardening. I bought a seed packet of narrow phyllode Acuminata from Shaman Australis and would like advice on how too proceed? Best way to germinate? When should I plant them? How should I prepare the soil? And anything else I need to know? I live in Hay on flood plain in southwest NSW. Years ago the previous owner had been quite a gardener but the property had been abandoned for twenty years when I bought it last year. It gets pretty cold at night this time of year but even now some days are quite hot and summer is amazing, up to 50 degrees celsius for days on end with very little rain even when there is heavy cloud.
Found this?
Rualbe replied to Rualbe's topic in MycologyNo worries thanks Distracted
I was just reading that I would need a cutting of Salvia Divinorum as the seed is rarely fertile. I know there must be people in NSW who have this plant. How do I find them?
Yeh gets pretty cold here overnight spacemonk I'm four hours from the southern coast and seven from the east. I added Datura to my list. "Colonised sub wood chips should be right up there too :-D" thed00dabides can you expand on that? Have termite issues here so was planning to use a mixture of tea tree and cedar chips. Still learning what plants are interesting ffrom a shamanc perspective so will check out your recomendations Stillman and spacemonk.
Found this?
Rualbe posted a topic in MycologyHad a lot of rain recently. Well a lot for this place. So I havent been following my normal trail on my morning walk. This morning however I returned to my normal trail and saw some golden coloured mushrooms. I stopped and had a look, tried breaking a few stems to see if there was any purple colour but they were all dried out. So does anyone know what these would be?
Novice Gardener
Rualbe posted a topic in Seed & Plant SwapsHi all I learnt of this place on the legal highs forum some nine months ago. A member suggested this place might better suit me. I recently bought an abandoned house in south west NSW, Hay to be precise, which I am intending to renovate and live in for the forseable future. I have never owned a property before and moved around a lot so have not invested in a garden. I am thinking to do so now however. The town is built upon flood plain but the rivers flow is regulated now and it rarely floods but I might need to condition the soil differently? Firstly I'm thinking Acacia's, Acuminata, narrow phyllode and Maidenii. Some San Pedro. I hear loph's are a challenge so might leave that till I'm more experienced. I recently learnt that it is not illegal to grow Salvia Divinorum in NSW and am hopefull I can find someone in the state who is growing it and will part with some seed and advice. As well as some Datura and Phallaris grass clumps scattered about. I mean to keep my garden spartan in keeping with the environment but would like to hear suggestions.
Australian Psychoactive Plant List
Rualbe replied to prier's topic in Australian Native PlantsI noticed Acuminata was not on the list and wonder? I'm also wondering which has the greater concentrations of the spirit mollecule, the thin or broad phyllode?.
Phleb Seed Giveaway Number 2
Rualbe replied to Bread Filter's topic in Seed & Plant SwapsI realise I am probably far too late but if any more seeds turn up I would love to try to grow them.
Raising A.Phlebophylla
Rualbe replied to kindness's topic in Australian Native PlantsDont suppose their would be any chance of getting them to grow somewhere like Hay in sw NSW.
Legal Weed: Is it really legal?
Rualbe replied to LikeAshesWeFade's topic in Legal MattersI have heard that chocolate and peanuts contain cannabinoids in small amounts. So are chocolate and peanuts now illegal?
How to combat your own passive-aggressive tendancies?
Rualbe replied to bogfrog's topic in Creativity, Spirituality & PhilosophyThere is a reflective meditative technique in which you detach and watch your impulses as they arise. It is the technique I learnt as a young man and if you can master it it will provide total control over how you react to any impulse. You can dynamically program your own responses, or remain aware and decide event by event.. For me it started with catching a thought as it arose in my mind. Rather than attempting to supress thought, by becoming aware of how thought is generated you automatically gain control. Alternatively you could talk to your doctor about trying medications that will interact with your brain chemistry. This too can provide an awareness of brain function and control. A problem with this is that the doctor will likely want to get you on one medication and leave you on it when using different medications will provide a broader awareness.
what is outside the universe
Rualbe replied to qualia's topic in Creativity, Spirituality & PhilosophyRubbish. If a black hole can prevent light escaping it can also bend light making it appear that the stars falling into it appear to be expanding away from one another. Not to mention the warping of space time by that mass. It's so blindingly obvious it's embarrasing. The problem is your instinctive three dimensional view. People keep attempting to force reality to conform to a three dimensional view because that is the only way they can understand anything. At least those who make up the currently dominant culture do. Just because you can give a two dimensional picture the appearance of three dimensions does not make it three dimensional. Neither can reality be defined by three dimensions, nor four, or five.
Falling down; about vertigo
Rualbe posted a topic in Creativity, Spirituality & PhilosophyCan you feel the moon? The rythmic sway of the tides. The moon moves the ocean and so surely moves me. By carefull discrimination I become aware of other tides. Following this subtle vertigo, falling still I know the sweep of tidal forces in my solar system. A greater tide still draws me on. This tide is rife with distractions, shallow things they are. But what is this? No more, no more. Please god no more.